A pedagogical teaching-learning framework for engineering undergraduates: Learning gains in a material science and metallurgy course

Abstract

Material Science and Metallurgy is an introductory yet conceptually deep subject taught in undergraduate engineering programs, and it often poses challenges for students in bridging the gap between abstract theory and material behavior. The present research is a proposed teaching-learning framework in the form of a learning by doing and writing model, which is applied in a third-semester Mechanical Engineering undergraduate course at Guru Ghasidas Vishwavidyalaya (A Central University) in the state of Chhattisgarh, India. The framework incorporates case scenarios and problem-based learning activities grounded in research, collaborative group tasks, and technical writing to improve conceptual knowledge and professional skills, including observation, curiosity, divergent thinking, empathy, and collaboration. Four learning activities were carefully designed to cover fundamental topics, including crystal structures, phase diagrams, strengthening mechanisms, heat treatment, and product development based on material properties. A rubric-based assessment of the assignment was used to quantitatively evaluate the effectiveness of the intervention, based on end-semester examination results across three academic periods (2023–24, 2024–25, and 2025–26). The findings reveal a positive change in average academic achievement, reduced score dispersion, increased learning consistency, and a decline in the rate of failures following the pedagogical intervention. Student feedback further confirms improved engagement and conceptual clarity. The results demonstrate the usefulness of active, writing-based, student-centered pedagogies and offer a scalable model of enhancing the learning processes in materials education and other engineering fields.