Pub Date : 2013-01-28DOI: 10.7718/IAMURE.IJE.V5I1.430
Maribel S. Tizo, Nenita D. Palmes
Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines
{"title":"Academic Performance of Chemistry Majors in Selected Chemistry Courses: Input for the Licensure Examination Preparation","authors":"Maribel S. Tizo, Nenita D. Palmes","doi":"10.7718/IAMURE.IJE.V5I1.430","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V5I1.430","url":null,"abstract":"Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"72 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131457641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-28DOI: 10.7718/IAMURE.IJE.V5I1.428
Annsharina Del Rio, Jezreel S. Lopez
The medium of instruction used in the classroom has a vital role in the learning of the students. It is a big factor in accomplishing quality education upheld by any academic institution. In the Philippines where public education was introduced by the American colonizers in the early 1900s and augmented by books and instructional materials that were written in English, it is no longer surprising to see that until in contemporary time, most of the schools strictly promote the use of the English language more than Filipino (national language) in classroom lectures and discussions. This is regardless whether the course is major or general education (GE) such as Philippine History, Literature, Social Sciences, and Math. This research entitled “Bilingual mastery as effectual medium of instruction in General Education courses” aims to determine the preferences of students regarding medium of instruction in the teaching of GE courses, know the preferred medium of communication among college students and identify the effectuality of bilingual practices among GE teachers. The descriptive research design is used in the study. The researchers seek the cooperation of 60 student-respondents who are enrolled in GE courses in De La Salle Lipa (DLSL) in Batangas, Philippines. The respondents are asked to answer a survey questionnaire. Based on the results, DLSL college students prefer both English and Filipino as the media of instruction in GE classes. Most of the respondents claim that they can express and perceive learning in both languages. With this outcome, it can be recommended that academic institutions in the Philippines like DLSL review the policy on classroom-teaching language as well as allow the bilingual practices among teachers. Keywords - General Education, bilingual mastery, descriptive design, Philippines
{"title":"Bilingual Mastery as Effectual Medium of Instruction in General Education Courses","authors":"Annsharina Del Rio, Jezreel S. Lopez","doi":"10.7718/IAMURE.IJE.V5I1.428","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V5I1.428","url":null,"abstract":"The medium of instruction used in the classroom has a vital role in the learning of the students. It is a big factor in accomplishing quality education upheld by any academic institution. In the Philippines where public education was introduced by the American colonizers in the early 1900s and augmented by books and instructional materials that were written in English, it is no longer surprising to see that until in contemporary time, most of the schools strictly promote the use of the English language more than Filipino (national language) in classroom lectures and discussions. This is regardless whether the course is major or general education (GE) such as Philippine History, Literature, Social Sciences, and Math. This research entitled “Bilingual mastery as effectual medium of instruction in General Education courses” aims to determine the preferences of students regarding medium of instruction in the teaching of GE courses, know the preferred medium of communication among college students and identify the effectuality of bilingual practices among GE teachers. The descriptive research design is used in the study. The researchers seek the cooperation of 60 student-respondents who are enrolled in GE courses in De La Salle Lipa (DLSL) in Batangas, Philippines. The respondents are asked to answer a survey questionnaire. Based on the results, DLSL college students prefer both English and Filipino as the media of instruction in GE classes. Most of the respondents claim that they can express and perceive learning in both languages. With this outcome, it can be recommended that academic institutions in the Philippines like DLSL review the policy on classroom-teaching language as well as allow the bilingual practices among teachers. Keywords - General Education, bilingual mastery, descriptive design, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"360 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131611438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-28DOI: 10.7718/IAMURE.IJE.V5I1.426
A. D. Hortillosa
This context based Mathematics problem solving has been shown to have direct efforts on students’ bearing. This study compares the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students from the two programs. Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students’ attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher−observers’ and raters’ notes and comments were analyzed. The results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach enhanced the students’ problem solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem solving posttest. After the treatment, statistical tests revealed that the contextbased approach had a significant effect on the voc-tech students on certain topics of mathematics in terms of approach, program and ability level. Results also revealed that the experimental group showed a significant improvement in their attitude and beliefs in mathematics problem solving compared to their counterparts in the control group. Comparing the posttest results by program, the BS students are significantly higher than the BIT students in their overall problem solving scores as well as the BIT and BS students in the experimental class. Keywords - Mathematics, context based, Mathematics problem solving, attitude, belief, confidence, Voc-tech students, Iloilo, Philippines
