The Three Domains of Learning

The committee identified three domains of educational activities

or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
OBJECTIVES OF THE STUDY
The purpose of the study is to determine the effectiveness of implementing OBE in
Electronics Engineering Department of Adamson University. This study specifically target to
determine the level of implementation of OBE by the observance of electronics engineering
student particularly the higher years 4th and 5th; to determine the benefits of OBE in terms of
Blooms three domains of learning: cognitive, affective, and psychomotor; to evaluate the
usefulness of implementing OBE by surveys; to distinguish and propose technique to
improve the implementation of OBE.
ABSTRACT
ABSTRACT Although Outcome-based Education has not been successful in public
education in several countries, it has been successful in the medical fields in
higher education in the U.S. The author implemented OBE in her Managerial
Accounting course in H.K. Intended learning outcomes were mapped again
Blooms Cognitive Domain. Teaching and learning activities that would facilitate
students achieving the ILOs were designed. And assessment tasks were
evaluated. The instructor found that desired attributes were met, leading to the
conclusion that the OBE approach was a success. outcome-based education,
student learning, learning outcomes, outcome-based teaching and learning,
Managerial Accounting

This study determined the status of Outcomes-based Education (OBE) implementation in

terms of practices and environment as well as its usefulness in the Engineering Department
of

an Asian University in terms of academic, attitude and instruction; and to test the relationship
between the status of OBE implementation and the level of its usefulness. This study used a
descriptive method of research wherein the quantitative data were gathered using a survey
questionnaire. Results show that OBE is being implemented in terms of practices and
environment. Faculty members together with the students and concerned authorities shall
have coordination to identify the needs of the students and to provide possible solutions and
actions to enhance the implementation of the new learning system. They shall be
representatives in conducting seminars and training that would provide appropriate
knowledge and skills for the engineering students who are ready to face the challenges of
ASEAN 2015.
Keywords: Outcomes-Based Education, Academic Instruction, Engineering.
t
Outcome-Based Education has been gaining popularity during the 1980s and early 1990s.
This approach is one of student-centered learning methods that focus on measuring student
performance. Large numbers of students in several countries have adopted Outcome-Base
Education. Therefore, the main purpose of this study is to investigate and present a metaanalysis that combines the findings from existing research and empirical evidences on the
program outcomes achievement of the outcomes based education approach. A total of 20
published studies with 16160 numbers of samples generated an average effect size of
0.968365 with a standard deviation of 2.1084. There was little variation due to different
research design, but the study neither separated studies according to their methodology nor
fiddled with any statistical outcomes for the corresponding effect sizes. The findings revealed
that the students achievement on the program outcomes showed large effect sizes based on
students achievement on program outcomes through OBE approaches.
Outcome-based education is to promote academic excellence

The OBE process is also supported by facilities, management processes and

procedures
It is expected that the implementation of OBTL as part of T.I.P.s OBE would hasten the
realization of T.I.P.s mission "to transform students into graduates with full competence
in their fields of study and who also possess Filipino values, industry-desired values,
and global citizen values.
The move to outcome-based education has been one of the most important trends in health-profession
education in recent years. This paper defines outcomes and outcome-based education, describes the
development of outcome-based education, identifies several different ways that outcomes have been
presented, and discusses the advantages and disadvantages of the outcome-based educational

approach. The implementation of outcome-based education at the University of Dundee medical school,
Scotland, UK is described as a case study for curriculum planners in veterinary medical education. The
lessons learned in Dundee from six years experience with outcome-based education are identified to aid
veterinary medical educators wishing to implement the approach.

Outcome-based education, a performance-based approach at the cutting edge of

curriculum development, offers a powerful and appealing way of reforming and
managing medical education.The emphasis is on the product-what sort of doctor
will be produced-rather than on the educational process. In outcome-based
education the educational outcomes are clearly and unambiguously specified.
These determine the curriculum content and its organisation, the teaching
methods and strategies, the courses offered, the assessment process, the
educational environment and the curriculum timetable.They also provide a
framework for curriculum evaluation. A doctor is a unique combination of different
kinds of abilities. A three-circle model can be used to present the learning
outcomes in medical education, with the tasks to be performed by the doctor in
the inner core, the approaches to the performance of the tasks in the middle
area, and the growth of the individual and his or her role in the practice of
medicine in the outer area. Medical schools need to prepare young doctors to
practise in an increasingly complex healthcare scene with changing patient and
public expectations, and increasing demands from employing authorities.
Outcome-based education offers many advantages as a way of achieving this. It
emphasises relevance in the curriculum and accountability, and can provide a
clear and unambiguous framework for curriculum planning which has an intuitive
appeal. It encourages the teacher and the student to share responsibility for
learning and it can guide student assessment and course evaluation. What sort
of outcomes should be covered in a curriculum, how should they be assessed
and how should outcome-based education be implemented are issues that need
to be addressed.( Copyright 2016 Informa UK Limited AMEE Guide No. 14: Outcome-based
education: Part 1-An introduction to outcome-based education R. M. HARDEN Pages 7-14 | Published
online: 03 Jul 2009 )

3 objectives:
Cognitive, affective, psychomotor

o Knowledge
o Comprehension

o Application
o Analysis
o Synthesis
o Evaluation

The study aimed to determine the status of implementation and usefulness of OBE in the
Engineering Department of LPU Batangas.This study specifically aimed to determine the
status of implementation of OBE as perceived by the engineering students in terms of
practices and environment; to determine the level of usefulness of OBE in terms of
academics, attitudes and instruction; to test the significant relationship between the extent of
implementation and the level of usefulness of OBE in the engineering department; and to
propose an action plan to address the identified concerns in the implementation of OBE

Ho: There is no significant relationship between the level of usefulness and extent of
implementation of OBE in the Engineering Department