Make your own free website on Tripod.com

 

Evaluation on the Four-Day Class A Week of the

Philippine Normal University, Agusan Campus

 

Dr. Luz A. Montil

 

Chapter 1

The Problem and Its Setting

 

 

Introduction

 

          Evaluation is grounded on the essential value of man’s education, which stress on meeting certain specific needs towards the future.  It is a high priority concern for the development of the individual.  Dr. Laurel cited in Bauzon, (1994) that “the bringing out of the best in man as a physical and spiritual-moral being” is a criterion in every endeavor.  According to Plato,” the best man makes the best citizen”.

          In business, evaluation is a top management activity and cannot be delegated without undermining a self-audit.  Both education and business need to examine achievements in terms of objectives, diagnose difficulties and offer solution to problems.  The idea of evaluation in education is anchored on the pragmatic concept that the experience of the individual must be measured and evaluated to determine validity.

          Echoing from the pragmatic approach, evaluation is similar to medicine and methods after a diagnosis. The main purpose of which is to identify areas for improvement because it is not sufficient to passively manage reports and take decisions based on filtered information. The preliminary part is focused on problems and a continuously tailored follow-up problem solving.

          Rolstadas, (1995) pointed “evaluation of a large set of indicators is a new challenge for most managers”.  He continued that there are many factors that need to be evaluated.  These factors rely on some subjective judgment in contrast to exact objective measures.  Evaluation of intangible is subjective.

          Though evaluation is subjective, sciences merely said, “contra faction non valet argumentum” (Against fact there is no argument). Again cited in Bauzon (1994), Timmermans (1993) also stressed, “it is not the volume of data is the problem, but its complexity.”

          On the other hand, at the Philippine Normal University, the first academic institution established by the government in 1901 during the American occupation created under Act no. 74 of the Philippine Commission underwent many evaluations and changes.  This institution is specifically designed “for the education of the natives in the islands, in the science of teaching”.

          Moreover, Philippine Normal University, as a system in the early part of the third millennium, is doing her role to the development of the country. Benchmarking is her byword.  As a teacher education institution, effectiveness, efficiency and adaptability are the three identified dimensions in her performance.  Harrington (1991) pointed out “a system should focus on 3 major objectives.  They are:

      1.    making processes effective-procuring the desired results;

2.   making processes efficient-minimizing the resources used, and

  1. making processes adaptable-being able to adapt to changing customer

Responding to the needs, improvement has to be achieved in all dimensions of performance to ensure long-term survival.  Philippine Normal University as a system has to compete globally, and to maintain the standard as a leading teaching institution hence; a four-day class a week is explored.

The four-day class a   week scheme had evolved during the time of the President Gloria Salandanan in the early 1990’s to answer on how the university can deliver its programs.  Response from the faculty and different deans found out to be receptive, thus a consultation with the students was conducted to find out their opinions on the issue.  However, students’ responses were negative.

When Atty. Lilia S. Garcia became the President, a feasibility study was presented to the academic council and faculty.  Its emphasis was to respond to the growing demands on easy mobility in conducting research and extension services and intensive work demands to make the university globally competitive.  The objectives of the four-day class a week are:

  1. Conduct research – both faculty and students have expressed the need for a big block of vacant period which they can use to gather data both on and off-campus.
  2. Render extension services.  Both faculty and students conduct extension work as requirement for promotion and graduation respectively.
  3. Produce scholarly work – Both faculty and students are required by their disciplines to write academic papers;
  4. Perform other university functions and activities – the university is increasingly required to keep itself abreast with the demands of the time and;
  5. Explore well-being activities.  Life in the academe both for faculty and students operates on a rigid time schedule.

Prior to the implementation of the four-day class a week particularly on the second semester of SY 2002-2003 a signature campaign was conducted at Philippine Normal University, Agusan Campus on October 2002.  President Mansueto M. Sendrejas Jr. of the Supreme Student Government headed the campaign.  Seven hundred forty-two (742) out of 939 or 79% of the total population of the college students participated in the campaign.  Four hundred thirteen (413) or 54% said yes to the 4-day class a week.

Finally, the four-day class program was implemented on the second semester of school year 2002-2003.  This study is facilitated to evaluate how well the four-day class scheme is accepted by the college students, faculty and administration particularly at the branch campus, Philippine Normal University, Agusan.

