Outcome-based Education Research Articles

Revolutionary Teaching Approaches

Particular emphasis on the Outcome-Based Education (OBE) paradigm, this research aims to investigate the innovative teaching approaches used in Pakistan's educational system. Pakistan is encountering several obstacles to preparing its educational system for the 21st century's demands. As a result, there is a crucial need for innovative methods of instruction. To solve the inadequacies associated with conventional learning methods that rely on memory, transformative pedagogies emphasise student-centred modern ideas and practices. This research investigates the adoption of online learning environments (OBE) in Pakistani schools and its impact on learner participation, critical thinking, and adaptability. The document acknowledges both possibilities and problems, especially about incorporating technology. Some of the constraints include limited resources and cultural expectations. A methodology that utilises many methods, including interviews, observations, and document analysis, was used during an academic year to contribute to the results. The findings of the study indicate that there are a variety of ways in which OBE is implemented, that there is a positive connection between transformational pedagogies and learner engagement, and that there are disparate effects on students at various educational levels. Among the suggestions that have been made in light of the findings are establishing a uniform OBE framework, developing faculty, and including technology. The long-term impacts and the influence of technology and community participation will be the prime focus of study in the future. The findings of this study provide essential insights that may be used to develop a dynamic educational system in Pakistan that can accommodate the demanding requirements of the changing global scene.

Exploring Technology Integration in Education: Lecturers Perspective on Outcomes-Based Education Platforms

Informatics education is evolving rapidly through the adoption of Outcome-Based Education (OBE), necessitating a rigorous investigation into the effectiveness of the implementation. This study was conducted using the advanced Unified Theory of Acceptance and Use of Technology (UTAUT)-3 model to assess the potential of OBE systems in enhancing teaching and learning processes. The study integrated a comprehensive set of nine variables to measure the acceptance level of OBE systems among lecturers at Maranatha Christian University Bandung and Universitas Muhammadiyah Malang. UTAUT-3 provides a more explicit understanding by incorporating Hedonic Motivation (H.M.), Habit (H), and Personal Innovativeness (P.I.). The Model also integrated the core constructs of Performance Expectancy (P.E.), Effort Expectancy (E.E.), Social Influence (S.I.), Facilitating Conditions (F.C.), Behavioral Intention (B.I.), and Users Behavior (U.B.). The result showed that B.I. was a central determinant of U.B., suggesting users' preparedness to engage with OBE systems.Furthermore, the routine use of technology as Habit (H) was closely related to Behavioral Intension (B.I.), showing that familiarity with technology facilitated the intention to adopt OBE systems. The result showed that UTAUT-3's comprehensive framework was superior in evaluating educational technology adoption due to its ability to account for users' engagement as Hedonic Motivation (H.M.), dispositional tendencies toward Personal Innovativeness (P.I.), and the critical role of established habits. Consumers' actual experiences and technological proficiency significantly influence adoption rather than individual characteristics. Therefore, UTAUT-3 was a more effective tool for predicting and understanding the Acceptance of OBE systems, guiding educational institutions toward successfully integrating information systems in learning environments.

Study on Teaching Database Principles Course based on OBE Concepts

With the rapid development of information technology, database principles, as one of the core courses of computer science and technology majors, the quality of its teaching is directly related to the cultivation of students' practical work ability and innovation ability. However, the traditional teaching mode has problems such as emphasizing theory over practice, single assessment method and neglecting ability cultivation, which is difficult to meet the current social demand for high-quality technical talents. Therefore, this paper introduces the OBE (Outcome-Based Education) education concept into the teaching of "Principles of Database" course, and puts forward a series of teaching reform measures based on the OBE concept, including the formulation of specific teaching objectives, optimization of teaching content, innovative teaching methods, diversified course evaluation and assessment mechanism, etc., to realize the training of students' ability and innovation through the construction of student-centered and output-oriented teaching mode, and to realize the training of students' ability and innovation. By constructing a student-centered and output-oriented teaching mode, it realizes the enhancement of students' independent learning and innovation and practice ability, so as to make students become excellent talents of the new century with innovative consciousness and ability.

