Abstract
In contemporary educational settings, a notable aspect that has received significant attention because of its transformative power is outcome-based education (OBE). OBE has been perceived as an approach that emphasizes student-centred learning and is anchored on quantifiable outcomes. This paper’s fundamental objective is to delve into outcome-based education comprehensively. Some aspects of OBE that will be addressed in this paper include its fundamental principles, purpose, and significance within modern education. Besides, a comparison between OBE and the traditional educational model will also be drawn to justify why OBE is a practical approach to achieving academic objectives. Case studies will be drawn from military and academic contexts to illustrate how OBE plays a central role in enhancing student achievement and competency development. In brief, this paper aims to underscore OBE’s transformative potential in influencing educational paradigms and preparing industry-ready students.
Keywords: Outcome-Based Education (OBE), Outcome, Student, Achievement.
Introduction
Definition of Output-Based Education (OBE)
Principally, learning occurs when students can execute something they could not do earlier. What a student can do by the end of a learning experience is an outcome. An outcome, seen as the culmination of learning, is defined as “what the student should be able to do at the end of a course.” Therefore, an outcome is defined in autonomy, skills, knowledge, and responsibility that trickles down from an educational teaching-learning process. Over the past few years, the education system has been shifted towards outcome-based education (OBE). OBE can be defined as an educational approach in which decisions regarding the curriculum are fueled by the exit outcomes that every student should demonstrate by the end of a course. Therefore, outcome-based education can be summarized as result-oriented thinking since it prioritizes purposes, results, accomplishments, and ends. Since the focus of outcome-based education is on the exit learning outcomes displayed by students after completing a given course or program, OBE can be regarded as “student-centred learning.” Outcome-based education has significantly received attention from administrators and faculty. On the same note, OBE has been implemented across different educational levels and settings. One of the most recognizable educational settings in which outcome-based education is increasingly being adopted is the military, where it is being used to “shape instruction and influence the overall development of an individual, as a Soldier, with respect to broad outcomes that transcend course specific objectives.” Outcome-based education is known for its clarity (clear expectations), flexibility (structured around the needs of the students), comparison (can be compared across distinct settings), and, most importantly, involvement (students are heavily involved in learning). Out-based education is a practical approach to achieving educational objectives as it aims to realign curricular design, teaching methodology, and measurable student outcomes.
Purpose and Significance in Contemporary Education
The fundamental purpose and significance of outcome-based education within contemporary education are multifaceted. First and foremost, OBE heavily emphasizes the critical importance of clearly defined learning outcomes. In line with this statement, the existing literature illustrates that OBE “clarifies the curriculum for both students and teachers and provides a focus for teaching and learning.” As a result, OBE places educators in a better position to align their teaching and assessment approaches to ensure that every student has progressed toward acquiring the predetermined skills and knowledge. Equally important, another purpose of OBE is to promote a student-centred learning approach where students are encouraged to be responsible for their learning and actively engage with the instructional material. If what needs to be achieved among the students is clear, students will be motivated to take extra responsibility for their learning. Therefore, OBE promotes deeper understanding among students since they actively participate in learning. Moreover, OBE can promote transparency and accountability in the education system. Educators are compelled to determine the effectiveness of the teaching approach accurately through a clear articulation of the learning outcomes, accompanied by the assessment of the student’s progress against the set outcomes. Furthermore, assessments are integral in outcome-based education, and they not only measure learning among students but also offer feedback that dictates further instruction. In brief, OBE is undoubtedly critical across contemporary education, given the extent to which it promotes student engagement, clarity, accountability, and continuous improvement.
Theoretical Framework of OBE
Core Principles of OBE.
The outcome-based education is grounded on four primary principles. The first principle is the clarity of focus, which demands orienting curriculum development towards the expected results among students. This principle requires teachers to ensure that everything they do is grounded in what they want learners to accomplish. Therefore, when teachers teach, their focus should be on helping their students develop the skills, dispositions, and knowledge required to enable them to gain significant outcomes that have been predetermined. The clarity of focus principle compels teachers to ensure that their long- and short-term intentions for learning are transparent to the students at every level of the teaching process. Besides, it requires teachers to assess students based on clearly outlined outcomes. The second principle of OBE is known as designing down/back and demands all the teaching activities and curriculum design to align with the outcomes from top to bottom levels. The designing back principle of OBE necessitates that the starting point for the entire curriculum design is the precise definition of the learning outcomes that students are expected to display by completing a program. Thus, instructional decisions are drawn from the “desired end result”, which facilitates the identification of learning building blocks to be achieved by the students for them to reach long-term outcomes. A curriculum effectively constructed using the design the principle of OBE ensures that the teaching and learning process is sustainable.
