Evaluating individual learning effectiveness on project-based learning methodology by comparing team-based and individually assigned projects

Engineering education has attained significant attention in recent years due to the increasing need to better prepare future engineers for the challenges in modern industrial settings. Among these, finding solutions to complex analytical problems through collaboration, using abilities such as self-learning can be considered the most critical challenges. Project-based learning has surged as a solution in educational institutions to better prepare students in both analytical and interpersonal skills, which are in high demand for engineering professionals. In the Project-based learning methodology, team projects bring several advantages to traditional learning methods such as promoting collaboration, cultivating inter-personal skillset, learning outside of the classroom and critical thinking. However, it can also have uneven distribution of the workload where only certain members of the team learn the intended topics. This results in low student-learning effectiveness when focusing on the classroom average outcome. This project focuses on evaluating the effectiveness of project-based learning by utilizing a component design problem, based on constraints and expectations, and comparing the final component design, the project report and evaluation results from the project performed in groups and individually in two different classes. This learning assessment was conducted in the Mechanical Design class, a junior level course in the Mechanical Engineering curriculum. The potential impact that working in a team or individually has on a student will be assessed by evaluating the performance of each student with a written report and an in-class quiz regarding the topics of the project.