CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
Outcomes-Based Teaching and Learning Approach in
Teaching the English Courses
Dr. Corazon M. Amarille
Dr. Narcisa R. Figuerres
==============================================
Abstract - This study assesses the extent to which the instructors of English teaching in the higher
education institutions offering engineering education programs in Region III put into actual practice the
Outcomes-based Teaching and Learning approach in teaching the English courses. The specific
objectives are to analyze the: (1) extent of awareness of the faculty teaching English in the Engineering
Programs; (2) extent of implementation of the OBTL by the instructors teaching English in the
engineering programs in their classroom instruction; (3) problems met by the instructors in the
implementation of the OBTL?; (4) the development of the faculty development/enhancement program
of higher educational institutions offering engineering education programs. This study utilized the
descriptive survey method of research that employs the process of discipline of Inquiry through the
gathering and analysis of empirical data. The respondents of this were instructors teaching English
courses in the in the among the higher education institutions offering engineering education programs in
Region III, Central Luzon Region. The study used of a questionnaire as a main instrument for
gathering data. The data were analyzed using descriptive statistics. The majority of the respondents is
fully aware of the program outcomes of the engineering programs specially of three program outcomes
like the following: the students are expected to acquire the ability to effectively communicate orally and
in writing using the English language, an ability to engage in lifelong learning and an understanding of
the need to keep current on the developments, and a knowledge of contemporary issues. The majority of
the respondents implements extensively the Outcomes-based education in the preparation of the syllabi
where the topic, the teaching activity and the learning activity are included. However, they considered
least the determination of expected outcomes prior to the selection of the topic, and prior to the
determination of learning activities. They also considered least the determination of the outcome before
the preparation of the syllabus. The majority of respondents implements OBE in their classroom
instructions extensively. They encourage the students to explore and find the answers, they encourage the
students to ask questions and they ask the students to relate new knowledge to real life situations. But
majority of them does not pace their lessons according to students’ interest, understanding and
performance, and remedial instruction and varied exercises for practice are provided less. The majority
of the respondents implements extensively the Outcomes- based education in terms of assessment.
Specifically, they require students to deliver a speech in class/report orally in class result of a research
Second, they develop rubrics to assess students, works or projects and third, they require the students
to write paragraphs/ research paper. On the other hand, the three practices that they do less are the
use of Portfolio assessment, the use of authentic/alternative assessment strategies, and the quizzes as
bases for intervention. The top four problems most met by instructors teaching English in selected
private higher educational institution in Central Luzon are students’ behavioral problem, lack of
knowledge related to OBE approach, lack of training on methods and techniques in the
implementation of OBE and lack of training on assessment strategies. On the other hand, all of the
respondents have no problem with internet access. Studies on the implementation of OBE in the
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
higher educational institutions offering engineering programs should be conducted especially on the
causes of students’ behavioral problems so that measures will be taken to minimize them.
Keywords - Outcomes-based teaching and learning , approach in teaching, English courses,
Engineering program, descriptive survey, Central Luzon, Philippines
INTRODUCTION
Quality education today is measured not only by effectiveness,
efficiency and sustainability but also of relevance. Relevance in education
means that the needs of students and employees are addressed and the future
graduates would have been provided with a curriculum that is comparable with
international standard. Relevant education also means that our graduates could
compete globally with the graduates of other countries. It also means that it is
able to meet the needs of the industry effectively (CMO 37, s2012).
With the establishment of the ASEAN Economic Community (AEC)
in 2015, there will be a free flow of goods, investment capital services and
skilled labor following the liberalization. Angara (2012) noted that in two years’
time, the ASEAN member countries become one community where we not
only trade, bargain and do commerce, but also an employment and education
community. In two years’ time there will be an exchange of goods and people
across boundaries of ASEAN. Competition for jobs and education will become
international and global.
In 1989, six countries (United Kingdom, Ireland, United States of
America, Canada, Australia, and New Zealand) represented by their
engineering professional societies signed the Washington Accord defining
common standards for equivalency among their graduates of engineering
education programs. Full members of the signatories agreed that graduates of
their accredited engineering programs shall be mutually recognized across their
countries as having academic requirements for entry to the practice of
engineering. At present, membership to Washington Accord has grown to 14
full signatories and six provisionary members.
At present, if a Singaporean and a Filipino apply for the same position,
the Singaporean will get the job because of Singapore’s very high standard of
education as evidenced by its being a signatory of the Washington Accord.
How would our college graduates, specifically, the graduates of
engineering education compete in the global professional community and be
recognized internationally? The answer is simple. Our engineering education
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programs should be accredited by international agencies like the Washington
Accord.
