EXAMPLE OF PROPOSAL DEFENSE POWERPOINT PRESENTATION

1. RESEARCH PROPOSAL
Group 5
Group Members:
Trixia Mae Fajardo Alngog
Irene Balbeo
Gerlie Castillo
Mary Joyce De Villa
Kim Lester Cailing Dime
Regine Mayuga

2. Chapter 1: Introduction
With contrary to the fact that most teachers put the center of their
attention too much on what they teach rather than on what their students learn,
OBE emphasizes on what is expected from the student to finally achieve when
they complete their course rather than how they achieved it. Outcome based
education is defined as an approach to education in which decisions about the
curriculum are driven by the outcomes the students should display by the end of
the course. professional knowledge, skills, abilities, values, and attitudes- rather
than on the educational process. It highlights the fact that you must know the
final destination of your journey before you start voyaging. Exploring new ways
for designing tertiary education is a worldwide pursuit. OBE is being recognized
as the most important educational component of societies with knowledge-based
economy. OBE designed to achieve the predefined learning outcomes.

3. Chapter 1: Introduction
The academic performance of students reflects on their ability to
demonstrate the knowledge they have learnt in tests, quizzes,
presentations and final examination The importance of students’
performance is not only evident to the students but also to the
universities as it is a measure the success of their education
process. Studies in the education literature have examined the
factors that may influence students’ performance that include
physical facilities and qualified educators, students’ attitudes,
aspirations, and self-awareness

4. Background of the Study
According to Spady (1998) as cited by Shaheen (2019), OBE is a basic
shift from being ‘educentric paradigm’ into a future oriented learner-centered
‘empowerment paradigm’. The word “paradigm” is said to denote the world’s
viewpoint, outlook, vision, and perception. Educentric Paradigm is one
characterized by what the system is, and has been in Industrial Age, more
willingly, than by what it should be and could be if the real purpose and the main
concern is the learner’ s learning and forthcoming success in the Information Age.
This shift was called by Spady ‘systemic’ as it alters the manner and the way how
the system operates as well as the aims that they want to achieve, and the
structures they would form. He also considered this paradigm a learning success
as it ensures eminence for all learners. It is also learner-centered, success-based,
outcome-oriented, extensive, brain-accustomed, systemic, and a holistic
paradigm.

5. Background of the Study
Since outcome-based education focus on attaining educational standard and
learning outcomes students’ academic performance or product has been linked to present
students’ future achievements. Outcome based education have been associated for how
students act and comply in accordance with the objectives set to them. Given the pressure
to achieve higher grades and academic success some students use this as a motivation to
do well and for those who are having a hard time performing under pressure may solely
use this with the purpose of completing the task. R. Nakkeran et al (2018) asserts that
OBE is a flexible, empowerment-oriented approach to learning that aims at equipping
learners with the knowledge, competence and orientations needed for success after they
leave institution. This gives a stress on the connection of Outcome based education to the
academic performance of the students as factors like preparing students to be well
equipped and ready for what the global market outside the institution requires contribute
on how they perform academically.

6. Theoretical Framework
2
Cognitive Theories of
Motivation
Interest
Theory
Goal
Theory
Self
Determinati
on
Figure 1. Cognitive Theory of Motivation

7. Research Paradigm
Independent Variable
Outcome-based
Education
-Learning
-Understanding
-Skills
Dependent Variable
Academic
Performance of the
Students:
-First year level
-Second year level
-Third year level
-Forth year level
Output
Impact of Outcome-
based Education to the
Academic
performance in City
College of Tagaytay
Bachelor of Secondary
Education Major in
Social Studies

8. Statement of the Problem
This study aims to investigate the impact of outcome-based education on
academic performance of Bachelor of Secondary Education Major in Social
Studies students in City College of Tagaytay.
It specifically aims to answer the following:
1. What is the demographic profile of the respondents in terms of year level?
2. Relate the significant impact of outcome-based education to the academic
performance of BSED college students in City College of Tagaytay Major in
Social Studies.
How does outcome-based education affect the respondents’ level of:
A. Understanding
B. Learning
C. Skills

9. Statement of the Problem
3. What is the academic performance of BSED college students in City College
of Tagaytay Major in Social Studies?
4. How does the academic performance affect the level of understanding,
learning and skills of BSED college students per year level in City College of
Tagaytay Major in Social Studies?
5. Is there a significant relationship between the outcome-based education and
academic performance of the respondents?
6. Is there a significant difference between the effect of outcome-based
education on each year level?
7. Is there a significant difference between the academic performance of the
respondents?

10. Hypothesis of the Study
Ho1. There is no significant relationship between the outcome-based education and academic
performance of the respondents
Ho2. There is no significant difference between the effect of outcome-based education on each
year level.
Ho3. There is no significant difference between the academic performance of the respondents.

