1.

0 Introduction
Before Outcomes-Based Education (OBE) was introduced, the common
questions that a teacher asked planning their teaching were: What topics do I teach?
What teaching method should I use? How do I assess to see if the students have taken
on board what have I taught them? AS discussed by Colinares (2014), now that OBE
has been used mandated by the Commission on Higher Education (CHED) thru CHED
Memorandum Order (CMO) No. 42, s. 2012, the aforementioned questions are replaced
by: What do I want my students to do after my teaching that they could not do before,
and to what standard? How do I supply learning activities that will help them achieves
those activities those outcomes? How do I assess them to see how well they have
achieved those outcomes?
Our Lady of Fatima University (OLFU) implemented OBE system since 2013. It
continuously educated its instructors and professors on how to effectively adopt the said
system to ultimately benefit the students. Product exhibit as part of the course Product
Management can be considered as an output of the students in following OBE. The
learning in such activity goes beyond the classroom, it may be an application of the
lectures and lessons that have been provided to them.
The study will focus on the Product Exhibit done by the Product Management
students under the program Bachelor of Science Major in Marketing Management that
was held last September 8-12, 2015 at College of Business and Accountancy (CBA)
incubation room. The said exhibit was participated by two sections of third year
Marketing Management students. The aforementioned event has four main activities
that the students can participate in: brainstorming, survey, manning, and pullout.
Competition was also part of the exhibit because the visitors can vote for their preferred
brand and the Product Exhibit participants can explain to them their brand.
To validate the effects of the Product Exhibit to the students, the researcher has
undertook this study entitled: “The Implication of Product Exhibit as a Culminating
Activity to Marketing Management Students.”

1.1 Literature Review

Outcomes-Based Education
CHED’s definition of OBE as stated in CHED Handbook on Typology (2014) is
“an approach that focuses and organizes the educational system around what is
essential for all the learners to know, value, and be able to do t achieve the desired
level of competence. Thus, this kind of teaching-learning system will have its
appropriate assessment of the student performance.”
Mr. William Spady, the father of OBE defined it in his book (2018) as “An
outcome is a culminating demonstration of learning.” The product exhibit can be

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qualified as an opportunity to students to showcase what they have learned in the
classroom. It is also culminating because the activity was done near the end of the
semester. Their learnings will put to the test by the said event.
High Impact Activities
High impact activities as discussed in us.tamu.edu occurs when students are
actively involved in the educational process, when their learning goes outside the
classroom to be applied in their lives. Some examples of high impact activities could be
common intellectual experiences such as the core curriculum, collaborative
assignments and projects, and capstone courses and projects. Kuh (2008) enumerates
the five common elements present across the practices that when employed-make the
practices high- impact. They are as follows: (1) they are effortful wherein the activity
requires the students dedicate enough time and effort to important task; (2) they assist
the students build essential relationships with faculty and team members “who share
intellectual interest and committed to seeing that students succeed.”; (3) they offer
students with abundant feedback; (4) they support students to apply and examine what
they are learning in new situations. “These opportunities to integrate, symmetrize, and
apply knowledge are essential to deep, meaningful learning experience.”; and (5) they
impart opportunities for students to contemplate the person they are becoming.

Product Exhibit
Product Exhibit or trade shows plays a significant role increasing a company’s
sales., establish partnerships, and understand ways to improve operations as stated by
Leybovich (2012) Product exhibit is an avenue wherein an organization can showcase
their products and services so they can meet prospect customers and it will be a
channel for brand awareness.
Exhibiting can also be used as an opportunity to produce content (photos,
videos, blog posts) for social media channels such as facebook, instagram, twitter, and
the like, conduct market research and learn about competition.
The Department of Trade and Industry (DTI) recently launched a product exhibit
in Manila to showcase products from Region 12, particularly from Cotabato, as reported
by Unson (2015) The said exhibit is to attract traders from Metro Manila o assist local
producers sell their products overseas. Bai Sandra Siang, president of a big group of
Muslim traders believed that the exhibit was a very good marketing strategy.
According to Techniquest, most schools have the practice of organizing exhibits
with their respective students. It also reiterated that it is important that faculties support
their students in presenting what they have learned in the most beautiful manner. One
of the discussed advantage of having an exhibit is that the students will have a platform
to show what they have learned. These are real opportunities to easily implement their
learnings.

