Analysis of Teachers’ Practices and Challenges on the Articulation of Outcome-Based Education to Classroom Instruction
Jay Mark B. Santos
Divina Ann M. Eusebio
Mailyn Zacharias
La Consolacion University Philippines
Embedded Files
ABSTRACT
This study explores the articulation of Outcomes-Based Education (OBE) within classroom instruction by comparing the planned OBE curriculum with actual classroom practices. Utilizing a case study design, the research examines how fourteen college instructors from a university in Bulacan planned, monitored, and evaluated student learning. Data were collected through semi-structured interviews focusing on the instructors’ profiles, OBE training, curriculum development involvement, personal perceptions of OBE, and their strategies for implementing OBE in the classroom. The analysis highlighted four key components essential for effective OBE integration: clearly defined Course Intended Learning Outcomes (CILOs), cohesive course planning and design, active engagement through diverse instructional methods, and aligned assessment practices. Despite identifying best practices such as clear outcome articulation and active learning strategies, the study also uncovered challenges, including resource constraints and resistance to change. To address these challenges and enhance OBE implementation, several support systems are recommended, including Learning Outcomes Design Workshops, an Active Learning and Engagement Toolkit, an OBE Resource Support Center, and an Inclusive Teaching Resource Library. This study contributes to the understanding of OBE application in higher education and provides practical recommendations to improve teaching practices and student engagement.
keywords: outcomes-based education (obe), course intended learning outcomes (cilos), classroom instruction, active learning, support systems
INTRODUCTION
An outcome is a culminating demonstration of learning: it is what the student should be able to do at the end of the course (Spady, 1993). OBE is an approach to education in which decisions about the curriculum are driven by the learning outcomes that students should display at the end of the course (Davis et al., 2007). CHED defines outcomes-based education (OBE) as “an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve a desired level of competence”. OBE is open to incorporating discipline-based learning areas that currently structure HEI curricula (CHED Memorandum Order no. 46, s. 2012). OBE can be regarded as a theory of education (Killen, 2000). Within OBE, there is a certain set of beliefs and assumptions about learning, teaching, and the systemic structures within which activities take place (Gandhi, 2017). Spady (1994) proposes three basic assumptions: all learners can learn and succeed; success breeds success; and “teaching institutions” (schools) control the conditions of success.
Killen (2000) defines two basic types of outcomes. The first includes performance indicators often measured in terms of test results, completion rates, post-course employment, and so forth. It also emphasizes learner mastery of traditional subject-related academic outcomes/content and some cross-disciplinary outcomes (such as problem solving or working cooperatively). The second is less tangible and usually expressed in terms of what the learners know, are able to do, or are like as a result of their education. It stresses long-term, cross-curricular outcomes which relate to future life roles of the learner (such as being a productive worker, a responsible citizen, or parent). These two approaches are what Spady (1994) respectively calls traditional/transactional (content-based) and transformational (outcomes-based) learning systems. See below, latter is the focus of this research and includes standards to be consistently demonstrated by the learner at the end of a significant learning experience (Gandhi, 2017).
The Philippines, in a move to adhere to the ASEAN Integration 2015 principles, has started to realign its education institutions to fit into the ASEAN and global academic platform. Such realignment was contextualized via the mandate of the Commission of Higher Education to adopt Outcome-Based Education across all curricular offerings (Cruz & Doctolero, 2015).
Implementing OBE further translates to the quality and orientation of the faculty members in charge of the courses. This may be more crucial than a total change of systems and structures, that is, education managers and faculty internalize the attitude that the core mission of teaching HEIs is to build the learning competencies and the ability to continuously learn of the students, as well as to mobilize resources and methods, including conventional pedagogies that would enhance learning. For the Higher Education Institutions (HEIs), this means describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes.
HEIs are considered the primary sources of quality manpower, technology, and knowledge of any nation in its attempt to achieve the desired level of development (Verecio, 2016). The learners’ right to quality and relevant education remains one of the top concerns of HEIs. With the continuous deepening of the reform of education in the Philippines, HEIs have been exploring new programs to offer in order to improve the community’s quality of life and to ensure that no student will be left behind.