The value of comparative research in an era of standards-based reforms

The impact of standards-based reforms on the professional practice of English teachers in Anglophone settings has been well documented. Such reforms typically foreground the importance of a particular form of English and standardised formulations of curriculum, pedagogy, and assessment, which facilitate easy measurement and comparisons between educational settings. In Australia, the impact has intensified to such an extent that traditional framings of English teacher practice, which emphasize responsiveness to the cultural and linguistic diversity of students, begin to look like a discourse of a bygone era. From an historical perspective, how has this come about? And what does English teacher practice look like in the current policy environment? Can comparative inquiry into language education, such as has been conducted under the auspices of the International Mother Tongue Education Network (IMEN) over the past four decades, provide intellectual resources to resist relentless pressures towards standardisation and measurement? The collaborative inquiry into the professional practice of one author at the heart of this essay arises out of our attempts to explore the potential of IMEN protocols to render the familiar strange and to see her practice with new eyes. In this way we seek to resist the ways standards-based reforms are radically reshaping the praxis of English educators in Australia.

Strategic implementation of outcome-based education

Strategic implementation of outcome-based education

New model of college physical education teaching based on the algorithm and data structure of flipped classroom and OBE

Although college physical education (PE) is a compulsory course in college teaching, due to the openness of assessment standards and students studying to pass the final exam, college PE has been undervalued, so this paper aims to explore the new model of college PE teaching. In response, this paper took the air volleyball course as an example and redesigned the teaching of college PE based on the theory of flipped classroom and outcomes-based education (OBE). This paper also proposed a personalised learning system for college sports based on genetic algorithm (GA) and data structure, greatly improving college PE's autonomous learning ability and willingness. In the design of the teaching model, this paper compared and analysed the teaching model combining flipped classroom and OBE with flipped classroom teaching model, OBE teaching model and traditional teaching model. A one-semester investigation was conducted by selecting 40 students who took the air volleyball PE course at Hebei Normal University for Nationalities. The 40 students were divided into four groups, and their learning after one semester was compared. The experimental results showed that, compared with the traditional teaching model group, the outcome-based education and flipped classroom education group's performance of hitting the ball, passing the ball, spiking the ball, and serving the ball increased by 3.8 %, 14.3 %, 20.8 %, and 10.3 %, respectively. This suggested that the new college physical education teaching model based on flipped classrooms and OBE has a good teaching effect and can be used as a reference and help for others.

Developing Theoretical Framework for Evaluation of Engineering Education in Sub-Saharan African Countries

The rising challenges of engineering education facing Sub-Saharan African (SSA) countries are considered to be one of the main factors that have been crippling the development of the region, which is desperately needed to elevate its economy. This paper established the need for constructing a new theoretical framework for the purpose of evaluation of engineering education programs within the context of SSA countries. Therefore, combining both PST and constructivism theory, along with How People Learn (HPL) framework, Outcome-based Education (OBE) model, and Constructive Alignment (CA) model, an integrated theoretical framework capable of evaluating the situation of the SSA engineering education programs and identifying the appropriate conditions required for transformation of these programs has been developed.

Learning Tools Based on Outcome Based Learning in Science Courses of Postgraduate Primary School Teacher Education Programs

Curriculum development in higher education currently requires implementing the independent campus program. The independent campus program requires universities to be able to implement an output-based curriculum or outcome-based education. This research aims to analyze the need to develop learning tools based on outcome-based learning, especially in the core scientific subjects of primary school teacher education postgraduate programs. This research uses a descriptive qualitative approach. Data collection used questionnaire techniques, observation, and interviews with 14 lecturers as respondents. This research produced three important findings. First, all lecturers prepare learning tools before carrying out lectures. Second, 57.1% of lecturers prepared non-OBE-based learning tools. Third, 71.4% of lecturers need to learn about OBE-based learning tools. The education paradigm is changing from Input-Based to Outcome-Based Education (OBE). Education is reviewed and replaced with something more relevant, originally 'what is important for lecturers to teach' and has now changed to 'what is important for students to learn and master.' For this reason, it is necessary to develop OBE-based learning tools in core scientific subjects in Primary School Teacher Education Postgraduate Programs.

