The document discusses the accreditation process for Mallig Plains Colleges and assesses the readiness of its faculty and instruction towards accreditation. It provides background on accreditation standards and reviews Mallig Plains Colleges' desire to achieve accreditation status. The researcher aims to evaluate the faculty and instruction areas based on accreditation criteria to identify strengths and weaknesses. The findings will help administrators and faculty improve these areas for accreditation. It also outlines the multi-level process for achieving different accreditation statuses over numerous assessment cycles.

1. <<MALLIG PLAINS COLLEGES, INC.>> - 1 -
GRADUATE SCHOOL
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Every school dreams to be transformed with a better atmosphere
which will open its gate to learners who will soon be the leaders of change.
The learners will spearhead innovations into different fields of endeavor. The
educational setting in our country today seems like a zooming jet in the sky
that keeps on accelerating until it reaches its maximum speed. The
educational struggle of every learner becomes even more complex this time
because of the standards set by different accrediting agencies in pursuit of
quality education which will serve as the gatepass of learners in creating a
formidable image towards global competitiveness.
Accreditation is the formal recognition of an educational program that
possesses high level of quality or excellence based on the analysis of the
merits of its educational operations in attaining its objectives and its role in
the community that it serves.
In 1970, The Presidential Commission to Survey Philippine Education
(PCSPE) submitted the policy recommendation to improve and strengthen
higher education. One of the recommendations encourages schools to join or
2008
1
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

2. <<MALLIG PLAINS COLLEGES, INC.>> - 2 -
GRADUATE SCHOOL
organize accrediting agencies and that a federation of accreditation agencies
be established. This recommendation was referred to as the Integrated
Reorganization Plan (IRP). Presidential Decree No. 1 approved and adopted
the IRP. Presidential Decree No. 1 and PD No. 1200 (NEDA Five-Year Plan)
both provided that the accreditation program shall be one of the strategies to
achieve educational and manpower development goals1.
Different colleges in the country exert a lot of efforts to be able to
acquire an accreditation status. Undergoing the process requires a lot of
undertakings since there are guidelines and indicators to be complied with to
quality accreditation. The nine areas identified as the qualifying criteria for
accreditation are: Purposes and Objectives, Faculty, Instruction, Library,
Laboratories, Physical Plant and Facilities, Student-Personnel Services, Social
Orientation
and
Community
Involvement
and
Organization
and
Administration. These are set by the Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA).
Faculty and Instruction are definitely the key factors in achieving
quality education, obviously since the two factors speak of the performance
and qualifications of teachers and the quality of instruction given by them.
1
Manual of Accreditation, Philippine Association of Colleges and Universities
Commission on Accreditation.
2008
2
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

3. <<MALLIG PLAINS COLLEGES, INC.>> - 3 -
GRADUATE SCHOOL
These two impalpable dimensions in a school should be given utmost regard
because the academic reputation of the institution depends on them.
Faculty, as one of the major concerns in the academe, makes the school
function. In every organization, human resources come first as a priority,
precisely because if there are no teachers in the school, there would be no
stewards of learning who transform learners into responsible citizens. An
individual who works for an organization or institution is normally evaluated
by his superior on the basis of at least four phases. These four phases are
effectiveness, productivity, efficiency and character. If the job performance of
an individual is rated high in any one or all of the four dimensions, the
institution is expected to recognize the individual by means of either intrinsic
or extrinsic rewards, or both.
Instruction, on the other hand, is the instrument for metamorphosis of
the teachers. In simple language, it speaks of the effectiveness of both the
administrators and faculty members. Definitely, when the teachers desire to
uplift the performance of the students, they should be aware of the tools that
contribute to quality of instruction. This will motivate the learners in their
pursuit of excellence.
Instruction plays a vital role with regards to instructional competence
of teachers. The methods used in teaching are employed with a view of
2008
3
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

4. <<MALLIG PLAINS COLLEGES, INC.>> - 4 -
GRADUATE SCHOOL
guiding the students’ self-realization through the development of their
analytical and critical thinking.
These methods are adapted to subject
matters, situational needs and individual differences. A variety of
instructional procedures are to be expected too, such as lecture, team teaching
and group dynamics. The school should make use of a number of teaching
devices
such
as
audio-visual
aids
and
modern
information
and
communications technology to cope with highly sophisticated gadgets. 2
With a certificate of appreciation awarded by PACU, Mallig Plains
Colleges was recently dubbed as the Most Improved College in Cagayan
Valley. Like any other institution, it carries and promotes its philosophy,
mission, vision, objectives and core values. Mallig Plains Colleges is proud of
its existence and envisions continuing its delivery of quality education to its
learners. The administration, faculty and staff exert more effort to come up
with a worthy aspiration—to be a center of academic excellence in Region 2
and in the country at large.
MPC has 59 teaching personnel. This covers the basic education
teachers, instructors and professors. Expectedly it should have a pool of
competent teachers, not to mention, with talents and skills.
2
Rubelyn Lizardo, ‘The Instructional Competencies
(Unpublished Master’s Thesis, MPC, Isabela, March 2000).
2008
of
Teachers
in
WIPC,”
4
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

5. <<MALLIG PLAINS COLLEGES, INC.>> - 5 -
GRADUATE SCHOOL
In addition, the institution should have several comprehensive,
accurate and up-to-date instructional materials present in the school to give
platforms to the students to foray into a well designed and sound education
process.
It is for this reason that the researcher has embarked on an assessment
of the Faculty and Instruction readiness of Mallig Plains Colleges towards
Accreditation. Identifying the criteria and indicators would be an initial step
to decipher the actual standing of two areas in relation to accreditation. The
findings will be beneficial for administrators and faculty members since these
will be an immense reference point in discovering the strengths and
weaknesses of both faculty and instruction. If these will emerge as the good
points for accreditation, then the institution as a whole shall cherish and
continue questing for excellence.
The illustration below is the sequential process of the different phases
of accreditation considering the different stages and the actions to be taken.
ACCREDITATION STATUS FLOW CHART FOR HIGHER EDUCATION
INSTITUTIONS
Preliminary Survey
2008
Level I
Applicant Status
5
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

6. <<MALLIG PLAINS COLLEGES, INC.>> - 6 -
GRADUATE SCHOOL
2 years
Formal Survey
Level II
Initial Accreditation Status
3 years
1st Re-survey
Level II
Re-accredited Status
5 years “Clean Accreditation” plus
additional criteria set by
CHED/FAAP*
2nd Re-survey
Level III
Re-accredited Status
Level III
Re-accredited Status
5 years “Clean Accreditation” plus
additional criteria set by
CHED/FAAP*
3rd Re-survey
5 years “Clean Accreditation” plus
additional criteria set
Conceptual Framework by
CHED/FAAP*
Level III
Re-accredited Status
Level IV
Re-accredited Status
Conceptual Framework
The existence of the framework in which this study was based lie on
the concept of human relations. It is said that human relations is simply an
2008
6
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

7. <<MALLIG PLAINS COLLEGES, INC.>> - 7 -
GRADUATE SCHOOL
interaction among people. In the context of an organization, human relation is
the interaction among employers and their employees, and employees among
co-workers, and in most cases among clients. The relationship maybe among
individuals, among groups or in organization at large. Lussier 3 opines that
the goal of human relations is to create a “win-win” situation by satisfying
employee needs while achieving organizational objectives. A win-win
situation according to Lussier, occurs when the organization and employees
get what they want. In some instances, Labor group sometimes express their
grievances because they feel and observe that organizations exploit their
employees, and that they are often perceived to be profit-focused. In this case,
the organization wins and employees lose. In other situations, employees go
slowly on their productivity because of the organizations rigidity or stringent
policies. This particular event causes the employees to win, and a loss for the
organization.
In the context of this study therefore, an organization is expected to
exercise fair treatment and practices. A win-win situation is a state whereby
harmonious and smooth interpersonal relationship is central to the
organization’s management principles. Being aware of what an employee
needs, and providing these needs will motivate the workers to work with
Robert N. Lussier, Human Relations: A Skills Building Approach, 2nd ed. (U.S.A:
Irwing Publishing, Co;,1989.), pp. 4-7.
3
2008
7
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

8. <<MALLIG PLAINS COLLEGES, INC.>> - 8 -
GRADUATE SCHOOL
efficiency and productivity. It is believed that organizations are responsible
for the behavior of its employees. Success, peace and goodwill inside and
within the organization will depend on the human relations exhibited inside
the organization.
In the light of this undertaking, the researcher intended to scrutinize
the real stand of faculty and instruction in response to the standards set by
PACUCOA.
It helped the researcher determine the extent to which these
needs are wanted. Awareness of the real stand of Faculty and Instruction will
allow the administration to formulate programs that will contribute to their
career growth and development.
Figure 1 presents the paradigm of the study. The paradigm uses the inputprocess-output in a vertical manner to clearly understand the interconnectivity of each factor and variable.
The input box includes the
documents and exhibits under Faculty and Instruction in response to the
standards set by PACUCOA. The faculty area includes the Academic
Qualifications, Professional Performance, Teaching Assignment, Rank,
Tenure and Remuneration and Fringe Benefits and Faculty Development.
Instruction, on the other hand, speaks on Program for Studies, Co-curricular
Activities, Instructional Process, Academic Performance of Students and
2008
8
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

9. <<MALLIG PLAINS COLLEGES, INC.>> - 9 -
GRADUATE SCHOOL
Administrative measures for Effective Instruction. The process box contains
the Comparative Analysis of the Faculty and Instruction of Mallig Plains
Colleges vis-a-vis the Criteria set by PACUCOA. The output expects an
objective assessment of the level of readiness of Faculty and Instruction for
Accreditation.
2008
9
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

10. <<MALLIG PLAINS COLLEGES, INC.>> - 10 - GRADUATE SCHOOL
Figure 1
RESEARCH PARADIGM
INPUT
PROCESS
Documents
Exhibits under Faculty and
Instruction in response to
the standards set by
PACUCOA
Rating of the following areas
based on rubrics
Faculty
Academic
qualifications
Professional
Performance
Teaching Assignment
Rank, Tenure and
Remuneration and
Fringe Benefits
Faculty Development
Instruction
Program for Studies
Co-curricular
activities
Instructional Process
Classroom
Management
Academic
Performance of
Students
Administrative
Measures for
Effective
Instruction
OUTPUT
Analysis of the Status
of the Faculty and
Instruction of Mallig
Plains Colleges
An Objective
Assessment of the
Level of Readiness of
Vis-a-vis
Faculty and
Criteria set by
PACUCOA
Instruction for
Accreditation
FEEDBACK MECHANISM
2008
10
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

11. <<MALLIG PLAINS COLLEGES, INC.>> - 11 - GRADUATE SCHOOL
Statement of the Problem
The study sought to identify The Level of Readiness of Faculty and
Instruction of Mallig Plains Colleges Towards Accreditation.
Specifically, it addressed issues that concern:
1. Faculty
a. Academic qualifications
b. Professional Performance
c. Teaching Assignment
d. Rank, Tenure, Remuneration and Fringe Benefits
e. Faculty Development
2. Instruction
a. Program of Studies
b. Co-curricular Activities
c. Instructional Process
d. Classroom management
e. Academic Performance of Students
f. Administrative Measures for Effective Instruction
2008
11
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

12. <<MALLIG PLAINS COLLEGES, INC.>> - 12 - GRADUATE SCHOOL
Significance of the Study
The study is perceived to be of significance and relevance to the
following:
Policy-Making Body/School Administrators. Through the study, the
school administrators will be able to identify the level of readiness of faculty
and instruction. The result of this study will help the administrators to
develop ideas to improve skills of staff for better performance.
Faculty. With the findings of this study, the faculty members will be
guided with the most comprehensive and accurate methods, techniques,
styles and approaches to use in the teaching-learning process.
Students. The students through the result of this study will be
provided with the best instruction to become well guided learners in their
psychomotor, affective and cognitive phases.
Researcher. The researcher being a member of the Mallig Plains
Colleges Family maybe able to identify the level of readiness of faculty and
instruction and therefore be able to address issues in a proper manner.
Furthermore, he may be able to suggest ways to improve the deficiencies of
the employees and further assist them to develop their strengths in order to
provide quality performance in their respective fields.
2008
12
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

13. <<MALLIG PLAINS COLLEGES, INC.>> - 13 - GRADUATE SCHOOL
Future Researchers. The study may serve as a frame of reference for
researchers who would like to dwell on investigating similar institutional
situations in the academic field.
Scope and Delimitation
The study focused mainly on the level of readiness of Faculty and
Instruction of Mallig Plains Colleges towards Accreditation.
This included an analytical assessment of some factors that affect
Faculty, such as: Academic Qualifications, Professional Performance,
Teaching Assignments, Rank, Tenure, Remuneration and Fringe Benefits and
Faculty Development.
Instruction analysis covered different factors such as: Program of
Studies,
Co-curricular
Activities,
Instructional
Process,
Classroom
Management, Academic Performance of Students and Administrative
Measures for Effective Instruction.
Definition of Terms
The terms used in this study are operationally defined for better
understanding of the study by the readers.
Academic Qualification. This refers to the highest degree obtained by
the faculty members.
2008
13
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

14. <<MALLIG PLAINS COLLEGES, INC.>> - 14 - GRADUATE SCHOOL
Academic Performance. This refers to the performance made by the
faculty members based on the standards set by Institutional Committee on
performance appraisal.
Academic Rank. This specifies the designation of the faculty member
as Professor I,II, III, IV and V, Associate Professor I, II, III, IV and V, Assistant
Professor I, II, III, IV and V and Instructor I, II and III in the tertiary level. For
basic education, this specifies whether one is a Senior Teacher I, II and III and
Junior Teacher I, II and III.
Accreditation. It is a process towards achieving formal recognition of
an educational program as possessing high level of quality or excellence
based on the analysis of the merits of its educational operations in attaining
its objectives and its role in the community that it serves by an accrediting
authority.
Administrators. These are school authorities who take care of the
implementation of an institution’s standards.
Character.
It
pertains
to
the
teacher’s
attitude, behavior and values.
Commission on Higher Education (CHED). This is a governmentcreated educational agency which monitors and supervises Higher Education
2008
14
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

15. <<MALLIG PLAINS COLLEGES, INC.>> - 15 - GRADUATE SCHOOL
Institutions to ensure that they are follow the established standards of
Philippine Higher Education Institutions (PHEI’s).
Classroom Management. This pertains to the proper administration
and management of classroom activities by the faculty members in holding
their classes.
Competence. This refers to someone’s capabilities, skills, abilities and
aptitude for any undertaking.
Co-Curricular Activities. These are activities related to different
subjects. These are considered supplementary to learning because these
provide avenues for the learners to be exposed in response with the
application of the theories and principles discussed by teachers.
Effectiveness. A term for accomplishing work in an earlier expected
time with minimal flaws.
Efficiency. It as a term for finishing work with an outstanding output
and in an earlier possible time.
Faculty. This refers to the professionally-trained and licensed persons
who are teaching academic subjects in a school.
Faculty Development. This pertains to the activities planned and
implemented by the school administration for the upgrading and acceleration
of the faculty members towards quality academic performance.
2008
15
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

16. <<MALLIG PLAINS COLLEGES, INC.>> - 16 - GRADUATE SCHOOL
Fringe benefits. This refers to an employee’s personal benefits received
in addition to wage or salary.
Instructional Process. This pertains to the entire methodology used in
imparting instruction which are employed with a view to guiding the
student’s self-realization through the development of the students’ analytical
and critical judgment.
Instruction. A process of emphasizing a mission to provide leadership,
service and support for the development and implementation of a researchbased curriculum to ensure that all learners achieve at high levels.
Management. It is partly an art and partly a science. This recognizes
the innovative, intuitive and subjective skills that lead towards success of
every endeavor taken.
PACUCOA. Philippine Association of Colleges and Universities –
Commission on Accreditation. It is an agency which assesses an institution’s
performance using a set of standards and requirements.
Productivity. It pertains to someone’s efficiency, effectiveness and
proficiency.
Professional Performance. It refers to performance revealed by the
faculty in administering and holding classes and addressing the problems
that exist.
2008
16
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

17. <<MALLIG PLAINS COLLEGES, INC.>> - 17 - GRADUATE SCHOOL
Program of Studies. It is a plan of education with clear cut academic
goals for regional and national development and for practical experience
directly related to the professional role for which the students are being
prepared.
Readiness. It refers to the numerical score that MPC must have in
response to the standards set by PACUCOA. MPC must have a rating of 90%
in order to achieve level 1 status, based on the standardized transmutation
table of average and rating.
Remuneration. It pertains to the pay for service rendered.
Rubrics. A measuring tool with empirical basis. It is made more
credible to rate a certain endeavor since every action has a counterpart based
on a designed scale and range.
Teaching Assignment. This presents the matrix of subjects to be taught
by the faculty members.
Tenure. The time frame or period where a certain employee has
rendered service.
Training. It refers to the seminars, conferences and workshops
attended by faculty members to increase professional efficiencies and skills.
2008
17
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

18. <<MALLIG PLAINS COLLEGES, INC.>> - 18 - GRADUATE SCHOOL
Chapter 2
REVIEW OF RELATED LITERATURE
AND STUDIES
This chapter includes summaries and cited works from both local and
foreign researches on Instructional Competencies of teachers. The researcher
perceived the findings of various authors appropriate and relevant in the
study about the Faculty and Instruction findings in response to the standards
set by PACUCOA.
Related Literature
Foreign:
One of the most important and necessary factors in the academic
system is the human resource. For this, it is the duty of the administration to
hire qualified and competent faculty who will spearhead effective learning
transmission.
2008
18
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

19. <<MALLIG PLAINS COLLEGES, INC.>> - 19 - GRADUATE SCHOOL
Katz4 identified administrative and supervisory skills as conceptual,
technical, and human skills in order to carry out effectively the duties and
responsibility of a principal. These skills are further described by Hersey and
Blanchard5 as follows:
Technical skill is the ability to use knowledge, methods, techniques
and equipments necessary for the performance of specific tasks acquired from
experience education and training. Human skills, on the other hand, are the
ability and judgment in working with and through people including an
understanding of motivation and an application of effective leadership. The
ability to understand the complexities of the over-all organization is referred
to as conceptual skills. This knowledge permits one to act according to the
objectives of the total organization rather than only on the basis of the goals
and needs of one’s immediate group.
The conceptual skills include the setting of goals, objectives and targets
of the school, development of organization, coordinating and integrating all
the organizational interests and activities of the school, solving problems at
the shortest possible time, recognizing and analyzing school problems,
Robert L. Katz, “Skills of an Effective Administrator,” Harvard Business Review, Vol.
33, No. 1(Jan-Feb. 1995), pp. 34-42.
4
Hersey and Blanchard K., Management of Organization Behavior, 2nd edition (New
Jersey: Prentice-Hall, Inc.), p. 19.
5
2008
19
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

20. <<MALLIG PLAINS COLLEGES, INC.>> - 20 - GRADUATE SCHOOL
participation of social, civic and cultural activities and cooperation in the
implementation.
Lawler6 explains that employees prefer offices, which have suitable
working conditions such as good heating, illumination, ventilation and
isolation. At the same time, the implication of salary on job satisfaction had
been proved. However, the employee should believe that he deserves the pay
for job satisfaction based on salary. He also emphasized that high degree of
job satisfaction is related to colleagues. He stated that: “harmony, in small
working teams increases job satisfaction but incompatible employees cause
dissatisfaction at the office.”
Mc Gehee and Thayer7 defined training as the formal procedure which
a company utilizes to facilitate learning so that the resultant behavior
contributes to the attainment of the company’s goals and objectives. The
definition implies that training is only one of the tools used by management
to enhance organizational efficiency. There are various human resource
functions which are utilized by organizations to be productive and effective.
They are as follows:
1. Salary and Benefit Administration
Lawler,
E.E.
A
http//www.pdffactory.com
6
Journal
on
Pay:
An
Organization
Development.
W. Mc Gehee and P.W. Thayer, Training in Business and Industry (New York: J.
Wiley and Sons).
7
2008
20
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

21. <<MALLIG PLAINS COLLEGES, INC.>> - 21 - GRADUATE SCHOOL
Salary and Benefit administration is the function of the
personnel involved in seeing to it that employees are compensated
fairly and they are receiving the wages and other benefits intended
to motivate and maintain them.
A training program like orientation or induction program is
the best avenue where newly-hired employees are told of their
basic salary, the probability of overtime and its corresponding pay,
and fringe benefits that the company gives to its employees.
2. Employees discipline.
Training programs which are involved in the development of
positive attitude towards self, others and work lessen disciplinary
problems among the employees.
Abella8 on the other hand defines training needs analysis as
the process of finding out about the people to be trained and the
type of training they need. He further adds that training needs
analysis also provides the information one need in order to decide
on the objectives, content and format of a training program.
K.T. Abella, Building Successful Training Program: Step by Step Guide (New York:
Addison-Wesley)
8
2008
21
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

