COLLEGE OF TEACHER EDUCATION
ACADEMIC PROGRAM REVIEW ON THE BACHELOR OF SECONDARY
EDUCATION CURRICULUM
Elna Sabornido, Mary Jane Obispo, Doren Banzon and Michelle Trangia
University of Cebu-Lapulapu and Mandaue
College of Teacher Education
February 2018
ABSTRACT
In a competitive environment like a highly urbanized cities,
universities sprout everywhere with various attractive offer. Communities
nowadays are changing in terms of needs and demands as well. So it is
highly in due time that program offerings of colleges and universities are
evaluated by its stakeholders whether the curricular offerings still fitting
or satisfying to them. This study is an effort to systematically assess the
Bachelor of Secondary Education program offered in the University. It
focuses on reviewing the extent of the school to carry out its Vision,
Mission, Goals, Core values and program educational objectives as evident
in the College of Teacher Education graduate attributes, and commitment
to its educational operations of the University of Cebu Lapulapu and
Mandaue. The respondents are Teacher education students, student
teachers, alumni, faculty and non-teaching staff with a total of 100.
Through random sampling the respondents were chosen. Weighted mean
was employed to treat a Five-point scale researcher-made tool. The results
showed that program were generally rated Very Good. The assessment of
the program of Bachelor of Secondary Education showed evidence of
student satisfaction, commitment of the university is consistent to its
mission-vision, the outcomes were determinant of the students’ success,
graduates are exhibiting the expected attributes, and the college provided
a good training in preparing and developing the students into becoming
who they are. It also need to show commitment of adequate resources to
achieve program goals by so doing a current, rigorous, and achievable
program curriculum maybe be formulated.
Keywords: program evaluation, secondary education curriculum,
teacher education
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INTRODUCTION
Today higher education institutions are faced with the primary concern of providing and
maintaining excellence in their academic programs. The strength of an institution is based in part
on academic attainment and occupational performance of its graduates. In fact, the graduate often
represents the perception the public has about the institution. In the midst of globalization, schools
must adapt to the emerging needs and challenges specifically in the development of 21st century
skill-equipped and globally competent learners. Today, students practice innovative skills especially
in the field of education. The current trend recommends that the curriculum in the Teacher
education shall be revisited and must include the teaching of the core competencies of 21st century
skills. The competency to plan strategically is vital for school administrators in order to keep up
with the changing society. Strategic planning must include the program evaluation which is a
valuable tool for school administrators who pursuit to strengthen the quality of their programs and
improve program services to its clientele.
University of Cebu dreams to democratize quality education, be the visionary and industry
leader and give hope and transform lives. With its vision, the College of Teacher of the University
of Cebu Lapu-lapu and Mandaue submits itself to an evaluation. According to Metz (2007),
evaluation may tend to produce negative result. Knowing what works helps school administrators
to focus resources on the essential components of the program that benefits its clientele while
knowing what does not work allows school administrators to improve and strengthen their service
delivery models and not knowing what is working may waste valuable time and resources.
According to Yuksel & Yuksel (2012), the education programs of an institution could yield
insights about the education outcomes as a result of the implementations of these programs. If
the outcomes are at the desired levels, the program will be continued but if they are not it will be
revised. Rearranging the programs according to the innovations, needs of the society and science
making up the deficiencies and drawbacks to reach the desired quality. On the other hand, the
development of such programs should be conducted systematically through the evaluation of data
collected at scientific research and applications that could make the program more structured and
effective. In fact, the program development could be general defined as planning, applying,
evaluating the programs and rearranging them considering the results of these evaluations.
There are benefits from engaging in program review, quite apart from improving
budgetary efficiency and enhancing overall program effectiveness. Possessing both a commitment
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to program evaluation and the capacity to engage in the analysis of program effectiveness
significantly enhances the chances of attaining outside funding to support student services.
Whether they be private foundations or government agencies, funding organizations want to be
assured that a careful assessment of funded programs will take place. Being able to write
effectively about the program evaluation can convince agencies that their money would be well
spent on the school providing such program.
Moreover, program review is part of a larger “culture of evidence” approach to decision
making and quality assurance that any accrediting agencies find attractive. Thus, engaging in
careful program review enhances the chances that campus accreditation or reaccreditation
proceedings will be successful. Program review is the student support services counterpart to
learning outcomes assessment in the curricular realm. Both require that clear goals are enunciated
and that there is careful assessment of whether those goals are achieved.
