General Education Science and Mathematics Courses of the Outcomes-Based Teacher Education Curriculum of Philippine Normal University-Mindanao: Intents and Actualities

Kevin Hope Salvaña; Adelyn Costelo-Abrea

Authors

Kevin Hope Z. Salvaña Department of Education-Caraga
Adelyn M. Costelo-Abrea Philippine Normal University - Mindanao

Keywords:

course description, course intended learning outcomes, general education courses, outcomes-based teacher education curriculum

Abstract

The shifting of the Philippine Basic Education Curriculum (BEC) prompted the Philippine Normal University (PNU) System to change its curriculum by adhering to the Commission on Higher Education’s (CHED) policy-standard to enhance higher education through Outcomes-based Education (OBE). The university crafted and operated the Outcomes-based Teacher Education Curriculum (OBTEC) to address the changes and at the same time to respond internationally. This research assessed the alignment of the course descriptions of both General Education Science and Mathematics courses based on CHED Revised General Education Curriculum (CMO no. 20, s. 2013) using content analysis. It also assessed the Course Intended Learning Outcomes (intents) based on students' performance to see the actualities (observations) after the first implementation of OBTEC among 156 respondents through their assessment mean scores and percentage. Based on the data gathered, PNU OBTEC's Science and Mathematics courses in General Education Curriculum are aligned with DepEd and CHED standards. Moreover, most of the intents across all General Education Science and Mathematics Courses are most achieved by the students and few of the intents are least achieved. From these least achieved intents, it is recommended that PNU-Mindanao needs more improvements in the instruction of Science and Mathematics to better facilitate the learning of students in achieving the curriculum's intents.

References

Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. Review of Educational Research, 31(2), 313-337.

Bernardo, A. (1998). Do you know where you’re going? Global trends in mathematics and science education reform and their implications for Philippine reform efforts. UP -CIDS Chronicle, 3(2), 91-100.

Bernardo, A. (2004). Constructivism, curriculum and the challenges in transforming science education in the Philippines. Learning Edge, 4, 1-33.

Bloom, B. (1976). Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill. https://psycnet.apa.org/record/1977-

-000

Boulanger, D. F. (1981). Ability and science learning. Journal of Research in Science Teaching, 18(2), 113-121.

Commission on Higher Education (2004). Revised Policies and Standards for Undergraduate Teacher Education Curriculum.

https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.30-s2004.pdf

Commission on Higher Education (2007). Addendum for CMO 30, series of 2004 entitled 'Revised Policies and Standards for Undergraduate Teacher Education Curriculum. https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.52-

s2007.pdf

Commission on Higher Education (2012). Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through

an Outcomes-Based and Typology-Based QA. https://ched.gov.ph/2012-ched-memorandum-orders/

Cromley, J. (2009). Reading achievement and science proficiency: International comparisons from the Programme on International

Student Assessment. Reading Psychology 30(2):89-118. https://www.researchgate.net/publication/247510808_Reading_Achievement_and_Science_Proficiency_International_Comparisons_From_the_Programme_on_International_Student_Assessment

Dochy, F., Segers, M., & Buehl, M. (1999). The relation between assessment practices and outcomes of studies: The case of

research on prior knowledge. Review of Educational Research, 69(2), 145-186. https://doi.org/10.2307/1170673

Golla, E., De Guzman, E., Ogena, E., & Brawner, F. (1998). Teacher preparation in science and mathematics education: A situational analysis. Science education in the Philippines: Challenges for development, 1, 41-77.

Harden, R. (2007). Outcome-based education: The future is today. Medical Teacher, 29 (7). https://www.researchgate.net/publication/5616247_OutcomeBased_Education_the_future_is_today

Keursten, P., Verdonschot, S., Kessels, J., & Kwakman, K. (2006). Relating learning, knowledge creation and innovation: Case studies into knowledge productivity. International Journal of Learning and Intellectual Capital 3(3):405-420. https://www.kessels-smit.com/files/artikel_2006_keursten_ea_-_relating_learning.pdf

Nagy, W., Anderson, R., & Herman, P. (1987). Learning word meanings from context during normal reading. American Educational

Research Journal, 24(2), 237-270. https://doi.org/10.2307/1162893

Nebres, B. & Intal, A. (1998). The challenge of developing science culture in the Philippines. In E. B.

Ogena & F. G. Brawner (Eds.), Science education in the Philippines: Challenges for development (pp. 2940). NAST, SEI, UP-CIDS.

Nebres, B. & Vistro-Yu, C. (1998). A look at organizational structure for an effective delivery of science education. In E. B. Ogena & F. G. Brawner (Eds.), Science education in the Philippines: Challenges for development (pp. 151-170). NAST, SEI, UP-CIDS.

Rabino, M. (2014). Poor Science Education in the Philippines: Causes, Solutions and Suggestions. https://magnanamousscience.wordpress.com/2014/10/08/poorscience-education-in-thephilippines-causes-solutions-andsuggestions/ Philippine Basic Education. (2012).

Resurreccion, J. & Adanza, J. (2015). Spiral Progression Approach in Teaching Science in Selected Private and Public Schools in Cavite. International Journal of Multidisciplinary Research and Publications.http://ijmrap.com/wpcontent/uploads/2019/07/IJMRAP-V2N2P11Y19.pdf

Ruscoe, R B. (2014). Redesigning Teacher Education Curriculum in the Era of Knowledge Society: A Collaborative Model. Manila,

Philippines

Ruscoe, R B. (2014). The Outcomes-based Teacher Education (OBTEC) Model. Philippine Normal University, Taft Avenue, Manila,

Philippines

Schiefele, U., & Krapp, A. (1996). Topics of interest and free recall of expository text. Learning and Individual Differences, 8(2), 141-160.

Tamir, P. (1996). Science assessment. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements,

learning processes, and prior knowledge (pp. 93–129). Boston: Kluwer.

Tobias, S. (1994). Interest, prior Knowledge, and learning. https://files.eric.ed.gov/fulltext/ED362480.pdf University Curriculum Management and Instructional Materials Office, PNU (2014). Assessment and Continuing Quality Improvement (CQI) in Outcomes Based Teacher Education Curriculum (OBTEC). Manila, Philippines

Wilson, B (1996). Current Educational Priorities, Future Directions and Initiatives. IARTV Occasional Paper. IARTV, Melbourne.

https://files.eric.ed.gov/fulltext/ED501707.pdf