22. <<MALLIG PLAINS COLLEGES, INC.>> - 22 - GRADUATE SCHOOL
Moorehead and Griffin9 suggest at least 12 key ingredients that would
give an organization a well planned career management program. These are:
1. Top Management support
2. Activities with other human resource activities
3. Involvement of supervisors
4. Use of human resource managers as consultant
5. Periodic skill assessment
6. Realistic feedback about career programs
7. Equal access and open enrolment
8. Focus on psychological success rather than advancement
9. Flexibility for individual needs
10. Climate setting for career development
11. Small pilot programs
12. Periodic program assessment
To quote Robbins10 opinion, he said that
“The essence of a progressive career development
program is built on providing support for employees to
continually add their skills, abilities, and knowledge.
This support includes clearly communicating the
organization’s goals and future strategies, creating
9
Ibid., p. 593.
10
Robbins, Loc.cit.
2008
22
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

23. <<MALLIG PLAINS COLLEGES, INC.>> - 23 - GRADUATE SCHOOL
growth opportunities, offering financial assistance, and
providing the time for employees to learn.”
Local:
While the preceding text handled occupational needs and training
needs in the context of foreign point of view, the following discussions focus
purely on the Philippine setting.
The need for conceptual, technical, and human relations skills or
professional improvement of the principals has been recognized by the
principals themselves as pointed out in the following observations: 11
The principal, like any other position in the teaching service, is a
developing position. However, no matter how adequate the preparation of a
principal is, he will find it necessary to improve professionally after being
appointed to the job. Problems and issues will continue to crop up and proper
solution for such can be attained through study and constant consultation
with his peers as well as with teachers and other school officials.
According to Villamar,12 the fundamental qualities of an efficient
educational manager are intelligence, honesty, industry, courage, unusual
11
A Hand Book for Philippine Public Elementary School Principals, 1968, pp.119-120.
Fortunata C. Villamar, “The Role of an Educational Management”, The Modern
teacher, XXVI: 8(November, 1970), pp.291-293.
12
2008
23
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

24. <<MALLIG PLAINS COLLEGES, INC.>> - 24 - GRADUATE SCHOOL
foresight, knowledge of human conduct beyond mere book knowledge and a
good attitude toward work.
Sison13 stated that, the study of the training needs is the first
prerequisite in establishing a systematic training program. He further states
that the immediate and specific need of a company is the determining factor
in the selection of the training courses and materials.
Related Studies
Foreign:
Riipinen14 findings in his study entitled “The Relation of Work
P.S. Sison, Personnel and Human Resource Management, 6th Edition (Manila; Rex
Book Store).
13
M. Riipinen, The Relation of Work Involvement to Occupational needs, Need
Satisfaction, Locus of Control and Affect (Department of Psychology, University of Helsinki,
Finland) http//www.ericdigest.com (ud43194210).
14
2008
24
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

25. <<MALLIG PLAINS COLLEGES, INC.>> - 25 - GRADUATE SCHOOL
Involvement to Occupational Needs, Needs Satisfaction, Locus of Control
and Affect” states that “Work involvement was generally independent of
need satisfaction, although both negative and positive correlation with need
satisfaction were found, depending upon occupational group and sex.
Basini and Buckley15 found out that from the 259 respondent voluntary
organizations compared with private sector populations, indicate significant
differences in employees work value, reward expectations and job
involvement in their study entitled employee needs and expectations in the
Irish voluntary sector.
Venables and Allender16 in their study on the occupational health
needs of universities enumerated 15 trainings needed. These are: accounting
skills, communication skills, writing skills, career development, conflict
management, customer service, leadership, financial skills, interview skills,
stress management, supervisory skills, report writing, team building, time
management and work place safety.
Serge Basini and Finian Buckley, Employee Needs and Expectations in the Irish
Voluntary sector. Email(basini@dcu.ic), and Email (Buckley@dcu.ic)
15
K.M. Venables and S. Allender, Occupational Health Needs of Universities (A
Review with an Emphasis on the United Kingdom. University of Oxford, UK.).
16
2008
25
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

26. <<MALLIG PLAINS COLLEGES, INC.>> - 26 - GRADUATE SCHOOL
Local:
Paranete17 pointed out in her study that there are four areas of possible
training
needs
to
be
considered
namely:
professional
competence,
professional growth, personal-social growth and personal development
which include physical end spiritual aspects.
The perceptions of respondents on the training needs for teachers
were determined in the four areas.18
a.
Personal Competence
In the study, there is a need to emphasize the development of
instructional materials, especially since there is much use for such
materials that will appeal and interest the child learner.
b.
Professional growth
There were, however, four important training needs that were
noted which include: need to attend seminars, conferences for
professional
growth,
observe
class
demonstrations,
update
knowledge and skills in teaching, adopting new trends in
education.
c.
Personal Development
Carmen L. Paranete, “Training Needs-Based Teacher Development program for
Muntinlupa 1,” (Unpublished Masters Thesis, Philippine Christian University, Manila, 1980).
17
18
2008
Ibid.
26
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

27. <<MALLIG PLAINS COLLEGES, INC.>> - 27 - GRADUATE SCHOOL
Stressed by teachers was the need for minimization of stress
which will in fact deal with the concept of stress management due
to the stress subjected on people because of the nature of their
work.
d. Personal-Social growth
Another training need isolated based on their perception was to
have understanding of one’s personality.
In a similar study made by Santos,19 she made the following
conclusions: The principals perceived that most important training are on
planning and introducing educational innovations, special programs and
project, good setting, development of organizational action or work plan,
understanding proficiency in the process, procedure and methods in
improving teaching-learning situations: possession of good working
relationship among personnel and community service.
Santos20 further concluded that the principal with low educational
background showed higher percentage of training needs than those with
higher educational attainment.
Rosita C. Santos, “The Training Needs of Public Elementary School Principals in
Pililla-Jala Jala: Their Implications to their Training Development Program,” (Unpublished
Masters Thesis, Central Colleges of the Philippines, Manila, May 1989).
19
20
2008
Ibid.
27
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

28. <<MALLIG PLAINS COLLEGES, INC.>> - 28 - GRADUATE SCHOOL
The study of Santos is similar with the present study which dwelt also
on the training needs of elementary school principals. Both studies focused
on identifying training needs as bases for coming up with a program and
training to address the identified needs. However, the Santos study involved
only school administrators, teaching and non-teaching personnel down to
utility workers. In terms of settings, though both are educational institutions,
Santos’ is public while the locale of the present study is a private school.
Malabanan21 in her research found out that of the 13 skills listed in her
questionnaire under technical, the skills found to be developed further or
strengthened for head teachers were: Guiding teachers in innovative
techniques and procedures of teaching subjects and co-curricular activities,
developing entrepreneurial skills among pupils and providing opportunities
to learn, earn and invest. Planning and conducting in service training of
teachers and non-teaching personnel were also included and conducting
research aimed at improving quality instruction.
The study of Malabanan runs parallel with the present study. She
investigated the training needs of elementary school principals and school
heads. In like manner, the present study also considered the in-service
Remedios B. Malabanan, “The In-Service Training Needs of Elementary Schools
Principals and Head Teachers in the Division of Cavite City S.Y. 1994-1995,” (Unpublished
Masters Thesis, Republican College, Quezon City, Oct. 1994).
21
2008
28
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

29. <<MALLIG PLAINS COLLEGES, INC.>> - 29 - GRADUATE SCHOOL
training needs of the employees of Mallig Plains Colleges. Nonetheless, the
study differ in terms of respondents. Malabanan considered public
elementary school administrators while the respondents of the presently
conducted study considered all the employees of the school under study.
Ollosa22 divided his topic into two categories and his findings are the
following: for the internal needs, he enumerated sense of duty, love of work,
self-realization and fulfillment and recognition of accomplishments were
frequent and powerful motivators of efficient work performance to
elementary grades teachers; and to school officials, the desire for promotion,
fear of failure and fair disciplinary action.
On external needs, he found out that belonging and acceptance by the
school, job security, working facilities, community support for education,
salary increase and interpersonal relations with co-workers were frequent
stimulators of efficient job accomplishment to elementary grades teachers
than the kind of leadership.23
The study of Ollosa was centered upon the factors that motivate
efficient work performance among public elementary grades teachers and
22
Cesar B. Ollosa, “A Study of the Factors That Motivate Efficient Work Performance of
Public Elementary Grades Teachers and School Officials of Buhangin District, Davao
City,”(Unpublished Masters Thesis, Ateneo de Davao University, 1980).
23
Ibid.
2008
29
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

30. <<MALLIG PLAINS COLLEGES, INC.>> - 30 - GRADUATE SCHOOL
school officials in Davao City. While the present study unearthed the
occupational needs of employees of Mallig Plains Colleges, Mallig, Isabela;
the researcher saw a vein of similarity as his study is also anchored on the
motivational needs of employees.
In June 1980, Flores24 conducted a study on teacher’s morale and she
made the following conclusions; high morale is an indicator of favorable
condition that would lend to satisfaction of work. A teacher generally is
influenced by the conditions prevailing in the environment where she
performs her work. In like manner, she maintained that teacher salary play an
important role in teachers attitude toward the service.
There is dissatisfaction among rural teachers with regard to inadequate
salary and teaching overload. She also included that more experienced
teachers exhibit high morale possibly because of the administrators’ ability to
recognize and utilize their special talents thus giving them a sense of
leadership.
On the same plane, there lies the present study and of Flores since both
dwell on factors affecting employees’ performance. It was the concern of
both researchers to address needs of employees to improve their
performance. The study of Flores identified the level of morale of teachers
Corazon K. Flores, “Teachers Morale in the Division Of Cotabato, Malybalay
Bukidnon,” (Unpublished Masters Thesis, Bukidnon State University, Bukidnon, June, 1980).
24
2008
30
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

31. <<MALLIG PLAINS COLLEGES, INC.>> - 31 - GRADUATE SCHOOL
and its affect to performance while the present study focused on the faculty
and instruction readiness.
Chapter 3
RESEARCH METHODOLOGY AND PROCEDURE
This chapter presents the methodology used in the study. It includes
the discussion of the following: Research design, data gathering, procedure,
instruments to be used in the analyses of the data.
Research Design
The documentary analysis was used in the study. It deals on
documentary process which is rubrics-based against the documents that are
2008
31
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

32. <<MALLIG PLAINS COLLEGES, INC.>> - 32 - GRADUATE SCHOOL
available. The researcher opines that since his study dealt on identifying and
describing the readiness of faculty and instruction towards accreditation, this
is the most fitting research design to bring out the real state of faculty and
instruction in the institution as key areas in PACUCOA accreditation
standards to be addressed.
Data Gathering Instruments
The study was designed to assess the readiness of faculty and
instruction towards accreditation using rubrics supported by documents
which are available at the accreditation room.
The rubrics used were rated 0-5 with corresponding indicators
depending upon their existence and functionality in response to the factors
concerning faculty and instruction.
After scrutinizing the corresponding mean of each rubric, they were
added to come up with the mean of every category in each area. The
computed mean of each category were totaled to come up with the general
average of a certain area. After the averages of faculty and instruction had
been determined, the standardized transmutation table served as the
reference point in assessing whether an area is qualified for a Level 1, 2 or 3
status. Below is the table which presents the expected average for each area
with corresponding percentage.
2008
32
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

33. <<MALLIG PLAINS COLLEGES, INC.>> - 33 - GRADUATE SCHOOL
Expected
Average
Transmutation
Rating
5.0
4.9
4.8
4.7
4.6
4.5
4.4
4.3
4.2
4.1
4.0
3.9
3.8
3.7
3.6
3.5
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
Remarks
The expected rating for PACUCOA
LEVEL III STATUS
The expected rating for PACUCOA
LEVEL II STATUS
The expected rating for PACUCOA
LEVEL I STATUS
Specifically, the rubrics were designed to suit the analytical evaluation
form for the self-survey by the PACUCOA. Rating in each rubric was made
vis-à-vis the numerical evaluation set by the standard.
Since the PACU-COA instruments are more of checklists, there are no
objective indicators that would qualify the ratings pre determined by the
accrediting agency. The checklists include some statements describing the
ratings but are perceived as not objective enough to prove the reliability of
2008
33
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

34. <<MALLIG PLAINS COLLEGES, INC.>> - 34 - GRADUATE SCHOOL
the ratings assigned by the respondents. The use of rubrics, somehow
lessened if not totally eliminated subjectivity.
The presence of a document is not enough evidence of the
functionality of a program requirement.
With the use of rubrics, the
researcher was able to explicitly narrow down the biases that the respondents
accrued in their ratings.
Data Gathering Procedure
The researcher sought the permission of the President of Mallig Plains
Colleges to conduct the study and to use the accomplished documents
available in the accreditation room.
After permission was granted, the
researcher consulted with the Dean of the Graduate Studies for her
suggestions and insights. After such, the researcher approached the Research
Director to request for the available documents needed in this study. The
researcher identified the appropriate indicators which served as bases to
identify the objective evidences to support the PACUCOA standards.
Data Analysis Procedure
The data gathered was first organized by the researcher according to
the requirements set by PACUCOA together with the available documents in
the accreditation room. Assessment of documents followed. The following
2008
34
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

35. <<MALLIG PLAINS COLLEGES, INC.>> - 35 - GRADUATE SCHOOL
standards set by CHED and PACUCOA served as benchmarks or references
to determine the level of readiness of Faculty and Instruction areas of MPC
towards Accreditation.
MINIMUM STANDARDS FOR ACCREDITATION
Area/Sub-Areas
CHED Minimum
Standards
Accreditation
Minimum
Standards
Numerical
equivalent based
on institutional
documents
FACULTY
1. Academic
Qualifications
25% of
undergraduate
subjects should be
taught by faculty
with appropriate
Masters and/or Law
degrees
2. Teaching Load
Maximum teaching
load of 30 units/hrs
per week
3. ]Educational/
Professional
Experience and
Length of Service
2008
30% with MA
degree
• Maximum
teaching load of
24 units
hrs/week
• Assignment
should be in
one’s field of
study or
specialization
No
minimum • 3 years of college
standard specified
teaching
• 3
years
of
successful
practice in one’s
profession
35
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

36. <<MALLIG PLAINS COLLEGES, INC.>> - 36 - GRADUATE SCHOOL
Area/Sub-Areas
4. Selection of
faculty members
5. Ranking
Promotion
CHED Minimum
Standards
Accreditation
Minimum Standards
Numerical
equivalent based
on institutional
documents
• Cooperative
No
minimum
selection process
standard specified • Clear criteria for
choice e.g. teaching
ability, personality,
health,
personal
integrity
• Broad
general
scholarship
• Extensive experience
along the field of
specialization
• Professional
competence and
communication skills
recognized
and *For
schools
definite
system of ranking
and promotion
*Faculty manual
*Suggested criteria
for
ranking:
training, teaching
competence,
length of service,
efficiency,
productive
scholarship,
community
extension services,
good
moral
character
2008
36
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

37. <<MALLIG PLAINS COLLEGES, INC.>> - 37 - GRADUATE SCHOOL
Area/Sub-Areas
Accreditation
Minimum
Standards
CHED Minimum
Standards
*Probationary
period of not more
than 3 years
Adequate
probationary period
•
6. Ranking
Promotion
•
Numerical
equivalent based
on institutional
documents
Definite procedure
for separation/
dismissal
recognized • Definite system of
and *For
schools
definite
ranking & promotion
system of ranking
and promotion
*Faculty manual
• Faculty handbook
*Suggested criteria • Criteria for ranking
for
ranking:
and
promotion
training, teaching
includes
training,
competence,
teaching
ability,
length of service,
scholarly
efficiency,
publication, length of
productive
service to the college
scholarship,
and/or department,
community
further educational
extension services,
attainment,
good
moral
community
character
involvement
and
commitment to the
objectives of the
college
•
*Probationary
period of not more
than 3 years
Adequate
probationary period
•
Definite procedure
for separation/
dismissal
Numerical
2008
37
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

38. <<MALLIG PLAINS COLLEGES, INC.>> - 38 - GRADUATE SCHOOL
Area/Sub-Areas
CHED Minimum
Standards
Accreditation
Minimum Standards
7. Performance
evaluation
No
standard • Regular
specified
performance
evaluation
•
Evaluation
instrument
accepted by the
faculty
8. Faculty
Development
*Maintains
development
program for
faculty
• Long term faculty
development
program
• Professional
growth program
• Membership in
professional
organizations
• Productive
scholarships,
continuing
research and
publications;
continuous
professional
growth
9. Faculty
Relations
No
standard
specified
equivalent based
on institutional
documents
• Participation
in
policy making and
curricular program
evaluation
• Satisfactory
relations between
and
among
academic
community.
2008
38
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

39. <<MALLIG PLAINS COLLEGES, INC.>> - 39 - GRADUATE SCHOOL
Area/Sub-Areas
CHED Minimum
Standards
Accreditation
Minimum Standards
Numerical
equivalent based
on institutional
documents
10. Salaries
and *Salaries paid in •
Fringe Benefits full or regular
basis and on time
Salaries
and
compensation
assure a living
standard
in
conformity
with
the social demands
of profession
• System of financial
and promotional
advancement
• Social
security
program and other
fringe benefits
INSTRUCTION
1.
Program of
Studies
*Curricula reflect • Curricula
reflect
the
mission
institution’s/progra
statement of the
m’s objectives and
school
have clear-cut goals
for human and
national
development
*126
academic • Program of study
units required for
exceeds
CHED
graduation except
requirements and
for board courses.
follow
logical
sequencing
of
subjects
• Existence
and
updating of syllabi
fro special courses
2008
39
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

40. <<MALLIG PLAINS COLLEGES, INC.>> - 40 - GRADUATE SCHOOL
Area/Sub-Areas
2. Instructional
Procedures
3. Classroom
Management
CHED Minimum
Standards
Accreditation
Minimum Standards
*High standard of
Instruction
Numerical
equivalent based
on institutional
documents
• Development
of
analytical
and
critical judgment
• Stimulation
of
students’
social
awareness
• Variety of teaching
procedures;
judicious use of
teaching aids
• Punctual
attendance
• Number of students
appropriate to size
and acoustics of
room
• Classroom
atmosphere
conducive
to
learning
• For ordinary lecture
courses involving:
-Recitation-45
Students
-Language courses
40 students
-Science courses – 20
students/lab asst.
-Purely
lecture
–
depending
on
available/
appropriate
physical facilities
Numerical
2008
40
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

41. <<MALLIG PLAINS COLLEGES, INC.>> - 41 - GRADUATE SCHOOL
Area/Sub-Areas
CHED Minimum
Standards
Accreditation
Minimum Standards
equivalent based
on institutional
documents
4. Academic
*Clear criteria for • Just appraisal of
performance of promotion
student
Students
performance
• Clear criteria for
promotion
• Variety of reliable
and
valid
evaluation
tools
used
• Remedial
and
enrichment classes
where needed
• Consultation
by
faculty
with
students
5. Supervision for *Definite program
Effective
of supervision and
Instruction
evaluation
• Periodic updating
of syllabi
• Classroom
visitation/
observation
• Conferencing by the
dean with teachers
6. Co-curricular
Activities
`
• Relevance to overall
academic
program
• Students actively
participate in cocurricular
activities
• Monitoring
of
activities
2008
41
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

42. <<MALLIG PLAINS COLLEGES, INC.>> - 42 - GRADUATE SCHOOL
Area/Sub-Areas
CHED Minimum
Standards
Accreditation
Minimum Standards
7. Academic
Counseling
• Available academic
guidance
and
counseling
• Availability
of
faculty with specific
schedules
for
counseling
8. Performance of
Graduates
in
the Licensure
Examination
Numerical
equivalent based
on institutional
documents
• Average passing
percentage for the
last 3 years:
LI – 50% of the
national passing
average;
LII – 60% of the
national passing
average;
LII First RA – 75%
of the national
passing average;
LII Second RA –
100% of the
national passing
average;
LIII – Beyond
national passing
average
Chapter 4
2008
42
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

43. <<MALLIG PLAINS COLLEGES, INC.>> - 43 - GRADUATE SCHOOL
PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
This chapter presents the documentary analysis and interpretation of
the institutional documents available specifically on the areas of faculty and
instruction.
This study further analyzes the readiness of two areas as responded by
the exhibits and documents available.
A.
FACULTY
1. Academic Qualification
Rubrics 1
The School has a policy on recruitment of faculty members
Academic Qualification
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Ranking
5
A.1
Develop
guidelines
to improve
implementation
of the policy
Effective
procedure of
recruitment and
hiring
4
3

2
1
0
Indicators
81- 100% of the guidelines,
procedure and recruitment are met
61-80% of the guidelines, procedure
and recruitment are met
41-60% of the guidelines, procedure
and recruitment are met
21-40% of the guidelines, procedure
and recruitment are met
1-20% of the guidelines, procedure
and recruitment are met
0% of the guidelines, procedure
and recruitment are met
TABLE 1
2008
43
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

