CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the international arena, education is the determinant of competence of a

professional. Education, particularly higher education, is the ultimate tool that will

provide an individual a key to acquire knowledge and skills conducive in the preparation

for professional job in certain discipline. Yet the traditional system of education

generates individual who does not match to the globally advanced environment of

professionals. This phenomenon paves the way to the creation of reforms in the system

of education.

Outcome-based education (OBE) is currently favored internationally to promote

educational renewal (Malan, 2000). It is defined as an effort of education that converges

the traditional focus on what the school provides to students, in favor of making

students demonstrate that they “know and are able to do” whatever the required

outcomes are. It requires the students to demonstrate what they have learned the

required skills and content. Outcome-based education (OBE) is a recurring education

reform model. Higher education is pressured to come up with quality assurance or

quality enhancement of teaching and learning. This means that students demand high

profile programmes that will enhance their prospects. Hence, the challenge lies on how

the higher institution will provide the relevant approach to teaching that will address

those aspects that bear upon teaching and learning (Guico & Dolor, 2013).
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Outcome-based education has been the topic of acrimonious debates in many

states and school systems. The furor surprised some educators who, after years of

hearing calls for “results” from political and business leaders, assumed that most

parents and citizens would support a move to more definite outcomes and means of

assessing them. Perhaps the majority of people do agree with the principles of OBE—

or would if they understood them—but highly vocal critics have how raised enough

questions about how OBE might work in practice to create doubts among informed

members of the public about its desirability.

Not all outcomes-based education is seen as a matter of great controversy. The

word ‘outcomes’ is common in many statements associated with the curricula

established by Australian education systems and university programs. The use of

‘outcomes” in these curriculum statements reflects the fact that the curriculum designers

have considered which outcomes of the curriculum are valued and have used these in

structuring the curriculum framework or to design the syllabus statement. Outcomes are

frequently discussed when a new educational program, or a new curriculum, is being

discussed. (Lawson, Michael J. And Williams, Helen A., 2007)

It has been argued, and for good reasons, that outcome-based education (OBE)

represents the most important development in education in the past two decades. A

clear specification of the end product of training and the associated learning outcomes

is essential for effective curriculum planning. We would not commission an architect to

build a new house until we had approved the plans. The seeds we plant in our garden

and how we cultivate them, including the growing conditions we create and the

fertilisers we use, will depend on the plants we expect to grow. In the same way, in OBE
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recognition is given to the importance of the end product of the training programme and

the competencies expected of the doctor trained. Who could disagree with that? In this

OBE backward or reverse-planning model, the course content and the teaching,

learning and assessment methods are derived from the expected learning outcomes

(RM Harden, 2015).

On the other hand, outcome-based education is only optional to all educational

institutions which create new impact to the students’ perspective. In the Philippines,

Iligan Capitol College adopted outcome-based education for the entire program it offers.

Faculty members were given orientations to equip them with necessary knowledge and

skills in preparation for OBE implementation and international accreditations that require

the same approach to education. As such, the general purpose of this study is to

measure the level of awareness of teacher education students towards OBE. In

determining the level of awareness of the teacher education students, the institution

would effectively implement OBE and find ways to help students to solve their problems

in adapting this education reform. Additionally, this study would lead to development of

the framework of OBE design that would greatly help this institution to generate globally

competitive professionals.

Conceptual Framework of the Study

Outcome-based education is an approach to education in which decisions about

the curriculum are driven by the exit learning outcomes that the students should display

at the end of the course (Davis, 2003). Killen (2000) defines two basic outcomes. The

first includes performance indicators often measured in terms of tests results,

completion rates, post course employment, and so forth; second is less tangible and
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usually expressed in terms of what the learners know, are able to do or are like as a

result of their education. Proponents of OBE assume there are many ways to arrive at

the same results. OBE is currently favored internationally in countries such as Canada,

South Africa, New Zealand and United States (Malan, 2000).

The shift toward outcome-based education is analogous to the total quality

movement in business and manufacturing. It reflects a belief that the best way for

individuals and organizations to get where they’re going is first to determine where they

are and where they want to be—then plan backwards to determine the best way to get

from here to there (Education Commission of the State, 1993). Outcome-Based

Education (OBE) is a process that involves the restructuring of curriculum, assessment

and reporting practices in education to reflect the achievement of high order learning

and mastery rather than the accumulation of course credits (Tucker, 2004)

Naicker (1999) argues that prior to discussing an implementation plan, it is

important to understand the various mechanisms of OBE, namely: critical outcomes,

specific outcomes, assessment criteria, range statement and performance criteria. The

point that Naicker (1999) makes is that ‘awareness’ forms the basis for implementation.

