This document analyzes the curriculum requirements for a Bachelor of Secondary Education in Physical Sciences at Benguet State University. It finds that the General Education curriculum has the most required units (77), followed by the Specialization courses (62 units), then the Professional Education courses (54 units), with Course Audit having the fewest required units (6). The higher unit requirements for General Education and Specialization reflect the university's emphasis on ensuring students gain core skills in various subject areas.
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
Philippine Father of different agencies, arts, medicine, and etc.elio dominglos
assigned father for different agencies, arts, sciences, medicine and others by the phillipines. designed reviewer for licensure examination for teachers in taking the PRC-BLEPT/LET.
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
GENERAL EDUCATION reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC-BLEPT/LET covering a list of basic questions from different fields.
Professional Education school of thoughts keywordselio dominglos
Professional Education school of thoughts reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC-BLEPT/LET covering a list of basic questions from different fields.
General Education reviewer in passing the LET or BLEPT Examinationelio dominglos
GENERAL EDUCATION reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC-BLEPT/LET covering a list of basic questions from different fields.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Professional Education reviewer for PRC-LET or BLEPT Examinationelio dominglos
Professional Education reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC- BLEPT or LET covering a list of basic questions from different fields.
Reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters and different subjects.
World literature and Filipino Authors and their respective WOrkselio dominglos
World literature and Filipino Authors and their respective Works reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC-BLEPT/LET covering a list of basic questions from different fields.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
Abstract
- Curriculum is a crucial component of
any educational process. Curriculum development
and instructional management serve as effective tools
for meeting the present and future needs of the local
and national communities. In trying to strengthen
the quality assurance system in Philippine higher
education, institutions of higher learning were
mandated to upgrade higher education curricular
offerings to international standards. Anchored on
the PMI framework, data were gathered through in-
depth review of documents, interviews with program
coordinators and on-site observation in selected schools
offering Medical Technology program in U.S.A.,
Australia, Singapore, Japan, Thailand and Canada.
The benchmarking results showed that there were
major “plus” and “interesting” points that can be used
as guide in the innovation of the existing Philippine
Medical Technology program and can become the
basis of enabling implementation activities: reform
and improve curriculum structure, content, teaching-
learning strategies and employ competency-based
assessment process.
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of collegeswithin the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26 disciplines;
- The one-year course duration for GCE A/Lstudent-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachersleads to some shortcomings on
the part ofGCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concernsthe different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view to improve on the quality of teachertraining for our basic educational system, decided to draw up new T.T.C.curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach(CBA)in respect to the methodological requirements of the development of a curriculum. The process started with the writing of a Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to identify basic professional competences to be developed during the initial training of a teacher. The basic professional competences were presented in a Referential of Competences used by the editorial team as supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum, various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum(teaching practice…)
The training content is the same for the three levels but its dosage takesinto consideration the entry qualification of student-teachers.
Face To Face and Blended Learning as Strategy in Teaching MathematicsAJHSSR Journal
ABSTRACT: This study aimed to determine the effectiveness of Blended Learning in improving the
Performance of the grade 2 learners in Mathematics at Otavi Elementary SchoolDision of Sorsogon
Province for the School Year 2022-2023.
The quasi experimental method of research was employed in the study. The main instrument
that was used is a teacher-made test to gather the needed data. The respondents of the study were the
50 grade 2 pupils that were grouped into control and experimental groups. The data gathered were
analyzed and interpreted by the use of appropriate statistical tools and measures.
The findings of the study were: the computed Mean Performance Level (MPL) of the control group in
the pre-test in the operations along whole numbers, Ordinal numbers, Money, addition of whole
numbers and, addition of money were 42, 44.8, 46.8, 50.4 and 44.4 respectively with an average MPL
of 45.68 and were all described as Did Not Meet the Expectations (DNME). On the other hand, the
computed Mean Performance Level (MPL) of the experimental group in each of the said topics are
71.2, 34, 47, 52.4 and 36.8 accordingly with an average MPL of 48.58and were also described as Did
Not Meet the Expectations (DNME).
