Refining final-year engineering outcomes at Mbeya University, Tanzania
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Date
2026
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Open access
Abstract
Tanzania’s Vision 2025 agenda emphasise rapid industrialisation, necessitating a
technically proficient workforce, particularly in mechanical engineering, to sustain
growth in manufacturing, mining, and infrastructure. This study evaluates the
academic performance of 117 final-year mechanical engineering students at Mbeya
University of Science and Technology (MUST), employing Exploratory Analysis
and Principal Component Analysis (PCA) to uncover performance patterns and assess
curriculum alignment with industrial competencies. Descriptive statistics revealed
notable variability in course performance, while correlation analysis identified strong
positive associations between GPA and key technical modules, notably ME 8401
(Fluid Power and Control) and ME 8411 (Automation and Robotics). PCA extracted
five principal components, explaining 58.2% of the total variance, with Component
1 alone accounting for 30.4%, suggesting a dominant academic structure driven
by technical proficiency. High factor loadings for ME 8411, ME 8401, and ME 8415
underscored their central role in student success. At the same time, low-loading
courses such as ME 8408 (Industrial Practical Training III) and ME 8413 highlighted
potential curricular misalignments. Based on these insights, the study concludes
that academic success in mechanical engineering at MUST is tightly linked to
performance in core technical subjects. To align educational outcomes with
Tanzania’s industrial goals, the study recommends targeted curriculum refinement of
underperforming modules, enhancing high-impact courses with structured academic
support, routine application of multivariate analytics for curriculum monitoring,
faculty training in educational data analysis, and the establishment of formal industry-
academic partnerships. These data-driven reforms aim to foster a technically adept
graduate pool that meets the evolving demands of Tanzania’s industrial landscape.
Keywords Mechanical engineering education, Principal component analysis, Skills
gap, Industrialization, Workforce readiness.
Description
This article was published by Open access in 2026
Keywords
engineering education, Principal component analysis, Skills gap, Industrialization, Workforce Mechanical readiness