Teachers’ Perception and Experience on Outcomes-Based Education Implementation in Isabela State University

Krichelle Antalan Tungpalan

Abstract


The existing typology established by the Higher Education Commission (CHED) and the introduction of Outcome-based Education (OBE) has created numerous demands and challenges for higher education in the Philippines. The study analyzed the scope of expertise and experience of ISU-CCSICT faculty members in Isabela State University-Cauayan in the 2nd semester of SY 2018-2019 in order to identify results-based education implementation. In this research, the mixed-method methodology design was used for data and information collection. Results showed that the professors in the College of Computer Studies and Information Communication Technology in Isabela State University-Cauayan possess a large degree of knowledge and practices concerning OBE implementation. In the application and practice of OBE, the respondents are well versed and validated during the interview. Therefore, it was proposed that school administrators fully support the growth of trained faculty, such as continued involvement in training and workshops on OBE updates and procedures including curriculum mapping and preparation of syllabuses.


Keywords


experience, implementation, outcomes-based education, perception, teachers

References


An, I. L. (2014). Impact of outcome-based education instruction to accountancy students in an Asian University. Asia Pacific Journal of Education, Arts and Sciences, 1(5), 48-52.

Bay Jr, B. E. (2013). Integration of technology-driven teaching strategies for enhancing Photojournalism Course. Educational Research International, 2(2), 155-164.

Borsoto, L. D., Lescano, J. D., Maquimot, N. I., Santorce, M. J. N., Simbulan, A. F., & Pagcaliwagan, A. M. (2014). Status of implementation and usefulness of outcomes-based education in the engineering department of an Asian university. International Journal of Multidisciplinary Academic Research, 2(4), 14-25.

Caguimbal, D. A., Delacion, D. C., Medina, A. O., Mendoza, M. S., Mendoza, R. J. M., & Sanchez, M. M. (2013). Level of Awareness of the Maritime Students on the Outcomes-Based Education. Educational Research International, 2(1), 7-12.

Camello, N. C. (2014). Factors Affecting the Engineering Students’ Performance in the OBE Assessment Examination in Mathematics, International Journal of Academic Research in Progressive Education and Development, 3(2), 87-103.

Caguitla, M. Et. Al. (2013). The Perception of Marine Students towards the Just English Please Program. Unpublished Student Research, Lyceum International Maritime Academy.

CHED (Commission on Higher Education). 2012. Policy Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-based and Typology-Based QA. http://ched.gov.ph/cmo-46-s-2012/. Accessed on 3 March 2018.

Custodio, P. C., Espita, G. N., & Siy, L. C. (2017). The Implementation of Outcome-Based Education: The Case of the University of Perpetual Help System DALTA Las Piñas Campus. In International Conference.

De Guzman, M. F. D., Edaño, D. C., & Umayan, Z. D. (2017). Understanding the Essence of the Outcomes-Based Education (OBE) and Knowledge of its Implementation in a Technological University in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(4), 64-71.

Dobbins, K., Brooks, S., Scott, J. J., Rawlinson, M., & Norman, R. I. (2016). Understanding and enacting learning outcomes: the academic's perspective. Studies in Higher Education, 41(7), 1217-1235.

Er, H. M., Nadarajah, V. D., Chen, Y. S., Misra, S., Perera, J., Ravindranath, S., & Hla, Y. Y. (2019). Twelve tips for institutional approach to outcome-based education in health professions programmes. Medical Teacher, 1-6.

Evardo, M. A. (2020). Perspectives and Preparedness on the Outcomes-based Education (OBE) Implication in the Higher Education Institutions of BOHOL. Journal of World Englishes and Educational Practices, 2(2), 46-52.

Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76.

Gabuyo Y., (2012), Assessment of Learning I, Rex Printing Company Inc., Sta. Mesa Heights Quezon City, Date retrieved: August 5, 2014

Goff, L., (2010). Ontario Universities Council on Quality Assurance. Writing learning outcomes [webinar].http://cll.mcmaster.ca/articulate/COU/Writing Learning Outcomes/player.html.

Gómez, M., & Panaligan, C. (2013). Level of research competencies and satisfaction of the faculty members from the college of criminology. ASian Academic Research Journal of Social Science and Humanities, 1(14), 39-55.

Guzman, M. (2016). Preferred student-centered strategies in teacher education: Input to outcomes-based instruction. Asia Pacific Journal of Education, Arts and Sciences, 3(1), 40-48.

Hill, P. (2012). Online educational delivery models: A descriptive view. Educause review, 47(6), 84-86.

Hoidn, S. (2016). Student-centered learning environments in higher education classrooms. Springer.

Javier, F.V. (2012). Assessing an Asian University’s Organizational Effectiveness Using the Malcolm Baldridge Model, Asian Journal of Business and Governance, 2: 37-55.

Laguador, J. M., & Dotong, C. I. (2014). Knowledge versus practice on the outcomes-based education implementation of the engineering faculty members in LPU. International Journal of Academic Research in Progressive Education and Development, 3(1), 63-74.

Laurel, (2012). Outcomes-based Education and Accreditation, keynote speech delivered at PACU Seminar at University of Mindanao

Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362.

Lui, G., & Shum, C. (2012). Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong. Journal of Case Studies in Accreditation and Assessment, 2.

Macatangay, A. O., Braza, L. D., Gamboa, M. N., Gonzales, A. D., Fuentes, R. A. P., & Macalalad, J. A. & Mendoza, FM (2016). Status of Implementation and Usefulness of Outcomes–Based Education in Customs Administration Program of one Asian University. Asia Pacific Journal of Education, Arts and Sciences, 3(3).

Mercado, C., & Lagto, H. (2018). Understanding the readiness of implementing outcome-based education among selected higher education institutions in Philippines. AU-eJournal of Interdisciplinary Research (ISSN: 2408-1906), 3(1).

Morcke, Anne Mette, Dornan,Tim & Eika, Berit. (n.d.). Outcome-based education in undergraduate medical education. URL: www.iced2014.se/proceedings/1091_Morcke.pdf

Mulenga, I. M., & Kabombwe, M. Y. (2019). Understanding a competency-based curriculum and education: The Zambian perspective. Journal of Lexicography and Terminology, 3(1), 106-134.

Nakkeeran, R., Babu, R., Manimaran, R., & Gnanasivam, P. (2018). Importance of outcomebased education (OBE) to advance educational quality and enhance global mobility. International Journal of Pure and Applied Mathematics, 119(17), 1483-1492.

Nicholson, A. C. (2010). Comparison of selected outcomes based on teaching strategies that promote active learning in nursing education.

Reyes, P. B. (2013). Implementation of a Proposed Model of a Constructivist Teaching-Learning Process–A Step Towards an Outcome Based Education in Chemistry Laboratory Instruction. Asia Pacific Journal of Multidisciplinary Research| Vol, 1(1)

Tam, Maureen. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2)

Valdez, A.P. (2010). Competencies of Career-Entry Medical Technology Graduates of Lyceum of Batangas: Basis for Enhancement of the Internship Training Program, International Journal of Multidisciplinary Research, 4(1): 16-33.

Walvoord, B. E., & Anderson, V. J. (2011). Effective grading: A tool for learning and assessment in college. John Wiley & Sons.




DOI: http://doi.org/10.11591/ijere.v10i4.21548

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.