The third fundamental principle of OBE is that educators should have high expectations for every student. Under this principle, teachers are expected to establish high and challenging performance standards to motivate students to engage with the subject matter deeply. Ensuring that students achieve high-performance standards is directly associated with successful learning. Practically, when students achieve high-level success, their knowledge is reinforced. Most importantly, achieving high-level success boosts students’ confidence and motivates them to pursue further learning challenges. A notable reason for utilizing OBE is that it can assist students in executing difficult things with ease. Intelligence is not meant for a few students but should be expected among all learners. This links to the fourth principle of OBE, which requires teachers to offer expanded opportunities to all students. The expanded opportunities principle is anchored on the notion that not all students can learn the same subject matter similarly and, at the same time, “All students can learn and succeed, but not all at the same time or in the same way.” Instead, most learners can obtain high-performance standards after being subjected to appropriate opportunities. What matters under this principle is that learners harness the essential things without being constrained to a particular way of learning them. This explains why the OBE framework adopts different approaches, including; “lectures, tutorials, assessments, seminars and workshops, industrial visits and dialogues, industrial attachment, departmental briefing, student sharing sessions and competitions.” An education system can only be regarded as fully outcome-based if all of the above principles have been utilized as the core of that education system. For instance, an education system must recognize the designing back or the expanded opportunity principle and still claim it is an OBE.
Comparison with Traditional Education Models.
Outcome-based education (OBE) and traditional education models have notable differences. First and foremost, while the conventional education models are more teacher-centric and emphasize solely what educators teach, OBE, on the other hand, is focused more on students. The traditional education models are characterized mainly by lessons and lectures which are curriculum-centric and teacher-centric and are conducted within formal settings. Moreover, in traditional education models, teachers share or just read out the concepts to students who cannot believe what the teacher has said. In the conventional method, teaching is a one-person show where the professor is the sole role-player. However, unlike the traditional education models, outcome-based education provides an avenue where students can project their perspectives on what is being studied. Therefore, OBE recognizes that everyone is essential in teaching and learning. Unlike traditional education models, which focus on theoretical knowledge, OBE focuses on the student’s capacity to execute the intended learning outcomes and “demonstrate, judge, and apply the learning and skills gained.” Instead of focusing on earlier completion of the syllabus, like in traditional education models, OBE emphasizes ensuring that outcomes have been covered and connected to real-life situations.
OBE and traditional education models also differ in terms of assignments and activities. In traditional education models, assignments are primarily written, and anyone with a pen and paper can complete them. However, OBE requires the creative involvement of learners, given that it is more activity-oriented. In OBE, students know how what is being learnt can be applied in real scenarios and thus are more aware of its purpose and why it is being learnt. Unlike the traditional education models, in which students are obliged to follow a fixed path, OBE gives students flexibility and freedom to study their way. While assessment in conventional education models focuses on textbook-based questions, assessment in OBE is based on application-level questions. Since OBE is practical-oriented, the number of questions students must answer is significantly reduced. Traditional education models restrict students and expect them to provide specific answers to specific questions.
On the contrary, everything that students write in OBE can be an answer to a given question. Examinations in traditional education models are more of memory tests. Nevertheless, in OBE, examinations are learning activities, and assessment is more appealing to the industry, reducing the academia-industry gap.
OBE also challenges the limitations established by traditional education models by exploring different learning styles and creating new knowledge. In OBE, teamwork and collaborative learning are encouraged, and teachers and students share ideas and learn together. Most importantly, OBE adapts to the strengths and weaknesses of every student by allowing them to select what they would love to study alongside the best way of doing it. In contrast to the traditional education models, where students are expected to complete a task within a specific period, OBE allows sufficient time to attain proficiency and be fluent in the subject matter. On the same note, the traditional education model, through its standardized teaching approach, compels students to follow the pedagogical style and pace of the teacher. However, OBE emphasizes self-learning, given that it is student-centred. A comparison between traditional education models and outcome-based education eliminates any doubt that OBE is the best approach to achieving educational objectives, given that it brings the teaching and learning process closer to real-world applications and problem-solving. Even though the traditional education models have served numerous generations, it is essential to understand that learning requires change with each generation; thus, educational systems should evolve. In modern society, education should focus on results, quality, and accountability,; thus, OBE is critically needed to transform individuals into a skilful workforce and combat unemployment.
