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This study examined the effectiveness of outcome-based education (OBE) components in the Bachelor of Science in Accountancy program at the University of San Jose - Recoletos. The respondents felt that the OBE grading system did not accurately measure student performance and impacted grades. Teachers sometimes assigned activities not suited for the OBE components and had difficulty incorporating OBE into the technical accountancy courses. While OBE aims to shift education to a student-centered focus, its imp

Author

Gellie Vale T. Managbanag

Language

EN