This study aims to analyze the teachers’ practices in articulating the Outcomes-Based Education to classroom instruction.
THEORETICAL FRAMEWORK
Figure 1: Theoretical Framework of the Study
This study is anchored on William Spady’s Theory of Outcome-Based Education (1994), a learner-centered approach that focuses on the outcomes or competencies students are expected to demonstrate at the end of the learning process. According to Spady (1994), OBE operates on the principle that all students can learn and succeed—albeit not in the same way or at the same time—and that curriculum, instruction, and assessment should be aligned to clearly defined outcomes that reflect real-world performance.
Figure 1 reflects the OBE framework's alignment from proximal to distal outcomes, beginning with classroom-level components (e.g., Learning Activities and Assessment, Intended Learning Outcomes, Course Learning Outcomes) and progressing to broader institutional goals (e.g., Program Outcomes, Expected Graduate Attributes, and ultimately the Institutional and Department Vision). This alignment illustrates the "design down" and "deliver up" logic of OBE, where learning experiences are purposefully structured to ensure students’ progression from immediate competencies to long-term professional and societal contributions.
In this context, the study examines the practices and challenges teachers face in translating and articulating OBE principles into actual classroom instruction. It seeks to understand how well-aligned instructional strategies, learning activities, and assessments are with the intended learning outcomes and how these, in turn, contribute to program and institutional goals.
Through Spady’s theoretical lens, this study aims to explore whether and how classroom practices reflect the essential OBE principles, particularly the vertical alignment of outcomes across levels, and the institutionalization of a future-focused, learner-centered teaching paradigm.
STATEMENT OF THE PROBLEM
This study shows how OBE can be articulated in classroom instruction and practices. How teachers planned, monitored, and evaluated students' learning as they underwent a series of activities resulting in metacognitive profiles of select students is likewise investigated.
Given these contexts, the study sought to answer the following questions:
How is outcomes-based education articulated in classroom instruction in terms of:
1.1. Course Learning and Intended Learning Outcomes;
1.2. Planning, design, and alignment of the course;
1.3. Learning and teaching activities of the course; and
1.4. Course assessment
What are the best practices and challenges in the implementation of OBE in the classroom?
What support systems may be considered to further improve the articulation of OBE in the classroom?
SCOPE AND DELIMITATION
The focus of the study is to analyze how OBE can be articulated in classroom instruction and practices. How teachers planned, monitored, and evaluated students' learning as they underwent the series of activities resulting in metacognitive profiles of select students is likewise investigated. The study is qualitative in nature, describing the actions taken by the fourteen (14) professors in the College Department. While efforts will be made to ensure that this study is rigorous to make a worthwhile contribution, there are some unavoidable limitations. First is the time limitation, as the data for this part of the study were collected over one quarter only. The second limitation is that of population, since only fourteen (14) faculty members are involved in the study.
METHODOLOGY
Research Design
The research utilizes a case study design, which aims to gain a deeper understanding of a particular situation and involves the collection of data in a natural setting sensitive to people and the place under study (Alata, 2019). Case studies have been largely used in the social sciences and have been found to be especially valuable in practice-oriented fields (Starman, 2013). As opposed to other forms of research, case study places the researcher into the field in order to observe and record objectively what is happening, but simultaneously examines its meaning and redirects observations to refine or substantiate those meanings (Stake, R., 1995) as cited by Alata (2019).
Participants of the Study
The teacher-participants (TP) for this study consist of fourteen (14) college instructors and professors from a university in Bulacan during the School Year 2023-2024. They were selected using a purposive sampling technique, which involves intentional selection based on their specific knowledge and relevance to the study's objectives. Prior to their involvement in the research, all participants were provided with informed consent.
To ensure that the TPs possess the necessary expertise, specific inclusion criteria were established: participants must (1) have a minimum of three (3) years of teaching experience at the institution and (2) have participated in the Outcomes-Based Education (OBE) training conducted by the university. This focus on experienced instructors guarantees that the insights gathered are reflective of a comprehensive understanding of the OBE framework. Conversely, individuals who have less than three years of teaching experience or who have not attended the OBE training were excluded from the study.
