Traditional lectures in architectural engineering often fall short of effectively conveying practical applications. This study introduces a hybrid teaching approach that integrates structured field trips with traditional lectures based on Kolb’s four-step experiential learning cycle to address this. An experimental design was implemented to assess the impact of this method on achieving core Course Learning Outcomes (CLOs). Using SPSS, independent-sample t-tests, and one-way ANOVA, we compared CLO scores across intervention groups, student seniority levels, and field trip frequency. At the same time, multiple linear regression analyses were used to analyze the influence of students’ attitudes, prior experiences, and enjoyment on the CLO scores. CLO achievement was further validated through the Course Learning Outcome Analysis Tool (COAT). The findings reveal that students exposed to field trips performed significantly better, particularly freshmen and junior students, who showed greater knowledge gains than their senior peers. Additionally, a higher frequency of trips was associated with improved academic performance, and students’ positive attitudes, prior exposure, and enjoyment of field trips positively influenced their CLO outcomes. These results underscore the effectiveness of integrating experiential learning into architectural engineering education, offering a compelling supplement to conventional lectures and addressing the limitations of traditional instructional methods by fostering deeper, more meaningful student engagement and learning. © 2025 by the authors.
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