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ACKNOWLEDGMENT
To Almighty God, for the spiritual enlighten, the wisdom and constant flow of
ideas which help a great deal, for lighting up the lamp of hope, encouragement, and
patience for the success of this study.
The researchers wished to extend their heartfelt, profound gratitude and
appreciation to the following persons who, in one way or another have contributed
efforts, support and helped in the realization and completion of this study:
Dr. Nelson P. Cabral, SUC President, for the support extended to the
students in Zamboanga Peninsula Polytechnic State University-Gregorio Campus.
Kier P. Dela Calzada, School Administrator, and chairman of the panel, for
his warm accommodation, for sharing his intellectual support, assistance,
suggestions, recommendations, and professional skills, and for his brilliant and
constructive criticisms which led to the refinement of the researchers’ thesis.
Dr. Ma. Elen C. Lualhati, Researchers’ adviser, for her support, advice,
guidance, valuable comments, suggestions, provisions that benefit much in the
completion and success of this study, who accommodated the researchers in her
classroom while doing the research, sharing her knowledge, and helped in the
analysis of data and its statistical computations. and lastly by giving her endless
help to finish this manuscript.
Dr. Gloria I. Flores, and Dr. Cindy May P. Tacbobo, Panel members, who
patiently read the entire manuscript and whose inputs have contributed to the
improvement of the thesis and for always giving personal and professional
suggestions and recommendations.
Ms. Maria Claribel S. Cabiles. Critique reader, for her patience in
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reading meticulously the research paper.
The Researchers’ Parents and other Family members for the moral
support, encouragement and prayer extended to the researchers.
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TABLE OF CONTENTS
Page
Title Page ……………………………………………………………………………...i
Approval Sheet...................................................................................................ii
Acknowledgment................................................................................................iii
Table of Contents………….................................................................................iv
List of Tables…...................................................................................................vi
List of Figures…..................................................................................................vii
Abstract...............................................................................................................viii
CHAPTER
I. INTRODUCTION
Background of the Study……………………………….……….……………...1
Statements of the Problem……..……………………………………..…….....3
Significance of the Study……………………………………..………………...4
Scope and Limitations of the study……….……………………………….…..4
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature………………………………………………..….…………..5
Foreign Literature………………………………………………..….…………..5
Local Literature………………………………………………..….……………..8
Related Studies…………………………………………..………………..……12
Foreign Studies ……………………………………………………..……….....12
Local Studies ……………………………………….…………..……..…..........14
Conceptual Framework………………………………...…………………….....15
Hypotheses…………………………………………..………………………..…15
v
Operational Definition of key Variables and other terms……………….……15
III. RESEARCH METHODOLOGY
Research Design…………………………..……………………………….…....17
Research Locale……………………………………..……………………..…....18
Population and Distribution……..……………………………………………....19
Research Instrument…………………………………………….......................20
Validity and Reliability of the Research Instrument………………….…….....21
Data Gathering Procedure……………………………………….…………......22
Statistical Treatment of Data…………………………...……………………….22
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Problem 1 : ……………………………………………………………………….23
Problem 2: ……………………………………………………………..…………29
Problem 3 : ……………………………………………………………..………...34
V. SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Findings………………….…………………….………………………….............36
Conclusions……………………………………………………………….………36
Recommendations………………………………………………………….…….37
REFERENCES .……….………………………………………………….…….….........39
APPENDICES
A. Communication Letters……………….………...………………………...43
B. Research Instrument………………...………………………………. .….45
DOCUMENTATION……………………………………….………………………….49
CURRICULUM VITAE…………………………………………………………..….. 52
vi
LIST OF TABLES
TABLE
Page
1. Student Population and Sample Distribution…….……………………...23
2. The level of instructors’ competence in outcome-based
education learning implementation in terms of designing
learning outcome…………………………………………………………...29
3. The level of instructors’ competence in outcome-based
education learning implementation in terms of designing
activity…………..…………………………………………………………...29
4. The level of instructors’ competence in outcome-based
education learning implementation in terms of designing
activity reflection….………………………………………………………...32
5. The level of instructors’ competence in outcome-based
education learning implementation in terms of designing
activity evaluation…..……………………………………………………....34
6. Summary of the level of instructors’ competence in outcome-based
education learning implementation ……………………………………....36
7 The significant difference on the level of instructors’ competence
in outcome-based education learning implementation when data
are grouped according to length of service……………………..………..38
8 The significant difference on the level of instructors’ competence
in outcome-based education learning implementation when data
are grouped according to educational attainment………………………..39
vii
LIST OF FIGURES
Figure
1
Page
Conceptual Framework of the Study …………..……..18
viii
ABSTRACT
Mirabuena Babylyn N., et.al., (2025). Title: INSTRUCTORS’ COMPETENCE IN
OUTCOME-BASED EDUCATION LEARNING IMPLEMENTATION . A Thesis.
Zamboanga Peninsula Polytechnic State University. Adviser: Dr. Ma. Elen C.
Lualhati
The study determined the level of instructors’ competence in outcome-based
education learning implementation at Zamboanga Peninsula Polytechnic State
University - Gregorio Campus, Academic Year 2023-2024. A descriptive-quantitative
research design was utilized involving 35 respondents in this study.
It was found that, the level of instructors’ competence in outcome – based
education learning implementation was high. There is a significant difference on the
level
of
instructors’
competence
in
outcome-based
education
learning
implementation when data are grouped according to length of service, however, no
significant was found in terms of educational attainment.
The study concluded that, the instructors are well-equipped to create
structured, student-centered, and outcome-driven learning experiences. The level of
instructors’ competence in OBE learning implementation varies depending on their
length of service. However, regardless of the instructors' educational attainment, they
exhibit a similar level of competence.
It is recommended that Zamboanga Peninsula Polytechnic State University
Officials may strengthen faculty development programs focused on designing
effective activity evaluations in outcome-based education (OBE). Provide institutional
support for research and innovations in assessment and evaluation strategies.
Campus Administrator may encourage regular training and workshops on
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assessment design, including the integration of diverse evaluation methods. Promote
a culture of continuous improvement in instructional evaluation through feedback
mechanisms and peer review processes. Instructors may utilize a variety of
assessment tools (e.g., rubrics, peer evaluations, self-assessments) to measure
student performance accurately. Ensure transparency in evaluation by clearly
defining and communicating assessment criteria to students. Provide timely and
constructive feedback to guide students in their learning progress and improvement.
Incorporate both formative and summative assessments to effectively track student
progress and competency development. Students may engage actively in evaluation
activities and seek clarification on assessment criteria when necessary. Use
instructor feedback as a guide for continuous improvement in learning and skill
development. Parents may support students in understanding the importance of
activity evaluation in their academic growth. Encourage students to take
responsibility for their learning by reflecting on feedback received from instructors.
Future Researchers may explore further studies on innovative evaluation strategies
in OBE to enhance assessment effectiveness. Investigate the impact of technologybased evaluation methods in improving student learning outcomes.