extent of implementation and influence of outcomes- based

Journal of Multidisciplinary Studies Vol. 5, Issue No. 1, pp. 102-124, August 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i1.1020

Extent of Implementation and Influence of Outcomes-Based Education to Civil Engineering Students

in Misamis University, Philippines

Nelfa D. Canini1 and Isidro M. Dalis2

1College of Education - Biological Sciences Department, Misamis University,

H. T. Feliciano St., Ozamiz City, Philippines 2College of Engineering, Misamis University, Ozamiz City, Philippines

Corresponding author: Nelfa D. Canini, email: [email protected]

Abstract

The higher learning institutions in the Philippines have adopted the Outcomes-Based Education (OBE) as a new paradigm in the engineering curriculum to address the rising demand in the global engineering market. The paradigm focuses on what learners are expected to learn at the end of the program. This new educational approach was implemented in Misamis University, Ozamiz City as a platform for accreditation and enhancement of engineering programs. This study was conducted to determine the extent of implementation and the influence of OBE to civil engineering students in Misamis University, Philippines. Descriptive research design using a validated survey questionnaire was used in gathering data from the 89 civil engineering students. Key informant interview was conducted to obtain more information. Results revealed that OBE is moderately implemented in terms of practices and environment. The students perceived that OBE is somewhat influential in terms of academic, attitude and instruction. Moreover, there is a significant correlation between the extent of OBE implementation and the level of its influence. When grouped by year level, the findings revealed that there was a significant statistical difference between the means of the variables. Understanding this relationship may help the university guide the students to cope with the new educational approach and to find solutions to the identified concerns or problems with the OBE implementation. Keywords: academic, attitude, curriculum, environment, practices

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Journal of Multidisciplinary StudiesVol. 5, Issue No. 1, pp. 102-124, August 2016ISSN 2350-7020 (Print)ISSN 2362-9436 (Online)doi: http://dx.doi.org/10.7828/jmds.v5i1.1020


Extent of Implementation and Influence of Outcomes-Based N. D. Canini Education to Civil Engineering Students & I. M. Dalis in Misamis University, Philippines

Introduction

Education is designed for creating teaching and learning environments that would bring about desired changes in learners, whether to be better skilled, more knowledgeable or to influence their attitudes and values positively (Borsoto et al., 2014). The quintessence of teaching and learning is to organize teaching events such as contents, strategies, methods, etc. and ascertain as to what extent learners have learned the intended competences. Uncertainty about the desired learning outcomes and failure to assess outcomes correctly could end in a situation where learners only attain pseudo-knowledge, pseudo-skills, pseudo-attitudes, and pseudo-values (Malan, 2000).

For the past years, there is a certain degree of dissatisfaction with education policies and practices which leads to the pursuit of exploring new ways for designing the teaching and learning framework that could meet the needs of learners (Camello, 2014). Education is also bumped into challenges concerning worldwide drive of international students mostly from Africa and Asia to universities in the West for quality learning (Biggs & Tang, 2010). The tertiary institutes throughout the world are also increasingly obliged by accrediting bodies to prove that they have proper self-regulating processes to assure that their stated missions and goals are achieved (Villanueva, 2012). These demands of accreditation and accountability on education have also been the main reasons for the fast spread of numerous forms of educational reform (McDaniel et al., 2000; Brindley, 2001). Hence, the higher learning institutions are shifting from the out-dated teacher-centered approach to learner-centered.