This shows that before we can talk about effective OBE implementation in the

classroom, we must first think about educators’ awareness of OBE. Educators play a

significant role in the implementation of OBE. An awareness of OBE is therefore

essential.

Some educators have indicated that they understand Outcome-based Education,

while others are still in quandary as far as Outcome-based Education is concerned.

There is a possibility that some educators understand Outcomes-based Education and

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implement it effectively in classrooms. Others may claim to understand it and yet

experience some difficulties with implementation. There can also be educators who

think that they do not understand it and cannot implement it. This investigation then is

about establishing to measure whether student teachers aware and are able to practice

OBE effectively in the future as educators or not.

It has been indicated that educators are not 100% prepared or competent in

implementing OBE effectively. The level of educator understanding of C2005 is

generally weak and there is a gap between what educators say they know and what

they actually do. As it is clear that the level of educator understanding of C2005 is weak,

this investigation is aimed at determining whether there has been a development and an

improvement on educators of OBE. Some educators still have problems with the

understanding of OBE and others claim to know OBE entails, but experience problems

with its implementation (Some even fail to explain what they think they understand).

Welch (2000) states that “what we know is determined by how we came to

know”. Educators have come to know more about OBE through in-service training

workshops. Malcolm (2000) argues that some educators were left confused after

attending such workshops. It seems as if the workshops were not adequate to equip

educators with skills to facilitate OBE in classrooms. The possibility is that some

educators understand OBE while others do not understand it. In an evaluation of OBE

courses, Potenza (2002) has indicated that workshops were badly structured and

lacked coherence. Potenza (2002) points out that irrespective of the structure of the

courses, educators have to continue with the implementation of OBE. Their awareness

and understanding may be questioned.

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In this study, the researchers will measure the awareness, commitment, and

perception on OBE. Looking at these variables in terms of independent variables,

dependent variables and the outcome. Where the profile of respondents – age, gender

and year level, are the independent variable. While the respondents’ awareness,

commitment, and perception on OBE are the dependent variables. And the action plan

to strengthen the implementation of OBE and that can increase the level of awareness

of every teacher education students is the outcome of the study shown in the Figure 1.

Independent Variable Dependent Variables Output

Profile of the Awareness,

Respondents Commitment,
Action Plan to
and Perception
1. Gender strengthen the
of Teacher
implementation
2. Age Education
of OBE.
Students
3. Year- Level towards OBE

Figure 1. Schematic Diagram of the Study

Statement of the Problem

This study aimed to measure the level of awareness of Teacher Education

Students towards Outcome-Based Education of Iligan Capitol College and their

relationship, if any to age, gender, and year-level. More specifically, the study is

anchored to answer the following questions:

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1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year-Level;

2. How aware are the Teacher Education Students on Outcome-based

Education?

3. What is the commitment of the respondents towards Outcome-based

Education Implementation?

4. What is the perception of respondents towards Outcome-based Education?

5. Is there a significant difference in the respondents’ awareness, commitment

and perception towards Outcome-based Education when group according to

profile?

6. What action plan can be formulated to strengthen the implementation of

Outcome-based Education?

Significance of the Study

This study is expected to provide college administrators and faculty with

information concerning the level of awareness of the teacher education student on the

outcome-based education that would lead to more effective implementation of the

outcome-based education in Iligan Capitol College. The findings of this study will further

provide an in depth understanding of schools’ further improvement and development.

The following may find this study considerably useful to the following:

School Administrators. This study will enable them to improve the

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implementation of the outcome-based education to further understanding of the

students.

Dean of College of Education. This will be a great help to the college dean of

education to assess the level of awareness of her/his students. This will also guide

her/him to instruct the teachers on helping the students to solve their problem in

adapting this educational reform.

Faculty Members. This study will help them in to think of more ways on how to

improve the awareness of the students on the Outcome Based Education.

Students. This study will provide an insight to them of how Outcome based

learning will help them in their future careers. This also can be of immense help of how

OBE practice can greatly improve the quality education for them to enhance their

knowledge and skills.