11. Scope and Delimitation of the Study
This study limits its coverage to the college students of Bachelor of
Secondary Education Major in Social Studies only. Its mains purpose is to
assess the efficacy of outcome-based education and key elements that
potentially influence students learning. The research will emphasize various
variables and the importance of the educator’s role in developing the
curriculum in education in such a manner to create an atmosphere for the
greatest possible learning, motivate learners, learn from one another, and
provide feedback throughout the trip. This study will concentrate on the
notion that outcome-based education techniques have positive benefits on
developing skills. As a result, future research will be directed to examine
this to internal validity and create experiments that can be generalized.

12. Significance of the Study
This research is beneficial to the following:
Students. This study will provide an in-depth information regarding the
effect of using outcome-based education to the academic performance of the
students.
Teachers. This study would guide the teachers to understand the impact of
outcome-based education to the students. This study will also bestow ways
on how to execute the outcome-based education system with effectiveness
and positive feedback from the students.
Institution. This study will help the institution in the development of their
students and teachers’ insight about the relationship of education system with
the mental health of college students. Also, the institution can use this as a
guide for them to help their constituents.

13. Significance of the Study
Researchers. This study will help the researchers to the development and
the effectiveness of the outcome based to the academic performance.
Future Researchers. This study will/can serve as a reference for further
studies related with the topic of this research. This study may also serve as
their guidance for gathering information about the impact of outcome-based
education to the mental health of the students.

14. Definition of Terms
Outcome-based education (OBE). According to Wikipedia OBE is
education in which an emphasis is placed on a clearly articulated idea
of what students are expected to know and be able to do, that is, what
skills and knowledge they need to have, when they leave the school
system.
Outcome-based Education (OBE). It is an education in which an
emphasis is placed on a clearly articulated idea of what students are
expected to know, to be able to do, that is, what skills and knowledge
they need to have when they leave the school system.

15. Definition of Terms
Academic performance. According to Meriam Webster academic
performance is the measurement of student achievement across
various academic subjects. Teachers and education officials typically
measure achievement using classroom performance, graduation rates,
and results from standardized tests.
Academic performance/ achievement is the extent to which a
student, teacher, or institution has attained their short or long-term
educational goals and is measured either by continuous assessment or
cumulative grade point average.

16. Chapter 2: Review of Related Literature
Academic Performance
As cited by Yonardo A. Gabuyao C. Dy of the book of ‘’ Assessment of Learning II Text &
Reviewer”, Grade is a symbol used to represent the achievement or progress of a student.
As cited by Wikipedia, Grade is a teacher’s evaluation of students’ performance in class. So, the researchers
believe that the teacher must give grade to a student fairly and what is appropriate for the student because it
can make the students better if they get what they deserve.
As cited by Wikipedia Academic achievement or academic performance is the extent to which a student,
teacher or institution has attained their short or long-term educational goals. Completion of educational
benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Academic achievement is commonly measured through examinations or continuous assessments but there is
no general agreement on how it is best evaluated or which aspects are most important—procedural knowledge
such as skills or declarative knowledge such as facts. Furthermore, there are inconclusive results over which
individual factors successfully predict academic performance, elements such as test anxiety, environment,
motivation, and emotions require consideration when developing models of school achievement. Now, schools
are receiving money based on its students’ academic achievements. A school with more academic
achievements would receive more money than a school with less achievements

17. Chapter 2: Review of Related Literature
Academic performance is the outcome of education- the extent to which a
student teacher or an institution has achieved their educational goals. It has also
been defined as the knowledge and skills a student gained at school designated
by test scores or masks assigned by teachers. Students’ academic performance
is mostly measured by the Cumulative Grade Point Average (CGPA) (Gupta &
Maksy, 2014). CGPA shows the overall students’ academic performance where
it considers the average of all examinations’ grade for all semesters during the
tenure in university and it’s believed that higher CGPA is an indication of better
learning

18. Chapter 2: Review of Related Literature
As cited by (Eze et al. 2016), academic performance is the measurement of
student achievement across various academic subjects. Teachers and education
officials typically measure achievement using classroom performance,
graduation rates and results from standardized tests. Academic performance is
the outcome of students’ effort in examinations. Students’ academic
performance is determined by a number of factors. Academic performance is
measured by the average marks of the previous semesters and the total average
marks. Students‟ academic performance is affected by many factors including
gender, age, teaching faculty, students schooling, father/guardian social
economic status, residential area of students, medium of instructions in schools,
tuition trend, daily study hour and accommodation.

19. Chapter 2: Review of Related Literature
As cited by Wikipedia (2014), outcome-based education, or outcomes-based
education (OBE) is an educational theory that bases each part of an educational
system around goals (outcomes). By the end of the educational experience,
each student should have achieved the goal. There is no single specified style of
teaching or assessment in OBE; instead, classes, opportunities, and assessments
should all help students achieve the specified outcomes. The role of the faculty
adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes
targeted.

20. Chapter 2: Review of Related Literature
According to Macayan (2017), outcome-based education is the level
of performance ensures that students successfully meet desired
learning outcomes set for a course, and consequently enable them to
demonstrate outcomes at higher levels. Thus, the kind of
assessments in OBE learning context should challenge students
enough to activate and enable higher order thinking skills and
should be more authentic.

