UIJRT » United International Journal for Research & Technology

Lived Experiences of Teachers on the Implementation of Outcomes-Based Education: A Phenomenological Study

Total Views / Downloads: 1,002 

Cite ➜

Mayordo, A.C. and Durias. G.D., 2021. Lived Experiences of Teachers on the Implementation of Outcomes-Based Education: A Phenomenological Study. United International Journal for Research & Technology (UIJRT), 2(12), pp.50-59.


Designing lessons that will allow learning outcomes to be addressed consistent with the amount of time the students need, identifying all teaching and learning activities, and assessing the students’ learning is the highest consideration in planning classroom instruction. This study explored teachers’ lived experiences in the implementation of outcomes-based education in Gov. Alfonso D. Tan College and Northwestern Mindanao State College of Science and Technology. This qualitative study used Moustakas phenomenological research design. The participants were twenty (20) teachers selected through purposive sampling. The interviews were personally conducted and were digitally recorded to capture the necessary information and provide an accurate and detailed interview. The NVivo software was used to identify the codes/themes derived from teachers’ lived experiences. Findings revealed four themes: (1) Preparing instructional materials to ensure alignment of curriculum, (2) Designing appropriate learning activities to realize the learning outcomes, (3) Using assessment tools to evaluate the outcomes, and (4) Insights on the OBE implementation. Comprehensive planning of OBE instruction is challenging yet plays an important role in producing quality graduates. Middle-level managers will provide an avenue for teachers to enhance teachers’ pedagogy. They will continue to conduct seminars and training pieces or even send teachers to attend seminars, pieces of training, or any academic gathering to enhance and improve OBE pedagogy.

Keywords: instructional materials, lived experiences, learning outcomes, OBE instruction, outcomes-based education.


  1. Borsoto, L. D., Lescano, J. D., Maquimot, N. I., Santorce, M. J. N., Simbulan, A. F., & Pagcaliwagan, A. M. (2014). Status of implementation and usefulness of outcomes-based education in the engineering department of an Asian university. International Journal of Multidisciplinary Academic Research2(4), 14-25. Retrieved May 29, 2021 from https://tinyurl.com/am4hasha
  2. Brandon, J., Hollweck, T., Donlevy, J. K., & Whalen, C. (2018). Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership. Teachers and teaching24(3), 263-280.
  3. CHED CMO 46 Series 2012 “Policy-Standard to Enhance Quality Assurance (QA) in the Philippine Higher Education Through An Outcomes-Based and Typology-Based QA.”
  5. Comighud, S. M. T., Futalan, M. C. Z., & Cordevilla, R. P. (2020). Instructional Supervision and Performance Evaluation: A Correlation of Factors. International Journal for Research in Social Science and Humanities ISSN, 2208-2697.
  6. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Retrieved May 30, 2021 from https://tinyurl.com/jd2ycyw9
  7. Cruz, R. Z. D., & Cruz, R. A. O. D. (2017). Educators’ Attitude towards Outcome-Based Information Technology Education in the Philippines. i-Manager’s Journal of Educational Technology13(4), 14.
  8. Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational leadership66(5), 46-53. Retrieved July 23, 2021 from https://tinyurl.com/3r5f22pt
  9. Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education35(1), 20-39.
  10. DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development. IAP.
  11. Eldeeb, R. (2013). Outcome based education (OBE)-Trend review. IOSR Journal of Research & Method in Education1, 9. Retrieved May 30, 2021 from https://tinyurl.com/3zy7mb47
  12. Fitria, H., Kristiawan, M., & Rasyid, A. (2019). The educational character on instruction. Opción35, 964-979.
  13. Hamid, N. A., Mujaini, M., & Mohamed, A. A. (2017, January). Development of undergraduate nuclear security curriculum at College of Engineering, Universiti Tenaga Nasional. In AIP Conference Proceedings(Vol. 1799, No. 1, p. 020005). AIP Publishing LLC.
  14. Harris, A., Jones, M., Cheah, K. S. L., Devadason, E., & Adams, D. (2017). Exploring principals’ instructional leadership practices in Malaysia: insights and implications. Journal of Educational Administration.
  15. Kagema, J. (2019). Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership.
  16. Kavitha, A., James, K. I. A., Harish, K. A., & Rajamani, V. (2018). A empirical study on CO-PO assessment & attainment for NBA TIER-II engineering accreditation towards empowering the students through outcome based education. International Journal of Pure and Applied Mathematics118(20), 2615-2624. Retrieved June 03, 2021 from https://tinyurl.com/4espc8nj
  17. Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork. Retrieved May 30, 2021 from https://tinyurl.com/r2vfuvfu
  18. Laguador, J. M., & Dotong, C. I. (2020). Engineering Students’ Challenging Learning Experiences and Their Changing Attitude towards Academic Performance. European Journal of Educational Research9(3), 1127-1140.
  19. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective practice1(3), 293-307. Retrieved May 30, 2021 from https://tinyurl.com/hm96r6xz
  20. Limon, M. R., & Castillo Vallente, J. P. (2016). Outcomes-Based Education Integration in Home Economics Program: An Evaluative Study. Journal of Educational Issues2(1), 289-304.
  21. Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational administration quarterly54(4), 501-528.
  22. Macayan, J. V. (2017). Implementing outcome-based education (OBE) framework: Implications for assessment of students’ performance. Educational Measurement and Evaluation Review8(1), 1-10. Retrieved May 29, 2021 from https://tinyurl.com/37pvbtjx
  23. Milman, N. B., & Kilbane, R. C. (2014). Teaching Models Designing Instruction For 21ST Century Learner. Retrieved July 23, 2021 from https://tinyurl.com/9wxd7wzu
  24. Moustakas, C. (1994). Phenomenological research methods. Sage publications. Retrieved May 30, 2021 from https://tinyurl.com/s3m65xsx
  25. Pring-Valdez, A. (2012). Curriculum Model for Medical Technology: Lessons from International Benchmarking. Online Submission3, 292-301. Retrieved May 29, 2021 from https://tinyurl.com/879kv7wh
  26. Ramsay, J. D., Sorrell, E., & Hartz, W. E. (2015). Outcomes-Based Accreditation Advancing the OSH Profession. Professional Safety60(02), 39-48.
  27. Saleh Garba, D., Waweru, S., & Kaugi, E (2019). Principals’ Classroom Visitation and its Influence on Teachers’ Pedagogical Practices in Public Secondary Schools at Bauchi State, Nigeria.
  28. Tucker, B. (2004). Literature review: Outcomes-focused education in universities. Learning Support Network, Curtin University of Technology. Retrieved May 29, 2021 from https://tinyurl.com/yc3f8az2
  29. Yusof, R., Othman, N., Norwani, N. M., Ahmad, N. L. B., & Jalil, N. B. A. (2017). Implementation Of Outcome-Based Education (OBE) In Accounting Programme In Higher Education. International Journal of Academic Research in Business and Social Sciences7(6), 2222-6990. Retrieved May 30, 2021 from https://tinyurl.com/3bycvkb5

For Conference & Paper Publication​

UIJRT Publication - International Journal