 

Chapter 2

Methodology

 

          The evaluation on the four-day class a week was intended to the college students, faculty and administrators who were directly affected by the program.  The researcher used the simple random sampling in getting the reactions of the college students while purposive sampling was instituted to get the reactions from the faculty and administrators on the four-day class a week scheme.

          Specifically from the eight (8) sections of the first year college students, 3 classes were randomly selected and used as respondents.  The same technique was used to get the reactions from the second year to fourth year college students.

          The tool used to extract the reactions of the college students, faculty and administrators on the said program were two sets of questionnaires.  One set of questionnaire was used to get responses from the college students and another set of questionnaire to get reactions from the faculty and administrators.

          Prior to the formulation of the instrument, the researcher made a preliminary survey on the opinions or ideas on the four-day class a week scheme from the fourth and third year HEKASI concentration classes.  Written responses from these particular college students were analyzed.  Stemmed from the said preliminary survey, five (5) main concepts came out.  They were:

  1. time management on Wednesday;
  2. range of topics discussed within 1.5 hours;
  3. time allotted for each period and;
  4. scheduling of subjects and examinations. 

 

The researcher also consulted two (2) college professors of the Language Arts and Social Science Department for the appropriateness of the components and items of the two sets of questionnaires.

          The set of questionnaires for the college students have five (5) components. Each component contained five (5) items except for component number 4.  The set of questionnaires for the faculty contained four (4) components with four (4) items under each component.  On a scale of 1-5, each statement is provided with corresponding interpretation.

4.50    -         5.00    Always

3.50    -         4.49    Often

2.50    -         3.49    Sometimes

1.50    -         2.49    Seldom

1.00    -         1.49    Never

 

Chapter 3

Presentation, Analysis and Interpretation of Data

 

          This chapter presents the findings gathered through the questionnaire checklist, the corresponding analysis and interpretation of the data.

 

Table 1

 

 The Reactions of the Administrators to Time Management on Wednesday

 

Category 1

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1 For faculty and staff meeting to decide on university matters.

3

1

 

 

 

4.75

Always

1.2 For student gathering & activities to cope with their subjects.

3

 

1

 

 

4.5

Always

1.3 For research/study & checking of papers.

3

 

1

 

 

4.5

Always

1.4 For learning computer technology

3

1

 

 

 

4.75

Always

 

 

 

 

 

 

Total = 4.63 Always

          Gathered from the table, the whole day break provided time for faculty and staff meetings to decide on university matters and for learning computer technology.  The weighted mean for both are 4.75 or always while the research/study and checking of papers and for student gathering and their activities both are considered lowest in this category however the weighted mean is 4.5 or verbally described as always.

          For the administrators, the whole-day break always provides time for faculty and staff meetings and learning computer technology.  There is a little bit less attention to research/study and for student gatherings and activities.

 

 

 

 

 

 

Table 2

The Reactions of the  Administrators on Time Allotted for  Class

Item

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1 Have extensive & comprehensive class discussion

4

 

 

 

 

5

Always

2.2 Implement  varied strategies/techniques in unfolding the  lessons

4

 

 

 

 

5

Always

2.3 Facilitate better class interactions and participations of the students.

4

 

 

 

 

5

Always

2.4 Discuss varied topics related to the lesson discussed

4

 

 

 

 

5

Always

 

 

 

 

 

 

Total-5 Always

                                                                                               

 

          From the data, the administrators rated all the items in this component 5 or verbally described as always.  These administrators have 3 teaching loads.  To them, the 1.5 hrs class always allowed extensive and comprehensive class discussions, where they applied varied topics and teaching strategies/techniques related to the lessons.  The data showed too, that, with the new class scheme, administrators facilitated better class interactions and participations of the students.

 

Table 3

               The Reactions of the Administrators on Scheduling of Subjects

Item

Frequency

Weighted Mean

Verbal  Description

5

4

3

2

1

3.1The distribution of subjects is balanced

3

1

 

 

 

4.75

Always

3.2 Their  is a sufficient preparation for the lessons taught

4

 

 

 

 

5

Always

3.3 Students preparedness for their lessons is observed.

3

1

 

 

 

4.75

Always

3.4 Stress & pressure are reduced

3

1

 

 

 

4.75

Always

 

 

 

 

 

 

Total = 4.81 Always

                                                                                        

          Gleaned from the table, administrators rated top item sufficient preparation for the lessons taught with a weighted mean of 5 with a verbal description of always.

