International Journal of Academic Research in Progressive Education and Development January 2014, Vol. 3, No. 1 ISSN: 2226-6348 63 www.hrmars.com/journals Knowledge versus Practice on the Outcomes-Based Education Implementation of the Engineering Faculty Members in LPU DR. JAKE M. LAGUADOR and DR. CONRADO I. DOTONG College of Engineering, Lyceum of the Philippines University, Batangas City, Philippines Email: jakelaguador@yahoo.com DOI: 10.6007/IJARPED/v3-i1/640 URL: http://dx.doi.org/10.6007/IJARPED/v3-i1/640 ABSTRACT This study aimed to identify the extent of knowledge and practice of the COE Faculty Members on the Outcomes-Based Education implementation in Lyceum of the Philippines University – Batangas during 1 st Semester, SY 2013 – 2014. Descriptive type of research was utilized in the study. Results showed that there is a great extent in terms of knowledge and practice on OBE implementation among the faculty members of the College of Engineering, however there is a moderate extent on the level of understanding of faculty members on the appropriate assessment method to be utilized. Faculty members with high level of knowledge and understanding on the implementation of OBE have also higher possibility to contribute in the realization of the objectives of OBE through practice. The proposed action plan may be implemented and evaluated to ensure its utilization and effectiveness. Provide follow-up studies regarding the problems encountered by the faculty members in submitting the OBE requirements. Keywords: Outcomes-Based Education, Engineering, Assessment, Portfolio Introduction Implementation of Outcomes-Based Education (OBE) is the main thrust of most Higher Education Institutions in the Philippines today to go along with the standards of foreign universities and colleges all over the world. This approach in education is not anymore new to first world countries because they started it in 1980s. Outcome-based education is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course (Davis, 2003; Caguitla, et. al., 2013). PhilippiŶe Higher EduĐatioŶ’s are at the Đrossroads, faĐed ǁith ŵaŶLJ Ŷeǁ deŵaŶds aŶd challenges brought by the new typology set by Commission on Higher Education (CHED) and implementation of the Outcomes-based Education (OBE). There are demands for curriculum revisions to meet the graduate learners skills required in the fast-changing and global standard workforce needs (Bay, 2013) while research is one of the standards of accreditation in assessing the development of competent professionals (Gomez & Panaligan, 2013).