This research proposal aims to investigate the impact of outcome-based education on the academic performance of Bachelor of Secondary Education students majoring in Social Studies at City College of Tagaytay. The study will examine how outcome-based education affects students' understanding, learning, and skills. It will also compare academic performance and the effects of outcome-based education across different year levels. The researchers will administer surveys to collect data on students' perceptions. They will then analyze the data both qualitatively by interpreting responses and quantitatively by testing relationships between variables. The study seeks to provide benefits for students, teachers, the institution, and future researchers by exploring how outcome-based approaches influence academic achievement.
ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS...InternationalPublica
This study determined the influence of online self-management learning, self-discipline, and self-control on the academic performance of public junior high school students in Bustos, Bulacan during the School Year 2021-2022. With explanatory sequential mixed methods as research design and 287 students as respondents of the study, findings showed that the junior high school students almost always managed their online learning in terms of task strategies, time management, help seeking, and self-evaluation. Meanwhile, the junior high school students agreed that they have self-discipline in the new normal in terms of study in a plan and strongly agreed in terms of attention. On the other hand, the junior high school students are highly proficient in so far as their self-control in the new normal is concerned. The academic performance of the junior high school students in the new normal was described as “very satisfactory”. Based on the findings of the study, the following conclusion was drawn: There is a significant relationship between the junior high school students’ online self-management learning, self-discipline, self-control and their academic performance in the new normal. When the students can properly manage their online learning with self-discipline and self-control, they would be able to attain higher grades.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS...InternationalPublica
This study determined the influence of online self-management learning, self-discipline, and self-control on the academic performance of public junior high school students in Bustos, Bulacan during the School Year 2021-2022. With explanatory sequential mixed methods as research design and 287 students as respondents of the study, findings showed that the junior high school students almost always managed their online learning in terms of task strategies, time management, help seeking, and self-evaluation. Meanwhile, the junior high school students agreed that they have self-discipline in the new normal in terms of study in a plan and strongly agreed in terms of attention. On the other hand, the junior high school students are highly proficient in so far as their self-control in the new normal is concerned. The academic performance of the junior high school students in the new normal was described as “very satisfactory”. Based on the findings of the study, the following conclusion was drawn: There is a significant relationship between the junior high school students’ online self-management learning, self-discipline, self-control and their academic performance in the new normal. When the students can properly manage their online learning with self-discipline and self-control, they would be able to attain higher grades.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
A Study on Academic Achievement of Post Graduate Trainee Teacher and Importan...ijtsrd
Academic achievement describes academic outcomes that indicate the extent to which a student has achieved their learning goals. In a general sense, academic achievement is the current level of a students learning. More specifically, for the purposes of ESSA accountability, academic achievement refers to the percentage of students at a school whose learning currently meets or exceeds their grade level standards. Academic achievement is important for the successful development of young people in Thanjavur district. Students who are in Thanjavur district do well in school and they are better able to make the transition into adulthood and to achieve occupational and economic success. Sindhumathi. M | Mrs. R. Vaishnavi "A Study on Academic Achievement of Post Graduate Trainee Teacher and Importance of Academic Achievements of Teacher Education at Thanjavur District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49957.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49957/a-study-on-academic-achievement-of-post-graduate-trainee-teacher-and-importance-of-academic-achievements-of-teacher-education-at-thanjavur-district/sindhumathi-m
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
A Study on Academic Achievement of Post Graduate Trainee Teacher and Importan...ijtsrd
Academic achievement describes academic outcomes that indicate the extent to which a student has achieved their learning goals. In a general sense, academic achievement is the current level of a students learning. More specifically, for the purposes of ESSA accountability, academic achievement refers to the percentage of students at a school whose learning currently meets or exceeds their grade level standards. Academic achievement is important for the successful development of young people in Thanjavur district. Students who are in Thanjavur district do well in school and they are better able to make the transition into adulthood and to achieve occupational and economic success. Sindhumathi. M | Mrs. R. Vaishnavi "A Study on Academic Achievement of Post Graduate Trainee Teacher and Importance of Academic Achievements of Teacher Education at Thanjavur District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49957.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49957/a-study-on-academic-achievement-of-post-graduate-trainee-teacher-and-importance-of-academic-achievements-of-teacher-education-at-thanjavur-district/sindhumathi-m
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. RESEARCH PROPOSAL
Group 5
Group Members:
Trixia Mae Fajardo Alngog
Irene Balbeo
Gerlie Castillo
Mary Joyce De Villa
Kim Lester Cailing Dime
Regine Mayuga
2. Chapter 1: Introduction
With contrary to the fact that most teachers put the center of their
attention too much on what they teach rather than on what their students learn,
OBE emphasizes on what is expected from the student to finally achieve when
they complete their course rather than how they achieved it. Outcome based
education is defined as an approach to education in which decisions about the
curriculum are driven by the outcomes the students should display by the end of
the course. professional knowledge, skills, abilities, values, and attitudes- rather
than on the educational process. It highlights the fact that you must know the
final destination of your journey before you start voyaging. Exploring new ways
for designing tertiary education is a worldwide pursuit. OBE is being recognized
as the most important educational component of societies with knowledge-based
economy. OBE designed to achieve the predefined learning outcomes.
