Examining of the effects of TRIZ-supported design-based learning on students' perception of engineering, knowledge, stem attitude, and problem-solving skills

This study investigates the effects of TRIZ-Supported Design-Based Learning on students' perceptions of engineering, knowledge, attitude, and problem-solving skills. This study used the embedded mixed methods design, one of the mixed research methods. Fifty-six eighth-grade students attending a middle school in the city center of Muş participated in the research during the 2023-2024 academic year. A quasi-experimental design with a pre-test and post-test control group, one of the quantitative research methods, was used as part of the study. Among the qualitative research methods, the case study method was used. İn the research, the "Engineering Knowledge Scale, Problem Solving Skill Scale, STEM Attitude Scale, and Engineering Perception Survey" were used as quantitative data collection tools. SPSS 25 software package was used to analyze the obtained quantitative data, while inductive content analysis was employed to analyze qualitative data. As a result of the study of the data, it was revealed that TRIZ-Supported Design-Based Learning did not create a statistically significant difference in students' engineering knowledge and problem-solving skills. In contrast, it made a statistically meaningful difference in their STEM attitudes. Moreover, when students' engineering perceptions were investigated, it was established that TRIZ-Supported Design-Based Learning reflected positively on students' engineering knowledge. Based on these results, suggestions were made for researchers and policymakers.