Effectiveness of Collaborative AutoCAD File Editing on Students' Learning of Structural Layout and Details

Abstract

Background: Collaborative AutoCAD file editing may enhance Grade 10 Technical Drafting students’ competency in structural layout and details by promoting shared problem-solving, cognitive support, and industry-relevant teamwork skills compared with individual drafting approaches. Aims: To determine the effectiveness of collaborative AutoCAD file editing in improving Grade 10 ICT–Technical Drafting students' competency in structural layout and details, and to compare the learning outcomes of students engaged in collaborative file editing with those who performed drafting tasks individually. Study Design: Quasi-experimental pretest–posttest control group design. Place and Duration of Study: Juan P. Cedro Memorial High School, Surigao City, Philippines, School Year 2025–2026. Methodology: Twenty-three (23) Grade 10 ICT–Technical Drafting students were assigned through intact-class allocation to a control group (n = 11), which performed AutoCAD drafting individually, and an experimental group (n = 12), which engaged in collaborative AutoCAD file editing through shared drawing files and structured task distribution. Both groups completed an AutoCAD-based pretest and posttest aligned with the K–12 Most Essential Learning Competencies. Outputs were scored using a standardized performance rubric covering dimensional accuracy, completeness of layout, layering and lineweight control, annotation and symbols, and drafting standards and neatness (20 points per criterion; 100 points total). Data were analyzed using mean, standard deviation, paired-sample t-tests, independent-sample t-tests, and analysis of covariance (ANCOVA) at the .05 level of significance. Results: Both groups improved from pretest to posttest, but the experimental group demonstrated substantially greater gains, with the total mean increasing from 77.00 (SD = 6.85) to 90.67 (SD = 5.21), compared with the control group's increase from 75.64 (SD = 9.20) to 80.73 (SD = 10.09). Within-group analysis revealed statistically significant gains in the experimental group for dimensional accuracy (t = 5.00, P < .001), layering and lineweight control (t = 5.63, P < .001), annotation and symbols (t = 3.02, P = .01), and overall total score (t = 5.40, P < .001), whereas the control group showed a significant gain only in layering and lineweight control (t = 2.89, P = .02). Between-group ANCOVA on the posttest scores, controlling for pretest performance, indicated significant differences favoring the experimental group in dimensional accuracy (F = 16.82, P = .001; adjusted M = 20.08 vs. 17.00) and in layering and lineweight control (F = 12.25, P = .002; adjusted M = 18.65 vs. 15.66). No significant between-group differences were found for completeness of layout, annotation and symbols, or drafting standards and neatness. Conclusion: Collaborative AutoCAD file editing significantly improved students' technical drafting competencies, particularly in accuracy- and coordination-driven skills such as dimensional accuracy and layering and lineweight control. The strategy supports the integration of structured collaborative activities in Technical Drafting instruction, with a balanced combination of collaborative and individual practice recommended to develop competencies that rely on personal precision, such as drafting standards and neatness.