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ABSTRACT

TITLE: ASSESSMENT OF THE COLLEGE OF EDUCATION

PROGRAMS OF THE UNIVERSITY OF CALOOCAN CITY:
BASIS FOR A STRATEGIC PLAN

RESEARCHER: RAMONA AGUILAR PRADO

DEGREE: DOCTOR IN EDUCATION MAJOR IN EDUCATIONAL

MANAGEMENT

YEAR: 2014

ADVISER: ELEDIO T. ACIBAR Ed.D.

Education service is among the most tangible aspect of

the society. Though difficult to measure, the need to

standardize every aspect is important to the future of every

student enrollee. Educational institutions face similar

intensed responsibility to seek ways to become more

competitive to meet the demands of the changing world. The

determination and expectation of the stakeholders for

educational institutions to produce high caliber graduates

who are emotionally, physically, intellectually, and socially

predisposed obliged them to deliver quality education.

This study was undertaken to determine the status of the

College of Education Program of the University of Caloocan

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City.

It is hoped that the results of this study will

contribute to quality instruction, not only in the College of

Education, but also to other programs offered in the

University.

This study was conducted to assess the Education

Programs of the University of Caloocan City to become basis

for developing a 5 year Strategic Plan. Specifically, this

study sought to answer the following questions:

1. How do school administrators, faculty members and

students assess the status of the Education programs

of the University of Caloocan City (UCC) per ALCU-

COA instrument in terms of the following:

1.1 Vision Mission Statement;

1.2 Objectives of the College of Education;

1.3 Governance and Administration;

1.4 Faculty;

1.5 Curriculum and Instruction;

1.6 Student Development and Services;

1.7 Entrepreneurship and Employability;

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1.8 Community Extension Services;

1.9 Research;

1.10 Library;

1.11 Laboratories; and

1.12 Physical Plant?;

2. Is there a significant difference in the assessments

of the groups of respondents on the status of the

said programs?;

3. What is the performance of the University of

Caloocan City in the Licensure Examination for

Teachers (LET) for the years 2010-2012?;

4. How do the performance relate to the assessment of

the education programs?;

5. What are the problems encountered and solutions

offered in the implementation of its programs?

6. Based on the findings, what Strategic plan maybe

proposed?; and

7. How suitable, acceptable, and feasible is the

implementation of the Strategic plan as assessed by

the respondents?
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Descriptive method of research utilizing a revised

questionnaire/checklist ALCU-COA survey instrument was

utilized in this study because of its appropriateness to the

problems raised in Chapter 1.

Survey questionnaires were also administered to gather

data on the assessment made by the School Administrators and

Faculty as to the suitability, feasibility and acceptability

of the proposed strategic plan in the College of Education of

the University of Caloocan City.

The respondents of this study were the fifteen (15)

administrators, sixty four (64) professors and one hundred

ninety four (194) graduating students from the College of

Education. No sampling technique was used in the assessment

of the College of Education program. However, purposive

sampling was utilized as to the feasibility, suitability and

acceptability of the proposed strategic plan.

The questionnaire utilized in this study is consisted of

four (4) parts as follows: Part I was used to gather the

respondents’ profile. The demographic profile served as data

in the description of the respondents; Part II was the survey

questionnaire that assessed the status of the implementation

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of the College of Education programs as to the following

variables: Vision and Mission statements; Objectives of the

College; Curriculum and Instruction; Faculty; Governance and

Administration, Student Development and Services; Library;

Entrepreneurship and Employability; Community Extension

Services; Research; Library; Laboratories; and Physical

Plant; Part III was used to determine the extent of the

problems encountered by the respondents in the implementation

of the Education programs; and Part IV was the survey

questionnaire answered by the respondents that assessed the

suitability, acceptability and feasibility of the proposed

strategic plan in the College of Education.

All the data gathered were tabulated and subjected to

statistical treatment in order to prove or arrive at reliable

answers to the problems. Hence, in order to test the

hypothesis, the following statistical treatment were used.

1. Percentage. This was used to describe and

compare magnitude of numbers.

2. Weighted Mean. This was utilized to determine

the measure of central tendency that reflect the

respondents’ perception on the status of the College of

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Education Program based on the ALCUCOA instruments using

the following formula.

Weighted Mean =
fx i i

Where:

fi = number of responses

xi = weight given to each responses

N = total number of respondents

The scale value of the mean computed to serve as the bases

for qualitative interpretation of the results are as follows:

A. Assessment of the respondents in the College of

Education Program.

