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136 Pages·2013·1.48 MB·English

The Implementation of Outcomes Based Teaching and Learning at Misrak

Technical-Vocational Education and Training College

By

Girma Gutema

A Thesis Submitted to
The Institute of Educational Research
in Partial fulfillment of the requirements for the Degree of Master of Arts
(Educational Research and Development)

Addis Ababa University
Addis Ababa, Ethiopia
June, 2013

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The Implementation of Outcomes Based Teaching and Learning at Misrak

Technical-Vocational Education and Training College

Girma Gutema

A Thesis Submitted to
The Institute of Educational Research

in Partial fulfillment of the requirements for the Degree of Master of Arts
(Educational Research and Development)

Addis Ababa University
Addis Ababa, Ethiopia

June, 2013

iii
ADDIS ABABA UIVERSITY
SCHOOL OF GRADUATE STUDIES

This is to certify that the thesis prepared by Girma Gutema entitled The Implementation of
Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training
College and submitted in partial fulfillment of the requirements for the Degree of Master of Arts
(Educational research and Development) complies with the regulations of the University and
meets the accepted standards with respect to originality and quality.

Signed by the examining committee

Examiner (external) ________________ (PhD) Signature________ date ______
Examiner (internal) _______________ (PhD) Signature________ date _______
Advisor Wossenu Yimam (PhD) Signature__________ date________

_________________________________________________
Chair of Department or Graduate program coordination

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ABSTRACT
The Implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational
Education and Training College

Girma Gutema
Addis Ababa University, 2013

The main purpose of this study was to assess the implementation of Outcomes Based Teaching and
Learning at Misrak Technical-Vocational Education and Training College. In order to meet the
objectives of the study, a survey design employed. From the total population of 142 teachers and 698
students (level I-V of second and third year of 2004 E.C entry only), 85 (60%) teachers and 220 (60%)
students selected using stratified sampling technique for this study. From 6 department heads,
4 department heads, 4 section heads and the vice dean of the college selected purposefully due to the
number of the occupational title they contain under their categories. Questionnaires and interview used
for collecting data. The questionnaires piloted and checked for their reliability (Cronbach's Alpha 0.892).
Documents were also analyzed to supplement the data. The data obtained through the questionnaires
analyzed using frequency, percentages, mean, standard deviations, and t-tests. Cohen’s d guidelines for
determining the effect size measure used to make the analysis clear. The information obtained through
open-ended questions and the interviews were qualitatively analyzed to supplement the quantitative data.
The findings revealed the level of teachers’ and students’ understanding of OBTL is very low. So, it is
difficult to determine how the teachers accommodate premises and principles of OBTL in their class room
practices. Furthermore, the issue of unsuccessful student’s certification and competent on the basis of
achieving intended exit graduate outcomes during the Occupational competency assessment resulted from
different problems. As the study finding revealed, from Students/trainees themselves, Trainers/teachers,
Materials, Managements, Industry, and Assessor need the attention. In addition to these, low
understanding of OBTL and practices, Teaching and learning activities, delivery systems, effectiveness of
teaching practice, aligned curriculum to students desired outcomes changing in short time, assessment
task, lack of good leadership of the college, insufficient of training facility and availability of resource
are the core problems for students success and implementation of OBTL .In order to achieve the
required knowledge, skills, attitude and demonstrate the intended outcomes during the Occupational
competency assessment and at workplace, the trainers need to focus on how well learners achieve the
intended learning outcomes(ILO), Teaching and learning activity(TLA) to stimulate, encourage or
facilitates the ILO, An Assessment Task (AT) and the alignment of model curriculum they use.

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Acknowledgements
First of all, I thank God for his peace, joy and perseverance during my study. Next, I would like to express
my sincere gratitude to my advisor Dr. Wossenu Yimam for his unreserved guidance, patience, diligence
and understanding that made this study possible.
Moreover, I would like to thank Misrak TVET College and Addis Ababa University for financing my
research to be carried out without any financial limitation. I also forward my thanks to all teachers and
students of Misrak TVET College for their participation in the study and provision of the required
information.
Finally, I would like to express my deepest appreciation to my wife Solome Gemmachu and my Family
members for their commitment in encouraging me and support. I would like to thank my brothers
Wakjira Gutema, Yisihak Gutema, and Guddato Gutema, and my aunt Dinbashe Waqshuma for their
moral encouragement in doing the study.