The outcomes-based education (OBE) is a type of learning process in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course (Davis, 2003). The OBE has been implemented in several countries worldwide with different versions practiced in various ways in different places (Malan, 2000; Lawson & Askell-Williams, 2007; An, 2014). Common to different OBE versions is the role of the educator to encourage and enable all learners attain expected outcomes. In OBE, the product describes the process and it can be summarized as a

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N. D. Canini & I. M. DalisExtent of Implementation and Influence of Outcome-Based Education to Civil Engineering Studentsin Misamis University, Philippines


result-oriented thinking and is the reverse of input-based education (Harden et al., 2000). This learning approach entails the students to display the essential skills (output) that they have acquired (Davis, 2003), and assessment should be interconnected with the student outcomes in an understandable manner using rubric as the scoring tool (Gabuyo, 2012) In OBE, the program of study for a student across and within year levels would have a strong relationship to curriculum goals (Farooq & Shah, 2008). Hence, the subject-based traditional curriculum vanishes with OBE.

The engineering markets and functions are incessantly changing with the advancement of technology. With these changes, the international companies are attracted to discern the quality of engineering graduates of a nation as equated to certain educational standards. Therefore, an International Engineering Alliance has been formed to guarantee a worldwide quality assurance. Originally signed in 1989, the Washington Accord is an international agreement between bodies responsible for accrediting engineering degree programs with signatories committed to develop and recognize good practice in engineering education. Currently, there are eighteen signatories worldwide of this multi-lateral agreement.

The Washington Accord requires the implementation of OBE in undergraduate engineering degrees. At present, the Philippines is one of the six countries with provisional signatory status and may become member signatory in the future (Trevelyan, 2010; Felder et al., 2011; Washington Accord, 2012). Hence, the higher learning institutions in the Philippines have been mandated to upgrade higher education curricular offerings to cope with the international standards and to strengthen the quality assurance system (Valdez, 2012a). The OBE then becomes the center of educational reform in the Philippines at present to go along with the standards of international schools (Davis, 2003; Caguimbal et al., 2013; Laguador & Dotong, 2014). In 2007 and 2008, through the efforts and commendation of the Technical Panel for Engineering and Technology (TPET), the Commission on Higher Education (CHED) has required in CHED Memorandum Order (CMO No. 77, s.2012) all schools offering baccalaureate engineering programs should follow a

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new set of standards, guidelines, and policies that define the necessary capabilities and skills for the practice of each engineering area.

Like many other universities in Asia, Misamis University (MU) in Ozamiz City, Philippines deals with rapid and continuous challenges with technological advancements and global demands. The OBE has started in 2011 as part of the dialogues in conventions and forums and has been implemented since 2012. There is a need to obtain information on the extent of OBE implementation and how engineering students are influenced. Hence, this study was conducted to investigate the extent of implementation and influence of OBE to civil engineering students of MU. Specifically, it determined the extent of implementation of OBE as perceived by the engineering students in terms of practices and environment, and its influence in terms of academics, attitudes, and instruction. Practice is referred in this study as the actual application of OBE techniques and assessment in the class. Environment refers to the settings or conditions in which the OBE is carried out. Academics pertains to the educational outcomes with regard to knowledge and skills acquired by students. Attitude refers to the beliefs, feelings, and behavioral tendencies of students towards learning. Instruction refers to the teaching methods and strategies of teachers in the class. The relationship between the extent of implementation and the level of influence of OBE to civil engineering students was also determined. Understanding this relationship may help the university guide the students to cope up with the new educational approach and find solutions to the identified concerns or problems with the OBE implementation.

Materials and Methods

This study used the descriptive research design. All students enrolled from third- to fifth-year level were given the questionnaire. However, only 74 % or 89 (28 third year, 30 fourth year and 31 fifth year) students returned the instrument. A modified questionnaire adopted from the work of Borsoto et al. (2014) and Caguimbal et al. (2013) was used as the instrument of the study. The study of Borsoto et al. (2014) determines the status of implementation and usefulness of

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outcomes-based education among engineering students in a university in Batangas, Philippines. The study of Caguimbal et al. (2013) is an assessment of the level of awareness of the maritime students on the outcomes-based education in an international academy in Batangas as well. The questionnaire of Borsoto et al. (2014) was the main reference for this current study with few modifications on how the items were constructed for each OBE construct previously defined in this paper. Additional item for attitude section was integrated in the questionnaire. The modifications were based on few items from the questionnaire of Caguimbal et al. (2013). Also, the verbal interpretations of the mean values for each item in the questionnaire were different from these two studies.

