Students’ Perceptions of Outcome-Based Learning Activities: A Case Study of University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City

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  •   Cao T. C. Thuy

Abstract

This case study has two aims: to analyze the internal structure of outcome-based learning activities in the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City and to understand the implementation of these outcome-based learning activities. An exploratory factor analysis of data from 400 undergraduate students in Year 3 and 4 revealed a four-factor structure with the selected 19 items. 70,648 percent of the total variance was explained by these four factors. The results also show that students have positive attitudes towards all the outcome-based learning activities, especially how information about the learning outcomes was communicated to them and the activities designed to develop transversal skills.


Keywords: Learning Outcomes, Outcome-Based Education, Student Learning Activities

References

Barr, RB, & Tagg, J. (1995). From teaching to learning — A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6), 12-26

Ministry of Education and Training (2009). The Directive on key tasks of higher education in the academic year 2009-2010. Directive No. 7823/CT-BGDĐT dated September 27, 2009

Ministry of Education and Training (2010). The Guidelines on formulating and announcing the educational outcome standards. Official Dispatch 2196/BGDĐT-GDDH.

Spady, W.G. (1994) Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators.

Watson, J. (2001). How to determine a sample size. University Park. PA: Penn State Cooperative Extension.

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How to Cite
Thuy, C. T. C. (2022). Students’ Perceptions of Outcome-Based Learning Activities: A Case Study of University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City. European Journal of Education and Pedagogy, 3(3), 69–73. https://doi.org/10.24018/ejedu.2022.3.3.293