Impact on the personality of engineering students based on project‐based learning

In an engineering study, the project/knowledge application module has a great weightage where students get an opportunity for the application of knowledge. Project evaluation consists of the following phases: documentation, presentation, teamwork, and leadership. This study has used the entire duration of the project assessment process for the evaluation of personality changes along with the academic assessment for the duration of 2 years. The intervention used for the evaluation is strongly correlated with five factors (openness, conscientiousness, extraversion, agreeableness, and neuroticism) of the OCEAN model. Statistical and descriptive tests are used for the assessment of the relationship of interventions on academic performance, personality development, and placement activity with 95% confidence. The survey has been conducted at the end of 2 years to validate the obtained results on the basis of interventions. From the results, it has been found that students can actually work upon personality enhancement till the 7th semester whereas the improvement in learning and analytical skills is a continuous process and the students in the 8th semester have shown significant variation in these two assessed parameters. Thus, the proposed intervention approach is an appropriate tool, which helps students to improve their personality at five factors of the OCEAN model results in 360° enhancement in the personality along with academic performance.