Experiences of BSEd Science Major Students in their Outcome-based Performance Tasks
Article Sidebar
Main Article Content
Abstract
Background and Aims: Outcome-based education (OBE) is a recent development that emphasizes students' performance and proof of their knowledge over a set period. This study investigates the experiences of BSEd Science Major students with outcome-based performance tasks in their major courses. The research underscores the rarity of such studies, particularly in science education, motivating this study.
Materials and Methods: The study applied a qualitative case study research design and adopted a purposive sampling method to select 21 BSEd Science students from a Higher Education Institution in Zamboanga del Sur to join a one-to-one semi-structured interview. The triangulation method was also applied where two tertiary science teachers were specifically selected to strengthen the study’s validity by providing additional perspectives and corroborating findings. The data collected were transcribed verbatim from audio-recorded files. The research design incorporated Merriam’s (1998) categorical aggregation to analyze data, identifying patterns and themes that emerged from participants' responses.
Results: It was revealed that they have performed laboratory experiments and performance exams that require laboratory resources, collaboration skills, time management, and teacher guidance. However, they also face challenges such as limited resources, groupmate issues, limited background knowledge, and poor teacher guidance, which they deal with by being resilient and adaptable, adjusting their collaborative efforts, conducting additional research, and seeking peer guidance.
Conclusion: The findings emphasize that the BSEd Science students greatly benefit from the outcome-based education (OBE) framework. Through this, students pursue well-defined learning outcomes, engage meaningfully with the content, collaborate with peers, and develop greater confidence in their ability to succeed in their studies. Despite its demands, OBE nurtures both academic excellence and personal growth in students' development, demonstrating the transformative impact of OBE in science education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the Journal of Education and Learning Reviews is retained by the author(s) under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Abdul Karim, N. A.-H., & Yin, K. Y. (2018). Outcome-based education: An approach for teaching and learning development. Journal of Research, Policy & Practice of Teachers and Teacher Education, 3(1), 26–35. https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/164
Abidin, H. Z., Omar, N., Hashim, H., Latip, M. F. A., Othman, M. M., Mohamed, S., Naim, N. F., & Yasin, Z. M. (2009). Outcome-Based Education Performance Evaluation on Electrical Engineering Laboratory Module. International Conference on Engineering Education, 153–158. Retrieved on 13 January 2025 from https://doi.org/10.1109/iceed.2009.5490593
Akramy, S. A. (2021). Implementation of outcome-based education (OBE) in Afghan universities: Lecturers’ voices. Retrieved on 13 April 2024 from https://dergipark.org.tr/tr/pub/ijqe/issue/62879/954557
Alkuwaiti, A. (2021). Outcome-based assessment of student learning and performance. Retrieved on 5 May 2024 from https://www.linkedin.com/pulse/outcome-based-assessment-student-learning-performance-dr-ahmed
Altun, A., & Kelecioğlu, H. (2018). Vocational high school teachers’ and students’ opinions about performance tasks. International Journal of Assessment Tools in Education, 5(3), 544–566. https://doi.org/10.21449/ijate.425190
Badrinarayan, A. (2022). Performance assessments in college admission: Designing an effective and equitable process. Retrieved on 17 May 2024 from https://doi.org/10.54300/150.937
Beheshtian, C., Garcia, V. E., Ng, T. Z., Alkhatib, S., Quang, E., Cho, K. J., Nguyen, T. D., Le, D. N., & Kadandale, P. (2023). Does exposure to research experiences have different learning outcomes than prior exposure to lab techniques in non‐research settings? Biochemistry and Molecular Biology Education, 51(2), 180–188. Retrieved on 28 May 2024 from https://doi.org/10.1002/bmb.21707
Bhardwaj, J. (2020). Working with others and enjoying it: CS1 students’ experience of small-group collaboration on a business simulation. IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie44824.2020.9274161
Braun, H. (2019). Performance assessment and standardization in higher education: A problematic conjunction? British Journal of Educational Psychology, 89(3), 429–440. https://doi.org/10.1111/bjep.12274
Canelas, D. A., Hill, J. L., & Novicki, A. (2017). Cooperative learning in organic chemistry increases student assessment of learning gains. Chemistry Education Research and Practice, 18(3), 441–456. https://doi.org/10.1039/c7rp00014f
CHED. (2012). Policy standard to enhance quality assurance in Philippine higher education through an outcomes-based and typology-based QA. Commission on Higher Education Memorandum Order No. 46, Series of 2012.