44. <<MALLIG PLAINS COLLEGES, INC.>> - 44 - GRADUATE SCHOOL
Degree of Implementation of the Policy on Recruitment for Faculty Members
DEPARTM
ENT
Elementary
High
School
College
Graduate
School
Total
Rating
1
(Applicat
ion)
2
(Selecti
on)
3
(Demo
Teachi
ng)
4
(Intervi
ew)
√
√
×
×
√
√
√
√
5
(Signi
ng of
Contra
ct)
√
√
√
×
√
√
√
×
√
×
×
×
TOT
AL
PERCENT
AGE
4
4
80.00%
80.00%
4
1
80.00%
20.00%
3.25
65.00%
4
Table 1 shows the breakdown of the procedure of recruitment and
hiring that transpired in each level. The elementary teachers have four out of
five or 80.00 percent, the high school teachers with four out of five or 80.00
percent, four out of five or 80.00 percent for the college instructors and
professors and one out of five or 20.00 percent in the professors in the
graduate school. An average of 65.00 percent with a numerical rating of 4 is
taken, based on the range of percentage presented in the rubrics–based
PACUCOA instrument.
Rubrics 2
The Percentage of Faculty Members with Earned
2008
44
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

45. <<MALLIG PLAINS COLLEGES, INC.>> - 45 - GRADUATE SCHOOL
Graduate Degree is Satisfactory
Academic Qualification
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Ranking
5
4
A.2
Appropriate
attractive
salary scale to
be able to hire
MA and Ph.D.
degree holders
Qualified
Faculty
Members
3

2
1
0
Indicators
81- 100% of the faculty members
are qualified
61-80% of the faculty members
are qualified
41-60% of the faculty members
are qualified
21-40% of the faculty members
are qualified
1-20% of the faculty members
are qualified
0% of the faculty members are
qualified
Table 2
Frequency Distribution of Teachers Having Earned
2008
45
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

46. <<MALLIG PLAINS COLLEGES, INC.>> - 46 - GRADUATE SCHOOL
Graduate Degree Courses
Actual Number
of Faculty
Members
Qualified
Faculty
Members
Percentage
Elementary
7
7
100.00
High School
15
14
93.33
College
19
2
10.52
Graduate School
10
10
100.00
51
34
66.67
4
DEPARTMENT
TOTAL
NUMERICAL RATING
Table 2 shows the breakdown of the qualified faculty members for
each level. Seven out of seven or 100 percent in the elementary teachers are
qualified, 14 out of 15 or 93.33 percent of the faculty in the high school are
qualified. Due to verticalization policy by CHED, there are two out of 19 or
10.52 percent who are qualified. To sum up, there are 34 out of 51 or 66.67
percent of the faculty who are qualified enough to be part of the academic
community, resulting to a numerical rating of 4, based on the range of
percentage presented in the rubrics-based PACUCOA instrument.
Rubrics 3
Faculty Members Teach Courses in Their
Field of Specialization
2008
46
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

47. <<MALLIG PLAINS COLLEGES, INC.>> - 47 - GRADUATE SCHOOL
Academic Qualification
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
81-100% of the faculty members
teach their line of specialization
61-80% of the faculty members
teach their line of specialization
41-60% of the faculty members
teach their line of specialization
21-40% of the faculty members
teach their line of specialization
1-20% of the faculty members
teach their line of specialization
0% of the faculty of the faculty
members teach their line of
specialization
5
Faculty
should only
be assigned
to their line
of
specialization
A.3
4
Qualified
Faculty
members
teach their
line of
specialization
Indicators
Ranking
3

2
1
0
Table 3
Frequency Distribution of Teachers Teaching
their Field of Specialization
Number of
Faculty Members
Qualified Faculty
Members
Percentage
Elementary
7
7
100.00
High School
15
14
93.33
College
19
2
10.52
Graduate School
10
10
100.00
51
34
66.67
4
DEPARTMENT
TOTAL
NUMERICAL RATING
Table 3 shows the breakdown of faculty members who teach their line
of specialization, seven out of seven teachers or 100 percent are qualified in
the Elementary, 14 out of 15 teachers or 93.33 percent are qualified in the high
2008
47
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

48. <<MALLIG PLAINS COLLEGES, INC.>> - 48 - GRADUATE SCHOOL
school. Due to the verticalization of CHED, only two out of 19 or 10.52
percent college teachers are qualified. A numerical rating of 4 is achieved
based on the range of percentage presented in the rubrics-based PACUCOA
instrument.
Rubrics 4
Deficiencies in Graduate Degrees of Faculty Members are Compensated
by Other Qualifications Such as Satisfactory Teaching
Experience and Professional Practice
Academic Qualification
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Ranking
5
A.4
Seminars
and
In-service
training
Satisfactory
Teaching
experience
and
professional
practice
4
3

2
1
0
Indicators
81-100% of the faculty members
have
satisfactory
teaching
experience
61-80% of the faculty members have
satisfactory teaching experience
41-60% of the faculty members have
satisfactory teaching experience
21-40% of the faculty members have
satisfactory teaching experience
1-20% of the faculty members have
satisfactory teaching experience
0% of the faculty members have
satisfactory teaching experience
Table 4
Frequency Distribution of Satisfactory Teaching Experience
and Professional Practice
2008
48
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

49. <<MALLIG PLAINS COLLEGES, INC.>> - 49 - GRADUATE SCHOOL
Actual Number of
Faculty Members
Faculty with at
least 3 years of
experience
Percentage
Elementary
7
5
71.43
High School
15
6
40.00
College
19
13
68.42
41
24
58.54
DEPARTMENT
TOTAL
NUMERICAL RATING
3
Table 4 shows the percentage of Faculty members with at least 3 years
of teaching experience. A total of 24 out of 41 faculty members or 58.54
percent have more than three years of teaching experience. Five out of seven
teachers or 71.43 percent are qualified in the Elementary, six out of 15
teachers or 40.00 percent are qualified in the High School and 13 out of 19
teachers or 68.42 percent are qualified in the college department. A numerical
rating of 3 according to rubrics-based PACUCOA instrument is given..
2008
49
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

50. <<MALLIG PLAINS COLLEGES, INC.>> - 50 - GRADUATE SCHOOL
Rubrics 5
Faculty Members Assigned to Practicum Courses Have at Least Three
Years of Experience in Their Specialized Field of Study
Academic Qualification
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
A.5
Only faculty
having 3
years and
above
experience in
their field of
specialization
should be
hired
4
Practicum
subjects to
be handled
by the
Faculty
3

2
1
0
Indicators
81-100% of the faculty members have
satisfactory teaching experience
61-80% of the faculty members have
satisfactory teaching experience
41-60% of the faculty members have
satisfactory teaching experience
21-40% of the faculty members have
satisfactory teaching experience
1-20% of the faculty members have
satisfactory teaching experience
0% of the faculty members have
satisfactory teaching experience
Table 5
Frequency Distribution of the Number of Years of Experience
of the Faculty Assigned to Practicum Courses
Elementary
High School
College
TOTAL
Actual Number
of Faculty
Members
Faculty that handles
Practicum subjects with at
least 3 years of experience
Percentage
7
15
19
41
DEPARTMENT
5
10
17
32
71.43
66.67
89.47
78.05
NUMERICAL RATING
2008
4
50
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

51. <<MALLIG PLAINS COLLEGES, INC.>> - 51 - GRADUATE SCHOOL
Table 5 shows the percentage of Faculty members teaching practicum
courses with at least 3 years. A total of 32 out of 41 faculty members or
78.05% have more than three years of teaching experience in their field of
specialization. Five out of seven teachers or 71.43 percent are qualified in the
Elementary, 10 out of 15 teachers or 66.67 percent are qualified in the High
School and 13 out of 19 teachers or 89.47 percent are qualified in the college.
A numerical rating of 4 is achieved according to the rubrics–based
PACUCOA instrument.
Rubrics 6
Faculty Members are Updated on Global Issues
and Technology
Academic Qualification
Sub
section
Program
Alternativ
e
Expected
Output
Identification
of existence
Yes
No
Assessment
5
A.6
Special
Studies in
global
issues and
technology
Faculty
equipped
with
knowledge
of global
issues and
technology
Indicators
Ranking
4
3

2
1
0
81-100% of the faculty members
are knowledgeable about global
issues
61-80% of the faculty members are
knowledgeable about global issues
41-60% of the faculty members are
knowledgeable about global issues
21-40% of the faculty members are
knowledgeable about global issues
1-20% of the faculty members are
knowledgeable about global issues
0% of the faculty members are
knowledgeable about global issues
Table 6
2008
51
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

52. <<MALLIG PLAINS COLLEGES, INC.>> - 52 - GRADUATE SCHOOL
Frequency Distribution of the Faculty Members Equipped with
Knowledge on Global Issues and Technology
Actual
Number of
Faculty
Faculty Equipped with
Knowledge of Global
Issues and Technology
Percentage
Elementary
7
5
71.43
High School
15
14
93.33
College
19
19
100.00
Graduate School
10
10
100.00
51
48
94.12
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 6 shows that a total of 48 out of 51 faculty members or 94.12%%
are equipped with enough knowledge on global issues and technology. In
the elementary, five out of seven teachers or 71.43 percent are equipped with
knowledge in global issues & technology, 14 out of 15 teachers or 93.33
percent in the High School, 19 out of 19 teachers or 100 percent in the college,
and 10 out of 10 teachers or 100 percent in the Graduate School. This results
to a numerical rating of 5 according to the rubrics–based PACUCOA
instrument.
2.
2008
PROFESSIONAL PERFORMANCE
52
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

53. <<MALLIG PLAINS COLLEGES, INC.>> - 53 - GRADUATE SCHOOL
Rubrics 7
Faculty Members Endeavor to Implement the Purposes and Objectives
of the Institution and the Specific Objectives of
the College Under Survey
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
B.1
Include this
in the
syllabi and
introduction
to every
class
orientation
Vision and
Mission in
each of the
syllabus
3
X
2
1
0
2008
Indicators
81-100% of the syllabus of the
faculty include mission and
vision of MPC
61-80% of the syllabus of the
faculty include mission and
vision of MPC
41-60% of the syllabus of the
faculty include mission and
vision of MPC
21-40% of the syllabus of the
faculty include mission and
vision of MPC
1-20% of the syllabus of the
faculty include mission and
vision of MPC
0% of the syllabus of the faculty
include mission and vision of
MPC
53
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

54. <<MALLIG PLAINS COLLEGES, INC.>> - 54 - GRADUATE SCHOOL
Table 7
Frequency Distribution of Teachers who Include Vision, Mission, Goals
and Objectives of the Institution in Their Syllabi
Actual
Number of
Faculty
Teachers who include
vision, mission, goals and
objectives of the
institution in their syllabi
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
Graduate School
10
0
0
51
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 7 shows the frequency distribution of teachers who include
vision, mission, goals and objectives of the institution in their syllabi. Zero
out of 51 faculty members include vision, mission, goals and objectives of the
institution in their syllabi. A numerical rating of 0 according to the rubrics is
taken.
Rubrics 8
Follow the Syllabi and Enrich Them Through Additional Reading
2008
54
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

55. <<MALLIG PLAINS COLLEGES, INC.>> - 55 - GRADUATE SCHOOL
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
B.2
Require
students to
submit
book
reports and
current
issues
reports
4
Student
book
reports
3

2
1
0
Indicators
81-100%
of the faculty have
compilation of students’ book reports
61-80%
of the faculty have
compilation of students’ book reports
41-60%
of the faculty have
compilation of students’ book reports
21-40%
of the faculty have
compilation of students’ book reports
1-20% of the faculty have compilation
of students’ book reports
0% of the faculty have compilation of
students’ book reports
Table 8
Frequency Distribution of Faculty with Compilation
of Student’s Book Reports
Actual
Number of
faculty
Faculty with
compilation of student’s
book reports
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
3
15.79
Graduate School
10
10
100.00
51
13
25.49
DEPARTMENT
TOTAL
NUMERICAL RATING
2
Table 8 shows the percentage of Faculty members with compilations of
student’s book reports. A total of 13 out of 51 faculty members or 25.49%
2008
55
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

56. <<MALLIG PLAINS COLLEGES, INC.>> - 56 - GRADUATE SCHOOL
have student book reports compilation. There are no book reports
compilation from faculty members in both the Elementary and High School.
Three out of 19 teachers in the college or 15.79 percent have. Ten out of 10
teachers in the Graduate School or 100 percent have compilation. The result
has a numerical rating of 2 according to the rubrics.
Rubrics 9
“Show Mastery of Subject Matter”
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
B.3
This should
be evident
by the
observation
and
evaluation
reports
4
Class
observation
reports

3
2
1
0
2008
Indicators
81-100% of the faculty were
observed by the administrators
61-80% of the faculty were
observed by the administrators
41-60% of the faculty were
observed by the administrators
21-40% of the faculty were
observed by the administrators
1-20% of the faculty were
observed by the administrators
0% of the faculty were
observed by the administrators
56
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

57. <<MALLIG PLAINS COLLEGES, INC.>> - 57 - GRADUATE SCHOOL
Table 9
Frequency Distribution of Teachers who were Observed
by the Administrators
Actual Number
of Faculty
Member
Faculty observed
by the
administrators
Percentage
Elementary
7
6
85.71
High School
15
11
73.33
College
19
15
78.95
41
32
78.05
DEPARTMENT
TOTAL
4
NUMERICAL RATING
Table 9 shows the percentage of faculty members who were observed
by the administrators. A total of 32 out of 41 faculty members or 58.54
percent were observed.
Six out of seven teachers or 85.71 percent were
observed in the Elementary, 11 out of 15 teachers or 73.33 percent in the High
School, and 15 out of 19 teachers or 78.95 percent in the college. The result
has a numerical rating of 4 according to the rubrics.
2008
57
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

58. <<MALLIG PLAINS COLLEGES, INC.>> - 58 - GRADUATE SCHOOL
Rubrics 10
“Show Evidence of Preparedness for Classes”
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
Assessment
No
Rating
81-100% of the faculty have
notes on daily exercises
61-80% of the faculty have
notes on daily exercises
41-60% of the faculty have
notes on daily exercises
21-40% of the faculty have
notes on daily exercises
1-20% of the faculty have notes
on daily exercises
0% of the faculty have notes on
daily exercises
5
Require
faculty to
have
objective
evidence of
prepared
daily
practical
exercises
B.4
4
Notes on
daily
exercises
3

Indicators
2
1
0
Table 10
Frequency Distribution of Teachers with Notes
on Daily Exercises
Actual Number
of faculty
Faculty with notes
on daily exercises
Percentage
Elementary
7
5
71.43
High School
15
14
93.33
College
19
19
100.00
Graduate School
10
10
100.00
51
48
94.12
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
5
58
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

59. <<MALLIG PLAINS COLLEGES, INC.>> - 59 - GRADUATE SCHOOL
Table 10 shows the percentage of Faculty members with notes on daily
exercises. A total of 48 out of 51 faculty members or 94.12 percent have notes,
with five out of seven teachers or 71.43 percent in the Elementary, 14 out of 15
teachers or 40.00 percent in the High School, 19 out of 19 teachers or 100.00
percent in the college, and 10 out of 10 teachers or 100.00 percent in the
Graduate School. A numerical rating of 5 according to the rubrics is attained.
Rubrics 11
Faculty Members are Aware of Recent Educational Trends and
Problems and are Able to Relate Subject Matter to
Current Local and Global Issues
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
B.5
Special
Studies in
global
issues and
technology
Global
issue
reports
3
X
2
1
0
2008
Indicators
81-100% of the faculty members are
knowledgeable about global issues
61-80% of the faculty members are
knowledgeable about global issues
41-60% of the faculty members are
knowledgeable about global issues
21-40% of the faculty members are
knowledgeable about global issues
1-20% of the faculty members are
knowledgeable about global issues
0% of the faculty members are
knowledgeable about global issues
59
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

60. <<MALLIG PLAINS COLLEGES, INC.>> - 60 - GRADUATE SCHOOL
Table 11
Frequency Distribution of Faculty Members who are Aware of Recent
Educational Trends and Problems and are Able to Relate Subject
Matter to Current Local and Global Issues
Actual Number
of Faculty
Teachers who are
knowledgeable
about global issues
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
TOTAL
41
0
0
DEPARTMENT
NUMERICAL RATING
0
Table 11 shows the frequency distribution of teachers who are
knowledgeable about global issues. Zero out of 41 faculty members are
knowledgeable on the said issue. A numerical rank of 0 according to the
PACUCOA-based rubrics is taken.
2008
60
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

61. <<MALLIG PLAINS COLLEGES, INC.>> - 61 - GRADUATE SCHOOL
RUBRICS 12
Evidence of Effective Use of Library, Internet, Instructional
Media and Other Instructional Devices
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
3
81-100% of the faculty use
internet
and
multi-media
resources
61-80% of the faculty use internet
and multi-media resources
41-60% of the faculty use internet
and multi-media resources
2
21-40% of the faculty use internet
and multi-media resources
1
1-20% of the faculty use internet
and multi-media resources
0
0% of the faculty use internet and
multi-media resources
5
Present
logbook of
internet
access and
multimedia
usage in
classroom
B.6
4
Logbook
for internet
and
multimedia
usage

Table12
Frequency Distribution of Teachers with Logbook for
Internet and Multi-Media Usage
Elementary
High School
College
Graduate School
TOTAL
Actual Number
of Faculty
Member
Faculty with logbook
for internet and
multimedia usage
7
15
19
10
51
DEPARTMENT
2
4
11
4
21
NUMERICAL RATING
2008
Percentage
28.57
26.67
57.89
40.00
41.18
3
61
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

62. <<MALLIG PLAINS COLLEGES, INC.>> - 62 - GRADUATE SCHOOL
Table 12 shows the percentage of faculty members with logbook for
internet and multimedia usage. A total of 21 out of 51 faculty members or
41.18 percent do have logbooks. Two out of seven teachers or 28.57 percent in
the Elementary, four out of 15 teachers or 26.67 percent in the High School, 11
out of 19 teachers or 57.89 percent in the college and 10 out of 10 teachers or
100 percent in the Graduate School have logbook.
This feature has a
numerical rating of 3 according to the rubrics.
Rubrics 13
“Show Evidences of Professional Growth Through Research Activity
and Publication and/or Membership in Recognized
Educational Organization and Association”
Professional Performance
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
B.7
Require
faculty to
engage in
group
research and
encourage
them to join
Research
Organizations
Compilati
on of
researches
and actual
uploading
of
membership
4
3

2
1
0
Indicators
81-100% of the faculty submitted
their compiled action researches
61-80% of the faculty submitted
their compiled action researches
41-60% of the faculty submitted
their compiled action researches
21-40% of the faculty submitted
their compiled action researches
1-20%
of
the
faculty
submitted their compiled
action researches
0% of the faculty submitted
their
compiled
action
researches
Table 13
2008
62
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

63. <<MALLIG PLAINS COLLEGES, INC.>> - 63 - GRADUATE SCHOOL
Frequency Distribution of Teachers with Compiled
Action Researches
Actual Number
of Faculty
Member
Faculty with
compilation of
action researches
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
Graduate School
10
10
100.00
51
51
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 13 shows the percentage of faculty members with compilation of
action researches. A total of 51 out of 51 faculty members or 100.00 percent
submit action researches to help the administration in overseeing problems
within the school. Seven out of seven teachers or 100.00 percent in the
Elementary, 154 out of 15 teachers or 100.00 percent in the High School, 19
out of 19 teachers or 100.00 percent in the college, and 10 out of 10 teachers or
100 percent in the Graduate School. A numerical rating of 5 according to the
rubrics is achieved.
3.
2008
TEACHING ASSIGNMENT
63
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

64. <<MALLIG PLAINS COLLEGES, INC.>> - 64 - GRADUATE SCHOOL
Rubrics 14
“A Policy of Determining Teaching Assignments is
Adopted and Followed”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.1
Adoption of
determining
teacher’s
assignment
Policy on
teaching
assignment
3

2
1
0
Indicators
81-100% of the faculty have 24
maximum loads with 3 preparations
61-80% of the faculty have 24
maximum loads with 4 preparations
41-60% of the faculty have 24
maximum loads with 5 preparations
21-40% of the faculty have 24
maximum loads with 6 preparations
1-20% of the faculty have 24 maximum
loads with 7 preparations
None of the above
Table 14
Frequency Distribution of Teachers with Maximum
Load of 24 units
Actual Number
of faculty
Faculty with maximum
load of 24 units
Percentage
Elementary
7
0
0
High School
15
3
20.00
College
TOTAL
19
41
15
18
78.95
43.90
3
DEPARTMENT
NUMERICAL RATING
Table 14 shows the percentage of faculty members with maximum
load of 24 units. A total of 18 out of 41 faculty members or 43.90 percent do
2008
64
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

65. <<MALLIG PLAINS COLLEGES, INC.>> - 65 - GRADUATE SCHOOL
have a maximum load; zero out of seven teachers or zero percent in the
Elementary, three out of 15 teachers or 20.00 percent in the High School, and
15 out of 19 teachers or 78.95 percent in the college. A numerical rating of 3
according to the rubrics is taken.
Rubrics 15
“The Percentage of Faculty Members Employed on a Full-time Basis
Meets Accreditation Requirements”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2
percentage
of full time
instructors
against
part time
percentage
of full time
instructors
against
part time
3

