Enhancing Quality Education through Outcome-Based Practices: Insights from Elementary Teachers in Mindanao, Philippines

Abstract

Introduction: Outcome-Based Education (OBE) is an educational framework focused on curriculum design that emphasizes clearly defined student learning outcomes. The implementation of OBE has introduced various demands within higher education, particularly in basic education settings.

Objectives: This study aims to investigate the understanding of OBE among teachers at Bukidnon State University in Malaybalay City for the academic year 2023-2024.

Methods: It employed a qualitative design. The research explores how faculty members of the College of Education-Elementary Laboratory School (COE-ELS) perceive OBE in their instructional and assessment practices. Seventeen faculty members were purposively selected as participants, and data were collected through semi-structured interviews to provide rich qualitative insights.

Results: The findings reveal four key themes: the importance of practical application and skill development, differentiated activities and integration, the contrast between learner-centered and teacher-centered approaches, and the practical challenges and strategies associated with OBE implementation.

Conclusions: The results highlight the multifaceted nature of educational practices, emphasizing the importance of practical application and skill development in effective learning. The need for tailored approaches is underscored by the emphasis on differentiated activities and integration, which cater to diverse learner needs. Additionally, the contrast between learner-centered and teacher-centered methodologies calls for a critical examination of pedagogical strategies, advocating for a shift towards more student-focused learning environments while addressing the practical challenges of Outcomes-Based Education (OBE) implementation.