1

CHAPTER 1

THE PROBLEM

Introduction

Education aims to provide knowledge, enhance skills, and instil

positive attitudes and values in students. Quality education is crucial for

producing competent professionals, fostering national strength, and

promoting success in global competition. The competencies students gain

in high school are essential for their future fulfilment, a country's

productivity, and its ability to thrive in the global economy. Additionally,

these competencies contribute to developing engaged, responsible citizens

who actively participate in their communities. Ensuring that graduates

possess the necessary knowledge, skills, and disposition for self-efficacy

and civic responsibility is now both the responsibility of teachers and

educational institutions.

Hence, educators worldwide embrace innovative approaches to

enhance education and meet international standards. These include

reviewing curricula, improving training systems, and reevaluating

assessment methods. As a result, there is a shift from traditional content-

focused education towards outcome-based education, which aligns with

competency-based learning standards and performance-based quality

assurance monitoring. Under the approach of OBE, the focus shifts from
 2

teaching to learning outcomes. Teachers play a crucial role in planning,

creating a positive learning environment, guiding students in

understanding what, how, and why they are learning, utilizing various

teaching methods, providing ample opportunities for the practical

application of knowledge and skills, and supporting students in their

learning journeys (Javier et al., 2019).

In the Philippines, the discussions on OBE gained traction by

improving the Basic Education Curriculum (BEC) and establishing the K-

12 Basic Education System. The Philippine Qualification Framework was

established to ensure alignment and conformity with international

standards, incorporating the International Qualification Standards (Javier

et al., 2019). As a result, the Department of Education (DepEd) has

committed itself to adhere to these standards in implementing the K-12

Program. This commitment reflects the Philippines' aim to enhance the

quality and relevance of education in line with global benchmarks.

The K to 12 curriculum in the Philippines places a strong emphasis

on adhering to OBE principles, particularly in the Technical Livelihood

Education (TLE) courses. In TLE, the expected outcomes are clearly

defined as skills or products. As a result, learning activities assess

students' ability to apply their knowledge in practical tasks. This approach

 3

ensures that students acquire theoretical knowledge and develop the

necessary skills to succeed in their chosen fields (Alonzo et al., 2023).

Outcome-based education (OBE) in TLE classes has positively

impacted pupils' academic performance. Research studies have shown

that implementing OBE can improve learning outcomes and increase

student achievement. One study by Alipio et al. (n.d) examined the

correlation of OBE on students' academic performance. The findings

revealed that students who participated in an OBE-based curriculum

demonstrated higher academic achievement levels than those in a

traditional content-based curriculum.

Based on the existing evidence, the utilization of OBE positively

impacts the academic performance of students. However, considering the

need for sufficient research in the local context, this study aims to

determine the extent of OBE utilization in teaching Technical Livelihood

Education (TLE) among teachers in the Schools Division of Camiguin. The

findings of this research will serve as a foundation for developing an action

plan to enhance the implementation of OBE in TLE instruction.

 4

Theoretical Framework

This study of Outcomes-based Education was anchored on

Constructivist Theory by Jean Piaget (1964) and Lev Vygotsky (1962). The

theory suggests that learners actively construct knowledge through their

experiences and interactions with the environment. In the context of OBE,

constructivist theory supports the idea that learners should engage in

hands-on and authentic learning experiences to construct their

understanding of concepts and develop the desired learning outcomes. The

theory aligns with the student-centered and active learning approach

emphasized in OBE, promoting a deeper understanding of content and the

development of problem-solving and critical thinking skills (Abualhaija,

2019).

Outcome-Based Education (OBE) in teaching Technology and

Livelihood Education (TLE) aligns with the principles of constructivist

theory. Constructivism emphasizes that learners construct knowledge

through their experiences and interactions with the environment, mirrored

in the OBE approach (Murphy, 1997). In TLE, students engage in hands-

on, practical learning experiences, actively applying their knowledge and

skills to real-world situations. This constructivist approach allows

students to construct their understanding of TLE concepts and develop

 5

the desired learning outcomes, fostering a deeper understanding and

acquiring relevant skills for future endeavours (Alonzo, 2023).

The relevance of constructivist theory on using OBE in teaching

Technical Livelihood Education (TLE) among teachers in the Schools

Division of Camiguin is significant. The constructivist theory emphasizes

that learners construct knowledge through hands-on experiences and

interactions with the environment. In the context of this research inquiry,

understanding how constructivist principles align with teachers'

implementation of OBE in TLE will provide valuable insights into the

effectiveness of this approach. The findings of this research can then be

used as a foundation for developing an action plan to enhance the

implementation of OBE in TLE instruction, ensuring that students have

meaningful learning experiences that align with the principles of

constructivist theory.

Conceptual Framework

The researcher will employ the Input-Process-Output (IPO) model in

ascertaining the extent of OBE utilization in teaching Technical Livelihood

Education (TLE) among teachers in the Schools Division of Camiguin. The

Input-Process-Output (IPO) model is a framework used in research to

analyze and understand the flow of information or variables within a

 6

system. It helps researchers identify and categorize the elements of a

research study based on their function.

