An evaluation of curriculum implementation of outcome-based education in a polytechnic in Sabah
This study was conducted to evaluate the implementation of Outcome-based Education in a Polytechnic in Sabah. The Stake Countenance Evaluation Model was chosen to (1) identify the antecedents of the curriculum implementation, (2) gain insight into the experience and understanding of the implementati...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/39488/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/39488/2/FULLTEXT.pdf https://eprints.ums.edu.my/id/eprint/39488/ |
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| Summary: | This study was conducted to evaluate the implementation of Outcome-based Education in a Polytechnic in Sabah. The Stake Countenance Evaluation Model was chosen to (1) identify the antecedents of the curriculum implementation, (2) gain insight into the experience and understanding of the implementation process, and (3) ascertain the outcomes of the curriculum implementation. A qualitative case study was seen as a relevant methodology to be adopted to allow in-depth investigation on the issue being studied. The main data elicitation tools were interviews, classroom observations, and reviews of related documents. Three lecturers and three students of each lecturer were chosen as research participants of this study. Collected data that were thematically coded and categorized were compared and assessed to identify the congruency and contingency of the intended with the implemented antecedents, transactions, and outcomes of the curriculum. Analyses of data were done in two phases (1) within-case and (2) cross-case analyses. The findings of this study revealed that the OBE curriculum was not fully implemented as intended in the organisation. The congruency analysis findings showed in-congruencies in four constructs of the antecedent component, namely curriculum, management, lecturer, and student characteristics. These in-congruencies appear to have affected the lecturers‟ capability in interpreting and translating the OBE curriculum into their T&L practices, and subsequently the outcomes of the curriculum implementation as well. The contingency analysis, on the other hand, showed that the observed transaction analyses were empirically contingent to the antecedent components but not to the observed outcomes of the programme. The main findings of this study were(1) the lecturers knew very little about OBE premises and principles. In addition, the lecturers were also confused on what and how to implement the OBE curriculum, while (2) the students were unable to apply self-learning and (3) the assessment activities recommended in the curriculum was too examination-oriented therefore unable to measure students real performance. Lecturers asserted that (1) the constant change in the OBE curriculum, (2) inadequate physical resources, (3) time constraints, and (4) burdensome side duties as factors that affected their ability to implement the change. Nevertheless, these constrictions can be ameliorated by (1) providing authentic assessment that focuses on ascertaining the individual student‟s accumulative understanding of the learning process (2) the provision of proper training to lecturers on what and how to implement the change, and (3) putting in place adequate resources to support the curriculum implementation. |
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