The Philippine Technological Council (PTC) as the only umbrella
organization of all professional engineering organizations in the country since
2009 has led in the preparation of the application for the Philippines to be a
provisional member of the Washington Accord. The immediate goal of the
Philippine Technological Council is to represent the Philippines in applying
and getting admitted as a provisional member of the Washington Accord by
February 2013 (CMO 37,S. 2012).
But since 2000, accreditation standards among full members of the
Washington Accord have shifted from an Input-based to an Outcomes-Based
Education (OBE) System. It is imperative that our engineering education
programs should also shift to and implement the Outcomes- Based Education
in order to meet the set criteria for certification and accreditation of the
Philippine Technological Council.
In order to realize the goals of getting admitted as a provisionary
member of the Washington Accord by 2013, the Commission on Higher
Education, by virtue of CHED Memorandum Order (CMO) No.37, S. 2012,
which is just a reinforcement of the previously CHED-issued memoranda,
mandated all higher educational institutions offering engineering education
programs to shift from input-based to outcomes –based system effective
School Year 2012-2013.
This study dealt on the current practices of the English instructors of
engineering programs in selected private higher educational institutions in
Region III vis-a vis the implementation of outcomes-based teaching-learning
practices in terms of syllabi preparation, approaches, methods and techniques
of instruction and assessment.
OBJECTIVES OF THE STUDY
This study assesses the extent to which the instructors of English
teaching in the higher education institutions offering engineering education
programs in Region III put into actual practice the Outcomes-based Teaching
and Learning approach in teaching the English courses. The specific objectives
are to analyze the: (1) extent of awareness of the faculty teaching English in the
Engineering Programs; (2) extent of implementation of the OBTL by the
instructors teaching English in the engineering programs in their classroom
instruction; (3) problems met by the instructors in the implementation of the
OBTL?; (4) the development of the faculty development/enhancement
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
program of higher educational institutions offering engineering education
programs.
METHODOLOGY
This study utilized the descriptive survey method of research that
employs the process of discipline of Inquiry through the gathering and analysis
of empirical data. The respondents of this were instructors teaching English
courses in the in the among the higher education institutions offering
engineering education programs in Region III, Central Luzon Region which
include the University of Assumption in
San Fernando City, Araullo
University in Cabanatuan City, Baliuag University in Baliuag, Bulacan,
Columban College, Lyceum of Subic Bay, and Central Luzon College of
Science and Technology in Olongapo City, Guagua National Colleges in
Guagua, Pampanga, and Republic Central Colleges in Angeles City. There were
eighteen (18) teachers teaching English from among the eight private higher
educational institutions offering engineering education programs. The study
used of a questionnaire as a main instrument for gathering data. The completed
outline of the questionnaire was pilot tested to the faculty in the General
Education subjects of Columban College, Barretto Campus, Olongapo City.
The data gathered through the responses indicated in the questionnaire were
organized, tabulated, and analyzed using descriptive statistics.
RESULTS AND DISCUSSION
The level of awareness of the respondents on the Program Outcomes
for the Engineering Programs has an overall weighted mean of 4.75 with a
descriptive rating of strongly agree. Specifically, the respondents strongly agree
that they are aware that the students in the English courses are expected to
acquire the ability to effectively communicate orally and in writing with a
weighted average of 4.96. The lowest among the program outcomes that the
respondents are aware of are the acquisition of the ability to engage in life-long
learning and an understanding of the need to keep current of the
developments, and a knowledge of contemporary issues with a weighted mean
of 4.62.
The respondents’ degree of implementation of OBTL in terms of
syllabi preparation is strongly agree that in preparing the syllabus, the topic,
the teaching activities and the learning activities are considered all with a
weighted mean of 4.87. According to Acharya (2003), Outcomes-Based
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
Education addresses the following key questions among others: “ What do you
want the students to learn?” which is the topic; and “How can you best help
students learn it?” which is the teaching and learning activities. Kachelhoffer et
al (1992) said that OBTL has a backward design approach. OBTL is linked to
needs and the purpose of the program, so that learning content is selected only
after the desired outcomes have been specified. Content becomes a vehicle to
achieve the desired learning outcomes which are aimed at inculcating a basis
for life-long learning.
They strongly agree in the preparation of the syllabus are that of the
expected outcome and the time frame which both have a weighted mean of
4.82. Third item in the preparation of the syllabus that the respondents
strongly agree is the consideration of the higher order thinking skills in the
formulation of the expected outcomes which has a weighted mean of 4.77. On
the other hand, the least that they considered in the preparation of the syllabi
are that the expected outcomes are determined before the topics are
determined which got a weighted mean of 4.33; that the expected outcomes
are determined before the learning activities are determined which got a
weighted mean of 4.43 ; and that the learning outcomes are determined prior to
the preparation of the syllabi which got a weighted mean of 4.46. This means
that in the preparation of the syllabus, the respondents consider the topics and
learning activities before the learning outcomes. Mager (1984), in its guidelines
said that learning content is only selected after the desired outcomes have been
specified. Content becomes a vehicle to achieve the desired learning outcomes
which are aimed at inculcating a basis for lifelong learning. Lui found out that
the desired attributes were met by the students in her managerial accounting
class when she designed the teaching and learning activities after she mapped
out the intended learning outcomes against Bloom’s Cognitive Domain before
considering the topic and learning activities.
