COMPLIANCE OF HIGHER EDUCATION INSTITUTIONS TO OUTCOME-BASED EDUCATION FOR THE 21 st CENTURY LEARNERS (original) (raw)
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2018
To meet the challenges of globalization, high technology, economic transformation, and international competitions in the new century, there have been numerous educational reforms and initiatives in many countries in the Asia-Pacific Region and other parts of the world (Cheng, 2005). The Philippines along with the other members of the ASEAN region are faced with these challenges. The current study has been designed to understand the readiness of selected HEIs in the Philippines as they embark to adopt a new educational system that is grounded in outcomes-based education (OBE). This quantitative study shows that these institutions are moderately familiar with the concepts, processes, and standards on OBE implementation. Among the initiatives identified to ensure the success of OBE implementation, sending of faculty for training and workshops ranked first. It shows that the HEIs strongly agree to the principle that OBE –based instructional strategies expand the motivation or purpose ...
2017
The paper offers discussions of the result of adoption of Outcomes-Based Education (OBE)by the Ramon Magsaysay Technological University (RMTU), Zambales most especially on the aspect ascertaining the extent of understanding of the essence of OBE and the knowledge of OBE implementation. The study was conducted during the first semester of 2015 among the 272 faculty members. The research is descriptive and quantitative. Using the weighted mean, it was found out that the faculty members manifest a great extent of understanding of outcomes-based education primarily the active participation of students in the learning activities, however, faculty members’ perception indicated a moderate extent of understanding on the minor role played by the educators in the teaching-learning situation and planning activities that focus around the learners. The faculty members reported a great extent of knowledge of the outcomes-based education mainly the use of different techniques to assess student lea...
Implementation of Outcome Based Education: A Beginning
Journal of Engineering Education Transformations, 2016
Higher educational institutions are encouraged to implement the Outcome-Based Education to prepare instructors to be competitive and produce graduates who are ready to meet the global job needs. To determine the level of implementation of the Outcome-Based Education (OBE) in Central Philippines State University, the researcher employed the sequential explanatory mixed-method design which involves two phases: the quantitative followed by qualitative. The quantitative data were collected through a validated survey instrument, while the qualitative data were gathered from the participants through an in-depth semi-structured interview which culled out their experiences on the implementation of the Outcome-Based Education. The findings of the study revealed that Outcome-Based Education standards were moderately implemented in the university. This means that the learning experiences of students and the teaching methodology could hardly develop their skills to attain the intended learning outcomes. Qualitatively, the results yielded different themes that brought forth an eidetic insight that the OBE implementation is collaborative and value-laden effort: bridging theory and practice of the academic community. The research findings were used as a basis for designing the proposed CPSU-Operational Plan using the Approach, Deployment, Learning, Integration (ADLI) model that can be adopted and implemented by the University.
International Journal of ADVANCED AND APPLIED SCIENCES
This qualitative-quantitative research aimed to determine the extent of practices in the implementation of Outcomes-Based Education (OBE) among select Higher Education Institutions (HEIs) in Panay Island, Philippines in terms of an academic institution’s Vision-Mission-Goals, faculty, curriculum and instruction, support to students, research, extension and community involvement, library, physical facilities, laboratories, and administration. Further, this study aimed to find whether the practices of the respondents on OBE implementation are influenced by the level of accreditation. The respondents of the study were the 120 permanent faculty members coming from 17 HEIs offering graduate school programs. The data gathered would provide the basis for institutionalizing mandatory accreditation among HEIs. Using the Accreditation Survey Instrument (ASI) of the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP), the results revealed that the extent of pr...
Higher Education's Outcomes-based Education: Bane or Boon?
West African Journal of Educational Sciences and Practice (WAJESP), 2022
Outcomes-Based Education (OBE) encompasses the learning, awareness, abilities, and viewpoints that students should learn to attain their successful and satisfying life cycles as human beings, members of society, and at employment. However, OBE has recently become a topic of debate and controversy. Some critics consider this educational approach ineffective, while others see it as solution to a country's educational problems. In this context, it is important to consider the nature of outcomes-based education and the challenges that come with its implementation in the Philippines. Rather than criticizing the notions associated with it, this paper focuses on such a reflection. The paper introduces several important notions (both good and bad) in Outcomes-Based Education and recommends methods in which these concepts may perhaps be studied further. This paper is not purposed to negate the system nor to agree with the sets of standards embedded in this kind of system in Philippine education but to establish awareness on how this system works. But if OBE will be a miracle cure in the Philippines (or a plague to the country), Filipinos must play their part in order to achieve the ideal goals since they are the ones who are greatly affected either way.