Instruments of the Study
A set of questions was developed and used during the interview with the teacher-participants. The questionnaire sought to determine: (1) their profile, (2) their OBE training, (3) their participation in the OBE curriculum development, (4) their subjective description of the OBE, (5) ways on how they translated OBE into classroom instruction, and (6) best practices and challenges they encounter in implementing OBE.
Data Processing Methods
Data collection was conducted through semi-structured interviews with the teacher-participants. The researchers gathered data over three weeks, conducting one-on-one interviews using the preferred online platforms of the participants, provided that permission from the department head was granted. The researchers explained the purpose and benefits of the study to the participants based on the established criteria necessary for the research.
After the data gathering, the researchers began reading the transcribed narratives to familiarize themselves with the information provided by the teacher-participants. The data analysis followed a three-step procedure used by Alata (2019). The first step involved getting to know the data, while the second step focused on analyzing it. The third step included categorizing the data into codes. Themes were developed, and patterns were identified from these themes to establish a smaller number of categories (Creswell, 2007, as cited by Alata, 2019). The data was collected and analyzed in accordance with the formulation of the problem and research objectives.
Ethical Considerations
The following ethical considerations, adapted from the GREIP research group as a guideline for setting up and carrying out qualitative research (Dooly, Moore, & Vallejo, 2017), were put into place for this research undertaking:
Before embarking on any research project, the researchers carefully considered whether the study can cause potential harm to anyone involved. If the researchers identify any possible ill effects, the researchers would seek the best approach to minimize these effects.
The researchers provided sufficient information to reviewers, ethical board members, and participants, to fully comprehend the scope of theresearch project.
The researchers obtained informed consent from all parties involved in the research prior to implementing the research project. This included full disclosure of any anticipated risks to the subjects, whether the participants were compensated in any way, the methodology to be used, and data treatment. A compliance document between parties (researcher and/or research team and the informant) was signed by the individuals involved.
Requests for consent included the possibility of opting out of the research. In cases where opting out carries ethical issues of an individual being unable to partake in educational activities, the individual would take part in the research activity, but data would not be collected whenever possible.
The researchers ensured confidentiality of all research subjects, including data stemming from systematic reviews of documents, which might be considered sensitive due to race, ethnicity, religion, politics, health, or sexual orientation.
In the case of compilation of personal data from the informants, data was only gathered to further the study and was not used for any other purpose. No extra personal data was gathered that is not immediately pertinent to the study. The personal data was carefully organized and managed to ensure that no unauthorized use is made of it.
Access to raw data collected by the researcher or under the aegis of the research team was only allowed to members of the immediate research team.
The method of processing the data was not fully disclosed. These methods include anonymizing the names of individuals and institutions, in the context of the study, publishers, which can lead to recognition of the publishers, such as locations, names of cities, etc.
RESULTS AND DISCUSSIONS
This section presents the findings from the semi-structured interviews conducted with the teacher-participants, focusing on their experiences and perceptions of Outcomes-Based Education (OBE) implementation within their instructional practices. The results reveal key insights into how OBE principles have influenced teaching strategies and learner outcomes in the context of English language education. Through qualitative analysis, emerging themes that reflect the instructors’ understanding and application of OBE, as well as the challenges and successes they encountered were identified. The discussion contextualizes these findings within the broader literature on OBE, exploring their implications for enhancing teaching effectiveness and fostering student engagement in a rapidly changing educational landscape.
Articulation of Course Learning and Intended Learning Outcomes in the Classroom
Theme 1: Articulation and Alignment of Intended Learning Outcomes (ILOs)
Participants emphasized the importance of clearly articulating the Course Intended Learning Outcomes (CILOs) at the beginning of the course. For instance, TR1 stated, “The outcomes-based education articulated in our classroom instruction in terms of course-intended learning outcomes is properly defined and outlines the skills and knowledge students are expected to acquire by the end of the course.” Similarly, TR6 noted, “On our first day of class meetings, one priority to be discussed is the Intended-Learning Outcomes. I ensured that it was well-communicated and that my class was well-informed during the beginning of the course.” TR10 stressed the need for orientation, saying, “The students are oriented on the course description, intended learning outcomes, strategies and evaluation system for grading at the beginning of the semester.” Furthermore, TR12 emphasized that “OBE begins by clearly defining what students should know or be able to do by the end of the course.” TR14 added, “This alignment is assessed by reviewing the Daily Lesson Exemplars created by faculty members to ensure that the learning objectives adhere to the SMART criteria.”