3. Chapter 1: Introduction
The academic performance of students reflects on their ability to
demonstrate the knowledge they have learnt in tests, quizzes,
presentations and final examination The importance of students’
performance is not only evident to the students but also to the
universities as it is a measure the success of their education
process. Studies in the education literature have examined the
factors that may influence students’ performance that include
physical facilities and qualified educators, students’ attitudes,
aspirations, and self-awareness
4. Background of the Study
According to Spady (1998) as cited by Shaheen (2019), OBE is a basic
shift from being ‘educentric paradigm’ into a future oriented learner-centered
‘empowerment paradigm’. The word “paradigm” is said to denote the world’s
viewpoint, outlook, vision, and perception. Educentric Paradigm is one
characterized by what the system is, and has been in Industrial Age, more
willingly, than by what it should be and could be if the real purpose and the main
concern is the learner’ s learning and forthcoming success in the Information Age.
This shift was called by Spady ‘systemic’ as it alters the manner and the way how
the system operates as well as the aims that they want to achieve, and the
structures they would form. He also considered this paradigm a learning success
as it ensures eminence for all learners. It is also learner-centered, success-based,
outcome-oriented, extensive, brain-accustomed, systemic, and a holistic
paradigm.
5. Background of the Study
Since outcome-based education focus on attaining educational standard and
learning outcomes students’ academic performance or product has been linked to present
students’ future achievements. Outcome based education have been associated for how
students act and comply in accordance with the objectives set to them. Given the pressure
to achieve higher grades and academic success some students use this as a motivation to
do well and for those who are having a hard time performing under pressure may solely
use this with the purpose of completing the task. R. Nakkeran et al (2018) asserts that
OBE is a flexible, empowerment-oriented approach to learning that aims at equipping
learners with the knowledge, competence and orientations needed for success after they
leave institution. This gives a stress on the connection of Outcome based education to the
academic performance of the students as factors like preparing students to be well
equipped and ready for what the global market outside the institution requires contribute
on how they perform academically.
8. Statement of the Problem
This study aims to investigate the impact of outcome-based education on
academic performance of Bachelor of Secondary Education Major in Social
Studies students in City College of Tagaytay.
It specifically aims to answer the following:
1. What is the demographic profile of the respondents in terms of year level?
2. Relate the significant impact of outcome-based education to the academic
performance of BSED college students in City College of Tagaytay Major in
Social Studies.
How does outcome-based education affect the respondents’ level of:
A. Understanding
B. Learning
C. Skills
9. Statement of the Problem
3. What is the academic performance of BSED college students in City College
of Tagaytay Major in Social Studies?
4. How does the academic performance affect the level of understanding,
learning and skills of BSED college students per year level in City College of
Tagaytay Major in Social Studies?
5. Is there a significant relationship between the outcome-based education and
academic performance of the respondents?
6. Is there a significant difference between the effect of outcome-based
education on each year level?
7. Is there a significant difference between the academic performance of the
respondents?
10. Hypothesis of the Study
Ho1. There is no significant relationship between the outcome-based education and academic
performance of the respondents
Ho2. There is no significant difference between the effect of outcome-based education on each
year level.
Ho3. There is no significant difference between the academic performance of the respondents.
11. Scope and Delimitation of the Study
This study limits its coverage to the college students of Bachelor of
Secondary Education Major in Social Studies only. Its mains purpose is to
assess the efficacy of outcome-based education and key elements that
potentially influence students learning. The research will emphasize various
variables and the importance of the educator’s role in developing the
curriculum in education in such a manner to create an atmosphere for the
greatest possible learning, motivate learners, learn from one another, and
provide feedback throughout the trip. This study will concentrate on the
notion that outcome-based education techniques have positive benefits on
developing skills. As a result, future research will be directed to examine
this to internal validity and create experiments that can be generalized.
12. Significance of the Study
This research is beneficial to the following:
Students. This study will provide an in-depth information regarding the
effect of using outcome-based education to the academic performance of the
students.
Teachers. This study would guide the teachers to understand the impact of
outcome-based education to the students. This study will also bestow ways
on how to execute the outcome-based education system with effectiveness
and positive feedback from the students.
