Abstract:
The project aims to evaluate the impact of the implementation of outcome-based learning (OBL) on student learning outcomes. A historical control group design was used. Quantitative and qualitative data were collected. Prior to the introduction of OBL, students of three modules offered by EPCL taught in the traditional mode were requested to complete pre- and post- course questionnaires on learning outcomes. Focus groups were conducted with some of these students to gather their opinions and experiences on the modules in relation to the learning outcomes. With the introduction of OBL, students of the three modules taught using the OBL mode were requested to complete pre- and post- course questionnaires on learning outcomes. Focus groups were conducted with these students to gather their opinions and experiences on the modules in relation to the learning outcomes. The quantitative data were analyzed using analysis of covariance, controlling for pre-course differences and other possible demographic differences. The qualitative data were content analyzed.
Code:
3328
Principal Project Supervisors:
Subjects:
Start Date:
01 Jun 2009
End Date:
31 Jan 2011
Status:
Completed
Result:
After data analysis, the results indicated statistically significant improvement in achieving outcomes by the OBL approach.
Impact:
This project has made significant contribution to guide the development of OBL for counseling and special needs. It has provided insight to colleagues and furnished research evidence of the effectiveness of OBL.
Deliverables:
Heung, V. (2010). An Outcomes-based Learning Model for Designing Initial Teacher Education in Inclusive Education. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong.
Financial Year:
2008-09
Type:
TDG