Contribution: This study systematically developed an educational learning framework titled “Real-world problem-posing strategy with engineering problem-solving” to facilitate engineering college students’ learning. This study evaluated the effect of the developed learning framework on engineering college students’ engineering problem-solving skills and learning motivation. Background: The incorporation of a student-centered learning approach into engineering education is gaining considerable attention for improving the quality of undergraduate engineering courses. A problem-posing strategy should be incorporated into engineering courses because it may positively affect students’ cognitive and affective skills. Research Question: 1) Is there a significant improvement in engineering college students’ learning achievement after the real-world problem-posing strategy with engineering problem-solving? 2) Is there a significant improvement in engineering college students’ engineering problem-solving skills after real-world problem-posing strategy with engineering problem-solving? 3) Is there a significant improvement in engineering college students’ learning motivation after real-world problem-posing strategy with engineering problem-solving? 4) To what degree are problem-solving skills and the quantity of posed problems correlated? Methodology: The framework of real-world problem-posing strategy with engineering problem-solving was integrated into computer architecture courses for eight weeks. Quantitative measurements were used to evaluate the effectiveness of the framework on engineering undergraduates’ learning. Findings: The results revealed a significant improvement in students’ engineering problem-solving skills and learning motivation. A significant moderate correlation was found between engineering problem-solving skills and the quantity of posed authentic engineering problems. In addition, the real-world problem-posing strategy with engineering problem-solving had a greater impact on high-achieving students’ cognition than on low-achieving and medium-achieving students.