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
THESIS- Making the Results and Discussions portionelio dominglos
a guide on how to make your thesis's result and discussion portion. This slide was discussed to us by our professor in college and was shared to us by him for us to make our thesis Hence i do not own the slide but i am sharing it for information dissemination purposes and as a back-up as well.
Science reviewer for biology and physical sciences let examinesselio dominglos
Science reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters and different subjects.
GENERAL EDUCATION reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC-BLEPT/LET covering a list of basic questions from different fields.
Physics Anxiety of Sophomore Students of Benguet State University-CTE (2015)elio dominglos
An undergraduate research about the anxiety of freshmen students when it comes to physics subjects. This was conducted at Benguet State University College of Teacher Education with the sophomore bachelor of elementary education students as the respondents.
Although this is purposely for spiritual presentation it is also for self improvement specially for the youth. This topic speaks about change. why,how and what. The change it is speaking about talks on the true change and the challenges we encounter in/to improve our relation with the Almighty. It talks on the aspects of our life which hinder us to being productive
The Cross? What does it really mean to us? this presentation merely talks about the cross, it's meaning symbolism and why it was used. it also show some descriptions on what is the use of the cross long ago.
An spiritual topic about mediocrity. The Topic stresses on giving your all in your faith, the things you do, decision and etc.. it also talks on how we might lessen this kind of personality
An spiritual message or shall we say topic about putting your 100% to the Almighty. This topic is much suited for college students since this was intended for small groups.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Classification of the Subject Content of BSE Physical Sciences Majors (2015 Curriculum)
1. Benguet State University
College of Teacher Education
Department of Secondary Education
_________________________________________________________________________________
PROF ED 50: CURRICULUM DEVELOPMENT
SUBMITTED BY:
ELIO B. DOMINGLOS
SUBMITTED TO:
Dr. DOMINADOR S. GARIN
2. RESULTS AND DISCUSSION
Classification of the Subject Content of BSE Physical Sciences Majors
GENERAL EDUCATION (Include PE and NSTP)
Based on the analysis of data, Table 1 shows a difference on the units need to be taken for
each subject under the General Education Curriculum inclusive of PE and NSTP. For English we
have 6units, occupying 12 % of the general education curriculum; Math have 6 units, equivalent
to 8 %; Filipino have 9 units, 12 %; Science have 6 units, 8%; Social Sciences have 15 units, 19
%; PE have 8 units, 10%; NSTP have 6 units, 8%; and Mandated Subjects have 18 units,
equivalent to 23 %. The total unit for the General Education Curriculum is 77 units.
The data on table 1 therefore implies that the Mandated Subjects and the Social Sciences
have the highest percentages of units needed to be taken under General Education Curriculum
hence; they both are ranked as number 1 and 2. Following as ranked are English and Filipino,
ranked 3rd; PE, 4th; and Science, Math and NSTP, 5th.
The attributing factors why the mandated subjects and the Social Sciences have higher
units than English, Math, and Filipino& Science are:
1. English, Math, Filipino & Science are major subjects in high school & elementary level,
thus, they are given as refreshment for them.
2. Social studies deal about latest and everyday phenomena happening around the world
hence they should be informed about why such event is taking place.
3. Social studies are barely taught in primary and secondary institutions.
For the PE and NSTP the attributing factor why they land 4th and 5th is that they are to be
taken mandatorily for courses offering baccalaureate or 2 year technical vocational courses but
not as major courses. Furthermore, according to the R.A. 9165 sec 5, it state that “Students, male
and female, of any baccalaureate degree course or at least two (2)-year technical vocational
courses in public and private educational institutions shall be required to complete one (1) of the
NSTP components as requisite for graduation”.
