UTILIZATION OF OUTCOME-BASED

EDUCATION IN TEACHING
TECHNOLOGY AND LIVELIHOOD
EDUCATION AND ACADEMIC
PERFORMANCE AMONG STUDENTS
(A THESIS PROPOSAL)

SHEINA MAE C. ANOC

Master of Arts in Education
INTRODUCTION
The K to 12 curriculum in the Philippines
places a strong emphasis on adhering to OBE
principles, particularly in the Technology Livelihood
Education (TLE) courses. In TLE, the expected
Teachers play a crucial role in planning, creating a outcomes are clearly defined as skills or products. As
positive learning environment, guiding students in a result, learning activities assess students' ability to
understanding what, how, and why they are apply their knowledge in practical tasks. This
learning, utilizing various teaching methods, approach ensures that students acquire theoretical
providing ample opportunities for the practical knowledge and develop the necessary skills to
application of knowledge and skills, and supporting succeed in their chosen fields (Alonzo et al., 2023).
students in their learning journeys (Javier et al.,
2019).
INTRODUCTION
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
Technology and 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.
 THEORITICAL
FRAMEWORK
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.
 THEORITICAL
FRAMEWORK
Constructivist Theory by Jean Piaget (1964) and Lev Vygotsky (1962)

The theory aligns with the student-centered and active learning

approach emphasized in OBE, promoting a deeper
understanding of content and the development of critical
thinking skills (Abualhaija, 2019).
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

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

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 students when grouped according to
age, number of years in teaching, and highest educational attainment?

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

Hypotheses
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.
METHODOLOGY
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.

Research Locale
This study will be conducted among the public schools 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.
Respondents of the Study
The study will focus on Junior High Schools TLE teachers, integrated schools and
high schools in the Mahinog, Guinsiliban and Sagay District in the Schools
Division of Camiguin for School Year 2022-2023.
METHODOLOGY
Research Instrument
• A modified questionnaire will be used as the primary instrument for gathering the data.
• 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 ."

Validity and Reliability of the Instrument

• To ensure the content validity of the research questionnaire, the researcher will seek the
assistance of experts in the field.
• Following this validation process, a pilot test will be conducted among High School
teachers of Mambajao and Catarman District in the Schools Division of Camiguin.
METHODOLOGY
Data Gathering Procedure

• permission letter, administration of survey questionnaire, conduct of FGD

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.
 STATISTICAL TOOLS
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 students for the 4th
quarter of SY 2022-2023, frequency counts, percentages and averages will be
used.
Problem 4. T-test statistics will be employed to ascertain the significant
relationship between the utilization of Outcome-Based Education and academic
performance among pupils.

Problem 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 students when grouped according to age, number
of years in teaching, and highest educational attainment.
REFERENCES
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