Institution. This study will help the institution in the development of their
students and teachers’ insight about the relationship of education system with
the mental health of college students. Also, the institution can use this as a
guide for them to help their constituents.
13. Significance of the Study
Researchers. This study will help the researchers to the development and
the effectiveness of the outcome based to the academic performance.
Future Researchers. This study will/can serve as a reference for further
studies related with the topic of this research. This study may also serve as
their guidance for gathering information about the impact of outcome-based
education to the mental health of the students.
14. Definition of Terms
Outcome-based education (OBE). According to Wikipedia OBE is
education in which an emphasis is placed on a clearly articulated idea
of what students are expected to know and be able to do, that is, what
skills and knowledge they need to have, when they leave the school
system.
Outcome-based Education (OBE). It is an education in which an
emphasis is placed on a clearly articulated idea of what students are
expected to know, to be able to do, that is, what skills and knowledge
they need to have when they leave the school system.
15. Definition of Terms
Academic performance. According to Meriam Webster academic
performance is the measurement of student achievement across
various academic subjects. Teachers and education officials typically
measure achievement using classroom performance, graduation rates,
and results from standardized tests.
Academic performance/ achievement is the extent to which a
student, teacher, or institution has attained their short or long-term
educational goals and is measured either by continuous assessment or
cumulative grade point average.
16. Chapter 2: Review of Related Literature
Academic Performance
As cited by Yonardo A. Gabuyao C. Dy of the book of ‘’ Assessment of Learning II Text &
Reviewer”, Grade is a symbol used to represent the achievement or progress of a student.
As cited by Wikipedia, Grade is a teacher’s evaluation of students’ performance in class. So, the researchers
believe that the teacher must give grade to a student fairly and what is appropriate for the student because it
can make the students better if they get what they deserve.
As cited by Wikipedia Academic achievement or academic performance is the extent to which a student,
teacher or institution has attained their short or long-term educational goals. Completion of educational
benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Academic achievement is commonly measured through examinations or continuous assessments but there is
no general agreement on how it is best evaluated or which aspects are most important—procedural knowledge
such as skills or declarative knowledge such as facts. Furthermore, there are inconclusive results over which
individual factors successfully predict academic performance, elements such as test anxiety, environment,
motivation, and emotions require consideration when developing models of school achievement. Now, schools
are receiving money based on its students’ academic achievements. A school with more academic
achievements would receive more money than a school with less achievements
17. Chapter 2: Review of Related Literature
Academic performance is the outcome of education- the extent to which a
student teacher or an institution has achieved their educational goals. It has also
been defined as the knowledge and skills a student gained at school designated
by test scores or masks assigned by teachers. Students’ academic performance
is mostly measured by the Cumulative Grade Point Average (CGPA) (Gupta &
Maksy, 2014). CGPA shows the overall students’ academic performance where
it considers the average of all examinations’ grade for all semesters during the
tenure in university and it’s believed that higher CGPA is an indication of better
learning
18. Chapter 2: Review of Related Literature
As cited by (Eze et al. 2016), academic performance is the measurement of
student achievement across various academic subjects. Teachers and education
officials typically measure achievement using classroom performance,
graduation rates and results from standardized tests. Academic performance is
the outcome of students’ effort in examinations. Students’ academic
performance is determined by a number of factors. Academic performance is
measured by the average marks of the previous semesters and the total average
marks. Students‟ academic performance is affected by many factors including
gender, age, teaching faculty, students schooling, father/guardian social
economic status, residential area of students, medium of instructions in schools,
tuition trend, daily study hour and accommodation.
19. Chapter 2: Review of Related Literature
As cited by Wikipedia (2014), outcome-based education, or outcomes-based
education (OBE) is an educational theory that bases each part of an educational
system around goals (outcomes). By the end of the educational experience,
each student should have achieved the goal. There is no single specified style of
teaching or assessment in OBE; instead, classes, opportunities, and assessments
should all help students achieve the specified outcomes. The role of the faculty
adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes
targeted.
20. Chapter 2: Review of Related Literature
According to Macayan (2017), outcome-based education is the level
of performance ensures that students successfully meet desired
learning outcomes set for a course, and consequently enable them to
demonstrate outcomes at higher levels. Thus, the kind of
assessments in OBE learning context should challenge students
enough to activate and enable higher order thinking skills and
should be more authentic.
