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Abstract
This study examines the implementation of Outcomes-Based Education (OBE) and its relationship with instructors’ teaching performance at Cordova Public College. Employing a quantitative descriptive-correlational research design, the study evaluated the status of OBE implementation across key dimensions: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning processes, and outcome assessment. Instructors’ performance was assessed in terms of commitment, subject knowledge, independent learning promotion, and management of learning. Data were gathered using survey questionnaires and analyzed using Spearman correlation. The results revealed that OBE implementation was rated as Extremely High (EH), reflecting effective alignment of outcomes, comprehensive assessments, and well-structured curricula. Instructors’ performance was consistently rated as Outstanding (O), showcasing their professionalism, subject mastery, and ability to foster student-centered learning. A strong positive correlation (r = 0.814, p < 0.05) was found between OBE implementation and instructor performance, indicating a significant relationship. These findings highlight the critical role of effective OBE practices in enhancing teaching quality and provide a foundation for further improvements in institutional practices. https://doi.org/10.30078/wjher.4.4
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30078/wjher.4.4 Pages: 202-215Published: 01-16-2025Published: 1-2025(c) 2025 Mariz Yagong Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteYagong (2025). Embracing Outcomes-Based Education for Quality Instruction Assurance. World Journal on Education and Humanities Research, 4(4), 202-215. https://doi.org/10.30078/wjher.4.4

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Final Submission Date: 10th October 2024
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