Outcomes-based education : course syllabus design, strategies, and assessment in English 021 / Mariz Atillo

Thesis (MAEd) -- Cebu Institute of Technology University, October 2015

Includes bibliographical references.

The study looked into the implementation of Outcome-Based education in English 021 Speech Communication class at the Cebu Institute of Technology- University in the first semester S.Y 2015 – 2016.
The findings showed that all competencies on designing the course syllabus were rated by the English 021 teachers with a grand mean rating of 4.20, or the respondents consider themselves to have practiced the said competencies to a great extent or the respondents believe that they have an about average proficiency/competence in designing the courses’ syllabi.
The English 021 teachers considered that the utilization of the outcomes-based syllabus shifted their paradigm of teaching from teacher–centered to learning as they this competency their highest self-rating of 4.6, or practiced to a greatest extent. Teachers are constantly reminded to focus instructional activities on students, to provide for the attainment of the intended learning outcomes even before the outcomes-based educational was implemented. The findings also showed that the teachers’ perceived competence on the writing of learning outcomes instead of course objectives was rated 3.60, their lowest self-rating on their competence on course syllabus preparation. However, the implementation of the outcomes-based education could be considered to be still in its transition period, continuing orientation and monitoring should be provided.
The English 021 teachers perceived that they utilized or practiced to a great extent the identified competencies for curriculum implementation or methods are these were rated with a grand mean rating of 3.98.
The findings also showed that the teacher respondents consider themselves to have done or practiced the identified competencies for the conduct of assessment to a great extent. They rated themselves with a grand mean rating of 4.04 on the use of assessment tools which gave to reflect the attainment of desired competencies, which are stated in terms of something observable and/or measurable, having identifies the assessment task (ATs) or the outcomes-based assessments (OBAs) that can be used to measure whether the students have achieved the intended learning outcomes, utilizing assessment formats which reflects the learning outcome.
Of a number of constraints that were identified in this study, the English 021 teachers considered these as the major constraints in the implementation of the outcomes-based education: the syllabus is prepared by the department not by the teacher, time management, time consuming, large classes, lack of time to analyse and diagnose the results of students’ performance, and difficulty in shifting from old paradigm in giving assessment.
The English 021 syllabus may be considered for revision based on format as learning outcomes which determine content and methodology should precede content and methodology. Varied teaching and learning activities may be designed to provide for the attainment of the course competencies and the school’s vision as well. The use of various formats of performance assessment with the appropriate rubrics and other rating tool may be specified based on learning outcomes on speaking.
It is concluded that English 021 (Speech Communication) teachers of the Cebu Institute of Technology – University perceived themselves to have achieved the competencies needed in the implementation of the outcomes-based education and to have practiced these competencies on course syllabus designing, strategies utilized in the curriculum implementation, and the conduct of assessment to a great extent or about-average proficiency.
The Administration of the Cebu Institute of Technology – University, and the faculty handling the English 021 (Speech Communication) classes may consider the conduct of a reorientation session or a series of continuing faculty development sessions on the implementation of outcomes-based education to add-on to the achieved competencies, specifically on syllabus design; instruction alignment, instruction and assessment of learning.