Adaptation of OBE System in Teaching and Learning Process:
The Performance among Lecturers in Department of Mechanical Engineering, Polytechnic Kota Bharu
Ahmad Farudzi Azib1, Mohd Sobri Hussin1, Mat Zuki Abdul Rahman1
1 Department of Mechanical Engineering, Polytechnic Kota Bharu, KM. 24, Kok Lanas, 16450 Ketereh, Kelantan, Malaysia
*Corresponding Author: [email protected] Accepted: 15 October 2020 | Published: 15 November 2020
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Abstract: The outcome-based learning is a new learning system that has been introduced to improve the traditional learning system, which is to add qualitative assessment elements.
OBE is a student-centred learning system that focuses not only on the final examination results of students (Cognitive Domain), but also on other learning outcomes (Psychomotor &
Affective Domains) that can add more value to students. This study was carried out to determine the performance among lecturers in Department of Mechanical Engineering, Polytechnic Kota Bharu, in adapting the OBE system through their learning and teaching process. It was conducted on 85 lecturers at the Department of Mechanical Engineering, Kota Bharu Polytechnic, Kelantan and the instrument used is the Learning and Teaching Monitoring Instrument which consisted of five main domains. These five domains are Domain 1; Learning and Teaching Planning, Domain 2; Instructional, Domain 3; Lecturer Competency and Professionalism, Domain 4; Lecture Room Management and Domain 5;
Teaching and Learning Science, Mathematics and Technical in English (PPSMTI). Results shown that the PPSMTI domain had the lowest score (Mean Percentage = 76.80) and it was followed by the score for Instructional domain (Mean Percentage = 79.75), Lecturer Competency and Professionalism domain (Mean Percent = 82.77), Class Management (Theory/Practical) (Mean Percentage = 82.81) and finally Learning and Teaching Planning that showed the highest score (Mean Percentage = 83.21). These results were used to improve the performance among lecturers in utilizing the OBE system throughout their teaching process. Few recommendations such as English courses, mock teaching and training for lecturers are expected to upgrade the quality of lecturers' teaching as well as boost their performance during the teaching process. It is also expected to affect the learning of students.
Keywords: Implementation, OBE, Lesson Learning Outcome (LLO), Course Learning Outcome (CLO), Learning Outcome Program (PLO) and Education Objective Program (PEO)
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1. Introduction
Outcome-based education (OBE) is a process that involves curriculum restructuring, assessment and even delivery in teaching and learning to produce higher achievement and more mastery than the normal learning process. It is pivotal to enable students to achieve and master the highest level of learning each semester without waiting to meet the program credit and university graduation. Basically, OBE focuses on the results of the implementation of a
program offered at the university. OBE focuses more on the planning and outcomes that will be obtained by each student in each program followed (Zhang & Fan, 2020).
Historically, this OBE approach was started around the late 70s, and was widely practiced in Western countries such as the United States, Australia and the United Kingdom in the early 80s and 90s. This OBE system was finally introduced in Malaysia and began to become a major practice in the teaching and learning process in Malaysian institutions of higher education (Nakkeeran, Babu, Manimaran, & Gnanasivam, 2018). This OBE approach is in line with the requirements proposed by the Ministry of Higher Education, local and international education accreditation agencies. In fact, this OBE approach is also a requirement set by the Malaysian Qualifications Framework (MQF) which is now under the supervision of the Malaysian Qualifications Agency (MQA).
In the process of implementing the OBE system, each academic program is required to have an Educational Objectives Program or better known as PEO. This PEO needs improvement in an integrated manner with the involvement of stakeholders to meet their needs and demands.
Each of these reviewed PEOs should be linked to the vision and mission of the educational institutions that involved in general. Each revised program should have some PEO statements (Muhamad Rumzi Mamat, Mohamad Sattar Rasul, & Aidawati Mustapha, 2014).
