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Abstract
The research study focused on Performance-based Instruction towards TLE Agricultural Arts Competence of Grade 9 students. Performance-based instruction (PBI) is an instructional approach that emphasizes real-world application and active participation to enhance learning outcomes. The descriptive research design was employed in this study. The primary tool for collecting data was a questionnaire created by the researcher. Respondents were 92 TLE Agriculture at Boot National High School. Data were tested using different statistical tools such as frequency, percentage, mean, standard deviation, and Pearson R Correlation and Coefficient at a .01 level of significance. The findings of the study about the respondent's perception of Performance Based Instruction in terms of Planning and Preparation, Classroom management, Instruction, and Professional responsibilities were Fully implemented. The TLE Agricultural arts competence of the respondents in terms of written task and performance tasks was outstanding. The four domains of performance-based instruction in terms of planning and preparation, classroom management, and professional responsibilities were significantly related to the written task while Instruction was not significant. More importantly, it was found that there is no significant relationship between the respondent's perceived extent of use of performance-based instruction and TLE Agricultural Arts competence in terms of performance tasks.
