Outcomes-Based Education Competency

Abstract

This study aimed to describe Outcome-Based Education (OBE) competency of facilitator in Benguet State University – College of Nursing (BSU-CN) We employed a mixed research design in this study. Both designs are descriptive in nature. First, we employed the qualitative-descriptive research design to describe OBE competency in BSU-CN from the point of view of facilitator and learners. Second, we employed quantitative-descriptive research design. Quantitative- descriptive research design describes what exists and may help to uncover new facts and meaning. To be specific, we employed the assessment research design. We utilized questioners to reduce interview bias. For the qualitative research design, the researchers conducted the study through focus group discussion followed by an in-depth face to face interview to gather more specific in formation about the participant. A total of 11 participants for the study were chosen through maximum variation sampling, employing the inclusion criteria. Furthermore, the method of triangulation was employed to identify the commonalities and reconcile the narrative data to obtain to ensure pure description of data, consistent use of method of triangulation and the observation of bracketing, member check or participants validation during the interview process, and at the conclusion of the study to further increase credibility and validity of the data. There were four (4) broad domains identified, namely: (1) THE EGG talks about the beginning of OBE in BSU-CN. (2) THE CATTERPILLAR presents the preparations of facilitators to improve their OBE competency. This was further divided into three (3) themes. The themes are: what we do, what I do, and what to do. First theme is what we do which talks about what the facilitators have been doing to improve their OBE competency. Second theme is what I do which talks about what the facilitators have been doing to implement OBE. Third theme is what to do which talks about what the facilitators should do in implementing OBE. (3) THE CHRYSALIS connotes the activities of facilitators in implementing OBE. This is divided into (4) themes along with their subthemes. The themes are: foundation, application, evaluation, and deliberation. The first theme is foundation which presents what the facilitators are doing before the start of the class. Second theme is application which talks about the activities that the facilitators implement. Third theme is evaluation which talks about the facilitators do after the activity. Fourth theme is deliberation which talks about the perceptions of learners and facilitators regarding OBE competency in BSU-CN. There are two subthemes which include good news that focuses on the good things facilitators do in implementing OBE. Next subtheme is bad news that tells us the negative doings of facilitators in implementing OBE. (4) THE IMAGO presents the effects of OBE. This is divided into (2) themes: (1) work-in-progress, which presents the effects of OBE to the facilitators, and (2) from sage on the stage to guide on the side, which tackles the effect of OBE among learners. For the quantitative research design, we employed the total enumeration of facilitators from those whore not participants of the qualitative design. To achieve of 168 learner respondents, we used the Slovin’s formula to determine the sample size and selected by random sampling through fishbowl technique. The descriptive method of research and structured questionnaire were utilized to gather the data. The statistical method used was weighted mean. And BSU-CN facilitators have varied competencies in OBE. However, in general, facilitators have high competency. Furthermore, some facilitators are not fully aware that they may have been implementing OBE.