Outcome-Based Education (OBE) has become a global requirement for engineering accreditation under ABET, the Washington Accord, and COREN. This study develops and evaluates a quantitative weighted OBE framework for IUO–GET 303: Engineering Economics, integrating CLO–PO–PEO mapping, numerical weighting, and Continuous Quality Improvement (CQI) cycles. Using a 1–3 correlation scale, the model generated 17 strong linkages (3), 10 moderate linkages (2), and 0 weak linkages (1) across six Course Learning Outcomes (CLOs) and six Programme Outcomes (POs). A pilot simulation using benchmarked assessment data (N = 85 students from comparable 300-level engineering courses) yielded mean PO attainment levels of 71.4% (PO1), 67.8% (PO2), 72.1% (PO3), 69.2% (PO4), 66.5% (PO5), and 74.0% (PO7). Based on the attainment thresholds (≥70% = Attained), the analysis showed that three POs (PO1, PO3, PO7) were attained, while three (PO2, PO4, PO5) were partially attained, indicating specific areas requiring targeted CQI interventions. The weighted model demonstrated strong discrimination capability, with a normalization variance of 0.84 and CLO contribution accuracy of 93% across simulations. The study provides a scalable, data-driven framework for Engineering Economics and offers a replicable model for OBE documentation in Nigerian engineering programmes. It establishes baseline performance metrics for the first delivery cycle in the 2025/2026 academic session and enhances COREN-aligned accreditation readiness.
ERAMEH et al. (Mon,) studied this question.