The questionnaire consists of two parts. Part I comprises of ten statements on the extent of implementation of OBE as perceived by the students in terms of practices and learning environment. Part II has 15 statements on the influence of OBE in terms of academics, attitudes, and instruction. All 25 items were rated in four-point Likert-type scale with the following interpretation: 4–highly-implemented/ highly-influenced, 3–implemented/influenced, 2 – less-implemented/ less-influenced, 1 - not implemented/not influenced). The mean values were calculated and analyzed using the verbal interpretation of great extent/very influential (3.27 – 4.00); moderate extent/ somewhat influential (2.52 – 3.26); limited extent/slightly influential (1.76 – 2.51); and least extent/not at all influential (1.00 – 1.75). The research instrument was supported by an in-depth interview with several respondents.

Permission from the respondents was obtained before the conduct of the study. The target respondents were also informed regarding the confidentiality of their responses during the data collection, report writing, and dissemination of findings. After the informed consent was secured, the respondents were asked to fill out the validated survey questionnaire that passed the Cronbachs’ alpha reliability test with 0.86 internal consistency. The Statistical Package for Social Sciences (SPSS) version 16 was used in analyzing the data gathered in this study. Descriptive statistics was used to determine the influence of OBE and the extent of its implementation.

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Inferential statistics such as Pearson Product Moment Correlation Coefficient was utilized to test the significant relationship between the influence of OBE and its extent of implementation. One-way Analysis of Variance (ANOVA) was also used to test the significant difference in the perception of the respondents when grouped by year level. Results and Discussion Extent of OBE implementation in terms of practices and environment

Table 1 shows the extent of OBE implementation in terms of practices and environment as perceived by the civil engineering students of MU. There is a great extent of OBE implementation in using strategies to ensure actual learning of the students. The OBE was also moderately implemented in utilizing strategies that ensure appropriate teaching methodology and classroom management. The perceptions of the respondents did not differ based on the calculated coefficient of variation (CV). The findings of this present study could imply that teachers employed varied and appropriate techniques and instructional activities to facilitate actual student learning. In this OBE practice, teachers facilitate and students find themselves actively engaged in their learning. The OBE requires delivery of lesson outcomes which is structured to build towards the achievement of the skills and competencies (Jose, 2015).

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Table 1. Extent of OBE implementation.

Practices WM VI Rank

1. Use of strategies that ensure actual learning of the students

3.29

Great extent

1

2. Utilization of strategies that ensure appropriate teaching methodology and classroom management

3.11 Moderate extent

2

3. Application strategies that ensure students to undergo remedial or other corrective actions for learning


3

4. Application of a well-defined assessment criterion that is clear to both assessors and learners


4

5. Implementation of strategies that ensure that the students keep their exams and activities in a portfolio for analysis


5

Composite Mean 3.08 Moderate extent

CV 4.90%

Environment

1. Provision of learning environment that caters the

development of students as future professionals 3.10 Moderate

extent 1.5

2. Promotion of values formation and character traits ideal for different employment settings


4

3. Extensive supports from all role- players through consultation and involvement of stakeholder


5

4. Promotion of positive teacher-student relationships and a high degree of interaction in the classroom


3

5. Promotion of coherence within a class/ group, which leads to positive peer-student relationships


1.5

Composite Mean 3.05 Moderate extent

CV 1.76% Based on the information gathered during the interview with the

students, engineering instructors/professors in MU required their students to create an actual structural design and improve it, conduct experiments, as well as analyze and interpret data which meet desired needs within realistic constraints. Teachers are practicing project-based and problem-based strategy. Problem-based learning is more focused on the acquisition of knowledge, whereas project based is more directed to the application of knowledge (Mills & Treagust, 2003; De Graaf & Kolmos, 2003). Most likely, this is one of the good practices performed in civil engineering department which intends to nurture and mold competent

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practicing civil engineers equipped with technical know-how and imbued with the University core values. With these approaches, teaching and learning activities are developed to support the outcomes. Kember (2005) emphasized that the best practice in teaching and learning has implicitly, if not always explicitly, been consistent with OBE (Kember, 2005).