After PEO is prepared, the Learning Outcomes Program (PLO) should also be reviewed while linking it with the PEO. Most important thing in a PLO is a clear statement of the knowledge, skills and attitudes that should be achieved by graduates. Once the PLO is submitted, the Course Learning Outcomes (CLO) for each course also needs to be reviewed through its relationship with the PLO. The process of monitoring the learning and teaching process is an obligation in ensuring the quality of learning and teaching that is able to give a high impact towards realizing the achievement of Course Learning Outcome (CLO), Learning Outcome Program (PLO) and Education Objective Program (PEO) (Othman, Salleh, & Awang, 2017).
There are four main elements in this OBE system, namely the elements of planning, delivering, assessing and evaluating. Instructors and teachers that use this OBE system should plan their teaching towards the learning outcomes which had to be achieved at the end of the course with emphasis on preparation in terms of implementation time as well as teaching materials. In addition, through the OBE approach as well, it is seen as a student-centred learning method that encourages the construction of the information resulting from the student experience. Instructors need to implement various teaching activities based on mapping on the learning outcomes domain of the Malaysian Qualifications Framework, MQF. Different teaching techniques and activities will contribute to the experience for students and encourage them to learn constructively. Techniques and activities planned by the instructors should bring experience to the achievement of the desired learning outcomes (Isa, Saman, Tahir, Jani, & Mukri, 2017).
This OBE approach is not purely exam-oriented where students are said to have to memorize all the knowledge presented. There are evaluations carried out formatively and summatively.
Instructors should be able to plan carefully and evaluate students using variety of approaches as well as mobilize the active involvement of students either individually or in groups.
Learning outcomes measured at the end of learning should be analysed for improvements to the quality of curriculum delivery implemented by an instructor (Muhamad Rumzi Mamat et al., 2014).
2. Background of Study
The implementation of the OBE system in all polytechnics in Malaysia was enforced around 2010 by the Ministry of Higher Education Malaysia. Since then, various efforts have been made by the Department of Polytechnic Studies (JPPoli) to ensure that polytechnic lecturers can apply and adapt this OBE system effectively.
In order to see and identify the performance of lecturers in polytechnics in applying the OBE system for their learning and teaching process, continuous observations have been conducted to monitor them. In this regard, the Learning and Teaching Monitoring System (T&L) accompanied by guidelines for the implementation of monitoring has been introduced. As a result from the implementation of the lecturer's monitoring, the parts which had been recognized as the main flaws among polytechnic lecturers in adapting the OBE approach during the learning and teaching process can be identified and subsequently used to produce continuous quality improvements (CQI).
Objective
To measure and identify the performance of lecturers in the Department of Mechanical Engineering, Kota Bharu Polytechnic in applying the OBE approach in their learning and teaching process.
3. Methodology
This study used quantitative approach, which aims to identify the performance of lecturers in the Department of Mechanical Engineering, Kota Bharu Polytechnic, Kelantan in adapting and applying the OBE system in their learning and teaching process. The data obtained are quantitative data because the data analysis in this study uses percentage and mean score analysis. The research method conducted for this study is a descriptive research method.
Descriptive research is research that aims to describe a phenomenon that is happening.
This study was conducted among 85 lecturers in the Department of Mechanical Engineering, Kota Bharu Polytechnic. In this case, the assumption of the study was that the monitoring officer who observes the lecturers during the learning and teaching process makes a liable assessment and has a high value of reliability. This study uses special instruments to evaluate the level of effectiveness of OBE methods in learning and teaching. Table 1 below shows the fraction of sample size involved in this study at the Department of Mechanical Engineering, Kota Bharu Polytechnic according to their respective programmes.
Table 1: Sample Size According to Academic Programme
Academic Programme Sample
Size
Percentage (%) Mechanical Engineering Programme (DKM)
Agricultural Mechanical Engineering Programme (DPT)
Automotive Mechanical Engineering Programme (DAD)
Mechatronic Engineering Programme (DEM)
29 17 17 22
34 20 20 26
Total 85 100
The instrument used for this study was the Learning and Teaching Monitoring Instrument in which this instrument is applied to observe officers in managing the level of OBE implementation among lecturers. This instrument has been divided into five main domains,
namely Domain 1; L&T Planning, Domain 2; Instructional, Domain 3; Lecturer Competency and Professionalism, Domain 4; Classroom Management (Theory / Practice) and Domain 5;
PPSMTI.
