Context/Setting, Technical drafting is a foundational skill in engineering and architecture programs, serving as the basis for visualizing and communicating design ideas. In senior high schools, drafting is part of the Technical-Vocational-Livelihood (TVL) track, preparing students for both higher education and industry work., Related Literature, Studies have shown that drafting enhances spatial reasoning and problem-solving skills (Garcia, 2018; Tan, 2020). Research also highlights the importance of integrating computer-aided design (CAD) tools to improve accuracy and efficiency (Lopez, 2019). However, traditional manual drafting remains essential for developing precision and discipline in learners., Gap in Knowledge, While existing studies emphasize the benefits of CAD integration, limited research has explored how combining manual and digital drafting approaches affects students’ mastery and confidence, particularly at the senior high school level., Statement of the Problem, This study aims to examine the impact of blended drafting instruction (manual plus CAD) on the performance and confidence of senior high school students in technical drafting courses., Theoretical/Conceptual Framework, The research is guided by Constructivist Learning Theory, which posits that learners build knowledge through active engagement and practical experience. The framework suggests that combining manual and digital drafting provides multiple pathways for skill acquisition., Significance of the Study, Findings will help educators design more effective drafting curricula, balancing traditional skills with modern technology. This may enhance students’ readiness for both college-level engineering programs and technical careers in design industries.

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