3. Table 1: General Education Curriculum Component of the BSE-Physical Sciences
COMPONENT UNIT PERCENTAGE RANK
ENGLISH 9 12% 3
Eng 11 Study and Skills
Eng 12 Writing in the Discipline
Eng 13 Effective Speech
MATH 6 8% 5
Math 11 College Algebra
Math 12 Plane Trigonometry
SCIENCE 6 8% 5
Bio 13 Biological Science
Phy Sci 10 Earth Science
FILIPINO 9 12% 3
Fil 11 Komunikasyon sa Akademikong Filipino
Fil 12 Pagbasa at Pagsulat sa Pananaliksik
Fil 14 Masining na Pagpapahayag
SOCIAL SCIENCES 15 19% 2
Soc Sci 11 Gen. Psychology w/ Drug Abuse and
Prevention
Soc Sci 12 Society and culture w/ Family Planning
Soc Sci 13 Gen. Economics, Agrarian Reform and
Taxation
Soc Sci 14 Politics and Governance w/ the New
Constitution
4. TABLE 1: Continuation….
COMPONENT UNIT PERCENTAGE RANK
MANDATED SUBJECTS 18 23% 1
Hum 11 Introduction to Humanities
IT 11 Basic Computer Education
Philo 11 Logic
PI 11 Life, Works, and Teaching of Rizal
Lit 11 Philippine Literature
Lit 12 World Literature
PHYSICAL EDUCATION 8 10% 4
PE 11 Physical Fitness and Self-Testing Activities
PE 12 Rhythmic Activities
PE 13 Individual and Dual Sports
PE 14 Team Sports
NSTP 6 8% 5
NSTP 11 National Service Training Program I
NSTP 12 National Service Training Program II
TOTAL 77 100% 5
PROFESSIONAL EDUCATION CURRICULUM
Professional education was chunked in three namely the Theory of Content, Strategies
and Field Study.Based from the analysis of data on table 2, there shows a significant difference
on the units need to be taken for each subject under Profession Education Curriculum, under the
theory and content it has 15 units, equivalent to 28 %; Strategies have 24 units, equivalent to 44
%; Field study have 12 units, equivalent to 22 %. Getting the total unit, Professional Education
Curriculum is 54 units.
5. The data therefore implies that Methods and Strategies Courses has the highest
percentage units need to be taken under Professional Education Curriculum and was ranked
number 1 in the table. Theory and Content got the second rank, Field Study the third and Special
Topics rank 4th.
The attributing factor why the methods and strategies have higher units need to be taken
under this curriculum is that this courses aim to develop in the student wide range of skills to
facilitate and evaluate learning in diverse types of students. Theory and concepts course is next
because it provides the broad frameworks within which students can understand, rationalize, and
reflect on what they had learned in the methods and strategies course (CHED CMO no.30
s.2004). While FS require a little amount of time because it is where they demo what they had
learned to gain experience and it is like a showcase of what they are learning.
Special topics require the least units as stated in the CHED Memo number 30 of 2004
affirming that student are given the opportunity to explore topics and issues related to their field
of study by taking three one unit elective based on their perceived needs and expertise of their
faculty.
6. TABLE 2: Professional Education
COMPONENT UNIT PERCENTAGE RANK
THEORY and CONTENT COURSES 15 28% 2
Prof Ed 11 Social Dimensions of Education
Prof Ed 13 Facilitating Learning
Prof Ed 12 Child and Adolescent Development
Prof Ed 14 The Teaching Profession
Prof Ed 17 Guidance and Counselling
METHODS and STRATEGIES COURSES 24 44% 1
Prof Ed 20 Principles of Teaching 1
Prof Ed 21 Principles of Teaching 2
Prof Ed 25 Educational Technology 1
Prof Ed 26 Educational Technology 2
Prof Ed 35 Assessment of Learning 1
Prof Ed 36 Assessment of Learning 2
Prof Ed 40 Curriculum Development
Prof Ed 50 Developmental Reading
FIELD STUDY COURSES 12 22% 3
FS 1 field Study 1
FS 2 Field Study 2
FS 3 Field Study 3
FS 4 Field Study 4
FS 5 Practice Teaching In Campus
FS 6 Practice Teaching Off-Campus
SPECIAL TOPICS 3 6% 4
Prof Ed 46 Special Topic
TOTAL 54 100%
7. MAJOR SUBJECTS
Based on the analysis of data, Table 2 shows that the Physical Sciences majors have to
take specialization curriculum courses having a total of 63 units. Physical Sciences majors
therefore need to take these subjects amounting of 63 units in order to complete their
specialization and master their own subjects they are going to teach in the future.
