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Evaluation On the Four-Day Class A Week of the
Philippine Normal University, Agusan Campus
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
3. 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.
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