Longitudinal Study on Higher Education Engineering Students: How Their Competency-Evaluations Evolve? Academic Article in Scopus uri icon

abstract

  • Previous studies on competency-based education (CBE) in Higher Education (HE) have primarily relied on small samples, short time frames, and self-perceived measures of competencies, leaving a gap in understanding how STEM students¿ competencies evolve through direct evaluations. This study addresses the challenge of evaluating how students¿ competencies evolve throughout CBE programs in HE. We conducted longitudinal analyses of competency evaluation data from a cohort of 4,044 STEM students enrolled in CBE programs. The study examines the evolution of students¿ observed competency ratios across six academic periods and analyzes variations according to four between-subject variables: sex, preparatory school background, geographic region, and knowledge area. Competency data were collected through institutional evaluation processes and transformed for longitudinal analysis. Statistical procedures, including repeated measures ANOVA, post-hoc tests, and linear mixed-effect models, were applied to identify significant changes in competency ratios across time and between groups. Results revealed statistically significant improvements in the observed competency ratios throughout the six academic periods, indicating consistent growth in students¿ demonstrated competencies. However, differences across some demographic and institutional factors highlight points where competency development progresses unevenly. These findings provide empirical evidence of how CBE models influence STEM students¿ competency acquisition over time. They offer valuable insights for educators, curriculum designers, and policymakers seeking to strengthen CBE implementation. In particular, the study emphasizes the importance of continuous monitoring and targeted instructional support during specific academic stages to ensure that all students achieve the intended competencies by graduation. © 2013 IEEE.

publication date

  • December 1, 2026