Implementation Of Outcome Based Education Research Articles

Implementation of Outcome-Based Education (OBE) among Chinese-Medium Students at New Era University College

Implementation of Outcome-Based Education (OBE) among Chinese-Medium Students at New Era University College

Factors influencing Outcome Based Education (OBE) Engagement among Lecturers in Universiti Teknologi MARA (UiTM)

This study was conducted to determine the significant factors influencing OBE engagement among lecturers in the Faculty of Plantation and Agrotechnology. A closed-ended questionnaire was distributed to 51 respondents. The results revealed that knowledge is the most crucial factor influencing OBE engagement among lecturers, with a beta value of 0.780. Correlation analysis showed that the lecturer's knowledge, lecturer's implementation and the faculty's involvement have a linear positive relationship with the OBE engagement (p=0.001). Consistent faculty involvement in training also significantly influences the knowledge and implementation of OBE in the teaching and learning process since the value is less than 0.05.

Designing and Evaluating an Outcome-Based Education Model: A Case Study at Angeli Gilbert Christian Academy

This research paper explores the implementation of OBE (Outcome-Based Education) in the context of disparate educational institutions, including the case of AGCA (Angeli Gilbert Christian Academy). This study uses a qualitative research method (in-depth interviews and thematic analysis), which examines how OBE complies with Spady’s five pillars (Paradigm, purposes, philosophy, principle, and outcome of significance) and its effect on the student learning outcomes. The study’s responses were gathered from teachers (15) and parents (15) through Zoom meetings, allowing for a deeper understanding of the OBE and its implementation in AGCA. This analysis highlights the crucial importance of OBE in the creation of student-centered learning approaches that are targeted to meet educational objectives, and that contribute to the formation of a favorable learning environment. The implementation of the OBE manual is proposed, and it will be tailored to fit the purpose and objectives of AGCA, which will guide the curriculum, instruction, and assessment alignment. In general, the study underscores that understanding and integrating OBE principles can help enhance education’s quality and relevance. OBE implementation of AGCA has been successful, gathering positive feedback from parents and educators. This research also indicates some adjustments to the AGCA structure, involving changes to the vision and mission statements as well as to the program with a focus on the OBE manual. Future research could consider integration effectiveness, longitudinal surveys of alumni, and comparative analogy of informing other educational reform strategies for students.

Strengthening outcome-based education: Capability approach perspective

This paper explores the integration of the Capability Approach into Outcome-Based Education (OBE) to enhance the quality and inclusivity of educational practices. While OBE has gained acceptance for its structured approach, critics raise concerns about its potential limitations in fostering holistic development. The Capability Approach, rooted in the work of Amartya Sen and Martha Nussbaum, offers an alternative perspective, emphasizing human capabilities and freedoms. The paper advocates for a broader view of education, asserting that it should empower learners with skills beyond predefined outcomes. It discusses the theoretical foundations of both approaches, their key principles, and the potential synergies between them. The study employs a comprehensive qualitative methodology, analyzing various sources to enrich the understanding of the research topic. Criticisms of OBE include a perceived narrowing of the curriculum and concerns about its impact on individual excellence. Case studies from different countries highlight challenges and varying outcomes in OBE implementation. The integration of the Capability Approach into OBE is proposed as a transformative avenue, emphasizing the cultivation of capabilities alongside traditional knowledge. Practical implications are outlined, including designing comprehensive learning outcomes, adapting curriculum and pedagogy, and employing diverse assessment methods. The integrated approach is seen as a means to empower learners for personal and societal flourishing, fostering inclusivity and equity in education. The paper concludes that this integration signifies a paradigm shift, redefining education as a transformative force for individual and societal progress.

