Implementation Of Outcome Based Education Research Articles

A Novel Fuzzy Based Assessment Method for Learning Outcomes

Outcome based education (OBE) is a recent development in student-centered teaching-learning model that emphases on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes suggested in Blooms taxonomy. The OBE approach encourages students to become active learners because it focusses on student attainment in comparison to teacher-centered learning approach. The level of the attainment of Course Outcomes (COs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. In Outcome Based Education every activity performed in the class room is linked with the measurable course outcomes. In this paper, we present an effective fuzzy based approach to assess the attainment of outcomes by mapping every assessment activity performed in the class room with the Course Outcomes (CO) and eventually to Program Outcomes (PO). The attainments of outcomes by the students are also expressed as fuzzy memberships which can also be represented graphically. The entire work is based on the OBE implementation case study of Marian College Kuttikkanam, (MCK)

Outcomes-Based Education: Teachers’ Attitude and Implementation

Assessing teachers’ attitudes in the implementation of Outcomes-Based Education (OBE) is essential for the success of this new paradigm shift in the educational system. This study used a descriptive research design where the researcher gathered quantitative data utilizing a survey questionnaire to assess the attitude fostered by the teachers of the University of Bohol towards OBE. It further assessed the level of its implementation in the four major areas: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning process, and assessment. Findings of the study revealed that the respondents’ age, length of teaching experience, and highest educational attainment have no direct relationship to OBE implementation. However, the respondents’ age is directly related to the level of its implementation. Results also revealed that teachers who have a highly favorable attitude towards OBE are more motivated and willing to carry out the overall processes that necessitate OBE implementation. For a change in education to be effective and long-lasting, teachers need to view the entire OBE process as desirable and necessary. With a strong determination and purpose combined with a collaborative effort between the school administrators, teachers, students, and other stakeholders, indeed successful implementation of this newly adopted curriculum in higher education institutions will reach far beyond one could imagine.

Level of awareness of outcome-based education of English syllabus designers at Thai Nguyen University

The launch of the ASEAN Community with its politician and security, socio-cultural, and economic pillars requires all country members to integrate in a common community in all fields, and education is not an exception. Of all prominent trends in education, Outcome-Based Education (OBE) is one of the most cutting-edge and revolutionary approaches that can be promoted as the panacea for educational woes in any ASEAN countries. Determining the educators’ level of awareness on OBE approach is essential for the success of any curriculum transformation. This study employs descriptive research design to investigate the level of awareness on OBE of twelve Vietnamese educators responsible for devising General English syllabi at five different higher education institutions of Thai Nguyen University, a key regional educational center of Vietnam. The results from the study would be used to develop relevant and appropriate training programs to enhance the implementation of OBE in the region as well as all over the country.

Knowledge, attitude and practice towards the implementation of outcome-based education among the academics in Universiti Putra Malaysia

Numerous efforts have been taken to prepare graduates for employment right after their graduations. The statistics show that over 53,000 of Malaysian graduates were unemployed in 2017 and expected to increase in 2018 as the total unemployment for all group of people in July 2018 was 518,600. Although the outcome-based education (OBE) has been advocated in the 1970s to improve students’ achievement, higher education institutions are still struggling to produce quality and capable graduates to the industry. As the new education systems are emerging from time to time, academics of higher education institutions might have different interpretations of outcome-based education and its practices. Therefore, this study was conducted to identify the level of knowledge, attitude, and practice (KAP) relating to the OBE among academics in Universiti Putra Malaysia and to compare the respondents’ work profile characteristics with the KAP towards the implementation of the OBE. A total of 173 academics participated in this study through an online survey. The findings of this study indicated that the majority of the respondents were well versed with the knowledge of OBE and have a positive attitude and practices towards the implementation of OBE. Next, the results show that there are significant differences between positions on the respondents’ knowledge, and for the year of service in UPM on respondents’ attitude and practices towards the OBE implementation. It is anticipated that the findings from this study may help the university to improve the OBE system and to prepare the academics with the right knowledge, attitude, and practice towards the OBE implementation.

Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

The Implementation of Outcome-Based Education in a State University

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.

Perspectives on outcome-based education among faculty members teaching business courses at a Philippine university

The implementation of outcome-based education (OBE) is often controversial especially among faculty members who are tasked with implementing the requisite changes that come with the new system. The study aimed to describe the knowledge, attitudes, and perspectives of faculty members teaching undergraduate Accountancy, Office Administration, and Business Administration courses at a state university in the Philippines regarding OBE. A descriptive qualitative study design was used. A focus group discussion was conducted with all faculty members with at least one-year experience teaching undergraduate accountancy- or management-related courses at a state university in the Philippines. From the FGD, an anonymized transcript was generated, which was analyzed thematically. Most faculty members satisfactorily defined what OBE is. However, when asked what their role is in an OBE learning environment, they were not able to provide conclusive answers. They think that OBE is a necessary upgrade to the traditional system, and is needed to keep education competitive in the face of ASEAN integration. Most participants claimed that they are ready to embrace OBE, but a few expressed reservations towards it. Furthermore, they suggested various improvements for the faculty, the learning infrastructure, and ways to ensure that OBE is implemented well. These findings underscore the need for trainings and dissemination of best practices for OBE implementation, as well as systemic changes in the college to which the faculty members belong to ensure optimal implementation of OBE.

Implementation of Outcomes—Based Education in the Graduate School Level at St. Paul University Philippines

<em>The study assessed the implementation of Outcomes-Based Education (OBE) in the Graduate School level at St. Paul University Philippines for the past four years. The study employed the mixed approach, covered faculty and students as its participants, and utilized a validated survey tool for data gathering. Quantitative data were analyzed using mean, frequency and percentage count, rank, standard deviation, and independent t-test while the qualitative responses were analyzed through thematic analysis. Results show that students, both for master and doctoral programs, consistently rated the implementation of the OBE approach along instructional design, learning activities, and assessment strategies as “very high”. Administrative support, teachers’ commitment and students’ acceptance of the OBE approach are the top three key factors that facilitated OBE implementation. The administrators’ periodic feed-backing mechanism and close monitoring scheme from the top level to the program level as well as the teachers’ adequate knowledge and commitment to OBE hastened the implementation of the approach. Students considered the instructional activities as very relevant and meaningful as these provided learning contexts where their specific skills and competencies are concretized. Students’ heavy workload in their work stations and their limited exposure to various technologies are some of the barriers to the implementation of OBE. </em>

The Implementation of Outcome-Based Education in a State University

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.

Implementation of OBE in a MoT Course: Lesson Learned

There is a growing concern among practitioners on the competencies of fresh graduates in Malaysia. Some of the organizations have developed ‘special’ trainings to equip our graduates who are perceived as lack of soft skills and not ready to join the workforce. The Education Ministry has even developed a BLUEPRINT on our graduates attributes that needed by the industries. Outcome Based Education (OBE) has been introduced and implemented for more than 5 years in Malaysia. However, the program learning outcomes (PLOs) that supposedly converted into competencies and attributes of graduates have failed to satisfy the industries. Hence, this paper explores the issues and challenges in implementing OBE in a course in a management of Technology (MoT) program in UTHM. It adopts the qualitative methodology. The research strategy is a case study. The case study protocol is based on the stages in OBE implementation. The findings discovered that there are three critical issues that hinder the success of the implementation of the OBE concepts; which are at least the human capital factor (lecturers and students), the system (management) and the infrastructure (e.g. library, classroom, etc.) that related to OBE implementation

Teaching Strategies Employed by Academics in STEM Education: A Qualitative Inquiry

Science, Technology, Engineering and Mathematics (STEM) education needs a teaching workforce that is knowledgeable and skillful. Previous studies have reported the effectiveness of the delivery of the STEM education using the outcome-based education approach. Yet, the implementation of STEM education has been equally criticized. This study is a qualitative inquiry using the grounded theory approach to identify the teaching strategies employed by academics involved in STEM education in a leading private university in Malaysia. In particular, the inquiry focusses on the outcome-based education and its implementation in STEM education. Eight academics involved in STEM education from a private university in Malaysia were recruited using a purposive sampling procedure. In-depth interviews were conducted using semi-structured questions. The findings suggest that the participants are apprehensive of using outcome-based education in implementing STEM education and would require more training on this approach. The data yielded teaching strategies and challenges faced by STEM academics in the implementation of outcome-based education.

