INTRODUCTION

The demand for standardized education and globally competitive Filipinos mobilized the shift from Objective-Learning Education to Outcome-Based Education (henceforth OBE) as the main framework in enhancing the quality of Higher Education in the Philippines. In a speech during the lecture of Dr. William Spady about OBE in 2015, Dr. Reynaldo B. Vea, president of Mapúa, clarified that "OBE's very spirit is to constantly raise the level of achievement of student performance". This approach to learning ensures that the students will be producing outcomes that showcase their learning in a specific field and will produce graduates who know how to adapt and think critically in solving increasingly complex and difficult challenges of today’s environment.

In comparison with the traditional approach, wherein the focus is on the input and the completion of objectives, OBE focuses on student’s output and their active role in studying the given material and managing their learning to effectively meet the necessary outcome for a specific course. This paved the way for educators to have a different view in the learning process and the assessment methods. With the implementation of OBE, assessment methods started to become diverse and new learning disciplines are introduced to obtain the outcomes.

(Tucker, 2004) emphasized that OBE is a process that involves the restructuring of curriculum, assessing and reporting practices in education. Therefore, the success of OBE’s implementation depends on educator’s understanding and the proficient practice of OBE. Without proper documentation on the level of their understanding and practice of OBE it will

be difficult to learn the opportunities to improve the system to meet the needs of different schools and universities that are planning to adopt OBE.

The OBE system has been formally implemented in Mapua University in SY 2006-2007. Although the system has been adapted by the University for a long time, there has been no clear documentation on the understanding of OBE for both students and teachers, its implementation as well as its effectiveness in as far as the course outcomes are concerned. The sustained generation of data about the implementation and effectiveness of OBE is essential in the continuous improvement of the learning process.

This study will focus on the assessment of the knowledge and implementation of OBE in the Mathematics Department of Mapua University. In particular, the study aims to answer three specific objectives. First, the study aims to determine the level of implementation of OBE as measured in terms of knowledge and practice as assessed by the data from faculty members and students. The second objective is to determine the scholastic characteristic of students who are exposed to the OBE system. Lastly, the study will investigate the effects of the implementation of OBE in the scholastic characteristic of students.

The result of this study will be beneficial to the different members of the school community namely the head of the Mathematics Department, stakeholders, and the Curriculum Developers. The findings will be a good source of input for the head of the Mathematics Department for future planning and faculty development. The data that will be gathered by this study will be available to use by the stakeholders of the University as a factor in making important decisions related to governance, operation, or improvement of the school. The Curriculum Developers of Mapua University will benefit from this study by using the results of this study in improving the curriculum, driving the effectiveness of OBE to the students’ scholastic characteristics.

This study aims to measure the level of knowledge and implementation of OBE in the Mathematics Department of Mapua University and establish its effect on the students’ scholastic characteristics. The data will be gathered from the professors of the Mathematics Department and their respective college students at Mapua University, Intramuros, Manila. This study is only limited to the Mathematics Department and does not include other departments.

MATERIALS AND METHODS

RESULTS AND DISCUSSIONS

This part of the research returns the different results of the analyses that was conducted to answer the objectives of this research. The measure of the level of implementation of OBE, the difference between the perception of the faculty and the students regarding OBE, and the association of the level of implementation with the scholastic characteristics of the students is discussed here. As well as the implication of the results to the Mathematics Department of Mapua University.

Table 2 onsists of a computed median together with its verbal interpretation of the level of OBE implementation by the faculty members through knowledge.

The mathematics faculty members possess a very high level of knowledge in the implementation of OBE in terms of identifying the learning outcomes the students’ need to achieve and the formulation of the faculty department’s PEOs. It is denoted by its corresponding median of 5.

The respondents are also shown to be having a very high level of knowledge with the mission and vision of the faculty department, how to use OBE in the delivery of lessons for the learners to develop higher order of thinking and how to utilize OBE in developing major exams and projects. This is indicated by their median of 5.

Assessing the CLOs using different assessment techniques and facilitation of OBE in the classroom has a median of 4. This indicates that respondents have a high level of understanding on both items.

Knowledge about curriculum alignment and mapping, adapting to a student-centered approach and creating a healthy and interactive environment of learning have a median of 4 with the verbal interpretation of high.

The results suggest that the faculty members have a very high level of knowledge in the different techniques, methods, and discipline in the implementation of OBE.

Table 3 consists of a computed median together with its verbal interpretation of the level of OBE implementation by the faculty members through practice.

Sequencing of activities across the course appropriately has a median of 5 while accurately discussing the expected outcomes to the learners which has a median of 4.

The respondents demonstrated a very high level of practice in keeping records about OBE assessment of their students and a high level of practice in giving opportunities for students to work as a group to develop collaborative learning, participating in seminars and discussions about OBE and ensuring that the teaching and learning activities were appropriate for the course. The corresponding median for the said practice is 5, 4, 4 and 4 respectively.

Discussing the criteria for assessment to the students which has a median of 4, in verbal interpretation means high level of practice. Providing the students advising and remedial as a form of corrective action is highly practiced. Use of different techniques for the assessments of CLOs is also highly practiced. Both have a median of 4.

Employing a portfolio analysis for the students to keep their exams and activities is highly practiced and has a median of 4. With a median of 4, a student-centered approach in delivering instructions has a high level of practice by the respondents. Also, individual learning is being highly encouraged indicated by the median of 4.

Practical application of skills such as practicum, interview, and application as part of the learner’s activities has a median of 4 and is still being highly practiced among the respondents.

It is observed that the faculty members highly practice the techniques, methods, and discipline in implementing OBE as their approach in teaching.

Table 4 is about the measure of the level of implementation of OBE through the perception of the students. Every statement in this section of the survey received a median of 4 which means that in the eyes of the students there is a high level of implementation of OBE in terms of knowledge.