Table 2 shows the domains for Learning and Teaching Monitoring Instruments according to certain aspects as well as the value of scores given to each aspect based on the set description.
Table 2: Scores for Each Domain in Learning and Teaching Monitoring Instrument
Domain Aspect Score
1. Learning & Teaching Planning
1.1 Lecturer’s Teaching Folio 1.2 Teaching Plan for Semester
10 2. Instructional 2.1 Induction Set
2.2 Content Presentation/Skills and Time Management
2.3 Use of Educational Resources (Technology/Teaching Aids/Notes) 2.4 Student-centred Learning
2.5 Formative Assessment
2.6 Lecturer Feedback & Summary
55
3. Lecturer Competency and Professionalism
3.1 Field Mastery
3.2 Values of Professionalism
15 4. Class Management
(Theory/Practical)
4.1 Class Management and Control 5 5. Empowerment of PPSTMI 5.1 English Use in Learning and
Teaching
15
Total 100
4. Analysis and Discussion
Analysis and discussion related to the findings of the study for lecturer’s performance in adapting OBE approach in Department of Mechanical Engineering, Polytechnic Kota Bharu are described in this section. The findings for the domains which had been analysed through the instrument were divided into subdomains and smaller aspects to identify the factors that contributed to the domain score. The result was also described based on the course review report.
From the findings of the analysis, it was found that the highest score was obtained in Domain 1, Learning and Teaching Planning, which is 83.21%. Based on these findings, it is clear that the planning system for learning and teaching among lecturers in the Department of Mechanical Engineering, Polytechnic Kota Bharu is at a very satisfactory level. These results also show that Domain 5 (PPSTMI) obtained the lowest score of the entire domain, which is 76.80%. The result reflects that the level of English utilization practiced by the lecturers in the learning and teaching process is only at a moderate level.
The score obtained for Domain 4, Class Management (Theory / Practical) also recorded a relatively high value, which is 82.81%. This indicates that the lecturers in the Department of Mechanical Engineering, Polytechnic Kota Bharu have managed to control the learning and teaching in the classroom either during their theory or practical class. A satisfactory classroom control can increase students' focus on the learning and teaching process and in turn ensure that Lesson Learning Outcome (LLO) can be achieved.
The results of low scores in English empowerment among lecturers can affect the process of presenting information and knowledge to students. In some extent, it also can affect the
planning for the learning system targeted by the lecturers to achieve the Lesson Learning Outcome (LLO).
Table 3: Percentage Score For Each Domain
Domain Description Score (%)
1 Learning and Teaching Planning 83.21
2 Instructional 79.75
3 Lecturer Competency and Professionalism 82.77 4 Class Management (Theory/Practical) 82.81
5 Empowerment of PPSTMI 76.80
Mean 81.07
5. Conclusion and Recommendations
Based on the results of the analysis obtained, there are some suggestions that can be done to improve the performance of lecturers in the Department of Mechanical Engineering, Polytechnic Kota Bharu in their learning and teaching process. These recommendations are made based on the results of the scores acquired from this study.
In order to further improve the English language proficiency process among lecturers in the Department of Mechanical Engineering, Polytechnic Kota Bharu, a special workshop or course to strengthen the use of English in the learning and teaching system should be held.
These courses and workshops should not only aim to improve the English proficiency among the lecturers while teaching, but also to expose them to the importance of writing in English to help them to fulfil any paper assignments.
The findings of this study show that the planning process for the learning and teaching of lecturers is at a satisfactory level, and this situation should be maintained by making updates on each planning record provided by these lecturers. The learning and teaching planning by the lecturers should also be constantly improved to ensure that their performance remains at a commendable level.
References
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