First-Year Undergraduate Engineering Student's Investigation on the Troubleshooting Process in a Project-Based Learning Course

First-year engineering students often face challenges in electronics, struggling with fundamental concepts in circuitry and problem-solving.. In our university's Project-Based Learning (PBL) course, integrating diverse components like Arduino, relays, sensors, and actuators poses difficulties for students. This study delves into the challenges faced by first-year undergraduates in designing electronic circuits within a PBL framework. Emphasizing the troubleshooting component, which is essential for engineering knowledge and problem-solving skills, the research employs a qualitative approach. Participants, first-year engineering undergraduates in a PBL course, were interviewed at a technological university. Preliminary findings indicate that PBL facilitates practical problem-solving, enhancing critical thinking and knowledge. Students employ iterative problem-solving approaches involving sequential testing, logical reasoning, and peer collaboration. Challenges include inadequate prior knowledge, time constraints, and the need for support in complex scenarios. This study contributes to understanding how PBL enhances problem-solving skills, offering insights for educators to refine curricula and teaching strategies for effective project-based learning.