Focus on Student Outcomes
Student outcomes can be understood as statements of abilities, skills, and knowledge that students should demonstrate after completing a learning experience or a sequence of the same. Outcome-based education begins with a clear image of what every student should be able to do. As a result, the predetermined student outcomes dictate curriculum design and influence how the teaching-learning process is executed. While learning objectives specify the “end state of a learning event, [student] outcomes provide guidance and constraints on the means to the end.” When developing student outcomes, it is essential to ensure that the statements are well-defined and specific. Student outcomes should explain with clarity and conciseness the specific aspects students must demonstrate or produce upon completing a program. Besides, student outcomes should eliminate as many possible alternatives as possible so that they are measurable. Given the OBE’s focus on student outcomes, it is essential to ensure that there are no difficulties in measuring the developed outcomes.
Student outcomes should also be realistic and attainable. This implies that student outcomes must be reviewed in light of the ability, development levels, initial skill sets of the students and the time available to achieve the skill sets, for instance, four years. Within the OBE context, student outcomes consist of broad dimensions, including academic accomplishment, problem-solving capabilities, critical thinking skills, collaboration, adaptability, proficiency in communication, social responsibility, and ethical awareness. Such student outcomes reflect the commitment to outcome-based education in enhancing the holistic and life-long development of the students. Instead of emphasizing standardized test scores or academic achievement, outcome-based education acknowledges the critical importance of developing the whole individual – socially, ethically, emotionally, and intellectually. Such aspect has been well explained in the existing literature where OBE focuses on attaining student outcomes such as “confidence, accountability, and initiative as well as associated capabilities such as awareness, discipline, judgment, and deliberate thought.” In OBE, the focus on student outcomes is to cultivate the development of a wholly proficient and agile individual. Therefore, student outcomes in outcome-based education are not limited to the cognitive learning dimensions but heavily extend toward affective and socio-emotional aspects. Student outcomes in OBE recognize the intricate relationship between skills, knowledge, and values in dictating the development and growth of individuals. The underpinning philosophy behind outcome-based education is that education is not solely meant to transmit knowledge. Instead, education in OBE is directed toward transforming students. Therefore, by emphasizing student outcomes, OBE aims to establish a culture of improvement in which students’ success is the benchmark of the effectiveness of education. While pursuing student outcomes in outcome-based education, the process of curriculum design, delivery of instructions, and assessment describes an iterative and systematic process.
Educational Outcome.
3.1. Student Performance and Competency Development
Outcome-based education is undoubtedly at the frontline in the enhancement of student performance. Under OBE, students are provided with transparent and clear expectations about what they should achieve. For instance, by the end of a given learning experience, a student may be expected to “understand, analyze, apply, evaluate and create.” With clarity about what is expected towards the end of a particular learning experience, students are better positioned to direct their efforts and resources toward mastering the specified outcomes, thus bolstering their performance. Most importantly, there is no any specified instructional method in outcome-based education and therefore instructors have the freedom to utilize any of their preferred method. For identical outcomes, educators can use various teaching and learning activities to fit specific circumstances. As a result, the students’ distinct backgrounds and abilities are accommodated through varying instructional paths. The adoption of distinct activities and resources ensures that learning occurs in line with the specific needs of the student, and thus, their performance is greatly enhanced. In OBE, the assessment of students closely parallels the predetermined learning outcomes. Therefore, since assessments in OBE are meant to evaluate the degree to which students have achieved outcomes, meaningful feedback can be provided to students and teachers. Doing so allows them to identify the areas that need improvement.
Outcome-based education has also been integral in competency development besides enhancing student performance. Insofar as competency development is concerned, OBE is a firm beacon that guides students toward being practically proficient. In OBE, educational outcomes are thoroughly integrated with industry requisites. As a result, OBE goes a long way in ensuring that graduates are equipped with the necessary knowledge and skills to excel in the selected fields, “OBE ensures that the students are taught the relevant content to make them industry ready.” In OBE, there is increased certainty that individuals are unquestionably employable upon graduation. Such an achievement is guaranteed by the fact that OBE utilizes teaching methodologies and curriculum design, which emphasize what learners can do after completing a learning experience. Such a seamless transition ensures that the gap between theoretical learning and practical application (academia-workplace) has significantly been reduced. A core aspect in outcome-based education is the enhancement of adaptability and critical thinking competencies which are essential in an era defined by dynamic market environments. Reflective practices such as portfolio development and self-assessment, heavily emphasized in OBE, instil students’ adaptability and critical thinking skills. Consequently, continuous refinement alongside evaluation of the learning approaches makes students adept at maneuvering the complex challenges and exploiting growth opportunities.