Costales, J. (2021). Difficulties in Performance Task Authentic Assessment Among Secondary School Social Studies Teachers of Zone 2, Department of Education Division of Zambales. United International Journal for Research & Technology, 3(6). Retrieved on 26 May 2024 from https://uijrt.com/articles/v3/i6/UIJRTV3I60008.pdf
Cowan, J. (2012). Teaching for quality learning at university – By John Biggs & Catherine Tang. British Journal of Educational Technology, 43(3). https://doi.org/10.1111/j.1467-8535.2012.01317_3.x
De Guzman, M. F. D., Edano, D. C., & Umayan, Z. (2017). Understanding the essence of outcomes-based education and knowledge of its implementation. Asia Pacific Journal of Multidisciplinary Research, 5(4), 64–71. http://www.apjmr.com/wp-content/uploads/2017/11/APJMR-2017.5.4.08.pdf
Deacon, C., & Hajek, A. (2011). Student perceptions of the value of physics laboratories. International Journal of Science Education, 33(7), 943–977. https://doi.org/10.1080/09500693.2010.481682
Delos Reyes, Z. M. A. (2019). Outcomes-based science instruction (OBSI) in teacher education institutions. IOER International Multidisciplinary Research Journal, 1(1), 12–24. https://doi.org/10.5281/zenodo.2595868
Duban, N., Aydoğdu, B., & Yüksel, A. (2019). Classroom teachers’ opinions on science laboratory practices. Universal Journal of Educational Research, 7(3), 772–780. https://doi.org/10.13189/ujer.2019.070317
Ernst, J. V., Glennie, E., & Li, S. (2016). Performance-based task assessment of higher-order proficiencies in redesigned STEM high schools. Contemporary Issues in Education Research, 10(1), 13–32. https://doi.org/10.19030/cier.v10i1.9877
Espiritu, J. L. D., & Budhrani, K. (2015). Implementing an Outcome-Based Education (OBE) framework in the teaching of Industrial Psychology. ResearchGate. Retrieved on 10 April 2024 from https://www.researchgate.net/publication/326635478_Implementing_an_Outcome-Based_Education_OBE_Framework_in_the_Teaching_of_Industrial_Psychology
Guimba, W. D., et al. (2024). Adopting OBE curriculum approach: University faculty members’ cognition, experiences, attitudes, and challenges. Education Quarterly Reviews, 7(2). https://doi.org/10.31014/aior.1993.07.02.572
Hadji Abas, H., & Marasigan, A. C. (2020). Readiness of science laboratory facilities of the public junior high school in Lanao del Sur, Philippines. Social Science Research. Retrieved on 5 May 2024 from https://doi.org/10.5281/zenodo.3835480
Hamidi, H., et al. (2024). The effect of outcome-based education on the behavior of students. European Journal of Theoretical and Applied Sciences, 2(2), 764–773. https://doi.org/10.59324/ejtas.2024.2(2).68
Hancock, D. R. (2007). Effects of performance assessment on the achievement and motivation of graduate students. Active Learning in Higher Education, 8(3), 219–231. https://doi.org/10.1177/1469787407081888
Hansson, S. O. (2015). Experiments: why and how? Science and Engineering Ethics, 22(3), 613–632. https://doi.org/10.1007/s11948-015-9635-3
Hattie, J. (2008). Visible learning. In Routledge eBooks. Retrieved on 28 May 2024 from https://doi.org/10.4324/9780203887332
Hidayati, N. (2019). Collaboration Skills of Biology Students at Universitas Islam Riau, Indonesia. Retrieved on 22 May 2024 from https://www.semanticscholar.org/paper/Collaboration-Skill-Of-Biology-Students-At-Islam-Hidayati/8a6fce3aed2bc239704579817551f6545ba7ab42
Hofmann, R., & Mercer, N. (2015). Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education, 30(5), 400–416. Retrieved on 20 May 2024 from https://doi.org/10.1080/09500782.2015.1125363
Hyytinen, H., & Toom, A. (2019). Developing a performance assessment task in the Finnish higher education context: Conceptual and empirical insights. British Journal of Educational Psychology, 89(3), 551–563. Retrieved on 16 May 2024 from https://doi.org/10.1111/bjep.12283
Johnson, R., Johnson, D., & Smith, K. (2008). Active Learning: cooperation in the classroom. Kyōiku Shinrigaku Nenpō/Kyoiku Shinrigaku Nenpo, 47(0), 29–30. Retrieved on 2 June 2024 from http://dx.doi.org/10.5926/arepj1962.47.0_29
Kamarudin, N. (2018). Dealing with Apparatus in the Laboratory: Science Teachers’ Perception and Practices. International Journal of Academic Research in Business and Social Sciences, 8(12). Retrieved on 16 May 2024 from https://doi.org/10.6007/ijarbss/v8-i12/5151
Katawazai, R. (2021). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Heliyon, 7(5), e07076. Retrieved on 14 January 2025 from https://doi.org/10.1016/j.heliyon.2021.e07076