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1.2 Problem Statement
This study aimed to determine the implication of product exhibit a culminating
activity to Marketing Management students. It sought to answer the following questions:
1. What is the profile of the respondents as regards to:
1.1 section;
1.2 age; and
1.3 gender?
2. What is the respondent’s participation in the activity as regards to:
2.1 brainstorming;
2.2 survey;
2.3 actual set-up;
2.4 manning; and
2.5 pull-out?
3. What is the level of satisfaction of the respondents on their performance in the
culminating activity?
4. What is the impact of the culminating activity to the respondents as regards to:
4.1 sense of achievement;
4.2 teamwork;
4.3 time management;
4.4 spirt of competition; and
4.5 practical application of classroom lectures?
5. Is there a significant correlation between the impact of the activity and the
respondent’s level of satisfaction on their performance in the culminating activity?
1.3 Purpose Statement
The purpose of the study is to determine the correlation between the level of satisfaction
and the impact of the product exhibit as a culminating activity by the respondents.
1.4 Hypothesis
There is a significant correlation between the respondent’s level of satisfaction and the
impact of the product exhibit.

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1.5 Theoretical Framework
The study is grounded form the Social Development Theory popularized by Lev
Vygotsky (1896-1934), a Russian psychologist. Vygotsky believed children’s thinking is
affected by their knowledge of the social community (which is learnt from either
technical or psychological cultural tools) as stated in www.psychohawks.wordpress.com
Moreover, Vygotsky considered learning is a social process wherein they needed a
knowledgeable person or MKO which stands for More knowledgeable other (parent or
teacher) to guide them. They also work with others (such as group activity) in order for
them to build knowledge as seen on Figure 1. The study is rooted from the said theory
because the Product Exhibit will serve as the group activity wherein the students will
build their knowledge. The knowledgeable person will be their Product Management
Professor who outlined the activities for them.

Figure 1 Zone of Proximal Development

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1.2 Research Simulacrum
The figure below shows the paradigm of the study. It illustrates the
aforementioned hypothesis of the study. Wherein the variables namely, impact and
satisfaction show how they may or may not affect each other. Participation may or may
not have an influence to impact and satisfaction. Impact may or may not have a bearing
to satisfaction and vice versa.
Figure 2 Research Simulacrum of the Study

PARTICIPATIO
N

IMPACT SATISFACTION

2.0 Research Design

The study is a descriptive correlational survey study. The purpose is to answer
questions about a variable status and created numerical descriptions of the frequency
with which one of the variables occurs. The descriptive techniques permit a statement,
as discussed in cliffnotes.com, in the form of correlations, about the relationship. While
in survey, the respondents are asked questions about the topic that will be used in
validating the variables.
A correlation as defined by Kowalczyk in study.com is a relationship between two
variables. The rationale behind this is to know which variables are connected. The

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descriptive correlational research method used in this study is considered the most
suitable as it involves collecting data in order to test the hypothesis and answer
questions concerning the current status of the subject of the study.
2.1 Site and Sampling
The course Product Management with subject code MK 104 has four sections,
BSCMM 3A1-1 to BSCMM 3A1-4. The respondents of the study were the Marketing
Management students of MK 104A of sections 3A1-4. Section 3A1-3 has a class size of
50 and 3A1-4 has size of 50 with a total of 100, 30 of which were used in the pilot
testing of the questionnaire. The remaining 70 students were used as respondents in
the study.
Our Lady of Fatima University launched the programs under the College of
Business and Accountancy, as stipulated in their website Fatima.educ.ph aim to equip
students with solid general foundations in business administration progressing to the
mastery of concepts, tools, and skills needed for advanced management and financial
science, and reinforced with practical exposure in the real business world through its
practicum and industry tie-ups.
The university’s program, Bachelor of Science in Business Administration major
in Marketing Management is a comprehensive program designed to provide students
with a solid general foundation in this field. First, the emphasis is on basic business
administration knowledge and skills; then students explore intensively the discipline of
marketing, with emphasis on the job skills and experience the industry demands.
Strategic market research and projects with local business and organizations are also
included to offer students real world experiences.
The course Product Management with current subject code MK104A of third year
Marketing Management students has been the respondents of the study. The study
used purposive sampling method because the respondents must be enrolled in Product
Management Course and must be included in the mentioned section to qualify as a
respondent. Purposive Sampling as defined in research-methodology.net is a sampling
technique in which the researcher relies on his judgement when choosing members of
population to participate in the study. In this case, the course and section are the criteria
that has to be met by the respondents to be chosen as such.
2.2 Research Instruments
A survey questionnaire was utilized in gathering the needed data. (Please see
appendix for the sample questionnaire) It was used as the primary instrument in
gathering the data needed and information about the respondents. It is divided into four
parts namely: Part A includes the respondent’s gender, age, and section; Part B
includes the impact of the culminating activity to the respondents; Part C was about the
level of satisfaction of the respondent’s performance; and Part D was about the level of
satisfaction of the respondent’s participation of the activity.