Outcome-based education also cultivates a culture of self-sufficiency and independent learning among the students. By being a student-centered approach, students are compelled to take responsibility and ownership of their academic journey. Consequently, students are equipped with the confidence and skills needed to survive in the ever-dynamic environment. Therefore, while entering the job market, students from the OBE approach are better-equipped to handle challenges head-on. OBE can be perceived as an approach that understands the critical significance of specialization in contemporary economy as it ensures that students possess the expertise required to excel in a particular field. Without a doubt, OBE is a catalyst for both professional success and student performance (educational accomplishment). It is a testament that education has the power to craft innovators of tomorrow.
3.2. Evaluating the effectiveness of OBE in enhancing student learning
Evaluating the effectiveness of outcome-based education in facilitating student learning is a relatively complex aspect that demands a significantly comprehensive approach. While evaluating the effectiveness of OBE in enhancing student learning, distinct factors must be put into consideration. First and foremost, student feedback should be prioritized while assessing the effectiveness of OBE in the enhancement of learning among students. Student feedback can be collected using approaches such as interviews and feedback. The perspectives of students on OBE’s effectiveness in meeting learning needs and in facilitating comprehension of course objectives can be integral in determining the effectiveness of OBE. On the same note, the general satisfaction with the learning experience among students can also provide feedback on OBE’s effectiveness in enhancing learning. Prior studies have attempted to evaluate the effectiveness of OBE in enhancing student learning through comparing the average letter grades and learning scores of both OBE and non-OBE students.
Practically, evaluating the performance of students within OBE and non-OBE systems can go a long way in revealing whether there is significant statistical different in terms of academic outcomes. Analyzing grade distributions and mean scores can help educators determine whether OBE system results in improved academic accomplishments. Such data offers measurable indicators that directly uncover the impact of OBE on the academic achievement of students. For instance, a study was conducted in Malaysia to determine whether OBE enhanced teaching and learning among students. The study, which took a survey approach, analyzed examination results of OBE and non-OBE students. The findings of this study illustrate that the “OBE students score higher than non-OBE students.” Statistically, the results of the study documented that the grade point average of OBE students was 2.7471 while that of non-OBE students was 2.3998. Such evidence demonstrates that through comparing the average learning scores between OBE and non-OBE students, it is possible to obtain significant insights regarding the effectiveness of outcome-based education in enhancing student learning. Besides collecting data from students while assessing the effectiveness of OBE in enhancing learning, it is essential to examine changes in teaching and subject delivery techniques. Conducting a detailed observation on how teachers adapt their instructional methods to parallel the principles of outcome-based education can provide ultimately valuable insights regarding the effectiveness of this pedagogical shift. Instructors can be interviewed and classroom observations conducted to gain a qualitative perspective on the transformative power of outcome-based education. Meanwhile, for the evaluation process to be reliable, assessment data should be collected in multiple iterations. For instance, the outcomes of two-three consecutive batches under the OBE system can be assessed to provide more robust evaluation, given that cohorts differ. Adopting such a longitudinal approach while assessing the effectiveness of OBE in enhancing student learning can point directly toward the patterns and trends that are unique between cohorts. Most importantly, the longitudinal approach allows educators to determine whether the observed improvements are sustainable over time.
3.3. Case studies of student achievement and competency development
Outcome-based education has turned out to be a transformative approach when it comes to student achievement and competency development. Different case studies, specifically from the military, clearly document the impact of OBE on student achievement and competency development. For instance, at the start of the 2009 academic year, the United States Military Academy’s Department of Military Instructions (DMI) transitioned from the traditional education approach to the outcome-based education. With the OBE system, training transitioned from showing students how to enforce standards and apply solutions to teaching them how to frame problems and solve them. Therefore, with the OBE approach adopted by DMI, learning was now through discovery and doing. The United States Military Academy (USMA) had realized that students needed to be confident and competent. As a result, OBE was adopted with the primary purpose of teaching students ‘how’ to think and to comprehend the ‘why’ behind the problem. Upon graduating from the OBE system, students at the United States Military Academy are expected to display unmatched “courage, character, physical and mental toughness, and values required to succeed as an Army officer.” On the same note, they are expected to be proficient as individual soldiers, solve technical problems, be effective leaders, depict warrior ethos, display sound and consistent judgement, show self-confidence, perform successfully under stressful conditions, overcome peer pressure, and show commitment to professional and personal growth.
In efforts to ensure that the above defined competencies have been achieved in student, OBE at United States Military Academy requires instructors not to tell students how particular problems should be solved. Instead, students are to be given the opportunities to figure out how to independently solve problems. Students are allowed to do as much as they can on their own. For instance, in Military Science 300 at the United States Military Academy, students are given Tactical Decision Exercises (TDE) which spans for 40 hours. Once a TDE has been given, students are given a limited time to establish the solution. After developing the solution, students are required to brief it in front of other students where it is challenged. In response, the student is expected to defend the solution being presented and justify why they selected a particular course of action. The OBE system, which emphasizes on learning by doing, adopted by the United States Military Academy is a good exemplar of how OBE enhances student achievements and competency development.