2
1
0
Indicators
81-100%
of
the
faculty
members
are
full-time
instructors
61-80%
of
the
faculty
members
are
full-time
instructors
41-60%
of
the
faculty
members
are
full-time
instructors
21-40%
of
the
faculty
members
are
full-time
instructors
1-20% of the faculty members
are full-time instructors
0% of the faculty members are
full-time instructors
Table 15
Frequency Distribution of Full Time Faculty Instructors
2008
65
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

66. <<MALLIG PLAINS COLLEGES, INC.>> - 66 - GRADUATE SCHOOL
Actual Number
of faculty
Full Time Faculty
Instructors
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
Graduate School
10
4
40.00
51
45
88.24
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 15 shows the percentage of Full time faculty members. A total of
45 out of 51 faculty members or 88.24 percent are full time instructors. Seven
out of seven teachers or 100.00 in the Elementary, 15 out of 15 teachers or
100.00 percent in the High School, 19 out of 19 teachers or 100.00 percent in
the college, and four out of 10 teachers or 40.00 percent in the Graduate
School. A numerical rating of 5 according to the rubrics is achieved.
2008
66
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

67. <<MALLIG PLAINS COLLEGES, INC.>> - 67 - GRADUATE SCHOOL
Rubrics 16
“Faculty Members are Given Teaching Assignment Only
In Their Major Fields of Specialization”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
3
81-100% of the faculty members
teach their field of specialization
61-80% of the faculty members
teach their field of specialization
41-60% of the faculty members
teach their field of specialization
2
21-40% of the faculty members
teach their field of specialization
1
1-20% of the faculty members
teach their field of specialization
0
0% of the faculty members teach
their field of specialization
5
4
C.3
Teacher’s
schedule
showing
qualification
Teacher’s
schedule
showing
qualification

Table 16
Frequency Distribution of Teachers who Teach their
Field of Specialization
DEPARTMENT
Actual
Number of
faculty
Faculty members who
teach their field of
specialization
Elementary
High School
College
Graduate School
TOTAL
7
15
19
10
51
7
14
2
10
34
NUMERICAL RATING
2008
Percentage
100.00
93.33
10.52
100.00
66.67
5
67
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

68. <<MALLIG PLAINS COLLEGES, INC.>> - 68 - GRADUATE SCHOOL
Table 16 shows the breakdown of faculty members who teach their line
of specialization. Seven out of seven teachers or 100 percent are qualified in
the Elementary, 14 out of 15 teachers or 93.33 percent are qualified in the high
school. Due to the verticalization of CHED, only two out of 19 or 10.52
percent college teachers are qualified. A numerical rating of 4 is achieved
based on the range of percentage presented in the rubrics-based PACUCOA
instrument.
Rubrics 17
“Teaching Loads of Faculty Members (Both Full-time and Part-time)
Allow Sufficient Time for Preparation of Classes and
Adequate Evaluation of Student Achievement”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
C.4
There
should be
no three
consecutive
lecture
classes
assigned to
each faculty
+ B.4
2008
Class
schedule
showing
that
teachers
have no 3
consecutive
hours
lecturing in
his classes
No
Assessment
Rating
5
4

3
2
1
0
Indicators
81-100% of the faculty do not
teach 3 consecutive hours
61-80% of the faculty do not
teach 3 consecutive hours
41-60% of the faculty do not
teach 3 consecutive hours
21-40% of the faculty do not
teach 3 consecutive hours
1-20% of the faculty do not
teach 3 consecutive hours
0% of the faculty do not teach
3 consecutive hours
68
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

69. <<MALLIG PLAINS COLLEGES, INC.>> - 69 - GRADUATE SCHOOL
Table 17
Frequency Distribution of Teachers with No
3 Consecutive Teaching Hours
Actual Number
of faculty
Teachers with no 3
consecutive
teaching hours
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
14
73.68
41
36
87.80
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 17 shows the percentage of faculty members with no three
consecutive teaching hours. A total of 36 out of 51 faculty members or 87.80
percent do not have three consecutive teaching hours. Seven out of seven
teachers or 100.00 percent in the Elementary, 15 out of 15 teachers or 100.00
percent in the High School and 14 out of 19 teachers or 73.68 percent in the
college do not engage themselves teaching for three consecutive hours. A
numerical rating of 5 according to rubrics is noted.
2008
69
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

70. <<MALLIG PLAINS COLLEGES, INC.>> - 70 - GRADUATE SCHOOL
Rubrics 18
“The Quality of Teacher Performance is Considered
When Assigning Faculty Load”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.5
The
quality of
instruction
a teacher
has
Policy on
teaching
assignment
3

2
1
0
Indicators
81-100% of the faculty
satisfactory performance
61-80% of the faculty
satisfactory performance
41-60% of the faculty
satisfactory performance
21-40% of the faculty
satisfactory performance
have
have
have
have
1-20% of the faculty have
satisfactory performance
0% of the faculty have teaching
assignment
Table 18
Frequency Distribution of Teachers with Satisfactory Performance
Actual Number
of faculty
Faculty with
satisfactory
performance
Percentage
Elementary
7
5
71.43
High School
15
12
80.00
College
19
18
94.74
Graduate School
10
10
100.00
51
45
88.24
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
5
70
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

71. <<MALLIG PLAINS COLLEGES, INC.>> - 71 - GRADUATE SCHOOL
Table 18 shows the percentage of faculty members with satisfactory
performance. A total of 45 out of 51 faculty members or 88.24percent have
satisfactory performance, five out of seven teachers or 71.43 percent in the
Elementary, 12 out of 15 teachers or 80.00 percent in the High School, 18 out
of 19 teachers or 94.74 percent in the college and 10 out of 10 teachers or 100
percent in the Graduate School. A numerical rating of 5 according to the
rubrics is achieved.
This performance rating of teachers is based on the records without
having verified the objectivity of the instrument used in the evaluation.
Rubrics 19
“Provision is Made for the Distribution of Extra Class
Responsibilities of Faculty Members”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
3
81-100% of the faculty have extra
class assignment
61-80% of the faculty have extra
class assignment
41-60% of the faculty have extra
class assignment
2
21-40% of the faculty have extra
class assignment
5
4
C.6
A
responsibility
checklist
showing
extra class
assignments
Policy on
extra class
assignment
Indicators

1
0
1-20% of the faculty have
extra class assignment
0% of the faculty have extra
class assignment
Table 19
2008
71
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

72. <<MALLIG PLAINS COLLEGES, INC.>> - 72 - GRADUATE SCHOOL
Frequency Distribution of Teachers with
Extra Class Assignment
Number of
faculty
Faculty with Extra
Class Assignment
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
Graduate School
10
4
40.00
51
45
88.24
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 19 shows the percentage of faculty members with extra class
assignment. A total of 45 out of 51 faculty members or 88.24 percent have
extra class assignment,
seven out of 7 teachers or 100.00 percent in the
Elementary, 15 out of 15 teachers or 100.00 percent in the High School, 19 out
of 19 teachers or 100.00 percent in the college and four out of 10 teachers or 40
percent in the Graduate School. A numerical rating of 5 according to the
rubrics is attained.
Rubrics 20
2008
72
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

73. <<MALLIG PLAINS COLLEGES, INC.>> - 73 - GRADUATE SCHOOL
“Student-Faculty Ratio is Generally Satisfactory”
Teaching Assignment
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.7
Enrolmen
t status
per class
Enrolmen
t status
per class
3

2
1
0
Indicators
81-100% of the classes have 35:1
student-teacher ratio
61-80% of the classes have 35:1
student-teacher ratio
41-60% of the classes have 35:1
student-teacher ratio
21-40% of the classes have 35:1
student-teacher ratio
1-20% of the classes have 35:1
student-teacher ratio
0% of the classes have 35:1
student-teacher ratio
Table 20
Frequency Distribution of Classes with 40
Students and below
Actual Number
of Class
Classes with 40
students and below
Percentage
Elementary
7
7
100.00
High School
15
0
0
College
21
17
80.95
43
24
55.81
3
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
73
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

74. <<MALLIG PLAINS COLLEGES, INC.>> - 74 - GRADUATE SCHOOL
Table 20 shows the percentage of classes with 40 students and below.
A total of 24 out of 43 classes or 55.81 percent have 35 and below students.
Seven out of seven classes or 100.00 percent in the Elementary, zero out of 15
classes or 0 percent in the High School and 17 out of 21 classes or 80.95
percent in the college. A numerical rating of 3 according to the rubrics is
noted.
4.
RANK, TENURE RENUMERATION AND FRINGE BENEFITS
Rubrics 21
“Promotion in Rank and Salary Which Includes Teaching Ability, Research
and/or Publication, Community Services, Academic Degrees
and Continuing Professional Education”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
2008

All the factors considered
7-8 factors are considered
3
5-6 factors are considered
2
3-4 factors are considered
1
1-2 factor/s is/are
considered
0
Policy on
promotion
Indicators
4
D.1
Rating
5
Provision on
the criteria
for
promotion in
rank and
salary
No
Assessment
No factor is considered
74
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

75. <<MALLIG PLAINS COLLEGES, INC.>> - 75 - GRADUATE SCHOOL
Table 21
The Criteria for Promotion in Rank and Salary
DEPARTMENT
1
2
3
4
5
Total
Percentage
Elementary
√
√
X
√
√
4
80.00
High School
√
√
X
√
√
4
80.00
College
√
√
X
√
√
4
80.00
4
80.00
TOTAL
NUMERICAL RATING
4
Table 21 shows that the 4 out of 5 policies on the promotion of faculty
are being observed. A numerical rating of 4 according to the rubrics is
achieved.
2008
75
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

76. <<MALLIG PLAINS COLLEGES, INC.>> - 76 - GRADUATE SCHOOL
Rubrics 22
“In the Application of the Criteria, the Recommendation of College
Administrators, Department Chairpersons, Students,
Peer Groups and Others”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.2
Provision
on the
application
of D.1
3
Policy on
promotion

2
1
0
Indicators
All the identified personalities have
a say in the promotion of a faculty
Only
4
of
the
identified
personalities have a say in the
promotion of a faculty
Only
3of
the
identified
personalities have a say in the
promotion of a faculty
Only
2of
the
identified
personalities have a say in the
promotion of a faculty
Only
1of
the
identified
personalities have a say in the
promotion of a faculty
None of the identified personalities
have a say in the promotion of a
faculty
Table 22
The Groups Who are Entitled to Recommend Faculty for Promotion
DEPARTMENT
Elementary
High School
College
College
Administrators
Dep’t
Chairperson
Students
Peer
Groups
Others
TOTAL
Percentage
√
√
√
X
X
X
X
X
X
X
X
X
X
X
X
1
1
1
20.00
20.00
20.00
1
20.00
1
AVERAGE
NUMERICAL
RATING
2008
76
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

77. <<MALLIG PLAINS COLLEGES, INC.>> - 77 - GRADUATE SCHOOL
Table 22 shows that only College administrators have a say on the
policy on promotions of faculty. A numerical rating of 1 according to the
rubrics is taken.
Rubrics 23
“The Salary Rates are Adequate in Meeting the Economic
and Social Demands of the Profession”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.3
Research
output to
prove
economic
viability
of salaries
Satisfactor
y salary
rates of
faculty
3

2
1
Indicators
81-100% of the faculty
receiving salary above
minimum wage
61-80% of the faculty
receiving salary above
minimum wage
41-80% of the faculty
receiving salary above
minimum wage
21-40% of the faculty
receiving salary above
minimum wage
1-20% of the faculty
receiving salary above
minimum wage
are
the
are
the
are
the
are
the
are
the
0
Table 23
2008
77
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

78. <<MALLIG PLAINS COLLEGES, INC.>> - 78 - GRADUATE SCHOOL
Frequency Distribution of Teachers Receiving
Above Minimum Wage
Actual Number
of faculty
Faculty members
receiving above
minimum wage
Percentage
Elementary
7
2
28.57
High School
15
8
53.33
College
19
18
94.74
41
28
68.29
DEPARTMENT
TOTAL
NUMERICAL RATING
4
Table 23 shows the percentage of faculty members receiving above
minimum wage. There are 28 out of 41 faculty members or 68.29 percent who
receive above minimum wage; two out of seven teachers or 28.57 percent in
the elementary, eight out of 15 teachers or 53.33 percent in the high school
and 18 out of 19 teachers or 94.74 percent in the College. A numerical rank of
4 according to the rubrics is achieved.
Rubrics 24
2008
78
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

79. <<MALLIG PLAINS COLLEGES, INC.>> - 79 - GRADUATE SCHOOL
“The Benefits and Responsibility of Tenure are Clearly
Described in the Faculty Manual or Elsewhere”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
Resolve
policy of
tenure
D.4
Policy of
tenure

3
2
1
0
Indicators
81-100% of the policy
are being observed
61-80% of the policy are
being observed
41-60% of the policy are
being observed
21-40% of the policy are
being observed
1-20% of the policy are
being observed
There is no policy on
tenure being made
Table 24
Frequency Distribution of Permanent Teachers
Actual Number
of Faculty
Permanent
Percentage
Elementary
7
6
85.71
High School
15
8
53.33
College
19
12
63.16
Graduate School
TOTAL
10
51
4
30
40.00
58.82
3
DEPARTMENT
NUMERICAL RATING
Table 24 shows the percentage of permanent faculty members. A total
of 30 out of 51 faculty members or 58.82 percent are permanent. Six out of
2008
79
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

80. <<MALLIG PLAINS COLLEGES, INC.>> - 80 - GRADUATE SCHOOL
seven teachers or 85.71 percent in the Elementary, eight out of 15 teachers or
53.33 percent in the High School, 12 out of 19 teachers or 63.16 percent in the
college, and four out of 10 professors or 40 percent in the Graduate School. A
numerical rating of 3 according to the rubrics is achieved.
Rubrics 25
“There are Definite Policies for Termination
of Employment”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.5
Develop
guidelines
for policy
on
termination
Policy on
termination

3
2
1
0
2008
Indicators
81-100% of the policy are
being observed
61-80% of the policy are
being observed
41-60% of the policy are
being observed
21-60% of the policy are
being observed
1-20% of the policy are
being observed
There is no policy on
termination being made
80
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

81. <<MALLIG PLAINS COLLEGES, INC.>> - 81 - GRADUATE SCHOOL
Table 25 shows that 12 out of 13 or 92.31 percent of the policies on
termination are being observed: 12 out of 13 policies or 92.31 percent in the
elementary, 12 out of 13 policies or 92.31 percent in the high school, 12 out of
13 policies or 92.31 percent in the college and 12 out of 13 policies or 92.31
percent in the Graduate School. A numerical rating of 5 according to the
rubrics is attained.
Rubrics 26
“Fringe Benefits are Enjoyed by Faculty Members Such as: Sick Leave,
Vacation Leave, Mandated Leave, Maternity Leave, Study
Leave With Pay, Study Leave Without Pay, etc”
Rank, Tenure, Remuneration and Fringe Benefits
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
3
All the identified benefits are
implemented
Only 6 identified benefits are
implemented
Only 5 identified benefits are
implemented
2
Only 3-4 identified benefits are
implemented
1
Only 1-2 identified benefits are
implemented
0
No identified benefits are
implemented
5
4
D.6
2008
Develop
guidelines
for policy
on benefits
Policy on
benefits

81
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

82. <<MALLIG PLAINS COLLEGES, INC.>> - 82 - GRADUATE SCHOOL
Table 26
The Policies on Fringe Benefits Enjoyed by the Faculty
DEPARTMENT
1
2
3
4
5
6
7
8
Total
Elementary
√
√
X
√
√
X
X
√
5
High School
√
√
X
√
√
X
X
√
5
College
√
√
X
√
√
X
X
√
5
Graduate School
√
√
X
√
√
X
X
√
5
TOTAL
5
NUMERICAL RATING
3
Table 26 shows that 5 out of 8 of the policies on fringe benefits are
being observed: five out of eight policies in the elementary, five out of eight
policies in the high school, five out of eight policies in the college and fie out
of eight policies in the Graduate School. A numerical rating of 3 according to
the rubrics is achieved.
5.
2008
FACULTY DEVELOPMENT
82
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

83. <<MALLIG PLAINS COLLEGES, INC.>> - 83 - GRADUATE SCHOOL
Rubrics 27
“The Faculty Development Program of the College Gives Provision for:
Scholarship, Fellowship, Study Grants, Stress Management
And Acquaintance”
Faculty Development
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
Assessment
No
Rating
Indicators
All provisions in the
standards are available
Only 5 provisions in the
standards are available
Only 4 provisions in the
standards are available
Only 3 provisions in the
standards are available
Only 1-2 provision/s in the
standards is/are available
There are no available
provisions in the standards
5
Provision for
scholarships,
fellowships
and study
grants of
faculty
members
E.1
4
Policy on
Faculty
Development
Program
3

2
1
0
Table 27
The Faculty Development Program of the College Gives Provisions for
Scholarships, Fellowships, Sabbatical Leaves, Faculty Loans for
Professional Growth and Research Grants
DEPARTMENT
1
2
3
4
5
Total
Elementary
√
√
√
√
√
5
High School
√
√
√
√
√
5
College
√
√
√
√
√
5
5
5
TOTAL
NUMERICAL RATING
2008
83
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

84. <<MALLIG PLAINS COLLEGES, INC.>> - 84 - GRADUATE SCHOOL
Table 27 shows that all of the p0rovisions in the Faculty Development
Program in Elementary, High School and College are being observed. A
numerical rating of 5 according to the rubrics is attained.
Rubrics 28
“The Institution Has a Policy on Faculty Meetings, Faculty Committees,
Attendance at Seminars and Conferences, Membership in
Professional Organizations and Research or
Publication of Papers”
Faculty Development
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.2.
Policy should be
reviewed to
identify how
extensive is its
implementation
Policy on
Faculty
Development
Program
3

2
1
0
2008
Indicators
The college has policies
in all identified areas
The college has policies
in 4 identified areas
The college has policies
in 3 identified areas
The college has policies
in 2 identified areas
The college has policies
in 1 identified area
The college has
no
policies on Faculty
Development Program
84
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

85. <<MALLIG PLAINS COLLEGES, INC.>> - 85 - GRADUATE SCHOOL
Table 28
Policy on Faculty Meetings, Faculty Committees, Attendance at
Seminars and Conferences, Membership in Professional
Organizations and Research or Publication
of Papers
DEPARTMENT
1
2
3
4
5
Total
Elementary
√
√
√
√
√
5
High School
√
√
√
√
√
5
College
√
√
√
√
√
5
TOTAL
5
NUMERICAL RATING
5
Table 28 shows that all of the policies in the Faculty Development
Program in Elementary, High School and College are being observed. A
numerical rating of 5 according to the rubrics is given.
2008
85
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

86. <<MALLIG PLAINS COLLEGES, INC.>> - 86 - GRADUATE SCHOOL
Rubrics 29
“Provision for In-Service Development”
Faculty Development
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
E.3
The Deans
should
schedule more
of these
activities. All
activities
should be
documented
4
Logbook
for
activities
and
Pictorial
3

2
1
0
Indicators
81-100% of the activities
are well documented.
61-80% of the activities
are well documented.
41-60% of the activities
are well documented.
21-40% of the activities
are well documented.
1-20% of the activities are
well documented.
0% of the activities are
well documented.
Table 29
Provision for In-Service Development Such as Fellowship,
Environmental Advocacy, Stress Management,
In-Service Training and Team Teaching
Fellowship
Environmental
Advocacy
Stress
Management
In-service
Training
Team
Teaching
Total
%
Elementary
√
√
X
√
X
3
60.00
High School
√
√
X
√
X
3
60.00
College
√
√
X
√
X
3
60.00
3
60.00
DEPARTMENT
TOTAL
NUMERICAL
RATING
2008
3
86
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

87. <<MALLIG PLAINS COLLEGES, INC.>> - 87 - GRADUATE SCHOOL
Table 29 shows that 3 out of 5 activities or 60.00 percent under faculty
development program were being observed: three out of five activities or
60.00 percent in the elementary department, three out of five activities or
60.00 percent in the high school department, three out of five activities or
60.00 percent in the college department. A numerical rating of 3 according to
the rubrics is attained.
B.
INSTRUCTION
1.
Program of Activities
Rubrics 30
“The Program of Studies is Relevant to the Needs of the Community/
Region and/or the Larger Society that the College Serves”
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
A.1
The
program is
approved
and
recognized
by CHED
4
Certificate
of
Recognitio
n by
CHED

3
2
1
0
2008
Indicators
81-100% of the program is
recognized by CHED
61-80% of the program is
recognized by CHED
41-60% of the program is
recognized by CHED
21-40% of the program is
recognized by CHED
1-20% of the program is
recognized by CHED
0% of the program is
recognized by CHED
87
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

