Students’ Perception on Outcome-Based Education (OBE)

Implementation: A Preliminary Study in UniKL MSI

Kauthar A Rhaffora, Mohamed Yusof Radzakb, Che Hayati Abdullahc
a
Manufacturing Section, bElectrical, Electronics & Automation Section, cTechnical Foundation Section
Universiti Kuala Lumpur Malaysian Spanish Institute, Kulim Hi-Tech Park, 09000 Kulim, Kedah, Malaysia

Abstract

This study aimed to identify the extent of students’ general awareness on OBE and their perceptions towards the commitment for OBE
implementation in their learning and teaching activities. Descriptive type of research was utilized in the study wherein the quantitative
data were gathered using a survey questionnaire. Questionnaires were distributed to 200 students from Diploma of Engineering Technology
(DET) and Bachelor of Engineering Technology (BET). The questionnaire was divided into Section A and Section B. Section A covers
Respondent Information, and Section B consists of B1: General Awareness on OBE, B2: Commitment Towards OBE Implementation,
and B3: Learning & Teaching. Results showed that there is a great extent of OBE awareness among UniKL MSI students. They also
perceived that the lecturers work hard to ensure all students attain the courses learning outcomes, which represented by the highest weighted
mean. However, briefing on OBE during Orientation Week obtained the least weighted mean. Serious effort should be taken to organize
and make it compulsory for new students to attend OBE Briefing Session for upcoming semesters.

Keywords: Outcome-based Education (OBE), engineering technology, learning and teaching

1. Introduction

The Outcome-Based Education (OBE) is now considered as the compulsory approach for most Institution of Higher
Learning (IHL) in Malaysia as to adapt with the standards of universities and colleges all over the world. The approach
became compulsory in Malaysia since 2007. However, issues related to OBE implementation has been seriously argued
among IHL during the early stage of its introduction. The problems faced by IHL in OBE implementation, its impact on
students and lecturers, and its effect to Malaysian education system are some of the issues raised along OBE implementation
(Tan, Oriah, & Senian, 2012). It is crucial to establish high quality of education as it is an important factor to produce
competent professionals, therefore building a strong nation and getting along with global competition (Borsoto et. al., 2014).
Universiti Kuala Lumpur (UniKL) as the pioneer in offering Engineering Technology courses in Malaysia is now
in the journey of improving its OBE implementation in all 13 campuses around Malaysia. OBE implementation is now
compulsory in attaining accreditation from Engineering Technology Accreditation Council (ETAC), the body under
Engineering Accreditation Council (EAC), Malaysia (EAC Manual, 2007). The OBE principles has been adopted from
American Accreditation Board of Engineering Technology (ABET), where it focuses on the measurement of learning
outcomes (LOs) for each course and those outcomes will be the basis for continuous quality improvement (Jaafar et al.,
2008).
Centre for Instructional Technology & Curriculum Development (CITC) is a responsible unit in UniKL working
to design the curriculum and disseminate the knowledge on OBE approach. Apart from series of talks, seminars, OBE clinics,
trainings, CITC has also published The Course Design and Delivery Handbook (CDDH) as a comprehensive reference for
lecturers. Furthermore, the online web-based system called Learning Outcomes Attainment Measurement System (LOAMS)
has been established. LOAMS is an innovation award winning system assisting academicians in handling data related to
learning outcomes attainment. Along the way, from the early stage of OBE implementation in UniKL up to now, various
issues need to be handled, from reviewing the whole format in learning and teaching delivery to instilling the spirit of OBE
to lecturers and students. Therefore, this study is conducted as an initiative to get the initial picture of students’ awareness
and their perception towards OBE implementation in UniKL MSI. This study may also reveal the areas that can be improved
by UniKL MSI for future continual quality improvement efforts.

