| Summary: | This research investigates the integration of “Think-Pair-Share” active learning strategies alongside traditional teacher-student interactions in Drilling Fluids and Cementing Technology education. The study assesses students’ preferences for active learning, their motivation to engage in such methods, and the factors influencing effectiveness. A total number of 24 undergraduate students were involved in this survey. The survey evaluates perceptions of various active learning strategies in comparison to conventional teaching. It measures students’ preference for active learning, their motivation, and their resulting academic performance. This research contributes empirical evidence and insights into factors that enhance successful active learning, aiming to improve the quality and relevance of Drilling Fluids and Cementing Technology education. It provides guidance for educators and institutions seeking to optimize pedagogical approaches, ultimately benefiting engineering education. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.
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