Statement of The Problem
Statement of The Problem
The study aimed to assess the effectiveness of using Outcome Base Teaching
Technological Institute of the Philippines, Quezon City during the school year 2015-
2016.
Theoretical Theory
organizing everything in an educational system around what is essential for all students
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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
evaluating instruction that requires administrators, teachers and students to focus their
attention and efforts on the desired results of educationresults that are expressed in
"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
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
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
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
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
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.
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
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.
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
Clarity
Focusing on outcomes can help communicate clearly between
learning program.
Flexibility
Different abilities and background of students can be
approach
Comparison
It is more plausible to established comparable standards across
Portability
Students can earned and transferred credits from the program
institution.
ILO
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TLAs ATs
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
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:
3.51-4.50 Effective
2.51-3.50 Neutral
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1.51-2.50 Ineffective
3.51-4.50 Accepted
4. Sample T test
The sample T-test represents the mean scores of selected accountancy students
between the use of Outcome Based Teaching Learning (OBTL) and the performance of
T = (X - ) n
Hypothesis Testing
STEP 1:
H0: =x
There is no significant difference between the use of Outcome Based Teaching
STEP 2:
STEP 3:
STEP 4:
Z = (X - ) n
Reference