Learning Experiences In The Emerging Outcomes-Based Education (OBE) Curriculum Of Higher Education Institutions (HEI’S) On The Scope Of Hammond’s Evaluation Cube

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Emma Q. Tenedero, Lanie M. Pacadaljen


In the Philippines, the Commission on Higher Education (CHED) required the implementation of Outcomes-Based Education (OBE) in universities and colleges in 2012 through Memorandum Order No. 46 to ensure continuous quality improvement. Due to this demand, Samar State University, as a transformative university committed to leadership, innovation and service excellence, decided to promote the adaptation of OBE in response to the increasing interest in student learning outcomes and a call for educational responsibility (Lixum, 2000) nowadays. Achieving continuous quality improvement (CQI) would be through an evaluation. Thus, this study aimed to evaluate the learning experiences of the outcome-based education on the scope of the Hammond evaluation cube. The results show that along instruction, the alignment of the course content to the Vision, Mission, Goals, and Objectives (VMGOs), Program Graduate Outcome (PGO), Course-Learning Outcome (CLO), Intended-Learning Outcome (ILO), Outcomes-Based Teaching-Learning (OBTL) and Assessment of Learning are not yet  in effect in aiming for successful learning experiences. Along institutions, the interaction of the students, teachers, and administrators’ variables such as the students’ personal and family characteristics, teachers’ professional and teaching methodology, and administrators’ characteristics whether it conforms  to the minimum requirement set by CHED, could possibly affect in the successful implementation of the OBE curriculum. Moreover, the behavioral dimension of the OBE curriculum, once successfully implemented, would lead to the  positive learning experiences of the students.

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