Measuring Undergraduate Students' Work-Integrated Learning Experiences: Development and Validation of a Multidimensional Scale Integrating Educational Psychology Perspectives

Description

The empirical dataset for the development and validation of the Work-Integrated Learning Scale (WILS) was collected from 540 undergraduate students with work-integrated learning experience. The dataset incorporated demographic, academic, and WIL-related contextual characteristics, including gender, educational background, academic department, semester, GPA, WIL experience, and duration of WIL participation. The sample comprised 115 male students (21.3%) and 425 female students (78.7%). Most participants were enrolled in the seventh semester (n = 454, 84.1%), followed by the eighth semester (n = 66, 12.2%) and sixth semester (n = 20, 3.7%). Participants were recruited from eight academic departments, with Department 1 contributing the largest proportion of respondents (n = 240, 44.4%). GPA scores ranged from 2.00 to 4.00. The WILS instrument comprised 16 items distributed across four dimensions: Integration of Theory and Practice (WIL_ITP1–WIL_ITP4), Learning Support and Preparation (WIL_LSP1–WIL_LSP4), Stakeholder Engagement and Partnership (WIL_SEP1–WIL_SEP4), and Assessment and Reflection (WIL_AR1–WIL_AR4). Each dimension consisted of four items measured using a five-point Likert-type response scale. The duration of students' WIL participation ranged from one to twelve months, with two months being the most frequently reported duration (n = 241, 44.6%). No missing responses were observed across the 16 WILS items. Overall, the dataset provided adequate variation in participants' demographic and WIL-related characteristics for examining the psychometric properties and factorial structure of the newly developed Work-Integrated Learning Scale.

Institutions

• University of Sargodha

  Punjab, Sargodha

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