In today’s society. holding an instruction is already a great advantage or in most instances. a demand to set down on a occupation. Hence. people became really rigorous on taking their educational establishment to guarantee that they are competitory in any agencies possible. However. in the Filipino scene. if a pupil wants to be hired immediately after graduation or have what we commonly name a ‘competitive advantage’ . they tend to travel to Manila and prosecute Higher instruction in the university belt of the state. This can be pointed out to the fact that these educational establishments provide an first-class preparation land for their pupils to fix them in come ining the corporate universe – a preparation land derived from accommodating the educational course of study called Outcomes-Based Education ( OBE ) .
Hence. rooting from the version of such course of study by Manila schools. Provincial universities who are still utilizing the traditional attack are left in the quandary of diminishing enrollees that continuously fluctuate as each twelvemonth base on balls. Therefore. University of Batangas. a provincial university utilizing the traditional method in learning. is faced with the same quandary. University of Batangas ( UB ) promised its pupils with quality instruction and it is what student’s are looking for – quality instruction that will fix them to confront the challenges of their chosen callings. However. is the university’s current course of study still effectual to supply quality instruction? Or is it the chief ground that pupils are seting off the university in their list of prospect schools to go to? Will the version of Outcomes-Based Education be the key to elate the quality of instruction in the university and possibly. attract pupils to take UB? In line with all this. the research worker was wholly intrigued and challenged with the possible effects of the usage of OBE to the university. therefore the behavior of this survey was made.
The general aim of this survey is to corroborate the marketability of the University of Batangas if it adapts Outcomes-Based Education. Specifically. this aims to accomplish the undermentioned aims: 1. To place the pupils and parents penchants for Education. 2. To place if an Outcomes-Based Education system is favored by pupils. 3. To find if an Outcomes-Based Education system will do the university more marketable. 4. To find if the University of Batangas should accommodate Outcomes-Based Education in learning. 5. To garner suggestions about the university’s educational system that will pull pupils to travel to University of Batangas. This survey is important as it will supply a better apprehension on Outcomes-Based Education every bit good as its properties that can be the accelerator of educational reform in the university every bit good as aid UB adapt in the ever-changing educational environment.
It can besides assist make an advanced attack in learning the student’s to do them more competitory. This survey is good to the research worker as he will derive cognition on Outcomes-Based Education which he can utilize in his purpose to larn more which he can utilize as a selling professional. Furthermore. the survey will besides be of great aid to the university as it will supply them penetrations about an innovated instruction course of study that may turn out of great benefit to elate the name of the university through making an image of a university that is first-class in honing competitory and first-class alumnuss. This survey can besides assist turn out the marketability of an establishment utilizing the Outcomes-Based Education
. On the other manus. this survey can besides assist Professors every bit good as pedagogues so that they can come up with a new instruction manner that will non merely do the pupils know but besides apply what they learn. This is besides good to the pupils as they will be enlightened to a new manner of larning that it will increase their competence and most of all. this survey will be of great aid to future research workers where they can bring forth new thoughts and possibly do a research relation to instruction and selling. As described in eurojournals. an on-line diary. Outcomes are ‘clear. discernible presentations of pupil larning that occur after a important set of larning experiences. They are non values. attitudes. feelings. beliefs. activities. assignments. ends. tonss or norms. as many people believe. Typically these presentations reflect three things:
• What the pupil knows
• What the pupil can really make with what he or she knows
• The student’s assurance and motive in transporting out the presentation.
They further province that Outcomes are what scholars can really make with what they know and have learnt. In other words they are the touchable application of what has been learnt. That assists the scholars to cognize themselves. OBE compels pedagogues to utilize action verbs like describe. explain. design or green goods. These action verbs are preferred more than the obscure and non-demonstration procedures like know. understand. believe or think. It should be noted that since Outcomes occur at the terminal of a learning experience. they represent the ultimate consequence of the didactic state of affairs. Hence. it can be said that any existent effort to present OBE requires a significant inspection and repair of our traditional appraisal techniques. Jansen ( 1998 ) describes this as “the most powerful mechanism… militating against course of study invention.