The Effect of Outcome Based Education on Behavior of Students

Outcome-Based Education (OBE) is a pedagogical approach that focuses on defining learning outcomes and aligning instructional practices to achieve those outcomes. Its implementation has garnered attention for its potential impact on various aspects of student behavior. Research exploring the effect of Outcome-Based Education on student behavior indicates several key findings. Firstly, students exposed to OBE demonstrate increased engagement and motivation due to clear learning objectives and assessments. Secondly, OBE fosters a sense of accountability and responsibility among students as they are actively involved in their learning process. Additionally, studies suggest that OBE contributes to the development of critical thinking and problem-solving skills, leading to more adaptive behaviors in academic settings. The findings underscore the significance of Outcome-Based Education in shaping positive behaviors among students. By promoting active participation and fostering essential skills, OBE holds promise for enhancing overall academic performance and fostering a conducive learning environment. These implications extend beyond the classroom, potentially influencing students' behavior in various life domains. Future research should delve deeper into the mechanisms through which Outcome-Based Education influences student behavior. Longitudinal studies could explore the sustainability of these effects over time and across diverse student populations. In conclusion, the research on the effect of Outcome-Based Education on student behavior suggests a positive association between OBE implementation and desirable behavioral outcomes. By promoting engagement, accountability, and critical thinking skills, OBE has the potential to cultivate adaptive behaviors conducive to academic success and lifelong learning. Further investigation into this relationship is warranted to inform educational practices and policies effectively.

Outcome-Based Education: An Educational Strategy

The move to OBE (outcome-based education) has been discussed as one of the most important trends in higher education in the present era. This paper defines outcomes and outcome-based education, describes the development of outcome-based education, identifies several different ways that outcomes have been presented, and discusses the advantages and disadvantages of the outcome-based educational approach. The implementation of outcome-based education in higher educational institutions is described as a case study for curriculum planners in the higher educational institutions. The lessons learned from many of the experiences and steps practised as a part of an automation project at higher educational institutions.

Implementation of Outcome-Based Education in the Accounting Program for Undergraduate Engineering Students

Implementation of Outcome-Based Education in the Accounting Program for Undergraduate Engineering Students

Outcomes-based education in Indonesian higher education: Reporting on the understanding, challenges, and support available to teachers

Outcome-Based Education (OBE) is a widely recognised approach to curriculum reform in higher education. This study investigates the level of understanding of OBE among tertiary teachers of English in Indonesia and explores the challenges that hinder, and the factor that support for the implementation of OBE in their classrooms. A total of 632 English teachers from 31 provinces in Indonesia participated in an online survey that comprised closed- and open-ended questions. The study employed descriptive statistics using SPSS 28 and thematic analysis using NVivo 12 to analyse the data. The findings reveal that most teachers feel confident in their understanding of OBE, but their understanding is not comprehensive. Teachers who implement OBE face significant challenges primarily due to self-related factors, including traditional views of a teacher-centred approach to teaching, heavy workloads, lack of awareness about OBE, and limited commitment and willingness to implement OBE. They also encounter difficulties in developing appropriate learning outcomes, teaching strategies, learning materials, and assessment tools. The strong commitment of university leaders is considered the most crucial factor for the success of OBE implementation. This article concludes with implications and recommendations for university leaders, government officials, curriculum developers and future researchers.

Integrated Test Model on Professional Certification Through Outcome-Based Education Implementation

In contrast to previous research, the professional competency test of building engineering expert schemes offer blended integration assessment through the application of media mockup and ICT devices that are appropriate to the industry so that the assessment plays an active role in solving the problems to achieve the Outcome-Based Education (OBE) characteristics. The research purpose is to implement integration tests in the cognitive domain, and skills domain of the student end semester university to reach competence according to the Indonesian Standard of Professional Certification (BNSP). The research uses a mixed method, consisting of descriptive quantitative to analyze the data collection before and after the implementation model integration test, and qualitative to have deeper findings of research. The result of the competency test for understanding the planning guidelines in reinforced concrete structures (SNI) after using the mockup media showed that the participants were 16 assesses, were 8 students in the competent category, 7 students were included in the good competent category, and 1 student was included in the excellent competent. This research concluded that All of the assessees passed the competence level on their national professional certification competence (BNSP).

Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam

Amidst the diverse landscape of modern educational methodologies, outcome-based education (OBE) has gained prominence as an effective approach to teaching and learning. Originating from the desire to produce specific and measurable outcomes for learners, OBE focuses on what students should know and be able to do by the end of their educational experience. Motivated by the need to delve deeper into the implementation of OBE, particularly regarding assessment preferences, this study aims to explore the types of assessments preferred by university lecturers for implementing OBE in Vietnam. Building on the existing gap in literature that emphasizes the intricacies of OBE assessment choices, utilizing qualitative research methods, in-depth interviews were conducted with 15 university lecturers from various disciplines. To analyze the gathered data, a thematic analysis approach was employed. The findings reveal a strong preference for formative assessments, aligning with educational theories such as Constructivism, Assessment for Learning (AfL), and the Cultural-Historical Activity Theory (CHAT). The study also highlights the growing adoption of project-based assessments, rubrics, and reflective practices as effective means of evaluating student outcomes. Contrary to prevailing trends, a subset of participants also advocated for well-designed standardized tests, providing a nuanced understanding of their role in OBE. Implications point to a significant shift in assessment culture within Vietnam’s higher education sector, with broader ramifications for educational policy and practice. Limitations and recommendations for further research are also discussed.

Implementation of Outcome-Based Education in a Leading High School (a Case Study at SMA Taruna Bakti Bandung)

Outcome-Based Education (OBE) is an approach to learner-centered learning that prioritizes achieving specific learning outcomes for all students. The approach ensures that students achieve set goals in their learning process. This study aims to determine the implementation of Outcome-Based Education (OBE) at SMA Taruna Bakti Bandung. The research method used is a qualitative case study approach. The results show that SMA Taruna Bakti Bandung prioritizes the cognitive aspects of learning in implementing Outcome-Based Education (OBE). The integration of OBE at SMA Taruna Bakti Bandung is carried out through intracurricular, extracurricular, and special programs. The professionalism of teachers and the availability of facilities and infrastructure support the successful implementation of OBE at SMA Taruna Bakti Bandung. The success of implementing Outcome-Based Education (OBE) at SMA Taruna Bakti Bandung is demonstrated by the achievements of students and graduates. The study concludes that the holistic implementation of Outcome-Based Education (OBE), considering the supporting factors, can encourage the achievement of educational goals. However, it is essential to focus on improving students' cognitive, affective, and psychomotor aspects for mastery of learning.

Development and Validation of a Booklet in Educational Research: A Supplementary Material for Filipino Teacher Education Students

With the recent revitalization of the teacher education programs in the Philippines, along with the implementation of outcomes-based education, the teaching of research among pre-service teachers has been a challenge for teacher educators to achieve expected outcomes and competencies. Through this research and development study, a booklet for undergraduate teacher education research was developed and subjected to validation by experts and intended users from a state-run university in Central Luzon, Philippines. Its paramount aim is to further intensify and deliver a more efficient and effective teaching and learning method for undergraduate research subjects through this supplementary learning material. The developmental process was guided by the analysis-design-development-implementation-evaluation (ADDIE) model. Results indicated that in general, instructional materials in undergraduate research are slightly available and slightly adequate as perceived by the respondents. There is also a need to develop a booklet specifically on topics under research methodology. The 4E x 2 model was adopted as an instructional design. Expert validators confirmed that the booklet was very much acceptable in terms of adequacy, coherence, appropriateness, and usefulness. The pre-service teachers evaluated the material, its modules, and lessons with much acceptability. Considering these, the validated material as an output of the study could serve as a potential supplementary material to facilitate learning critical content in educational research among intended users. Further review may be initiated, and mass testing of the material is recommended.

Factors affecting student readiness towards OBE implementation in engineering education: Evidence from a developing country