这种基于情境的数学问题解决已经被证明对学生的承载量有直接的影响。本研究比较了情境教学法和传统教学法对职业技术学生的认知和情感效果。采用数学问题解决前测和后测测试评估学生的问题解决水平，采用态度、信念和信心(a - b - c)问卷评估高职高专学生的态度、信念和信心。为了进行定性分析，我们分析了学生的日记、访谈回复、教师观察员和评分者的笔记和评论。结果显示，干预前学生的数学分析水平很低，数学内容知识有限。然而，基于情境的方法提高了学生的问题解决能力，表现在数字分数的提高和实验班解决问题的质量的提高以及对问题解决后测的反应。处理后的统计检验显示，情境教学法在方法、程序和能力水平上对高职高专学生的某些数学主题有显著的影响。结果还显示，与对照组相比，实验组在解决数学问题方面的态度和信念有了显著改善。通过项目后测结果比较，理学士学生的整体问题解决得分显著高于工学院学生，实验班的理学士和工学院学生的问题解决得分也显著高于工学院学生。关键词:数学，基于上下文，数学问题解决，态度，信念，信心，voco -tech学生，ililio，菲律宾
{"title":"Context Based Mathematics Problem Solving: Cognitive and Affective Effects on BIT and BS VOC-Tech Students","authors":"A. D. Hortillosa","doi":"10.7718/IAMURE.IJE.V5I1.426","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V5I1.426","url":null,"abstract":"This context based Mathematics problem solving has been shown to have direct efforts on students’ bearing. This study compares the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students from the two programs. Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students’ attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher−observers’ and raters’ notes and comments were analyzed. The results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach enhanced the students’ problem solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem solving posttest. After the treatment, statistical tests revealed that the contextbased approach had a significant effect on the voc-tech students on certain topics of mathematics in terms of approach, program and ability level. Results also revealed that the experimental group showed a significant improvement in their attitude and beliefs in mathematics problem solving compared to their counterparts in the control group. Comparing the posttest results by program, the BS students are significantly higher than the BIT students in their overall problem solving scores as well as the BIT and BS students in the experimental class. Keywords - Mathematics, context based, Mathematics problem solving, attitude, belief, confidence, Voc-tech students, Iloilo, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123986728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-28DOI: 10.7718/iamure.ije.v5i1.429
Vivien L. Chua, Magdalena M. Ocbian, Michael P. Gamba
This study aimed to evaluate the efficiency level of the Tri-fold Instructional Model, a holistic system approach in teaching and learning General Psychology. Its key components: the CD-ROM “General Psychology” Module, online collaboration through the internet and Small-Group Discussions (SGDs) were used in a sample of Information Technology class of Sorsogon State College, Magallanes Campus. The researchers made use of validation techniques and assessments employing descriptive, developmental and quasiexperimental methods in a one-group pretest-posttest design. As an innovative instructional tool, the was very much accepted and proven efficient in enhancing mastery learning of students taking the course. There was a significant difference from the previously fair performance of the students as compared to the excellent performance level after the intervention. Teaching, learning and technology therefore work together for efficient knowledge transfer. The Tri-fold Instructional Model as a holistic systems approach is a key to effective instruction. Gauging the students’ learning styles, proper planning of the course content and effective use of technology tools are instruments to successful teaching- learning process. Keywords - Tri-fold Instructional Model, e-learning, cooperative learning, small group discussion (SGD), mastery learning, Philippines
{"title":"Tri-Fold Instructional Model: A Technology-Based Strategy for Mastery Learning in General Psychology","authors":"Vivien L. Chua, Magdalena M. Ocbian, Michael P. Gamba","doi":"10.7718/iamure.ije.v5i1.429","DOIUrl":"https://doi.org/10.7718/iamure.ije.v5i1.429","url":null,"abstract":"This study aimed to evaluate the efficiency level of the Tri-fold Instructional Model, a holistic system approach in teaching and learning General Psychology. Its key components: the CD-ROM “General Psychology” Module, online collaboration through the internet and Small-Group Discussions (SGDs) were used in a sample of Information Technology class of Sorsogon State College, Magallanes Campus. The researchers made use of validation techniques and assessments employing descriptive, developmental and quasiexperimental methods in a one-group pretest-posttest design. As an innovative instructional tool, the was very much accepted and proven efficient in enhancing mastery learning of students taking the course. There was a significant difference from the previously fair performance of the students as compared to the excellent performance level after the intervention. Teaching, learning and technology therefore work together for efficient knowledge transfer. The Tri-fold Instructional Model as a holistic systems approach is a key to effective instruction. Gauging the students’ learning styles, proper planning of the course content and effective use of technology tools are instruments to successful teaching- learning process. Keywords - Tri-fold Instructional Model, e-learning, cooperative learning, small group discussion (SGD), mastery learning, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131256650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-28DOI: 10.7718/iamure.ije.v5i1.424
