Outcomes-Based-Philippine History Instruction for Tertiary Level

Abstract

This study assessed Outcomes-Based Education (OBE) teaching of Philippine History at the Cebu Technological University (CTU) Main Campus, in the context of efforts by the Commission on Higher Education to bridge traditional teaching and OBE-driven, student-centred learning. It examined the profile of teachers (age and gender, civil status, highest educational attainment, teaching experience, seminars and workshops attended, and teaching strategies and methods), the profile of students (age and gender, and academic performance in Philippine History), and the extent to which Philippine History instruction was delivered by teachers and acquired by students in outcomes-based competences covering the Pre-Spanish, Spanish, American and Japanese eras and contemporary Philippines. The descriptive study used a questionnaire, supported by interviews with teachers and students, and convenience sampling. Teachers’ and students’ levels of understanding of OBE were found to be more or less the same, although the extent of delivery of Philippine History instruction by teachers did not match the extent of its acquisition by students, and the respondents’ demographic profiles did not affect students’ academic performance. The study concludes that teaching OBE needs a different approach and recommends further research on additional variables, an experimental study of teaching methods, a multiple linear regression model of factors affecting teachers’ delivery of OBE, and consideration of the proposed OBE syllabus in Philippine History for CTU Main Campus.

Abstract prepared by the editorial office from the full text of the article; the authors did not supply one.