Assessing programs should become part of the cultural fabric of a unit and campus, altering
the way every decision maker thinks about the work he or she does. Key program providers should
be at the table when evaluation results are discussed, and should be encouraged to comment
freely on possible explanations for the findings. If the review results suggest that a program is not
as successful as desired, all should be involved in brainstorming solutions. This is not a time for
performance appraisal or criticism of program staff. Such an approach to program review yields
several additional benefits (Shaw I. et. al (2007).
METHODS
At UCLM-College of Teacher Education, the researchers have utilized self-made evaluation
analysis to study the effectiveness of a variety of programs based upon the following categories:
(1) carrying out the institutional vision and mission; (2) accomplishing the institutional goals; (3)
measuring the extent of graduates to exhibit expected attributes; (4) upholding the core values;
(5) efficiency of the BSED program in developing, preparing and in training the students; and (6)
success rate of the BSED students in terms of employment in the expected educational objectives.
The specific treatments employed were weighted mean and percentages. Respondents
were purposively chosen from various groups such the Faculty members who were handling the
Education students, Alumni of Secondary and Elementary Education and Graduating students from
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both programs. From a total of 100 respondents the data were gathered. This study is descriptive
in nature and focuses only the observations and experience of the respondents as to their
expectations whether the indicators were met or not. The information collected and the reports
produced through the process of program review are also used to provide evidence to regulatory
bodies, accrediting organizations, and other groups external to the College. Program review of the
College is congruent with the actual VMGO’s set forth by the institution. The analyses of data have
yielded a number of important insights as discussed in the succeeding texts.
RESULTS AND DISCUSSIONS
Table 1: Profile of Respondents
CLASSIFICATION FREQUENCY PERCENTAGE
(%) No. of Respondents
Faculty 5 5.0
35.0
BSED Alumni 35 35.0 30.0
BEED Alumni 20 20.0 25.0
20.0
BSED 4A 10 10.0 15.0
10.0
BSED 4B 10 10.0
5.0
BEED 4A 10 10.0 0.0
BEED 4B 10 10.0
TOTAL 100 100.00
N= 100
It is clearly shown that most of the respondents are coming from the Alumni group who
graduated the evaluated program which is the Bachelor of Secondary Education (35%) while it is
least participated by the Faculty members. It is understandable since there are few numbers of
teachers in the college in comparison to the number of graduates. Apparently, it is expected also
that the most credible participants who can attest the effectiveness of the programs are the
products themselves whom the measures of success can be tested through them. In fact, the
alumni of Elementary education also is the next most numbered participants. Student satisfaction
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regarding quality of a program is a major factor in decisions to attend and remain in a program,
therefore, it is incumbent upon institutions of higher education to achieve the highest possible
standards in their academic programs and the environment that is provided for students
(Pascarella, 2010).
Table 2. Level of Effectiveness of the Program Indicators
STATEMENTS ITEM CATEGORICAL INTERPRETATION
WEIGHTED WEIGHTED
MEAN MEAN
A. Institutional Vision 4.19 Very Good
To what extent does the University of Cebu-Lapulapu and
Mandaue (UCLM) carry out its Vision/dream as evident in the
College of Teacher Education:
a. daily operations 4.36 Excellent
b. administrative measures for effective instruction 4.27 Very Good
c. instructional process 4.13 Very Good
d. graduate performance in the board exam 4.22 Very Good
e. graduate attitude and professionalism in the workplace 3.98 Very Good
f. graduate achievements and accomplishments 4.20 Very Good
B. Institutional Mission 4.44 Excellent
To what extent does UCLM realize its commitment to:
a. offer affordable and quality education that is responsive to 4.27 Very Good
the needs of local and international communities?
b. serve as an active catalyst in providing efficient and 4.61 Excellent
effective delivery of educational services
c. pursue excellence in instruction, research and community 4.52 Excellent
services towards social and economic development as well as
environmental sustainability
d. acquire, disseminate and utilize appropriate technology to 4.41 Excellent
enhance the university’s educational service
e. foster an organizational culture that nurtures employee 4.52 Excellent
productivity and engagement
C. Institutional Goals 4.40 Excellent
How do you rate UCLM based on its accomplishment in the
fulfilment of the following institutional goals:
a. To offer programs that include ALS or non-conventional 4.13 Very Good
programs they are relevant and compliant with institutional,
regulatory, industry and accreditation standards that will
develop lifelong learners
b. to develop social awareness, responsibility and 4.60 Excellent
accountability among stakeholders anchored on instruction,
research and production?
