Evaluation
on the Four-Day Class A Week of the
Philippine
Dr. Luz
A. Montil
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
Responding
to the needs, improvement has to be achieved in all dimensions of performance
to ensure long-term survival. Philippine
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:
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.
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:
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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
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.