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2. Literature Review

Davis, 2003 and Caguimbal, et. al., 2013 stated that OBE is an approach to education in which decisions about the
curriculum are driven by the exit learning outcomes displayed by the students at the end of each course. The “OBE Paradigm”
proposed by the Father of OBE, Dr. William Spady is based on three (3) premises and four (4) principles (Spady, 1994). The
three (3) premises are; i) all students can learn and succeed but not on the same day and not in the same way, ii) successful
learning promotes even more successful learning, and iii) schools control the conditions that directly affect successful
learning. Fig. 1 shows the four (4) OBE principles outlined by Dr. William Spady. OBE focuses on students’ achievement
of LOs by restructuring the curriculum, delivery and assessments for the achievements of the LOs, unlike content-based
learning (CBL) that has widely used in Malaysia (CDDH, 2015).

Expanded
Focus on Outcomes High Expectations Designing Backward
Opportunities

• The development of • Students can achieve • Specify the learning • A paradigm shift from
learning outcomes, high standards if they outcomes before teacher-centered to
specifying the are given appropriate designing the content, student-centered
knowledge, skills and opportunities teaching and learning delivery approaches
attitudes the students activities, and
should have at the end assessments to ensure
of the course or the attainment of these
programmes. learning outcomes

Fig. 1 Principles of OBE (CDDH, 2015)

As early as 1980s, OBE is applied to create a competitive advantage among countries in international arena (Borsoto
et. al, 2014). As stated by Tucker (2014), OBE is a process that involves reporting reaction in education to reflect the
achievement of high order learning and mastery rather than the accumulation of course credits.
Based on OBE approach, the first step in designing a programme is developing Programme Aims, Program
Educational Objectives (PEOs) and Program Learning Outcomes (PLOs). These should have aligned to the vision, mission
and philosophy of the university. The courses are then developed, which involves establishing the Course Learning Outcomes
(CLOs) and a complete course syllabus. Hence, the awareness of academicians and students on university’s PEOs,
programme PLOs and course CLOs are crucial as to ensure the success of OBE implementation. Fig. 2 shows an overview
of UniKL’s academic programmes using the OBE approach.

3. Methodology

3.1 Research Design

This study used a descriptive method of research where the quantitative data were gathered using a survey
questionnaire. The survey conducted to determine the level of students’ general awareness on OBE and their perception
towards commitment for OBE implementation and learning and teaching activities.

3.2 Sample

The survey was carried out with two hundred (200) UniKL MSI students from both diploma and bachelor degree
in Engineering Technology programs. The questionnaires administered personally by researchers.

3.3 Instruments

Survey approach was employed. The survey questions were divided into two (2) main sections which were Section
A and Section B. Section A consisted of the questions on respondents’ background information such as level of study,
semester and gender. Section B consisted three (3) parts; B1: General Awareness on OBE, B2: Commitment Towards OBE
Implementation, and B3: Learning & Teaching. The elements and total number of items included for each element is shown
in Table 1. The questionnaire was intended to identify the level of students’ awareness towards OBE and their perception on
OBE implementation in UniKL MSI. These questions were rated using 4-point Likert scale (4: Strongly Agree to 1: Strongly
Disagree). The data were then analyzed using IBM SPSS Statistics version 23. The questionnaire was prepared in English.

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 Fig. 2 Overview of UniKL OBE (CDDH, 2015)

Table 1: Elements and total number of items included in the questionnaire

Number of
Elements Items in the questions
item
• Awareness towards implementation
Section B1: General
• Awareness on crucial components in OBE (PEOs, PLOs & 7
Awareness on OBE
CLOs)
Section B2: Commitment • Commitment of management and lecturers to ensure the
Towards OBE achievement of OBE outcomes 5
Implementation
Section B3: • Learning and teaching method
Learning & Teaching • Awareness on assessment method use by lecturers 8

Total 20

3.4 Reliability Analysis

Reliability analysis was conducted for both pilot and actual test. Pilot test involves conducting a preliminary test of
data collection tools and procedures to identify and eliminate problems, allowing making corrective changes or adjustments
before actually collecting data from the target people. A pilot test usually involves simulating the actual data collection
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process on a small scale to get feedback on whether or not the instruments are likely to work as expected in a “real world”
situation. For this study, the pilot test was conducted with 30 DET and BET students. The reliability study indicates the
degree of internal consistency between the multiple variables that makeup the scale, the extent to which the indicators or
items of the scale are measuring the same concepts. Reliability was analyzed by using IBM SPSS Statistics Version 23. The
determination of reliability for this questionnaire were based on the Cronbach’s alpha value which is the coefficient of
reliability.