          Items distribution of subjects is balanced, students’ preparedness for their lessons and stress and pressure are reduced, all of the items have a weighted mean of 4.75 or always.

This means that the four-day class a week give sufficient time for the administrators to prepare their lessons and have enough time in the class.  With the new class program, stress and pressure are reduced too.

Table 4

The Reactions of the Administrators on the Scheduling of Examination

Item

Frequency

Weighted Mean

Verbal  Description

5

4

3

2

1

4.1 Enough time to prepare the exam

4

 

 

 

 

5

Always

4.2 Time to check & record test papers

4

 

 

 

 

5

Always

4.3 Enough time to conduct oral examinations

4

 

 

 

 

5

Always

4.4 Enough time to analyze test results

4

 

 

 

 

5

Always

Total

5.00

Always

 

          The administrators rated 5 or always on the component scheduling of examination.

          The data showed that administrators fully welcome the new class program specially that they have enough time to prepare the examination like conducting oral exam, time to check and record test papers and enough time to evaluate test results.

 

 

 

 

Table 5

The Reactions of the Teachers of Time Management on Wednesday

Category 1

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1 For faculty & staff meeting to decide on  university  matters

20

10

3

1

1

4.27

Often

1.2 For student gathering & activities to cope with their subjects.

17

11

4

1

1

4.09

Often

1.3 For research /study & checking of papers

13

11

7

4

0

3.94

Often

1.4 For learning computer technology

10

17

7

1

0

4.01

Often

 

 

 

 

 

 

4.08 = Often

          The table showed that a whole day break in a week is appropriate for faculty and staff meeting which occupy the highest weighted mean of 4.27 described verbally as often and the least weighted mean is 3.94. for research/study and checking of papers whose weighted mean is only 3.94 but verbally described as often.

          The study tend to show that the whole day break is most appropriate for faculty and staff meeting.  However, teachers considered the break not enough for research/study and checking of papers.

          The researcher interviewed some members of the faculty and they pointed out that most of the Wednesdays are scheduled for faculty meetings and less time left for research, preparation of the lessons and checking of papers.

          They added that agenda in meetings should be products of consultations from the faculty and staff so that real problems and needs related to university matters are properly addressed.

 

 

Table 6

Reaction of Teachers on Time Allotted for Class

 

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1 Have  extensive & comprehensive class discussion.

24

10

 

 

1

4.58

Always

2.2 Implement varied strategies/techniques in unfolding the lessons

21

13

 

 

1

4.51

Always

2.3 Facilitate better class interactions & participations of the students.

21

12

1

1

 

4.51

Always

2.4 Discuss varied topics related to the lesson discussed

23

11

 

1

 

4.6

Always

 

 

 

 

 

 

4.55 = Always

          The 1.5 hours for each class gave the teacher enough time to discuss varied topics related to the lesson discussed with a weighted items implement varied strategies/ techniques in unfolding the lessons and facilitate better class interaction and participation of the students” are the least whose weighted mean is 4.51 but described as always.

          Noted from the data that there is ample time to discuss varied topics related to the lessons while implementations in varied strategies/techniques, class interaction and participations are a little bet less.

Table 7

The reactions of teachers on the scheduling of subjects

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

3.1 The distribution of subjects is balanced

19

8

7

8

19

4.27

Often

3.2 There is sufficient preparation for the lessons taught.

19

12

3

12

19

4.39

Often

3.3 Students preparedness for the lessons is observed

10

10

11

10

10

3.69

Often

3.4 Stress  & pressure are reduced

12

11

7

11

12

3.81

Often

 

 

 

 

 

 

4.04 = Often

 

          Gathered from the data “the distribution of subjects is balanced with a weighted mean of 4.27 verbally described as often while the lowest is item “ on students’ preparedness for their lessons is observed” whose, weighted mean is only 3.69 but described as often.

          From the interview, teachers commented that most of the students come to school unprepared,in their lessons..

          According to Rockhann (1979) in Barsaga  that it is important to allow learners time for new knowledge, skills and attitudes to be transferred into improved behavior which results in organizational efficiency.

