The Implementation of Outcome-Based Education at a Philippine University

The study examined the extent of implementation of outcome-based education (OBE) at the University of Perpetual Help System DALTA Las Piñas campus, Manila, Philippines in terms of attainment of the intended student outcomes, relevance of the intended student outcomes, course organization, instructional process, support for instruction and assessment. A survey questionnaire was developed to gather information and the data were analyzed using mean, frequency, percentage, rank, standard deviation, and t-test. The faculty and the students were utilized as respondents in the study. Findings of the study revealed that the implementation of outcome-based education in the University promoted and enhanced students’ acquisition of relevant subject knowledge, critical and problem-solving skills as well as moral and ethical values. OBE ensured that learning outcomes are relevant and attainable and drives curriculum design, program delivery in terms of the adoption of more student-centered teaching strategies and the use of balanced assessment. Significant differences were observed on attainment and relevance of the intended student outcomes, instructional process and assessment. Recommendations are put forward to improve the implementation of OBE in the university which include communicating to students expected outcomes upon entry, revisiting the curriculum to ensure progressive development of students’ competencies, enhancing the utilization of collaborative learning and independent work, improving library and laboratory resources, and utilizing portfolio assessment to keep track of student progress.

Keywords – higher education, outcome-based education