Unsurprisingly. the international experience with OBE suggests that the appraisal changes merely reasonably with Outcomes-based invention. ” Furthermore. it is clear that OBE ( in its original signifier ) has much in common with Ralph Tyler’s nonsubjective theoretical account ( Tyler 1949 ) . which specifies that the course of study for a class should be developed from a statement of rules ( which became known as aims ) and depict how students’ behaviour should alter as a consequence of the learning experience. Prideaux suggests that narrow reading of Tyler’s original theoretical account resulted in aims merely being described in behavioural footings. which made them hard to compose [ and sometimes hard to understand if you’re non a behavioural psychologist ] and limited the scope of pupil accomplishments and cognition to that which could be expressed in behavioural footings.
“Higher order thought. job work outing. and processes for geting values may be excluded because they can non be merely stated in behavioural footings. ” ( Prideaux 2003 ) On the other manus. Spady and Marshall used the term traditional OBE for OBE plans in which the Outcomes are defined as command of traditional capable affair: English. mathematics. scientific discipline. and so on ( Spady and Marshall 1991 ) . Programs with content Results but besides higher order Results such as being able to work with others are transitional. Spady and Marshall advocate transformational OBE. in which Outcomes are derived from careful analysis of what pupils must be able to make to win in the hereafter. These transformational Results are presentations of life “performance roles” such as job convergent thinker and instructor ( Spady 1994 ) .
A well-established illustration of OBE in existent usage is the Johnson City. New York. schools ( Vickery 1990 ) . The Johnson City plan. called by its developers the Outcomes-Driven Developmental Model or ODDM. was launched by John Champlain in the early 1970s. The plan was originally described as a command larning plan ( the term Outcomes-based was non in usage at that clip ) . Al Mamary. former overseer. says the major difference between command acquisition and ODDM is that ODDM puts increased accent on the student’s function. In a command larning plan. instructors take duty for doing certain that most pupils learn. Under ODDM. pupils are informed of the Outcomes and expected to presume duty for accomplishing them ( Brandt 1994 ) .
ODDM is described as holding a strong philosophical and psychological base every bit good as a proficient one. An attack complementary to OBE that many pedagogues have found to be helpful is the public presentation appraisal system developed by Bob Marzano and associates at the Midcontinent Regional Educational Laboratory ( McREL ) . Reacting to pedagogues whose school systems have adopted transitional Outcomes and who need a valid manner to measure them. the theoretical account involves composing public presentation undertakings that specifically include elements of several different Results in one challenging undertaking ( Marzano. Pickering. and McTighe 1993 ) . Because appraisal of pupil public presentation is an indispensable portion of OBE. the Marzano theoretical account is a utile addendum to transitional OBE plans.
Educators who accept the OBE doctrine Begin by affecting instructors. parents. citizens. and pupils in set uping the Outcomes pupils are to show. These Outcomes may be traditional-in footings of capable matter-or may include other Outcomes. such as ability to pass on in a assortment of signifiers. or the ability to execute life functions. such as “creators and manufacturers. ” When Results have been established. pedagogues should plan course of study to give pupils the cognition and accomplishments they need to show the Outcomes. In many instances the Outcomes will be such that they can be assessed merely with public presentation appraisal. non conventional trials. so the school’s appraisal procedures will necessitate to be different. Finally. pedagogues need to analyze every other facet of the school’s operation to find what alterations are needed-in rating policies. for example-to insure that larger Numberss of pupils will in fact be prepared to show the Outcomes.
