THE PERCEPTION GAP IN OUTCOME-BASED EDUCATION: A MULTI-STEP STATISTICAL FRAMEWORK FOR CO–PO MAPPING VALIDATION AND ATTAINMENT ANALYSIS

DOI: https://doie.org/10.65985/APER.2026888355

Authors:

Roshna Ravindran, Dr. L.S. Swasthimathi

Keywords:

Outcome-Based Education; CO–PO mapping; attainment analysis; perception gap; Cronbach's alpha; NBA accreditation

Abstract:

In Outcome-Based Education (OBE) framework, it is critical to have a robust framework for measuring Course Outcomes and Programme Outcomes. This study proposes a comprehensive multi-step statistical analysis of data obtained by administering a Course Exit Survey and a Programme Exit Survey of a course, on a Likert scale. The study was done using descriptive statistics, correlation analysis, mapping validation, gap analysis, reliability testing, and predictive modelling to evaluate the alignment between course-level and programme-level learning outcomes. The results obtained indicate that course outcomes are achieved at a high level, but programme outcomes are achieved only at a moderate level. This indicates a potential disconnect between course-level and programme-level learning and how students perceive these levels. The study also indicates that course outcomes and programme outcomes are statistically independent constructs from a student's perspective. Additionally, it has been found that course outcome programme outcome mapping is only partially validated and overstates the actual relationships. This study further reveals that certain programme outcomes require immediate attention by indicating a potential disconnect between how students perceive themselves and how they have achieved these programme outcomes. These findings provide useful insights for improving course/programme outcome mapping, with meaningful implications for curriculum design and accreditation.

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