Kruit, P., Oostdam, R., Van Den Berg, E., & Schuitema, J. (2018). Performance assessment as a diagnostic tool for science teachers. Research in Science Education, 50(3), 1093–1117. Retrieved on 15 May 2024 from https://doi.org/10.1007/s11165-018-9724-9
Lal, S., Lucey, A. D., Lindsay, E. D., Treagust, D. F., Long, J. M., Mocerino, M., & Zadnik, M. G. (2019). Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning. European Journal of Engineering Education, 45(4), 491–515. Retrieved on 24 May 2024 from https://doi.org/10.1080/03043797.2019.1654433
Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89. Retrieved on 18 May 2024 from https://doi.org/10.1016/j.edurev.2019.02.001
Lukman, A. K. (2021). Best Practices and Challenges of Outcomes-Based Education (OBE) in Social Sciences Instruction of Junior High School Students in Jolo, Sulu. Open Access Indonesia Journal of Social Sciences, 4(3), 291-299. Retrieved on 13 January 2025 from https://doi.org/10.37275/oaijss.v4i2.49
Mangali, G., Biscocho, S., Rose, M., Salagubang, M., Patricia, A., Castillo, D., De San, C., & De Letran-Manila, J. (2019). Teaching and Learning Experiences in Letran’s Partial Implementation of Outcomes-Based Education. International Journal of Multidisciplinary Research and Publications (IJMRAP), 2(1), 49–57. Retrieved on 10 March 2024 from https://ijmrap.com/wp-content/uploads/2019/07/IJMRAP-V2N1P43Y19.pdf
Masten, A., & Barnes, A. (2018). Resilience in Children: Developmental perspectives. Children, 5(7), 98. Retrieved on 27 May 2024 from https://doi.org/10.3390/children5070098
Medaille, A., & Usinger, J. (2018). “That’s going to be the hardest thing for me”: tensions experienced by quiet students during collaborative learning situations. Educational Studies, 46(2), 240–257. Retrieved on 12 May 2024 from https://doi.org/10.1080/03055698.2018.1555456
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from “Case Study Research in Education.”. Retrieved on 18 March 2024 from https://eric.ed.gov/?id=ED415771
Moneva, J., & Tribunalo, S. M. (2020). Students’ Level of Self-Confidence and Performance Tasks. Asia Pacific Journal of Academic Research in Social Sciences, 5(1). Retrieved on 23 May 2024 fromhttps://www.researchgate.net/profile/Jerald-Moneva/publication/343568936_Students'_Level_of_Self_confidence_and_Performance_Tasks/links/60633686299bf173677d9aa6/Students-Level-of-Self-confidence-and-Performance-Tasks.pdf
Nadelson, L. S., Scaggs, J., Sheffield, C., & McDougal, O. M. (2014). Integration of Video-Based demonstrations to prepare students for the Organic Chemistry Laboratory. Journal of Science Education and Technology, 24(4), 476–483. Retrieved on 25 May 2024 from https://doi.org/10.1007/s10956-014-9535-3
Nandhitha, N., & Roslin, S. (2023). OBE Framework for assessing laboratory / practical courses in engineering programmes. Journal of Engineering Education/Journal of Engineering Education Transformations/Journal of Engineering Education Transformation, 37(3), 121–128. Retrieved on 14 January 2025 from https://doi.org/10.16920/jeet/2024/v37i3/24008
Ott, L. E., Kephart, K., Stolle-McAllister, K., & LaCourse, W. R. (2018). Students’ understanding and perceptions of assigned team roles in a classroom laboratory environment. Journal of College Science Teaching, 47(4), 83–91. Retrieved on 15 May 2024 from https://doi.org/10.2505/4/jcst18_047_04_83
Pabutawan, E. L. (2023). Investigating the outcomes-based education (OBE): a case study Investigating the outcomes-based education (OBE): a case study using the Philippine maritime education and training (MET) using the Philippine maritime education and training (MET) system system. Retrieved on 23 May 2024 from https://commons.wmu.se/cgi/viewcontent.cgi?article=3258&context=all_dissertations
Paul, J., Lederman, N. G., & Groß, J. (2016). Learning experimentation through science fairs. International Journal of Science Education, 38(15), 2367–2387. Retrieved on 15 May 2024 from https://doi.org/10.1080/09500693.2016.1243272
Petalla, M. B., & Doromal, A. C. (2021). Students in the Real-World of Performance Tasks Assessment: A Qualitative Inquiry. Philippine Social Science Journal (University of Negros Occidental-Recoletos- Online)/Philippine Social Science Journal (University of Negros Occidental-Recoletos-Print), 4(1), 53–60. Retrieved on 23 April 2024 from https://doi.org/10.52006/main.v4i1.312
