Mathematics educators’ perspectives on outcome-based education: Alignment with the learning paradigm of tertiary education in the Philippines

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Januard D. Dagdag


This study utilized a mixed methods research approach to explore the perspectives of Mathematics educators about Outcome Based Education, or OBE, in Isabela, Phillipines. Forty-seven educators from twenty-two higher education institutions were selected. Data was gathered from true-false and open questions, personal interviews and the review of documents. Descriptive statistical and thematic analysis was used on these data sources. The findings of the research revealed that most of educators that took part in the research did not have sucient knowledge about OBE. This let to them failing to comply with the OBE premises and principles. The perspectives and attitudes of the educators also showed that they could not currently get away from using conventional non-outcome-based practices. They therefore find it dicult to constructively align the curriculum and assessment in their courses with the attainment of desired outcomes for their students. A training program was designed as part of this research to overcome these issues.

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Dagdag, J. D. (2019). Mathematics educators’ perspectives on outcome-based education: Alignment with the learning paradigm of tertiary education in the Philippines. Interdisciplinary Research Review, 14(3), 1–7. Retrieved from
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