Experiences of BSEd Science Major Students in their Outcome-based Performance Tasks

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.