Addressing Inadequate Basic CAD Skills and Experiences among Second-Year BTLEd-HE Students through CADVENTURE: An Innovative Digitalized CAD Instructional Material

Edgar Jr. Salomeri Pania; Cheryl Antoling Halipa; Chiery Ann Supirales Contorno; Angela Jhesca Quibo Sinabe; Melchor Lanos Belingan; Lene Gie Martinez Lubiano

doi:10.36948/ijfmr.2026.v08i06.90940

Addressing Inadequate Basic CAD Skills and Experiences among Second-Year BTLEd-HE Students through CADVENTURE: An Innovative Digitalized CAD Instructional Material

Author(s)	Mr. Edgar Jr. Salomeri Pania, Ms. Cheryl Antoling Halipa, Ms. Chiery Ann Supirales Contorno, Ms. Angela Jhesca Quibo Sinabe, Mr. Melchor Lanos Belingan, Ms. Lene Gie Martinez Lubiano
Country	Philippines
Abstract	This classroom-based action research addressed inadequate basic Computer-Aided Design (CAD) skills and experiences among second-year Bachelor of Technology and Livelihood Education major in Home Economics (BTLEd-HE 2) students of Davao Oriental State University. A diagnostic test given during problem identification showed that all students scored below the passing rate, and the pretest given at the start of the intervention showed that 19 of 24 students (79.17%) did not reach the 75% passing standard. Root cause analysis traced the problem to three causes within the teacher-researchers’ control: limited practice and digital skills with CAD tools and commands, no adequate experience in CAD, and insufficient hands-on practice, learning and supervision. The intervention, CADVENTURE: An Innovative Digitalized CAD Instructional Material, is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and uses Canva, Google Drive and web-based SketchUp to deliver scaffolded, command-based activities with guided and collaborative practice. An embedded mixed-methods design with a one-group pretest–posttest structure was used with an intact class of 24 students over three weeks. The mean score increased from 12.88 (SD = 2.58) in the pretest to 16.79 (SD = 1.50) in the posttest, and all 24 students reached the passing standard in the posttest. A paired-sample t-test showed a statistically significant difference, t(23) = 6.58, p < 0.001, with a large effect size (Cohen’s d = 1.34). Thematic analysis of post-intervention responses showed increased interest and engagement, reliance on teacher and peer guidance, skill development through practice and improved confidence, while a few students reported technical and equipment constraints. Because the pretest was a knowledge test and the posttest a performance task, the size of the gain is interpreted with caution. The systematic use of CADVENTURE, with targeted guidance, ample practice time, adequate digital resources and periodic evaluation, is recommended, and future studies should assess the long-term application of the acquired CAD skills with larger groups of participants.
Keywords	Computer-Aided Design, CADVENTURE, Digitalized Instructional Material, Action Research, TPACK Framework, Technical Skill Improvement, Technology and Livelihood Education
Published In	Volume 8, Issue 6, November-December 2026
Published On	2026-11-01
DOI	https://doi.org/10.36948/ijfmr.2026.v08i06.90940

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Addressing Inadequate Basic CAD Skills and Experiences among Second-Year BTLEd-HE Students through CADVENTURE: An Innovative Digitalized CAD Instructional Material

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