Bhavana Patil
Learning and retention of knowledge are important processes in a students’ as well as teachers’ life and are two sides of the same coin. Both have equal importance and one cannot think of only one side without the other. In architectural education, built form has a unique importance and plays a vital role in architecture student’s life. As the information related to built form has an important attribute in architectural education, the examples of eminent built form are always used by teachers as well as students. There are many factors that are attached to built form (structure) such as geographical, social, environmental etc. This important information is needed to be retained by students as well as teachers. It is necessary to have strategic, comprehensive and holistic techniques for retaining the information so that it can be used over a long period. Academic institutions as well as teachers constantly try to evolve new methods to achieve this. This paper describes and analyses the use of ‘Creative Exercises’ and ‘Concept Map’ techniques for students of architectural studies to retain a particular aspect of information about built form as well as retain the overall information about built form. Keywords - Education, Architecture, Knowledge retention, Creative Exercises, Concept Map, India
{"title":"Knowledge Retention Techniques for Architectural Education","authors":"Bhavana Patil","doi":"10.7718/iamure.ije.v5i1.424","DOIUrl":"https://doi.org/10.7718/iamure.ije.v5i1.424","url":null,"abstract":"Learning and retention of knowledge are important processes in a students’ as well as teachers’ life and are two sides of the same coin. Both have equal importance and one cannot think of only one side without the other. In architectural education, built form has a unique importance and plays a vital role in architecture student’s life. As the information related to built form has an important attribute in architectural education, the examples of eminent built form are always used by teachers as well as students. There are many factors that are attached to built form (structure) such as geographical, social, environmental etc. This important information is needed to be retained by students as well as teachers. It is necessary to have strategic, comprehensive and holistic techniques for retaining the information so that it can be used over a long period. Academic institutions as well as teachers constantly try to evolve new methods to achieve this. This paper describes and analyses the use of ‘Creative Exercises’ and ‘Concept Map’ techniques for students of architectural studies to retain a particular aspect of information about built form as well as retain the overall information about built form. Keywords - Education, Architecture, Knowledge retention, Creative Exercises, Concept Map, India","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126879940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The shape of universe has been changed and we, human beings are living in a global village and the globalization has taken place in advance. It is due to information-technology that has reduced the world to a global village through internet, satellite, and so on. The rise of an information society, carried by information technologies such as the digital computer and the Internet, has lead to discussions worldwide about ethical aspect of human life. Part of this discussion is ethical. It focuses on moral values, and questions of moral goodness. Efforts to establish a global ethic have received widespread international attention in recent years. Is ethics culturally relative or do moral values in globalised world having universal validity? The aim of this essay is to arrive at answer to this question. The writer argue that there are some kind of ethical values that can be considered as common ground for a globalised world to avoid the shortage of moral standard in global village. Keywords - globalization, world, golden rule, ethic
{"title":"Ethical Concern in Globalization: Golden Rule","authors":"Seyed Aliakbar Rabinataj, Ramezan Mahdavi Azadboni","doi":"10.7718/IAMURE.IJE.V4I1.446","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V4I1.446","url":null,"abstract":"The shape of universe has been changed and we, human beings are living in a global village and the globalization has taken place in advance. It is due to information-technology that has reduced the world to a global village through internet, satellite, and so on. The rise of an information society, carried by information technologies such as the digital computer and the Internet, has lead to discussions worldwide about ethical aspect of human life. Part of this discussion is ethical. It focuses on moral values, and questions of moral goodness. Efforts to establish a global ethic have received widespread international attention in recent years. Is ethics culturally relative or do moral values in globalised world having universal validity? The aim of this essay is to arrive at answer to this question. The writer argue that there are some kind of ethical values that can be considered as common ground for a globalised world to avoid the shortage of moral standard in global village. Keywords - globalization, world, golden rule, ethic","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131120139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-12DOI: 10.7718/IAMURE.IJE.V4I1.451
