Bridging the Gap Between Knowledge and Practice on the Implementation of Outcomes-Based Education


  • Teresita Molano Isabela State University



Constructive alignment, mixed method, outcomes-based education, program outcomes


In response to the need for the standardization of education systems and processes and for the improvement of quality education, the shift towards Outcomes-based Education has become the main thrust of most Higher Education Institutions in the Philippines. The main objective of this study is to identify the extent of knowledge and practice of the faculty members on the Outcomes-Based Education implementation in Isabela State University. Mixed method research design was utilized in the study. Quantitative data was treated with frequency, percentage, mean and standard deviation. Qualitative data collection included one interview session composed of faculty members who are considered knowledgeable and attended training on Outcomes-based Education. Findings revealed that there is a great extent of knowledge and practice on the Outcomes-based Education implementation based on the results in the quantitative data and interview among the faculty members of the College of Education; however, there is a moderate extent on the level of practice of the faculty members on the involvement of the formulation of program outcomes and constructive alignment of teaching and learning activities. There is a significant relationship between the extent of knowledge and practice of College of Education faculty members on the Outcomes-based Education implementation. This is evidenced by the computed p-value of 0.005 which is less than the 0.01 level of significance. This signifies that the higher the knowledge of College of Education faculty members, the higher the extent of application through practice of Outcomes-based Education implementation.