The Impact of Outcomes-Based Education on the Cognitive Development of Grade 5 Pupils in Selected Public Schools in Lucena City

Abstract

INTRODUCTION

This study aims to determine the impact of Outcomes-Based Education (OBE) on the cognitive development of Grade 5 pupils in selected public elementary schools in Lucena City. Outcomes-Based Education contrasts with traditional education which primarily focuses on the resources called inputs that are available to the students. Cognitive development, on the other hand, refers generally to changes in thinking abilities.

METHODS

This study used the descriptive method which is designed to provide answers to the questions of who, what, when, where, and how associated with a particular research problem. A questionnaire is a primary tool used to gather the information needed in this particular study and was distributed to 80 pupils and 20 teachers from Grade 5 classes.

RESULTS

As a result, the teachers perceived OBE elaborating competencies by performance objectives. They used writing strategies in providing learning outcomes. Based on their observations, OBE helps the learners to be analytic thinkers through real-life or authentic problem solving, and it increases retention through applying specific knowledge or information to produce an output. On the other hand, the pupils used book reports, creative writing, journals/diary, and work pages where they use their writing skills and generate their ideas in making learning outcomes.

DISCUSSIONS

Roy Killen (2009) stated that well-written outcome statements all have one very important feature -they all indicate something that learners will be able to do as a result of their learning. OBE always focuses on what learners should do by the end of their learning. Teachers will act as facilitators or evaluators of the learner's performance which makes the environment learner-centered (Killen, 2009). However, Kenneth Moore (2001) defined OBE as an approach focusing on instructional practices on ensuring that students master the identified outcomes, and it asserts that all students can learn. According to Killen (2009), some outcomes require learners to respond to the complexity of real-life performances. But not all outcomes are created equal -some require much more complex learning and sophisticated demonstration than others.