Professional Documents
Culture Documents
The Problem and Its Background
The Problem and Its Background
Introduction
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.
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
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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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
‘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
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
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
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
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.
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
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,
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
and reporting practices in education to reflect the achievement of high order learning
and mastery rather than the accumulation of course credits (Tucker, 2004)
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
essential.
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
It has been indicated that educators are not 100% prepared or competent in
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).
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
In this study, the researchers will measure the awareness, commitment, and
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.
relationship, if any to age, gender, and year-level. More specifically, the study is
1.1 Age;
1.3 Year-Level;
Education?
Education Implementation?
profile?
Outcome-based Education?
information concerning the level of awareness of the teacher education student on the
outcome-based education in Iligan Capitol College. The findings of this study will further
The following may find this study considerably useful to the following:
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
Faculty Members. This study will help them in to think of more ways on how to
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
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
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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and universities. Thereby any applications, deductions and assumptions made outside
Definition of Terms
The following terms are conceptually and operationally defined as used in the
(http://www.thefreedictionary.com)
Alignment. Aspect refers to what the teacher does, which is to set learning
environment that supports the learning activities appropriate to achieving the desired
experiences (and therefore content and methods) must be linked to the desired unit of
(http://www.scribd. com/doc/2687348/constructive-alignment#scribd)
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(http://www. thefreedictionary.com/curriculumplanning)
knowledge, beliefs, and skills. Licensed and practicing teachers in the field use a variety
(http://www.scribd.com/doc/2687348/full-thesis-upload#scribd)
expectations for students, occurring at or after the end of students’ school careers.
(http://www.yourdictionary.com)
Higher Education. An optional final stage of formal learning that occurs after
Learning Outcome. The term may refer to course aims (intended learning
Mastery Learning. An instructional method that presumes all children can learn
if they are provided with the appropriate learning conditions. Specifically, mastery
(http://www.scribd.com/doc/2687348/full-thesis -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)
activity such as projects, programs, products and other initiatives in which it engages.
(http://en.wikipedia.org/performance-indicator)
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types of knowledge is judged. These measures can vary along a set of dimensions,
(http://www.yourdictionary.com)
characterized educational system for the past century. The term ‘’disciplinary” refers to
participants. (http://www.yourdictionary.com)