The degree of respondent’s implementation of OBTL in terms of
approaches, methods and techniques used is strongly agree that they
implement the OBTL in terms of approaches, methods, and techniques used
with an overall weighted mean of 4.35. Specifically, they strongly agree that
they encourage their students to explore and find answers which has a
weighted mean of 4.85. Secondly, they strongly agree that they encourage their
students to ask questions and they asked their students to relate new
knowledge to real life situations with both items having a weighted mean score
of 4.83. On the other hand, the respondents’ lowest weighted mean score of
4.26 is in the item that their lessons are placed according to students’ interest,
understanding, and performance. The two next lowest items fall under the item
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
that remedial instruction is provided and that varied exercises for practice are
provided with a lowest weighted score of 4.41 and 4.31 respectively.
The practices of instructors teaching English in the private higher
educational institution offering engineering programs in Central Luzon can be
decribed as strongly agree that they implement the Outcomes- based
education in terms of assessment with an overall weighted mean of 4.46.
Specifically, they strongly agree that they require students to deliver a speech in
class/report orally in class result of a research with a weighted mean of 4.66.
Second, they strongly agree that they they develop rubrics to asses students’
works or projects with a weighted mean of 4.54, and third, they strongly agree
that they require the students to write paragraphs/ research paper with a
weighted mean of 4.52. On the other hand, the three practices that were
lowest in the
weighted average are portfolio assessment is used,
authentic/alternative assessment strategies are used, and quizzes are bases for
intervention which got a weighted average of 4.29, 4.35, and 4.37 respectively.
The problems met by the instructors teaching English in selected
private higher educational institution in Central Luzon are students’ behavioral
problem; lack of knowledge related to OBE approach, lack of training on
methods and techniques in the implementation of OBE and lack of training on
assessment strategies. On the other hand, problem on classroom management
is met by one instructor and problem on the lack of internet access by the
teacher was not checked by any of the respondents.
CONCLUSIONS AND RECOMMENDATION
The majority of the respondents are fully aware of the program
outcomes of the engineering programs specially of three program outcomes
like the following: the students are expected to acquire the ability to effectively
communicate orally and in writing using the English language, an ability to
engage in lifelong learning and an understanding of the need to keep current
on the developments, and a knowledge of contemporary issues. The majority
of the respondents implements extensively the Outcomes-based education in
the preparation of the syllabi where the topic, the teaching activity and the
learning activity are included. However, they considered least the determination
of expected outcomes prior to the selection of the topic, and prior to the
determination of learning activities. They also considered least the
determination of the outcome before the preparation of the syllabus. The
majority of respondents implements OBE in their classroom instructions
extensively. They encourage the students to explore and find the answers, they
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CC The Journal Vol. 12 Oct. 2016 ISSN 1655-3713
encourage the students to ask questions and they ask the students to relate new
knowledge to real life situations. But majority of them does not pace their
lessons according to students’ interest, understanding and performance, and
remedial instruction and varied exercises for practice are provided less. The
majority of the respondents implements extensively the Outcomes- based
education in terms of assessment. Specifically, they require students to deliver
a speech in class/report orally in class result of a research Second, they
develop rubrics to assess students, works or projects and third, they require
the students to write paragraphs/ research paper. On the other hand, the three
practices that they do less are the use of Portfolio assessment, the use of
authentic/alternative assessment strategies, and the quizzes as bases for
intervention. The top four problems most met by the instructors teaching
English in selected private higher educational institution in Central Luzon are
students’ behavioral problem, lack of knowledge related to OBE approach,
lack of training on methods and techniques in the implementation of OBE and
lack of training on assessment strategies. On the other hand, all of the
respondents have no problem with internet access.
Instructors teaching English in selected private higher educational
institutions in Central Luzon should be given in-service trainings related to
OBE especially on approaches, methods and techniques, and assessment
strategies. Students of the engineering programs should be well-oriented on the
OBE approach where they should be aware of the principles of teamwork and
that they are accountable for their own learning. Studies on the implementation
of OBE in the higher educational institutions offering engineering programs
should be conducted especially on the causes of students’ behavioral problems
so that measures will be taken to minimize them.
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