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European Journal of Applied Sciences – Vol. 10, No. 2
Publication Date: April 25, 2022
DOI:10.14738/aivp.102.12184. Cebe, D. (2022). Outcomes-Based-Philippine History Instruction for Tertiary Level. European Journal of Applied Sciences, 10(2). 517-
522.
Services for Science and Education – United Kingdom
Outcomes-Based-Philippine History Instruction for Tertiary
Level
Danilo Cebe
CTU Main Campus
INTRODUCTION
The 21st century education introduced multi-faceted ideas on how quality is delivered
education in the classroom. The Commission on Higher Education (CHED) responded the
challenged of the 21st education to craft a curriculum and programs that would bridge the gap
between the traditional mode of teaching and Outcomes-Based Education (OBE) driven
learning approaches. Outcome-based education or OBE is an approach to education in which
conclusions about the curriculum are driven by the exit learning or outcomes that the students
should display at the terminal of the course. “In outcome-based education,” as suggested by
Harden and colleagues, “product describes process". OBE can be associated as results-oriented
thinking (Salvaña et al., 2017). Student-centred learning is an approach to education focusing
on the needs of the students, rather than those of others involved in the educational process,
such as teachers and administrators. This approach has many implications for the design of the
curriculum, course content and interactivity of courses. Butawan et al (2021) showed that
Student-Centred Learning Designs and Strategies such as Brainstorming, Problem-Based
Instruction, Continuity of learning through own experience, Group Activity, and Interaction
were able to develop Higher-Order Thinking Skills (HOTS) of Students in Philippine History
Classes. Moreover, the study proved that significant learning is acquired by doing.
The main objective of Philippine History is the development of the democratic citizens. The
perpetuation of the way of life, its values and ideals depend almost entirely on the success of
society in educating its members in democratic principles and implementations. As instrument
of society schools play a major role in the process of democratization of young citizens.
There are varieties of format that Philippine History subject can take; among them is the
interdisciplinary or multidisciplinary discipline. In this scheme, significant values from several
disciplines are brought together in a single study or topic. The terms fused and unified are
applied to such programs of interdisciplinary type. This pattern starts from the general to the
particular. Section 17 of article II mandates the state (Government) to give priority to
education, science and technology, arts, culture and sports with the following goals: to foster
patriotism and nationalism, to accelerate social progress, and to promote total human liberation
and development. Philippine history is a curricular subject offered in secondary and tertiary
levels. As a curricular offering, it develops the students’ different spheres of personality like
intellectual, social, and moral values and all qualities of the individual as a useful citizen of the
country. History education ordinarily faces a relativist slant, if not by the monotonous nature
of the course. Hence, educators are continuously in pursuit for a better teaching strategy to
keep the class interesting (Garcia, 2020).
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European Journal of Applied Sciences (EJAS) Vol. 10, Issue 2, April-2022
Services for Science and Education – United Kingdom
It has been said that learning is a life-long process. Learning comes from experience either
through educators who taught the learners about the specific subject matters or from learners’
personal effort to learn in various aspects of human life. In the new era of education, the CTU- Main Campus as learning institution is gradually adopting various enhanced approaches and
strategies in teaching students as well as the methods and innovation to enable learning
process more enjoyable and meaningful. Philippine History should also connect the needs of
the 21st century learners. The lessons/competencies being offered on this subject portrayed the
actual condition of the Philippines with developing country so to speak needs technology driven
instruction. Teaching Philippine History seems boring and uninteresting to the students
particularly if the teachers used the conventional way of teaching. This is a great challenge to
the teachers handling history subject in the University to contradict the claim that Philippine
History seems boring and uninteresting. The Cebu Technological University-Main Campus is
heeding the challenge of quality education. The University should adopt the OBE Philippine
History Syllabus and the new method, and innovation of teaching to answer the needs of the
teachers and students to fit the 21st century education. The enhancement of instruction in
learning process through Outcomes-Based Education should be in general, encompassing all
subjects offered in the University.
