Practices on the outcomes-based education (OBE) implementation in select HEI graduate school programs in the Philippines as input to institutionalizing mandatory accreditation

Abstract

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 practices on the OBE implementation except in areas of research, and extension and community involvement were very satisfactory. The result is attributed to the fact that HEIs have met 50% greater than the standards, demonstrating good OBE practices in their graduate school programs. Furthermore, the results of the study also show that the challenges encountered by the faculty members in the practices of OBE implementation were evident in poor research outputs due to inadequate research and extension funds, resulting in weak extension, community involvement, and poor linkages. The level of accreditation of HEIs has a direct bearing and significant influence on the extent of their practices on OBE implementation. Therefore, accreditation is a practical scheme to evaluate and monitor quality program offerings among HEIs in the Philippines to maintain higher standards through OBE typology.