Analysis of Teachers’ Practices and Challenges on the Articulation of Outcome-Based Education to Classroom Instruction

Abstract

This study explores the articulation of Outcomes-Based Education (OBE) within classroom instruction by comparing the planned OBE curriculum with actual classroom practices. Utilizing a case study design, the research examines how fourteen college instructors from a university in Bulacan planned, monitored, and evaluated student learning. Data were collected through semi-structured interviews focusing on the instructors’ profiles, OBE training, curriculum development involvement, personal perceptions of OBE, and their strategies for implementing OBE in the classroom. The analysis highlighted four key components essential for effective OBE integration: clearly defined Course Intended Learning Outcomes (CILOs), cohesive course planning and design, active engagement through diverse instructional methods, and aligned assessment practices. Despite identifying best practices such as clear outcome articulation and active learning strategies, the study also uncovered challenges, including resource constraints and resistance to change. To address these challenges and enhance OBE implementation, several support systems are recommended, including Learning Outcomes Design Workshops, an Active Learning and Engagement Toolkit, an OBE Resource Support Center, and an Inclusive Teaching Resource Library. This study contributes to the understanding of OBE application in higher education and provides practical recommendations to improve teaching practices and student engagement.