Abstract
M.Ed.
The influence of an outcomes-based education program on the study attitude of
learners forms the theme for this research.
During 1995, the management team of a Technical College took a strategic decision
to implement pilot programs in outcomes-based education. The author was appointed
as project manager for these pilot programs. This research is based on the pilot
program in the following course: National Certificate: Orientation to N1-Engineering.
The research has been undertaken to determine whether there is a significant
difference in the study attitude of learners after they have completed an outcomesbased
education course.
From the literature survey on study attitude, a correlation was established between
study attitude and academic performance. A high measure on a standardised study
attitude scale would indicate a high measure of academic performance. The underpinning theory of outcomes-based education was identified in a literature
survey. This underpinning theory formed the base for the design of the outcomesbased
education pilot course.
The research method consists of the application of study attitude-questionnaires to
learners in both the experimental and control groups followed by a focus group
interview with learners in the experimental group.
After a thorough study of the results, the following conclusions were made:
Learners that completed an outcomes-based education program choose to carry on
with outcomes—based education programs rather than return to normal educational
programs. Learners find the dynamics of working in groups conducive to learning and misses
this aspect of outcomes-based education when placed back in a normal classroom. The lecturer as facilitator in the outcomes-based classroom is seen as
approachable and helpful while the lecturer in the normal classroom is seen as
authoritarian and unapproachable.
Learners find being assessed on outcomes of learning in a holistic way, rather than
purely writing tests and exams, very conducive to successful learning.
Outcomes-based education can be a successful educational model for South Africa.
This was my personal experience during this pilot course in working with learners
from traditionally underprivileged groups.