Effectiveness of outcome-based teaching approaches among Sulu State College faculty: An assessment

This study aimed to assess the effectiveness of the outcome-based teaching approach among faculty members at Sulu State College during the Academic Year 2023-2024. The research followed a descriptive-correlational design to gather relevant data and determine the level of effectiveness. By examining the outcomes of this teaching approach, the study sought to provide valuable insights into its impact on the faculty and their teaching methods. Based on the analysis of 100 samples collected using a non-probability sampling method called purposive sampling, this study utilized various statistical tools such as weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's r. The results of this research are as follows: The majority of teachers at Sulu State College are female, married, and between the ages of 26-40. They mostly hold master's degrees and have less than 5 years of teaching experience. On average, the faculty is effective in implementing an outcome-based teaching approach. Interestingly, factors such as age, gender, and civil status do not significantly influence how teachers assess the effectiveness of this approach. It is likely that the teachers who perceive the students' outcomes as effective also view the teaching practice and methods as effective. This study provides support for the Hexa-C Metamodel, which incorporates concepts from modern theory into a framework that assists in the design and evaluation of e-learning systems, including educational software and web-based learning. Cognitive learning in e-learning encompasses various factors including mental models, human information processing, critical thinking, metacognition, self-regulation, and integration of knowledge with prior learning. Education should foster genuine comprehension and the development of internal frameworks of knowledge.

Implementation of complex engineering problem solving projects in a Malaysian engineering programme

Accreditation bodies mandate incorporating complex problem-solving (CPS) in engineering programmes on top of outcome-based education. However, its attributes are open to interpretation, leading to a lack of consensus on its implementation in engineering curricula. This paper suggests a solution: having CPS in projects, especially for the courses aligned with CPS-related outcomes. To eliminate ambiguities, the characteristics of complex engineering problems (WP) and complex engineering activities (EA) are restated. This ensures a consistent interpretation of WPs and EAs among educators. CPS projects can be phased into four stages: awareness, adoption, growth, and maturity, followed by continual quality improvement at both the course and programme levels. The entire process can span several years. To stay current with the latest academic and industrial developments, implementation should be completed within one accreditation cycle.

Research on the Teaching Reform of Data Mining and Data Analysis Based on the Concept of "Outcomes-Based Education"

In the development process of higher education in China in the new era, the construction of new liberal arts has become an important milestone. The idea encourages the integration and development of interdisciplinary disciplines and advocates a shift from a traditional discipline-centered model to an oriented model sensitive to social and market needs. In the face of this change, the course "Data Mining and Data Analysis" has introduced the concept of "OBE" (Outcome-Based Education), which is combined with project-based teaching methods to promote educational reform. This article deeply integrates the teaching reform of information technology tools, fully considering the professional characteristics and market demand, and integrates real project cases into the classroom in a task driven manner. Through the four links of demand acquisition, content integration, teaching module reconstruction, and evaluation mechanism optimization, it breaks the traditional talent training framework. This reform practice promotes the cultivation of students' multi-dimensional ability, enhances their employment competitiveness, improves the teaching quality of teachers, enriches educational resources, and provides impetus for the transformation and promotion of business and other related majors in the new liberal arts environment.