In another setting, the Asymmetric Welfare Group (AWG), headquartered in Fort Meade, Maryland, was established in March 2006 to help individuals define, plan, and execute missions based on the specific situations and unique needs. The Asymmetric Welfare Group (AWG) then adopted the OBE approach which they describe as “method of training that emphasizes the development of an individual based on operational expectations.” The fundamental objective behind the adoption of OBE by AWG was to produce leaders and soldiers with the capacity to adapt and improvise to solve problems when encountering altered situations. The particular workshop at Fort Benning, conducted by Darwin, is a perfect case study illustrating how outcome-based education is effective in enhancing student achievement and competency development. In this workshop, Darwin asked Basic Noncommissioned Officer Course students to jot down some characteristics soldiers should have and traits such as responsible, confident, and knowledgeable were the most recurrent. He then utilized SPORTS [Slap, Pull, Observe, Release, Tap, Shoot] to train students on how to respond when weapons malfunction. By understanding ‘why’ and ‘how’ each step was to be conducted, soldiers reported increased confidence in operating weapons. Besides, they reported that after undergoing through the OBE approach, they would quickly assess why a problem without being obstructed from what is happening within the battlefield.
Efforts to cultivate student achievement and competency development has been accompanied with the development of OBE-oriented courses that enhance intangible attributes of the students. A perfect example in this case is the Combat Applications Training Course (CATC), a field-based course in rifle marksmanship. Within a span of one week, instruction in CATC transitions from introductory levels, such as shooting from a vulnerable position, weapons system function, and components and maintenance, to more complex and advanced levels that combine communicating, moving, and shooting. The CATC instructional content covers aspects of both Basic Rifle Marksmanship (BRM) and Advanced Rifle Marksmanship (ARM). Even though the CATC course includes some discussion sessions and lectures, it is largely experimental in nature and includes challenging and complex situations that required problem solving. Evidence illustrates that soldiers leave the “training better shooters, but more importantly they understand how and why their weapon works the way it does, take accountability when it comes to weapons safety and maintenance, and are confident with operating their weapons in unpredictable situations.” Such evidence relating to the success of CATC benchmarks the unmatched efficacy of outcome-based education in enhancing competency development and bolstering student achievement, particularly in complex domains like military operations. As it emphasizes on critical thinking, problem solving, and practical application of knowledge, outcome-based education prompts students in any educational setting to be more resilient and agile. The above case scenarios justify that OBE is a transformation approach with unprecedented power in enhancing competency development and student achievement.
Conclusion
Recap Of Key Points
As evidenced above, outcome-based education (OBE) is heavily anchored on goals or aspects that student should achieve by the end of a learning experience. In OBE, the effectiveness of learning is determined by the ability of students to execute certain tasks that they could not do before the learning experience. OBE is characterized by aspects such as clarity, flexibility, involvement, and student-centeredness. Its key principles are clarity of focus, high expectations for students, designing down, and expanded opportunities. The discussion above has demonstrated that outcome-based education is different from traditional educational models as it focuses more on students by being more practical- and activity-oriented. Outcome-based education also begins with a clear focus on student outcomes, which subsequently dictate the design of the curriculum alongside the teaching methods being employed. Student outcomes consist of aspects such as critical thinking, adaptability, ethical awareness, problem-solving, and academic achievement. Central to the above discussion has been an illustration of how outcome-based education enhances student performance and competency development. Specifically, OBE plays a critical role in fostering self-sufficiency and independent learning among the students. Two case studies; United States Military Academy (USMA) and Asymmetric Welfare Group (AWG) have been utilized to justify the effectiveness of OBE in enhancing student achievement and competency development. The above discussion has also hinted that while evaluating the effectiveness of OBE, it is important to consider student feedback and academic outcomes. Besides, the importance of interviewing teachers has also been highlighted.
Reflection On the Importance of OBE In Shaping Future Education Systems
Outcome-based education has already proven its transformative power in the current educational system, and there is no doubt that it will continue to influence future education systems. Given that students in OBE system are positioned at the center of the educational processes, it is highly likely that future education systems will continue to prioritize student-centered teaching-learning approach to ensure that the specific needs of the students have been met. At the center of the OBE approach is the linkage between theoretical knowledge and real-life contexts. In future, there is a higher chance that educational systems will emphasize on hands-on and practical learning experiences that show students how to navigate workplace challenges and thus OBE holds increased importance.
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