Research_CSC_MBBombita.pptx

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This document analyzes the relationship between student performance on career service professional examinations and the andragogy (adult learning) of a Bachelor of Arts in Political Science program using structural equation modeling. The study aims to assess this structural equation model and improve the teaching quality. It will evaluate student performance on exams, student assessments of the program's learning outcomes, and establish connections between exam areas and learning outcomes. Results will help develop a structural equation model to determine the relationship between exam results and learning outcomes to continuously improve the teaching culture.

Education

ANDRAGOGY AND CIVIL
SERVICE PROFESSIONAL
EXAMINATION
RESULTS: AN ANALYSIS
USING THE STRUCTURAL
EQUATION MODELING
MEDARDO B. BOMBITA, DPA
Proponent

OBJECTIVES
General:
The study aims to assess the structural equation
model of the relationships between the Career Service
Examinations’ outcomes and the andragogy of the
BAPoS Program Outcomes, and intends to offer
continuous quality improvement of the teaching
culture.

OBJECTIVES
Specific:
• Assess the student performance in the career
service professional examinations.
• Evaluate the andragogy of BAPoS program
outcomes by the student-respondents based on the
areas of the career service professional
examination.
• Establish the connection between the areas of the
career service professional examinations and the
andragogy of the BAPoS program outcomes.

DELIVERABLE
Results would be substantial input to the development
structural equation model in determining the
relationship between the career service professional
examination results and the andragogy of the
BAPoS program outcomes, and offer continuous
quality improvement of the teaching culture.

METHODOLOGY
Descriptive-correlational research method with
quantitative and qualitative aspects.

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Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx

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Running head: PROGRAM EVALUATION PLAN 1 PROGRAM EVALUATION PLAN 10 Program Evaluation Plan Name: Tanisha Hannah Institution: Strayer University Professor: Dr. Jacob Course: Edu 571 Date: March 2, 2020 Program Evaluation Plan (Part 3) Goals of Evaluation Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program. The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning. For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact. Cultural Issues Affecting the Program Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.

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Research_CSC_MBBombita.pptx

1. ANDRAGOGY AND CIVIL SERVICE PROFESSIONAL EXAMINATION RESULTS: AN ANALYSIS USING THE STRUCTURAL EQUATION MODELING MEDARDO B. BOMBITA, DPA Proponent

2. RATIONALE  …. improving educational quality in the program  ….. connect the Bachelor of Arts in Political Science (BAPoS) program outcomes andragogy with those of the career service professional examination  ….. balance operational activities with the institution's visions and plans  ….. increase internal and external communication  ….. track organizational performance based on strategic goals

3. OBJECTIVES General: The study aims to assess the structural equation model of the relationships between the Career Service Examinations’ outcomes and the andragogy of the BAPoS Program Outcomes, and intends to offer continuous quality improvement of the teaching culture.

4. OBJECTIVES Specific: • Assess the student performance in the career service professional examinations. • Evaluate the andragogy of BAPoS program outcomes by the student-respondents based on the areas of the career service professional examination. • Establish the connection between the areas of the career service professional examinations and the andragogy of the BAPoS program outcomes.

5. DELIVERABLE Results would be substantial input to the development structural equation model in determining the relationship between the career service professional examination results and the andragogy of the BAPoS program outcomes, and offer continuous quality improvement of the teaching culture.

6. METHODOLOGY Descriptive-correlational research method with quantitative and qualitative aspects.

7. FRAMEWORK

8. FRAMEWORK

Editor's Notes

Every year, several SUCs and students had increased substantively to need the demands of the government particularly in courses with board exams like engineering, nurses, physicians, etc.. While a political science who passes the Career Service Professional Examination can readily meet national demands for qualified public servants, the situation is unlike this in other programs. Compared to graduates of similar programs in higher educational institutions in the Philippines are considered inferior. Hence, a political science in SUCs may even be asked to take additional academic units (graduate studies or work experiences) for them to be qualified for vacant positions in the government while their counterparts abroad can immediately practice their profession or enter the public service. As a result, HEIs are mandated to operate professionally and take quick steps to secure available plantilla/vacancies within the province in hopes of improving educational quality in the program. One alternative option is to connect the Bachelor of Arts in Political Science (BAPoS) program outcomes andragogy with those of the career service professional examination. Moreover, this approach might be used by higher educational institutions to balance operational activities with the institution's visions and plans, increase internal and external communication, and track organizational performance based on strategic goals.
The particular quantitative method to be utilized in this study would be the survey method. In here, information is to be collected from various individual by asking multiple survey questions. The survey method would be used in determining the self-assessment rating for the BAPoS Program Outcomes. Because the time this research is expected to be carried out in a time of pandemic, all three main survey research methods would have to be employed to allow flexibility: face-to-face, phone, and email, depending on the availability and the preference of the respondents. As for the time taken, the survey is expected to be cross-sectional, dealing only with the present situation of students who are expected to demonstrate the student outcomes of the program. The qualitative methods that are to be utilized in this investigation, on the other hand, is the Delphi Method (which involves observation), the Unstructured Interview, and the document analysis. The initial instrument for the Delphi Method would be the creation of a working questionnaire. During this stage of the development, the researcher would consider the various literature that would be useful in creating the model. The information he gathered from literature were viewed through the lenses of his experiences as an educator in order to produce the working model. The Delphi Technique is the one which solidified the instrument by employing a team of experts to comment, critique, and validate the initial questionnaire and its subsequent revisions to be brought about by the comments of each team member. To ensure objectivity, all comments are to be noted first then reflected to the revised instrument for another round of independent commenting and critiquing. The originators of the comments are not to be revealed, and the commenting and critiquing happen individually so that members can express freely their opinions without fear of offending a fellow member who might not share his/her opinion. During this time, the researcher would observe the emphasis of the comments of the experts and unstructured interview questions are to be asked to improve the current version.
The research will follow the theoretical framework shown on the basis of Constructivism. By Piaget (1950) & Brunner (1961) that assumes that knowledge can be contructed from within, contributing to the process by incorporating personal experience. The input would be the student scores in the different CSC professional examinations. The output would be the relative importance of the BAPoS Program Outcomes that needed to be emphasized to improve the quality of examination so that it would be more aligned to the CSC required competencies for public servants. This is where the recommendations of this action research would be hinged at and it will, in turn, become the basis for continuous quality improvement of the BAPoS as a course offering.
The independent variables are the student scores in the following CSC professional examination subjects: Vocabulary. Correct Grammar and Correct Usage. Organization of Ideas. Analysis/Synthesis. Reading Comprehension. Word Analogy. Data Interpretation. Logic and Abstract Reasoning. General Information (Philippine Constitution, RA 6713, Peace and Human Rights Issues and Concepts, Environmental Management and Protection) The dependent variables are given below. Knowledge. Skills and Abilities. Attitude / Values.

Research_CSC_MBBombita.pptx

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Editor's Notes