2. 0 Methodology
2. 1 Subjects
The research worker used the study method as a research design which involves roll uping informations through a questionnaire as an instrument complemented with interview and Focus Group Discussion ( FGD ) . The study method is a tool that uses questionnaires in roll uping informations ; nevertheless it is already really common for research workers like me to straight interview topics while making the study. Surveies can be qualitative in attack by inquiring open-ended inquiries or quantitative by utilizing forced-choice inquiries steps. There are two basic types of studies: cross-sectional studies and longitudinal studies. Cross-sectional studies are used to garner information on a population at a individual point in clip. Profile of the participants: The tabular array shows the distribution of the study among the selected 150 4th twelvemonth high school pupils interviewed from public and private high schools in the metropolis.
2. 2 Instruments
The primary tools used by the research workers for garnering informations needed pertinent for the success and truth of the research were questionnaires. interview. and Focus Group Discussion. The questionnaire is chosen because of its feasibleness. convenience and velocity in footings of garnering information necessary in the achievement of this survey. Interview on the other manus is used widely to addendum and widen cognition about persons who are the focal point of the research. Interviews can besides give both quantitative and qualitative information about participants’ ideas. feelings and behaviours that can supplement the study made. Focus Group Discussion is besides used to come up with direct and utile information since it is done by a little group selected to stand for the generic population. FGD’s are made through unfastened treatment to the samples in order to measure their sentiments and emotional responses to a peculiar topic or country.
2. 3 Data Collection Procedure
The research worker conducted the survey utilizing the research proposal as the model that will unify the information gathered in the class of the survey. The research worker besides used books located in the university’s Learning Resource Center and on-line diaries and instruction books borrowed from other universities and pupils to garner adequate information. The informations collected were organized to come up with the related literature and the methodological analysis. Through these paperss and learning’s of the research worker as a selling pupil. inquiries used for the survey-questionnaire were so generated to assist steer the survey.
The questionnaire used has been approved by the research advisor every bit good as a missive of petition to let them to circulate questionnaire at the same clip to carry on interview to their respondents. The research workers assured that all information gathered would be kept confidential and would be used for academic intents merely. After which. the reply of the respondents were evaluated and tabulated. On the other manus. Focus Group Discussion ( FGD ) method was besides made every bit good as interviews in order to cognize the true nature of the focal point of the research in order to supply meaningful and straightforward information.
2. 4 Data Analysis
All gathered information through the survey-questionnaire were analyzed. tabulated and interpreted by the research worker before utilizing the per centum expression in order to cognize cognizing the marketability of University of Batangas if Outcomes-Based Education is adapted. Frequency distribution and ranking were used to analyse and construe the informations gathered from the questionnaires. The expression herein were usage to be able to acquire the per centum. Frequency Distribution. These presents the tabular agreement of informations based on the replies of all the participants. Percentage. This was used to find the entire per centum of all the participants on the survey.
P=F/n x 100
N- Total figure of respondents
3. 0 Discussion and Consequences
This chapter shows the analysis and reading of the collected informations by the research worker from selected graduating high school pupils in private and public schools. all in connexion with the impact of Outcomes-based Education and its possible marketability for the University of Batangas. All information is based on the aims of the survey that serves as an organizing construction in presentations. Table1
Frequency and Percentage Distribution of the Participants as to Profile ( Fourth twelvemonth High School pupils )
Table 1 shows the profile of the participants. It can be seen that bulk of the pupils interviewed were female consisting 58 % of the entire selected population while Male interviewees merely organize portion with 63 in entire or 42 % overall. On the other manus. as can be seen. the research worker assured that equal sample population will be given a study both in private and public high schools in the metropolis to guarantee objectiveness and to forestall the possible biasesthat would happen if one mark is merely chosen.