The INPUT BOX contains the respondents' profile such as age,

number of years in teaching and highest educational attainment, the

extent of utilization of Outcome-Based Education, and the Academic

Performance of pupils. OBE's emphasis on well-defined learning outcomes

and practical skill development contributes to this positive influence. OBE

fosters active student involvement by aligning teaching and assessment

methods with these outcomes, encouraging them to showcase their

understanding through diverse assessments. This learner-centric

approach cultivates profound comprehension and enhances critical

thinking abilities, resulting in improved academic performance (Camu,

2022).

The PROCESS BOX depicts the data-gathering procedure in the

study, administration of the survey questionnaire, data mining, and focus-

group discussions. The primary approach for data collection in this

research will entail the utilization of a modified survey questionnaire.

Furthermore, face-to-face interviews will be conducted through Focus

Group Discussions (FGDs) to complement the survey findings. This can

greatly contribute to the relevance and comprehensiveness of your

research on assessing the extent of Outcomes-Based Education (OBE)

 7

utilization in teaching Technical Livelihood Education (TLE) among

teachers in the Schools Division of Camiguin. FGDs provide a unique

platform for gathering qualitative data and generating in-depth insights by

allowing participants to share their experiences, perspectives, and

recommendations related to the topic (Woodyatt et al., 2016).

As a result of the research conducted, the researcher will develop an

Action Plan as an OUTPUT of this research inquiry. The research

endeavour will culminate in the development of an Action Plan, which will

serve as a practical outcome of the research inquiry. This Action Plan will

provide concrete steps and strategies for enhancing OBE implementation

in TLE teaching within the division, aiming to improve the quality of

education in this field.

The next page depicts the conceptual paradigm of the study.

 8

INPUT PROCESS OUTPUT

A. Profile of the
respondents
1. Age ➢ Administration of
2. Number of years in Survey
teaching Questionnaire Proposed Action Plan
3. Highest Educational ➢ Focus-Group
Attainment Discussions
B. Extent of Utilization ➢ Data mining
C. Academic Performance

Fig1. Conceptual Paradigm of the Study.

 9

Statement of the Problem

This study aims to assess the extent of utilization of Outcome-Based

Education (OBE) in teaching Technology and Livelihood Education (TLE)

among teachers and the academic performance among students in the

Division of Camiguin for School Year 2022-2023.

Specifically, it will seek to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Number of Years in Teaching; and

1.3 Highest Educational Attainment

2. What is the extent of utilization of Outcome-Based Education

(OBE) in teaching TLE among teachers?

3. What is the academic performance among students for the 4th

quarter of SY 2022-2023?

4. Is there a significant relationship between the utilization of

Outcome-Based Education and academic performance among

students?

5. Is there a significant difference in the extent of utilization of

Outcome-Based Education (OBE) in teaching TLE among pupils

when grouped according to age, number of years in teaching,

and highest educational attainment?

6. What action plan can be proposed from the study?

 10

Hypotheses

The researcher will be guided by the hypotheses and will be tested

at a 0.05 level of significance.

Ho1. There is no significant relationship between the utilization of

Outcome-Based Education and academic performance among students.

Ho2. There is no significant difference in the extent of utilization of

Outcome-Based Education (OBE) in teaching TLE among students when

grouped according to age, number of years in teaching, and highest

educational attainment.

Significance of the Study

The result of this study would give significance to the following:

DepEd Camiguin Officials. The research findings offer valuable

insights into the current status of OBE integration in TLE instruction,

providing DepEd with the necessary information to identify areas for

improvement and devise targeted strategies to enhance teaching practices.

Furthermore, the study aids DepEd in assessing the effectiveness and

influence of OBE on student learning outcomes in TLE, ensuring

alignment between teaching methods and desired educational objectives.

Ultimately, this research contributes to DepEd's continuous endeavors to

improve the quality and relevance of technical education in schools.

 11

School Heads. The research outcomes offer School Heads a

comprehensive grasp of the present state of OBE implementation in TLE

instruction, empowering them to pinpoint areas that require enhancement

and create focused professional development initiatives for teachers.

Moreover, this research aids School Heads in monitoring and evaluating

the efficacy of OBE strategies, fostering a culture of ongoing improvement

in TLE instruction within their schools.

Teachers. This research offers teachers a profound insight into their

current level of OBE integration in TLE instruction, facilitating self-

reflection and identifying areas that need improvement. Additionally, the

research findings provide valuable insights and recommendations to

enhance their instructional strategies, ensuring alignment with desired

educational outcomes. Ultimately, this study supports teachers'

professional growth and development, leading to an overall improvement

in the quality of TLE instruction.

Researcher. As a researcher, it will provide a comprehensive

understanding of their implementation of OBE in TLE instruction,

prompting them to reflect on their teaching practices and recognize areas

that require improvement. Moreover, the research findings offer valuable

insights and recommendations to enhance their instructional strategies,

aligning them with the desired educational outcomes. As a result, this

 12

study fosters teachers' professional growth and development, improving

the quality of TLE instruction.

Future researchers. This study establishes a fundamental

groundwork for future investigations and inquiries in the field. As a

valuable reference, it provides insights and methodologies for conducting

analogous studies, thus enriching the knowledge base on OBE

implementation in TLE instruction. Subsequent researchers can leverage

this research as a springboard to explore new dimensions, tackle emerging

challenges, and contribute to enhancing teaching practices in Technical

Livelihood Education.

Scope and Limitation of the Study

This study solely seeks to assess the extent of utilization of

Outcome-Based Education (OBE) in the teaching of Technology and

Livelihood Education (TLE) by Junior High School teachers in the Schools

Division of Camiguin for the academic year 2023-2024. Additionally, it

aims to explore the correlation between the extent of OBE utilization in

TLE and students' academic performance. The findings of this study will

serve as a foundation for developing an action plan.

 13

Definition of Terms

The following terms are operationally defined to enhance the

understanding of this study.

Academic Performance. This refers to the TLE performance

achieved by pupils during the fourth quarter of the school year 2022-2023.

Age. This refers to the amount of time that has elapsed since the

birth of each respondent up to the current moment of conducting the

study.

Highest Educational Attainment. Refers to the highest

educational attainment of the teacher-respondents.

Number of Years in Teaching. This refers to the number of years

rendered teaching in public schools.

Outcomes-Based Education (OBE). This refers to the instructional

approach TLE teachers use that focuses on clearly defined learning

outcomes and emphasizes student achievement and demonstration of

competencies.
 14

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a comprehensive literature review,

encompassing studies that are crucial to the overall framework of the

research. The review provides readers with a profound understanding of

the relevant research related to the extent of

Outcomes-Based Education (OBE)

Outcome-Based Education (OBE) is an educational approach that

focuses on defining clear learning outcomes and aligning curriculum,

instruction, and assessment to help students achieve those outcomes. It

operates on principles such as having a clear focus, designing the

curriculum with the outcomes in mind, setting high expectations, and

providing diverse opportunities (Cruz, 2022).

This can be seen as an educational theory, a systemic structure, and

a classroom practice, with alignment key to its successful implementation.

Teachers play a crucial role in promoting OBE by designing their

instruction, choosing appropriate strategies, and assessing student

progress in relation to the intended learning outcomes (Levine, n.d.)

 15

OBE offers an alternative approach to assess students' success from

a different perspective (Khanna & Mehrotra, 2019). Another evaluation

model commonly used is rubrics, particularly when assessing the

consistency of learners' performance appraisal work (Driscoll & Wood,

2023). Rubrics serve various purposes, such as clarifying ambiguous

goals, helping students understand objectives, fostering self-improvement,

encouraging better student outcomes, facilitating quicker and more

precise scoring, ensuring impartial and reliable scoring, enhancing

student engagement, minimizing disputes, and improving faculty and staff

feedback (Rajaman, 2023).

Spady's (1994) OBE model is built upon three assumptions and

four principles. These assumptions posit that all students can learn and

succeed, though not necessarily on the same day or in the same manner;

successful learning leads to further effective learning, and schools can

control factors that directly influence successful learning. Despite being

advocated for over 60 years and resurrected by Spady in the 1980s, OBE

has received criticism from educators, parents, and students. Negative

feedback points to concerns that predetermined learning outcomes can

become overly precise, observable, and quantifiable, potentially limiting

students' growth and leading to rigid teaching approaches. This may

contribute to reductionism, reification, and fractionation and hinder the

 16

intended type of learning and education it seeks to promote (Patra et al.,

2021).

Outcome-Based Education in the Philippine Context

The K to 12 basic education reforms in the Philippines draw on the

theoretical framework of outcomes-based education (OBE), which

originates from the seminal work of Spady (1994). This reform highlights

the importance of aligning all learning, teaching, and assessment activities

with predefined outcomes (Alonzo, 2023).

While there have been documented challenges in implementing OBE

in the Philippine context, previous studies have not specifically addressed

the key challenges related to its assessment components. However, a

deeper study in this area is necessary since assessment improves learning

and teaching. Teachers' assessment knowledge and skills are essential in

designing and implementing appropriate assessment strategies to gather

evidence of student learning. This information then guides highly

contextualized, fair, consistent, and reliable assessment decisions to

inform learning and teaching (Alonzo et al., 2021a: Alonzo et al., 2021b).

Assessment results highlight individual students' achievements and

identify areas that require further support (Mandinach & Gummer, 2016).
 17

Furthermore, students' engagement with assessment fosters a better

understanding of learning outcomes and success criteria (Wei et al., 2021).

It encourages them to actively utilize feedback to enhance their learning

(Boud & Dawson, 2021).

Outcome-Based Education in Teaching TLE

Technology and Livelihood Education (TLE) subjects are a part of

the curriculum in junior high schools in the Philippines, and their

adoption of outcomes-based education aligns with the K-12 education

reforms in the country. The aim is to better equip students for senior high

school's technological, vocational, and livelihood track (K12philippines,

2015).

In light of this education goal, teachers, including those teaching

TLE courses, must redesign their curriculum using the principles of OBE.

The Department of Education Order No. 8, series of 2015, emphasizes

using task-based learning and output-oriented assessment activities that

mirror real-world industry practices. Upon completing these courses,

students can undergo skills assessment through the Technical Education

and Skills Development Authority (TESDA) to obtain National Certificate

2, providing evidence of their proficiency in a specific TLE competency.

 18

Although the training occurs in high schools, TESDA awards the

certification, requiring students to demonstrate their TLE competencies.

Hence, TLE teachers must align their learning, teaching, and assessment

activities with the intended outcomes outlined in the TLE curriculum and

TESDA certification requirements (Manlangit, 2022).

To fully implement the philosophy of OBE, the Department of

Education of the Philippines has developed extensive professional

development programs for teachers, preparing them for effective OBE

curriculum implementation. Claims have been made that teachers possess

(Tungpalan & Antalan, 2021).

Outcome-Based Education and Academic Performance

Numerous studies have demonstrated a positive correlation between

Outcome-Based Education (OBE) and Technical Livelihood Education

(TLE) academic performance. To adhere to the OBE approach, teachers

employ diverse methods requiring students to demonstrate their learning

outcomes effectively.
 19

For instance, a study by Camba et al. (2021) revealed that students

enrolled in OBE-aligned TLE programs exhibited notably higher academic

achievement than students in traditional TLE programs. Not only did OBE-

aligned students outperform their counterparts, but they also displayed

increased engagement and a stronger sense of purpose in their studies.

The focus on clear learning outcomes and the alignment of curriculum and

instruction in OBE contributed to these positive outcomes, providing

students with a structured and purposeful learning experience in TLE.

In a study conducted by Felicen (2021), student participants

evaluated the implementation of Outcome-Based Education (OBE) as

highly effective, particularly regarding the course's relevance and its

impact on their subject development. The assessment of OBE's

effectiveness showed a significant difference among the participants. This

highlights the practicality and value of OBE in Technical Livelihood

Education (TLE), as students could see the immediate and tangible

benefits of their learning.

Lastly, Pradhan (2021) concluded that OBE is an educational

approach that prioritizes planning, implementing, and assessing curricula

based on the desired learning outcomes rather than following a fixed

curriculum. It aims to ensure a high level of learning for all students by

 20

focusing on unambiguous learning objectives. Additionally, OBE considers

each learner's developmental level, promoting active and experiential-

based learning tailored to their needs.

Demographic Profile and Extent of Utilization of OBE

Researchers have investigated the relationship between a teacher's

age and their adoption of outcome-based education (OBE), and the results

have been inconsistent. Some studies indicate that younger teachers are

more likely to embrace OBE, while others find no significant correlation

between age and OBE utilization. This variability in findings could be

attributed to the fact that younger teachers, who have received more recent

training, may have been exposed to OBE methodologies, which have

gained popularity recently. Additionally, younger teachers often

demonstrate greater receptiveness to innovative teaching approaches and

are more willing to experiment with OBE in their classrooms (Afshari,

2009).

On the other hand, experienced teachers are generally more

acquainted with Outcome-Based Education (OBE) and its principles. They

might have received formal training in OBE or have practical experience

working in schools that follow OBE practices. This familiarity gives them

a solid foundation to implement OBE effectively in their classrooms

 21

(Espiritu & Budhrani, 2015). Due to their experience, these teachers tend

to be more adept at developing clear and measurable learning outcomes

aligned with OBE principles. They possess the skills to design assessments

that accurately measure student progress and attainment of the intended

outcomes. Moreover, they excel at fostering active learning environments

where students are actively engaged in the learning process (Mercado &

Lagto, 2018).

Lastly, teachers' educational attainment can significantly impact

the extent of their utilization of Outcome-Based Education (OBE) in several

ways. Teachers with higher levels of education are more likely to be

familiar with OBE principles and methodologies (Zhang et al., 2021). Their

advanced education equips them with a better understanding of OBE,

enabling them to implement it more effectively in the classroom. Teachers

with higher levels of education possess the skills to develop well-defined

and measurable learning outcomes, a critical aspect of OBE. These

outcomes provide a clear roadmap for guiding student learning and

achievement (Akramy, 2021).

All cited literature and studies will be used to formulate the concepts

of the study as well as supported the findings of the study. Thus, the

literature cited above holds great significance for the current study. It

offers valuable insights that can assist the researcher in assessing the
 22

extent of Outcome-Based Education (OBE) utilization in teaching

Technology and Livelihood Education (TLE) among teachers in the Schools

Division of Camiguin. By examining the correlation between OBE

utilization and teacher academic performance, this study's findings can

lead to the developing of an effective action plan. They can use these

insights to identify areas for improvement and implement targeted

strategies to enhance the implementation of OBE in TLE instruction. The

ultimate goal is to foster better teaching practices and facilitate improved

academic outcomes for teachers and students.

