Académique Documents
Professionnel Documents
Culture Documents
1, MARCH, 2019
ABSTRACT
In the Philippines, the Commission on Higher Education (CHED) requires all higher education
institutions to adopt the Outcomes-Based Education(OBE) through its CHED Memorandum 46, s. 2012.
This is to cope with the qualifications and standards of the 21st-century learners and to produce globally
competitive professionals. The focus of this study was to assess the implementation of Outcomes-
Based Science Instruction (OBSI) for Bachelor of Secondary Education major in Science students of
the Teacher Education Institutions(TEI) in Batangas province. It delved into OBSI implementation with
refers to learning outcomes, authentic tasks, student-centered approach, and competencies and skills.
The study also determined the extent to which OBSI develop students’ competencies relative to
laboratory activities, portfolio, project making, research, and investigatory project. The problems
encountered in the implementation of OBSI were likewise identified. The descriptive method of research
was applied in the study with the questionnaire as the data gathering instrument. The OBSI in TEI were
evident with refers to learning outcomes, authentic tasks, student-centered approach, and
competencies and skills. It developed students’ competencies in laboratory activities and investigatory
project to a great extent. On the other hand, it developed students’ competencies in the portfolio, project
making, and research to a moderate extent. There was a significant relationship between the
implementation of OBSI and the development of students’ science competencies. Some problems
encountered in OBSI were seldom met, primary of which is the unavailability and insufficiency of
equipment, materials, and supplies needed in the laboratory. Proposed outcomes-based activities in
science shall further enhance the quality of science instruction. It was recommended that the OBSI in
the TEI may be strengthened to maximize the students’ competencies and the development of an
assessment tool to measure the development of students’ science competencies may be undertaken.
Furthermore, the future researchers may conduct studies that may be related to the current study in
another research locale.
INTRODUCTION
Outcomes-Based
Science Instruction
Competencies
Developed through Survey Questionnaire Outcomes-Based
OBSI Activities
Problems Encountered in
OBSI Implementation
2. The Extent of the Development of Students’ The items show the required competencies
Science Competencies as the students make an organized and goal-
driven documentation of growth. Accessing
2.1 Laboratory Activities resources like technology and other materials
were developed to a great extent as revealed by
The items include the required a weighted mean of 3.58. The results show that
competencies as they perform laboratory the students were provided with resources such
activities. Unveiling the basic principles of as books, technology and other materials which
science such as observing, classifying and are vital to both learning and delivering new
describing to achieve scientific literacy was information in science. It also revealed that
developed to a great extent and had a weighted teachers delivered ways to integrate these skills
mean of 3.80. With relation to students' science into science education. This affirms the idea on
competencies concerning the laboratory KeyConet (2018) that the skills include the ability
activities, the result shows that the students have to use and handle technological tools and other
a clear understanding of the basic principles of materials which are essential in the creation of a
science to achieve scientific literacy. It is portfolio. However, presenting the output in digital
important that the students know the background archives, blogs, or websites obtained the lowest
and objective of the laboratory activity to come up weighted mean of 3.03 and was developed to a
with an accurate and precise result. This supports moderate extent. The result shows that students
the discussion about Teaching Science the have limited resources and technical skills to
Process Skills (2018). It was mentioned that present a portfolio in digital form. This supports
students have to know the basic concepts then the study of Wyngaarden (2008) which showed
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
Proceeding of the 1st World Conference on Education, Law, and Technology (WCELT 2019) 30-31 January 2019, Bangkok, Thailand, pp. 12-24
DELOS REYES, Z.M.A., Outcomes-Based Science Instruction (OBSI)….
17
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
that educational facilities not accessible to 2.4 Research
students were also unavailable to students which
include computer laboratory and internet. This Displaying ethical practice garnered the
may be the reason why the item was found the weighted mean of 3.60 and was developed to a
weakest. Collectively, the students’ science great extent. The item got the highest rank which
competencies in a portfolio were developed to a showed that the students as researchers
moderate extent which was revealed by the displayed the values and attitudes in conducting
composite mean of 3.44. The result shows that a scientific study. The idea of ethical practice
the students need more discussion, guidance, supports the idea of Hagins (2013) emphasizing
outcomes-based activities, and exercises to that ethical issues must be addressed by society
produce a quality portfolio. This supports the idea based on the values it holds essential. Utilizing
of Kniep and Zoochia (2009) that student portfolio the appropriate and standardized tools obtained
should be strategic and carefully assembled. a weighted mean of 3.35 and was developed to a
Students should be informed by clear, specific moderate extent. Students show that they made
learning outcomes to come up with a quality use of the suitable material and tools to do their
portfolio. research study. In general, the data revealed that
students’ science competencies in research were
2.3 Project Making developed to a moderate extent as revealed by a
composite mean of 3.45. Based on the findings in
Based on the result, using available this part of the study, most of the items were
materials and other resources in the environment observed to be developed on a moderate extent,
got the highest mean of 3.68 and was developed which reveals that emphasis should be given in
to a great extent. The result shows that the this part of science activity. This can be
students demonstrated resourcefulness in using considered in the preparation of outcomes-based
available materials which can be reused and science activities to enhance the teaching and
recycled to produce relevant output. However, learning process in science. This supports the
the use of technology in project making for idea of Calderon and Gonzales (2008) that in the
science instruction got the lowest weighted mean government, education, trade, and commerce,
of 3.23 and was developed to a moderate extent. research is vital, therefore, the methods and
One of the best tools to creatively and techniques must be taught and learned in
interestingly present an output in science is graduate as well as in undergraduate educational
through the use of technology. The result shows work.