3. 1 Preferred Attributes of an Educational system
Frequency and Percentage Distribution of the
Preferences of pupils in an Educational system
5. 33 %
94. 67 %
Focused on the input of pupils
39. 33 %
Focused on the Outcomes/work of pupils
60. 67 %
Classs based on what you learn on the yesteryear
Classs based on public presentation by degree
General footing of larning
42. 67 %
Learning based on the ability of each person
57. 33 %
No definite timetable
Table 2 indicates the properties of a traditional educational attack and that of an Outcomes-Based Education from which pupils choose on what feature of a larning environment they prefer more to larn and be competitory. Hence. after rating. the consequences were tabulated. On the first property. 142 or a sum of 94. 67 % of the pupils surveyed answered that they prefer the practical attack in larning compared to the traditional attack on which merely 8 pupils favored. The consequence can be attributed to the fact that pupils find it more interesting when they themselves are really making and using what they learn. happening it non merely synergistic but besides as an add-on to their experience compared to a theoretical attack wherein they have to memorise a batch of theories.
Looking at the 2nd property that pupils prefer. 60. 67 % favored that Education should be focused on the Outcomess or end product of the pupils including the procedure the manner they do it while 59 of them preferred that input should be focus. Students say that Outcomes should be the focal point as pupils can make the exact same things and consequences but through different ways. Therefore. in an input-focused attack. pupils need to larn a standard manner o make things which can be difficult for others. The 3rd property shows the base of pupils in their preferred scaling system. the study shows that pupils want a scaling system that is based on public presentation by degree which related to Outcomess and end product. therefore is more practical.
Students favored such scaling system with 98 % or a sum of 147 recommendations while 2 % merely suggest rating system based on learning’s on the yesteryear which related to the theoretical attack. Furthermore. on the 4th property. among the pupils surveyed. 86 favored the type of instruction in which acquisition is based on the ability of each person while 64 say that larning should be generalized. Majority of the pupils say that it should be based on single abilities as most pupils can non easy accommodate in the general based attack in larning therefore doing some pupils be left behind in footings of velocity of acquisition. However. the other contend that general footing is more effectual as there is the inclination that learning and acquisition will be just and pupils who learn in a different mode will be motivated or drove to get by up and be competitory.
Last. in footings of clip. 87 pupils or 58 % chose that the educational system should truly be clip bound while 63 or 42 % of them says it should non be. Most of the pupils defended the acquisition should be clip bound to promote pupils to larn faster and work under force per unit area. For them. this state of affairs will non merely do them larn faster but besides be competitory as they can work fast. The other 42 % who disapproved on the other manus shared that working without clip force per unit area can assist actuate them to larn things easy but certainly and learn things clearly. Besides they added that non all pupils can larn and accommodate that quick. therefore. there is a possibility that many will be left behind.
3. 2 Marketability of Outcomes-Based Education
Frequency and Percentage Distribution of the pick of pupils between Outcomes-Based Education and the traditional attack
Agree ( Pro Outcomes-Based Education )
85. 33 %
Disagree ( Pro Traditional Approach )
14. 67 %
Table 3 shows what do pupils prefer between traditional type of larning and Outcomes-Based Education. In the inquiry in which they are asked if they prefer OBE instead than the traditional attack. 128 or 85. 33 % of them answered yes. Meanwhile. 22 say that they do non prefer OBE and will lodge on the traditional attack as they say that OBE will fade out or wholly extinguish the traditional acquisition system and it will be difficult for the pupils every bit good as the schools to accommodate to such alteration as it will non merely take clip but besides cost a batch.
Table 4 shows the base of the participants if University of Batangas should implement OBE. Majority of the pupils approved that UB should implement OBE. Harmonizing to 98 % of them. OBE is a key for the university to re-build its image and aline its name with good respected schools. Meanwhile. the other 8 % suggested that UB should non yet implement OBE. They say that the cost and effectivity of such plan is non yet certain. Therefore. they defended that it should be evaluated and tested more.
Table 5 shows the marketability of the university in the position of the participants in fortunes that it implements OBE. A sum of 144 or 96 % of the pupils say that they find it interesting if the university will be implementing OBE. They besides say that they are sing the university to be an establishment where they can prosecute their calling if OBE will be implemented decently. The other 6 pupils or 4 % say that they will still no consider UB yet as their establishment of pick every bit long as there are no concrete cogent evidence that OBE is truly a better attack and if UB can manage the alteration.
3. 5 Suggestions offered by Students and Parents for Educational betterment Table 6
List of suggestions for UB’s Educational system offered by the respondents of the survey Suggestions
Adding practical-approach topics
In order to do analyzing easier while developing better fight for pupils Expose the pupils in a professional environment
This will do the pupils learn about their class easier and fix them for the corporate universe Facility betterment
This will promote a better. faster and productive acquisition environment Removal of unneeded topics for a student’s class
This will do the pupils focus on the topics they truly need to larn for their profession Strict College credence policy
This will make trust from its pupils that the university merely accepts the best Table 6 shows the top five suggestion of parents and pupils on what the University of Batangas can still make to better its Educational system. The suggestions include adding practical-approach topics. exposing the pupils in a professional environment. taking unneeded and unrelated topics. betterment and face lift of installations and eventually. a rigorous college credence policy. Harmonizing to the interviewed pupils. their suggestions rooted from the fact that instruction is now diverted to unneeded things alternatively from what should truly be taught. Furthermore. parents besides suggest that the university should set up itself as an establishment who is developing elect pupils alternatively of easy accepting pupils irrespective of associations. Harmonizing to them. this lowers the value of the university and is non attractive to them
4. 0 Conclusions and Directions for Future Use
4. 1 Decisions
This portion presents the decision drawn from the findings and the recommendations based on decisions. 1. Most pupils and their parents prefer an Outcomes-Based Education system of larning. 2. Most graduating pupils nowadays want a school where they know they will be trained to be competitory and prepared in the corporate universe. 3. The version of the Outcomes-Based Education course of study will do University of Batangas more marketable. 4. Outcomes-Based Education should be implemented in the University of Batangas to provide the demands of the pupils. 5. Students and parents every bit good want an establishment where there is a rigorous acquisition policy while learning is focused on topics related to the classs of pupils.
4. 2 Directions for Future Use
These recommendations are drawn based on the decisions.
1. Governments of University of Batangas should get down measuring and be aftering on altering the course of study of the establishment into Outcomes-Based Education.
2. The university should engage professors who have an existent experience in practising their profession to develop practical attack in instruction.
3. The university should beef up its public image by doing a rigorous policy in accepting enrollees where merely the best base on balls.
4. The University and other governments should set more investing in educational betterment programs instead than disbursement in selling and activities.
Lorraine A. Ozar. Ph. D ( 1994 ) “Creating a Curriculum That Works: A Guide to Outcomess-Centered Curriculum Decision-Making. “
Vickery. T. R. ( 1990 ) . “ODDM: A Feasible Model for Entire School Improvement. ” Educational Leadership 47. 7: 67–71
Brandt. R. ( 1994 ) . “On Making an Environment Where All Students Learn: A Conversation with Al Mamary. ” Educational Leadership 51. 5: 18–23.
Survey Research Methods. by Earl R. Babbie. 2009.
B. Online books
Spady. W. . and K. Marshall ( 1991 ) . “Beyond Traditional Outcomes-Based Education. ” Educational Leadership 49. 2: 67–72
Prideaux. D. ABC of acquisition and instruction in medical specialty: course of study design. British Medical Journal. Vol. 326. pp268-270. ( 2003 )
Jansen. JD. Curriculum reform in South Africa: a critical analysis of Outcomess-based instruction. Cambridge Journal of Education. Vol 28. No. 3 ( 1998 )
C. Electronic Reference
hypertext transfer protocol: //www. eurojournals. com
hypertext transfer protocol: //www. ascd. org/publications
hypertext transfer protocol: //www. aaee. com. au/journal
hypertext transfer protocol: //www. businessdictionary. com