Abstract:
This study focuses on teachers' opinions regarding using an outcome- based
approach (OBE) while instructing young students. The researcher discoursed how an
outcome-based approach for teaching young learners affect the academic
performance of students by doing brief literature review of different related articles.
The purpose of this research is to inquire into how educators feel about teaching
elementary school children using OBE. Productive curriculum structure takes places
an emphasis on teaching and learning exercises as well as tests. The methodology
that the researcher used was based on an online survey as it serves the basis of
quantitative research. The online survey has two parts, one based on close-ended
questions and second is open-ended so that teachers can give their opinions in a
detailed manner. The research group consists of 30 elementary school teachers, 25
women and 5 men, aged 23-35. To analyze the results of the survey, SPSS was used.
In the light of data analysis, learning outcomes serve as the foundation for
evaluation. The study highlights mixed-level learners as the main obstacle to
implementing outcome-based strategies. Both male and female teachers agree that
children's knowledge and abilities are reflected in learning outcomes. Creating and
distributing explicit learning outcomes helps students become more conscious of
their own learning and ensures a clear understanding of what they will learn before
starting a session or course. The results of the current study will contribute to the
field by inspiring the authorities to do necessary changes to elementary curriculum or
adaptations for improved benefits