Moreover, there is also a moderate extent of OBE implementation in the application of strategies that ensure students to undergo corrective actions for learning and there is a clear assessment criterion that is clear to both assessors and learners. Based on a follow-up clarificatory interview with the respondents, students were instructed to produce their own design (eg. design column) inside the classroom and submit it to the teacher. After submitting the output (plate), immediate corrections were made by the teachers to improve details, and the plate was returned right away to the students. The student outputs (plate) were only accepted by the teacher when all corrections were incorporated by the students, thus enhancing their skills and knowledge. Furthermore, some students were having their group study or the peer mentoring activity to improve and correct their knowledge through sharing of ideas. Peer support involves programs that train and use students themselves to help others learn and develop emotionally, socially or academically (Peer Mentoring in School, 2010). The experience of mentoring can be a positive experience and enjoyable for both mentees and mentors. Mentoring appears to be a common-sense tactic to the complex array of issues and difficulties that face young people (Philip & Spratt, 2007).

Though the practice of using strategies to ensure that the students keep their exams and activities in a portfolio for analysis obtained the lowest mean, the item still fell within the moderate extent of implementation. This finding implies that some teachers and students in the department might have insufficient knowledge on the significance of using the portfolio as an assessment tool. The explanation could be that they are not fully aware that this is one of the requirements associated with the OBE as the new learning system of the institution. Teachers are expected to produce never-ending tomes of evidence, usually in the form of student portfolios (Berlach, 2004). The in-depth follow-up interviews conducted revealed that there were teachers who did not require their students to keep all the quizzes, exams,

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assignments, and activities in a portfolio for analysis and some teachers were not so strict in implementing this practice. This finding differs from the work of Borsoto et al. (2014) in which the collection of the portfolio for analysis is the top rank assessment tool.

According to Sahu et al. (2008), a portfolio is a purposeful compilation of student work that displays the student’s efforts, achievements, and progress in one or more areas. It also provides a general view of student enactment. In a portfolio, the student is a participant, rather than the object of assessment. It aids students to evaluate themselves based on the learning objectives and the outcomes expected from them. The teachers could also get feedback regarding individual student’s progress toward learning outcomes and facilitate the students achieve the same (Tasdemir et al., 2009). In this study, teachers might lack knowledge on how important this practice is.

Findings on the extent of OBE implementation in terms of environment revealed that all the indicators included in this study were moderately implemented with a coefficient variation of 1.76%. This result could indicate that OBE in MU civil engineering department is capable of providing a conducive and encouraging learning facility that caters to the development of students as future professionals and stimulates positive peer-student relationships. This environment is indispensable to the learning process. It is significant that the management will always ensure that these services and facilities are always obtainable, sufficient and functional to facilitate better learning. Thereby, the goal of obtaining quality education for the graduates is always attained (Valdez, 2012b). The factors that mainly affect the learning of general engineering students are environmental and physical factors (Abante et al., 2014). Environmental factors have a greater impact on their learning compared to physical factors. This result is also affirmed by Lizzio et al. (2002) showing that current learning environment is a sturdier predictor of learning outcomes at the university than prior achievement at school.

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On the other hand, it was noted in this study that students have a lower perception that OBE promotes extensive support from all role-players through consultation and stakeholders’ involvement. This result is similar to the work of Borsoto et al. (2014) in which the students did not become fully aware of the support from all role-players and stakeholders’ participation. This low perception could be due to the minimal orientations, meetings, and seminars conducted by the department that involve students’ participation.

