Investigating Student Perceptions of a Combined PBL and English Literature Approach in Power Systems Using Cluster Analysis

The problem-based learning (PBL) teaching method is a renowned international educational approach widely implemented in engineering education. This paper examines the effects of a comprehensive teaching strategy that incorporates PBL and English literature within the “Power System Overvoltage” course. The goal of this integrated teaching strategy is to improve students' critical thinking and communication skills, which are important for today's global engineers. A structured questionnaire was conducted with 210 students to gather their feedback on this teaching method, and the results were analyzed using cluster analysis. The findings revealed that 86% of students responded positively indicating improvements, in their technical skills and language abilities. The students feedback also emphasized that instructors implementing this teaching method need to possess deep professional knowledge, stay updated with current scholarly developments, and invest extra time and effort for effective implementation.