Effectiveness of Outcome-Based Education on the Performance of Pre-Service Teachers in A National College of Education in Sri Lanka

This research work was pursued to evaluate the performance of teacher trainees of English in a National College of Education in Sri Lanka to determine the objective; To investigate the effectiveness of Outcome-based Education (OBE) in enhancing student learning outcomes and instructional quality in a National College of Education. The researcher utilized experimental method and an observation schedule was employed as the primary data gathering tool. The respondents of the study were 163 teacher trainees, 82 from the experimental group and 81 from the control group respectively, and 14 lecturers to evaluate the performance of teaching practicum of teacher trainees through lesson observation, and the sample was selected on the basis of purposive sampling method. The observation schedule was designed using four OBE principles.; Clarity of focus (COF), Design down (DDW), Expanded opportunity (EOP), and High expectation (HEP). Mean comparison of experimental group was done with the control group using independent sample T test, and one sample test. In addition, data was analyzed using descriptive analysis. Findings indicate that the comparative analysis of the experimental (OBE) and the control (non-OBE) groups demonstrate a consistent and statistically significant difference in all the dimensions of teaching performance. Thus, teacher trainees from the experimental group outperformed the control group and OBE implementation led to significant improvements in achieving outcomes related to OBE principles contributing for more effective planning, teaching, and assessments. The study concludes that while OBE offers a robust framework for aligning educational practices with desired outcomes, its success heavily depends on constant application, continuous professional development and stakeholder engagement. Recommendation for future implementation strategies is; teacher trainees in the control group and the lecturers should be made aware of OBE approach through professional development training to increase their knowledge and skills in coping up with the learning teaching process. It is also recommended that future implementation strategies should be employed to enhance the sustainability and scalability of OBE in pre-service teachers.