Influence of OBE to civil engineering students

Table 2 presents the MU civil engineering students’ perceptions on the influence of OBE to them. The students have a clear perception that OBE is somewhat influential in terms of academics, attitudes, and instruction. This result could imply that OBE implementation provides knowledge and learning, enhance the skills and abilities of every student, bring competence, and guide students with positive values and attitude. Quality education is considered as an important factor to produce competent professionals to build a strong nation and to carry out the best way to get along with global competition (De Jager & Nieuwenhuis, 2005). Learning is subsequently pronounced in terms of indicators and observable outcomes that describe what the learner can do after involving in a learning experience. An outcomes approach means identifying what students should achieve and focusing on ensuring that they do achieve (Martin & Alderson, 2007).

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Table 2. Influence of OBE to Civil Engineering students.

Academics WM VI Rank 1. OBE influenced the students to assess their

performance based on standards. 3.11 Somewhat influential 2

2. OBE influenced the students’ interest in developing their capabilities and skills.

3.03 Somewhat influential 3.5

3. OBE influenced the students in developing proper study habits.

2.98 Somewhat influential 5

4. OBE influenced the students in understanding the objectives of their course (curriculum) or program of study.

3.15 Somewhat influential

1

5. OBE influenced the responsiveness of the school activities towards the enhancement of students’ academic performance.

3.03 Somewhat influential

3.5

Composite Mean 3.05 Somewhat influential CV 2.46%

Attitude 1. OBE influenced the student motivation for

learning. 3.04 Somewhat influential 3

2. OBE influenced the students to work in collaborative manner.


3. OBE influenced the students to create a mindset towards a clear direction of learning.


4. OBE influenced the students to be independent.


5. OBE influenced the students to form own insights and create own solutions.


Composite Mean 3.03 CV 2.32%

Instruction 1. OBE influenced the instructor in selecting

the appropriate teaching strategies. 3.06 Somewhat influential 2

2. OBE influenced the teachers to develop design performance-based instructional strategies/method.


3. OBE influenced the teachers to become more of a facilitator than a lecturer.


4. OBE influenced the teachers to develop well-designed rubrics.


5. OBE influenced the teachers to create an atmosphere which is conducive to teaching and learning process.


Composite Mean 3.04 Somewhat influential CV 2.11%

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In terms of academics, the influence of OBE to the students is more evident in understanding the objectives of the course and in assessing their performance based on standards. It has been observed that an OBE curriculum starts with a clear image of what is essential for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure that learning ultimately happens. Learners are future-oriented. They are informed about what they have to achieve and the quality of such achievement. The process shifts from a content-based input approach to a competence-based output approach where certification validates the achieved competences. Attaining outcomes are not bound by time and calendar constraints. Once this process has been done, students recognize the aim of the curriculum and able to measure their performance based on the standard. The result of this study is supported by the findings of Jenkins & Unwin (2001) that OBE helps students discern where they stand and that the curriculum is made more open to them.

The students have a lower perception that OBE influences them to develop proper study habits but the result still falls within the somewhat influential range with the lowest weighted mean obtained. Students may not have easily adjusted to the new scheme. OBE implementation in MU is still in its infancy stage that students could not accurately assess its influence to their study habits. It has been expressed by the students during the interview that study habit is already part of the individual inner self which is hard to change by other people and might change gradually. However, Laguador (2013) stated that engineering course is considered one of the most challenging degree programs in college. Hence, students should improve the way of learning in many ways to be able to adapt rapidly and exert more effort, given that engineering is a difficult field of study (Abanador et al., 2014).

