Outcomes-Based Education: Practices in Teaching-Learning English and Training Needs of Higher Education Institutions

Abstract

This study aims to identify the teaching-learning practices in English in the six vital academic dimensions and the training needs in the Outcomes-Based Education paradigm of the English instructors in the four higher education institutions (HEIs) in Tagbilaran City. It specifically seeks to answer the teaching-learning practices in the six major areas, namely formulation of learning outcomes, teaching-learning activities, assessment strategies, curriculum structure, curriculum mapping, and performance indicators. Moreover, it also determines the problems encountered by the English teachers in the six key dimensions and their training needs in the OBE teaching and learning of English. The study is quantitative-qualitative. The researcher makes use of a published tool and is modified. The research instrument then is pilot tested and subjected to reliability and validity test using Cronbach's Alpha. He further interviews through an online platform to get the responses of the teachers. The study respondents were thirty-nine English teachers, including the program chairs and English department heads, both tenured and probationary. The respondents highly practiced the six key dimensions in the teaching-learning practices of English, which means that the four HEIs adhered to the perspective and principles of the OBE paradigm. Notwithstanding the slight problems encountered in the assessment strategies and curriculum mapping, these problems did not significantly affect the teaching-learning practices of English in the OBE paradigm. In conclusion, the practices for the teaching-learning of English in the new framework adopted by the higher learning institutions in Tagbilaran City were already in-placed and well-established.