Theme 2: Emphasis on Skills Development and Holistic Approach
The importance of developing specific skills and adopting a holistic approach within OBE was highlighted by participants. TR9 emphasized, “I made sure that my Course Intended Learning Outcomes (CILOs) are aligned with the principles of Outcome-Based Education (OBE)... ensuring students can effectively demonstrate proficiency in various forms of communication.” Furthermore, TR11 reiterated, “I want to make sure that at the end of Each topic, each student can understand the theories and concepts, and the corresponding application in terms of problem solving.” TR8 added, “There is the provision of the OBE in the intended learning outcomes of each syllabus, which is also provided for the students.”
Theme 3: Continuous Monitoring and Evaluation of Student Progress
Participants acknowledged the role of continuous monitoring and evaluation in ensuring that students achieve the intended learning outcomes. TR1 explained, “Formative assessments and summative assessments are used to monitor students’ progress toward the course's intended learning outcomes.” TR3 emphasized aligning CILOs with the university’s mission, stating, “Clearly articulate the theological knowledge and skills students are expected to acquire.” TR4 highlighted, “This aids in establishing goals and offers a path for education to monitor development and evaluate performance.” Finally, TR14 reiterated, “Through regular assessments and the flexibility to adapt teaching approaches, a student-centered learning environment is cultivated.”
Planning, design, and alignment of the course
Theme 1: Intentional Course Design
A central theme that emerged from the participants' responses is the intentional and strategic nature of course design within the OBE framework. Participants emphasized the significance of identifying intended learning outcomes as a foundational step in the planning process. For instance, TP1 highlighted, “The outcomes-based education articulated in our classroom instruction... includes the identification of the course's intended learning outcomes to ensure that the activities and assessments are aligned with the specific learning goals.” This focus on intended outcomes was echoed by TP12, who stated, “Outcomes-Based Education (OBE) is centered on establishing explicit learning outcomes for students, followed by the alignment of instructional strategies, assessment methods, and curriculum design to accomplish these objectives.”
Theme 2: Alignment with Learning Outcomes
The alignment of course activities and assessments with defined learning outcomes emerged as a crucial aspect of the instructional process. Participants indicated that maintaining alignment between course content and desired outcomes is necessary for effective teaching and learning. TP5 articulated this by noting, “The design of the course, including the selection of content, instructional methods, and assessments, is carefully patterned around these CILOs in order to form and develop valuable learnings.” Furthermore, TP9 remarked on the structured framework of their course, saying, “In the planning phase, I identified key goals... For the alignment of the course, I ensured that each task, assignment, and assessment is directly linked to the Course Intended Learning Outcomes (CILOs).”
Theme 3: Collaboration and Validation Processes
The importance of collaboration in course planning and design is evident in several responses, highlighting the role of peer review and validation in enhancing the quality of instructional materials. TP6 mentioned, “The course design was well-reviewed and validated by the program chair,” indicating that collaborative efforts contribute to the alignment of teaching methods and assessments with learning outcomes. Similarly, TP4 emphasized, “Selecting the content, instructional strategies, resources, and assessments that support the desired learning outcomes” as a collaborative effort to ensure coherence in the OBE framework.
Theme 4: Continuous Improvement
A recurrent theme among the participants was the concept of continuous improvement in course design and implementation. Many noted the iterative nature of course planning, where feedback and assessments inform adjustments for future iterations. TP8 pointed out the necessity of revision, stating, “In the revision of the syllabi, assurance that each course provides activities and laboratories in line with OBE.” This commitment to ongoing improvement ensures that courses remain relevant and effective in meeting student learning needs.