Moreover, in terms of attitude, the students also perceived that OBE is somewhat influential for them to become independent, form their insights and create their solutions, and in their motivation for learning. In-depth interviews with the respondents revealed that since they were required to create their own design, their attitudes towards being independent and critical thinker was enhanced. This practice will

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augment their motivation to learn. Some respondents stated that sometimes they work in a collaborative manner to create a mindset towards a clear direction of learning. This attitude is supported by the finding of Kember (2005) that teamwork is an essential capability in learning since efforts are very limited if a person chooses to work individually. Interpersonal skills are developed through practice in working as part of a team. Students need flexible learning preferences for them to learn (Jose, 2015).

The composite mean score of 3.03 with a coefficient of variation of 2.32% signifies that the OBE is somewhat influential in developing the attitude of the engineering students. In this study, it seems that students’ attitudes and perspectives have changed towards achieving their outcomes. According to Laguador (2013), students should realize the significance and objectives of having skills, knowledge, and attitude which are important for their future employment. The development of well-rounded personality with a healthy outlook and orientation towards intelligent, ethical, and active participation in professional and community welfare activities are vital to respond to challenges of the profession (Valdez et al., 2012).

Likewise, the composite mean score of 3.04 with a variation of 2.11% infers that OBE is somewhat influential in delivering proper instruction. Findings revealed that teachers were perceived to be able to easily design appropriate performance-based instructional strategies and create an atmosphere which is conducive to the teaching and learning process. The result implies that everything teachers do will clearly focus on what they want students to know, understand and be able to do. In other words, teachers concentrate on assisting students to develop the skills, knowledge, and personalities that will guide them to achieve the intended outcomes. This finding might infer that instruction has successfully caught the interest and attention of the respondents. It has been perceived as well that OBE influences the teachers to be more of a facilitator than a lecturer. According to Cabaces et al. (2014), OBE is a student-centered technique to the delivery of educational programs where the curriculum topics and courses contained in it are expressed as the intended outcomes for students to learn (Oreta & Roxas, 2012). Teaching is no longer aimed at covering the curriculum

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(content-driven), but instead at learners discovering new skills, knowledge, and attitudes by reconstructing content for themselves with creative guidance by the teacher (Malan, 2000).

The students have a lower perception that OBE influences the teachers to develop well-designed rubrics but this result still falls within the somewhat influential range with the lowest weighted mean obtained. This result was supported by an in-depth interview which revealed that some of the teachers did not properly inform their students on how their performances were rated and some teachers presented rubrics which were vague to the students. The students have noticed that teachers have no uniformity of rubrics even if the activities performed are the same. Perhaps, teachers overlook the excellent role of rubrics in assessing student learning because of increased workload or it might be due to assessment overload (Berlach, 2014).

This finding may also denote that some teachers probably lack the knowledge about assessment processes and tools or may lack the appropriate, effective assessment tools and models due to minimal attendance in training and seminars concerning this matter. Ramoroka (2007) reported that in the early phases of implementing OBE, many teachers did not recognize what was anticipated of them in an OBE classroom. Some of them continued to follow direct instruction as the only strategy in their instructional practices. They were resistant to changes. One of the reasons why they resisted to changes was their little understanding of OBE. In this context, faculty members might need to work and discuss together to design the appropriate assessment approaches and criteria to validate student mastery of learning outcomes that are held in common by a department, a course team or the whole faculty. Prosser et al. (2006) also asserted that OBE could be the medium to improve the inter-departmental relationship with the significant reformulation of the roles of teachers and the academic policies and structure.

The rubric is an explicit set of criteria used for assessing a particular type of work or performance. It increases objectivity and reduces subjectivity. Rubrics can help clarify expectations and will show students how to meet them, making students accountable for their performance in an easy-to-follow format (Stevens & Levi, 2013). Many

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studies have proven that rubrics improve students’ end products and thus increase the students’ overall learning (Zimmaro, 2004; Darling, 2016). The lack of time, assessment overload, poor planning, increased workload, and adopting students with passive stand toward OBE are considered as barriers in utilizing the rubrics (Dawson et al., 2013).