Also an attributing factor why they need to finish 63 units was stated again in the CHED
Memo n.30 s.2004 implying that BSEd program have to complete 60 units of content course.
However, it was specified in section 17 that this can be added according to needs thus we have
63.
Hereafter they need to take 16 subjects also to complete the required units for their
degree. Moreover for them to fully understand there are of concentration.
TABLE 3: Specialization Curriculum
COMPONENT UNIT PERCENTAGE RANK
Major Courses 62 100%
PS 142 History and Philosophy of Science
PS 101 Mathematical Physics
Chem 101 Gen. Inorganic Chemistry for Teachers
PS 120 Mechanics
PS 102 Mathematical Physics II
PS 121 Electromagnetism and Optics
PS 130 Planetary Physics
PS 124 Thermodynamics
Chem 102 Organic Chemistry for Teachers
PS 122 Modern Physics
PS 140 Teaching Approaches in Physical Science
PS 126 Physics of Energy and Environment
Chem 103 Biochemistry for Teachers
PS 114 Analytic Chemistry for Teachers
PS 132 Biological and Medical Physics
PS 128 Basic Electronics
TOTAL 62 100%
8. COURSE AUDIT
Course Audit was not enlisted as one of the requirements of the curriculum but BSU-CTE
come up of the decision requiring nearly to graduate students to take this course. The course
audit serves as a review for them on all of what they had learnt in professional educations and
some in their major fields.
TABLE 3: Course Audit
COMPONENT UNIT PERCENTAGE RANK
COURSE AUDIT 6 100%
CA Course Audit 1
CA Course Audit 2
TOTAL 6 100%
SUMMARY OF UNIT EQUIVALENCES
Based from the data in table 5, there is a significant difference in the unit of component
the Physical Sciences majors take starting from their first semester until last semester of
education. The component listed were General Education which gets the highest rank; next was
the Specialization, 2nd; Professional Education, 3rd; and Course Audit, 4th.
9. Basing from the analysis of the data’s, there shows significant differences on the number
of units on all the component of the bachelor of secondary education. The data shows of
variation of ranks according to the number of units assigned per courses of the component of
bachelor of secondary education courses. Such finding also implies that subject content or course
units from different course component of the College of Teacher Education, Bachelor of
Secondary Education takers differ. Thus, the hypothesis therefore is accepted that there is a
significant difference on the unit of courses taken.
According to the CHED Memorandum No. 59 series of 1996, general education requires
63 units thus if compared to the units taken in the specialization courses, the general education
courses still lead the gap having the major courses coming next to it.While Benguet State
University CTE offers more units than the required units by the CHED in which Gen. Ed. for
BSEd is 63; Prof. Ed. is 51; Specialization is 60, all in all summing up to 174 units the order of
rank is still the same wherein Gen. Ed. is ranked first.
The findings’ result also can be attributed to the definition of Essentialism as a major
foundation of curriculum written in the manual of Doctor Dominador AS. Garin, Bello, Patria A,
et al., “To gain the basic skills, core requirements, longer school days and longer academic years
are heavily observes putting little emphasis on students’ interests.
TABLE 5: Summary of Unit Equivalence
COMPONENT UNIT PERCENTAGE RANK
General Education 77 39% 1
Professional Education 54 27% 3
Specialization 62 31% 2
Course audit 6 3% 4
TOTAL 199 100%