3.5 Data Analysis

Weighted mean used to interpret the extent of students’ general awareness of OBE and their perceptions towards
its implementation. The arbitrary guide shown in Table 2 was used to analyze and interpret the gathered data from the
questionnaire.

Table 2: Data Verbal Interpretation Guide

Weight Range Verbal Interpretation

4 3.50 – 4.00 Very Great Extent (VGE)
3 2.50 – 3.49 Great Extent (GE)
2 1.50 – 2.49 Moderate Extent (ME)
1 1.00 – 1.49 Less Extent (LE)

4. Results & Discussion

4.1 Respondent Information

Table 3 shows the profile of study sample who involved in this study. 45.5% are BET students and 54.5% are DET
students. Most of the students are from Semester 5 (47.0%) and the least are from Semester 6 (1.0%). Most of the respondents
are male students encompasses 65% of overall respondents.

Table 3: Profile of Study Sample

Percentage Percentage
Item n (n=200) Item n (n=200)
(%) (%)

Level of Study Semester

Bachelor 91 1 53 26.5
45.5
Diploma 109 2 26 13.0
54.5
3 17 8.5
4 5 2.5
Gender 5 94 47.0
130 65.0 6 1.0
Male 2
70 35.0 7 1.5
Female 3

4.2 Reliability Analysis

Reliability test was conducted for both pilot and actual test. Based on the results shown in Table 4, the values of
alpha (α) for all section are 0.6 and above. As referred to Sekaran, 2000, the value for α for both pilot and actual tests are
indicated as acceptable (more than 0.6), good (more than 0.7), and excellent (more than 0.9) internal consistency. The internal
consistency for Section B1 and B2 (inter-item) and overall were improved during the actual test.

Table 4: Reliability Test Results

Cronbach’s Alpha (α)

Section
Pilot Test Actual Test
B1: General Awareness on OBE 0.874 0.892
B2: Commitment Towards OBE Implementation 0.677 0.715
B3: Learning & Teaching 0.872 0.840
Overall 0.915 0.919

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4.3 Perceptions on OBE Awareness and Implementation

Table 5, 6 and 7 shows the results of weighted mean, with verbal interpretation (VI) and rank for Section B of the
questionnaire.

Table 5: General Awareness on OBE

Item Mean VI Rank

I am aware that UniKL is implementing OBE which focuses on students’ achievement. 3.26 GE 1
I am aware of the UniKL Program Educational Objectives (PEOs). 3.20 GE 2
I am aware of the UniKL Program Learning Outcomes (PLOs). 3.20 GE 2
I am aware on the methods used to measure PEOs. 3.06 GE 5
I am aware on the methods used to measure PLOs. 3.03 GE 6
I am aware on the methods used to measure Course Learning Outcomes (CLOs). 3.15 GE 3
I am aware on the learning domains (cognitive, affective and psychomotor) specified to 3.10 4
GE
each CLOs for all courses I attended.
Total Mean 3.14 GE

Table 5 shows the results for Section B1: General Awareness on OBE. The weighted mean shows that there is a
great extent of students’ awareness on OBE implementation in UniKL MSI, ranked number 1. The awareness on PEOs and
PLOs both ranked number 2. It shows there is a great extent of students’ awareness for both crucial OBE components.
However, awareness on measurement method for PEOs and PLOs are ranked the lowest, rank number 5 and 6, respectively.
Students should be exposed more on measurement method involved in OBE, as early as during orientation week and
promoted via various media such posters and banners, and also information can be uploaded in UniKL VLE (Virtual Learning
System). They need to be aware that their achievement will not only be measured after completing each course, but their
achievement will also be measured after completion of study (PLO measurement) and three (3) to five (5) year after they
graduated (PEO measurement). The total mean score of 3.14 signifies that there is a great extent of general awareness on
OBE among UniKL MSI students.

