Readiness in Outcomes-Based Education (OBE) and its Implementations at Polytechnic University of the Philippines: Inputs for Retooling Program

Authors

  • Jonathan U. Florida

Keywords:

OBE, outcomes-based educations

Abstract

This study aims to identify the level of readiness of selected PUP faculty members in Outcome-Based Education (OBE) and its extent of implementation. The level of readiness and extent of implementation are measured through learning outcomes, assessment evidence, and teaching and learning activities. It also sought to find out if there is any significant difference in the level of readiness and extent of implementation as well as the significant relationship in the level of readiness and the extent of implementation. The respondents consisted of 37 faculty members from the College of Education, 132 faculty members from the college of Engineering, and 30 faculty members from the college of Science of the Polytechnic University of the Philippines, Sta. Mesa, Manila for the academic year 2015-2016. The researchers used the descriptive correlational method with the survey questionnaires as the main instruments for data generations which has three (3) indicators to measures the level of readiness in OBE and extent of OBE implementation: Pearson product-moment of correlations analysis was used to identify the relationship between level of the readiness in OBE and extent of OBE implementation. From the findings, the researcher concluded that the majority of the respondents who indicated their profile information are 30 years old and below, males, have been teaching for 5 years and below and are part time faculty members. The assessment of the faculty members on their level of readiness in OBE with regard to learning outcome, assessment evidence, and teaching and learning activities is very much ready for the College of Education, and a great extent for both the College of Engineering and the College of Science. The assessment of the faculty members on the extent of OBE implementation with regard to learning outcomes, assessment evidence, and teaching and learning activities is to a very great extent for the College of Education, and a great extent for both the College of Engineering and the College of Science. There is a significant difference in the level of readiness as well as the extent of OBE implementation with regard to learning outcomes, assessment evidence, and teaching and learning activities. Finally, there is a significant relationship in the level of readiness in OBE and extent of OBE implementation in the areas of Learning Outcomes, Assessment Evidence, and Teaching and Learning Activities.

Published

2018-10-18