An Evidence-based Meta-analysis on the Outcomes of Teacher Education under the Concept of Outcome-Based Education

Abstract

Currently, there is limited empirical research on the educational outcomes of Outcome-based Education (OBE) theory, making it challenging to draw clear inferences based on logical deductions in real-world contexts. Taking a certain university in Wuhan city as an example, this study conducted 50 regression analyses on the curriculum as the research subject, employing both Meta-analysis and Meta-regression analysis as natural experiments. The findings reveal that the implementation of OBE reforms significantly enhances the educational outcomes of teachers, although the impact shows substantial heterogeneity. Firstly, the classroom learning environment has a significant positive impact on educational outcomes. Secondly, the study found that implementing OBE reforms has significantly positive effects on professional courses and platform courses, while showing insignificant effects on general education and elective courses. Thirdly, the effects of OBE reforms are more pronounced for students in science and engineering as well as business and management disciplines, whereas insignificant for students in humanities and arts disciplines. Based on these findings, the following policy recommendations are proposed: there should be a firm commitment to the implementation of OBE reforms, and it is advisable to expand the scope of OBE reforms to a larger scale. Furthermore, OBE reforms can be selectively implemented across all courses, and efforts should be made to ensure clarity of objectives when implementing OBE reforms in disciplines related to humanities and arts.