88. <<MALLIG PLAINS COLLEGES, INC.>> - 88 - GRADUATE SCHOOL
Table 30
The Existence of Program of Studies in the
Different Departments
GS
Recognized
by CHED
CBA
CE
CCS
CIT
CHRM
CC
HS
Elem
Total
%
√
√
√
√
√
√
√
√
√
9
100
NUMERICAL
RATING
5
Table 30 shows that all of the programs offered by the institution are
recognized by CHED. A numerical rating of 5 according to the PACUCOAbased rubrics is achieved.
Rubrics 31
2008
88
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

89. <<MALLIG PLAINS COLLEGES, INC.>> - 89 - GRADUATE SCHOOL
“The Course Offerings Exceed the CHED Minimum
Curricular Requirements”
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
81-100% of the departments
offer elective subjects
61-80% of the departments
offer elective subjects
41-60% of the departments
offer elective subjects
21-40% of the departments
offer elective subjects
5
Add and
offer
electives as
institutional
requirements
A.2
4
Apply for
electives to
be
included
in the
curriculum
3

Indicators
2
1-20% of the departments
offer elective subjects
0% of the departments offer
elective subjects
1
0
Table 31
The Existence of Elective Subjects in the Curriculum
CURRICULUM
Elementary
High
School
College
Total
Percentage
Offers elective
subjects
X
X
√
1
33.33
NUMERICAL RATING
2
Table 31 shows the existence of elective subjects in the curriculum: 1
out of 3 departments or 33.33% offers elective subject. A numerical rating of 2
according to the rubrics is noted.
Rubrics 32
2008
89
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

90. <<MALLIG PLAINS COLLEGES, INC.>> - 90 - GRADUATE SCHOOL
“The Inclusion of Research Requirement to Graduating Students”
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
A.3
No
Assessment
Rating
Indicators
3
81-100%
of
the
graduating
students submitted their research
output
61-80% of the graduating students
submitted their research output
41-60% of the graduating students
submitted their research output
2
21-40% of the graduating students
submitted their research output
1
1-20% of the graduating students
submitted their research output
0
0% of the graduating students
submitted their research output
5
If there is
no research
subject then
add
research
into the
curriculum.
Compile all
research
undertaken
by students
Include
research
requirement
in the
curriculum
4

Table 32
Frequency Distribution of Graduating Students who
Submitted Their Research
Actual Number of
Graduating
Students
Graduating Students
who submitted their
research
Percentage
Elementary
13
0
0
High School
157
0
0
College
75
33
44.00
Graduate School
42
42
100.00
287
75
26.13
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
2
90
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

91. <<MALLIG PLAINS COLLEGES, INC.>> - 91 - GRADUATE SCHOOL
Table 32 shows the percentage of graduating students with research
requirements in their curriculum. Seventy-five graduating students out of
287 or 26.13 percent submitted their researches. Zero out of 13 graduating
students in the elementary, zero out of 157 graduating students in the high
school, 33 out of 75 graduating students in the college and 42 out of 42
graduating students or 100.00 percent in the Graduate School. A numerical
rating of 2 according to rubrics is taken.
2008
91
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

92. <<MALLIG PLAINS COLLEGES, INC.>> - 92 - GRADUATE SCHOOL
Rubrics 33
Sequence of the Subject is Logical
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
81-100% of the curriculum
were designed by CHED
61-80% of the curriculum
were designed by CHED
41-60% of the curriculum
were designed by CHED
21-40% of the curriculum
were designed by CHED
1-200% of the curriculum
were designed by CHED
0% of the curriculum was
designed by CHED
5
4
The sequence
of the subject
is logical
A.4
A
curriculum
design
approved
by CHED
3

Indicators
2
1
0
Table 33
Existence of programs approved by CHED
CURRICULUM
Elementary
High
School
College
Total
Percentage
Approved by CHED
√
√
√
3
100.00
5
NUMERICAL RANKING
Table 33 shows that the entire curriculum designs in Elementary, High
School and College are approved by CHED considering that the basic
education which includes the elementary and high school levels fall under the
umbrella of the College of Education as its laboratory schools. A numerical
2008
92
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

93. <<MALLIG PLAINS COLLEGES, INC.>> - 93 - GRADUATE SCHOOL
rating of 5 according to the rubrics is achieved.
Rubrics 34
Pre-requisites are Strictly Complied With
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
5
81-100% of the matrix of
subject areas are with prerequisites
4
A.5
Prerequisites
are strictly
complied with
3
A matrix of
subject areas
with
prerequisites

2
1
0
61-80% of the matrix of
subject areas are with
pre-requisites
41-60% of the matrix of
subject areas are with
pre-requisites
21-40% of the matrix of
subject areas are with
pre-requisites
1-20% of the matrix of
subject areas are with
pre-requisites
0% of the matrix of
subject areas are with
pre-requisites
Table 34
Matrix of Subject Areas with Pre-requisites
Elementary
Matrix of Subject areas
are with pre-requisites
NUMERICAL RATING
2008
High
School
College
Total
Percentage
√
√
√
3
100.00
5
93
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

94. <<MALLIG PLAINS COLLEGES, INC.>> - 94 - GRADUATE SCHOOL
Table 34 shows that the entire matrix of subject areas of the entire
curriculum is with pre-requisites. A numerical rating of 5 according to the
rubrics.
Rubrics 35
“Curriculum Structure Provides for Flexibility
Through a System of Electives”
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
5
4
8-9 approved electives
3
6-7 approved electives
2
4-5 approved electives
1
2-3 approved electives
0
A.6
Add and
offer elective
subjects as
institutional
requirements
Request
written
permission
from
CHED to
offer
elective
subjects
10 or more approved
electives
0-1 approved electives

Table 35
The Existence of Electives in the Curriculum
DEPARTMENT
Elementary
High School
College
TOTAL
2008
Electives
0
0
12
12
Numerical
Ranking
0
0
5
5
94
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

95. <<MALLIG PLAINS COLLEGES, INC.>> - 95 - GRADUATE SCHOOL
Table 35 shows the number of elective subjects the curriculum has.
There are 12 electives being offered. A numerical rating of 5 according to the
rubrics is noted.
RUBRICS 36
“The Faculty members Participate in the Formulation and Re-evaluation
of the Program of Studies through Membership In a
Curriculum Study Committee”
Program for Studies
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
A.7
A.8
Provide
objective
evidence
of faculty
consultatio
n and
evaluation
of the
curriculum
4
Logbook
for faculty
meeting
RE:
curriculum
evaluation
3

2
1
0
2008
Indicators
81-100% of the faculty
participate in formulation of
the program of studies
61-80% of the faculty
participate in formulation of
the program of studies
41-60% of the faculty
participate in formulation of
the program of studies
21-40% of the faculty
participate in formulation of
the program of studies
1-20%
of
the
faculty
participate in formulation of
the program of studies
0%
of
the
faculty
participates in formulation
of the program of studies
95
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

96. <<MALLIG PLAINS COLLEGES, INC.>> - 96 - GRADUATE SCHOOL
Table 36
Frequency Distribution of Faculty Members Who Participate
in the Formulation of the Program of Studies
Actual
Number of
faculty
Faculty members that
participate in
formulation of the
program of Studies
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
6
31.58
TOTAL/AVERAGE
41
6
14.63
1
DEPARTMENT
NUMERICAL RATING
Table 36 shows the percentage of faculty members who participate in
the formulation of the Program of Studies. Six out of 41 faculty members are
participating in the formulation: 0 out of 7 teachers in the elementary, 0 out of
15 teachers in the high school and 6 out of 19 teachers or 31.58% in the
college. A numerical rating of 1 according to the rubrics is achieved.
B.
2008
Co-Curricular Activities
96
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

97. <<MALLIG PLAINS COLLEGES, INC.>> - 97 - GRADUATE SCHOOL
Rubrics 37
Co-curricular Activities are Given a Proportionate Role
in the Overall Academic Program
Co-curricular Activities
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
B.1
Pictorial
compilation
and
summary of
activities
Weights of
activities in a
given
computation
of grades in a
particular
subject
where Cocurricular
activities are
considered
3
X
2
1
0
2008
Indicators
81-100% of the students
who want to join cocurricular
activities
should
undergo
academic qualification
61-80% of the students
who want to join cocurricular
activities
should
undergo
academic qualification
41-60% of the students
who want to join cocurricular
activities
should
undergo
academic qualification
21-40% of the students
who want to join cocurricular
activities
should
undergo
academic qualification
1-20% of the students
who want to join cocurricular
activities
should
undergo
academic qualification
0% of the students who
want to join co- the
curricular
activities
should
undergo
academic qualification
97
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

98. <<MALLIG PLAINS COLLEGES, INC.>> - 98 - GRADUATE SCHOOL
TABLE 37
Frequency Distribution of Students who Join Co-curricular
Activities with a Proportionate Role in the Overall
Academic Program
Actual
Number of
Students
Students who join cocurricular activities
with a proportionate
role in the over-all
academic program
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
0
0
1282
0
0
DEPARTMENT
TOTAL/AVERAGE
NUMERICAL RATING
0
Table 37 shows the frequency distribution of students who join cocurricular activities with a proportionate role in the over-all academic
program. No one out of 1282 students in the elementary, high school and
college departments join in said co-curricular activities. A numerical rating of
0 according to the rubrics is given.
2008
98
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

99. <<MALLIG PLAINS COLLEGES, INC.>> - 99 - GRADUATE SCHOOL
Rubrics 38
Policy Regarding Academic Qualifications for Student
Participation in Co-curricular Activities
Sub
Section
Program
Alternative
Co-curricular Activities
Expected
Identification
Output
of existence
Yes
No
Assessment
Rating
5
4
B.2
Develop
policy and
guidelines
Policy
identifying
students’
qualifications
in cocurricular
activities
3
X
2
1
0
2008
Indicators
81-100% of the members
of organization passed
the qualifications set by
administration
61-80% of the members
of organization passed
the qualifications set by
administration
41-60% of the members
of organization passed
the qualifications set by
administration
21-40% of the members
of organization passed
the qualifications set by
administration
1-20% of the members of
organization passed the
qualifications set by
administration
0% of the members of
organization passed the
qualifications set by
administration
99
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

100. <<MALLIG PLAINS COLLEGES, INC.>> - 100 - GRADUATE SCHOOL
Table 38
Frequency Distribution of Students Who Join Organization and
Underwent Qualifications Set by Administration
Actual
Number of
Students
Students who join
organization who
underwent qualifications
set by administration
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
0
0
1282
0
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
Table 38 shows the frequency distribution of students who join
organization and underwent qualifications set by the administration. No one
out of 1282 students from the elementary, high school and college department
joined and underwent such qualifications. A numerical rating of 0 according
to the rubrics is given.
2008
100
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

101. <<MALLIG PLAINS COLLEGES, INC.>> - 101 - GRADUATE SCHOOL
Rubrics 39
“Enrichment Activities in Major/Specialization Fields”
Co-curricular Activities
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
81-100% of the students
submit book reports
61-80% of the students
submit book reports
41-60% of the students
submit book reports
21-40% of the students
submit book reports
1-20% of the students
submit book reports
0% of the students
submit book reports
5
Require
students to
submit book
reports and
internet
researches
and reports
B.3.1
4
Book
reports of
students

Indicators
3
2
1
0
Table 39
Frequency Distribution of Students Who Submitted Their Book Reports
Actual
Number of
Students
Students who
submitted their
book reports
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
212
45.60
Graduate School
42
42
100.00
1324
254
19.18
1
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
101
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

102. <<MALLIG PLAINS COLLEGES, INC.>> - 102 - GRADUATE SCHOOL
Table 39 shows the percentage of students who submitted their book
reports:
There are 254 students out of 1324 or 19.18 percent who have
submitted their book reports. No one out of 116 students in the elementary
and of 701 students in the high school, 212 out of 465 students or 45.60
percent in the college and 42 out of 42 students or 100.00 percent in the
Graduate School submitted book reports. A numerical rating of 1 according to
the rubrics is given.
Rubrics 40
“Community Immersion/Exposure”
Co-curricular Activities
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
B.3.2
Prepare
logbook of
community
services
Logbook
for
community
services
3

2
1
0
2008
Indicators
81-100% of the students
participate in community
services
61-80% of the students
participate in community
services
41-60% of the students
participate in community
services
21-40% of the students
participate in community
services
1-20% of the students
participate in community
services
0%
of
the
students
participate in community
services
102
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

103. <<MALLIG PLAINS COLLEGES, INC.>> - 103 - GRADUATE SCHOOL
Table 40
Frequency Distribution of Students Who Participate
in Community Services
Actual Number of
Students
Students Who Participates on
community Services
Percentage
Numerical
Rating
1324
76
5.74
1
Table 40 shows the percentage of students who participate in
community services: Out of 1324 students, 76 or 5.74 percent are participating
in community services. A numerical rating of 1 according to the rubrics is
noted.
Rubrics 41
Academic Requirements are not Relaxed in Favor of
Participation of Co-curricular Activities
Co-curricular Activities
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
B.4
Academic
requirements
in favor of
co-curricular
activities
Memo of
no-class
interruption
3
X
2
1
0
2008
Indicators
81-100% of activities have a
memo of no class interruption
61-80% of activities have a
memo of no class interruption
41-60% of activities have a
memo of no class interruption
21-40% of activities have a
memo of no class interruption
1-20% of activities have a
memo of no class interruption
0% of activities have a memo
of no class interruption
103
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

104. <<MALLIG PLAINS COLLEGES, INC.>> - 104 - GRADUATE SCHOOL
Table 41
The Existence of No Class Interruption Memo
Nutrition
Month
Buwan
ng wika
Intrams
Foundation
Total
Percent
Elementary
X
X
X
X
0
0
High School
X
X
X
X
0
0
College
X
X
X
X
0
0
DEPARTMENT
TOTAL
0
NUMERICAL
RATING
0
Table 41 shows the frequency distribution of no-class interruption
memo being implemented during co-curricular activity programs. No memo
was distributed during the co-curricular activity programs during Nutrition
Month, Buwan ng Wika, Intramurals and Foundation. A numerical rating of
0 according to the rubrics is given.
2008
104
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

105. <<MALLIG PLAINS COLLEGES, INC.>> - 105 - GRADUATE SCHOOL
Rubrics 42
Instructional Schedules are not Unduly Interrupted
by Co-curricular Functions
Co-curricular Activities
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
B.5
Instructional
schedules
should not be
interrupted
by cocurricular
activities
4
3
Memo of noclass
interruption
X
2
1
0
Indicators
81-100% of activities have a
memo of no class interruption
61-80% of activities have a
memo of no class interruption
41-60% of activities have a
memo of no class interruption
21-40% of activities have a
memo of no class interruption
1-20% of activities have a
memo of no class interruption
0% of activities have a memo
of no class interruption
Table 42
The existence of no class interruption memo
Nutrition
Month
Buwan
ng wika
Intrams
Foundation
Total
Percentage
Elementary
X
X
X
X
0
0
High School
X
X
X
X
0
0
College
TOTAL
X
X
X
X
0
0
0
DEPARTMENT
NUMERICAL
RATING
2008
0
105
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

106. <<MALLIG PLAINS COLLEGES, INC.>> - 106 - GRADUATE SCHOOL
Table 42 shows the frequency distribution of no-class interruption
memo being implemented during co-curricular activity programs. No memo
was distributed during the co-curricular activity programs during Nutrition
Month, Buwan ng Wika, Intramurals and Foundation. A numerical rating of
0 according to the PACUCOA-based rubrics is given.
Rubrics 43
“Co-curricular Activities are Regularly Evaluated to Ensure Their Worth and
Relevance to Student Needs and to the Attainment of the Objectives
of the Academic Program”
Sub
section
Program
Alternative
Co-Curricular Activities
Expected
Identification
Output
of existence
Yes
B.6
2008
Require
students to
submit their
reaction
papers on the
co-curricular
activities
assigned to
them
identifying
the values
they have
acquired
No
Assessment
Rating
5
4
Reaction
papers of
students on
activities
participated
in
3

2
1
0
Indicators
81-100% of the students
submit
reaction
and
evaluation papers
61-80% of the students
submit
reaction
and
evaluation papers
41-60% of the students
submit
reaction
and
evaluation papers
21-40% of the students
submit
reaction
and
evaluation papers
1-20% of the students
submit
reaction
and
evaluation papers
0% of the students submit
reaction and evaluation
papers
106
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

107. <<MALLIG PLAINS COLLEGES, INC.>> - 107 - GRADUATE SCHOOL
Table 43
Frequency Distribution of Students Who Submitted
Their Reaction Papers
Actual
Number of
Students
Students who
submitted their
reaction papers
Percentage
Elementary
116
0
0
High School
701
215
30.67
College
465
136
29.24
1282
351
27.38
DEPARTMENT
TOTAL
NUMERICAL
RATING
2
Table 43 shows the percentage of students who submitted their
reaction papers on the activities they have participated in. A total of 351
students out of 1282 or 27.38 percent have submitted reaction papers, zero
out of 116 students in the elementary department, 215 out of 701 students or
30.67 percent in the high school department and 136 out of 465 students or
29.24 percent in the college department. A numerical rating of 2 according to
the rubrics is given.
2008
107
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

108. <<MALLIG PLAINS COLLEGES, INC.>> - 108 - GRADUATE SCHOOL
C.
Instructional Process
Rubrics 44
“The Instructional Process as a Whole is Directed Towards the Total
Development of the Student Through Analytical
and Critical Judgment
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.1.1
Show class
records of
teachers to
prove
participation
of students
in class
recitation
Class
record
RE: class
recitation
and
group
work
3

2
1
0
Indicators
81-100% of the faculty
reflect the recitation
grade in their class
records
61-80% of the faculty
reflect the recitation
grade in their class
records
41-60% of the faculty
reflect the recitation
grade in their class
records
21-40% of the faculty
reflect the recitation
grade in their class
records
1-20% of the faculty
reflect the recitation
grade in their class
records
0% of the faculty reflect
the recitation grade in
their class records
Tab le 44
2008
108
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

109. <<MALLIG PLAINS COLLEGES, INC.>> - 109 - GRADUATE SCHOOL
Frequency Distribution of Teachers with Records of
Student’s Recitation and Group Works
Actual Number
of Faculty
Teachers with records of
student’s recitation and
group work
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
5
DEPARTMENT
TOTAL
NUMERICAL
RATING
Table 44 shows the percentage of teachers with records of their
students’ recitation and group work.
All of the faculty members in the
different departments have their records of students’ recitation and group
work; 41 out of 41 or 100.00 percent. Seven out of seven in the elementary
department, 15 out of 15 in the high school department and 19 out 19 in the
college department. A numerical rank of 5 according to the rubrics is
achieved.
2008
109
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

110. <<MALLIG PLAINS COLLEGES, INC.>> - 110 - GRADUATE SCHOOL
Rubrics 45
“Promotion of Scholarly Effort”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.1.2
Show
evidence of
group
discussions
3

Pictorial
2
1
0
Indicators
81-100% of the pictorials
show group discussion
61-80% of the pictorials
show group discussion
41-60% of the pictorials
show group discussion
21-40% of the pictorials
show group discussion
1-20% of the pictorials show
group discussion
0% of the pictorials show
group discussion
Table 45
The Existence of Group Discussion in Class
GS
Evidences of
Group
Discussion
CBA
CE
CCS
CIT
CHRM
CC
HS
Elem
Total
%
√
√
√
√
√
√
√
√
√
9
100
NUMERICAL
RANKING
5
Table 45 shows the departments with evidences of group discussions
in their classes.
2008
Nine out of nine departments or 100.00 percent have
110
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

111. <<MALLIG PLAINS COLLEGES, INC.>> - 111 - GRADUATE SCHOOL
evidences of group discussion. A numerical rating of 5 according to the
rubrics is attained.
Rubrics 46
The Instructional Process as a Whole is Directed Towards
the Total Development of Students
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
C.1.3
C.1.4
C.1.5
C.1.6
C.1.7
C.1.8
Require
students to
submit their
reaction
papers on the
co-curricular
activities
assigned to
them
identifying
the values
they have
acquired
4
Reaction
papers on
curricular
activities
participated
in
3
X
2
1
0
2008
Indicators
81-100%
of
students
submit reaction papers on
co-curricular
activities
they participated in.
61-80%
of
students
submit reaction papers on
co-curricular
activities
they participated in.
41-60%
of
students
submit reaction papers on
co-curricular
activities
they participated in.
21-40%
of
students
submit reaction papers on
co-curricular
activities
they participated in.
1-20% of students submit
reaction papers on cocurricular activities they
participated in.
0% of students submit
reaction papers on cocurricular activities they
participated in.
111
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

112. <<MALLIG PLAINS COLLEGES, INC.>> - 112 - GRADUATE SCHOOL
Table 46
Frequency Distribution of Students Who Submitted their
Reaction Paper on Co-curricular Activities
DEPARTMENT
Actual Number
of Students
Number of Students
who submitted their
reaction paper on cocurricular activities
they participated in.
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
0
0
1282
0
0
TOTAL
NUMERICAL
RATING
0
Table 46 shows the frequency distribution of students who submitted
their reaction papers on the co-curricular activities they participated in. No
one out of total 1282 students from elementary, high school and college
departments submitted any reaction papers. A numerical rating of 0
according to the rubrics is given.
2008
112
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

