Abstract
The different educational institutions around the globe in the recent decade have already shifted its educational approach from teacher-based instruction to outcomes-based education (OBE). This is a radical paradigm shift of the once teacher-centered teaching into student-centered or the outcomes-based education (OBE). This new teaching approach aims to directly improve the level of functional literacy among the students into a higher one. Functional literacy is the number one problem affecting the students’ performance in English, science and mathematics. This paper looks at the outcomes-based education or OBE as most relevant strategy that helps to improve both performance of the teachers and the students. It is said that “uncertainty about the desired learning outcomes and failure to assess outcome properly could end in situation where learners only possess pseudo-knowledge, pseudo- skills, pseudo-attitudes, and pseudo-values.” The objective of this paper is to assess the process of applying the OBE at the MSU-Sulu Laboratory High School and the Sulu State College Laboratory High School. The study is based on the observation and interview on how OBE is implemented in these schools.