Outcomes based education

The Higher Education Institutions (HEIs) in the Philippines restructured the educational system in response to the plea of the Commission on Higher Education (CHED) to adopt OBE through CHED Memorandum 46, s. 2012. Outcomes-Based Education (OBE) is a curricular approach whose goal is to produce globally competitive 21 st-century learners. The study focused on the obstacles of the OBE implementation. Specifically, this aimed to define OBE operationally, to identify the barriers of OBE implementation, and to formulate an adaptive management plan for quality implementation of OBE. The descriptive mixed method of research was applied in the study. The interview was made and a validated questionnaire was used as the data gathering instrument. The researchers interviewed ten (10) science teachers from different colleges or universities about the OBE context. The interview is recorded with the approval of the respondents and was treated with the utmost confidentiality. For a clear interpretation of the data, the researchers used transcription, manual and thematic coding, and NVivo for the qualitative part of the study. Forty science teachers served as the respondents in the assessment of the barriers of OBE implementation. The results revealed the themes such as OBE as a process, a curricular approach, a student-centered approach, in need of time and materials, preparation for students' lifelong learning, and grounded on outcomes. The barriers moderately met in OBE implementation were insufficient means and materials for laboratory work; and an unestablished institution's outcomes-based teaching and learning delivery system. The proposed adaptive management plan for quality implementation of OBE shall further enhance the quality of science instruction. The school may adopt the curricular framework which efficiently reflects the processes involving the OBE teaching and learning aspects. The outcomes-based activities may be reviewed by academic chairpersons or science coordinators prior to the implementation

The Commission on Higher Education required all the Higher Education Institution (HEIs) in the country to adopt OBE through CHED Memorandum 46, s. 2012. Outcomes-Based Education involves the restructuring of the entire education system to produce globally competitive professionals with the qualifications and standards of 21 st-century learners. The study used SWOT analysis conducted among the science teachers to assess the Outcomes-Based Education (OBE) in terms of the vision, mission, goals, and objectives, faculty, curriculum and instruction, support to students, research, extension and community involvement, library, facilities, laboratories, and administration; to improve science instruction using OBE, and to formulate strategies drawn from the analysis. The descriptive qualitative method of research using a validated semi-structured questionnaire was used in this study. The researchers administered a Focus Group Discussion (FGD) to eight (8) science teachers who graduated in the same institution but are connected to different colleges or universities. The FGD was recorded with the approval of the respondents and was treated with the utmost confidentiality. For a clear interpretation of the data, the researchers used transcription, manual and thematic coding, and NVivo. Several themes emerged from the data analysis such as shared vision, the essentiality of time and materials; science pedagogies; science competencies and skills; and commitment and readiness. The SWOT results revealed that the improvement and success of OBE are dependent on the collaborative effort of the whole institution. Science teachers may be encouraged to attend more OBE seminars/training and workshops, integrate contextualization and localization, and strengthen the teaching strategies to improve science instruction. Passionate, dedicated, and committed science teachers are vital in the success of OBE in science education.

This study intended to determine the demographic profile of the selected accountancy students of LPU – Batangas in terms of age and gender and to assess the impact of the use of OBE Instruction to the respondents in terms of the students' behavior during instruction and performance after instruction. The purpose of this study is to describe the impact of the new education curriculum as it exists; consequently, the researcher used the descriptive design. From the findings generated, the OBE Instruction can be accepted and learned for new educational system regardless of age and gender. It caters to any Accountancy student who is willing to adapt to the new curriculum. The OBE Instruction received its great extent of impact in terms of the respondents' behaviour during the instruction and their performance after the instruction. This entails that it is probable and beneficial to continue with the use of OBE. This also indicates that the students tend to be more productive after instruction.