Philippine E-Journals

IMPLICATIONS OF THE CURRICULUM CHANGE IN THE TEACHER EDUCATION PROGRAM IN ST. PAUL UNIVERSITY MANILA

Juanito Infante Jr.

Discipline: Education

 

Abstract:

This descriptive-comparative study focused on probing the implications of the curriculum change adopted by the SPU Manila Bachelor of Secondary Education (BSE) and Bachelor of Elementary Education (BEED) programs from 2004 to 2011. The study analyzed the performance of the graduates of the program in the Licensure Examination for Teachers (LET) in the past seven years. Documentary analysis was used in examining the documents obtained from the Professional Regulations Commission (PRC) on the ratings of graduates who passed the LET from 2004 to 2011. The Teacher Education Program has maintained the 100% passing rate in LET of its BSE graduates following the 1999 and 2004 CHED curricula. However, further analysis revealed that there were inconsistencies in the mean percentage scores in the three divisions: general education, professional education, and major subjects. Board performance of BSE and BEED graduates of the CHED 1999 curriculum was: general education, 76.88; professional education 79.25; and major subjects, 72.88, with the highest average percentage obtained in 2006. The results of 2004 and 1999 curricula were: general education, 79.00; professional education, 78.67; and major subjects, 78.45, with the highest average percentage obtained during the year 2011. Though the difference in the results under the two CHED Memoranda seems very minimal, for enhancement purposes, the following recommendations are forwarded: administration of an annual qualifying exam at the start of second year and close supervision by the Chair at the start of third year; review of the faculty evaluation by students for the years 2004–2011; stricter compliance to the CHED memorandum as regards the hiring of academically experienced English teachers; continuous review of the curriculum; creation of active academic linkages with other HEIs offering Teacher Education Program; and determination of the level of difficulty among the three subject- divisions in the Licensure Examination for Teachers. These must be addressed to effect significant changes in the BSE and BEED curricula and consequent performance in the LET.