Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model
Zulkifley Mohamed1, Haniza Hanim Mohd Zain2, Razak Abd. Samad Yahya3, Muhd Ibrahim Muhamad Damanhuri4

1Zulkifley Mohamed, Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia.
2Haniza Hanim Mohd Zain, Department of Biology, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia.
3Razak Abd. Samad Yahya, Department of Physics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia.
4Muhd Ibrahim Muhammad Damanhuri, Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia.

Manuscript received on 23 August 2019. | Revised Manuscript received on 03 September 2019. | Manuscript published on 30 September 2019. | PP: 1709-1713 | Volume-8 Issue-11, September 2019. | Retrieval Number: K15190981119/2019©BEIESP | DOI: 10.35940/ijitee.J9772.0981119
Open Access | Ethics and Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: Institution of higher learning in Malaysia has implemented an Outcome-Based Education (OBE) since 2007. Among the crucial components of OBE were the Program Education Objectives (PEOs) and Program Learning Outcomes (PLOs). The development of PEOs has to take into consideration the involvement of stakeholders, in order to address their needs and requirements and also must in line with the institutional vision and mission. PLOs, on the other hand, has to be aligned with PEOs to attain OBE. The study withal strive the relationship between PLOs and PEOs in OBE by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A simple random sampling was used to select 90 teachers throughout Malaysia. The selected teachers were a graduate of Sultan Idris Education University’s (UPSI) Mathematics Education Degree (BEd Maths). From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical analysis and in parallel with the preceding findings and theoretical framework. Apart of PEOs and PLOs path model, the study also successfully validated all the indicator variables depicted in PEOs and PLOs measurement model. This study had successfully developed and evaluated PEOs and PLOs relationship in OBE by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between PEOs and PLOs can not only be expressed qualitatively, but also be modeled in the structural equation.
Keywords: Outcome-Based Education (OBE), Program Education Objectives (PEOs), Program Learning Outcome (PLOs), Partial Least Squares-Structural Equation Model (PLS-SEM).
Scope of the Article: