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Statement of the Problem

The study aimed to assess the effectiveness of using Outcome Base Teaching

Learning (OBTL) to the performance of Bachelor of Science in Accountancy students in

Technological Institute of the Philippines, Quezon City during the school year 2015-

2016.

Specifically this paper will seek to answer the following questions:

1. What is the profile of the student respondents with regard to:

a. Age
b. Gender
c. Year level
d. General Weighted Average during the semester

2. What is the level of satisfaction of the selected BS Accountancy student in TIP

QC on the Outcome Based Teaching Learning (OBTL)?

3. What is the level of acceptance of the selected BS Accountancy student in TIP

QC on the Outcome Based Teaching Learning (OBTL)?

Theoretical Theory

In Spadys words: Outcome-Based Education means clearly focusing and

organizing everything in an educational system around what is essential for all students
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to be able to do successfully at the end of their learning experiences. This means

starting with a clear picture of what is important for students to be able to do, then

organizing the curriculum, instruction, and assessment to make sure this learning

ultimately happens (Spady, 1994:1). Such an approach presupposes that someone can

determine what things are essential for all students to be able to do, and that it is

possible to achieve these things through an appropriate organization of the education

system and through appropriate classroom practices.

Spadys definition is that OBE is an approach to planning, delivering and

evaluating instruction that requires administrators, teachers and students to focus their

attention and efforts on the desired results of educationresults that are expressed in

terms of individual student learning

OBE can be viewed in three different waysas a theory of education, or as a

systemic structure for education, or as classroom practice.( Killen,2000)

"At all times, students should know what the goals of their learning experiences

are, what criteria will be used to assess their performance . . . and where they stand in

relation to each of those goals. (Spady,1998)

For Spady, learning is not significant unless the outcomes reflect the complexities

of real life and give prominence to the life-roles that learners will face after they have

finished their formal education.

Spady developed four essential principles of OBE. The first principle is clarity of

focus: this means that everything teachers do must be clearly focused on what they

want learners to ultimately be able to do successfully. Thus, when teachers plan and
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teach they should focus on helping learners to develop the knowledge, skills and

dispositions that will enable them, ultimately, to achieve significant outcomes that have

been clearly expressed.

The second principle is often referred to as designing back and it is inextricably linked to

the first principle. It means that the starting point for all curriculum design must be a

clear definition of the significant learning that students are to achieve by the end of their

formal education.

The third basic principle of OBE is that teachers should have high expectations for all

students. Teachers must establish high, challenging standards of performance in order

to encourage students to engage deeply with the issues about which they are learning.

Helping students to achieve high standards is linked very closely with the idea that

successful learning promotes more successful learning (Spady, 1994)

The fourth principlethat teachers must strive to provide expanded opportunities for all

learners. This principle is based on the idea that not all 4 learners can learn the same

thing in the same way and in the same time (Spady, 1994). Most students can achieve

high standards if they are given appropriate opportunitieswhat really matters is that

students learn the things that are important: not that they learn them in a particular way

or by some arbitrary point in time. It is obvious that traditional ways of organizing school

do not make it easy for teachers to provide expanded opportunities for all learners.

However, the practical difficulties of providing expanded opportunities must be weighed

against the long-term benefits of enabling all learners to be successful.

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OBE model alleges that student success is solely the teacher's responsibility

because "all students can learn." Teachers use a variety of teaching methods and allow

each student enough time to ensure that the curriculum is implemented and outcomes

achieved. Students have multiple opportunities to master segments of learning or

receive remediation while other students receive enrichment assignments, a process

also referred to as "expanded opportunity and support for learning success." Advocates

purport that everyone then meets a high level of competency, and no student fails.

Armstrong notes, "Indigenous to OBE is the careful sequencing and prioritization of

content, so that groups always consist of students who need to learn the same thing at

the same time, and who all have already mastered the needed prerequisites for the

current learning." (Armstrong, 1992)

Benefits offer of Outcome based approach (Ewell, 2008)

Clarity
Focusing on outcomes can help communicate clearly between

various stakeholders the kind of learning expected at the end of

learning program.
Flexibility
Different abilities and background of students can be

accommodated through the different instructional paths

technologies and modes that are allowed in an outcomes based

approach
Comparison
It is more plausible to established comparable standards across

program and even institution for accreditation, benchmarking as

well as accountability purposes

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Portability
Students can earned and transferred credits from the program

offered by one institution to another program in a different

institution.

THE OBTL FRAMEWORK

ILO
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TLAs ATs

Intended Learning Outcome

Teaching and Learning Activities
Assessment Tasks

Profile of the Effectiveness of OBTL

Respondents to BSA Students
A. Survey
Performance
1.Age Questionnaire
2.Gender B. Evaluation and Acquiring more
3.Year level Identification of the knowledge about
4.General Weighted Outcome Based
AverageFramework
Conceptual during Respondents
Teaching
the semester. C. Evaluation on the
Learning(OBTL)
Performance of the Assess if the use of
INPUT
Effectiveness of OBTL in PROCESS OUTPUT
BS Accountancy OBTL affect the
terms of BSA students
student under performance of the
performance:
BSA Students.
Outcome Based May serve as a
1. Awareness about
OBTL Teaching basis to the
2. Acceptability on Learning(OBTL) institution to
using OBTL D. Statistical Analysis improve the quality
3. Satisfaction on Frequency of
using OBTL as a Percentage Educational service
method of Likert Scale they offer to the
teaching students.
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Figure1. Research Paradigm

The participant we will use in the research are selected Bachelor Science in
Accountancy student in TIP QC. The research will conduct a survey focusing on the
effectiveness of OBTL (Outcome Based Education) and how it affects their academic
performance.

In the process the researcher will prepare survey questionnaire that address the
research question present in this study. After the respondents give all the necessary
data. The researcher will evaluate and analyze the data by the use of statistical tool.

With all these, the institution could expect to improve the quality of educational
service they offer to the students and produce quality graduates.

Statistical Tools
To evaluate and interpret the data collected from the questionnaires, the following
statistical techniques were used:

1. Frequency

The frequency distribution was used to classify the respondents profile. (I.e.
Major, Gender). The frequency also presented the actual response of the
respondents to specific question in questionnaire.
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2. Percentage

On the other hand, the percentages were used to classify the respondents
profile (i.e. Major and Gender). The formula use in the application of this
technique is:

P= (f/n) X 100

Where:

P= Percentage

F= Frequency

n= number of cases or total sample

3. Mean
The mean was computed to describe the satisfaction and acceptability of
the respondents on the concept of trimester academic using the formula:

Where:

= Mean

= class ranks

= Frequency

= number of respondents

Likert Scale
The five point Likert scale was used in order for the researchers to
interpret the effectiveness of OBTL to the respondents academic
performance in TIP QC using the following equivalent sores:

MEAN VERBAL INTERPRETATION

4.51 Above Strongly Effective

3.51-4.50 Effective

2.51-3.50 Neutral
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1.51-2.50 Ineffective

1.50 below Strongly Ineffective

To interpret the degree of acceptance, the following equivalent points were

used:

MEAN VERBAL INTERPRETATION

4.51 Above High Accepted

3.51-4.50 Accepted

2.51-3.50 Quite Accepted

1.51-2.50 Rejected

1.50 below Highly Rejected

4. Sample T test

The sample T-test represents the mean scores of selected accountancy students

on a given variable in our survey results to determine if there is a significant difference

between the use of Outcome Based Teaching Learning (OBTL) and the performance of

Bachelor of Science in Accountancy students in TIP QC.

T = (X - ) n

Hypothesis Testing

STEP 1:

H0: =x
There is no significant difference between the use of Outcome Based Teaching

Learning (OBTL) and the performance of BSA students.

HI: x
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There is significant difference between the use of Outcome Based Teaching

Learning (OBTL) and the performance of BSA students.

STEP 2:

=0.05, Two-tailed, CR=1.96

STEP 3:

DR: Reject H0 if z is greater than or equal to 1.96

Accept HI if z is less than z is less than 1.96

STEP 4:

Z = (X - ) n

Reference

Outcomes-based approach to quality assessment and curriculum

improvement in higher education
http://www.academia.edu/7311119/Outcomes-
based_approach_to_quality_assessment_and_curriculum_improvement_
in_higher_education
OUTCOMES-BASED EDUCATION: PRINCIPLES AND POSSIBILITIES By: Dr Roy
Killen
http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf
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Spady, W. (1994). Outcome-based education: Critical issues and

answers.
Killen, R. (2000). Standards-referenced assessment: Linking outcomes,
assessment and reporting
William G. Spady, It s Time to Take a Close Look at Outcome-based Education
Outcomes (1992)
Ewell , P (2008, June) Building Academic cultures of evidence: A perspective
on learning outcomes in higher education.
http:www.ugc.edu.hk/eng/ugc/activity/outcomes/symposium/2008/pres
ent.html