The Impact of Outcome-Based Education on Lecturers' Professional Growth in Vocational Programs

Abstract

This study aims to investigate lecturers' professional learning after implementing the Outcome-Based Education (OBE) approach for diploma programs in Malaysian Vocational Colleges. Utilising a cross-sectional survey design, data was collected from a sample of 338 lecturers out of a population of 9,623 nationwide, all of whom had implemented OBE practices under the Malaysian Ministry of Education. Descriptive analysis was employed to organise and present frequency, percentage, mean, and standard deviation data. The reliability of the instrument used to measure the study variables was high, with an alpha coefficient of 0.990 for 100 items, surpassing the commonly accepted threshold of 0.800. The findings revealed positive results across three key areas: lecturers' knowledge (mean scores between 3.72 and 4.14), skills (mean scores between 3.74 and 3.91), and attitudes (mean scores between 3.75 and 4.29). These results suggest that the OBE approach has a significant positive impact on the development of lecturers in vocational colleges, supporting its potential to enhance educational practices in this context. The successful implementation of OBE can also improve curriculum design and teaching practices in vocational programs. Educational policymakers should consider expanding OBE training for lecturers to ensure the curriculum aligns with industry needs and learning outcomes.