College of EducationCourses covered Early Childhood Education Elementary Education Physical Educationhttps://hdl.handle.net/20.500.12852/342024-03-28T16:32:50Z2024-03-28T16:32:50ZDevelopment of standards for teacher evaluation based on evaluation instruments anchored on the National Competency-Based Teacher StandardsSabijon, Ananias C. Jr.https://hdl.handle.net/20.500.12852/26842023-05-15T07:00:21Z2016-04-01T00:00:00ZDevelopment of standards for teacher evaluation based on evaluation instruments anchored on the National Competency-Based Teacher Standards
Sabijon, Ananias C. Jr.
This multimethod or mixed study examined the components of the evaluation instrument utilized by selected Centers of Excellence (COEs) for teacher education using the NCBTS as interpretive lens; and based on its results, the researcher developed the standards for evaluating teaching performance of basic education teachers. Two top performing Centers of Excellence (COEs) for teacher education in the country were utilized using the non-random purposive sampling technique. To gather both qualitative and quantitative data, survey research and content analysis were employed. Framework analysis, comparison of lexical units (phrasal and whole-text definitions), frequency count, percentages and ranking were used to analyze data. Results showed that although the hierarchical format and the terms used in the components of the QCE NBC No. 461 are not exactly the same (verbatim) as that of the NCBTS—the government prescribed teaching effectiveness and evaluation framework, questionnaire and content analysis data revealed that the components of the QCE NBC No. 461 teacher evaluation instrument and the NCBTS framework have similarities and actual alignments. Based on the alignments and similarities (using the components and comparison units) between the teacher evaluation instrument and the NCBTS, the phenomenon of teaching effectiveness can be captured and defined using the prescribed domains, strands and performance indicators. Likewise, teaching effectiveness can also be captured using the assessment areas and criteria of the QCE NBC No. 461. In terms of NCBTS themes (domain, strands and indicators) utilization, data showed that the NCBTS domain that is most utilized in the QCE NBC No. 461 is Curriculum. The Community Linkages is the least utilized domain. Moreover, based on the results of the study (clusters or groups of teaching effectiveness/ evaluation domains which have evolved and on percentages of NCBTS themes utilization), and using the National Competency-Based Teacher Standards as the anchor, two standards— Commitment as It Affects Teaching, and Facilitating Learning—cannot be overemphasized.
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2016-04-01T00:00:00ZAn inquiry into K-12 graduates’ technology use and skills in the PhilippinesBaylen, Danilo MJunsay, Merlehttps://hdl.handle.net/20.500.12852/24992023-02-27T08:03:50Z2023-02-07T00:00:00ZAn inquiry into K-12 graduates’ technology use and skills in the Philippines
Baylen, Danilo M; Junsay, Merle
The study determined the extent of technology use, the tasks completed, and the type of technology utilized in completing specific tasks by the first batch of students of the K-12 curriculum in the Philippines who came from a private university of higher learning in the Visayas region. Findings revealed that the students identified themselves as above average or heavy technology users, and their perception as to the type of user they were did not vary according to gender and location. Smartphones were the standard technology the students used to complete most tasks. At the same time, students utilized laptops to complete limited but essential tasks like designing, entering data into spreadsheets, and doing presentations. Noticeably, the students did not use the desktop computers. Also, they did not use technology for big tasks such as checking bank finances, creating podcasts, or paying bills online.
Journal article
2023-02-07T00:00:00ZCentral Philippine College: A historical study in the light of Philippine historical and cultural backgroundChambers, R. Fredhttps://hdl.handle.net/20.500.12852/24802023-02-20T02:00:17Z1949-01-01T00:00:00ZCentral Philippine College: A historical study in the light of Philippine historical and cultural background
Chambers, R. Fred
This study is an attempt to write a history of Central Philippine College in the light of the Philippine background: political, socio-economic, religious and educational; and, to indicate the influence of one upon the other.
