Problem-Based Learning and Knowledge of Digital Electronics among Engineering Students

This paper aims to explore the relationship between problem -based learning (PBL) and the digital electronics course for engineering students at a private university with a population of 97 students. The study utilized a deductive and correlational hypothetical method with a non -experimental and quantitative design. As a result, the statistically significant relationship between PBL and the digital electronics course is verified. A relationship coefficient equal to Rho = 0.780 and p < 0.01, confirms the proposed alternative hypothesis. This result provides a robust quantitative perspective on how the integration of PBL positively influences engineer - ing students' acquisition of digital electronics knowledge. The contribution lies in empirical support for the effectiveness of the PBL approach, providing educators and engineering pro - fessionals with a solid foundation for enhancing pedagogical strategies and fostering more effective and practical learning in the discipline.