Galindo (2013) shared that the foremost requirement of a teacher is mastery of the subject
matter. According to her, a competent teacher knows the most important concepts of a course
and is highly capable to translate complex studies into simple language, is able to expound on
an idea in depth and to use analogies or illustrations from other fields in different perspectives,
relates new ideas and to old, and always touches base with the fundamentals of the subject. She
also added that a history teacher is a great communicator. Knowing something does not make
one a teacher. Educational psychology consist of four important areas-learning, learners,
teaching, class management and assessment. A committed teacher would want to advance his
knowledge in all these. A teacher who understands fully what learning is not only prepares his
syllabus and course requirements well; he also asks intelligent questions, makes classes
mentally stimulating and what the students’ appetite for more knowledge. He organizes his
lectures, provides for interaction and uses student’s experiences to get the most and best out of
a course. A great teacher is excited about his course; he has the important task of initiating
students into worthwhile matters. She also concluded that a teacher should enhance his
creative understanding of a subject-flexibility, fluency, originality, courage, sense of humor,
visualization authentically, as well as the collection of details. Students appreciate teacher’s
sense of humor, storytelling, and even their outfits in keeping their attention during discussion
time.
Moreover, Antonio (2013) supplemented that one way of maintaining the concentration of
students is through incorporation of humor in class discussion and activities. Some teachers
are using humor as icebreakers to awake the nerves of sleepy and unfocused minds of students.
It is proven effective because jokes and funny statements enable the students to actively
participate in the class discussions. There is a certain empowerment and motivation in
humorous statements that give the students an energized and alert mind. Furthermore, one of
the most effective ways to educate young minds is by means of educational shows. The
popularity of the educational TV shows during the 90s marked the turning point of modernity
and broadening the coverage of the education. The birth of instructive learning trough
television made it easier for student to easily understand the lessons. Instead of the
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Cebe, D. (2022). Outcomes-Based-Philippine History Instruction for Tertiary Level. European Journal of Applied Sciences, 10(2). 517-522.
URL: http://dx.doi.org/10.14738/aivp.102.12184
conventional type of learning through visual aids and books, educational tapes and TV shows
were considered then as fresh approaches in teaching students in a lighter way. Moreover, the
rampant production of the said TV shows became beneficial for people who cannot afford
schooling.
Today, there are Institutions which have moved toward a student-centred approach. Instead of
getting bored with teacher-centred education or losing sight of their goals in a completely
teacher-centred classroom, pupils can benefit from the positives of a student-centred
instruction. This study assessed the Outcomes-Based Education teaching in Philippine History
in the Cebu Technological University Main Campus, specifically, the profile of teachers as to: age
and gender, civil status, highest educational attainment, teaching experience, seminars and
workshops attended, teaching strategies and the methods used; the profile of students as to:
age and gender, and academic performance in Philippine History; the extent of Philippine
History Instruction delivered by the teachers and acquired by the students in the Outcomes- Based Competences along: Pre-Spanish era, Spanish era, American era, Japanese era, and
contemporary Philippines.
MATERIALS AND METHODS
Research design
The study was a descriptive research. It made use of a questionnaire in gathering the needed
data as well as informal interview to verify the respondents’ answers in the questionnaire that
focused on determining the profile of teachers as to: age and gender, civil status, highest
educational attainment, teaching experience, seminars and workshops attended, teaching
strategies and the methods used; the profile of students as to: age and gender, and academic
performance in Philippine History; the extent of Philippine History Instruction delivered by
the teachers and acquired by the students in the Outcomes-Based Competences along: Pre- Spanish era, Spanish era, American era, Japanese era, and contemporary Philippines. The
researcher used this method in collecting all the information required via questionnaires to
reveal summary statistics of the respondents’ thoughts.
A purposive gathering of information, in which persons seek to give and get information they
are to use to achieve the objectives they formulate for a specific type of activity. Interviews at
personal level were conducted for both respondents and students. Respondents were asked
about the actual strategies and activities they give to students which develop Higher Order
Thinking Skills. They were also asked to specify the specific details of the HOTS developed.
Students, in turn, were also asked to narrate their experiences in a Learner-Centred
Environment. The proponents used the convenience sampling method to determine its
respondents. Since the researcher are educators themselves, he was able to conveniently
distribute questionnaires to a total of 463 respondents which is composed of students in history
and teachers of Cebu Technological University.
To validate the data, some existing rubrics of scoring available for the categorization of the
Outcomes-Based Education Teaching Methods/Strategies Utilized were 3 means Always or
when the methods and techniques are used at all times; 2 refers to Often for when the methods
and techniques are used at many times and 1 for Seldom when methods and techniques are
sometimes used. As to categorization for Outcomes-Based Education competencies delivered
by the instructors and professors, the researcher utilized 3 means Fully Delivered, when OBE