A survey of the general background reveals the following facts. The American regime in the Philippines radically changed that country's history from what it had been under Spanish control. It meant the introduction of the American democratic way of government and life, supported by the American public educational system introduced into the Philippines, with English as the language of instruction, and with emphasis upon the principle of separation of Church and State. This was a radical change from nearly three centuries of Spanish control in which arbitrary rule by Spanish military and Roman Catholic Church leaders determined the life of the Filipinos. The period of this study, approximately the first forty years of the present century, saw the development of the Republic and some degree of democratic life in the Philippines. It saw evidence of the emergence of a much needed middle class in Philippine society to offset the unwholesome situation in which a small, aristocratic ruling upper class exploited a poor, ignorant peasant class. It saw the emergence of some degree of individual enterprise and some development of a Filipino economy looking toward ultimate economic foundations for assuring political independence. This was not so effectively achieved because a system of American economic paternalism had developed through the sugar industry. The period saw a change from complete control of the Roman Catholic Church, with its authoritarian system, to the development of other religious sects to break the monopoly of that Church on life and thought. It saw the development of a nationalistic adaptation of the Catholic Church, Aglipayanism, and the growth of Protestantism. In general it meant the infiltration of liberal ideas to achieve some degree of democracy in religious thought. The period saw one of the most unusual experiments in colonization and education. The American public educational system was transplanted on foreign soil and vindicated its claim to contribute to the formation of a democratic society. The Filipinos seized upon education and the language of their rulers as the most effective way to achieve their independence. The result was the establishment of a national educational system within which opportunity was afforded for private education to do a particular work of supplementing and pioneering where the former system was limited. It is probable that in no country in the world have a people given such whole hearted support to education as in the Philippines. In all of these phases of Filipino life there was one unifying purpose which gave extra meaning and effort to high achievement, that was the passion for complete independence.
Within the framework of the above situation Central Philippine College found its origin and development. The founding of the institution was the result of the aggressive outreach of the American Baptist Foreign Mission Society and the opportunity afforded by historical development when the United States took over the Philippines. The College began as a Bible and Industrial school to educate leaders for the church and to teach the constituency to read and write that they might become effective laymen for strengthening and advancing the Protestant churches established in the Philippines. The pattern of control followed American rule in the Philippines, although the American government gave more control, and earlier, to the Filipinos than did the College. In general it was paternalism with the purpose to withdraw at the right time; the right time defined as that time when the Filipino was capable of managing his own affairs with least liability to himself and to others. The educational development of Central followed generally that of the public educational system. At first the emphasis was upon vocational education, then upon the academic until the latter dominated the system. However, the Jaro Industrial School (Central's beginning) did attract national attention at its inception by its emphasis upon democratic methods of student government. The growth of the institution was affected by the development of public education, American missionary leadership, and the general policies set up by the American Baptist Foreign Mission Society in New York City. The institution throughout its history never had adequate resources, material or personal, to do the work which opportunity presented. However, it did move from complete dependence financially to almost complete self-support. It was moving steadily toward complete administrative control by Filipinos and lacked chiefly some qualified Filipino president to effect administrative in dependence from American control. In the period of its history before the war, Central moved from a small inconspicuous school to a nationally recognized institution of higher education. It had developed a reputation for high standards and had sent men and women into Philippine society who were having a definite influence on the life of the country.
There was a definite interplay of influence between the country and Central. The Spanish regime in the Philippines influenced the history of Central Philippine College by its leaving in the minds of the Filipinos a memory of Spanish government and Roman Catholic oppression, unsatisfactory social and land system, and in starting them on their struggle for independence, It gave the Philippines a background in the Christian religion and some contact with western civilization and the outside world. These influenced the type of educational program launched by American Baptists and determined opposition by the Catholic Church.
The American regime provided an environment in the Philippines which encouraged the founding of Central Philippine College. It established a framework of democratic government within which the Philippines could work for self-government, aided by the separation of church and state, material improvements, education and the use of the English language. Central's educational program and its success was determined by these factors. By its emphasis upon social equality, the dignity of labor for self-support, liberal education for self realization, and freedom of thought and democracy in religion, the College was allied with the general movement in the Philippines and influenced thereby. As the nation grew in self government, the plan and policy of Central Philippine College was influenced to adapt itself to the change of a growing sense of freedom and self-determinism. However, throughout its history, the College felt the effects of both Spanish and American influences.
Central Philippine College not only was influenced by, and received benefits from, her Philippine background but she also influenced and contributed to the Philippine nation. Politically the College helped by contributing in part to solve the problems of poverty, social inequality and the need for developing democracy in every phase of life and thought. The College trained men and women who became leaders in various areas of community life. These constituted the beginning of a much needed middle class to counteract the evils of via two class society and an unsatisfactory domestic economic system. By educating citizens, motivated by Christian ideals, Central made her contribution to the leadership and thought that went into the formation of the Philippine Republic.
