Ramos-Macasieb, Josephine.  4  0   <br/><br/>
Outcome-based education approach in teaching problem-solving among engineering students towards a proposed learning plan /        6 
       6     
Josephine Ramos-Macasieb. 
 -   
 -     
 - xiii, 167 pages     28 cm.     
 -   
 -   
 - 
 - 
 -         .
 -     .
 -          0   .
 -         .
 -  0       .
<br/><br/>   Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2016.;A dissertation presented to the faculty of the Graduate School of the College of Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Doctor of Education in Educational Administration. 
<br/><br/>
<br/><br/>      
<br/><br/>   5 
<br/><br/>      
<br/><br/> This study was conducted to determine the extent of practice of teaching problem-solving in mathematics subject in an Outcome-Based Education (OBE) Approach among engineering students. It is anchored on constructivist theory which focused on attainment of outcomes. The Commission on Higher Education (CHED) Memorandum Order No. 46, Series of 2012 mandates all Higher Education Institutions (HEIs) to produce graduates who are equipped with analytical and problem solving skills and required to implement OBE. This inspires the researcher to determine the extent of compliance of the school's engineering program course syllabus with OBE components as required by CHED and the extent of practice in teaching problem-solving in mathematics subject among engineering students in an OBE approach in selected universities in Manila during the Academic Year 2015-2016.  The researcher adopted the descriptive and qualitative method of research utilizing the researcher-made instrument for classroom observation which undergone expert validation. The Cronbach Alpha test of reliability was also preformed on the observation instrument to ensure acceptable psychometric qualities. Unstructured interview were conducted to augment the information generated from the classroom observation.  For this purpose, three (3) universities located in Manila served as the subject of the study. The respondent of the study are 12 full-time faculty members and 381 engineering students handled by the faculty-respondents of the subject HEIs. Purposive sampling technique was used in the selection of the faculty-respondents while convenient sampling was used in the selection of student-respondents. The classroom observation took over for more than three (3) weeks. The gathered data from the classroom observation instrument were tallied and analysed using mean.  Results on the classroom observation show that the respondent-HEIs engineering program course syllabus has the greatest compliance with the elements set by CHED.  Faculty members has a greater extent of practice in teaching problem-solving in mathematics subject (Differential Calculus or Differential Equation) in terms of alignment of course outcome, to teaching and learning activities and to assessment tasks. On the other hand, engineering students have a moderate performance in problem-solving.   Based on the foregoing findings, a proposed learning plan that can aid in strengthening the OBTL in teaching problem-solving was created.       
<br/><br/>      
<br/><br/><br/> <br/> <br/> <br/> <br/> <br/> <br/> 
<br/><br/><br/>5     
<br/><br/><br/> <br/>   
<br/><br/><label>ISBN: </label>  
<br/><br/><label>ISSN: </label>2 
 =   
 =   
<br/><br/><label>Standard No.: </label>        
<br/><br/><label>Publisher. No.: </label>  
<br/><br/><label>Source: </label>        
<br/><br/><label>LCCN: </label>
<br/><br/><label>Nat. Bib. No.: </label> 2 
<br/><br/><label>Nat. Bib. Agency Control No.: </label>    
<br/><br/><label>Subjects--Personal Names: </label><br/>     2     --0------
<br/><br/><label>Subjects--Corporate Names: </label><br/>     6 --0-- 2 --------
<br/><br/><label>Subjects--Meeting Names: </label><br/><br/> 0    2 --
<br/><br/><label>Subjects--Uniform Titles: </label><br/>  --20------
<br/><br/><label>Subjects--Chronological Terms: </label><br/> 
<br/><br/><label>Subjects--Topical Terms: </label><br/>    --------20--
<br/><br/><label>Subjects--Geographic Terms: </label><br/>--------20--
<br/><br/><label>Index Terms--Genre/Form: </label><br/>----2
<br/><br/><label>LC Class. No.: </label> / 2 
<br/><br/><label>Dewey Class. No.: </label> / 2 
<br/><br/><label>National Agricultural Library Call No.: </label> /  
<br/><br/><label>National Library of Medicine Call No.: </label> /  
<br/><br/><label>Gov. Doc. Class. No.: </label>