Relationship between the extent of implementation and influence of OBE to civil engineering students and difference in their perception when grouped by year level

Table 3 depicts that there is a significant correlation between the extent of implementation and influence of OBE to civil engineering students. The influence of OBE in terms of academics, attitude, and instruction is explicitly related to its implementation in terms of practices and environment. These results imply that the greater the implementation, the more influential the OBE to the students. This finding was consistent with other studies which stressed that the status of implementation is directly proportional to the usefulness of outcomes-based education (Borsoto et al., 2014; Laguador & Dotong, 2014).

Table 3. Significant relationship between the extent of implementation

and influence of OBE to Civil Engineering students.

Practices Environment r-value

p-value

Decision

r-value

p-value

Decision

Academics

0.700(**)

0.000

Significant

.701(**)

0.000

Significant

Attitude 0.629(**) 0.000 Significant .701(**) 0.000 Significant Instruction 0.640(**) 0.000 Significant .737(**) 0.000 Significant

** Correlation is significant at the 0.01 level (2-tailed). The ANOVA showed significant differences between the means

of the variables and the three groups (year level) analyzed. The post hoc test revealed that the mean differences of third-year respondents showed a significant difference to the means of the fourth year and fifth-year students (Table 4). This result implies that third year respondents differ in their perception towards OBE relative to higher year levels. This difference could be due to the different understandings of the

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new learning process. Third year students are still in the early stage of facing OBE. Some might still be in the adjustment period since more major subjects were taken during this time. The third-year respondents found it difficult to cope with this new approach considering that engineering course is very tough. Table 4. Statistical difference in the extent of implementation and the

influence of OBE when grouped by year level.

Extent of Implementation

Year Level Post Hoc P value

Remarks

Practices 3 4 5

4 5

0.008 0.008 1.000

*Significant *Significant

Not Significant Environment 3 4

5 4 5

0.018 0.036 0.951


Not Significant Influence of OBE Academic

3 4

5 4 5

0.000 0.000 0.999


Not Significant Attitude 3 4

5 4 5

0.004 0.016 0.874


Not Significant Instruction 3 4

5 4 5

0.011 0.004 0.958


Not Significant

* The mean difference is significant at the 0.05 level. On the other hand, the fourth-year and the fifth-year students

exhibited no significant difference in their perception towards OBE. This finding implies that students in these two year-levels have a comparable level of perception towards OBE. It might be due to their clear and similar perception on the purpose of OBE in their mind. It might also be due to their longer experience with OBE as they have started with it during their 3rd year.

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Conclusion and Recommendations

The shift toward outcome-based instruction is analogous to the total quality educational drive in academe. Outcomes-based learning is not a new educational system but has been newly implemented in Misamis University. In this study, the civil engineering students perceived that there is a moderate extent of OBE implementation in terms of practices and environment which is somewhat influential in academics, attitude and instruction. Teachers may place importance on practices that have been shown to lead to better learning outcomes since the degree of implementation is directly proportional to the level of its influence. In this paradigm, education becomes a means to an end rather than an end in itself. Since the extent of OBE implementation has a significant relationship to the level of influence, the College of Engineering and Technology might have a continuous and sustainable monitoring of the implementation of OBE through the use of a database system.

Department heads have to check with the faculty members and make sure that course learning outcomes are in place. Practice, seminars, conducting field trips and training, an intensive orientation of syllabus and assessment procedure may be planned to enhance and improve the knowledge and skills of students to meet the requirements of the new learning system. Educators have to undergo in-service training through workshops to enhance the implementation of OBE in their classroom practices. Recommendations for further studies include determining the problems encountered by the faculty members and students in the implementation of OBE and to look into the impact of OBE on the board performances of the graduates. Acknowledgment The authors are grateful to the civil engineering students of Misamis University for their support and cooperation during the conduct of the study. Worth to mention is the Misamis University Research center for the assistance.

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