International Journal of Evaluation and Research in Education (IJERE), 2021
The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed method approach was used for data and information collection. Weighted mean was used to interpret the extent of knowledge and actual practice of the faculty members and on the qualitative part, data were analyzed using thematic analysis. The results of this study indicate a great deal of expertise and experience on the implementation of OBE among the faculty members of the College of Computing and Information Communication Technology at Isabela State University Cauayan Campus. The faculty members are well versed in the application and practice of OBE and will continue to contribute to the realization of the goals of OBE by practice.
Teaching and Learning Experiences in Letran's Partial Implementation of Outcomes Based Education
2019
In the Philippines, there is a shift in the curriculum from traditional teaching into Outcomes-Based Education (OBE). It is described as a lifelong learning curriculum aligned to the demand of the employers who supported international and global standards. Among the institutions responding to the need in upgrading the bar in education is Colegio De San Juan De Letran (CSJL). In this study, the researchers explored the relationships of the four components of curriculum. The study used descriptive method. The respondents are twenty-nine (29) CLAS faculty members and 620 students enrolled in the College of Liberal Arts and Sciences. Researchers analyzed that data collected through multiple iterations. Based on the results, the researchers concluded that CLAS faculty members have a positive attitude towards an outcomes-based educational approach and claimed to know how to do OBE in their respective classes. However, when it comes to CLAS faculty member's knowledge about the assessment techniques for OBE, they felt that it is inadequate. CLAS faculty members feel that trainings provided in the past were not enough. It is important to establish high and uniform academic standards, accompanied by a system of accountability for the successful implementation of OBE. The Colegio should have a continuous and sustainable monitoring of the implementation of OBE during its infancy.
Outcome-Based Education Implementation in Malaysian Polytechnic
2014
Outcome Based Education (OBE) implementation is relatively new in Malaysian Polytechnics and it has been made compulsory by the accreditation body (MQA) through the Malaysian Qualification Framework (MQF) (MQA, 2008). To ascertain the quality of graduates, OBE requires a lot of coordination in terms of planning and implementation and thereafter the assessment. Establishing an OBE system for education is supposed to be the best way for students to reach the desired outcomes.
Learners’ attitude towards outcomes-based teaching and learning in higher education
Tuning journal for higher education, 2022
As outcomes-based education (OBE) is now being pursued in the Philippine higher education, learners have expressed their varied sentiments to this new approach. This cross-sectional study on the undergraduate and postgraduate learners sought answers as to what attitudes they may foster towards the success of implementing outcomes-based teaching and learning approach in a State University. It also aimed at determining the relationship between learners' demographics, and their attitude towards OBE. Findings reveal that learners have positive attitude towards OBE. Correlation analysis revealed a significant relationship between learners' demographics, and their attitude towards OBE. Analysis of variance reveals significant differences in the attitude of learners across degree levels. As the values formation seems to be a source of dispute among the learners of this new approach, it may also be the source of hope for its brighter future. Taking positively, it simply demands both the learners and educators the kind of character that will help them achieve their goals. For it is within the values of everyone to continue with what the implementers have started while waiting to reap its fruit towards excellence in higher education.
Outcome-Based Education (OBE) is now identified as essential to excellence in education. OBE can be described as the transparent application of a set of measurable criteria in setting a standard of proficiency. The students' perception is the most crucial part as they are the medium of the system, as they are the ones who undergo the system thoroughly, and are the final product of the OBE system. Thus, their perception will directly show the effectiveness of the OBE system. This study focused on students' perception on OBE system that had been applied in KPJ Healthcare University College (KPJUC) since 2014, in terms of students' understanding and academic achievement. This is a mixed model study, which consisted of quantitative and qualitative study. A descriptive method of analysis was used, wherein the quantitative data were gathered using questionnaires and a survey interview was done as a qualitative supplementary data. The findings of this study discovered that the students have a positive perception toward the system.