Implementation Of Outcome- Based Education (OBE) In Accounting Programme In Higher Education

(OBE) implementation in Accounting Degree Programmes offered by Higher Education (HE). This paper is intended for the practitioners of Higher Education including administrators, academics and those involved in curriculum implementation. The paper begins with the needs for curriculum changes in Higher Education, the rationale of choosing OBE, followed by the discussions on the issues of OBE implementation in. Definitions, evolutions and grouping of outcomes under OBE is analysed for better understandings of the underlying concepts and intentions of OBE. The implementation level of OBE is examined based on the four principles model of OBE; design down, clarity of focus, extended opportunity and high expectation. Survey of literature on OBE implementation is critically reviewed especially on related areas such as employers’ feedbacks on graduates, students’ achievement in learning outcomes and challenges in curriculum implementation. The literature survey provides information on the strength and weaknesses and critical areas for improvement of OBE implementation. Reports on latest Accounting Degree Programme revision is scrutinized to identify inputs from various stakeholders and the critical areas to be developed in Accounting Programmes. The significance of each principle towards effective implementation of OBE is discussed based on the descriptors of each principle. Adapted version of Course Experience Questionaire (CEQ) with nine related constructs will be used as instrument in the study. This paper implies that the level of OBE implementation is best measured through what the students experience throughout their academic years in HE.

Problem-Based Learning and Authentic Assessment as an Implementation of Outcomes-Based Education in the Computer Engineering Program of Ateneo de Davao University

The 21st century education challenges educators to expose students to a wide variety of circumstances and problem situations where they are required to apply the skills they have learned. In engineering education, these are mostly limited to simulated scenarios which are devoid of real and actual interactions with the problems in the community. This article aims to describe how problem-based learning pedagogy and authentic assessment are used in the Computer Engineering program of Ateneo de Davao University as an implementation of the outcomes-based education. This is a descriptive & qualitative research that utilizes focus group discussions as a methodology for achieving its objective. This study uses the frame of experiential learning that is problem-driven, community-based, multi-disciplinary, integrative & collaborative. The computer engineering program uses a multi-disciplinary and integrative approach to problem-based learning through the service-learning program of the institution. This provides the students with an opportunity to interact with a community, identify its problems, analyze and create a concrete solution applying their acquired skills. Since the students are engaged with the community's actual and real problems, they will be assessed using authentic assessment mechanisms. Experiential learning, problem-based pedagogy with authentic assessment open doors of opportunities for a more meaningful and relevant computer engineering program.

Measuring Attitude and Skill Based Program Outcomes - Issues and Solution

Considering the transformation that is happening in the education system, the changing global focus and their demands to have ready employable students, has made the education system to adopt new tools and techniques to enhance student learning and develop professional attitude in them. Incorporating Outcome Based Education (OBE) is a way to achieve this. The paper focuses on various practical issues in implementation of OBE concerned with the structure of engineering curriculum. The paper has revealed the considerable gap in the curriculum structure for the attainment of the attitude and skill based outcomes.An implemented solution to these issues is presented and its execution is discussed in detail. Rubric is the most suitable assessment tool for the measuring these outcomes. The various concerns in the design of rubrics are also identified and clarified with sample rubrics.

