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Owen, J. E. (1995). Cooperative learning in secondary schools. London: Routledge.

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Article

Educators’ Attitude towards Outcomes-Based Educational Approach in English Second Language Learning

1Los Baños, Laguna, Philippines

2Institute for Governance and Rural Development, College of Public Affairs and Development, University of the Philippines Los Baños, Domingo M. Lantican Ave. College, Laguna, Philippines


American Journal of Educational Research. 2016, Vol. 4 No. 8, 597-601
DOI: 10.12691/education-4-8-3
Copyright © 2016 Science and Education Publishing

Cite this paper:
Rose Ann A. Ortega, Ruth A. Ortega-Dela Cruz. Educators’ Attitude towards Outcomes-Based Educational Approach in English Second Language Learning. American Journal of Educational Research. 2016; 4(8):597-601. doi: 10.12691/education-4-8-3.

Correspondence to: Ruth  A. Ortega-Dela Cruz, Institute for Governance and Rural Development, College of Public Affairs and Development, University of the Philippines Los Baños, Domingo M. Lantican Ave. College, Laguna, Philippines. Email: rutheeortega@gmail.com, rodelacruz@uplb.edu.ph

Abstract

Determining the educators’ attitude towards Outcomes-Based Educational (OBE) approach in English language is essential for the success of any undertaking to shift to a new paradigm in the curriculum. This study used descriptive-correlational research design to investigate to what extent English language educators are accepting or resisting the envisioned education approach in a State University. Quantitative data gathered from researcher-made survey were analyzed using SPSS software. Relationships among variables were determined using the Spearman’s rho. Results revealed that the respondents’ age, number of years in teaching and educational attainment are positively related to their attitude towards Outcomes-Based Education (OBE). This study has helped in making the educational institution realize the pressing need for their commitment to support academic staff by providing continuing professional development to educators, and a facilitative learning environment to students that will help achieve the desired learning outcomes in English as Second Language (ESL) class.

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