Table 8

The reactions of teachers on the scheduling of examination

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

4.1 Enough time to prepare the exam

16

17

2

 

 

4.4

Often

4.2 Time to check & record test papers

15

19

1

 

 

4.39

Often

4.3 Enough time to conduct oral examinations

16

17

2

 

 

4.4

Often

4.4 Enough time to analyze test results

14

17

4

 

 

4.28

Often

 

 

 

 

 

 

 

4.36 = Often

 

          The table showed that items on “enough time to prepare the exam and enough time to conduct oral examination occupied the highest weighted mean of 4.4 or often.

          Item on “time to check and record test papers” is the least of all the items whose weighted mean is only 4.28, however, described as often.

          It is noted in the first component of this evaluation that some of the Wednesdays should be provided for research and checking of papers but to the teachers most Wednesdays are scheduled for faculty meetings.

 

 

Table 9

First Year

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1 I study my assignments on the whole day break

35

26

15

1

 

4.23

Often

1.2

33

26

17

1

 

4.18

Often

1.3 I go to the library

28

16

23

8

2

3.77

Often

1.4

38

19

17

3

 

4.2

Often

1.5

41

22

11

3

 

4.3

Often

 

 

 

 

 

 

4.13 = Often

 

          The data revealed that First Year College students rated no. 1 the item in “I study my assignments on the whole day break” with a weighted mean of 4.23 or often and the least among the items in “I go to the library” with a weighted mean of 3.77 but verbally described as often.

          This means First Year College students often study their assignments during the break but less time in going to the library.  Accordingly they are spending most of this time to their assigned barangay in relation to the National Service Training Program.

 

First Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1

33

20

22

2

 

4.08

Often

2.2

30

24

20

3

 

4.04

Often

2.3

42

20

11

4

 

4.28

Often

2.4

34

28

10

5

 

4.18

Often

2.5

27

22

22

6

 

3.91

Often

 

 

 

 

 

 

4.09 = Often

 

          From the given data the item “time allotted for class covered a wide range for discussion” is top which has a weighted mean of 4.28 or verbally described as often and the least rated item with a weighted mean of 3.91 only though described as often is “the allotted time enable me to ask questions related to the lesson.”

          The first year college students experienced that the 1.5 hours covered a wide range for discussions but less opportunity in asking questions related to the lesson. They are shy and afraid to ask questions from their teachers.

          Atkinson (1988) in Bousting/  pointed out that “effectiveness of pupils learning was enhanced by a teacher who is intelligent, responsible, friendly and  possesses a strong ego but low aggression; teachers with good climate . . .  school climate affects the quantity of the pupils’ learning, such that an  open school would produce more different effects than a close climate.

 

First Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

3.1

43

27

7

 

 

4.46

Often

3.2

44

27

6

 

 

4.49

Often

3.3

46

29

2

 

 

4.57

Always

3.4

49

18

10

 

 

4.51

Always

3.5

41

22

14

 

 

4.35

Often

 

 

 

 

 

 

4.47 = Often

 

          Gleaned from the data “the 1.5 hours provided more topics for discussion” or rated highest with a weighted mean of 4.57 or always.  Item “the 1.5 hours provided appropriate strategies/techniques in the unfolding of the lesson” is the lowest with a weighted mean of only 4.35 but described as often.

          Though there are more topics discussed in the 1.5 hours class “there is less employment of appropriate strategies/techniques in the unfolding of the lesson.  These respondents are still fresh from high school, while they were in high school; their teachers used different strategies/techniques in teaching the lessons, so they are also expecting the same, from their college teachers.

 

First Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

4.1

45

19

11

2

 

4.38

Often

4.2

28

24

13

9

3

3.8

Often

4.3

30

27

17

3

 

4.16

Often

4.4

32

10

24

9

2

3.8

Often

 

 

 

 

 

 

4.04 = Often

 

          The table showed that “subjects are equally distributed” ranked first with a weighted mean of 4.38 or often while items “enough time to prepare for the next subject and still have time to go to the library are ranked  lowest among   the items.

          The data tend to show that first year college students feel that subjects are equally distributed yet  they have less time to prepare for the next subject and to go to the library.

          Roller (1968) adverted to the fact that if educators are bent on improving the kind of thinking that goes on among our people, let everyone’s concern be in the kind of reading that pupil and student has  done  in our libraries.