21. Chapter 2: Review of Related Literature
According to N. J Rao, (2020), things we can do because of learning
are called outcomes of learning. Outcome based education (OBE)
was propounded by William Spady in the 90s to bring the focus of
formal education to what the students learn rather than what they
were taught. OBE is a system of education giving priority to ends,
purpose, accomplishments, and results. All decisions about the
curriculum, assessment, and instruction are driven by the exit
learning outcomes the students should display at the end of a
program or a course
22. Chapter 2: Review of Related Literature
As cited by Clotilda Suvin (2018), outcome-Based Education breaks the stereotypes of
paper and pen tests. Rather, they assess students’ performance, knowledge, and skills in many
other ways. Quiz, solving puzzles, giving an online presentation, modeling something, and
taking up a multiple-choice assessment, are some of the few. Assessments are criterion-focused
which the students achieve during the learning period. Students are expected to go with the
flow and think out of the box in order to implement outcome-based education. Today’s school
systems should set clear-cut rubrics to route the student through success. OBE settles these
burning issues that scorch the current Education scenario with super ease: Students were not
assessed uniformly - The traditional method of teaching waited for the end of the course to
assess the students. Similarly, it didn’t assess them uniformly. Rather it is completely vested in
the biased nature of the teachers. OBE shunned both these practices by building up a rigid
education platform with patterned assessment techniques that made education fun and
entertaining. Outcomes were not assessed uniformly - OBE matches the 21st-century skills and
values every single outcome of the learner.
23. Chapter 3: Methodology
The basic quantitative approach for data analysis was the method used by researchers
“an interpretative and naturalistic approach. This means that quantitative researchers study things
in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the
meanings people bring to them” (Denzin and Lincoln, 2000). Qualitative research is a generic
term that refers to a group of methods and ways of accumulating and examining data that are
interpretative or explanatory in nature and focus on meaning. The articulated words by the
respondents from the survey questionnaires were collected and interpreted by the researchers.
The researchers scrutinized the survey questionnaires regarding on how Outcome Based
Education Impacts the Academic Achievement of the students. Data collection was commenced
in the natural settings such as in Tagaytay (City College of Tagaytay) because qualitative method
seeks to know, explore, and understand phenomena from the viewpoints of the individual.
24. Population and Sampling
The target population of the study are the Social Studies students in
City College of Tagaytay. The researchers used purposive and total population
sampling. The purposive sampling technique is a non-probability sample that is
selected based on the characteristics of a population and the objective of the
study, they used total sampling technique to select the respondents in the
population which involves examining the entire population that have a
particular set of characteristics needed for the study.
25. Time and Locale of the Study
The study will be conducted during the whole second
semester of SY 2022-2023 at City College of Tagaytay.
26. Research Instrumentation
Survey questionnaires were utilized as the study's research tool. Data
collection will be done using the selected research tool. The first part of the
questionnaire contains items to determine the demographic profile of the
respondents including the age and gender while the second part contains items
that determines the Impact of Outcome Based Education to the Academic
Performance of Social Studies Students using Likert Scale method that will
specify the level of agreement of the respondents to the statement.
27. Data Gathering Procedure
The researchers will give a letter of consent to the Dean pf the School to have a permission to
conduct a survey inside the campus. During the conversation between the researchers and the
respondents, the rational of the study will be explain to further understand. A survey
questionnaire will be conducted in order to get the information clearly. The survey
questionnaires would examine by the researchers regarding on the impact of Outcome-Based
Education on Academic Achievement of Social Studies Students and to understand also their
individual experiences. The researcher will be the facilitator/interviewee of the interview. The
task of the researcher will be divided into three:
a) a researcher was tasked to take down notes,
b) a researcher must be the one to facilitate the recording device such as mobile phone, and
c) a researcher must observe the emotion being expressed by the participants.
As a researcher, they must understand very well to the answers of the participants to avoid
misunderstanding between them. The answers will be remained confidential.
28. Data Analysis
The basic quantitative approach for data analysis was the method used by researchers “an
interpretative and naturalistic approach. This means that quantitative researchers study things in
their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the
meanings people bring to them” (Denzin and Lincoln, 2000). Qualitative research is a generic
term that refers to a group of methods and ways of accumulating and examining data that are
interpretative or explanatory in nature and focus on meaning. The articulated words by the
respondents from the survey questionnaires were collected and interpreted by the researchers. The
researchers scrutinized the survey questionnaires regarding on how Outcome Based Education
Impacts the Academic Achievement of the students. Data collection was commenced in the
natural settings such as in Tagaytay (City College of Tagaytay) because qualitative method seeks
to know, explore, and understand phenomena from the viewpoints of the individual.
The challenge for quantitative research is to present a cohesive representation of the data which
can be disorderly and necessities to make sense of diverse viewpoints or complex issues. The
process of data analysis is to accumulate or improve the data or information in a meaningful or
intelligible technique, in a way that is clear, severe, and systematic, while remaining ‘true’ to
‘contributors’ explanations.