The design of Learning and teaching activities of the course align with OBE
Theme 1: Alignment with Learning Outcomes
A central theme is the emphasis on aligning learning activities with the Course Intended Learning Outcomes (CILOs). TP1 states, “The outcomes-based education articulated in our classroom instruction in terms of learning and teaching activities of the course includes a selection of activities that are directly aligned with the course's intended learning outcomes.” Similarly, TP5 emphasizes that “Outcomes-based education serves as the fundamental principle for the strategic development and implementation of learning activities,” indicating that the design process is intentionally focused on achieving these outcomes. TP8 reinforces this perspective by asserting the importance of “Alignment of each activity that would enable each student to achieve each goal.” This alignment is significant for ensuring that all instructional methods and assessments are purposefully connected to the defined learning objectives.
Theme 2: Diverse and Student-Centered Approaches
The incorporation of diverse and student-centered learning activities is another prominent theme. TP2 highlights a range of engaging activities, including “think-pair-share activity, essay writing, reflective journal, website review, graphic organizing,” which cater to various learning preferences. TP6 notes the scaffolding of activities “with complexity and independence to support my students' learning,” reflecting an understanding of individual student needs. Moreover, TP11 emphasizes the effectiveness of “group study,” where students collaborate to assist one another, promoting a supportive learning environment. TP13 further illustrates this by stating that OBE “emphasizes active learning and student-centered approaches,” indicating a broad commitment to engaging students in their educational journey.
Theme 3: Critical Thinking and Practical Skills Development
A strong focus on developing critical thinking and practical skills permeates the participants' insights. TP3 emphasizes the need for “activities that promote critical thinking, theological reflection,”. TP9 adds that “practical communication skills are honed through activities such as presentations, group discussions,” which not only enhance communication abilities but also encourage cultural sensitivity and ethical practices. TP4 asserts that “asking questions to develop critical and logical thinking is the center of the discussion,” illustrating how critical inquiry is an integral part of the learning process.
Theme 4: Feedback and Continuous Improvement
The theme of feedback and continuous improvement is evident as participants recognize its role in enhancing the learning experience. TP7 states, “OBE shows the significance of precisely articulating learning objectives,” suggesting that clear objectives are essential for effective feedback. TP12 mentions the establishment of “feedback mechanisms to ascertain whether the learning outcomes have been achieved,” highlighting the ongoing assessment of student progress. Furthermore, TP14 discusses the manipulation of time to Optimize learning, stating, “students learn in different phases,” which necessitates responsive teaching practices to accommodate varying student needs.
The Design of Course Assessment
Theme 1: Variety of Assessment Methods
One prevalent theme in the design of course assessments aligned with Outcomes-Based Education (OBE) is the emphasis on utilizing a variety of assessment methods that reflect both formative and summative approaches. For example, TP 1 mentioned using quizzes, critique papers, group discussions, essays, reflective journals, oral presentations, and creative projects such as video or travel blogs. This variation not only engages students but also provides multiple avenues for them to demonstrate their understanding and mastery of the course content. TP 5 further emphasized that classroom course assessments articulate various formative and summative assessments, allowing essential feedback on students' learning.
Theme 2: Alignment with Course Intended Learning Outcomes (CILOs)
Another critical theme is the importance of aligning assessments with Course Intended Learning Outcomes (CILOs). Participants emphasize the necessity for assessments to be carefully crafted to measure the achievement of these outcomes. For instance, TP 2 highlighted the need to develop assessments that measure students' grasp of Salvation History and its implications, integrating broader perspectives such as faith and values, particularly in courses related to Catholic traditions. TP 3 stated that the measurement of student achievement of the CILOs is the main objective of OBE assessment, emphasizing that assessments must demonstrate students' understanding of the material in relation to these intended outcomes.
Theme 3: Use of Rubrics
Rubrics emerge as a significant tool in the design of assessments, providing clear guidelines for performance expectations. The use of rubrics is highlighted by TP 8, indicating that they serve as a basis for fair and consistent evaluations while giving meaningful feedback to students. TP 4 noted that rubrics facilitate a fair and consistent evaluation process, ensuring relevance to the established learning objectives. This reflects A shared understanding of the necessity of transparency and clarity in assessment criteria contributes to a more structured evaluation process.
