Implementation and usefulness of outcomes-based instruction among college of education students
This study aimed to determine the status of implementation of Outcomes-based instruction as mode of instruction employed by the instructors in terms of practices and environment and its level of usefulness in terms of academic, attitude and instruction as perceived by the College of Education students of Ifugao State University Potia Campus. This study used a descriptive method of research. Based on the results, Outcomes-based instruction was implemented in terms of practices and environment. The respondents assessed that it was useful in terms of academic and instruction. On the other hand, it was very useful in terms of attitudes. Based from the findings, if outcomes-based instruction was implemented, it was also useful. This indicated that there was a significant relationship between the implementation and usefulness of OBE with the r-value 0.69. An action plan was presented to address the indicators which obtained the least weighted mean in each aspect. The researcher recommends that both the faculty members and the students should have an extensive seminars and orientations about Outcomes-based instruction. Furthermore, conduct a continuous monitoring on its implementation and usefulness for further improvements. Also, the college shall conduct related activities which integrate a broader context of Outcomes-Based Instruction for the enhancement of the students’ skills.
Albay, M. T, Austria, J.B., Bauto, R.H., Deguit, P.E., & De Mesa, J.L. (2013). Customs Administration as a Degree Program in Higher Education Institutions (HEI’s): An Assessment. Retrieved from
20Therese%20C.%20Albay.pdf Access date at 20 August 2019.
Armenta, M. J. (2014). Current Issues on Education “Outcomes-Based Education” Theory, Curriculum and Practice. Retrieved from https://www.researchgate.net/publication/321797050_Implementing_Outcome-Based_Education_OBE_Framework_Implications_for_Assessment_of_Students'
_Performance Access date at 20 August 2019.
Biggs, J., & Tang, C. (2010). Teaching for Quality Learning at University. (4th edition). Berkshire, England: McGraw-Hill.
Borsoto, L. D, Lescano, J.D., Maguimot, N.L., Santorce, M.J., Simbulan, A.F., & Pagcaliwag, A.M. (2014). Status of Implementation and Usefulness of Outcomes-Based Education in the Engineering Department of an Asian University. International Journal of Multidisciplinary Academic Research, 2(4), 14-25.
Macatangay, A. O., Braza, L. D., Gamboa, M. N., Gonzales, A. D., Fuentes, R. A. P., Macalalad, J. A., & Mendoza, F. M. (2016). Status of Implementation and Usefulness of Outcomes–Based Education in Customs Administration Program of one Asian University. Asia Pacific Journal of Education, Arts and Sciences, 3(3), 62-69.
Caguimbal, (2013). Level of Awareness of the Maritime Students on the Outcomes-based Education. Educational Research International, 2(1), 7-12.
Camello, N. C. (2014). Factors Affecting the Engineering Students’ Performance in the OBE Assessment Examination in Mathematics. International Journal of Academic Research in Progressive Education and Development, 3(2), 87-103.
CHED. (2012). Commission on Higher Education Memorandum No. 77, Implementing the Outcomes-Based Education in the College Curriculum. CHED Philippines.
Felder, R.M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education Brief, 2(4), 1-5.
Policy Guidelines 99-A. (2018). The Bachelor of Secondary Education Curriculum Ifugao State University, Philippines
Roa, L.M., & Sanchez, T.S. (2016). Employment Opportunities of Customs Graduates: Inputs to Curriculum Enrichment. Retrieved from URL: http://slhall.students.noctrl.edu/difference.html Access date at 20 August 2019.
Ronis, D. (2013). Brain-Compatible Mathematics. (2nd edition). Thousand Oaks, CA: Corwin Press.
Shamsul Huq, T.L. (2014). Education in Primitive and Early Civilized Cultures. Retrieved from https://www.britannica.com/topic/education Access date at 20 August 2019.
Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide. (2nd edition). San Francisco, CA: John Wiley & Sons, Inc.
Valdez, A.P. (2012). Curriculum Model for Medical Technology: Lessons from International Benchmarking. International Journal of Multidisciplinary Research, 3 (1), 292-301.