Parents. This study will provide them understanding on awareness of changes of

the curriculum.

Future Researchers. The findings of this study can give insight and help future

researches to make their research easier in looking forward into our findings and results

in conducting similar investigation with a wider scope.

Scope and Delimitation of the Study

This study and investigation will be conducted to measure the awareness,

commitment, and perception of the teacher education students on the OBE (Outcome-

Based Education) during the school year 2018-2019. The results and findings could not
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be applied generally to the other geographical locations, schools, institutions, colleges

and universities. Thereby any applications, deductions and assumptions made outside

the scope should be made with precautionary measures.

Definition of Terms

The following terms are conceptually and operationally defined as used in the

study for better comprehension.

Accreditation. The process in which certification of competency,authority,or

cridibility is presented. ([Link]

Assessment. Generic term for the process of gathering information on the

quality of a product,performance, demonstration. Assessment typically implies the time

of methods other than traditional paper and pencil testing.

([Link]

Alignment. Aspect refers to what the teacher does, which is to set learning

environment that supports the learning activities appropriate to achieving the desired

learning outcomes. (Webster Dictionary, 2013)

Constructive. Aspect refers to what the learners does, which is to construct

meaning through relevant learning activities. ([Link]

Constructive alignment. All assessment tasks and learning and teaching

experiences (and therefore content and methods) must be linked to the desired unit of

study learning outcomes.

([Link] com/doc/2687348/constructive-alignment#scribd)
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Curriculum.(plural curricula) the set of courses and contents offered by an

institution such as a school or university. In some cases,a curriculum maybe partially or

entirely determined by an external body. ([Link]

Curriculum planning. A continuous process which involves activities

characterized by interrelationships among individuals and groups as they work together

in studying, planning, developing and improving curriculum, which is the total

environment planned by the school.

([Link] [Link]/curriculumplanning)

Education. A social science that encompasses teaching and learning specific

knowledge, beliefs, and skills. Licensed and practicing teachers in the field use a variety

methods and materials in order to impart a curriculum. (webster Dictionary, 2013)

Education Reform. A plan, program, or movement which attempt to bring about

a systematic change in educational theory or practice across a community or society.

([Link]

Exit outcomes. Learning demonstrations that define the system’s ultimate

expectations for students, occurring at or after the end of students’ school careers.

([Link]

Higher Order Competencies. A broad group of demonstrable processes

requiring the complex manipulation of information, concepts, and language. Typical

examples include problem solving, critical thinking, decision making, and

communication. ([Link] [Link])

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Higher Education. An optional final stage of formal learning that occurs after

completion of secondary education. ([Link]

Learning Environment. Refers to the diverse physical locations, contexts, and

cultures in which students learn. ([Link] environment)

Learning Outcome. The term may refer to course aims (intended learning

outcomes). Usage varies between organizations. ([Link]

Mastery Learning. An instructional method that presumes all children can learn

if they are provided with the appropriate learning conditions. Specifically, mastery

learning is a method whereby student is not advance to subsequent learning objective

until they demonstrate proficiency with the current one.([Link]

Outcome-Based Education. A comprehensive approach to organizing and

operating an education system that is focused on and defined by the successful

demonstrations of learning sought from each student.

([Link] -upload#scribd)

Outcomes. Learning results that are clearly demonstrated at or after the end of

an instructional experience. Outcomes can take many forms (from simple to complex)

depending on the content, competencies, performance, context, and consequences

embodied in their definition. (Webster Dictionary, 2013)

Performance Indicator. (also known as key performance indicator or KPI) is a

type of performance measurement. KPIs evaluate the success of an organization of a

activity such as projects, programs, products and other initiatives in which it engages.

([Link]
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Standard. The set of qualities or measures by which performance,skills,or other

types of knowledge is judged. These measures can vary along a set of dimensions,

including objective-subjective, absolute-relative, substantive- comparative.

([Link]

Traditional. A term used to describe educational planning and implementation

based on subject matter categories and organizational arrangements that have

characterized educational system for the past century. The term ‘’disciplinary” refers to

this approach. ([Link]

Variable. (In research) A logical set of attributes. ([Link]

Workshop. A brief intensive course, a seminar or a series of meetings

emphasizing interaction and exchanged of information among a usually small number of

participants. ([Link]