Exploration on the Evaluation of Normal University Students' Educational Practice from the Perspective of Outcome-based Education

Exploration on the Evaluation of Normal University Students' Educational Practice from the Perspective of Outcome-based Education

高校美术设计教育新模式探索：基于OBE理念的传统文化弘扬策略

在信息技术迅猛发展和全球化深入推进的背景下，高等艺术教育遇到了前所未有的挑战和机遇。特别是，传统文化的传承与推广已成为艺术设计教育领域的焦点。本研究基于传统美术设计教育模式，深入探讨了基于成果的教育（Outcome-Based Education，OBE）理念，目的是探索一种新的传统文化美术设计教育模式。本研究分析了我国高等院校美术设计教育的现状，特别强调了现有教育模式在传统文化传承方面的限制，并通过深入分析和比较案例教学、教学工作坊和项目实践等多样化教学策略的效果，将OBE理念与实践教学相结合，旨在促进学生深入理解和创新性地应用传统文化。基于这些发现，本研究提出了一套具体的高校美术设计教育中传统文化教学策略和实施细节，旨在丰富传统文化继承的理论与实践探索，希望能为高等教育体系的改进与完善、传统文化的活力与创新发展提供有价值的参考和实际意义。With rapid advancements in information technology and deepening globalization, higher art education faces unprecedented challenges and opportunities. Specifically, the inheritance and promotion of traditional culture have become focal points in the field of art and design education. This study, grounded in the traditional art and design education model, thoroughly examines the concept of Outcome-Based Education (OBE) to explore a new model for traditional cultural art and design education. The study analyzes the current state of art and design education in Chinese higher institutions, particularly emphasizing the limitations of existing education models in preserving traditional culture. By comprehensively analyzing and comparing the effectiveness of diverse teaching strategies such as case studies, workshops, and project practices, this study integrates the OBE concept with practical teaching to foster students' deep understanding and innovative application of traditional culture. Based on these findings, the study proposes a set of concrete strategies and implementation details for traditional culture education in university art and design programs, aiming to enrich the theoretical and practical exploration of traditional cultural inheritance. It aspires to provide valuable references and practical significance for improving the higher education system, revitalizing traditional culture, and fostering innovative development.

Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction

Professional Development (PD) for teachers plays a significant role in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-Based Education (OBE) is highly recognised in the field of education as it matches the student-centred claim and emphasises measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, authors in this research developed a PD for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on Kirkpatrick’s model of training evaluation and the ARCS Model of motivation. A total of 40 secondary vocational teachers and 40 higher vocational teachers from Guangdong, China were enrolled in this research. The analysis of quantitative data was conducted using paired samples t-test and one-sample t-test to evaluate trainees’ motivation and satisfaction throughout the PD. The findings of this research suggest that the PD design based on the OBE framework has a significant impact on trainees’ learning motivation and training satisfaction according to the comparison of the data collected from trainees before and after attending the PD.

Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

OBE 理念下大学英语学生自主学习能力培养策略研究

Under the OBE (Outcome-Based Education) concept, cultivating students’ autonomous learning ability is an important task in College English courses, requiring the joint efforts of teachers and students. Only by creating a positive learning environment, guiding students to set learning goals and plans, inspiring students’ interest in learning and self-motivation, and establishing effective feedback mechanisms, can students’ autonomous learning ability be effectively cultivated. This enhances their English proficiency and lays a solid foundation for their future development. This paper proposes strategies for cultivating students’ autonomous learning ability from the OBE concept perspective and in conjunction with the content of College English courses, aiming for students to continuously improve their comprehensive English learning ability through autonomous learning.