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Table of Contents
Contents Page No.
Table of Contents ....................................................................................................... v
List of Tables ............................................................................................................ viii
List of Figures ........................................................................................................... ix
Acronyms and Abbreviations ...................................................................................... x

CHAPTER ONE
INTRODUCTION ..................................................................................................... 1
1.1 Background of the Study.................................................................................... 1
1.2 Statement of the Problem ................................................................................... 4
1.3 Basic Research Questions .................................................................................. 6
1.4 Objectives of the Study ...................................................................................... 6
1.4.1 General Objective ...................................................................................... 6
1.4.2 Specific Objectives .................................................................................... 6
1.5 Significance of the Study ................................................................................... 7
1.6 Delimitation of the Study ................................................................................... 7
1.7 Limitation of the Study ...................................................................................... 7
1.8 Operational definitions ........................................................................................ 7
1.9 Organization of the Study .................................................................................. 8

CHAPTER TWO
REVIEW OF RELATED LITERATURE ............................................................... 9
2.1 Conceptual and Theoretical Framework of Outcomes Based
Teaching and Learning (OBTL) ............................................................................ 9
2.2 Concepts of Out Comes Based Education ............................................................ 12
2.3 The Primes of Out Comes Based Education ......................................................... 12
2.4 The Principles of Out Comes Based Education .................................................... 13
2.5 The Keystone Theories of Out Comes Based Education ...................................... 14

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2.6 The Keystone Character of Out Comes Based Education ..................................... 15
2.7 The Out Come Based Approach to TVET ............................................................ 16
2.8 The Concepts of Teaching and Learning Practice of Out Comes Based
Education ............................................................................................................. 19
2.8.1 Out Come Based Training Deliver System/Methods of Teaching/ .............. 22
2.8.2 Out Come Based Training Instructional Material ........................................ 23
2.8.3 Outcome Based Training Facility ................................................................ 27
2.8.4 Out Come Based Training Learning Management Tools ............................. 27
2.8.5 Out Come Based Training Assessment ....................................................... 27
2.9 Understanding Competence of Outcome based Training ...................................... 29
2.10 Out Come Based Curriculum ............................................................................. 32
2.11 Out Come Based Education Implementation in Ethiopian TVET Context .......... 33
2.12 The Challenges that Encounter Implementation of Out Come Based
Education ............................................................................................................ 40

CHAPTER THREE
RESEARCH DESIGN AND METHOD ..........................................................................41
3.1 Design of the Study ........................................................................................................41
3.2 Data Sources ..................................................................................................................41
3.3 Target Population and Sampling Technique ..................................................................41
3.4 Instruments and Procedures of Data Collection.............................................................41
3.4.1 Questionnaires.........................................................................................................43
3.4.2 An Interview ..........................................................................................................43
3.4.3 Observation .............................................................................................................44
3.5 Validation of Data Collection Instruments ....................................................................44
3.6 Data Analysis ................................................................................................................45

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CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ......................46
4.1. Background Characteristics of the Respondents...........................................................47
4.2. Analysis of the Data ......................................................................................................47
4.2.1 The Understanding of Outcomes Based Teaching and Learning Practices ............47
4.2.2 Items Related to the Effectiveness of Teaching Practice ........................................53
4.2.3 Items Related to Teachers’ Methods of Teaching. .................................................57
4.2.4 The Rank Analysis on Items Related to Teachers’ Methods of Teaching. .............64
4.2.5 Items Related to Students’ Desired Outcomes. .......................................................65
4.2.6 The Rank Analysis on Assessment Methods of Outcomes Based
Teaching & Learning ..............................................................................................71
4.2.7 Items Related to Factors Affecting the Implementation of Outcomes
Based Teaching and Learning. ................................................................................73
4.2.8: Issues Related to Availability of Resources ..........................................................80
4.2.9. Issue Related Student’s Certification .....................................................................84

CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ...................................87
5.1. Summary .......................................................................................................................87
5.2. Conclusions ...................................................................................................................96
5.3. Recommendations .........................................................................................................98
References
Appendixes
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LIST OF TABLES
Page No.
Table 1: Background information of sample participants ...................................................46
Table 2: Teachers’ and Students’ Mean Scores on the understanding of Outcomes Based
Teaching and learning Practices ............................................................................. 48
Table 3: Items related to the effectiveness of teacher’s teaching practice .................. 54
Table 4: Creating the situations in which learning outcomes will be achieved ........... 57
Table 5: Items related to teachers’ methods of teaching ............................................. 59
Table 6: The rank methods of teaching as per their employment
in the classroom as frequently Employed by teachers .................................. 64
Table 7:Items related to students’ desired outcomes .................................................. 66
Table 8: Assessment Methods frequently employed by teachers………………………72
Table 9: Items related to factors affecting the implementation of outcomes
based teaching and learning. ........................................................................ 75
Table 10: Issues related to availability of resources ............................................................81
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LIST OF FIGURES
Page No.
Diagram A: The TVET customers .......................................................................................16
Diagram B: Identifying the needs and communicating processes .......................................16
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