Engineering universities in the South Asian region have been investigating the efficacy of Outcome-Based Education (OBE) in preparing their students to meet the demands of the Fourth Industrial Revolution (4IR). Evaluating students' motivations towards OBE is crucial for its successful implementation into engineering degree programs. This research aims to explore students' readiness towards OBE implementation at one of the prominent engineering universities in Bangladesh. To achieve this aim, an instrument was developed to comprehensively measure students' readiness towards the implementation of OBE. The survey instrument with a 7-point scale, measuring six constructs of the proposed model, such as (a) Students' awareness, (b) Teachers' commitment, (c) Institutional support, (d) Perceived easiness, (e) Students' motivation, and (f) Self-efficacy, was developed and administered to a pilot sample of sixty-eight participants (N = 68) from two engineering domains: Civil and Environmental Engineering (CEE), and Computer Science and Engineering (CSE). The final data was collected from a cohort of Three Hundred and Seventy participants (N = 370), distributed across four engineering domains. A structural equation modeling (SEM) with the help of the Smart-PLS software was conducted to determine the construct validity of the measurement model and to evaluate the model fit. Results from the analysis indicate no significant positive effect of teachers' commitment (TC) on students' readiness (SR). However, the results reveal a significant positive effect of students' awareness (SA) and perceived easiness (PE) on students’ readiness (SR). Results also reveal no significant moderating role of institutional support (IS) on the relation between the exogenous variables (IS, SA, PE) and the endogenous variable (SR). The research recommends Institutional Support as essential for instructors and students to implement outcome-based education (OBE) in engineering education.

Law teachers’ adoption and acceptance of OBE: a case study of Hong Kong

ABSTRACT Outcome-based education (OBE) is a pedagogical approach that suggests that educators should organise every component in a curriculum so that learners achieve predetermined learning outcomes upon completion of their learning process. The focus of OBE is on teaching knowledge and skills that students can attain upon the completion of their formal learning process. Because of its pedagogical impact, institutions worldwide are embracing OBE as a measure of quality assurance of legal education. However, having a set of outcomes is only the first step towards implementing OBE. To fully implement OBE, teachers need to understand and adopt the underlying principles of OBE in their teaching. This article aims to explore the implementation of OBE via an empirical research study in Hong Kong. It concludes that the current institutional policy in Hong Kong allows law teachers to adopt a lukewarm attitude towards OBE. Their attitudes towards OBE can be categorised into five groups, ie loyal followers, incidental followers, lukewarm followers, pretenders and deniers.

Inclination of Teachers to Implement Outcome-Based Education in English Courses in Saudi Universities

This study examines the inclination of English teachers in different Saudi universities to implement outcome-based education (OBE) in their English courses. OBE represents a nontraditional educational approach that depends on setting clear outcomes at both course and program levels. This approach emphasizes student competency through theoretical and practical demonstration of these outcomes with clear evidence of performance. OBE is a student-centric pedagogy that prioritizes students’ benefits. The present study employed a survey as a data collection method, and the data were subsequently analyzed using IBM SPSS. The survey included three main dimensions: learning, teaching, and measuring students’ performance (assessment), all of which are directly linked to the tenets of OBE. Participants in the survey were exclusively English language academic staff currently employed in different universities across Saudi Arabia. The study included participants from various Saudi institutions located in different regions to ensure broader representation and more comprehensive analysis. The findings of this investigation show that English teachers working in Saudi universities are inclined toward implementing OBE. Also, the findings demonstrate that biodemographic factors, such as gender and age, as well as other professional aspects such as job title, academic rank, or institutional affiliation, do not interfere with teachers’ inclination toward OBE implementation. In conclusion, the study demonstrates a positive attitude among English teachers toward OBE, emphasizing its viability and potential applicability in the Saudi higher education context.

The Importance of Adhering to Terminology When Implementing Competency-Based Veterinary Education (CBVE)

The American Association of Veterinary Medical Colleges (AAVMC) Competency-Based Veterinary Education (CBVE) Model was developed with consideration of the lessons learned over the past 20 years by other health care professions regarding the implementation of outcomes-based education. As veterinary education programs consider the benefits of outcomes-based training, and more programs begin adopting this model of education, it is more critical than ever to ensure fidelity of the model for successful implementation. Fidelity, or the accuracy with which something is reproduced, was identified as an important factor in successfully implementing competency-based training in medical education (CBME). Without fidelity of the core components of CBME as defined in the medical education literature, programs were challenged to evaluate the effectiveness of the new educational model, and in some cases, this led to premature notions of failure when all components of CBME had not been successfully implemented. Consistency in terminology related to competency-based education is critical for successful implementation of the CBVE Model. The terminology used in higher education, and in other disciplines, describes concepts that are underpinned by research, just as they are in competency-based education. Without shared understanding and accurate use of terminology to describe the tools and strategies used in CBVE, there is a considerable risk of failure or even perceived failure in transitioning to CBVE. The authors of this commentary, the AAVMC Council on Outcomes-based Veterinary Education, continue to encourage veterinary programs across the world to recognize the value of the AAVMC CBVE Model in transforming veterinary education. Through use of shared terminology and consistent application of the components of the model, we envision the expansion of CBVE as an opportunity to advance veterinary education and to promote new graduate success in the veterinary profession.