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 The first draft of the questionnaire was submitted to an English professor to
asses the grammar of the survey instrument. The revised questionnaire was then
submitted to the College’s Program Head for content validity. The questionnaire was
then pretested to 30 sample respondents which were not included in the actual study.
All answers were affirmative; hence, the research instrument was valid. After which, the
researcher’s statistician was consulted for corrections, suggestions, and reliability of the
instrument. Several changes were made.
2.3 Data Collection
The survey took place last October 17, 2015 during the final examination
schedule of Product Management to ensure all of the respondents were present. The
researcher asked the permission of the College Program Head to conduct the collection
of data on the said date. The proctors allowed the researchers to conduct the survey
prior to the final examination.
The questionnaire was administered and collected personally by the researchers
with the assistance of the second year marketing management students.
2.4 Data Analysis
For presentation analysis and interpretation of data, specific statistical tools were
used based on the research problems.
To answer question number 1 and 2, frequency and percentage were used to
determine the profile of the respondents in terms of gender, age and section as well as
the type of activity that they participated.
P= (X/N) X 100
Where: P= percentage
N= number of subject respondents
F= frequency
To answer question numbers 3 and 4 weighted mean was used to determine the
respondent’s participation, satisfaction, and impact of the activity. To interpret the
weighted mean, the following rating scales were used.

Numerical Value Verbal Description

1 1.0-1.75 Not at all
2 1.76-2.50 Least extent
3 2.51-3.25 Great extent
4 3.26-4.0 Very great extent

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To answer number 5, Spearman’s rho test was used to determine the correlation
between the respondent’s participation, impact and satisfaction in their culminating
activity.
2.5 Research Ethics
The ethics considered in the study is that respondents answered the
questionnaires voluntarily and was rest assured to the said respondents that the result
of the survey will be treated with confidently and anonymity.
3.0 Results
Table 1 reveals that among the 70 respondents, 20 or 28.57% of them were
male. The greater part consists of female which were 50 71.43% of the total population.
Table 1 Gender of the Respondents
Gender Frequency Percentage
Male 20 28.57%
Female 50 71.43%
TOTAL 70 100%

Table 2 illustrates that 18 years old was the majority of the respondents with 30
or 42.86% share. Ranked second was 19 years of age with 27 or 38.57%. Age 20 was
third in rank with 9 or 11.43%. Few of the respondents with 2 or 2.86% percent were 21
17 years old. Rank 5 was 22 years old with 1 or 1.43%. This validates the fact that most
of third year students are 18 years old, meaning majority them are regular students.
Table 2 Age of the Respondents
Age Frequency Percentage
17 2 2.86%
18 30 42.86%
19 27 38.57%
20 8 11.43%
21 2 2.86%
22 1 1.43%
TOTAL 70 100%
Average age 18
Table 3 exhibits that section 3A1-4 of MK104A has 40 or 50.63% of the
respondents while the other section, MK104A 3A1-3 has 39 or 49.37% of the
respondents.
Section Frequency Percentage
MK104A 3A1-3 30 42.86%
MK104A 3A1-4 40 57.14%

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 TOTAL 70 100%

Table 4 reveals that the entire population of the respondents participated in the
survey activity. Ranked second is the brainstorming activity which has 62 or the
respondent’s population. Third is the actual set-up with 55 respondents. Ranked four
and five is manning and pull-out activities respectively.

Table 4 Participation in the Product Exhibit

Indicator Frequency Percentage Rank

I have participated in the following activities:
Brainstorming 62 88.57% 2

Survey 70 100% 1
Actual set-up 55 78.57% 3
Manning 43 61.43% 4
Pull-out 40 57.14% 5
Multiple Response

Table 5 confirms that the respondent’s knowledge was enriched during the
activity, Ranked first, second, and third are the respondents learned a lot in activities,
the activity enhanced their learning, and the activity was an avenue to apply what the
respondents have learned in the classroom respectively.
The eleventh and twelfth rank are about time management, which ranked second
and third to last rank. The respondents were not that satisfied on how they handled their
time efficiently.
The overall rating or the weighted mean for the impact of the product exhibit to
the respondents is 3.24 with the verbal interpretation of great extent.

