Learning-outcome-based curriculum redesign and student acceptance: evaluation of the relational database course in systems engineering

Abstract

This article evaluates the impact of redesigning the Relational Databases course in the Systems Engineering program at Universidad del Magdalena. In 2022, the course was reformulated to promote higher-order thinking by coupling an outcomes-based design with active, participatory pedagogy. The new version was offered over six consecutive semesters (2022-1 to 2024-2); across these cohorts, 317 students passed the course, and this study analyzes 107 complete surveys from students who both passed and consented to respond. Results indicate strong acceptance: 97% rated the experience "Excellent" or "Good," and 90% reported that the outcomes-based approach improved learning relative to content-centered courses. Moreover, 86% felt they learned "better" or "much better" than in other courses. A k-means analysis of performance revealed three profiles: 57% with high, homogeneous achievement; 21% particularly strong in relational design (Learning Outcome 3); and 22% with intermediate attainment. Despite these gains, approximately two-thirds of respondents overestimated their own level, pointing to a metacognitive challenge worth addressing in future iterations. Open-ended responses highlight the instructor’s role, content quality, and applied practice as key strengths. Suggestions emphasize increasing project-based work and formative feedback. Overall, the findings support the value of an outcome-oriented redesign for fostering higher-order learning in database education and motivate targeted strategies, especially feedback and self-assessment, to calibrate student judgments and consolidate learning.