Validity of a Scale to Measure IC-PBL Learning Outcome in Engineering Education

초록

Industry-Coupled Problem-Based Learning (IC-PBL) has become a central approach in engineering education, enabling students to bridge theoretical understanding with real-world application. In our prior work, we have developed a new measurement instrument to evaluate the outcome of IC-PBL engineering education in terms of Engineering problem solving, Communication and collaboration, and self-leadership. However, its validity and reliability were established only within a single institution. This study therefore extended the original scale to a multi-institutional sample of undergraduate engineering students(N = 1,195 across 7 universities) to assess its generalizability and to examine how learner characteristics influence IC-PBL outcomes. A second-order confirmatory factor analysis (CFA) was conducted to examine the construct validity of the scale. Following this, structural equation modeling (SEM) was used to analyze how individual characteristics-gender, academic year, prior IC-PBL experience, and enrollment in an IC-PBLactive university-predict student competencies. The analysis was based on responses from undergraduate students across multiple engineering institutions. The results confirmed the three-factor structure of IC-PBL learning outcomes and demonstrated that the scale is a valid tool for assessing student development. Academic year was found to be a consistent positive predictor across all competencies, indicating a developmental trend as students advance in their studies. Gender differences were observed only in communication and collaboration. Notably, prior IC-PBL experience significantly contributed to competency development, highlighting the value of repeated exposure to problem-based learning environments. Conversely, institutional IC-PBL activation level did not show a significant influence. This study offers empirical support for using the IC-PBL outcomes scale in engineering education and underscores the importance of sustained and high-quality IC-PBL instruction. Future research should explore how specific instructional designs enhance competency growth within IC-PBL contexts. © 2025 IEEE.

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