Theme 4: Flexibility of Assessment Design
The flexibility of assessment design in OBE is another notable theme, with participants stressing that assessments should be adaptable to meet the diverse learning needs of students. For example, TP 13 mentioned that course assessment should be viewed as flexible and that the learning "ends" should be clearly defined, allowing for a criterion-based approach to assessment and ensuring that all students have the potential to achieve full credits based on their performance standards.
Articulation of OBE in the Classroom
Outcomes-Based Education (OBE) is articulated in the classroom through a structured framework that emphasizes clear learning objectives, skill development, continuous assessment, and adaptive teaching strategies and assessment. Central to this approach is the clear communication of Course Intended Learning Outcomes (CILOs) at the start of each course. Teacher-participants highlighted that this clarity not only establishes expectations for student performance but also aligns teaching strategies with educational goals, ensuring students know what they are expected to achieve by the end of the course. This fosters a sense of ownership and responsibility in their learning. According to Macayan (2017), the clear articulation of outcomes is crucial for educational stakeholders, including academic leaders and educators, to work collaboratively in defining and stating outcomes at various curricular levels.
Teacher-participants emphasized the need to cultivate competencies such as critical thinking, communication, and problem-solving. This aligns with the findings of Tungpalan and Antalan (2021), who noted that faculty members possess significant expertise in OBE, indicating their commitment to effectively integrating these skills into the curriculum. Considering this, educators prepare students for real-world challenges, emphasizing that education extends beyond mere knowledge acquisition.
Educators stressed the need to align instructional activities and assessments with clearly defined learning outcomes. Collaborative planning among faculty ensures that all curriculum components support these educational objectives, enhancing instruction quality and providing a coherent learning framework. This effort aligns with Macayan’s (2017) assertion that realigning educational processes and systems is necessary for the successful implementation of OBE.
Diverse and flexible learning activities further illustrate how OBE is articulated in the classroom. Instructors employ various strategies to engage students with different learning preferences, fostering inclusivity. This flexibility extends to assessment design, allowing educators to adapt evaluation methods to meet students' diverse needs. The importance of flexible learning environments has been well-documented, highlighting the positive impact on student learning outcomes (Tungpalan & Antalan, 2021).
Thus, the articulation of OBE in the classroom is evident through structured frameworks that emphasize clear learning outcomes, continuous feedback, intentional design, and adaptive teaching strategies. This shows positive teacher attitudes and collaboration among stakeholders.
Best practices in the implementation of OBE in the classroom
Theme 1: Clear Learning Outcomes
A prominent theme in best practices is the clear definition of Course Intended Learning Outcomes (CILOs). Many participants highlighted the importance of articulating these outcomes to guide both teaching and learning processes effectively. For instance, TP 1 stated, “The best practices that I encounter in the implementation of OBE in the classroom include a well-defined course intended for learning outcomes.” Similarly, TP 12 emphasized the necessity for “specific, measurable, achievable, relevant, and time-bound (SMART) learning outcomes.” This clarity enables students to understand expectations and aligns instructional efforts with desired educational goals.
Theme 2: Student Engagement
Engaging students actively in the learning process is a key theme that aligns closely with research findings on the positive behavioral impacts of Outcome-Based Education (OBE). Hamidi et al. (2024) report that students exposed to OBE exhibit greater engagement and motivation due to the clarity of learning objectives and assessments. This mirrors participants' observations, particularly TP 3's account of promoting active engagement through discussions, activities, and real-world applications in the theology curriculum, where “best practices include integrating faith seamlessly into the curriculum, using diverse assessments… and connecting theological concepts to real-world applications.” Such approaches not only increase student engagement but also align with findings that OBE promotes a sense of accountability and responsibility as students take an active role in their learning.
Further supporting this, TP 4 emphasized the role of constructive feedback and the integration of high-order thinking skills, which helps develop students' critical thinking and problem-solving abilities. This resonates with Hamidi et al.'s (2024) findings that OBE contributes to adaptive behaviors and skills essential for academic success. The findings emphasized the potential of OBE to shape positive behaviors and enhance academic performance, creating a supportive and enriched learning environment.
