Effectiveness of outcome-based teaching approaches among Sulu State College faculty: An assessment

Abstract

This study aimed to assess the effectiveness of the outcome-based teaching approach among faculty members at Sulu State College during the Academic Year 2023-2024. The research followed a descriptive-correlational design to gather relevant data and determine the level of effectiveness. By examining the outcomes of this teaching approach, the study sought to provide valuable insights into its impact on the faculty and their teaching methods. Based on the analysis of 100 samples collected using a non-probability sampling method called purposive sampling, this study utilized various statistical tools such as weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's r. The results of this research are as follows: The majority of teachers at Sulu State College are female, married, and between the ages of 26-40. They mostly hold master's degrees and have less than 5 years of teaching experience. On average, the faculty is effective in implementing an outcome-based teaching approach. Interestingly, factors such as age, gender, and civil status do not significantly influence how teachers assess the effectiveness of this approach. It is likely that the teachers who perceive the students' outcomes as effective also view the teaching practice and methods as effective. This study provides support for the Hexa-C Metamodel, which incorporates concepts from modern theory into a framework that assists in the design and evaluation of e-learning systems, including educational software and web-based learning. Cognitive learning in e-learning encompasses various factors including mental models, human information processing, critical thinking, metacognition, self-regulation, and integration of knowledge with prior learning. Education should foster genuine comprehension and the development of internal frameworks of knowledge.