T. A. Alas
This study determined the effect of classroom dialogues on the oral English proficiency of Teacher Education students. Respondents from heterogenous grouping were tested on fluency and coherence, lexical resource, grammar, and pronunciation. Lessons for the Experimental group were aligned with Nick Bilbrough’s (2007) dialogue activities while the Control group used the Balanced Approach. Pre-test results showed a very small mean difference in the level of proficiency of all respondents. They were less proficient in the four criteria with the experimental group having a higher overall mean than the control group. Post test results showed an increase in proficiency levels. The experimental group edged over the control group with a high post test means score. However, pre-post mean difference showed a higher mean increase of the control group than the experimental. There was a significant difference in the proficiency levels of the two groups.The study concludes that classroom dialogues helped improve the students’ proficiency levels in spoken English. Lesson designs in all subject areas should, therefore, include dialogue activities to encourage a highly interactive language environment and to increase students’ exposure to the English language. Keywords – Education, Balanced Approach, Classroom Dialogues, Oral English proficiency, Dialogue Tasks, descriptive research,Surigao del Sur, Philippines
{"title":"The Balanced Approach versus Classroom Dialogues for Oral English Proficiency","authors":"T. A. Alas","doi":"10.7718/IAMURE.IJE.V4I1.451","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V4I1.451","url":null,"abstract":"This study determined the effect of classroom dialogues on the oral English proficiency of Teacher Education students. Respondents from heterogenous grouping were tested on fluency and coherence, lexical resource, grammar, and pronunciation. Lessons for the Experimental group were aligned with Nick Bilbrough’s (2007) dialogue activities while the Control group used the Balanced Approach. Pre-test results showed a very small mean difference in the level of proficiency of all respondents. They were less proficient in the four criteria with the experimental group having a higher overall mean than the control group. Post test results showed an increase in proficiency levels. The experimental group edged over the control group with a high post test means score. However, pre-post mean difference showed a higher mean increase of the control group than the experimental. There was a significant difference in the proficiency levels of the two groups.The study concludes that classroom dialogues helped improve the students’ proficiency levels in spoken English. Lesson designs in all subject areas should, therefore, include dialogue activities to encourage a highly interactive language environment and to increase students’ exposure to the English language. Keywords – Education, Balanced Approach, Classroom Dialogues, Oral English proficiency, Dialogue Tasks, descriptive research,Surigao del Sur, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132720252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-12DOI: 10.7718/IAMURE.IJE.V4I1.450
Georgina A. Diopenes
The study looked at sustainability of the B.S. Chemistry program particularly in Region 6 from the point of view of performance in the Chemist Licensure Examination (CLE). The respondents were the centers of excellence and development in chemistry before the issuance of CMO 05 s.2007, and the Region 6 schools offering B.S. Chemistry. The attributes of consistent top performing schools in the CLE from 2002 to 2006 constituted the profile of a Top Performing School (TPS) and was used in institutional benchmarking. Top performers are way ahead in excellence of their faculty and laboratory, and keep to the minimum the chemistry units in their curricula. The other respondents meet some of the benchmarks. Only two other centers of excellence are anywhere near the TPS profile but no other respondent meets the benchmark in CLE performance. Correlation analyses between CLE performance and the variables reveal CLE performance has a high correlation with chemistry specialization; high negative correlation with lecture credit units; and substantial relationship with enrollment. Problem in enrollment therefore, translates to a quality issue. Improving the instructional elements can be instrumental in increasing enrollment. Nevertheless, commitment and fortitude from principal stakeholders are equally necessary to keep the program viable. Keywords – Science Education, Benchmark, Top Performing School, Chemistry, Program Sustainability, Center of Excellence, Center of Development, Institutional benchmarking, Indices, Descriptive Study, Philippines
