DEVELOPING AN OUTCOME-BASED LEARNING CURRICULUM IN ESP

Abstract

The aim of this research is to develop an outcome-based ESP curriculum for undergraduate chemistry and biology majors utilising the CBL paradigm. The current study aims to explore the effective application of an ESP curriculum linked with outcome-based learning methodologies in scientific education. A mixed-methods design was employed, consisting of a case study scenario in a higher education institution for chemistry and biology students as well as a Likert scale questionnaire to assess their perception of the alignment between the case study activity and learning outcomes. Finally, a factor analysis was conducted to gain insights into the correlation between the case study activity and skill-based outcomes and identify areas where case studies may be particularly effective in promoting ESP learning. The findings suggest that the inclusion of subject-specific scenarios in the ESP curriculum, particularly through case study-based learning, is crucial for chemistry and biology students. Finally, the study recommends that the ESP curriculum for science students should be designed in alignment with outcome-based learning approaches, where case study-based learning is considered an effective approach to acquiring academic and professional skills.