          In the study of Sta. Cruz (1995) that General Education students and  first year students were the least  users  of the library services because it was assured that they are given fewer assignments involving library used.

          Lamar (1979) conducted a survey about the students and faculty on the usefulness of library facilities which would better meet the psychological and behavioral needs of the library users.

 

First Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

5.1

45

22

7

2

1

4.39

Often

5.2

51

18

6

2

 

4.53

Always

5.3

42

23

9

3

 

4.43

Often

5.4

32

27

10

7

1

4.06

Often

5.5

31

19

24

3

 

4.02

Often

 

 

 

 

 

 

4.28 = Often

 

          The well-planned schedule of exam has a weighted mean of 4.53 or always while item “less bored from studying the subjects” has a weighted mean of 4.02 or often.

          The data showed that first year college students can study very well during examination and boredom are not felt by them during those times.

 

Second Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1

21

36

25

2

 

3.89

Often

1.2

34

34

13

2

1

4.16

Often

1.3

21

37

21

5

 

3.88

Often

1.4

42

30

12

 

 

4.34

Often

1.5

45

18

18

3

 

4.24

Often

 

 

 

 

 

 

4.1 = Often

 

          The data showed item “make my projects” occupied first with a weighted mean of 4.34 verbally described as often.  On the other hand, the item in “I study my assignment” is the least with a weighted mean of only 3.89 but described as often.

          It means that the Second year college students spend more time in making their projects than studying their assignments.

 

Second Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1

20

36

21

6

1

3.8

Often

2.2

28

34

21

1

 

4.05

Often

2.3

22

33

28

 

 

3.88

Often

2.4

19

31

27

6

1

3.71

Often

2.5

14

41

25

2

2

3.74

Often

 

 

 

 

 

 

3.83 = Often

 

          Gleaned from the data, item on  I report well in class is the highest with a weighted mean of 4.05 or often.  The least of all the items in this component is “I can interact and shared ideas” with a weighted mean of 3.71 but described as often.

          The Second year college students can report well in the class for they have already gained confidence and feel comfortable while reporting.

 

Second Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

3.1

27

38

16

2

1

4.05

Often

3.2

29

31

17

5

2

3.94

Often

3.3

27

34

14

8

1

3.93

Often

3.4

22

32

16

11

3

3.7

Often

3.5

27

35

21

1

 

4.04

Often

 

 

 

 

 

 

Total 3.93 = Often

 

          The table tend to show that the Second year college students ranked first on item “ a comprehensive discussion of topic” whose weighted mean is 4.05 or often and the least rated among the items is  “more explanations from the teachers” has a weighted mean of 3.7 however described as often.

          It can be noted that the second highest is on appropriate strategic /techniques employed by teachers in the unfolding of the lessons.  Strategies used by the teachers are well-used that not all of the explanations come from the teachers but, other explanations come from the students.  This is a good indicator that the source of knowledge did not come only from the teacher but also come from  the students.

Second Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

4.1

31

34

14

5

 

4.09

Often

4.2

28

27

24

7

2

3.82

Often

4.3

24

38

22

 

 

4.02

Often

4.4

16

35

31

2

 

3.77

Often

 

 

 

 

 

 

Total 3.93 = Often

 

          Gleaned from the data, Second Year College Students stressed on “subjects are equally distributed with a weighted mean of 4.09 or often but ranked least is in item “still have time to go to the library” with a weighted mean of only 3.77 and verbally described as often.

          These students feel that subjects are equally distributed but less time in going to the library.  The feedback coming from the students revealed that it takes time to go to the library and its too tiresome climbing the long stairs.  They wish that the library should be located at the heart of the cluster of buildings.

 

Second Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

5.1

35

30

14

5

1

4.14

Often

5.2

35

32

16

1

 

4.19

Often

5.3

27

33

23

1

 

4.02

Often

5.4

29

31

19

4

1

3.89

Often

5.5

32

37

14

1

 

4.18

Often

 

 

 

 

 

 

4.08 = Often

 

          The data pointed out highest is on the item “well-planned schedule of exam that has a weighted mean of 4.19 or often.  The least item rated is on “enough rest and students can sleep well at night” with a weighted mean of often.

          Noted on the data, though the students do not have enough rest during these times but they are not bored studying their subjects.

