The Outcome-Based Education Among Polytechnic Institutions: Assessing The Level Of Understanding Among Lecturers At Politeknik Tuanku Syed Sirajuddin

Abstract

OBE briefly in Politeknik Tuanku Syed Sirajuddin (PTSS) reflects a structured, student-centered approach that aligns educational processes with clearly defined outcomes. Despite national mandates and international trends encouraging Outcome-Based Education (OBE) implementation, challenges persist in ensuring consistent understanding and application among lecturers. The problem statement highlights that while OBE has been embraced, its effective integration into curriculum design, assessment strategies, and instructional methods requires further investigation to ensure educational quality at PTSS. The objective of this research is to assess the level of comprehension and execution of OBE among lecturers at PTSS, focusing on their understanding of curriculum development, assessment techniques, and instructional strategies. In this study, data was collected using a quantitative questionnaire from 162 lecturers at PTSS. The findings show that lecturers have a high level of understanding of OBE, with average scores exceeding 4.0 for all aspects of the study, including curriculum (4.19), instructional (4.17), and assessment (4.17). This indicates that lecturers understand how to design curriculum, implement teaching methods, and assess learning outcomes based on OBE. However, the study suggests workshops or seminars to enhance lecturers' understanding of the concept of OBE and ensure more effective alignment with CLOs and PLOs. Based on these findings, it is recommended that future efforts include continuous professional development for lecturers, focused on strengthening assessment techniques and instructional delivery that better reflect OBE principles. Additionally, a more structured support system for lecturers could be established to ensure a deeper, more consistent application of OBE across all departments.

Keywords: Outcome-Based Education, Curriculum Design, Assessment, Instructional Strategies, Lecturer Competency