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c. to complement the academic programs with holistic and 4.10 Very Good
integrated student services
d. to develop a pool of qualified professional and motivated 4.39 Excellent
faculty in the areas of instruction, research and community
extension
e. to ensure effective administration and supervision of 4.52 Excellent
instructional and learning resources in support of academic
programs
f. to provide an environment that is safe, functional and 4.39 Excellent
conducive to teaching, learning and working?
g. to ensure operations which are collaborative, sustainable,
efficient and effective in meeting the needs of the institution
and its stakeholders
D. UCLM Graduate Attributes 4.28 Very Good
To what extent do the UCLM graduates exhibit the following
attributes:
a. Lifelong learner (Demonstrate skills and competencies on 3.98 Very Good
one's educational level and field of discipline towards lifelong
learning)
b. Effective communicator (Exhibit proficiency in listening, 4.21 Very Good
speaking, writing, reading and viewing?
c. Socially accountable and responsible ( Demonstrate social 4.11 Very Good
accountability and ethical responsibility towards the
community and the environment)
d. Team Player (Exhibit proactive and collaborative attributes 4.26 Very Good
in a diverse society)
e. Technically competent ( Utilize appropriate technology) 4.48 Excellent
f. Ethically responsible ( Manifest ethical behavior in diverse 4.18 Very Good
situations)
E. UCLM Core Values 4.53 Excellent
To what extent do the UCL community uphold the following core
values:
a. Innovation (Be the visionary & industry leader) 4.69 Excellent
b. Camaraderie ( Living in the spirit of harmony and 4.78 Excellent
approachability)
c. Alignment (All activities geared towards core values and 4.56 Excellent
priorities)
d. Respect (Always a professional, mindful of God, university, 4.60 Excellent
the community and self)
e. Excellence (To be great at whatever it is we do and go for 4.76 Excellent
the best)
F. Bachelor of Secondary Education Program Outcomes 4.38 Excellent
How do you rate the efficiency of the program in developing,
preparing and in training the students to:
a. pass the Licensure Examination for Teachers 4.27 Very Good
b. apply productive pedagogies and appropriate tools in 4.61 Excellent
teaching their respective areas of specialization
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c. use the national language and English effectively as a 4.52 Excellent
medium of instruction
d. instill in their prospective learners sound social, political, 4.41 Excellent
cultural, & moral values grounded in Filipino culture with a
global orientation
e. demonstrate research capabilities 4.52 Excellent
f. contribute their learning experiences to the teaching 4.43 Excellent
profession
G. Bachelor of Secondary Program Educational Objectives 4.18 Very Good
How do you rate the success of the program in terms of
employment in the following positions?
a. Secondary education teachers 4.20 Very Good
b. Teacher aides/teacher assistants 3.98 Very Good
c. School administrative assistants 4.01 Very Good
d. Secondary School administrators 4.10 Very Good
e. Call Center agents and Trainers 3.80 Very Good
f. ESL instructors 3.80 Very Good
GENERAL WEIGHTED MEAN 4.36 EXCELLENT
On Identifying factors that affect attainment of program goals
The starting point in this evaluation study is a clear statement in measuring to what extent
does the University of Cebu-Lapulapu and Mandaue (UCLM) carry out its Vision/dream as evident
in the College of Teacher Education program goals. The results is rated generally Very good. The
graduates evidently met expectations to carry out the dream of the university as shown in its daily
operations, in administrative measures for effective instruction, in the instructional process, in the
graduate performance in the board exam. It is also evident in the graduate attributes and their
sense of professionalism in the workplace of the BSED alumni and making achievements and
accomplishments. Consistently, the Vision is also realized through carrying out the Institutional
mission since its rated Excellent. The respondents viewed that UCLM has been committed to its
Mission-vision so far.
In the pursuit of producing graduates who will exhibit qualities such as Lifelong learner,
effective communicator, socially, and ethically responsible, team player and technically competent,
the program did not fail to meet the expected attributes be embedded in them since the rating is
Very Good. Moreover, the graduates have maintained the Core values that the school had instilled
in them. Finally, the college was perceived to be efficient in delivering the BSED in planning,
preparing and training the students into becoming what they are supposed to become. The desired
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outcomes or goals of the program was very effective and very influential in achieving the Vision
and Mission of the University.
While developing an understanding of the various factors that influence the success of the
achieving the program goals it is noteworthy to say that the college is providing a good training
and the results of such an analysis may be of value in and of themselves. It can be gleaned also the
possibilities that effective program can be translated into the following:
Satisfactory board performance is relatively evident in the students score cards and a more
important determinant of student success;
Leaving a good legacy in student has a positive and significant impact on students’ retention
in the university. This insight has led us to strengthen the program in hopes of lowering
attrition rates for that population and attract more enrolees;
The program itself is a major contributing factors to foster quality education above all.