113. <<MALLIG PLAINS COLLEGES, INC.>> - 113 - GRADUATE SCHOOL
Rubrics 47
“The School Makes Judicious Use of Textbooks”
Instructional Process
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.1
Provide
Logbook for
Library use
Logbook
for Library
use

3
2
1
0
Indicators
81-100% of the students
visit regularly the library
61-80% of the students
visit regularly the library
41-60% of the students
visit regularly the library
21-40% of the students
visit regularly the library
1-20% of the students
visit regularly the library
0% of the students visit
regularly the library
Table 47
Frequency Distribution of Students Who Visits the Library
*Single visit a day; Number of students x Number of School Days from June 2007January 2008
Total Expected
Actual Number of
Number of Visits in Student visits in the
DEPARTMENT
Percentage
the library from
library from
June-January*
June-January
Elementary
High School
College
Graduate School
TOTAL
18758
116366
77190
6972
219286
0
484
10534
56
11074
NUMERICAL RATING
2008
0
0.42
13.65
0.80
5.05
1
113
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

114. <<MALLIG PLAINS COLLEGES, INC.>> - 114 - GRADUATE SCHOOL
Table 47 shows the percentage of the actual number of student visits in
the library from the month of June 2007 to January 2008. There are 11074
visits out of 219286 or only 5.05% possible visits by total students to the
library from June 2007-January 2008; Of a possible 18758 visits, not one was
made from the elementary department, 484 out of 116366 expected visits or
0.42% from the high school department, 10534 out of 77190 or 13.65% from
the college department and only 56 out 6972 or 0.80% from the Graduate
School. A numerical rating of 1 according to the rubrics is given.
Rubrics 48
References and Supplementary Materials
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.2
Require book
reports
Book
reports of
students

3
2
1
0
2008
Indicators
81-100% of the students
submit book reports
61-80% of the students
submit book reports
41-60% of the students
submit book reports
21-40% of the students
submit book reports
1-20% of the students
submit book reports
0% of the students
submit book reports
114
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

115. <<MALLIG PLAINS COLLEGES, INC.>> - 115 - GRADUATE SCHOOL
Table 48
Frequency Distribution of Students Who
Submitted their Book Reports
Actual
Number of
Students
Students who
submitted their
book reports
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
212
45.60
Graduate School
42
42
100.00
1324
254
19.18
DEPARTMENT
TOTAL
NUMERICAL RATING
1
Table 48 shows the percentage of students who submitted their book
reports: Out of 1324 students, 254 or 19.18 percent have submitted their book
reports. No one out of 116 students in the elementary and of 701 students in
the high school, 212 out of 465 students or 45.60 percent in the college and 42
out of 42 students or 100.00 percent in the Graduate School submitted book
reports. A numerical rating of 1 according to the rubrics is given.
2008
115
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

116. <<MALLIG PLAINS COLLEGES, INC.>> - 116 - GRADUATE SCHOOL
Rubrics 49
The School Makes Judicious Use of Audio-Visual Materials
Instructional Process
Sub
Program
section Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
1
21-25 days use of multi
facilities in a semester
16-20 days use of multi
facilities in a semester
11-15 days use of multi
facilities in a semester
6-10 days use of multi
facilities in a semester
1-5 days use of multi
facilities in a semester
0
No proof of using multi media
facilities in a semester
5
4
C.2.3
Prepare
Logbook
for multimedia
usage
Logbook
for the
use of
multimedia
3
X
2
media
media
media
media
media
Table 49
The Number of Days that the Multimedia Facilities
were Used by the Students
Number of days that the
multimedia facilities were
used by the students
Numerical Rating
Elementary
0
0
High School
0
0
College
0
0
0
0
DEPARTMENT
TOTAL
2008
116
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

117. <<MALLIG PLAINS COLLEGES, INC.>> - 117 - GRADUATE SCHOOL
Table 49 shows the number of days that the multimedia facilities were
used by the students. It was never used during the semester. A numerical
rating of 0 according to the PACUCOA-based rubrics is given. The students
really manipulate the multimedia facilities but there were no objective
evidences to support this subsection.
Rubrics 50
“The School Makes Judicious use of Reference and
Supplementary Materials”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.4
Require
Internet
browsing
reports
associated
with their
courses
Internet
browsing
reports
3
X
2
1
0
2008
Indicators
81-100% of the faculty can show
evidence that their students submit
reports from internet browsing
61-80% of the faculty can show
evidence that their students submit
reports from internet browsing
41-60% of the faculty can show
evidence that their students submit
reports from internet browsing
21-40% of the faculty can show
evidence that their students submit
reports from internet browsing
1-20% of the faculty can show
evidence that their students submit
reports from internet browsing
0% of the faculty can show
evidence that their students submit
reports from internet browsing
117
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

118. <<MALLIG PLAINS COLLEGES, INC.>> - 118 - GRADUATE SCHOOL
Table 50
Frequency Distribution of Teachers with Evidence that their
Students Submit Internet Browsing Reports
Actual
Number of
Faculty
Teachers with evidence that
their students submit
internet browsing reports
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
41
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 50 shows the frequency of teachers with evidences that their
students submit internet browsing reports. No one of 41 faculty members
showed such evidences. A numerical rating of 0 is given according to the
rubrics.
2008
118
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

119. <<MALLIG PLAINS COLLEGES, INC.>> - 119 - GRADUATE SCHOOL
Rubrics 51
The Existence of Team Teaching
Instructional Process
Sub
Program
Section Alternative
Expected
Output
Identification
of existence
Yes
Assessment
No
Rating
5
C.2.5
Show
memo
requests
and
approvals
of team
teaching
Memo
request
and
approval
of team
teaching
4
3
X
2
1
0
Indicators
9-10 times per semester, team
teaching is being scheduled
7-8 times per semester, team
teaching is being scheduled
5-6 times per semester, team
teaching is being scheduled
3-4 times per semester, team
teaching is being scheduled
1-2 times per semester, team
teaching is being scheduled
No team teaching is being
scheduled
Table 51
Frequency Distribution of Applying Team
Teaching in a Semester
Frequency of applying team
teaching in a semester
Numerical Rating
Elementary
0
0
High School
0
0
College
0
0
0
0
DEPARTMENT
TOTAL
2008
119
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

120. <<MALLIG PLAINS COLLEGES, INC.>> - 120 - GRADUATE SCHOOL
Table 51 shows the frequency of applying team teaching in a semester.
It was never applied. A numerical rating of 0 according to the rubrics is given.
Rubrics 52
“The School Makes Judicious use of Programmed
Instructional Materials”
Instructional Process
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.6
C.2.7
Require
faculty to
have
objective
evidences
of daily
practical
exercises
Daily lesson
plans,
instructional
materials
and
exercises
3

2
1
0
2008
Indicators
81-100% of the faculty
have printed soft copy of
instructional materials
61-80% of the faculty
have printed soft copy of
instructional materials
41-60% of the faculty
have printed soft copy of
instructional materials
21-40% of the faculty
have printed soft copy of
instructional materials
1-20% of the faculty have
printed soft copy of
instructional materials
0% of the faculty have
printed soft copy of
instructional materials
120
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

121. <<MALLIG PLAINS COLLEGES, INC.>> - 121 - GRADUATE SCHOOL
Table 52
Frequency Distribution of Teachers with Printed and
Soft Copy of Instructional Materials
Actual
Number of
Faculty
Teachers with printed
and soft copy of
instructional material
Percentage
Elementary
7
4
57.14
High School
15
9
60.00
College
19
13
68.42
41
26
63.41
DEPARTMENT
TOTAL
NUMERICAL RATING
4
Table 52 shows the percentage of teachers with printed and soft copy
of their instructional materials. There were 26 out of 41 teachers or 63.41
percent who have these; four out of seven teachers or 57.41 percent in the
elementary department, nine out of 15 or 60.00 percent in the high school
department and 13 out of 19 teachers or 68.42 percent in the college
department. A numerical rating of 4 according to the rubrics is achieved.
2008
121
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

122. <<MALLIG PLAINS COLLEGES, INC.>> - 122 - GRADUATE SCHOOL
Rubrics 53
“The School Makes Judicious Use of Field Trips”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.8
Evidence
with letter
requests,
approval and
reaction
reports
Letter
requests
and
approval
for field
trips and
reaction
papers
submitted
by students
3

2
1
0
2008
Indicators
81-100% of the students
who attended field trips
submitted their reaction
papers about their trip
61-80% of the students
who attended field trips
submitted their reaction
papers about their trip
41-60% of the students
who attended field trips
submitted their reaction
papers about their trip
21-40% of the students
who attended field trips
submitted their reaction
papers about their trip
1-20% of the students
who attended field trips
submitted their reaction
papers about their trip
0% or less of the
students who attended
field trips submitted
their reaction papers
about their trip
122
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

123. <<MALLIG PLAINS COLLEGES, INC.>> - 123 - GRADUATE SCHOOL
Table 53
Frequency Distribution of Students Who Attended Field
Trips and Submitted their Book Reports
Actual Number
of Students
Number of Students
who attended field trips
and submitted their
book reports
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
97
20.86
1282
97
7.57
DEPARTMENT
TOTAL
NUMERICAL RATING
1
Table 53 shows the percentage of students who attended field trips and
submitted their book reports. 97 out 1282 students or 7.57% have attended
and submitted. Not one of 116 students submitted in the elementary
department, No one of the 701 students in the high school department did
and 97 out of 465 students in the college department did the requirement. A
numerical rating of 1 according to the rubrics is given.
2008
123
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

124. <<MALLIG PLAINS COLLEGES, INC.>> - 124 - GRADUATE SCHOOL
Rubrics 54
“The School Makes Judicious use of Convocations
and Assemblies”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.9
Show
schedules of
convocations
and
assemblies
Planned
Schedules of
convocations
, assemblies
and
pictorials
3

2
1
0
Indicators
81-100% of the planned
schedules of convocations
were accomplished
61-80% of the planned
schedules of convocations
were accomplished
41-60% of the planned
schedules of convocations
were accomplished
21-40% of the planned
schedules of convocations
were accomplished
1-20% of the planned
schedules of convocations
were accomplished
0% of the planned
schedules of convocations
were accomplished
Table 54
The Existence of Convocations and Assemblies
Nutrition
Month
Elementary
High School
College
TOTAL
Buwan
ng wika
Intrams
Foundation
Total
%
√
√
√
DEPARTMENT
√
√
√
√
√
√
√
√
√
4
4
4
100.00
100.00
100.00
100.00
5
NUMERICAL RATING
2008
124
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

125. <<MALLIG PLAINS COLLEGES, INC.>> - 125 - GRADUATE SCHOOL
Table 54 shows the planned convocations and assemblies that were
accomplished.
All or 100.00 percent of the four planned assemblies and
convocations in the elementary, high school and college departments were
accomplished. A numerical rating of 5 according to the rubrics is achieved.
Rubrics 55
“The School Makes Judicious Use of Community Activities”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
C.2.10
Require
students to
involve
into
community
activities
Photocopy
of letter
inviting
students to
attend
community
activities
with
pictorials
4
3

2
1
0
2008
Indicators
81-100% of the students
participate
in
the
community activities
61-80% of the students
participate
in
the
community activities
41-60% of the students
participate
in
the
community activities
21-40% of the students
participate
in
the
community activities
1-20% of the students
participate
in
the
community activities
0% of the students
participate
in
the
community activities
125
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

126. <<MALLIG PLAINS COLLEGES, INC.>> - 126 - GRADUATE SCHOOL
Table 55
Frequency Distribution of Students Who Participate
in Community Services
Actual Number of
Students
Students Who Participates on
community Services
Percentage
Numerical
Rating
1324
76
5.74
1
Table 55 shows the percentage of students who participate in
community services, 76 out of 1324 students or 5.74 percent are participating
in community services. A numerical rating of 1 according to the rubrics is
achieved.
Rubrics 56
“The School Makes Judicious Use of Community Activities”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.2.12
Provision
about on and
off campus
practicum
Require
practicum
compilation
reports by
students

3
2
1
0
2008
Indicators
81-100% of the interns
compile their portfolio
61-80% of the interns
compile their portfolio
41-60% of the interns
compile their portfolio
21-40% of the interns
compile their portfolio
1-20% of the interns
compile their portfolio
0% of the interns
compile their portfolio
126
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

127. <<MALLIG PLAINS COLLEGES, INC.>> - 127 - GRADUATE SCHOOL
Table 56
Frequency Distribution of Interns with
Compilations of Portfolio
Actual
Number of
Interns
Interns with
Compilation of
Portfolio
Percentage
Education
7
7
100.00
Criminology
10
8
80.00
Computer Science
12
8
66.67
Business Administration
25
25
100.00
Computer Secretarial
17
12
70.59
71
60
84.51
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 56 shows the percentage of interns with compilation of portfolio.
There are 60 out of 71 or 84.51percent interns who have compilations of their
portfolio: seven out of seven or 100.00 percent interns from the Education,
eight out of 10 interns or 80.00 percent from the Criminology Department,
eight out of 12 interns or 66.67 percent from the Computer Science
Department, 25 out of 25 interns or 100.00 percent from the Business
Administration Department and 12 out of 17 interns or 70.59 percent from the
Computer Secretarial Department. A numerical rating of 5 according to the
rubrics is achieved.
2008
127
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

128. <<MALLIG PLAINS COLLEGES, INC.>> - 128 - GRADUATE SCHOOL
Rubrics 57
The School Makes Judicious Use of Problem Solving/Case Studies
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
81-100% of the students
compile their case studies
61-80% of the students
compile their case studies
41-60% of the students
compile their case studies
21-40% of the students
compile their case studies
1-20% of the students
compile their case studies
0% of the students compile
their case studies
5
4
C.2.13
There are
case studies
included in
the syllabi
Require
compilation
of case
studies
3
X
Indicators
2
1
0
Table 57
Frequency Distribution of Students Who Compile
their Case Studies
Actual Number
of Students
Number of Students who
compile their case studies
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
0
0
1282
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
0
128
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

129. <<MALLIG PLAINS COLLEGES, INC.>> - 129 - GRADUATE SCHOOL
Table 57 shows the frequency of students who compile their case
studies. No one of 1282 students has a compilation. A numerical rating of 0
according to the PACUCOA-based rubrics is noted.
Table 58
“The School Makes Judicious Use of Teacher-made
Instructional Materials”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
C.2.15
All
instructional
materials
should be
compiled
and
submitted
to the
PACUCOA
Room
4
Teachermade
instructional
materials
3

2
1
0
2008
Indicators
81-100% of the faculty
have
teacher-made
instructional materials
61-80% of the faculty
have
teacher-made
instructional materials
41-60% of the faculty
have
teacher-made
instructional materials
21-40% of the faculty
have
teacher-made
instructional materials
1-20% of the faculty
have
teacher-made
instructional materials
0% or lesser of the
faculty have teachermade
instructional
materials
129
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

130. <<MALLIG PLAINS COLLEGES, INC.>> - 130 - GRADUATE SCHOOL
Table 58
Frequency Distribution of Teachers with
Instructional Materials
Actual
Number of
Faculty
Teachers with
instructional
materials
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 58 shows the percentage of teachers with instructional materials.
All teachers or 100.00 percent have instructional materials; seven out of seven
teachers or 100.00 percent in the elementary department, 15 out of 15 teachers
or 100.00 percent in the high school department and 19 out of 19 teachers or
100.00 percent in the college department. A numerical rating of 5 according to
the rubrics is achieved.
2008
130
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

131. <<MALLIG PLAINS COLLEGES, INC.>> - 131 - GRADUATE SCHOOL
Rubrics 59
“The Teaching Methods Used are Adapted to
the Subject Matter”
Instructional Process
Sub
Program
section Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.1
Indicate
the
methods of
instruction
in the
syllabi
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty
submitted a syllabi which
include
methods
of
instruction
61-80% of the faculty
submitted a syllabi which
include
methods
of
instruction
41-60% of the faculty
submitted a syllabi which
include
methods
of
instruction
21-40% of the faculty
submitted a syllabi which
include
methods
of
instruction
1-20%
of
the
faculty
submitted a syllabi which
include
methods
of
instruction
0% of the faculty submitted
a syllabi which include
methods of instruction
131
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

132. <<MALLIG PLAINS COLLEGES, INC.>> - 132 - GRADUATE SCHOOL
Table 59
Frequency Distribution of Teachers with Syllabi that
Include Methods of Instruction
Actual
Number
of Faculty
Teachers with
syllabi that
includes method
of instruction
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
5
NUMERICAL RATING
Table 59 shows the percentage of teachers with syllabi that include
methods of instruction: 41 out of 41 teachers or 100.00% have included
methods of instruction in their syllabi. There are seven out of seven teachers
or 100.00 percent in the elementary department, 15 out of 15 teachers or
100.00 percent in the high school department and 19 out of 19 teachers or
100.00 percent in the college department. A numerical rating of 5 according to
the rubrics is achieved.
Rubrics 60
2008
132
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

133. <<MALLIG PLAINS COLLEGES, INC.>> - 133 - GRADUATE SCHOOL
“The Teaching Methods Used Stipulate Students to Think”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
81-100% of the faculty have in
their class record a column
for recitation
61-80% of the faculty have in
their class record a column
for recitation
41-60% of the faculty have in
their class record a column
for recitation
21-40% of the faculty have in
their class record a column
for recitation
1-20% of the faculty have
their class record
0% of the faculty have in their
class record a column for
recitation
5
4
Proof of
recitation
in the class
record
C.3.2
Class
record
showing
column for
recitation
3
2
1
0
Table 60
Frequency Distribution of Teachers with Class Records
Showing Column for Recitation
DEPARTMENT
Elementary
High School
College
TOTAL
NUMERICAL RATING
2008
Actual
Number of
Faculty
Teachers with class
records showing
column for recitation
7
15
19
41
7
15
19
41
Percentage
100.00
100.00
100.00
100.00
5
133
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

134. <<MALLIG PLAINS COLLEGES, INC.>> - 134 - GRADUATE SCHOOL
Table 60 shows the percentage of teachers with class records showing a
column for recitation: 41 out of 41 teachers or 100.00 percent have class
records showing a column for recitation. There are seven out of seven
teachers or 100.00 percent in the elementary department, 15 out of 15 teachers
or 100.00 percent in the high school department and 19 out of 19 teachers or
100.00 percent in the college department. A numerical rating of 5 according to
the rubrics is attained.
Rubrics 61
“The Teaching Method Used Encourage Participation
in Group Work”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
C.3.3
Show
evidence of
group
discussions
Class
records
and
pictorials
showing
grade
column
for group
work
4
3
2
1
0
2008
Indicators
81-100% of the faculty have in
their class record a column for
group work grade
61-80% of the faculty have in
their class record a column for
group work grade
41-60% of the faculty have in
their class record a column for
group work grade
21-40% of the faculty have in
their class record a column for
group work grade
1-20% of the faculty have in their
class record a column for group
work grade
0% of the faculty have in their class
record a column for group work
grade
134
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

135. <<MALLIG PLAINS COLLEGES, INC.>> - 135 - GRADUATE SCHOOL
Table 61
Frequency Distribution of Teachers with Class Records
Showing Column for Group Work
Actual
Number of
Faculty
Teachers with class
records showing column
for group work
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 61 shows the percentage of teachers with class records showing
column for group work. All 41 teachers or 100.00% have class records
showing a column for group works. There are 7 out of 7 teachers or 100.00%
in the elementary department, 15 out of 15 teachers or 100.00% in the high
school department and 19 out of 19 teachers or 100.00% in the college
department. A numerical rating of 5 according to the rubrics is taken.
.
2008
135
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

136. <<MALLIG PLAINS COLLEGES, INC.>> - 136 - GRADUATE SCHOOL
Rubrics 62
“The Teaching Methods Arouse the Spirit of Inquiry”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.4
Graded
inquiry to
be added in
the class
record
Class
record
showing
grade
column for
questioning
3
2
1
0
2008
Indicators
81-100% of the faculty
have in their class
record a column for
grade in questioning
61-80% of the faculty
have in their class
record a column for
grade in questioning
41-60% of the faculty
have in their class
record a column for
grade in questioning
21-40% of the faculty
have in their class
record a column for
grade in questioning
1-20% of the faculty
have in their class
record a column for
grade in questioning
0% of the faculty have
in their class record a
column for grade in
questioning
136
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

137. <<MALLIG PLAINS COLLEGES, INC.>> - 137 - GRADUATE SCHOOL
Table 62
Frequency Distribution of Teachers with Class Record
Showing Column for Questioning
Actual
Number of
Faculty
Teachers with class
records showing column
for questioning
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 62 shows the percentage of teachers with class records showing a
grade column for questioning. There are 41 out of 41 teachers or 100.00
percent who have class records showing a grade column for questioning,
seven out of seven teachers or 100.00 percent in the elementary department,
15 out of 15 teachers or 100.00 percent in the high school department and 19
out of 19 teachers or 100.00 percent in the college department. A numerical
rating of 5 according to the rubrics is achieved.
2008
137
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

