<![CDATA[Precision measurement requires automotive vocational students to integrate conceptual knowledge with accurate instrument setup, reading, interpretation, and procedural control. This quasi-experimental pretest-posttest study examined whether Project-Based Learning (PjBL) was associated with larger and more consistent gains in Grade X students’ dial-indicator competency. Sixty-four students from two intact Light Vehicle Engineering classes participated (32 PjBL; 32 control). Baseline performance was equivalent (46.41 ± 7.21 vs 46.56 ± 7.01; p = .930). Both groups improved substantially. Mean gain was 42.19 ± 4.00 under PjBL and 39.22 ± 11.99 in the control group; the 2.97-point advantage was not statistically significant (Welch p = .192; Hedges’ g = .33). Gain dispersion differed markedly: control-group variance was 8.97 times the PjBL variance, with robust variance tests p < .001. PjBL was therefore associated more clearly with consistency of competency development than with superior average gain. Multiclass replication with validated performance assessment is warranted.]]>
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