On reviewing program effectiveness
Having rated very good and excellent in all items, these are determinants of specific
markers of student success, which is relatively straightforward to embark upon an analysis of
program effectiveness. Program review entails a comparison of outcomes across participants. The
association between this dichotomous variable of program delivery and the outcome constitutes
effective delivery in which the expectations can be met. Students will be more motivated to
succeed when the academic programs coincides on their expectations. Thus, the causality of
program offered and success is determined by the motivation of the students also to live what the
university is expected of him/her.
Insights from program review
Positive results of Program evaluation can be very inspiring and may guide the
administrators for resource allocation decisions, providing campus with information on how best
to spend their limited resources. Good program review results may be used to establish and then
spread best-practice program features (Stake, 2004). Our program review findings suggested that
certain features had more significant impacts on Mission, goals and inculcating core values. These
findings might led to infer that clear goals along with strong values are best-practice features of a
school, with the end result being improved overall effectiveness.
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Nevertheless, even if the result was generally satisfying the department leader should not be
complacent because there might be some areas that were not assessed which results can be very
disappointing. If this happens, it may spur further research, followed by program tinkering or even
radical reform in an effort to establish improvements. For example, among the items the least
rated were under the last Category which are the employment positions. Results suggested that
graduates were not totally satisfied at their jobs at the moment. Further analysis suggested that
the more continuing professional development necessitates for their career enhancement. Also it
can be checked on the results of the tracer studies.
CONCLUSION
The review on the program of Bachelor of Secondary Education showed evidence of
student satisfaction, commitment of the university is consistent to its mission-vision, the outcomes
were determinant of the students’ success, graduates are exhibiting the expected attributes, and
the college provided a good training in preparing and developing the students into becoming who
they are right now. Nonetheless, the indicators specifically on the program educational objective
needs to be given attention because it appeared the lowest rate.
RECOMMENDATIONS
Based on the finding of the study the following are suggested: (1) Evaluating the effectiveness
of cocurricular programs and academic support services is the next frontier in the effort to ensure
educational quality and student success in higher education in which institutions in this regard can
benefit enormously. (2) The program evaluation process at UCLM is intended to guide and support
a culture of continuous quality improvement in the provision of student services and academic
programs. By providing an ample body of evidence, program evaluation contributes to the
assessment of institutional goals, provides useful information for data-driven strategic planning
and decision-making, and guides the improvement of academic programs. (3) It also need to show
commitment of adequate resources to achieve program goals by so doing a current, rigorous, and
achievable program curriculum maybe be formulated. (4) Also, include attention to environmental
factors, societal need and demand, occupational and market considerations for employability. (5)
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The program review report will include, but will not be limited to reviews of the curriculum
requirements, student outcomes, end-of-program assessments, more graduate follow-up surveys,
and employer follow-up studies shall be made.(6) Institutionalize a Continuous Quality
Improvement Process which is an agreed-upon schedule for implementation and follow-up
regarding any appropriate program revisions will be created and the reports should be available
through the Program Evaluation Repository Office. (7) Involve students, graduates and supporting
groups in development of goals, objectives, and curricula for the program. (8) Continuously
evaluate satisfactions/dissatisfactions of total program by graduates and students. All programs
need a monitoring system of structured evaluation.
REFERENCES
Antonie, Raluca (2011). The Role Of Program Evaluation In The Decision-Making Process.
Transylvanian Review of Administrative Sciences, No. 33, pp. 23-29
David, Fairris (2012). Using Program Evaluation to Enhance Student Success. University of
California-Riverside. Winter, Vol. 98, No. 1
Metz , Allison J. R. (2007). “Why Conduct A Program Evaluation? Five Reasons Why Evaluation
Can Help An Out-Of-School Time Program Part 1 in a Series on Practical Evaluation
Methods”. Child Tends. 31
Pascarella, C., Schober, B., & Reimann, R. (2006). Evaluation of Curricula in Higher Education:
Challenges for Evaluators. Evaluation Review 30, 430.
Stake, R. (2004). Standards-Based and Responsive Evaluation. Thousand Oaks, CA: Sage.
Shaw, I., Greene, J., & Mark, M. (Eds.). (2007). Sage Handbook of Evaluation. Thousand Oaks, CA:
Sage. Smith
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