Rating Mean or WM Interpretation

5 4.50 – 5.00 Excellent (E)

4 3.50 – 4.49 Very Good (VG)

3 2.50 – 3.49 Good (G)

2 1.50 – 2.49 Fair (F)

1 1.00 – 1.49 Poor (P)

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B. Assessment of the respondents as to the problems

encountered in the implementation of the College of Education

program.

Rating Mean or WM Interpretation

5 4.50 – 5.00 Highly Observed(HO)

4 3.50 – 4.49 Observed(O)

3 2.50 – 3.49 Moderately Observed(MO)

2 1.50 – 2.49 Seldom Observed (SO)

1 1.00 – 1.49 Not Observed (NO

C. Assessment of the respondents as to the suitability,

acceptability and feasibility of the proposed strategic plan.

Suitability

Rating Mean or WM Interpretation

5 4.50 – 5.00 Very Highly Suitable (VHS)

4 3.50 – 4.49 Highly Suitable (HS)

3 2.50 – 3.49 Suitable(S)

2 1.50 – 2.49 Fairly Suitable(FS)

1 1.00 – 1.49 Poorly Suitable(PS)

Acceptability

Rating Mean or WM Interpretation

5 4.50 – 5.00 Very Acceptable(VA)

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4 3.50 – 4.49 Acceptable(A)

3 2.50 – 3.49 Moderately Acceptable(MA)

2 1.50 – 2.49 Slightly Acceptable(SA)

1 1.00 – 1.49 Not Acceptable(NA)

Feasibility

Rating Mean or WM Interpretation

5 4.50 – 5.00 Very Feasible(VF)

4 3.50 – 4.49 Feasible(F)

3 2.50 – 3.49 Moderately Feasible(MF)

2 1.50 – 2.49 Slightly Feasible(SF)

1 1.00 – 1.49 Not Feasible(NF)

3. Analysis of Variance (ANOVA). This was used to

find out if there were significant differences in the

assessment of the three groups of respondents on the

status of the College of Education programs as per ALCU-

COA instrument.

The critical F value at five percent (5%) level of

significance with respective degrees of freedom was also

used to set the acceptance or rejection level in this

study.
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4. T-test for independent sample. This was used to

evaluate the differences in the assessment of the

faculty and administrator respondents as to the

suitability, feasibility and acceptability of the

proposed strategic plan.

The salient findings of the study are as follows:

1. The respondents rated the Vision and Mission Statement,

Objective of the College of Education, Curriculum and

Instruction, Faculty, Governance and Administration,

Student Development Service, and Entrepreneurship and

Employability as “very good”. On the other hand,

Community and Extension Service, Research, Library,

Laboratories and Physical Plant were assessed “good”.

This implies that the variables, which were assessed

good by the respondents, need to be addressed.

2. The respondents share the same perception as to the

implementation of the College of Education programs

thereby rejecting the null hypothesis; there is no

significant difference in the assessment of the groups

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of respondents on the status of the College of Education

programs at the University of Caloocan City.

3. As per record, the performance of the BEEd posted a

lower institutional percentage as against the national

percentage during September of 2010. Subsequently, for

the years of 2011 and 2012, it posted an overall mean

that is higher than the national percentage. However,

the secondary level posted two (2) years of below

institutional passing percentage in the months of

September, as against the national passing percentage.

4. There is an implication on the assessment of the

respondents and the performance of the program.

Pertinent to recent studies, performance and assessment

are related as to its significance as they co-exist and

are inseparable. Hence, performance is a tool used in

checking the degree of accomplishment of any activities

performed in terms of objectives, while assessment is

the measure of the performance level achieved by the

organization thereby improving the program.

5. The problems encountered by the respondents in the

implementations of programs in the College of Education

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have been identified as deterrent/roadblock in the

effectiveness and efficiency of delivery of services of

the College of Education program. This also affects the

performance of Education graduates in the Licensure

Examination. The top five (5) problems which were

identified are as follows: Inadequacy of school

building, Lack of laboratory facilities, equipment,

supplies and materials needed for experimentation;

Insufficient classroom for conducive learning,

overcrowded classroom; Insufficient support fund for the

operation of the entire university; The library is not

technologically provided with integrated library system

such as OPAC, internet connection, CD-ROM and online

services; and Inadequate building, dilapidated classroom

and support facilities. To address these problems, a

strategic plan focusing on the above mentioned findings

was proposed.