138. <<MALLIG PLAINS COLLEGES, INC.>> - 138 - GRADUATE SCHOOL
Rubrics 63
“The Teaching Methods are Conducive to Independent Study”
Instructional Process
Sub
Program
section Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
Show
memo
requests
and
approvals
of team
teaching
C.3.5
Memo
request
and
approval
of team
teaching
3
X
2
1
0
Indicators
81-100% of the faculty apply
team teaching included in
their syllabi
61-80% of the faculty apply
team teaching included in
their syllabi
41-60% of the faculty apply
team teaching included in
their syllabi
21-40% of the faculty apply
team teaching included in
their syllabi
1-20% of the faculty apply
team teaching included in
their syllabi
0% of the faculty apply team
teaching included in their
syllabi
Table 63
The Existence of Team Teaching
Frequency of applying team
teaching in a semester
Numerical Rating
Elementary
0
0
High School
0
0
College
0
0
0
0
DEPARTMENT
TOTAL
2008
138
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

139. <<MALLIG PLAINS COLLEGES, INC.>> - 139 - GRADUATE SCHOOL
Table 63 shows the frequency of applying team teaching in a semester.
It was never applied. A numerical rating of 0 according to the rubrics is
noted.
Rubrics 64
The Teaching Methods Used are Conducive to Independent Study
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.7
Require
students to
submit a
notebook
separate for
assignments
3
Assignment
notebooks

2
1
0
2008
Indicators
81-100% of the faculty
require
assignment
notebooks to students
61-80% of the faculty
require
assignment
notebooks to students
41-60% of the faculty
require
assignment
notebooks to students
21-40% of the faculty
require
assignment
notebooks to students
1-20% of the faculty
require students to
have
assignment
notebooks
0%
of the faculty
require students to
have their assignment
notebooks
139
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

140. <<MALLIG PLAINS COLLEGES, INC.>> - 140 - GRADUATE SCHOOL
Table 64
Frequency Distribution of Teachers Requiring Assignment
Notebooks As a Proof of Independent Study
Actual
Number of
Faculty
Teachers requiring
Assignment
Notebooks
Percentage
Elementary
7
7
100.00
High School
15
12
80.00
College
19
8
42.11
41
27
65.85
DEPARTMENT
TOTAL
NUMERICAL RATING
4
Table 64 shows the number of teachers requiring assignment
notebooks in their classes. There are 27 out of 41 teachers or 65.85 percent
who are requiring assignment notebooks in their classes. Seven out of seven
teachers or 100.00 percent in the elementary department, 12 out of 15 teachers
or 80.00 percent in the high school department and 8 out of 19 teachers or
42.11 percent in the college department. A numerical rating of 4 according to
the rubrics is achieved.
2008
140
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

141. <<MALLIG PLAINS COLLEGES, INC.>> - 141 - GRADUATE SCHOOL
Rubrics 65
“The Teaching Methods Require a Reasonable
Amount of Library Work”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.8
Book
reports
Require
book
reports
3

2
1
0
2008
Indicators
81-100% of the faculty
can show evidence that
their
students
have
enough library work
61-80% of the faculty can
show evidence that their
students have enough
library work
41-60% of the faculty can
show evidence that their
students have enough
library work
21-40% of the faculty can
show evidence that their
students have enough
library work
1-20% of the faculty can
show evidence that their
students have enough
library work
0% of the faculty can
show evidence that their
students have enough
library work
141
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

142. <<MALLIG PLAINS COLLEGES, INC.>> - 142 - GRADUATE SCHOOL
Table 65
Frequency Distribution of Teachers with Evidence that
their Students have Enough Library Work
Actual
Number of
Faculty
Teachers with evidence
that their students have
enough library works
Percentage
Elementary
7
0
00.00
High School
15
9
60.00
College
19
10
52.63
41
19
46.34
DEPARTMENT
TOTAL
NUMERICAL RATING
3
Table 65 shows the percentage of teachers with evidence that their
students have enough library works. There are 19 out of 41 teachers or 46.34
percent with evidences that their students have enough library work. No one
of seven teachers in the elementary department has, nine out of 15 teachers or
60.00 percent in the high school department and 19 out of 19 teachers or
100.00 percent in the college department. A numerical rating of 5 according to
the rubrics is noted.
Rubrics 66
2008
142
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

143. <<MALLIG PLAINS COLLEGES, INC.>> - 143 - GRADUATE SCHOOL
Teaching Methods are Relevant and Adapted to Existing Conditions or
Situations and Thereby Develop Social Consciousness
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
C.3.9
Require
students to
submit their
reaction
papers on
the cocurricular
activities
assigned to
them
identifying
the values
they have
acquired
4
Reaction
papers on
cocurricular
activities
3
X
2
1
0
Indicators
81-100% of the faculty can
show objective evidence that
their students have submitted
reaction papers/ evaluation
on co-curricular activities
61-80% of the faculty can
show objective evidence that
their students have submitted
reaction papers/ evaluation
on co-curricular activities
41-60% of the faculty can
show objective evidence that
their students have submitted
reaction papers/ evaluation
on co-curricular activities
21-40% of the faculty can
show objective evidence that
their students have submitted
reaction papers/ evaluation
on co-curricular activities
1-20% of the faculty can show
objective evidence that their
students have submitted
reaction papers/ evaluation
on co-curricular activities
0% of the faculty can show
objective evidence that their
students have submitted
reaction papers/ evaluation
on co-curricular activities
Table 66
Frequency Distribution of Teachers Who can Show Objective
2008
143
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

144. <<MALLIG PLAINS COLLEGES, INC.>> - 144 - GRADUATE SCHOOL
Evidence that their Students have Submitted Reaction
Papers/evaluation on Co-curricular Activities
Actual
Number of
Faculty
Number of teachers who
can show objective
evidence that their
students have submitted
reaction
papers/evaluation on
co-curricular activities
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
41
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 66 shows the frequency of teachers who can show objective
evidence that their students have submitted reaction papers/evaluation on
co-curricular activities. None of the teachers have objective evidence. A
numerical rating of 0 according to the rubrics is given.
2008
144
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

145. <<MALLIG PLAINS COLLEGES, INC.>> - 145 - GRADUATE SCHOOL
Rubrics 67
“The Teaching Methods Conform to College
Instructional Standards”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.10
Provision
on college
instructional
standards
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty
submitted a syllabi
which include method
of instruction
61-80% of the faculty
submitted a syllabi
which include method
of instruction
41-60% of the faculty
submitted a syllabi
which include method
of instruction
21-40% of the faculty
submitted a syllabi
which include method
of instruction
1-20% of the faculty
submitted a syllabi
with
method
of
instruction
0%
of the faculty
submitted a syllabi
with instruction
145
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

146. <<MALLIG PLAINS COLLEGES, INC.>> - 146 - GRADUATE SCHOOL
Table 67
Frequency Distribution of Teachers with Syllabi that
Include Methods of Instruction
Actual
Number of
Faculty
Teachers with syllabi
that includes method of
instruction
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 67 shows that all the teachers have syllabi that include methods
of instruction: 7 out of 7 or 100% in the elementary, 15 out of 15 or 100% in the
high school, 19 out of 19 or 100% in the college department. A numerical
rating of 5, based on the range of percentage presented in the rubrics is
achieved.
2008
146
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

147. <<MALLIG PLAINS COLLEGES, INC.>> - 147 - GRADUATE SCHOOL
Rubrics 68
“The Teaching Methods Encourage Resourcefulness and Creativity”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.11
Show
evidence of
resources of
subject
matter and
reflect it in
the syllabi
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty can
show objective evidence
that
they
use
other
resources in the provisions
of instructional materials
61-800% of the faculty can
show objective evidence
that
they
use
other
resources in the provisions
of instructional materials
41-60% of the faculty can
show objective evidence
that
they
use
other
resources in the provisions
of instructional materials
21-40% of the faculty can
show objective evidence
that
they
use
other
resources in the provisions
of instructional materials
1-20% of the faculty can
show objective evidence
that
they
use
other
resources in the provisions
of instructional materials
0% of the faculty can show
objective evidence that
they use other resources in
the
provisions
of
instructional materials
147
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

148. <<MALLIG PLAINS COLLEGES, INC.>> - 148 - GRADUATE SCHOOL
Table 68
Frequency Distribution of Teachers Showing Objective Evidence
that they Use Other Resources in the Provision
of Instructional Materials
Actual
Number of
Faculty
Teachers showing
objective evidence that
they use other resources
in the provision of
instructional materials
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 68 shows that the teachers are able to present objective evidence
that they use other resources in the provision of instructional materials: seven
out of seven or 100 percent in the elementary, 15 out of 15 or 100 percent in
the high school, 19 out of 19 or 100 percent in the college department. A
numerical rating of 5 is achieved, based on the range of percentage presented
in the rubrics.
Rubrics 69
2008
148
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

149. <<MALLIG PLAINS COLLEGES, INC.>> - 149 - GRADUATE SCHOOL
“The Teaching Methods are Congruent with the
Objectives of the Program”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.12
Provision
for the
teaching
methods
that are
congruent
with the
objectives
of the
program
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty can show
evidence that teaching materials
can measure the objectives of each
topic based on the objective
classification identified by them
61-80% of the faculty can show
evidence that teaching materials
can measure the objectives of each
topic based on the objective
classification identified by them
41-60% of the faculty can show
evidence that teaching materials
can measure the objectives of each
topic based on the objective
classification identified by them
21-400% of the faculty can show
evidence that teaching materials
can measure the objectives of each
topic based on the objective
classification identified by them
1-20% of the faculty can show
evidence that teaching materials
can measure the objectives of each
topic based on the objective
classification identified by them
0% of the faculty can show evidence
that teaching materials can measure
the objectives of each topic based on
the objective classification identified
by them
149
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

150. <<MALLIG PLAINS COLLEGES, INC.>> - 150 - GRADUATE SCHOOL
Table 69
Frequency Distribution of Teachers with Evidence that their
Teaching Materials can Measure the Objectives of each
Topic Based on the Objective Classification
Actual
Number of
Faculty
Teachers with evidence
that their teaching
materials can measure the
objectives of each topic
based on the objective
classification
Percentage
Elementary
7
6
85.71
High School
15
14
93.33
College
19
19
100.00
41
39
95.12
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 69 shows the percentage of teachers who can show objective
evidence that they use other resources in the provision of instructional
materials: 39 out of 41 or 95.12 percent teachers do have, six out of seven or
85.71 percent in the elementary department, 14 out of 15 or 93.33 percent in
the high school department, 19 out of 19 or 100 percent in the college
department. A numerical rating of 5, based on the range of percentage
presented in the rubrics is achieved.
2008
150
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

151. <<MALLIG PLAINS COLLEGES, INC.>> - 151 - GRADUATE SCHOOL
Rubrics 70
“The Teaching Methods are Student Centered”
Instructional Process
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
C.3.13
Student
activities
should be
identified in
the syllabi
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty
can show objective
evidence that they
create student activities
61-80% of the faculty
can show objective
evidence that they
create student activities
41-60% of the faculty
can show objective
evidence that they
create student activities
21-40% of the faculty
can show objective
evidence that they
create student activities
1-20% of the faculty can
show
objective
evidence that they
create student activities
0% of the faculty can
show
objective
evidence that they
create student activities
151
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

152. <<MALLIG PLAINS COLLEGES, INC.>> - 152 - GRADUATE SCHOOL
Table 70
Frequency Distribution of Teachers Showing Objective
Evidence that they Create Student Activities
Actual
Number of
Faculty
Teachers showing
objective evidence that
they create student
activities
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 70 shows the percentage of teachers who can show objective
evidence that they create student activities: 41 out of 41 teachers or 100.00%
percent have objective evidence; seen out of seven or 100 percent in the
elementary department, 15 out of 15 or 100 percent in the high school
department and 19 out of 19 or 100 percent in the college department. A
numerical rating of 5, based on the range of percentage presented in the
rubrics is attained.
D.
2008
CLASSROOM MANAGEMENT
152
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

153. <<MALLIG PLAINS COLLEGES, INC.>> - 153 - GRADUATE SCHOOL
Rubrics 71
“Records are Kept of Students’ Daily Attendance”
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.1
Submit
daily
attendance
sheet
3
Classroom
attendance
sheet

2
1
0
2008
Indicators
81-100% of the faculty
submitted
their
classroom
attendance
sheet
61-80% of the faculty
submitted
their
classroom
attendance
sheet
41-60% of the faculty
submitted
their
classroom
attendance
sheet
21-40% of the faculty
submitted
their
classroom
attendance
sheet
1-20% of the faculty
submitted
their
classroom
attendance
sheet
0%
of the faculty
submitted
their
classroom
attendance
sheet
153
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

154. <<MALLIG PLAINS COLLEGES, INC.>> - 154 - GRADUATE SCHOOL
Table 71
Frequency Distribution of Teachers who Submitted
their Class Attendance Sheet
Actual
Number of
Faculty
Teachers who
submitted their class
attendance sheet
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 71 shows the percentage of teachers who submitted their class
attendance sheets. 41 out of 41 teachers or 100.00 percent have submitted
showing seven out of seven or 100 percent in the elementary department, 15
out of 15 or 100% in the high school department and 19 out of 19 or 100
percen in the college department. A numerical rating of 5 based on the range
of percentage presented in the rubrics is attained.
Rubrics 72
2008
154
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

155. <<MALLIG PLAINS COLLEGES, INC.>> - 155 - GRADUATE SCHOOL
“Regular Class Attendance is Further Encouraged Through
Class Standing, Unannounced Quizzes and Seat Work”
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.2
Provide an
academic
policy to
indicate the
percentage of
attendance
included in
the grade
computation
3
Student’s
Handbook

2
1
0
2008
Indicators
81-100% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
61-80% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
41-60% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
21-40% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
1-20% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
0% of the faculty can show
objective evidence that they
include
class
standing,
unannounced quizzes and seat
work in the grade computation
155
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

156. <<MALLIG PLAINS COLLEGES, INC.>> - 156 - GRADUATE SCHOOL
Table 72
Frequency Distribution of Teachers Showing Objective Evidence
that they Include Class Standing, Unannounced Quizzes
and Seat Work in the Grade Computation
Actual
Number of
Faculty
Teachers showing
objective evidence that
they include class
standing, unannounced
quizzes and seat work in
the grade computation
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 72 shows the percentage of teachers with objective evidence that
they include class standing, unannounced quizzes and seat work in the grade
computation. A total of 41 out of 41 teachers or 100.00 percent have
evidences: seven out of seven or 100 percent in the elementary department, 15
out of 15 or 100 percent in the high school department and 19 out of 19 or 100
percent in the college department. A numerical rating of 5 based on the range
of percentage presented in the rubrics is achieved.
2008
156
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

157. <<MALLIG PLAINS COLLEGES, INC.>> - 157 - GRADUATE SCHOOL
Rubrics 73
“The College Enforces Its Rules Concerning Class Attendance”
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.3
Provision on
the
enforcement
of the college
in class
attendance
3
Student’s
Handbook

2
1
0
2008
Indicators
81-100% of the faculty
can
show
objective
evidence
that
they
require
guidance
counseling
for
unreasonable absences
61-80% of the faculty can
show objective evidence
that
they
require
guidance counseling for
unreasonable absences
41-60% of the faculty can
show objective evidence
that
they
require
guidance counseling for
unreasonable absences
21-40% of the faculty can
show objective evidence
that
they
require
guidance counseling for
unreasonable absences
1-20% of the faculty can
show objective evidence
that
they
require
guidance counseling for
unreasonable absences
0% of the faculty can show
objective evidence that
they require guidance
counseling
for
unreasonable absences
157
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

158. <<MALLIG PLAINS COLLEGES, INC.>> - 158 - GRADUATE SCHOOL
Table 73
Frequency Distribution of Teachers with Objective Evidence That They
Require Guidance Counseling for Unreasonable Absences
Actual
Number of
Faculty
Teachers with objective
evidence that they require
guidance counseling for
unreasonable absences
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 73 shows the percentage of teachers with objective evidence that
they require guidance counseling for unreasonable absences. There are 41 out
of 41 teachers or 100.00% who have evidences. seven out of seven or 100
percent in the elementary department, 15 out of 15 or 100 percent in the high
school department and 19 out of 19 or 100 percent in the college department.
A numerical rating of 5 based on the range of percentage presented in the
PACUCOA-based rubrics is achieved.
2008
158
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

159. <<MALLIG PLAINS COLLEGES, INC.>> - 159 - GRADUATE SCHOOL
Rubrics 74
There is One Laboratory Assistant for each Laboratory Class
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
Provision on
the ratio of
one
laboratory
assistant is to
one student
D.4
4
Justification
for a
laboratory
assistant for
each
laboratory
class
3
X
2
1
0
Indicators
81-100% of lab classes
have assistants.
61-80% of lab classes
have assistants.
41-600% of lab classes
have assistants.
21-40% of lab classes
have assistants.
1-20% of lab classes have
assistants.
0% of lab classes have
assistants.
Table 74
The Existence of Laboratory Assistants in a Class
Number of laboratory
assistants in every class
Numerical Rating
Elementary
0
0
High School
0
0
College
0
0
0
0
DEPARTMENT
TOTAL/AVERAGE
2008
159
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

160. <<MALLIG PLAINS COLLEGES, INC.>> - 160 - GRADUATE SCHOOL
Table 74 shows the number of laboratory assistants for each laboratory
class. There are no laboratory assistants in the lab class. A numerical rank of 0
according to the rubrics is noted.
Rubrics 75
“In Purely Lecture Classes the Number of Students is Appropriate
to the Size and Acoustics of the Rooms and Its Facilities”
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.5
Provisions
on the
number of
students in a
purely
lecture class
List of
class size
by the
registrar
3

2
1
0
2008
Indicators
81-100% of the classes
have a size of 40 and
below
61-80% of the classes
have a size of 40 and
below
41-60% of the classes
have a size of 40 and
below
21-40% of the classes
have a size of 40 and
below
1-20% of the classes
have a size of 40 and
below
0% of the classes have
a size of 40 and below
160
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

161. <<MALLIG PLAINS COLLEGES, INC.>> - 161 - GRADUATE SCHOOL
Table 75
Frequency Distribution of Classes with Size of 40
Students and Below
Actual Number
of Classes
Classes with size of
40 students and
below
Percentage
Elementary
7
7
100.00
High School
15
0
0
College
21
17
80.95
43
24
55.81
DEPARTMENT
TOTAL
NUMERICAL RATING
3
Table 75 shows the percentage of classes with size of 40 students and
below. There are 24 out of 43 classes or 55.81% with 40 and below students
per class: seven out of seven or 100 percent in the elementary department, 0
out of 15 or 0 percent in the high school department and 17 out of 21 or 80.95
percent in the college department. A numerical rating of 3 based on the range
of percentage presented in the rubrics is attained.
2008
161
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

162. <<MALLIG PLAINS COLLEGES, INC.>> - 162 - GRADUATE SCHOOL
Rubrics 76
“Proper Classroom Discipline is Maintained in Consonance
With Sound and Democratic Practice
1
0
2008
students to the guidance
office
1-20% of the faculty can
show objective evidence
of
referring
erring
students to the guidance
office
0% of the faculty can
show objective evidence
of
referring
erring
students to the guidance
office
162
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

163. <<MALLIG PLAINS COLLEGES, INC.>> - 163 - GRADUATE SCHOOL
Table 76
Frequency Distribution of Teachers with Objective Evidence that
they Refer Erring Students to the Guidance Office
Actual
Number of
Faculty
Teachers showing
objective evidence
that they refer erring
students to the
guidance office
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 76 shows the percentage of teachers with objective evidence that
they refer erring students to the guidance office. There are 41 out of 41
teachers or 100.00 percent who have evidences: seven out of seven teachers
or 100.00 percent in the elementary department, 15 out of 15 teachers or
100.00 percent in the high school department and 19 out of 19 teachers or
100.00 percent in the college department. A numerical rating of 5 according to
the rubrics is achieved.
2008
163
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

164. <<MALLIG PLAINS COLLEGES, INC.>> - 164 - GRADUATE SCHOOL
Rubrics 77
“In Class Using Discussion and Other Interaction Methods of Teaching,
the Number of Students Does Not Exceed Fifty (50).
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
D.7
Limit
classes up
to 50
students
List of
class size
by the
registrar

3
2
1
0
2008
Indicators
81-100% of the classes
with discussion method
do not exceed 50 students
61-80% of the classes with
discussion method do not
exceed 50 students
41-60% of the classes with
discussion method do not
exceed 50 students
21-40% of the classes with
discussion method do not
exceed 50 students
1-20% of the classes with
discussion method do not
exceed 50 students
0% of the classes with
discussion method do not
exceed 50 students
164
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