 Table 5 measures the perception of the students in the implementation of OBE through practice, which also obtained a median of 4. This means that aside from the students perceiving the implementation of OBE in the classroom in terms of knowledge to be high, this also translates to a high level of implementation of OBE through practice.

Table 6 shows the level of scholastic characteristics of the students who are exposed to the OBE system in terms of behavior.

One impact of OBE to the students who are exposed to it is being responsible with their own learning. It has a median of 4. The verbal interpretation is high.

Increase in speed and accuracy in accomplishing tasks, becoming an active listener, developing good study habits, and becoming cooperative in discussions all belong to the high-level category of good behavior possessed by the students under the exposure of the students in the OBE system. The following behavior has a median of 4.

Following the high-level category are development of focus, confidence with their skills, being more competitive and becoming a critical thinker. With all having a median of 4.

It is observed that students under the OBE system possess higher order thinking skills. With the implementation of OBE, the professors can maximize the good effects of it on the scholastic behavior and performance of the students. It can deal with the issue that was observed in the study of (Patena & Dinglasan, 2013) wherein Filipino students excel in knowledge acquisition but fare poorly with problems requiring critical thinking.

Another behavior observed on high level of category is being outspoken with their ideas. It also received a median 4.

The resulting behaviors has high as a remark for the scholastic characteristics of the students in terms of their behavior in an OBE modeled classroom. The students showed a set of behavior beneficial to their learning.

The data on Table 7 illustrate the level of scholastic characteristics of the students who are exposed to the OBE system through performance.

Application of their learning obtained high in terms of performance. It has a median of 4.

Collaboration with their classmates in accomplishing difficult tasks, translating their thoughts into sensible writing, achieving better outcomes for their course, and sharing their ideas through speaking share a common category which is high level of performance. Their respective median is 4,4 and 4.

Receiving higher grades also received a median of 4.

The result shows that the students have a high level of performance under the OBE system. It is manifested by their median of 4 which has a verbal interpretation of high performance.

In line with the researcher’s objective to determine if there is a statistical difference between the perception of the professor (knowledge) and the perception of the students (knowledge) on the implementation of OBE, a two-tailed t-test for mean has been used There is a highly significant statistical difference, as shown in Table 8 , between the perception of the faculty and the students' perception of OBE knowledge.

The same test has been used in Table 9 to identify if there is a significant difference between the perception of the professor (practice) and the perception of students (practice) on the implementation of OBE. The analysis that there is a major difference between the subjects being tested.

A chi-square test was performed to examine the relation between the level of OBE implementation of professor (knowledge) and the scholastic characteristics of students (behavior) shown in Table 10 .

The relation between these variables was significant, $X^2$ (1, N =357) = 5.0463, p = 0.0247.

Therefore, there is an association between the level of OBE implementation of professor (knowledge) and the scholastic characteristics of students (behavior)

Table 11 display the result for the chi-square test between the level of implementation of OBE by the faculty members (knowledge) and the scholastic characteristics of students (performance)

The computed chi-square score is $X^2$ (1, N =376) = 5.8859, p = 0.0153.

The proportion of the professors’ extent of implementation of OBE (knowledge) did not differ from the performance of the students exposed to the OBE system.

As for Table 12 it presents the calculation for the p-value of the OBE implementation of professors and the scholastic behavior of students under OBE.

The calculated p-value is 0.0010, this is less than the significance level of 0.05. Therefore, it means that the level of OBE implementation of the professors (practice) has statistically significant value to the scholastic behavior of the students under OBE.

Table 13 is all about testing the null hypothesis that the level of practice of OBE implementation by the faculty members has no significant relationship with the performance of the students under OBE.

According to the results of having a p-value being less than the significant level of 0.05. The decision that the researchers came up with the null hypothesis must be dismissed and the alternative hypothesis accepted, which is that there is a substantial relationship between the observed variables.

CONCLUSIONS AND RECOMMENDATIONS

The research study was conducted at Mapua University. The respondents were the faculty members of the mathematics department and their students. They were selected using random sampling. Descriptive type of statistics was used. The statistical tools used were median, t-test and chi-square test.

The faculty members of the mathematics department have varied level of knowledge and practice on the implementation of OBE which range from high to very high. The students highly agree that their professors are knowledgeable in the implementation of OBE and that it is being practiced in their learning environment. Therefore, the perception of the professor and the students on the implementation of OBE through knowledge and practice are align.

The students who are exposed to the OBE system have high level of scholastic characteristics both in terms of behavior and performance, however there’s a room for improvement for the students to be more outspoken with their ideas and turn their scholastic behavior and performance to receive better grades.

It was found out that there is a substantial relationship between the level of implementation of OBE and the scholastic characteristics of the students. The higher level of implementation of OBE will yield to better academic behavior and performance of the students. Therefore, despite the burdens of OBE to the mathematics professors the result of better implementation of OBE to the students is invaluable.

The faculty members of the mathematics department are highly encouraged to continue the implementation OBE system as it has great impact on the behavior and performance of students in the classroom. Since the effectiveness of OBE has been proven, the students are urged to enhance their knowledge about the system, to further adapt to the culture of OBE learning, as this will maximize the effect of OBE to their scholastic characteristics. It is recommended to the faculty members to attend training and seminars about OBE as it will boost their mastery on the implementation of OBE which in return will produce a highly functional OBE centered learning culture.

ACKNOWLEDGEMENTS

This work would not have been possible without the guidance of our professor and advisor Edgar M. Adina. Thank you for your patience, motivation and continuous support. We appreciate everything that you have taught us.

Special thanks to Dr. Mylen Aala-Capuno, Dean of the Faculty, for providing us with all the necessary permissions for the research.

APPENDICES