Asia Pacific Journal of Multidisciplinary Research | Vol. 1, No. 1 | December 2013 _____________________________________________________________________________________________ 174 ISSN 2350 – 7756 www.apjmr.com Implementation of a Proposed Model of a Constructivist Teaching-Learning Process – A Step Towards an Outcome Based Education in Chemistry Laboratory Instruction Dr. Paz B. Reyes College of Education, Arts and Sciences, Lyceum of the Philippines University, Batangas City, PHILIPPINES ABSTRACT This study implemented the proposed model of a constructivist teaching- learning process and determined the extent by which the students manifested the institutional learning outcomes which include competency, credibility, commitment and collaboration. It also investigated if there was an improvement in the learning outcomes after the implementation of the constructivist teaching- learning process and determined the students’ acceptance of the constructivist teaching-learning process. Towards the end a plan of action was proposed to enhance the students’ manifestation of the institutional learning outcomes. It made use of the qualitative- quantitative method particularly the descriptive design. The results of the study revealed that the students manifest competency, credibility, commitment and collaboration as they accept positively the constructivist teaching-learning process in their chemistry laboratory subject. It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students. The use of the proposed plan of action is recommended for an effective chemistry laboratory instruction. Keywords: constructivist teaching-learning process, institutional learning outcomes, competencies, credibility, commitment, collaboration I. INTRODUCTION Education aims to create teaching and learning environment that would bring about desired changes in learners such as making them more knowledgeable, skillful or acquired positive attitudes and values. Educators and policy makers explore new ways of designing education in order to meet the demand for a better educational system that will prepare students for life and work in the 21 st century. They attempt to change the way of measuring the effectiveness of education from an emphasis on traditional inputs, such as course credits earned and hours spent in class to results or outcomes. Outcome-based education is a model of education that deviates from the traditional method of teaching which focuses on what the school provides to students but instead directs towards making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE involves student-centered learning which focuses on empirically measuring the students’ performance or outcome. In order to cope up with the current trend in education, the Lyceum of the Philippines University is thereby committed to implement the outcome based education program in its system. The College of Education, Arts and