Quinto, L. F. (2020). Status of the implementation of Outcomes-Based Education in the Allied Medicine programs. Retrieved on 22 April 2024 from https://lpulaguna.edu.ph/wp-content/uploads/2021/09/1.-Quinto_Implementation-of-OBE-1.pdf
Rahayu, N., Suharti, D. S., Wigati, F. A., & Taufanawati, E. (2021). Investigating the components of outcome-based education in EFL classrooms: A lesson plan analysis. English Review Journal of English Education, 9(2), 399–408. Retrieved on 10 April 2024 from https://doi.org/10.25134/erjee.v9i2.4419
Rhaffor, K. A., Radzak, M.Y., & Abdullah, C.H. (2017). Students’ Perception on Outcome-Based Education (OBE) Implementation: A preliminary study in UNIKL MSI. ResearchGate. Retrieved on 22 April 2024 from https://www.researchgate.net/publication/322384048_Students'_Perception_on_Outcome-Based_Education_OBE_Implementation_A_Preliminary_Study_in_UniKL_MSI
Rudner L. M., & Boston, C. (1994). Performance-Based assessment. Retrieved on 15 March 2024 from https://files.eric.ed.gov/fulltext/ED369389.pdf
Seery, M. K., Agustian, H. Y., & Zhang, X. (2018). A framework for learning in the Chemistry Laboratory. Israel Journal of Chemistry/Israel Journal of Chemistry, 59(6–7), 546–553. Retrieved on 28 May 2024 https://doi.org/10.1002/ijch.201800093
Shalaby, R. a. H., & Agyapong, V. I. O. (2020). Peer Support in Mental Health: Literature Review. JMIR Mental Health, 7(6), e15572. Retrieved on 30 May 2024 from https://doi.org/10.2196/15572
Spady, W. (1995). Outcome-based education: Critical issues and answers. Retrieved on 10 March 2024 from https://files.eric.ed.gov/fulltext/ED380910.pdf
Sridharan, B., Muttakin, M. B., & Mihret, D. G. (2018). Students’ perceptions of peer assessment effectiveness: an explorative study. Accounting Education, 27(3), 259–285. Retrieved on 15 May 2024 from https://doi.org/10.1080/09639284.2018.1476894
Sun, P. H., & Lee, S. Y. (2020). The importance and challenges of outcome-based education: A case study in a private higher education. Malaysian Journal of Learning & Instruction, 17. Retrieved on 22 April 2024 from https://doi.org/10.32890/mjli2020.17.2.9
Taber, K. S. (2018). Scaffolding learning: Principles for effective teaching and the design of classroom resources. ResearchGate. Retrieved on 19 May 2024 from https://www.researchgate.net/publication/327833000_Scaffolding_learning_Principles_for_e ffective_teaching_and_the_design_of_classroom_resources
Toraman, Ç., Özdemir, H. F., Koşan, A. M. A., & Orakcı, Ş. (2020). Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement. International Journal of Instruction, 13(1), 85–100. Retrieved on 27 May 2024 from https://doi.org/10.29333/iji.2020.1316a
Tsourlidaki, E., De Jong, T., Zacharia, Z. C., Manoli, C. C., Xenofontos, N., Pedaste, M., Van Riesen, S. a. N., Kamp, E. T., Mäeots, M., & Siiman, L. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational Technology Research and Development, 63(2), 257–302. Retrieved on 19 May 2024 from https://doi.org/10.1007/s11423-015-9370-0
Verawati, Y., Supriatna, A., Wahyu, W., & Setiaji, B. (2020). Identification of students’ collaborative skills in learning salt hydrolysis through sharing and jumping task design. Journal of Physics: Conference Series, 1521. Retrieved on 24 May 2024 from https://doi.org/10.1088/1742-6596/1521/4/042058.
Villacrusis, E. M. (2021). Student attitudes and best practices on science performance-based assessment. International Journal of Advanced Research, 9(03), 749–768. Retrieved on 15 May 2024 from https://doi.org/10.21474/ijar01/12640
Vuopala, E., Hyvönen, P., & Järvelä, S. (2015). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education, 17(1), 25–38. Retrieved on 27 May 2024 from https://doi.org/10.1177/1469787415616730
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32–45. Retrieved on 30 May 2024 from https://doi.org/10.1016/j.cedpsych.2016.11.002
Yusof, R., Othman, N., Norwani, N. M., Ahmad, N. L. B., & Jalil, N. B. A. (2017). Implementation of outcome-based education (OBE) in accounting programmes in higher education. International Journal of Academic Research in Business and Social Sciences, 7(6). Retrieved on 24 May 2024 from https://doi.org/10.6007/ijarbss/v7-i6/3352
Zakiah, N. E., Fatimah, A. T., Sunaryo, Y., & Amam, A. (2020). Collaboration and communication skills of pre-service mathematics teachers in designing project assignments. Journal of Physics. Conference Series, 1657(1), 012073. Retrieved on 25 May 2024 from https://doi.org/10.1088/1742-6596/1657/1/012073