Bridging the Gap Between Knowledge and Practice on the Implementation of Outcomes-Based Education

Bridging the Gap Between Knowledge and Practice on the Implementation of Outcomes-Based Education

Implementation Challenges and Opportunities in the Outcome-Based Education (OBE) for Teaching Engineering Courses: A Case Study

Outcome-based education is a closed-loop control system accepted globally for enhancing the teaching-learning processes. However, the success of the system is not prominently visible in fresh graduates. Hence detailed research and optimal process to implement OBE is necessary. This paper aims to investigate the challenges in implementing Outcome-based education and explores opportunities for improvement. Further, pedagogic planning for the analytical subjects has been proposed and the performance of the proposed method is analyzed using a case study. Performance improvement in Course Outcome attainments of the course Antennas and Wave Propagation, offered for undergraduate engineering (ECE) students have been investigated and evaluated in this paper. The investigation shows that dynamically adapting the teaching-learning and assessment methods during the course based on the assessments of the student’s capabilities results in improved performance. The following changes in the system have been suggested for the optimal implementation of OBE. The CO targets for the current semester course should be fixed based on the CO attainment of the previous semester courses of the same batch instead of the traditional way of fixing CO attainment targets. The microanalysis of the end-semester marks and students’ feedback at the ratio of 5:1 may be considered for overall CO attainment computation at the end of the course.

Scrutinizing Outcome Assessment of Outcome-based Education using Q-OBE in Engineering Education

Educational institutions constantly strive to meet accreditation requirements which demand continuous improvement in the quality of education. As a consequence, there has been an active shift in strategizing pedagogical processes towards an outcome-based approach of learning. To effectively implement the Outcome Based Education (OBE) framework in Pakistan, universities need to ensure that the OBE system is fully understandable to the faculty members and students; confirm the implementation of the OBE system according to the guidelines set forth by the Pakistan Engineering Council (PEC); and acquire the accreditation of engineering programs, formalized through the Washington Accord and governed by the PEC. A key challenge in implementing OBE is in its assessment process. Education programs have to compute students’ attainment of learning outcomes as measured by multiple courses offered within each program. Q-OBE was implemented to automate the process of assessment and to produce detailed reporting of each student’s aggregated outcomes in a visually effective format. Q-OBE takes the assessment marks as the input and accurately tracks how well the students attain the intended learning outcomes in terms of both Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs). This study reports on the implementation of Q-OBE in engineering education. The main aim is to show how Q-OBE, a GUI-based software, automates calculating students’ outcomes incorporating both CLOs and PLOs achievements. An attempt has also been made to make explicit the OBE implementation via well-documented and reliable procedures across the institutions.
 Keywords: Outcome Based Education (OBE), Assessment and Evaluation, Automation System, Course Learning Outcome (CLO), Program Learning Outcome (PLO)

Outcome-Based Education Pyramid: A Comprehensive Framework for Enhancing Educational Outcomes

Outcome-Based Education (OBE) is a student-centered approach that focuses on defining clear and measurable learning outcomes. It provides a structured framework to design curricula, deliver instruction, and assess student performance based on these outcomes. This research article aims to explore the concept of the Outcome-Based Education Pyramid, a comprehensive framework that supports the implementation of OBE. The article discusses the key components of the pyramid, including learning outcomes, instructional strategies, assessment methods, and continuous improvement. Furthermore, it examines the benefits and challenges of implementing the Outcome-Based Education Pyramid in educational institutions.