OUTCOME-BASED EDUCATION AND STUDENTS’ LEARNING ENGAGEMENT: THE MEDIATING ROLE OF ACADEMIC MOTIVATION  

Abstract

Outcome-Based Education (OBE) has become a dominant instructional paradigm in higher education, yet its effect on students’ learning engagement is not always direct or automatic. This study examined whether academic motivation mediates the relationship between OBE implementation and students’ learning engagement among undergraduate students. A quantitative, descriptive-correlational design was used. A structured, validated questionnaire measuring OBE implementation, academic motivation, and learning engagement was administered to 300 undergraduate students selected through stratified random sampling from a higher education institution implementing an OBE-based curriculum. Data were analyzed using descriptive statistics (mean and standard deviation with verbal interpretation). Results showed that students perceived OBE implementation, academic motivation, and learning engagement at generally high levels. Academic motivation was found to partially mediate the relationship between OBE implementation and learning engagement, indicating that OBE influences engagement both directly and indirectly through students’ motivation. These findings underscore the importance of designing outcome-based instruction that not only specifies what students must achieve but also actively nurtures their sense of autonomy, competence, and relevance. Implications for curriculum design, faculty development, and future research are discussed.