 

Third Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1

7

9

4

1

1

3.97

Often

1.2

8

9

4

 

 

4.17

Often

1.3

3

8

2

 

1

3.51

Often

1.4

6

10

4

1

 

3.98

Often

1.5

15

5

 

1

 

4.61

Often

 

 

 

 

 

 

Total 4.08 = Often

 

          The table showed that Third Year College Students rated highest item “wash clothes, clean my room and etc.” with a weighted mean of 4.61 or always, while “I go to the library is the least with a weighted mean of 3.51 or often.

          It can be noted that 2 points less on this item reactions from Third Year College Students may incur a description of sometimes this means that these students have less motivations in going to go to the library.

 

Third Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1

4

7

10

 

 

3.7

Often

2.2

6

10

4

1

 

3.98

Often

2.3

9

6

5

1

 

4.08

Often

2.4

4

8

8

1

 

3.68

Often

2.5

5

8

7

1

 

3.8

Often

Total 3.84 = Often

          The table showed that “the 1.5 hours have covered a wide range for discussions with a weighted mean of 4.08 verbally described as often and the last item is on “interact and shared ideas with a weighted mean of only 3.68 however described as often.

          The Third Year College Students experienced that the new class scheme provided a wide range for discussions but less opportunity in interacting and sharing their own ideas.

Third Year College Students

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

3.1

11

8

2

 

 

4.41

Often

3.2

10

8

2

1

 

4.26

Often

3.3

10

8

2

1

 

4.26

Often

3.4

10

3

7

1

 

4.06

Often

3.5

9

9

3

 

 

4.26

Often

 

 

 

 

 

 

Total 4.25 = Often

 

          The data showed that the 1.5 hours provided comprehensive discussions with a weighted mean of 4.41 or often while least stressed on item “more explanations from the teachers.

          The data provided information that teachers assigned to second and third year college students are employing techniques and strategies in the class that can extract concepts and explanations from students.  This level of students are perceived as responsible to make researches and skillfully discuss topics  inside the classroom.

 

Third Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

4.1

12

3

5

1

 

4.23

Often

4.2

10

7

1

3

 

4.14

Often

4.3

9

5

5

1

1

3.9

Often

4.4

6

6

6

1

2

3.52

Often

 

 

 

 

 

 

Total 3.95 = Often

 

          Gleaned from the data “subjects are equally distributed” occupied the highest mean of 4.23 or often and the least is 3.52  or  often in item “ I still have time to go to the library”.

          This means that the Third Year College Students agreed that subjects are equally distributed but less motivated to go to the library.

 

Third Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

5.1

11

5

4

1

 

4.23

Often

5.2

11

6

2

2

 

4.24

Often

5.3

10

4

5

1

1

3.95

Often

5.4

8

5

5

2

1

3.76

Often

5.5

6

6

7

2

 

3.75

Often

 

 

 

 

 

 

Total 3.98 = Often

 

          The data tend to show that “well-planned schedule of exam” is the highest with a weighted mean of 4.24 or often.  The item “less bored from studying the subject”, is the least with a weighted mean of 3.75 but often.

          This informed that the students like the schedule of the examination and that they are less bored in preparing themselves and studying their subjects

 

Fourth Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

1.1

16

17

12

1

 

4.03

Often

1.2

21

14

11

 

 

4.22

Often

1.3

13

16

14

2

2

3.81

Often

1.4

24

14

8

 

 

4.34

Often

1.5

37

9

 

 

 

4.8

Often

 

 

 

 

 

 

Total 4.24 = Often

 

          The table tend to show “wash clothes, clean my room and etc.” occupied the top rank with a weighted mean of 4.8 or always.  3.81 as the weighted mean on item “I go to the library” was the lowest rated by the 4th year college students however described as often.

 

Fourth Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

2.1

13

26

7

 

 

4.12

Often

2.2

17

23

6

 

 

4.24

Often

2.3

26

16

4

 

 

4.47

Often

2.4

24

19

3

 

 

4.5

Always

2.5

23

14

8

1

 

4.28

Often

 

 

 

 

 

 

Total 4.32 = Often

 

          Gleaned from the table the highest item is on “interact and shared ideas” which has the weighted mean of 4.5 or always while least rated is on item “participate in class discussion with a weighted mean of only 4.12 but described as often.