 23

CHAPTER 3

METHODOLOGY

This chapter presents the research design, research locale, and

population of the study, research instrument, validity and reliability of the

instrument, data gathering procedure, scoring guidelines, statistical tools,

and ethical considerations.

Research Design

This study is a quantitative survey method and descriptive in

design with a modified survey questionnaire as the main tool in data

gathering, supplemented with Focus Group Discussion. Its main purpose

is to document and present a clear picture of the studied subject, allowing

researchers to gather valuable insights and observations (Apuke, 2017).

Also, the research will conduct a Focus Group Discussion (FGD).

This research method involves a small group of individuals being brought

together to engage in a structured conversation about a particular topic or

issue. An appointed moderator facilitates the discussion and ensures all

participants have an equal opportunity to share their perspectives. FGDs

are commonly employed to gather insights into people's attitudes, beliefs,

and experiences regarding the subject under investigation (Ritchie &

Lewis, 2013).
 24

Research Locale

This study will be conducted among the public TLE teachers among

the integrated schools and high schools in the Mahinog, Guinsiliban and

Sagay District in the Schools Division of Camiguin for School Year 2022-

2023. There are junior high schools in Mahinog District, namely; Mahinog

National High School and Sixto A. Abao National High School. Also, there

are 2 junior high schools of Guinsiliban District which includes

Guinsiliban National High School and Maac National High School. Lastly,

Sagay District has 1 junior high school which is the Eulalio U. Pabillore

National High School and it comprises with 3 integrated schools are

Alangilan Integrated School, Bacnit Integrated School and Bugang

Integrated School. Some of the schools are situated uphill, near the

coastline and highway. These schools are in municipalities with good

economic activities and have strong community stakeholders' support.

Respondents of the Study

The study will focus on Junior High Schools teachers integrated

schools and high schools in the Mahinog, Guinsiliban and Sagay District

in the Schools Division of Camiguin for School Year 2022-2023. All

respondents have served in the education department for at least one year
 25

A complete enumeration or total sampling approach will be used as

sampling technique in the study.

The distribution of the study respondents is presented in the table

below.

Table 1

Distribution of the Respondents of the Study (N=)

Schools No. of Percentage

Respondent (%)
Bacnit Integrated School 3 7.895
Maac National High School 4 10.526
Mahinog National High School 4 10.526
Alangilan Integrated School 3 7.895
Bugang Integrated School 3 7.895
Eulalio U. Pabillore National High School 6 15.789
Guinsiliban National High School 7 18.421
Sixto A. Abao National High School 8 21.053

Total 38 100.00

Research Instrument

For this research study, a modified questionnaire will be used as the

primary instrument for gathering the data. The questionnaire will contain

indicators related to the extent of Outcome-Based Education (OBE)

utilization. The researcher takes careful measures to align the survey

questionnaire with the objectives of the research inquiry. This ensures that
 26

respondents can provide accurate answers that directly address the

statements posed in the research problem.

The study will be based on Dela Cruz & Ortega-Dela Cruz's (2017)

study entitled "Educators' Attitude Towards Outcome-Based Information

Technology Education In The Philippines. "Clear instructions will be

provided to the respondents to ensure their understanding of the

instrument. The questionnaire will consist of three parts: the respondent's

demographic profile and indicators for assessing the extent of the

utilization of Outcome-Based Education (OBE) in teaching Technology and

Livelihood Education (TLE).

Validity and Reliability of the Instrument

To ensure the content validity of the research questionnaire, the

researcher sought the input of experts in the field. These experts, including

Education Program Supervisors, Principals, and Master Teachers, were

provided with a Validation Form where they could provide feedback on

each indicator by indicating whether it should be retained, modified, or

rejected. The researcher actively encouraged the validators to offer

comments and suggestions to improve the instrument further.

Following this validation process, a pilot testing will be conducted

among High School teachers of Mambajao and Catarman District in the

 27

Schools Division of Camiguin. The responses from the pilot testing will be

analysed using Cronbach's alpha to assess the reliability of the

questionnaire. A minimum passing score of 0.70 is desired to establish

instrument reliability. If the pilot testing yields acceptable results, the

survey questionnaire will be administered to the intended respondents.

Data Gathering Procedures

The researcher will obtain official permission from the Schools

Division Superintendent and the respective school heads where the study

will be conducted. Once permission is granted, a letter will be sent to the

respondents explaining the purpose of the study. A consent letter will be

attached to the survey questionnaire to ensure the confidentiality of

responses. The researcher will personally administer the survey

questionnaire, following health protocols.

After retrieving the survey questionnaires, a Focus Group

Discussion (FGD) will be conducted to validate and gain deeper insights

into the respondents' answers. During the FGD, careful note-taking will

be carried out to capture verbal responses.

