Effectiveness of Engineering Design Process (EDP) in Improving Students’ Cognitive Learning Performance: A Meta-Analysis

Abstract

The engineering design process (EDP) is an innovative problem-solving approach used to develop effective solutions and products. While numerous studies have explored its implementation and potential effects, its impact on cognitive learning outcomes remains unclear. Thus, this current study aimed to evaluate the effectiveness of EDP. Meta-analytic findings from 17 studies with 29 valid datasets published from 2015 to 2024 revealed an upper-medium effect on cognitive learning performance (g = 0.70, p < .001). Additionally, geographic region, group selection, grade level, EDP model, and EDP skills had moderating effects. Furthermore, subgroup analysis indicated that EDP implementation was more effective under the following conditions: (1) increased exposure to EDP, (2) smaller and (3) randomized class sizes (1-30 and 31-50 students), (4) Asian (5) high school students, and (6) the use of EDP models such as DDCTPE (Define the Problem, Decide Possible Solutions, Create the Design, Test, Present, Evaluate) and AIPCTI (Ask, Imagine, Plan, Create, Test, Improve). Overall, the engineering design process significantly enhanced core engineering knowledge and practice, as well as students' cognition and thinking.