Challenges in the implementation of OBE in the classroom
Theme 1: Resource Constraints
Resource constraints emerged as a significant challenge in implementing OBE effectively, as expressed by multiple participants. TP 1 highlighted that “very limited resources hinder the effective implementation of OBE,” and TP 12 echoed this concern, noting that “insufficient resources (time, technology, materials) may hinder effective implementation.” Research supports these observations, showing that successful OBE implementation demands substantial investment in time and resources to establish and sustain the approach effectively (Sun & Lee, 2020).
The lack of resources can significantly impede faculty's ability to develop and execute quality educational experiences, impacting student outcomes. Furthermore, challenges in teacher workload, inconsistent curriculum implementation, and inadequate administrative support have also been identified as obstacles to OBE, particularly in academic settings (Damit et al., 2021). These constraints present the need for institutional commitment and support to ensure that teachers have the necessary resources and systems to achieve OBE’s intended outcomes fully. These findings highlight that without adequate support and resources, the potential benefits of OBE on student engagement and achievement may be compromised.
Theme 2: Resistance to Change
Resistance to shifting from traditional teaching methods to OBE emerged as a significant barrier among participants. TP 1 noted that “resistance to changing traditional learning to a newer method” hampers OBE implementation, while TP 12 remarked that “resistance to change… can impede successful OBE adoption.” This resistance aligns with findings from other contexts, particularly in Indonesia, where educators' skills and knowledge gaps limit effective OBE application, as they encounter difficulties in translating OBE principles into classroom practices (Shaheen, 2019; Sun & Lee, 2020).
Implementing OBE requires a paradigm shift in educators’ thinking and pedagogy, yet such a transformation often faces hesitancy or doubt (Kumar et al., 2023; Pradhan, 2021). Additionally, this resistance may reflect a need for more comprehensive faculty development and support, as teachers adjust to the demands of designing OBE-aligned syllabi and assessments. The findings by Mufanti et al. (2024) affirm that OBE adoption necessitates both skills development and a shift in mindset, emphasizing the importance of equipping educators with practical tools and strategies for effective OBE integration. Without targeted training and institutional support, resistance to change may continue to hinder the potential impact of OBE on student learning outcomes.
Theme 3: Diverse Learning Styles and Backgrounds
Managing diverse learning styles and backgrounds among students was recognized as both a challenge and a practice. TP 5 noted, “Using varying learning styles and addressing different student backgrounds can be both difficult and challenging.” This aligns with TP 9's statement about the need to “balance standardized assessments with the students' diverse learning styles.” Teacher-Participants noted the need to develop adaptable teaching strategies to accommodate this diversity, ensuring that all students can engage meaningfully with the curriculum.
Supports System to Improve the Articulation of OBE
Based on the identified challenges and practices for OBE articulation, the following support systems are proposed to enhance effective OBE implementation:
A. Support in Writing Clear Learning Outcomes and Assessment:
The findings present the critical role of clear and well-defined Course Intended Learning Outcomes (CILOs) in guiding instructional planning and setting student expectations. Participants highlighted the need for CILOs that are specific and clearly communicated to enhance the alignment between teaching strategies and educational goals, ensuring that students understand and work toward achieving these goals. This emphasis on clarity is supported by Macayan’s (2017) research, which identifies well-articulated learning outcomes as essential for effective collaboration among educational stakeholders and successful OBE implementation.
To address this need, the proposed Learning Outcomes Design Workshops would provide faculty members with the opportunity to collaboratively create, refine, and align CILOs with the SMART criteria, ensuring each outcome is specific, measurable, achievable, relevant, and time-bound. Through these workshops, educators would receive guidance on connecting learning outcomes directly to assessment strategies.
B. Enhanced Student Engagement Initiatives
The findings reveal that active student engagement, facilitated by discussions and real-world connections, promotes critical thinking and problem-solving skills. Participants, including TP 3 and TP 4, emphasized the impact of integrating interactive discussions, relevant application scenarios, and constructive feedback to deepen student engagement and help them apply their learning to practical contexts. This aligns with Hamidi et al.'s (2024) research, which indicates that Outcome-Based Education (OBE) enhances student motivation, accountability, and adaptability by grounding learning objectives in interactive and meaningful activities.