 28

The researcher will carefully tally and record the respondents'

responses after data gathering. Statistical procedures and treatments will

be applied to tabulate and compute the results.

Scoring Procedure

Descriptive equivalents and interpretation will be used to

interpret the extent of the extent of utilization of Outcome-Based

Education (OBE) in teaching Technology and Livelihood Education (TLE),

numerical values, and equivalents with statistical limitations.

Table 2
Scoring Guide in the Extent of Utilization

Statistical Descriptive Interpretation

Arbitrary Value
Limits Equivalent
Outcome Based
4 3.26-4.00 High Extent Education is always
utilized
Outcome Based
3 2.51-3.25 Moderate Extent Education is sometimes
utilized
Outcome Based
2 1.76-2.50 Less Extent Education is rarely
utilized
Outcome Based
1 1.00-1.75 No Extent
Education is not utilized
 29

Table 3
Rating Values in Academic Performance
Grading Scale Descriptor

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did Not Meet the Expectations.

Statistical Tools

The researcher will use the following statistical tools to analyze the

gathered data in this study. It will be computed through the Statistical

software or program.

Problem 1. To describe the profile of the respondents, frequency

counts and percentages will be used.

Problems 2. Standard deviation and weighted mean will be used to

the extent of utilization of Outcome-Based Education (OBE) in teaching

TLE among teachers.

Problem 3. To determine the academic performance among pupils

for the 4th quarter of SY 2022-2023, frequency counts, percentages and

averages will be used.

 30

Problems 4. T-test statistics will be employed to ascertain the

significant relationship between the utilization of Outcome-Based

Education and academic performance among pupils.

Problems 5. Analysis of Variance will be employed to determine the

extent of significant difference in the extent of utilization of Outcome-

Based Education (OBE) in teaching TLE among pupils when grouped

according to age, number of years in teaching, and highest educational

attainment. If the variable is significant, post hoc analysis using Honestly

Significance Difference (HSD) Test or Tukey’s Test will be employed.

Ethical Considerations

In conducting research, it is crucial to uphold ethical principles

(Arifin, 2018). This includes safeguarding the privacy and anonymity of

vulnerable groups of participants. In this study, individuals will be invited

to participate voluntarily and will be fully informed about the purpose and

procedures of the research. The researcher will guarantee that all

Information collected will be treated as strictly confidential.

 31

References

Abualhaija, N. (2019). Using constructivism and student-centered learning

approaches in nursing education. International Journal of Nursing
and Health Care Research, 5(7), 1-6.

Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009).
Factors affecting teachers’ use of information and communication
technology. International journal of instruction, 2(1).
Akramy, S. A. (2021). IMPLEMENTATION OF OUTCOME-BASED
EDUCATION (OBE) IN AFGHAN UNIVERSITIES:
LECTURERS’VOICES. International Journal of Quality in
Education, 5(2), 27-47.

Alonzo, D., Labad, V., Bejano, J., & Guerra, F. (2021). The Policy-driven
Dimensions of Teacher Beliefs about Assessment. Australian
Journal of Teacher Education, 46(3), 36-52.

Alonzo, D., Leverett, J., & Obsioma, E. (2021, April). Leading an

assessment reform: Ensuring a whole-school approach for decision-
making. In Frontiers in Education (Vol. 6, p. 631857). Frontiers.
Alonzo, D., Bejano, J., & Labad, V. (2023). Alignment between Teachers'
Assessment Practices and Principles of Outcomes-Based Education
in the Context of Philippine Education Reform. International Journal
of Instruction, 16(1).

Boud, D., & Dawson, P. (2023). What feedback literate teachers do: an
empirically-derived competency framework. Assessment &
Evaluation in Higher Education, 48(2), 158-171.

Camba, J. C., Camara, J. S., Alibin, R. V., Calicdan, A. M., De Vera, A. M.,
& Valencerina, R. D. (2021). Does this OBE Count?: Test
Development and Item Analysis in High School Dressmaking
Course. Southeast Asian Journal of Science and Technology, 6(1), 23-29.

Camu. (2022, February 16). What Is Outcome-Based Education (OBE)?

Retrieved July 26, 2023, from
https://camudigitalcampus.com/camu-for-obe/what-is-outcome-
based-education-obe

Cruz, R. A. O. D. (2022). Learners’ attitude towards outcomes-based

teaching and learning in higher education. Tuning Journal for Higher
Education, 9(2), 99-119.
 32

Dela Cruz, R. Z., & Ortega-Dela Cruz, R. A. (2017). Educators'attitude

Towards Outcome-Based Information Technology Education In The
Philippines. Journal of Educational Technology, 13(4).

Driscoll, A., & Wood, S. (2023). Developing outcomes-based assessment for

learner-centered education: A faculty introduction. Taylor & Francis.

Espiritu, J. L., & Budhrani, K. (2015, March). Implementing an outcome-

based education (OBE) framework in the teaching of industrial
psychology. In DLSU Research Congress.

