Implementation of Outcome-Based Education (OBE) among Chinese-Medium Students at New Era University College

Abstract

Research on Outcome-Based Education (OBE) has gained increasing importance as this approach focuses on clearly defined and measurable learning outcomes in higher education. OBE plays a crucial role in improving the quality of education by aligning the curriculum, teaching, and assessment with specific learning objectives. In the context of Chinese-medium students at New Era University College (NEUC), the implementation of OBE presents unique challenges, particularly in the delivery and understanding of this concept in a language other than English. This study aims to evaluate the effectiveness of OBE implementation among Chinese-medium students and to assess their awareness and acceptance of this approach. A quantitative descriptive methodology was used, with questionnaires distributed to 100 NEUC students to collect data on their perceptions of OBE in Chinese-taught classes. Data were analyzed using SPSS version 25.0, and ANOVA identified differences based on demographic factors like gender, faculty, and year of study. The relationship between OBE awareness and satisfaction with Chinese as the medium of instruction was evaluated using Pearson correlation. The findings indicate that students have a high level of awareness of OBE, with an average score of 3.82 (SD = 0.354). However, satisfaction with the use of Chinese as a medium of instruction was moderate, with a score of 2.89 (SD = 0.109). The analysis also revealed a significant positive correlation between students' awareness of OBE and the effectiveness of using Chinese in teaching (r = 0.67, p < .01). This suggests that while students recognize the importance of OBE, there are still challenges in terms of acceptance of the medium of instruction. This study proposes that further research is needed to improve the delivery strategies of OBE in the context of Chinese-medium education and to examine the effectiveness of OBE in enhancing student achievement in other multilingual educational institutions.