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 Table 5 Impact of the Product Exhibit to the Respondents
Frequency of Extent
Responses
Indicator
4 3 2 1 Mea Interpretation Rank
n
The product exhibit allows me to take pride in a job 21 46 2 1 3.2 Great extent 8
well done
Do something worthwhile 25 43 1 1 3.3 Very great 7
extent
The activity gave me a feeling of accomplishment 30 38 2 3.4 Very great 5
extent
I like my groupmates 21 43 5 1 3.2 Great extent 10
My group shows cooperation 20 45 5 3.2 Great extent 9
My team is the best 29 35 5 1 3.3 Very great 7
extent
I am able to meet the deadlines without rushing at 15 45 10 3.1 Great Extent 12
the last minute
I am satisfied with the way I used my time 18 47 5 3.2 Great extent 11
I am overwhelmed with the activities in school 25 44 1 3.3 Very great 6
extent
The product exhibit was an avenue to apply what I 34 35 1 3.5 Very great 3
have learned in the classroom extent
The activity enhanced my learning 34 36 3.5 Very great 2
extent
I have learned a lot in the product exhibit 40 28 2 3.5 Very great 1
extent
I accepted defeat in good faith 25 44 1 2.2 Least extent 13

I considered the other teams as a friend 33 35 1 1 3.4 Very great 4

extent
Overall Rating (Weighted Arithmetic Mean) 3.24 Great Extent

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 The satisfaction of the respondents in the product exhibit is shown in Table 6. All
of the indicator in this particular variable as a verbal interpretation of very extent.
Ranked first is the satisfaction on the participation in the activity. Satisfaction on the
respondent’s effort ranked second. Ranked third is the regret of not exerting more effort
in the product exhibit.
Table 6 Satisfaction in the Product Exhibit
Frequency of Extent
Responses
Indicator
4 3 2 1 Mean Interpretation Rank
I actively participated in the 30 3 1 3.41 Very great extent 1
activity 9

I have put a great deal of effort 30 3 1 1 3.37 Very great extent 2

in the product exhibit 8

I should have exerted more 20 2 1 3.21 Very great extent 3

effort in the activity 0

Overall Rating (Weighted 3.35 Very great extent

Arithmetic Mean)

Table 7 shows the summary of Spearman’s rho’s result to determine the correlation
between student’s participation, impact and satisfaction on product exhibit activity. It
reveals that the computed value of r s= .476 with p-value = .000 indicates a significant
moderate correlation. It means that there is a remarkable correlation between the
impact of the activity ad students satisfaction. It implies that those students who rated
the product exhibit with very great extent are remarkably the same students who said
that they were satisfied to the great extent.
Table 7 Summary of Spearman’s rho’s Result to Determine the Correlation
between Respondent’s Impact and Satisfaction on Product Exhibit Activity.
Satisfaction
Correlation Coefficient .476**
Verbal interpretation Moderate Correlation
p-value .000
Conclusion Significant
Decision Accept Ho

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4.0 Discussion
According to Philippine Commission on Women (2014), the 2008 Functional
Literacy, Education and Mass Media Survey (FLEMMS) reveals that the basic literacy
rate among females is higher than male. Girls have fared better in term of enrollment
indicators in higher education and it comprised 56.61 percent of the graduates in
academic year 2005-2006 compared to 43.39 percent male graduates. Former CHED
Chairperson Patricia Licuanan (2012) explained one of the attributes of the gender gap
in our culture on how we brought up girls and boys. Young women are taught early in
life household chores while young men have more time to play. With this, the young
women work harder, perform better, and less likely to drop out of school. This explains
the demographic profile of the respondents wherein there are more female respondents
than their male counterparts.
There were four activities that the respondents can participate in: brainstorming,
survey, actual setup, manning, and pull-out. Most of the respondents participated in
brainstorming wherein they selected their top 5 brands per product category based on
Consumer Based Brand Equity (CBBE) Model.
After determining the top 5 brands, the respondents performed a survey to
random Marketing students to discover their top brand. All of the respondents partake in
this particular activity. Perhaps one of the main reason why, is that the respondents was
also taking their Marketing Research course wherein survey is part of the said course.
The respondents can also do survey in smaller groups. Tallying the results was done
after the survey to figure the top brand of the group, each of the two sections were
compromised of 8 groups with the five members.
Ranked third in the activity that the respondents participated in was an actual set-
up with 55 out of the 70 respondents participated. Not everyone in the group partake in
this event because of the limited space the respondents were given. This will also be
the reason why only 43 of the respondents make shifts who will watch over their spot in
the exhibit to sell the products they made and motivated the visitors to vote for them.

