this study examines the effect of algorithmic instruction on students’ independent problem-solving skills in engineering graphics. A randomized controlled study was conducted with 88 first-year engineering students divided into experimental and control groups. The experimental group was taught through step-by-step algorithms and short video animations, while the control group received conventional example-based instruction. The results showed that the algorithmic approach improved accuracy, solution speed, error reduction, and spatial reasoning. These findings suggest that algorithmic instruction can be an effective method for developing independent learning in engineering graphics education.

engineering graphics, algorithmic instruction, problem-solving, spatial reasoning, cognitive load, engineering education.

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