Abstract :
The present study aimed to explore and validate the underlying factor structure of Program Learning Outcomes (PLOs) among undergraduate engineering students within the framework of outcomes based education. A quantitative, cross sectional research design was employed. Data were collected from a sample of 300 undergraduate engineering students using a structured PLO questionnaire. Exploratory Factor Analysis (EFA) was conducted using principal component extraction with varimax rotation. The adequacy of the data was confirmed through the Kaiser–Meyer–Olkin (KMO) measure and Bartlett’s Test of Sphericity, and factors were retained based on eigenvalues greater than 1.0 and factor loadings ? .40. The EFA yielded a clear and interpretable five factor solution, comprising Knowledge and Lifelong Learning, Ethical and Social Responsibility, Interpersonal and Communication Skills, Cognitive and Performance Outcomes, and Professional Skills and Application. All retained items demonstrated satisfactory factor loadings, supporting the multidimensional nature of Program Learning Outcomes in engineering education. The findings provide empirical evidence for a five dimensional structure of engineering PLOs, aligning with contemporary competency based and outcomes based education models. The validated factor structure supports the use of the instrument for curriculum evaluation and quality assurance and highlights the need for future research using confirmatory factor analysis and cross disciplinary validation.