Felicen, S. S. (2021). Effectiveness of the implementation of outcomes

based education (OBE) in the college of international tourism and
hospitality management. Asia Pacific Journal of Educational
Perspective Vol, 8(2).

Javier, C. L., Rosal, J. D., & Caiga, N. (2019). Implementation of

Outcomes-Based Education in Pangasinan State University. Asian
Journal of Multidisciplinary Studies, 2(2), 170-176.

Khanna, R., & Mehrotra, D. (2019). The roadmap for quality improvement
from traditional through competency based (CBE) towards outcome
based education (OBE) in dentistry. Journal of oral biology and
craniofacial research, 9(2), 139.

Pradhan, D. (2021). Effectiveness of outcome based education (OBE)

toward empowering the students performance in an engineering
course. Journal of Advances in Education and Philosophy, 5(2), 58-
65.

Ritchie, J., & Lewis, J. (2003). The applications of qualitative methods to

social research (pp. 24-46). London.

K12philippines. (2015, October 24). K-12 Curriculum: The Technical

Vocational Livelihood Track. Retrieved July 26, 2023, from
http://k12philippines.com/what-is-k-12s-technical-vocational-
livelihood-track/

Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers
to be data literate: Laying out the skills, knowledge, and
dispositions. Teaching and Teacher Education, 60, 366-376.
Manlangit, A. C. P. (2022). The Challenges of Technical and Vocational
Livelihood (TVL) Education in the New Normal as Perceived by
Teachers in Biñan City Senior High School–San Antonio
Campus. Biñan City Senior High School–San Antonio Campus.
 33

Mercado, C., & Lagto, H. (2018). Understanding the readiness of

implementing outcome-based education among selected higher
education institutions in Philippines. AU eJournal of
Interdisciplinary Research (ISSN: 2408-1906), 3(1).

Murphy, E. (1997). Constructivism: From Philosophy to Practice.

Piaget, J. (1964). Part I: Cognitive development in children: Piaget
development and learning. Journal Research in Science Teaching,
2(3), 176–186. doi:10.1002/tea.3660020306
Rajaram, K. (2023). Assessment, Assessment Rubrics and Feedback.
In Learning Intelligence: Innovative and Digital Transformative
Learning Strategies: Cultural and Social Engineering Perspectives (pp.
367-426). Singapore: Springer Nature Singapore.

Spady, W. G. (1994). Outcome-Based Education: Critical Issues and

Answers. American Association of School Administrators, 1801 North
Moore Street, Arlington, VA 22209 (Stock No. 21-00488; $18.95 plus
postage)..

Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press.

Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of cognitive,
behavioral, and affective learning outcomes in massive open online
courses: A systematic literature review. Computers &
Education, 163, 104097.

Woodyatt, C. R., Finneran, C. A., & Stephenson, R. (2016). In-person

versus online focus group discussions: A comparative analysis of
data quality. Qualitative health research, 26(6), 741-749.
Zhang, X., Ma, Y., Jiang, Z., Chandrasekaran, S., Wang, Y., & Fonkoua
Fofou, R. (2021). Application of design-based learning and outcome-
based education in basic industrial engineering teaching: A new
teaching method. Sustainability, 13(5), 2632.
 34

Appendix A
SURVEY QUESTIONNAIRE

UTILIZATION OF OUTCOMES-BASED EDUCATION IN TEACHING

TECHNOLOGY AND LIVELIHOOD EDUCATION AND ACADEMIC
PERFORMANCE AMONG STUDENTS

Dear Respondent,
The undersigned would like to respectfully request you as a
participant to the study titled “Utilization of Outcomes-Based Education
in Teaching Technology and Livelihood Education and Academic
Performance among Students”. Rest assured that all information and data
that will be gathered from this study will be strictly kept confidential as
well as the anonymity of the identity of the respondent. The data gathered
will be solely used for research purposes only.

Thank you so much for your participation.

Very respectfully,

SHEINA MAE C. ANOC

Signature and Name of Participant: _____________________ Date: _________

Part I. Demographic Profile

Direction: Please check the appropriate box for your answer.

Name (Optional): ______________________________

Age:

25 and below

26-30

31-40
 35

41-50

51and above

Length of Teaching Experience:

1-5 years 6-10 years
Family Monthly Income
11-15 years 16-20 years
21-years and above 5,000 below 72 35.12
5,001 to 10,000 90 43.90
10,001 to 15, 000 23 11.22
15, 001 to 20, 000 8 3.90
Highest Educational Attainment:
20, 001 and above 12 5.85
College Level With Master’s Units
Master’s Degree With Doctoral Units Doctoral Degree

Part II. The Extent of Utilization of Outcome-Based Education In

Teaching Technology And Livelihood Education
Please indicate to what extent do you agree with the given statement using
Four Point Likert Scale by checking the appropriate box that corresponds
to your answer:
Interpretation
HE- High Extent
ME- Moderate Extent
LE- Less Extent
NE-No Extent