Central contributed to the development of a more liberal religious condition in the Philippines by the introduction of Protestant Christian ideas and institutions, by encouraging Aglipayanism, which combined patriotism and revolt against religious autocracy, and by stimulating the Roman Catholic Church to improve its policies.
In education, Central not only supplemented the work of public education but helped improve the standards of education in general and encouraged progressive methods and growth. By its cooperative attitude, it encouraged the development of high standards in private education and assumed prominent leadership in unifying the efforts of evangelical schools and colleges in the Philippines.
This study has made it possible to appreciate the work of Central Philippine College and the efforts of those who sought to make it an educational institution of worth in the Philippines. It should serve to help orient anyone who may be interested in Philippine education, particularly private education, and it should be of practical value to anyone joining the staff of Central Philippine College, by giving him a background and historical perspective in the objectives and program of that institution. It should be of value both to American and Filipino administrators in attempting to evaluate and plan the program for the College.
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1949-01-01T00:00:00ZPadayon: An original theme song for the Ilonggo indie film "Salvi"Sotto, Rodrigo J. Jr.https://hdl.handle.net/20.500.12852/24322023-01-26T01:00:17Z2020-01-01T00:00:00ZPadayon: An original theme song for the Ilonggo indie film "Salvi"
Sotto, Rodrigo J. Jr.
This descriptive-analytical study determined the musical identity of Padayon as an original theme song for the Ilonggo Indie film SALVI. A total of thirty (30) participants who were graduates of Music Education and three (3) jurors purposively selected by the researcher based on achievement in the field of music, expertise, composition, and recognition participated in this study. The data were obtained through the use of a researcher-made questionnaire-checklist and an interview guide. The data were analyzed through mean and standard deviation. To strengthen the validity of the study, methodological triangulation was used through Researchers' Analysis followed by the Jurors Evaluation, and lastly, the Audience Evaluation. Narratives that were transcribed, analyzed, and documented by the researcher were based on the researcher's personal analysis, jurors' evaluation, and audience evaluation as per use of the original composition Padayon in the Indie film SALVI. Findings revealed that the elements of music were used appropriately in the film. In harmony, the key signature, chords, scales, and instruments were suited to the musical arrangement. Melody confirms that the melodic scale, melodic movement, and melodic impact suits the film's post-apocalyptic genre. Texture confirms that blended parts, polyphonic texture, equalization, and mixing achieved the character and plot build up in the film Salvi. Timbre states that the combination of affected sounds like a voice, guitar, drums, and orchestra instruments suits the overall impact of the film. Rhythm revealed that the tempo, rhythmic movement of the instrument, and voice complement each other in achieving the chaotic scenes of the film Salvi. Dynamics confirms that the overall volume and balance of the mix assisted in creating a chaotic and violent scenario. Lastly, the researcher came up with a researcher-made blueprint entitled LATAG: A Musical Ideology in Film Making. Latag is a Tagalog term (also used interchangeably in Hiligaynon) which means to spread out, to unfold and lay on the ground. Latag was used in this musical ideology to incorporate the integration of music and its use in films. These principles are featured in LATAG design figuratively presented inside a movie reel. The interlocking hexagons were positioned at the center of the steering reel which represents the film industry with the different elements in music encircles it which represents the music composition in film making. These identified ideologies of "LATAG" are factors that have hoped maneuvered the composer in creating theme songs in the film SALVI. Generally, the outcome revealed that the melody, rhythm, duration timbre, harmony, and dynamics of the song Padayon were appropriate to the Ilonggo Indie film Salvi. Harmony scored 3.87 out of 4 as perfect score the key signature, chords, scales, and instruments were suited to the musical arrangement. Melody (M=3.85) confirms that the melodic scale, melodic movement, and melodic impact are appropriate. Texture (M=3.84) agrees that blended parts, polyphonic texture, equalization, and mixing achieved the character and plot build up in the film Salvi. Timbre (M=3.80) states that the combination of affected sounds like a voice, guitar, drums, and orchestra instruments suits the overall impact of the film. Rhythm (M=3.86) revealed that the tempo, rhythmic movement of the instrument, and voice complement each other to achieve the message of the film Salvi. Dynamics (M=3.76) confirms that the overall volume and balance of the mix are appropriate to the Ilonggo Indie film Salvi.
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2020-01-01T00:00:00Z