CURRICULAR ALIGNMENT - Study of Competency-Based Engineering Curriculum Effectiveness at ISPB

Q: What does the study evaluate in ISPB engineering programs?

It evaluates how well learning objectives, contents, teaching activities, and evaluation systems align in the competency-based curricular design implemented at ISPB.

Q: How were data collected for the research?

Through a mixed-method approach including surveys, interviews, and documentary analysis, collecting data from students, teachers, and career coordinators.

Q: What main findings were reported about curricular alignment?

Significant gaps were found between learning objectives and teaching activities, and assessment systems were not designed to comprehensively measure the complex competencies required by professional profiles.

Sep 3, 2026

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This study explores the alignment between learning objectives, contents, teaching activities, and evaluation systems in the engineering programs of the Instituto Superior Politécnico de Benguela (ISPB). The research evaluates the effectiveness of competency-based curricular design implemented at ISPB. Using a mixed method approach with surveys, interviews, and documentary analysis, data were collected from students, teachers, and career coordinators. Results reveal significant alignment gaps and non-comprehensive assessment of complex competencies.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages19

Reading Time7 min

AccessFree to download

Abstract

Keywords

Methodology

Analysis Methods

Evaluation Method

Results and Interpretation

| | MLS – PEDAGOGY, CULTURE AND INNOVATION
(MLSPCI)
[https://www.mlsjournals.com/pedagogy-culture-innovation](https://www.mlsjournals.com/pedagogy-culture-innovation) | | | --- | --- | --- | | Manuscript information:
Recibido/Received:19/0425
Revisado/Reviewed: 20/05/25
Aceptado/Accepted:13/11/25 | | | | --- | --- | --- | | ABSTRACT | | | | Keywords:
curricular alignment, professional competencies, engineering, ISPB, evaluation, curricular design, higher education | | This study explores the alignment between learning objectives, contents, teaching activities and evaluation systems in the engineering programs of the Instituto Superior Politécnico de Benguela (ISPB) . The objective of the research is to evaluate the effectiveness of the competency-based curricular design implemented at the ISPB. Through a mixed methodological approach that includes surveys, interviews and documentary analysis, data were collected from students, teachers and career coordinators. The results indicate that there are significant gaps in the alignment of its components. Furthermore, learning objectives do not always translate into teaching activities that encourage the development of the expected competencies. Assessment systems are not designed to comprehensively measure the complex competencies required by professional profiles. Among the recommendations, the need to strengthen teacher training in the design of learning activities based on problems and projects, as well as the development of more precise evaluation instruments, stands out. It is also suggested to periodically review and update study plans to ensure their relevance in a constantly evolving work context. | | RESUMEN | | | | | Este estudio explora la alineación entre los objetivos de aprendizaje, | | | Palabras clave: | contenidos, actividades de enseñanza y sistemas de evaluación en los | | | Alineación curricular, | programas de ingeniería del Instituto Superior Politécnico de Benguela | | | Competencias Profesionales, ingeniería, ISPB, Evaluación, Diseño Curricular, educación | (ISPB) . El objetivo de la investigación es evaluar la efectividad del diseño curricular basado en competencias implementado en el ISPB. Mediante un enfoque metodológico mixto que incluye encuestas, entrevistas y | | | superior. | análisis documental, se recolectaron datos de estudiantes, docentes y coordinadores de carrera. Los resultados indican que, existen brechassignificativas en la alineación de sus componentes. Ademas, los objetivos | | | Method of Analysis | Description | Result | Interpretation | | --- | --- | --- | --- | | Software Used | Analysis of collected data. | SPSS | Statistical tool used for the analysis. | | Method of Analysis | Description | Result | Interpretation | | --- | --- | --- | --- | | Factor Analysis | Evaluation of the structure of correlations between variables. | - | It allows the identification of patterns and relationships between variables. | | Bartlett's test | Sphericity test to verify the adequacy of the factor analysis. | 0.00 | Significant (p < 0.05); indicates correlation between variables. | | Kaiser-Meyer
Olkin (KMO) | Measure of sample adequacy for factor analysis. | 0.546 | Considered good; acceptable value (greater than 0.5) . | | Evaluation Method | Description | Result | | --- | --- | --- | | Internal Consistency | Internal consistency analysis using the Kuder-Richardson test 20. | 0.896 | | Analysis of Two Halves | Evaluation of internal consistency using the Spearman-Brown test. | 0.693 | | Cronbach's alpha | Evaluation of homogeneity in dichotomous responses; interpreted through Kuder-Richardson. | High
homogeneity | | 3,8
| 6 %
6.38 % | 2 | 2.82 %
26.85% | | 40.10% | | --- | --- | --- | --- | --- | --- |

FAQs

What does the study evaluate in ISPB engineering programs?

It evaluates how well learning objectives, contents, teaching activities, and evaluation systems align in the competency-based curricular design implemented at ISPB.

How were data collected for the research?

Through a mixed-method approach including surveys, interviews, and documentary analysis, collecting data from students, teachers, and career coordinators.

What main findings were reported about curricular alignment?

Significant gaps were found between learning objectives and teaching activities, and assessment systems were not designed to comprehensively measure the complex competencies required by professional profiles.

Sep 3, 2026

Upload by Aurelia