OER:Open Educational Resources for Effective Content Management and Delivery

In the current day scenario as we come across the implementation of outcome based education in the place of traditional teaching. The outcome based education is focusing on the three key aspects Design, Delivery and assessment. The Design refers to here the preparation of course curriculum and its related components, Delivery refers to how and what mechanisms need to follow in delivering a content and finally assessment to verify and validate to what extent we are successful in implementing OBE. The design and assessment are easier tasks when compared with the delivery. Delivery of course content will decide the attainment. In the current paper we tried to showcase the different content delivery mechanisms. Majorly we focused on the course file format which we are in the practice since 2012, and some other best practices which we have adopted which includes open educational resources like MOODLE, Word press for better content Management and delivery.

Course Outcomes Attainment Analysis using Automated Tool - IONCUDOS

In recent years the shift towards outcome-based education (OBE) has become one of the most important trends in engineering education. Along with technology transformations, outcome-based education plays an important role in reforming the engineering education. We, at Rajarambapu Institute of Technology sensitize these reforms and encourage the implementation of OBE for every course at our institute. For better accuracy the institute has also adopted a standardized automated/computerized system - IONCUDOS for the implementation of OBE. It begins with defining the course outcomes for each course. And then assessing these course outcomes to check whether they are attained or not at the end of the course. This paper examines the attainment of course outcomes for Discrete Mathematics course offered to the second year of engineering at the department of Information Technology, Rajarambapu Institute of Technology (RIT), Sakharale, Maharashtra. The course outcome attainment analysis incorporates two methods: 1) Direct method and 2) Indirect method. The observations of this analysis are then used for continuous quality improvement of the education at RIT.

Outcome-based PersonaliSed Learning Measurement Tool for Engineering Education at INTI International University - INTI OBE Tool (IOBET)

In recent years, the implementation of outcome-based education (OBE) has been much emphasised in developed and developing nations driving educators towards investment in educational reforms. In OBE, learners are at the centre of their own learning with ownership to perform based on outcomes. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. Some researchers have measured OBE based on student survey and correlation-based analysis at cohort or overall program level. None has looked at personalised learning measurement at individual level using OBE tools. In this paper, we deliberated the process in implementing an INTI OBE Tool (IOBET) MS Excel Program for measuring individual learner's achievement over the Engineering Accreditation Council (EAC)-prescribed program outcomes (PO) for engineering education particularly in Faculty of Science, Technology, Engineering and Mathematics (FOSTEM) in INTI International University, Nilai, Malaysia. In the quantitative process, a comprehensive and exhaustive course learning outcome (CO) and PO attainment measurement computational system was created. The IOBET would be used to extract the CO and PO attainment score of each individual student enrolled in the program and the PO attainment of each cohort from point of entry to exit.

Outcome-based education in Hong Kong sub-degree institutions

Educational assessment has increased the awareness of higher educational reform in recent decades. Outcome-based education (OBE) is an innovative educational assessment model that puts student learning outcomes at the heart of the assessment, curriculum and pedagogy. OBE is a pragmatic example of how higher education institutions develop learner-centred education. The sub-degree education sector has expanded rapidly, showing the potential for further growth in the forthcoming years. We investigate key research questions regarding how OBE enhances sub-degree education and how organisational and exogenous forces affect OBE implementation. We collected substantial archives of the Management Committee's meeting minutes and conducted 24 semi-structured, in-depth, face-to-face interviews with various important OBE stakeholders in Hong Kong sub-degree institutions from December 2016 to January 2017. The managerial and academic implications of the study are also discussed.

Outcome-based education in Hong Kong sub-degree institutions

Educational assessment has increased the awareness of higher educational reform in recent decades. Outcome-based education (OBE) is an innovative educational assessment model that puts student learning outcomes at the heart of the assessment, curriculum and pedagogy. OBE is a pragmatic example of how higher education institutions develop learner-centred education. The sub-degree education sector has expanded rapidly, showing the potential for further growth in the forthcoming years. We investigate key research questions regarding how OBE enhances sub-degree education and how organisational and exogenous forces affect OBE implementation. We collected substantial archives of the Management Committee's meeting minutes and conducted 24 semi-structured, in-depth, face-to-face interviews with various important OBE stakeholders in Hong Kong sub-degree institutions from December 2016 to January 2017. The managerial and academic implications of the study are also discussed.

Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>