that the students’ access to computer and
technology may be limited. This supports the 2.5 Investigatory Project
study of Wyngaarden (2008) that facilities such
as internet and computer laboratory should be It can be gleaned from the findings that
made by the students to encourage and enhance among students’ competencies, verifying the
self-directed learning. All the respondents agreed results by using science tools and equipment and
that they observe the items in project making to a exploring other means or a variety of learning
moderate extent as revealed by a composite tasks to increase the knowledge and skills got the
mean of 3.43. The items which were found weak highest weighted mean of 3.60 and were
can be considered in the preparation of the developed to a great extent. This shows that the
outcomes-based activities. This supports the idea students can manipulate the tools, equipment
of a science project that it is a carefully planned and other materials in the laboratory which made
educational activity which resources such as them prepared to do investigatory projects. This
time, people, money, equipment, and facilities are affirms the idea of Doyle (2017) stating that
taken considerations. technical skills are the abilities and knowledge
needed to perform specific tasks. They are
As revealed in the table, the r-values of were all 0.000 which was less than the tabular
learning outcomes, authentic tasks, student- value of 0.05. The implementation of OBSI
centered approach, and competence and skills showed a significant relationship to the
relative to laboratory activities were 0.668, 0.610, development of students’ science competencies
0.748 and 0.681, respectively, and the p-values relative to laboratory activities.
3.2 Portfolio
The results showed that learning the p-value 0.000 which was less than the tabular
outcomes, authentic task, student-centered value of 0.05. The implementation of OBSI this
approach, and competencies and skills relative to showed a significant relationship to the
a portfolio had a computed r-value of 0.542, development of students’ science competencies
0.735, 0.694 and 0.610, respectively. These had relative to a portfolio.
𝛼 = 0.05
Based on the results, the computed p- 0.699 and 0.700, respectively. Thus, the
values of learning outcomes, authentic tasks, implementation of OBSI shows a significant
student-centered approach, and competence and relationship to the development of students'
skills relative to project making were all 0.000 science competencies relative to the project
which was lesser than the tabular value of 0.05 making.
and the observed r-values were 0.643, 0.707,
3.4 Research
As revealed in the results, the computed p- were 0.613, 0.670, 0.743 and 0.735 respectively.
values of learning outcomes, authentic tasks, Thus, the implementation of OBSI shows a
student-centered approach, and competence and significant relationship to the development of
skills in research were all 0.000 which was lesser students' science competencies in research.
than the tabular value of 0.05 and the r-values
CHED Memorandum No. 75 Series of 2017 Philippine Constitution (1987). Article XIV
Retrieved from http://web.ched.gov.ph. Education, Science and Technology, Arts,
Culture and Sports. Rex Book Store. Manila
Competencies and Current Programs of the
Study in Science. (2018). Retrieved from Spady, W. (1994). Outcomes-Based Education:
https://education.alberts.ca. Critical issues and Answers. Retrieved
2017 from https://files.eric.ed.gov.
De Dios, A.C. (2013). Problems and Solutions in
Science Education. Philippine Basic Teaching Science the Process Skill. Retrieved
Education. Retrieved from from http://www.longwood.edu/cleanva/
http://www.philippinesbasiceducation.us.
What is a Project? Retrieved from
Doyle, A. (2017). Technical skills list and www.cs.odu.edu.
examples. Retrieved from
https://www.thebalance.com. Wyngarden, A. (2008). Teaching Strategies for
Theory Content in Outcomes-and- Problem
Dube, (2012). Authentic Tasks. Retrieved from Based Nursing Education Program.
https://www.slideshare.net. Dissertation. University of Pretoria, Africa.
COPYRIGHTS
Copyright of this article is retained by the
author/s, with first publication rights granted to
IIMRJ. This is an open-access article distributed
under the terms and conditions of the Creative
Commons Attribution – Noncommercial 4.0
International License (http://creative
commons.org/licenses/by/4