6. The proposed five (5) year strategic plan which focuses

on employability and entrepreneurship, students’

development services, community and extension services,

research, library, laboratories and physical plant was

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developed in order to address problems encountered by

the respondents. Subsequently, this will provide the

implementers a clearer perspective of the entire College

of Education. The strategic plan will serve as a guide

to the administrators in the operations, procedures,

management and implementation of activities in the

College of Education within the prescribed period of

time. It is presented in a matrix that includes the

following: Key Area, Objectives, Strategies, Person/s

Involved, Improvement of Measurable Indicators, Sources

of Funding and Evaluative Measure.

7. The faculty and administrator respondents assessed the

proposed strategic plan as highly suitable, acceptable

and feasible. This entails that the proposed strategic

plan can be utilized by the administrators in the

enhancement of the teacher education program in the

College of Education in the University of Caloocan City.

Conclusions

In the light of the foregoing findings, the following

conclusions were drawn.

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1. The Vision and Mission statement, Objective of the

College of Education, Curriculum and Instruction,

Faculty, Governance and Administration, Students

Development and Services, and Entrepreneurship and

Employability of the College of Education functionally

serve its purpose. However, five (5) variables as to

Community and Extension Services, Research, Library,

Laboratories and Physical Plant were assessed “good”

which denotes the need for improvement. This also shows

that there is commonality and slight difference in the

observation and perceptions of the three groups of

respondents.

2. There is a strong indication that the three groups of

respondents share the same perception and observation on

some variables as to the constraints and weaknesses in

the implementation of the teacher education program in

the University of Caloocan City. Accordingly, they still

believe that the services rendered by the College of

Education toward quality and relevance is still

acceptable but needs enhancement.

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3. Finding shows that the performance in the Licensure

Examination for Teachers of the College of Educations of

the University of Caloocan City needs to be improved

especially on the secondary level.

4. Performance and assessment are distinct and independent

but co-exist and inseparable for the fact that

assessment is the measurement of the performance,

whereas performance is the degree of accomplishment set

forth by the objectives and goals. The performance of

the graduates in the licensure examination is the result

of what has been achieved in terms of the vision,

mission, and objectives of the College of Education.

Result and findings serves as basis in the improvement

of the program.

5. Numerous problems were encountered by the respondents,

which are deterrent in the effective implementation of

the College of Education program thereby affecting the

performance of the students in the Licensure

Examination.

6. The five (5) year Strategic Plan which focuses on

students’ development and services, entrepreneurship and

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employability, community and extension service,

research, library, laboratories and physical plant

facilities was developed and proposed for implementation

to serve as template for administrators in the

operations, management and implementation of the College

of Education program towards the attainment of the goals

and objectives of the institution.

7. The proposed Strategic Plan which addresses identified

problems in the implementation of the College of

Education program was consistently assessed by the

administrator and faculty respondents as highly

suitable, acceptable and feasible. Accordingly, this

would enhance the performance of the students in the

Licensure Examinations for Teachers.

Recommendations

Based on the findings and conclusions made, the

following are recommended.

1. Address the weaknesses in the student development and

services, entrepreneurship and employability, community

and extension services, research, library, laboratories

and physical plant facilities and transform it into

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strength by employing Quality Education System (QES)

as an approach towards efficient and effective delivery

of services.

2. Provide manual for research to institutionalize research

activities and research incentive programs to encourage

more research activities and maintain a functional

research program.

3. Institutionalize review program to help new and old

graduates in passing the licensure examination.

4. Revisit curriculum to conform to CHED minimum

requirements, PRC LET competencies, and the demands of

the education industry.

5. Provide adequate budget to meet the needs for

facilities, supplies, equipment, physical plant, library

holdings, and research and community linkages

activities.

6. Allocate sufficient budget to meet the required number

of qualified academic and non-academic personnel.

7. Thorough regular assessment of performance of the

teacher education program must be done as scheduled.

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8. Strict implementation of recruitment and retention

policies of students taking education including those

taking certificate in teaching (24 units in education).

9. Implement faculty development programs to address

faculty capacity building. This may include support in

the completion of their degrees, continuing education,

seminars, workshop, conferences and other similar

activities thru tuition fee subsidy, study leave with

pay, deloading, research grants, travel grants awards or

recognitions.

10. Conduct consultation among training partner

institutions, critic teachers, and student leaders to

allow exchange of information, which will serve as basis

on the enhancement of policies in the College of

Education. This would also strengthen relationship

among education stakeholders.

11. Adoption and implementation of the proposed

strategic plan to strengthen the College of Education

program thereby developing students potential being

indispensable clients of the University.

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12. Enhance the proposed strategic plan thru periodical

review and evaluation to ensure relevance.

13. Parallel studies should be conducted by future

researchers to analyze other possible variables that may

significantly correlate with the assessment of the

Education program and the performance of graduates in

the Licensure Examination.