成果导向视域下商务谈判与礼仪课程思政协同育人体系探究

“课程思政”是高校实现立德树人根本目标的重要举措，更是“大思政”教育背景下深化课程改革的必要途径。本文立足于“大思政”背景，在“三全育人”理念指导下，探讨成果导向视域下商务谈判与礼仪课程思政协同育人体系的构建。本文首先回顾了成果导向理论与课程思政的相关文献及研究现状，随后构建了以学生为中心、以成果为导向、以持续改进为手段的课程体系架构，并从师资队伍、制度和资金方面提出成果导向视域下商务谈判与礼仪课程思政协同育人体系的实施保障， 以期为高等教育培养出更多具备专业知识、商务谈判技能、高度社会责任感及创新创业能力的复合型人才，从而实现立德树人的根本任务，为培养适应新时代要求的高素质商务人才提供理论和实践支持。 “Curricula of integrated ideology and politics” is an important measure for universities to achieve the fundamental goal of establishing morality and cultivating people. It is also a necessary way to deepen the curriculum reform under the background of “Big ideology and politics” education. Based on the background of “Great ideological and political work”, under the guidance of “Three-round education”, this paper first reviews the relevant literature and research status of the outcome-based education (OBE) theory and Curricula of integrated ideology and politics.Then it constructs a curriculum framework of student-centered, outcome-based, continuous improvement as a means. From the aspects of the teacher team, system and finance, some measures are put forward to ensure the implementation of the synergistic ideological and political education system of the Course Business Negotiation and Etiquette from the OBE perspective, aiming at training more inter-disciplinary talents with professional knowledge, business negotiation skills, high social responsibility and innovative and entrepreneurial ability for higher education, so as to realize the fundamental task of establishing morality and cultivating people, to provide theoretical and practical support for the training of high-quality business personnel to meet the requirements of the new era.

Learning Tools Based on Outcome Based Education to Improve Student Learning Outcomes

Currently, high quality and competent human resources are needed in the world of work. To achieve this, activities must be achieved as early as possible, which can be started from college by applying the Outcome Based Education (OBE) learning method. This research aims to develop learning tools for scientific courses in the form of valid, practical and effective outcome based education semester learning plans to improve student learning outcomes. The learning device development model used in this research is define, design, and develop, by modifying the 4-D model (Four D model). Learning device validity data was collected by a validation questionnaire. Practicality data was collected through questionnaires on the responses of lecturers and students to learning tools, and questionnaires on the implementation of learning tools. Data analysis was carried out descriptively. Based on the research results obtained: (1) the validity of learning devices is in the valid category with a validity value of RPS 3.52, (2) the practicality of learning devices is in the very practical category with value of 3.43, the average lecturer response is 3.71 and student response is 3.54, (3) the effectiveness of learning tools is in the effective category, with an average learning achievement test score of 79.54 and completeness of 88.24%. Based on the findings of the research results, it was concluded that learning tools met the criteria of being valid, practical, and effective in improving student learning outcomes tests, so that they could be implemented in a wider scope.

Research on The Application of Data Mining in Evaluation of Curriculum Teaching

The effectiveness of moral education is the fundamental standard to test all the work in colleges and universities, evaluation of curriculum teaching is very important for teachers to accurately master students' learning effects .Data mining technology has great advantages in curriculum evaluation. Guided by the concept of OBE (Outcomes-based Education), this paper obtains evaluation data through data mining from the goal of talent training. The data is processed through data collection, data integration, data selection, data cleaning, data conversion ,then the AHP(Analytic Hierarchy Process)-FCE(Fuzzy Comprehensive Evaluation) analysis model is constructed for empirical analysis, and the educational effect of big data and accounting courses is evaluated. Carrying out evaluation of curriculum teaching can promote teaching, improve the quality of personnel training, and achieve the goal of educating people.On the one hand, evaluation of curriculum teaching can provide an empirical basis to improve the talent training quality. On the other hand, it can provide theoretical reference for other majors to carry out curriculum teaching evaluation

On the Implementation Difficulties of Assessing Course Objective Attainment based on Outcome-Based Education

This paper investigates the difficulties in implementing assessment of course objective attainment. Through a questionnaire survey, it was found that teachers face practical difficulties in five aspects: understanding of the concept of Outcome-Based Education (OBE), setting course objectives, designing assessment components, calculating achievement status, and providing feedback and improvement. The paper analyzes the reasons for these difficulties and puts forward measures to overcome them.