Almost half of the respondents did not participate in the pull-out activity. The
reasons behind these are: there were students who don’t have classes on that day so
they did not bother to come to school to assist their group mate in pull-out; there were
students who have classes; and there were students who are occupied in the survey for
their Marketing Research course.
With regards to the impact of the product exhibit to the respondents, ranked 1-3
were the factors about learning. The respondents believed that they have learned a lot,
improve their knowledge, and they applied what they have learned in the classroom.
The exhibit was an avenue for the students to enriched their speaking skills because
they have to explain and sell their brand to visitors.

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 This is similar with the project method as discussed in
www.education.stateuniveristy.com wherein project, or in this case, the exhibit, focused
on applying the acquired knowledge and on enriching student involvement in order to
encourage independent thinking and self-confidence.
Ranked 4 in the impact of the exhibit to the respondents is sportsmanship.
Although the students were competing with each other, camaraderie was very visible.
Next in ranking was the sense of achievement. The respondents felt this even
though not all of them were considered the winner. The students have many
accomplishments thru this event. They attained learning (Ranked 1-3) and camaraderie
(Ranked 4)
Overwhelmed by the many activities in school was the next in ranking. Alongside
with the product exhibit, the students were also conducting heir survey as part of their
Marketing Research course. In addition, they also have other major and minor courses
to attend to.
Tied at Rank 7 were my team is the best and the product exhibit allows me to do
something worthwhile. Ranked 8 is the product exhibit allows the respondents to take
pride in a job well done.
Ranked 9 and 10 is about teamwork. Collaboration among members of the group
is one of the lowest in raking although the interpretation is great extent. Differences
among individuals can be present and there are times that miscommunication could
happen. Students may also act differently when they are pressured.
Time management is the factor discussed in the next rank which have the
statements. “I am satisfied how I used my time” and “I am able to meet deadlines
without rushing at the last minute.” Students tend to procrastinate or to put off
intentionally the doing of something that should be done. Students tend to cram at the
last minute because they delay some projects that have any immediate deadline.
According to Ansaralhosseina (2013), procrastination can be a negative or positive. It
may be negative consequences. It may also be positive because it will act as a form of
coping strategy.
The level of satisfaction of the students is relatively high. In fact, the verbal
interpretation for the average mean is “very great extent”. Most of the respondents
defined their participation as “active”. With this, the least indicator is “I should have
exerted more effort.”
Table 7 shows the correlation between the respondent’s impact and satisfaction.
The result is that there is a moderate correlation between the two variables This means
that the higher the impact of the activity to the students, the satisfaction level will also be
higher.

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5.0 Conclusion
The typical respondent is female with 18 years of age and is belong to section
MK 104 BSCMM 3A1-4.
The respondent primarily participated in the survey activity of the Product Exhibit.
The major impact of the activity to the respondents is about the practical
application of classroom lectures. The respondent also has a sense of achievement in
the activity, shows teamwork, and have a spirit of competition. Moreover, the
respondents had difficulty in managing their time.
There is a moderate correlation between the impact of the activity and the
satisfaction of the respondents. The hypothesis is a significant correlation between the
impact and satisfaction is therefore accepted.

6.0 Recommendations
The Professors should actively participate in the co-curricular activities and events for
the students. They may also include the product exhibit in the curriculum so that all of
the students taking the course will participate whoever their Professor might be.
Encourage the students to partake in all applicable events there is. This will further
enrich their learning. Promote the activities even to the non-participant students such as
the students from the other year levels so they will appreciate the hard work of the
participants students. It will also inspire them that on the near future, they will be the
one doing those activities. Think of other OBE activities that will be beneficial to the
students.
The Students should learn to manage heir time wisely. Avoid procrastination, prioritize
the things that are the utmost importance. Ensure to use procrastination in a positive
light. Value friendship among themselves. Sportsmanship is a strong value with
importance even in the work place.
The Future Researchers may study the different culminating activities that the college
of business and accountancy holds, for it is numerous, to promote further learning of the
students that can be subject for further studies.

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