          Noted in the data that there are two conflicting opinions on the items.  According to the interviews made, that there are times that they don’t want to participate in class discussion but always wanted to interact and shared ideas especially on topics regarding classroom teaching.  The respondents were just through from internship during the first semester and they were more interested on discussing classroom experiences.

 

Fourth Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

3.1

28

18

 

 

 

4.61

Always

3.2

27

18

1

 

 

4.56

Always

3.3

25

14

7

 

 

4.39

Often

3.4

24

15

6

1

 

4.33

Often

3.5

18

26

1

1

 

4.31

Often

 

 

 

 

 

 

Total 4.44 = Often

 

          The table showed that the fourth year college students emphasized that the 1.5 hours provided “a comprehensive discussion of topics” with a weighted mean of 4.61 or always.

          “Appropriate strategies/techniques in the unfolding of the lesson are the lowest rated with a weighted mean of only 4.31 but described verbally as often.

          It means that the respondents perceived that 1.5 hours provided a comprehensive discussion of topic but less in using appropriate strategies/techniques in the unfolding of the lesson inside the classroom.

          Respondents have just finished from internship, they themselves have used varied strategies/techniques in teaching the lessons to the pupils.  However, when they returned to their classes they have experienced the difference ,they tend to forget that college classes are different from  elementary  classes.

Fourth Year College Students

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

4.1

27

13

4

2

 

4.4

Often

4.2

26

18

2

 

 

4.52

Always

4.3

17

21

8

 

 

4.19

Often

4.4

17

16

13

 

 

4.09

Often

 

 

 

 

 

 

Total 4.3 = Often

 

          For the fourth year college students, enough time to prepare for the next subject “obtained the highest mean of 4.52 or always and the lowest rated item is “still have time to go to the library” which has a weighted mean of 4.09 but described as often.

          The respondents found enough time to prepare lessons for the next subjects in the classroom than preparing their lessons in the library.  They said that the library is not so accessible  given the limited time in between classes.

 

 

Table 24

 

 The Reactions of the Fourth Year College Students  on Scheduling of Examination

 

Items

Frequency

Weighted Mean

Verbal Description

5

4

3

2

1

5.1

31

13

2

0

0

4.62

Always

5.2

31

13

1

1

0

4.59

Always

5.3

31

13

2

1

0

4.66

Always

5.4

28

14

4

0

0

4.43

Often

5.5

16

20

10

0

0

4.05

Often

 

 

 

 

 

 

Total 4.47 Often

 

 

The table revealed that the item “enough time to study that students doesn’t cram” has the highest weighted mean of 4.66 or always.  The lowest weighted mean of 4.05 however described as often is on item “less bored from studying the subject.”

The data tend to show too that fourth year college students viewed the new schedule as positive and less boring while, studying their subjects during the examination.

 

Table 25

 

Over-all Weighted Mean and Verbal Description of Administrators

on  the Four Day Class A Week Scheme

 

Items

Weighted Mean

Verbal Description

1.      Time Management on Wednesday (whole day break

4.63

Always

2. Time allotted for class

5

Always

3. Scheduling of Subjects

4.81

Always

4. Scheduling of Examination

5

Always

 

Total 4.86 Always

 

 

Table 26

 

Over-all Weighted Mean and Verbal Description of Teachers

on the Four Day Class A Week Scheme

 

Items

Weighted Mean

Verbal Description

1. Time Management on Wednesday

4.08

Often

2. Time allotted for Class

4.55

Always

3. Scheduling of Subjects

4.04

Often

4. Scheduling of Examination

4.36

Often

 

 

 

                                                                                              Total 4.26 Often

 

 

Table 27

 

Over-all Weighted Mean and Verbal Description of College Students

on the Four Day Class A Week Scheme

 

Items

Weighted Mean

Verbal Description

1. Time Management on Wednesday

4.13

Often

2. Time Allotted for Class

4.02

Often

3.      Ranges of Topics Discussed within the Given Time

4.27

Often

4.      Scheduling of Subjects

4.06

Often

5.      Scheduling of Examination

4.21

Often

6.       

Total 4.13 Often

 

 

Table 28

 

Over-all Weighted Mean and Verbal Description of Administrators,

Teachers, College Students as to the Four Day  Class A Week

 

Items

Weighted Mean

Verbal Description

1. Administrators

4.86

Always

2. Teachers

4.26

Often

3. College Students

4.13

Often

Total

4.41

Often

         

Gathered from the data administrators rated the four-day class scheme of 4.86 or always, teachers weighted mean is 4.26 or often while the college students weighted mean is the lowest which is 4.13 but verbally described as often.

          This table tend to show that the four-day class a week program is accepted positively by the Administrators, teachers and college students.

 

Administrators Evaluation

 

1.      On time management on Wednesday, administrators rated highest, time for faculty and staff meeting but lowest rated was on research/study and checking of papers and for student gatherings  and their  activities but described as often.

2.      The second component on the evaluation as rated always by the administrators, are on the items  “extensive and comprehensive class discussion, implement varied strategies/techniques in unfolding the lessons, facilitate better interaction and participations of the students and discuss varied copies related to the lesson discussed.

3.      In the scheduling of subjects, administrators found it always sufficient for the preparation for the lessons taught and stress and pressure are reduced.

4.      In the scheduling of examination, administrators always have enough time to prepare the exam, check and record test papers and enough time to analyze test results.

 

Teachers Evaluation

 

1.      The whole day break is appropriate for faculty and staff meeting but not enough time for research/ study and checking  of papers.

2.      Like the administrators, teachers rated always the second component.  These are, the 1.5 hours allows extensive and comprehensive discussions, implement varied strategies/techniques in unfolding the lessons, facilitate better class interactions and participations of the students and discuss varied topics to the lesson discussed.

3.      To the teachers, subjects are equally distributed but they perceived that students are not prepared with their lessons.

4.      Enough time to prepare the exam is provided in the new scheduling of examination with a description of often but not enough time to analyze test results but described as often.

 

College Students Evaluation

 

1.      On time management on Wednesdays, College students wash clothes, clean their rooms and etc. with a weighted mean of 4.49 and least in the component in “I go to the library with a weighted mean of 3.74 however both are described as often.

2.      On time allotted for class, the 1.5 hrs. have a wide range for discussion with a weighted mean of 4.18 and the least is on item “ask questions related to the lesson” with a weighted mean of 3.9 but both are described as often.

3.      On range of topics discussed within the given time, college students rated highest “comprehensive discussion of topics” with a weighted mean of 4.38 and the lowest mean is in topic “more explanations from the teachers” whose weighted mean is only 4.15 but both are described as often.

4.      On scheduling of subjects “subjects are equally distributed got the highest mean of 4.28, while the last is “I still have time to go to the library whose weighted mean is only 3.8 but both items are described often.

5.      On scheduling of examination, the college students rated highest is on item “well-planned schedule of examination” whose weighted mean is 4.39 and the lowest item is on “less bored from studying the subject”  whose weighted mean is 4.0.  Both items are verbally described as often.

6.      The four-day classes a week as a new scheme evaluated in the following components, time management on the whole day break, time allotted for class, range of topics discussed within the given time, scheduling of subjects and scheduling of examination’s grand weighted mean is 4.13 or often.

 

Conclusion

          The administrators and teachers positively accepted the four-day a week class program with a verbal description of always.  College students are also receptive but with a verbal description only of often.

Conclusion

                   The administrators and teachers positively accepted the four-day class a week program with a verbal description of always. College students are also receptive  of the new class program but with a verbal description only  of often.

 

Recommendations

 

          Based on the findings of the study, the recommendations are hereby offered for consideration.

1.      Research/study should be given time by the administrators and teacher through proper scheduling of faculty and staff meetings.

2.      Test results of midterm and final examinations will be analyzed to find out the appropriateness of questions whether test questions properly covered course contents and the developments of skills of the college students.

3.      The whole day break should not be used for make -up classes.

4.      The library should be located at a particular place where it is accessible to the students considering the limited time in between their classes.

5.      That the faculty be given participation in the selection of agenda in meetings.

6.      That the faculty and staff meetings should be scheduled so that it will not interrupt research/study and paper works of the faculty and staff.

7.      A friendly attitude of instruction  should be  the  atmosphere  inside the  classes so that students are  motivated to  inquire and be more attentive to the lessons being  discussed and;

8.      Additional warm atmosphere inside the classes so that students are comfortable and are motivated to ask questions.

9.      Teacher should give more explanations to the students especially on difficult concepts.

10.  Teachers would devise ways and means so that college students would prepare their lessons before coming to classes.