{"title":"Program Sustainability of B.S. Chemistry from the Purview of Performance in the Chemist Licensure Examination","authors":"Georgina A. Diopenes","doi":"10.7718/IAMURE.IJE.V4I1.450","DOIUrl":"https://doi.org/10.7718/IAMURE.IJE.V4I1.450","url":null,"abstract":"The study looked at sustainability of the B.S. Chemistry program particularly in Region 6 from the point of view of performance in the Chemist Licensure Examination (CLE). The respondents were the centers of excellence and development in chemistry before the issuance of CMO 05 s.2007, and the Region 6 schools offering B.S. Chemistry. The attributes of consistent top performing schools in the CLE from 2002 to 2006 constituted the profile of a Top Performing School (TPS) and was used in institutional benchmarking. Top performers are way ahead in excellence of their faculty and laboratory, and keep to the minimum the chemistry units in their curricula. The other respondents meet some of the benchmarks. Only two other centers of excellence are anywhere near the TPS profile but no other respondent meets the benchmark in CLE performance. Correlation analyses between CLE performance and the variables reveal CLE performance has a high correlation with chemistry specialization; high negative correlation with lecture credit units; and substantial relationship with enrollment. Problem in enrollment therefore, translates to a quality issue. Improving the instructional elements can be instrumental in increasing enrollment. Nevertheless, commitment and fortitude from principal stakeholders are equally necessary to keep the program viable. Keywords – Science Education, Benchmark, Top Performing School, Chemistry, Program Sustainability, Center of Excellence, Center of Development, Institutional benchmarking, Indices, Descriptive Study, Philippines","PeriodicalId":416137,"journal":{"name":"IAMURE: International Journal of Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130636301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-12DOI: 10.7718/IAMURE.IJE.V4I1.449
Bryant C. Acar
There is a great demand to improve the research landscape among Higher Education Institutions in Cebu City. The objective of the research survey is to provide an inventory of research capability among the HEIs. Thereon, the data can be used to assist each HEI in the formulation of strategy to strengthen its research function. The study used the descriptive survey type of research that ascertains the research capability of the selected public and private higher education institutions in Cebu City. A self-made research operation profile survey questionnaire and interview guide sheet was utilized. The findings revealed that a very important institutional support in cultivating and nurturing the research climate are research incentives. Same importance in boosting the researchers would be the provision of facilities and equipment in support of research function. Primary facilities provide better research sources and output, while incentives provide good attraction to undergo research. HEIs research activities obtained their funding from their institutional budgets; however, they generate other funding sources and linkages to external agencies to support research initiatives. Aggregate of faculty and student researchers were considered to be important resources in research undertaking. An often neglected, but equally important aspect of research is the dissemination and utilization of research results. Research team development, evaluation of research and dissemination of research were the most common management needs of Cebu research directors. The public and private HEIs were generally capable in their research functions and undertakings. However, there are critical points that need attention and improvements. Keywords - Educational Research; Descriptive-survey study; Research Capability of public and private HEI’s; Cebu City, Philippines, Asia
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Pub Date : 2012-10-12DOI: 10.7718/IAMURE.IJE.V4I1.448
A. Onuka, E. O. Durowoju
Higher Education is the climax of the process of providing knowledge, changing learners attitude and inculcating specialized skills in individuals preparatory to taking a life-long employment with intent to earning a living and equally contributing to national economic growth and development. The Teaching and learning process is cardinal to the realization of the educational objectives of any nation. The advent of information and communication technology has made teaching and learning easier and beyond the traditional face to face interaction between the teacher and the learner. E-learning basically involving the transfer of skills and knowledge through an electronic device aims at improving the teaching/learning process. In spite of the benefits of e-learning to both regular students and distance learners, e-learning has been fraught with some challenges in Africa. Therefore, this paper discusses some of the challenges facing e-learning in Africa particularly in the Nigerian higher education system. These among others are epileptic power supply, high cost of procurement of computer hardware, inadequate infrastructure, and resistance to change on the part of the instructors, inability of learners to make use of ICT infrastructure, inadequate skilled manpower ICT, and corruption of computer storage device through viruses. Effectively managing the identified challenges means that the government would have to ensure regular power supply, lecturers and learners should be trained in the use of ICT infrastructure, and the government should evolve viable ICT policy as well as control or subsidise the price of the s of ICT infrastructure to make it affordable for both lecturers and learners. Keywords - Education, Challenges, Information and Communication Technology, National Educational Objectives, University system, Descriptive Research, Ibadan, Nigeria
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