Outcomes Based Teaching and Learning (OBTL) Principles and Practices in One Philippine State University

This study determined the OBTL Practices and Teaching Effectiveness of Faculty of CEAFA of Batangas State University as the basis for proposing an action plan aimed at enhancing OBTL implementation. Specifically, it presented the profile of respondents in terms of position, educational attainment, and number of years in teaching. It also sought to determine the OBTL practices in terms of articulation of learning outcomes, design of teaching-learning activities, and design of assessment tasks. Moreover, it determined the OBTL effectiveness in terms of the implementation of teaching-learning activities and assessment tasks. The findings revealed that the majority of the respondents are lecturer 1, college degree holders, and are teaching for 1-2 years. OBTL principles of the faculty-respondents strongly agree on the articulation of learning outcomes and design of assessment tasks while agreeing only on the design of teaching and learning activities. When it comes to OBTL practices, communication of learning outcomes, implementation of teaching-learning activities and implementation of assessment tasks are very well demonstrated. It also revealed that there was no significant difference in the respondents OBTL practice when grouped according to profile while there was a significant difference between OBTL principles and effectiveness. Based on the findings a plan of action was proposed to enhance the OBTL implementation in one state university particularly on course syllabus as evidence of planning for Outcomes-based Teaching and Learning (OBTL) item number 2 which states designing teaching learning activities for OBLT.