Perceived Academic Performance of Nurse Learners of Benguet State University in Relation to Perceived Teaching Competency of the Facilitators in the OBE Era

Abstract

The occurrence of a paradigm shifts from input-based learning to outcomes-based education resulted in a lot of adjustments. One of which is the transition from a teacher-centered focus to a learner-centered environment. The research aims to determine the relationship between the academic performance of nurse learners of BSU-CN and the teaching competency of the facilitators in the OBE era. The research utilized a quantitative descriptive correlational study. Questionnaires were administered to 590 nurse learner respondents from levels 1 to 4, males and females. To determine the relationship of perceived academic performance and perceived teaching competency, Pearson product-moment correlation was used. The perceived academic performance and perceived teaching competency of nurse learners of Benguet State University is 3.16 (very satisfactory) and 3.48 (very high competency), respectively. There is no association of perceived academic performance and teaching competency according to sex. On the other hand, there is an association of perceived academic performance and teaching competency according to year level. There is a strong significant relationship between the perceived academic performance of nurse learners and their perceived teaching competency of course facilitators of Benguet State University. The researchers recommend using the questionnaire as a standardized tool to evaluate academic performance and teaching competency.