A. Utilization of Outcome-Based Education in Teaching Technology

And Livelihood Education
INDICATORS HE ME LE NE
(4) (3) (2) (1)
 36

1. Outcome-Based Education in Teaching

Technology and Livelihood Education (TLE)
is characterized by a clear alignment of
teaching objectives with real-world skills
and competencies.
2. The implementation of Outcome-Based
Education promotes student-centered
learning approaches, encouraging active
engagement in practical applications of
knowledge and skills.
3. Assessments in Technology and Livelihood
Education are thoughtfully designed to
measure not only content knowledge but
also students' ability to demonstrate
desired outcomes effectively.
4. Collaborative and project-based learning
activities are integrated into the curriculum
to nurture critical thinking, problem-
solving, and decision-making skills among
students.
5. The Technology and Livelihood Education
curriculum is continuously updated to
meet the dynamic needs and demands of
the industry, ensuring students are
equipped with relevant and up-to-date
knowledge and skills.
6. Continuous feedback and assessment
mechanisms are utilized to monitor
students' progress in achieving desired
outcomes in Technology and Livelihood
Education.
7. The integration of technology is emphasized
to enrich learning experiences and foster
the development of students' digital literacy
skills.
8. Authentic and real-life scenarios are
incorporated into the learning process,
providing meaningful contexts for students
to apply their knowledge and skills in
practical situations.
9. Differentiated instruction practices are
employed, recognizing the diverse learning
needs and abilities of students in
Technology and Livelihood Education.
 37

10. Teachers act as facilitators and guides,

supporting students' learning journey and
providing constructive feedback to enhance
their performance.
11. Students are encouraged to engage in
reflection on their learning experiences and
set goals to continually improve their skills
in Technology and Livelihood Education.
12. Cross-curricular connections are
emphasized, allowing the integration of
Technology and Livelihood Education with
other subjects to foster holistic learning.
13. The development of ethical and
responsible practices is underscored,
ensuring students understand the ethical
considerations in Technology and
Livelihood Education.
14. Students are provided with
opportunities for self-assessment and self-
reflection, empowering them to take
ownership of their learning and progress in
Technology and Livelihood Education.
15. Stakeholder engagement, such as
industry partnerships and community
involvement, is fostered to enhance
students' understanding of the real-world
applications of Technology and Livelihood
Education.
 38

Appendix B

Focused-Group Discussions Guide Questions

1. What are some other practices that can be used to incorporate
outcome-based education in teaching TLE (Technology and Livelihood
Education)?
a. How can outcome-based education be effectively implemented in
TLE teaching?
b. Are there any specific strategies or approaches that can enhance
the utilization of outcome-based education in TLE instruction?
 39

Appendix C
RESPONDENT'S CONSENT FORM

Dear Respondents,
Greetings!
The researcher is conducting a thesis study entitled " UTILIZATION
OF OUTCOME-BASED EDUCATION IN TEACHING TECHNOLOGY AND
LIVELIHOOD EDUCATION AND ACADEMIC PERFOMANCE AMONG
STUDENTS" as a requirement for thesis writing for the degree of Master of
Arts in Education at Camiguin Polytechnic College (CPSC)- Balbagon,
Mambajao, Camiguin.

Thus, the researcher is asking your kind heart to request a little of

your time to answer the instrument questionnaire. The result of the study
will be beneficial for you and to our school.

This survey is independent, anonymous, and confidential. Rest

assured that all your answers would be solely kept confidential.

Thank you for carefully reading the Information in this form and
for your voluntary participation in this survey.

Very truly yours,

SHEINA MAE C. ANOC

Researcher

CONSENT

With my signature affixed in this consent form, I hereby affirm that

I have read and understood the instructions and was given the chance to
seek further Information. I am fully aware, and I have understood very well
that this is purely voluntary and that I am not obligated to participate and
may decline for no reason and cost. I freely give my consent to participate
in this study.

Signature ________________________________ Date:____________

 40

Appendix D

CURRICULUM VITAE
Appendix D

CURRICULUM VITAE

SHEINA MAE C. ANOC

Mainit, Catarman, Camiguin
09353402871
[email protected]

PERSONAL INFORMATION:

Age : 27
Date of Birth : July 08, 1996
Place of Birth : CDH – Catarman, Camiguin
Status : Single
Father : Pablito M. Anoc
Mother : Tita C. Anoc

EDUCATIONAL BACKGROUND:

Post Graduate : Master of Arts in Education, CAR

Camiguin Polytechnic State College
Balbagon, Mambjao, Camiguin
2023

College : Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin
April 2018

Secondary : Camiguin National High School

Looc, Catarman, Camiguin
March 2012

Elementary : Mainit Elementary School

Mainit, Catarman, Camiguin
March 2008
 41

ELIGIBILITY : Licensed Professional Teacher

PROFESSIONAL EXPERIENCE
: Secondary School Teacher I
Department of Education
Division of Camiguin
Sto. Nino Integrated School
Sto. Nino, Catarman, Camiguin
August 2020 to present