Table 6: Commitment towards OBE Implementation.

Item Mean VI Rank

I have been briefed on OBE approach during Orientation Week (WOW). 2.75 GE 5
Most of my lecturers explained the CLOs of the courses early of the semester. 3.23 GE 3
Information on OBE is accessible to everyone in UniKL MSI. 3.09 GE 4
I believe that lecturers put effort to improve his/her teaching methods. 3.44 GE 2
I believe that lecturers work hard to ensure all students attain the learning outcomes of 3.52 1
VGE
their courses.
Total Mean 3.21 GE

The results shown in Table 6 are the weighted mean for Section B2: Commitment Towards OBE Implementation.
The students perceived a very great extent of agreement that their lecturers work hard to ensure all students attain the learning
outcomes of their courses, which rank number 1. In OBE approach, lecturers play a crucial role as the reflective practitioner.
It means understanding where they have come from, why certain methods of teaching have been selected, and cultivating
the habit of continually reviewing their practice as educators to improve the quality and efficacy of their delivery in making
necessary transition (Bialobrzeska, 2006). Moreover, OBE is one approach where lecturers can work closely with students.
Generally, students have great extent of agreement for all statements in this section as the total mean is 3.21. Yet, the weighted
mean for statement related to briefing on OBE during Orientation Week is the lowest (2.75), ranked the lowest (rank number
5). Head of Sections (HoS) and Programme Coordinators (PC) play an important role to ensure briefing on OBE will be
conducted during Orientation Week, specifically during HoS and PC session with new students. However top management
also needs to demonstrate their commitment by supporting lecturers’ effort towards OBE implementation.

For learning and teaching, students have great extent of agreement for all statements. The total mean score of 3.32
signifies that students have positive perception towards learning and teaching activities. The students believe that
understanding the CLOs will help them to do better in their assessments, which ranked number 1 as shown in Table 7.
Students understand the relationship between assessments and learning outcomes attainment, rank number 2. Rank number
3 goes to the students’ awareness in the assessment criteria the lecturers used to assess them. Previous study by Caguimbal
et.al., 2013 has concluded that well-defined assessment criteria, one that clear to both lecturers and students on how it will
take place, are an utmost advantage of OBE. However, the learning and teaching method related to enhancement of students’
communication skills, and voicing and debating their own judgement and interpretation ranked the lowest, rank number 7
and 8, respectively. Therefore, more activities to enhance students’ communication and thinking skills should be embedded
in learning and teaching sessions.
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 Table 7: Learning and Teaching

Item Mean VI Rank

I believe that understanding the CLOs will help me to do better in my assessments. 3.44 GE 1
I am aware on the assessment criteria my lecturers use to assess students in class. 3.39 GE 3
I fully understand the relationship between assessments (quizzes, tests, assignment, 3.43 2
GE
practical test, final exam, etc.) and the attainment of learning outcomes.
Most of my lecturers encourage me to think independently in solving problems, and self- 3.36 4
GE
managed learning.
I have the opportunity to demonstrate my communication skills during class. 3.28 GE 7
Students debate, discuss, reflect in the class by our own judgement and interpretation. 3.08 GE 8
My lecturers teaching methods enhances my critical thinking skills. 3.31 GE 5
I am exposed to the case studies or real practice in industries in the class learning and 3.29 6
GE
teaching activities.
Total Mean 3.32 GE

4. Conclusion

In overall, students have great extent of awareness and agreement for all statements related to OBE awareness and
implementation in UniKL MSI. The students perceived a very great extent of agreement for the effort of lecturers to ensure
the attainment of learning outcomes. However, the lowest mean contributed by OBE briefing during Orientation Week.
Action plan will be outlined to cater critical issues related to enhancement of awareness and implementation. Further analysis
can be conducted using correlation analysis for example Pearson Product Moment Correlation, to study significant
relationship between commitment and the level of awareness. Analysis can also be conducted to study the relationship
between OBE awareness in different level of studies and semesters. Future study will be conducted to study the level of OBE
knowledge and practice among lecturers.

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