21. Chapter 2: Review of Related Literature
According to N. J Rao, (2020), things we can do because of learning
are called outcomes of learning. Outcome based education (OBE)
was propounded by William Spady in the 90s to bring the focus of
formal education to what the students learn rather than what they
were taught. OBE is a system of education giving priority to ends,
purpose, accomplishments, and results. All decisions about the
curriculum, assessment, and instruction are driven by the exit
learning outcomes the students should display at the end of a
program or a course

22. Chapter 2: Review of Related Literature
As cited by Clotilda Suvin (2018), outcome-Based Education breaks the stereotypes of
paper and pen tests. Rather, they assess students’ performance, knowledge, and skills in many
other ways. Quiz, solving puzzles, giving an online presentation, modeling something, and
taking up a multiple-choice assessment, are some of the few. Assessments are criterion-focused
which the students achieve during the learning period. Students are expected to go with the
flow and think out of the box in order to implement outcome-based education. Today’s school
systems should set clear-cut rubrics to route the student through success. OBE settles these
burning issues that scorch the current Education scenario with super ease: Students were not
assessed uniformly - The traditional method of teaching waited for the end of the course to
assess the students. Similarly, it didn’t assess them uniformly. Rather it is completely vested in
the biased nature of the teachers. OBE shunned both these practices by building up a rigid
education platform with patterned assessment techniques that made education fun and
entertaining. Outcomes were not assessed uniformly - OBE matches the 21st-century skills and
values every single outcome of the learner.

23. Chapter 3: Methodology
The basic quantitative approach for data analysis was the method used by researchers
“an interpretative and naturalistic approach. This means that quantitative researchers study things
in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the
meanings people bring to them” (Denzin and Lincoln, 2000). Qualitative research is a generic
term that refers to a group of methods and ways of accumulating and examining data that are
interpretative or explanatory in nature and focus on meaning. The articulated words by the
respondents from the survey questionnaires were collected and interpreted by the researchers.
The researchers scrutinized the survey questionnaires regarding on how Outcome Based
Education Impacts the Academic Achievement of the students. Data collection was commenced
in the natural settings such as in Tagaytay (City College of Tagaytay) because qualitative method
seeks to know, explore, and understand phenomena from the viewpoints of the individual.

24. Population and Sampling
The target population of the study are the Social Studies students in
City College of Tagaytay. The researchers used purposive and total population
sampling. The purposive sampling technique is a non-probability sample that is
selected based on the characteristics of a population and the objective of the
study, they used total sampling technique to select the respondents in the
population which involves examining the entire population that have a
particular set of characteristics needed for the study.

25. Time and Locale of the Study
The study will be conducted during the whole second
semester of SY 2022-2023 at City College of Tagaytay.

26. Research Instrumentation
Survey questionnaires were utilized as the study's research tool. Data
collection will be done using the selected research tool. The first part of the
questionnaire contains items to determine the demographic profile of the
respondents including the age and gender while the second part contains items
that determines the Impact of Outcome Based Education to the Academic
Performance of Social Studies Students using Likert Scale method that will
specify the level of agreement of the respondents to the statement.

27. Data Gathering Procedure
The researchers will give a letter of consent to the Dean pf the School to have a permission to
conduct a survey inside the campus. During the conversation between the researchers and the
respondents, the rational of the study will be explain to further understand. A survey
questionnaire will be conducted in order to get the information clearly. The survey
questionnaires would examine by the researchers regarding on the impact of Outcome-Based
Education on Academic Achievement of Social Studies Students and to understand also their
individual experiences. The researcher will be the facilitator/interviewee of the interview. The
task of the researcher will be divided into three:
a) a researcher was tasked to take down notes,
b) a researcher must be the one to facilitate the recording device such as mobile phone, and
c) a researcher must observe the emotion being expressed by the participants.
As a researcher, they must understand very well to the answers of the participants to avoid
misunderstanding between them. The answers will be remained confidential.

28. Data Analysis
The basic quantitative approach for data analysis was the method used by researchers “an
interpretative and naturalistic approach. This means that quantitative researchers study things in
their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the
meanings people bring to them” (Denzin and Lincoln, 2000). Qualitative research is a generic
term that refers to a group of methods and ways of accumulating and examining data that are
interpretative or explanatory in nature and focus on meaning. The articulated words by the
respondents from the survey questionnaires were collected and interpreted by the researchers. The
researchers scrutinized the survey questionnaires regarding on how Outcome Based Education
Impacts the Academic Achievement of the students. Data collection was commenced in the
natural settings such as in Tagaytay (City College of Tagaytay) because qualitative method seeks
to know, explore, and understand phenomena from the viewpoints of the individual.
The challenge for quantitative research is to present a cohesive representation of the data which
can be disorderly and necessities to make sense of diverse viewpoints or complex issues. The
process of data analysis is to accumulate or improve the data or information in a meaningful or
intelligible technique, in a way that is clear, severe, and systematic, while remaining ‘true’ to
‘contributors’ explanations.