Lu Bingrong
ABSTRACT
This descriptive-correlational study examined the relationship between students’ extent of engagement and their level of competencies in product design activities. The respondents consisted of students enrolled in the Product Design program, and data were gathered using a validated survey questionnaire. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were employed to analyze the data. Results revealed that students exhibited a high extent of engagement across four dimensions—behavioral, emotional, cognitive, and agentic engagement. Similarly, the participants demonstrated high levels of competencies in user-centered design, visual and interaction design, prototyping and wireframing, strategic and systems thinking, collaboration and communication, technical acumen, and problem-solving and creativity. Further analysis showed no significant differences in either engagement or competencies when respondents were grouped according to gender, year level, or age. However, significant positive correlations were found between the extent of engagement and all measured competency areas. These findings underscore the critical role of student engagement in strengthening design-related knowledge, skills, and professional readiness. The study suggests that learning environments and instructional strategies that actively promote engagement may substantially enhance competency development in product design education.
Keywords: Behavioural engagement, cognitive engagement, competencies, emotional engagement, product design education
https://doi.org/10.57180/oqfg1902