Impact of Early Research Integration on Experimental Design and Statistical Reasoning in First-Year Mechanical Engineering

Undergraduate mechanical engineering labs often prioritize procedural validation over developing experimental design and statistical reasoning skills. This study investigated integrating a structured early research framework to address this gap. A 12-week quasi-experimental study involved 113 first-year students assigned to experimental (n = 57) and control (n = 56) groups, utilizing a four-stage scaffolded research model without altering core content. Outcomes were measured via pre-post conceptual tests, design rubrics, statistical tasks, and self-efficacy surveys. Compared with the control group, students in the experimental condition achieved significantly greater gains in conceptual understanding, experimental design competency, and statistical reasoning (all p < 0.001). Research self-efficacy also increased significantly following participation in the structured research model. The findings suggest that embedding scaffolded research into first-year laboratories can be a viable approach for strengthening foundational analytical competence, methodological reasoning, and research self-efficacy during the early stages of undergraduate engineering education.