The IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION Â€“ a CASE STUDY IN a PRIVATE HIGHER EDUCATION INSTITUTION

Sun, Poi Hun; Lee, Sek Yan

doi:10.32890/mjli2020.17.2.9

Cited by 18 publications

(14 citation statements)

References 19 publications

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“…The use of OBE is intended to meet the standards in ensuring that diploma programs in Vocational Colleges are recognised by the Malaysian Qualifications Agency (MQA). The accreditation from professional bodies offer significant recognition to the schools and/or programmes for their appropriate and effective assurance of learning process (Sun & Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model

Raof¹,

Musta’ámal²,

Zamzuri³

et al. 2021

jiecr

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This pilot study aims to produce empirical evidence regarding the validity and reliability of instrument of the perception of vocational college diploma students towards the Outcome Based Education (OBE) approach. Validity and reliability were analysed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 26 items and was distributed to 60 diploma students of vocational college at the Northern Zone. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was 0.91, while that for items demonstrated an item value of 0.94 and item separation index of 3.90. Results from the analysis of polarity item found that 25 items had a positive PMC value between 0.52-0.83. Meanwhile, analysis on item fit found 23 items with an outfit mean-square value between 0.41 and 1.24. This situation suggested three items that require attention. In the analysis on local dependence that determines dependent items based on the standardised residual correlation value, it was shown that the correlation value for the items used did not overlap with that of other items. These findings provided the evidence that the instrument of perception of vocational college diploma students on OBE approach has a high level of validity and reliability to be used in actual studies.

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Section: Introductionmentioning

confidence: 99%

“…An effective OBE system allows institutions to plan, report and monitor study programmes and modules. Implementation of the OBE system may grant the required accreditation and give confidence to stakeholders on the quality of graduates and programmes in these institutions (Sun & Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model

Raof¹,

Musta’ámal²,

Zamzuri³

et al. 2021

jiecr

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“…First, the CO contribution to PO1 and PO2 shows different emphasis for the two courses by comparing Figures 9c and 10c. Second, the student's interest, delivery methods, and learning style may affect the overall performance between the two courses [22,23].…”

Section: Resultsmentioning

confidence: 99%

Development of dynamic OBE model to quantify student performance

Chan

Wang

Arbai

2022

Comp Applic In Engineering

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Outcome‐based education (OBE) is widely adopted in engineering programs worldwide. However, the conventional methods often involve arbitrary procedures requiring lecturers to assume initial values in defining the OBE matrices. This may lead to the mismatch between the students' program outcomes (PO) attainment with the stakeholders' expectations. Thus, a dynamic OBE model by explicitly incorporating the assessment marks into the OBE matrices is introduced and verified quantitatively and qualitatively. Network models were used to visualize the connections between the assessment tools with specific CO and PO to demonstrate how the OBE is measured and improved. The qualitative data from the surveys involved year one chemical engineering students aged between 20 and 22, who attended both Fluid Mechanics and Thermodynamic courses in the particular semester. These subjects measured PO, namely engineering knowledge and problem analysis, which are fundamental to an engineering program. The quantitative data were compared to verify the hypotheses with a reference scheme defined to measure the success rate. The results reveal a 67% success rate in matching the lecturer ratings on the same PO measured from student performance. The correlation comparisons showed that the dynamic OBE model attained higher accuracy, indicating that the PO scores aligned closely with actual student performances. The comparison on matching the respective PO scores between the two courses shows a poor success rate of 44%, indicating that the student performances on PO are not equally the same. The dynamic OBE model has effectively measured the PO from the hypotheses on stakeholders' perspectives.

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“…To accredit the achievement of student learning outcomes which benefit both employers and students, expected learning outcomes (ELOs) of the curriculum (also referred to as program learning outcomes: PLOs) should be clearly specified [3]. This is in line with the concept of outcome-based education (OBE) that is globally recognized as the effective educational system to ensure the quality of graduates [4].…”

Section: Introductionmentioning

confidence: 99%

Developing Expected Learning Outomes for the Bachelor of Business Administration Program, Faculty of Humanities and Social Sciences, Prince of Songkla University

Wesarat¹,

Kaewsaeng-on²,

Tansui³

et al. 2022

Advances in Social Science, Education and Humanities Research

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Educational standards are extremely important to educational sector worldwide because they could be used to ensure that all students attain their educational goals. To reach high educational standards, expected learning outcomes should not only be clear, measurable, and achievable, but also should reflect the needs of stakeholders. This could assist students to achieve employability. The purpose of this paper is to develop expected learning outcomes for the Bachelor of Business Administration Program, Faculty of Humanities and Social Sciences, Prince of Songkla University (Pattani Campus), Thailand (a developing country in Southeast Asia). The development of expected learning outcomes is in accordance with the concept of outcome based education and international standards of education (such as the ASEAN University Network Quality Assurance and the Association to Advance Collegiate Schools of Business). This study collected data from the participants who were core stakeholders and non-core stakeholders using the questionnaire with open-ended questions. The categorization of stakeholders into two groups was based on the criterion used in this study. Qualitative method was adopted to thematically categorize and analyze the data. This study found that there were nine items of expected learning outcomes for the Bachelor of Business Administration Program. These expected learning outcomes included generic outcomes and subject specific outcomes that could be used to guide teaching and learning approach as well as student assessment of the program. Since the expected learning outcomes developed in this study were based on stakeholders' needs of the Bachelor of Business Administration Program located in Southernmost Thailand, they may not be generalized to other educational programs or other regions.

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The IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION Â€“ a CASE STUDY IN a PRIVATE HIGHER EDUCATION INSTITUTION

Cited by 18 publications

References 19 publications

Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model

Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model

Development of dynamic OBE model to quantify student performance

Developing Expected Learning Outomes for the Bachelor of Business Administration Program, Faculty of Humanities and Social Sciences, Prince of Songkla University

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