To support these findings, the proposed Active Learning and Engagement Toolkit would provide faculty with resources like discussion prompts, real-world case scenarios, and structured feedback techniques designed to facilitate active learning. Additionally, implementing Student Reflection and Feedback Mechanisms would encourage students to self-assess their progress and reinforce a sense of ownership and responsibility in their learning journey.
C. Resource Allocation and Administrative Support
The findings indicate that resource constraints, particularly in terms of time, materials, and technology, present significant barriers to effective OBE implementation. Participants like TP 1 and TP 12 emphasized that limited access to these resources hinders their ability to integrate OBE practices fully in the classroom, a challenge also echoed in research by Sun and Lee (2020), which emphasizes how insufficient resources can impede the overall impact of OBE. Furthermore, Damit et al. (2021) highlight the critical need for administrative support to help alleviate faculty workload and facilitate consistent curriculum implementation.
To address these issues, establishing an OBE Resource Support Group/ Unit is proposed, providing dedicated resources such as materials, technology, and access to OBE consultants. This unit would offer grants for technology access and consultative support, helping faculty members overcome common challenges in implementing OBE.
D. Faculty Development on OBE Methods
The findings reveal that resistance to shifting from traditional teaching methods to OBE poses a significant challenge, as indicated by participants TP 1 and TP 12. This resistance, which can hinder the adoption of OBE practices, aligns with research emphasizing the need for both skill development and a shift in educators’ mindsets to facilitate successful OBE implementation (Mufanti et al., 2024; Kumar et al., 2023). The lack of familiarity with OBE’s instructional and assessment design requires focused training to help educators adapt to and embrace new methodologies.
To address these challenges, a Faculty Development Program on Pedagogical Shifts is proposed. This program would provide modules on OBE instructional design, assessment techniques, and strategies for managing resistance to change. Faculty members would benefit from mentorship with experienced OBE practitioners and receive training in flexible, adaptive teaching approaches to support diverse learning styles.
E. Adaptability for Diverse Learning Styles
The findings indicate that addressing diverse learning styles and backgrounds within OBE is challenging, as highlighted by participants TP 5 and TP 9. They expressed difficulty in adapting standardized assessments and instructional approaches to meet the varied needs of students, which shows the importance of flexible and inclusive teaching methods in OBE contexts.
To support this, an Inclusive Teaching Resource Library is proposed, featuring adaptable instructional materials, diverse assessment options, and strategies for accommodating diverse learning preferences and backgrounds. This resource would be complemented by a Faculty Development Program on Inclusive Pedagogy, which would train educators in designing assessments and activities that are accessible and equitable.
CONCLUSIONS
In light of the findings of the study, the following conclusions were drawn:
Outcomes-Based Education (OBE) is integrated into classroom instruction through four key components: clearly defined Course Intended Learning Outcomes (CILOs) that guide planning and shape student expectations; cohesive course planning and design that align learning activities with assessments; active engagement through diverse teaching methods that enhance student involvement; and assessment practices that are directly aligned with learning outcomes to ensure meaningful feedback and accurate measurement of student achievement.
There are several best practices for OBE implementation, including clear articulation of outcomes and active learning strategies. However, challenges such as resource constraints, resistance to change, and the need to accommodate diverse learning styles were identified.
Several support systems were also identified to enhance the articulation of Outcomes-Based Education (OBE), including Learning Outcomes Design Workshops for developing SMART-aligned Course Intended Learning Outcomes (CILOs), an Active Learning and Engagement Toolkit to foster student engagement, an OBE Resource Support Center to provide essential resources, and an Inclusive Teaching Resource Library for adaptable instructional materials and training in inclusive pedagogy.
RECOMMENDATIONS
Based on the findings and conclusions of the study, the following recommendations are hereby offered:
Learning Outcomes Design Workshops may be conducted to help faculty create Course Intended Learning Outcomes (CILOs) that are aligned with SMART criteria.
An Active Learning and Engagement Toolkit may be developed to provide resources that promote student engagement and active learning strategies.
An OBE Resource Support Unit may be established to offer essential materials, technology, and time to assist with effective OBE implementation.
An Inclusive Teaching Resource Library that includes adaptable instructional materials and training in inclusive pedagogy may be created to accommodate diverse learning styles.
References
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