In an engineering study, the project/knowledge application module has a great weightage where students get an opportunity for the application of knowledge. Project evaluation consists of the following phases: documentation, presentation, teamwork, and leadership. This study has used the entire duration of the project assessment process for the evaluation of personality changes along with the academic assessment for the duration of 2 years. The intervention used for the evaluation is strongly correlated with five factors (openness, conscientiousness, extraversion, agreeableness, and neuroticism) of the OCEAN model. Statistical and descriptive tests are used for the assessment of the relationship of interventions on academic performance, personality development, and placement activity with 95% confidence. The survey has been conducted at the end of 2 years to validate the obtained results on the basis of interventions. From the results, it has been found that students can actually work upon personality enhancement till the 7th semester whereas the improvement in learning and analytical skills is a continuous process and the students in the 8th semester have shown significant variation in these two assessed parameters. Thus, the proposed intervention approach is an appropriate tool, which helps students to improve their personality at five factors of the OCEAN model results in 360° enhancement in the personality along with academic performance.

中文翻译：

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基于项目式学习对工科学生人格的影响

在工程学习中，项目/知识应用模块具有很大的权重，让学生有机会应用知识。项目评估包括以下阶段：文档、演示、团队合作和领导。本研究将项目评估过程的整个持续时间用于评估人格变化以及为期 2 年的学术评估。用于评估的干预与 OCEAN 模型的五个因素（开放性、尽责性、外向性、宜人性和神经质）密切相关。统计和描述性测试用于评估干预措施对学业成绩、个性发展和安置活动的关系，置信度为 95%。该调查是在 2 年末进行的，目的是在干预的基础上验证所获得的结果。从结果中可以看出，学生实际上可以在第 7 学期之前进行人格提升，而学习和分析技能的提高是一个持续的过程，并且第 8 学期的学生在这两个评估参数上表现出显着差异。因此，所提出的干预方法是一种合适的工具，它可以帮助学生在 OCEAN 模型的五个因素中改善他们的个性，从而在个性和学业成绩方面实现 360 度提升。已经发现，学生实际上可以在第 7 学期之前进行个性提升，而学习和分析技能的提高是一个持续的过程，并且第 8 学期的学生在这两个评估参数上表现出显着变化。因此，所提出的干预方法是一种合适的工具，它可以帮助学生在 OCEAN 模型的五个因素中改善他们的个性，从而在个性和学业成绩方面实现 360 度提升。已经发现，学生实际上可以在第 7 学期之前进行人格提升，而学习和分析技能的提高是一个持续的过程，并且第 8 学期的学生在这两个评估参数上表现出显着变化。因此，所提出的干预方法是一种合适的工具，它可以帮助学生在 OCEAN 模型的五个因素中改善他们的个性，从而在个性和学业成绩方面实现 360 度提升。