165. <<MALLIG PLAINS COLLEGES, INC.>> - 165 - GRADUATE SCHOOL
TABLE 77
Frequency Distribution of Classes With Size of 40
Students and Below
Actual Number
of Classes
Classes with size
of 40 students
and below
Percentage
Elementary
7
7
100.00
High School
15
0
0
College
21
17
80.95
43
24
55.81
DEPARTMENT
TOTAL
NUMERICAL RATING
3
Table 77 shows the percentage of classes with size of 40 students and
below. There are 24 out of 43 classes or 55.81% with 40 students and below:
seven out of seven or 100 percent in the elementary department, 0 out of 15 or
0 percent in the high school department and 17 out of 21 or 80.95 percent in
the college department. A numerical rating of 3 based on the range of
percentage presented in the rubrics is noted.
Rubrics 78
2008
165
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

166. <<MALLIG PLAINS COLLEGES, INC.>> - 166 - GRADUATE SCHOOL
“Independent Work and Performance are
Encouraged and Monitored”
Classroom Management
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
3
D.8
Assignment
notebooks
Assignment
notebooks

2
1
0
2008
Indicators
81-100% of the faculty
can show objective
evidence that they
require
assignment
notebooks to students
61-80% of the faculty
can show objective
evidence that they
require
assignment
notebooks to students
41-60% of the faculty
can show objective
evidence that they
require
assignment
notebooks to students
21-40% of the faculty
can show objective
evidence that they
require
assignment
notebooks to students
1-20% of the faculty can
show
objective
evidence that they
require
assignment
notebooks to students
0% of the faculty can
show
objective
evidence that they
require
assignment
notebooks to students
166
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

167. <<MALLIG PLAINS COLLEGES, INC.>> - 167 - GRADUATE SCHOOL
Table 78
Frequency Distribution of Teachers Requiring Assignment Notebooks
Actual
Number of
Faculty
Teachers requiring
Assignment
Notebooks
Percentage
Elementary
7
7
100.00%
High School
15
12
80.00%
College
19
8
42.11%
41
27
65.85%
DEPARTMENT
TOTAL
NUMERICAL RATING
4
Table 78 shows the number of teachers requiring assignment
notebooks in their classes. A total of 27 out of 41 teachers or 65.85 percent are
requiring assignment notebooks in their classes; seven out of seven teachers
or 100.00 percent in the elementary department, 12 out of 15 teachers or 80.00
percent in the high school department and 8 out of 19 teachers or 42.11
percent in the college department. A numerical rating of 4 according to the
rubrics is achieved.
2008
167
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

168. <<MALLIG PLAINS COLLEGES, INC.>> - 168 - GRADUATE SCHOOL
E.
ACADEMIC PERFORMANCE OF STUDENTS
Rubrics 79
“Pencil and Paper/Written Tests”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.1.1
Provision
on pencil
and paper
tests

Final test
papers
3
2
1
0
2008
Indicators
81-100% of the faculty
submit their final exams to
their respective deans
61-80% of the faculty
submit their final exams to
their respective deans
41-60% of the faculty
submit their final exams to
their respective deans
21-40% of the faculty
submit their final exams to
their respective deans
1-20% of the faculty
submit their final exams to
their respective deans
0% of the faculty submit
their final exams to their
respective deans
168
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

169. <<MALLIG PLAINS COLLEGES, INC.>> - 169 - GRADUATE SCHOOL
Table 79
Frequency Distribution of Teachers Who Submit
their Final Tests
Actual Number
of Faculty
Teachers who submit
their final tests
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 79 shows the percentage of teachers who submitted their final
tests. There are 41 out of 41 teachers or 100.00 percent who submit final tests.
Seven out of seven teachers or 100.00 percent in the elementary department,
15 out of 15 teachers or 100.00 percent in the high school department and 19
out of 19 teachers or 100.00 percent in the college department. A numerical
rating of 5 according to the rubrics is noted.
2008
169
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

170. <<MALLIG PLAINS COLLEGES, INC.>> - 170 - GRADUATE SCHOOL
Rubrics 80
“A Variety of Tools and Instruments are Used:
Oral Examination/Reports”
Academic Performance of Students
Sub
Program
section Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
3
E.1.2
E.1.3
Class
Records
Class
Records

2
1
0
2008
Indicators
81-100% of the faculty can
show objective evidence that
they provide grade column
for oral and written exams in
their class record
61-80% of the faculty can
show objective evidence that
they provide grade column
for oral and written exams in
their class record
41-60% of the faculty can
show objective evidence that
they provide grade column
for oral and written exams in
their class record
21-40% of the faculty can
show objective evidence that
they provide grade column
for oral and written exams in
their class record
1-20% of the faculty can show
objective evidence that they
provide grade column for oral
and written exams in their
class record
0% of the faculty can show
objective evidence that they
provide grade column for oral
and written exams in their
class record
170
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

171. <<MALLIG PLAINS COLLEGES, INC.>> - 171 - GRADUATE SCHOOL
Table 80
Frequency Distribution of Teachers Showing Objective Evidence that
they Provide Grade Column for Written and Oral Exams in
Their Class Records
Actual
Number of
Faculty
Teachers showing
objective evidence that
they provide grade
column for written and
oral exams in their
class records
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 80 shows the percentage of teachers with objective evidence that
they provide grade column for written and oral exams in their class records.
A total of 41 out of 41 teachers or 100.00 percent have evidences: seven out of
seven teachers or 100.00 percent in the elementary department, 15 out of 15
teachers or 100.00 percent in the high school department and 19 out of 19
teachers or 100.00 percent in the college department. A numerical rating of 5
according to the rubrics is achieved.
2008
171
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

172. <<MALLIG PLAINS COLLEGES, INC.>> - 172 - GRADUATE SCHOOL
Rubrics 81
Research as One of Variety of Tools and Instrument Used
Academic Performance of Students
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.1.4
Evidence
with book
reports or
internet
action
reports
output
Book or
internet
reports
3
X
2
1
0
2008
Indicators
81-100% of the faculty
can
show
objective
evidence
that
they
provide grade column
for research in their class
record
61-80% of the faculty can
show objective evidence
that they provide grade
column for research in
their class record
41-60% of the faculty can
show objective evidence
that they provide grade
column for research in
their class record
21-40% of the faculty can
show objective evidence
that they provide grade
column for research in
their class record
1-20% of the faculty can
show objective evidence
that they provide grade
column for research in
their class record
0% of the faculty can show
objective evidence that
they provide grade column
for research in their class
record
172
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

173. <<MALLIG PLAINS COLLEGES, INC.>> - 173 - GRADUATE SCHOOL
Table 81
Frequency Distribution of Teachers Who Can Show Objective Evidence
That They Provide Grade Column for Research on Their Class Records
Actual
Number of
Faculty
Teachers who can show
objective evidence that
they provide grade
column for research on
their class records
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
41
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 81 shows the frequency of teachers who can show objective
evidence that they provide grade column for research in their class records.
None of the 41 teachers provided a column for research in their class records.
A numerical rating of 0 according to the rubrics is obtained. Note that
research as a requirement for graduation is not the same with the research
being discussed in this sub-section.
2008
173
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

174. <<MALLIG PLAINS COLLEGES, INC.>> - 174 - GRADUATE SCHOOL
Rubrics 82
“A Variety of Tools and Instruments are Used:
Computer Software Programs”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
3
E.1.5
Logbook for
multi-media
usage
Logbook
for multimedia
usage

2
1
0
2008
Indicators
81-100% of the faculty can
show objective evidence
that they use computer
software program in their
method of instruction
61-80% of the faculty can
show objective evidence
that they use computer
software program in their
method of instruction
41-60% of the faculty can
show objective evidence
that they use computer
software program in their
method of instruction
21-40% of the faculty can
show objective evidence
that they use computer
software program in their
method of instruction
1-20% of the faculty can
show objective evidence
that they use computer
software program in their
method of instruction
0% of the faculty can show
objective evidence that
they
use
computer
software program in their
method of instruction
174
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

175. <<MALLIG PLAINS COLLEGES, INC.>> - 175 - GRADUATE SCHOOL
Table 82
Frequency Distribution of Teachers Showing Objective Evidence
That They Use Computer Software Program in Their
Method of Instruction
Actual
Number of
Faculty
Teachers showing
objective evidence that
they use computer
software program in their
method of instruction
Percentage
Elementary
7
2
28.57
High School
15
1
6.67
College
19
4
21.05
41
7
17.07
DEPARTMENT
TOTAL
NUMERICAL RATING
1
Table 82 shows the percentage of teachers with objective evidence that
they use computer software program in their method of instruction. There
are seven out of 41 teachers or 17.07 percent who have evidences; two out of
seen teachers or 28.57 percent in the elementary department, one out of 15
teachers or 6.67 percent in the high school department and four out of 19
teachers or 100.00 percent in the college department. A numerical rating of 1
according to the rubrics is noted.
2008
175
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

176. <<MALLIG PLAINS COLLEGES, INC.>> - 176 - GRADUATE SCHOOL
Rubrics 83
“Evaluation Tools/Instruments are Reliable”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.2
E.3
Evidence
with class
records and Computerized
computer
grades
system
submitted to
design for
the Registrar
grade
computation
3

2
1
0
2008
Indicators
81-100% of the
faculty submit their
computerized grade
sheets
61-80% of the faculty
submit their
computerized grade
sheets
41-60% of the faculty
submit their
computerized grade
sheets
21-40% of the faculty
submit their
computerized grade
sheets
1-20% of the faculty
submit their
computerized grade
sheets
0% or lesser of the
faculty submit their
computerized grade
sheets
176
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

177. <<MALLIG PLAINS COLLEGES, INC.>> - 177 - GRADUATE SCHOOL
Table 83
Frequency Distribution of Teachers Who Submitted
Computerized Grade Sheets
Actual
Number of
Faculty
Teachers who
submitted
computerized grade
sheets
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
Table
83
shows
5
the
percentage
of
teachers
who
submitted
computerized grade sheets. There are 41 out of 41 teachers or 100.00 percent
who have submitted: seven out of seven teachers or 100.00 percent in the
elementary department, 15 out of 15 teachers or 100.00 percent in the high
school department and 19 out of 19 teachers or 100.00 percent in the college
department. A numerical rating of 5 according to the rubrics is achieved.
2008
177
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

178. <<MALLIG PLAINS COLLEGES, INC.>> - 178 - GRADUATE SCHOOL
Rubrics 84
The System of Evaluation and Grading is Clearly
Defined and Understood
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
3
E.4
The system
of
evaluation
and grading
Student’s
Handbook
X
2
1
0
2008
Indicators
81-100% of the students
are provided copy of the
student’s
handbook
where grading system is
planned
61-80% of the students
are provided copy of the
student’s
handbook
where grading system is
planned
41-60% of the students
are provided copy of the
student’s
handbook
where grading system is
planned
21-40% of the students
are provided copy of the
student’s
handbook
where grading system is
planned
1-20% of the students are
provided copy of the
student’s
handbook
where grading system is
planned
0% of the students are
provided copy of the
student’s
handbook
where grading system is
planned
178
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

179. <<MALLIG PLAINS COLLEGES, INC.>> - 179 - GRADUATE SCHOOL
Table 84
Frequency Distribution of Students Who Were Provided
Copy of the Student’s Handbook Where Grading
System is Planned
Actual
Number of
Students
Number of Students
who were provided
copy of the student’s
handbook where
grading system is
planned
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
0
0
1282
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 84 shows the frequency of students who were provided a copy of
the student’s handbook where grading system is planned. No student was
provided. A numerical rating of 0 according to the rubrics is noted.
2008
179
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

180. <<MALLIG PLAINS COLLEGES, INC.>> - 180 - GRADUATE SCHOOL
Rubrics 85
“Grades are Based on All Significant Aspects of the Students
Performance, Tests, Class Participation, Oral and
Written Reports, Assigned Projects, etc.”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.5.1
Final
appraisal
of
student’s
performance
Computerized
grade
sheets
submitted
to the
Registrar
3

2
1
0
2008
Indicators
81-100% of the faculty
submit their computerized
grade sheets
61-80% of the faculty
submit their computerized
grade sheets
41-60% of the faculty
submit their computerized
grade sheets
21-40% of the faculty
submit their computerized
grade sheets
1-20% of the faculty
submit their computerized
grade sheets
0% of the faculty submit
their computerized grade
sheets
180
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

181. <<MALLIG PLAINS COLLEGES, INC.>> - 181 - GRADUATE SCHOOL
Table 85
Frequency Distribution of Teachers Who Submitted
Computerized Grade Sheets
Actual Number
of Faculty
Teachers who
submitted
computerized
grade sheets
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
Table
85
shows
5
the
percentage
of
teachers
who
submitted
computerized grade sheets: 41 out of 41 teachers or 100.00 have submitted.
Seven out of seven teachers or 100.00% in the elementary department
submitted, 15 out of 15 teachers or 100.00 percent in the high school
department and 19 out of 19 teachers or 100.00% in the college department. A
numerical rating of 5 according to the rubrics is achieved.
Rubrics 86
2008
181
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

182. <<MALLIG PLAINS COLLEGES, INC.>> - 182 - GRADUATE SCHOOL
“The Content Average of Tests/Examinations is Intensive
and Thorough, and Interior-Based”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.5.2
Teacher’s
test papers
should have
been
approved
by the Dean
Office file
for
corrected
test papers
and Final
copy of the
test papers

3
2
1
0
2008
Indicators
81-100% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
61-80% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
41-60% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
21-40% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
1-20% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
0% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to
their respective deans
182
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

183. <<MALLIG PLAINS COLLEGES, INC.>> - 183 - GRADUATE SCHOOL
Table 86
Frequency Distribution of Teachers Who Submitted a Copy of
the Draft with Correction and the Final Copy of the
Test Papers to their Respective Deans
Actual
Number of
Faculty
Teachers who submitted
a copy of the draft with
correction and the final
copy of the test papers to
their respective deans
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 86 shows the percentage of teachers who submitted a copy of the
draft with correction and the final copy of the test papers to their respective
deans. There are 41 out of 41 teachers or 100.00 percent who have submitted:
Seven out of seven teachers or 100.00 percent in the elementary department,
15 out of 15 teachers or 100.00 percent in the high school department and 19
out of 19 teachers or 100.00 percent in the college department. A numerical
rating of 5 according to the rubrics is attained.
2008
183
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

184. <<MALLIG PLAINS COLLEGES, INC.>> - 184 - GRADUATE SCHOOL
Rubrics 87
“Students are Informed of the Basis for Rating and Their
Test Results and Periodic Ratings for Each Course”
Academic Performance of Students
Sub
Program
section Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
E.5.3
Provision
for a copy
of review
papers
Test
scoring
and grade
assignment
3

2
1
0
2008
Indicators
81-100% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
61-80% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
41-60% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
21-40% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
1-20% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
0% of the faculty show
objective evidence that they
inform their students the
basis of rating for test results
184
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

185. <<MALLIG PLAINS COLLEGES, INC.>> - 185 - GRADUATE SCHOOL
Table 87
Frequency Distribution of Teachers with Objective Evidence That They
Inform their Students the Basis of Rating for Test Results
Actual
Number of
Faculty
Teachers with objective
evidence that they
inform their students
the basis of rating
for test results
Percent
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 87 shows the percentage of teachers with objective evidence that
they inform their students the basis of rating for test results. There are 41 out
of 41 teachers or 100.00 percent who have evidences: seven out of seven
teachers or 100.00 percent in the elementary department, 15 out of 15 teachers
or 100.00 percent in the high school department and 19 out of 19 teachers or
100.00% in the college department. A numerical rating of 5 according to the
rubrics is achieved. Although the students were not provided with student’s
handbooks, the grading system is clearly indicated in the syllabi. Every
student was aware of this policy.
2008
185
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

186. <<MALLIG PLAINS COLLEGES, INC.>> - 186 - GRADUATE SCHOOL
Rubrics 88
“Student’s Papers and Projects of Students are
Returned Immediately”
Academic Performance of Students
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
Projects
of
students
are
graded
immediately
but
not
returned. They
should
be
collated
for
documentations
E.6
Student’s
projects
should be
kept in the
PACUCOA
room

3
2
1
0
2008
Indicators
81-100%
of
the
students’ projects are
displayed
in
the
portfolio room
61-80%
of
the
students’ projects are
displayed
in
the
portfolio room
41-60%
of
the
students’ projects are
displayed
in
the
portfolio room
21-40%
of
the
students’ projects are
displayed
in
the
portfolio room
1-20% of the students’
projects are displayed
in the portfolio room
0% of the students’
projects are displayed
in the portfolio room
186
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

187. <<MALLIG PLAINS COLLEGES, INC.>> - 187 - GRADUATE SCHOOL
Table 88
Frequency Distribution of Students With Projects in
the PACUCOA Room
Actual Number
of Students
Number of Students
with Projects in the
PACUCOA Room
Percentage
Elementary
116
0
0
High School
701
0
0
College
465
266
57.20
1282
266
20.75
DEPARTMENT
TOTAL
NUMERICAL RATING
2
Table 88 shows the percentage of students with projects that are kept
at the PACUCOA room. There are 266 out of 1282 students or 20.75 percent
with projects that are kept. There are zero out of 116 in the elementary
department, zero out of 701 in the high school department and 266 out of 465
or 57.20 percent in the college department. A numerical rating of 2 according
to the rubrics is noted.
2008
187
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

188. <<MALLIG PLAINS COLLEGES, INC.>> - 188 - GRADUATE SCHOOL
F.
ADMINISTRATIVE MEASURES
Rubrics 89
“Adequate Measures are Adopted to Ensure Punctual Attendance
of the Faculty and Students in Their Respective Classes”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.1
Adequate
measures to
ensure the
punctuality
of faculty
members
Student’s
Handbook
and
Faculty
Manual
3

2
1
0
2008
Indicators
81-100% of the faculty can
show objective evidence
of punctual attendance
61-80% of the faculty can
show objective evidence
of punctual attendance
41-60% of the faculty can
show objective evidence
of punctual attendance
21-40% of the faculty can
show objective evidence
of punctual attendance
1-20% of the faculty can
show objective evidence
of punctual attendance
0% of the faculty can
show objective evidence
of punctual attendance
188
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

189. <<MALLIG PLAINS COLLEGES, INC.>> - 189 - GRADUATE SCHOOL
Table 89
Frequency Distribution of Teachers Who Show Evidence
of Punctual Attendance
Actual Number
of Faculty
Teachers with
Punctual
attendance
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 89 shows the percentage of teachers with evidences of punctual
attendance. There are 41 out of 41 teachers or 100.00 percent who have.
Seven out of seven teachers or 100.00% in the elementary department, 15 out
of 15 teachers or 100.00 percent in the high school department and 19 out of
19 teachers or 100.00 percent in the college department. A numerical rating of
5 according to the rubrics is attained.
Rubrics 90
2008
189
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

190. <<MALLIG PLAINS COLLEGES, INC.>> - 190 - GRADUATE SCHOOL
Provisions for Substitution or for Special Arrangements
Whenever Teachers are Absent
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.2
Guidelines
for
substitution
and prepare
forms for
substitution
requests
and
approvals
Letter
requests for
substitution
by teachers
and approval
of the Dean
of the
department
3
X
2
1
0
2008
Indicators
81-100% of the teachers can
show letter request for
substitution approved by
their respective Deans when
they are in leave or absent
61-80% of the teachers can
show letter request for
substitution approved by
their respective Deans when
they are in leave or absent
41-60% of the teachers can
show letter request for
substitution approved by
their respective Deans when
they are in leave or absent
21-40% of the teachers can
show letter request for
substitution approved by
their respective Deans when
they are in leave or absent
1-20% of the teachers can
show letter request for
substitution approved by
their respective Deans when
they are in leave or absent
0% of the teachers can show
letter
request
for
substitution approved by
their respective Deans when
they are in leave or absent
190
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

191. <<MALLIG PLAINS COLLEGES, INC.>> - 191 - GRADUATE SCHOOL
Table 90
Frequency Distribution of Teachers Who Can Show Letter Request
for Substitution Approved by Their Deans When
They Are on Leave or Absent
Actual
Number of
Faculty
Number of teachers
who can show letter
request for substitution
approved by their
respective deans when
they are on leave or
absent
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
0
0
41
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 90 shows the frequency of teachers who can show letter request
for substitution approved by their respective deans when they are on leave or
absent. Not one of the 41 teachers showed a letter request. A numerical
rating of 0 according to the rubrics is noted.
2008
191
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

192. <<MALLIG PLAINS COLLEGES, INC.>> - 192 - GRADUATE SCHOOL
Rubrics 91
“Quality Instruction is Ensured by Requiring a Syllabus for Each
Subject Approved by the Appropriate Authority
and Providing Copies to Students.
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.3.1
Indicates the
methods of
instruction in
the syllabi
3
Syllabi

2
1
0
2008
Indicators
81-100% of the faculty
submitted syllabi which
include methods of
instruction
61-80% of the faculty
submitted syllabi which
include methods of
instruction
41-60% of the faculty
submitted syllabi which
include methods of
instruction
21-40% of the faculty
submitted syllabi which
include methods of
instruction
1-20% of the faculty
submitted syllabi which
include methods of
instruction
0% or lesser of the
faculty
submitted
syllabi which include
methods of instruction
192
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

193. <<MALLIG PLAINS COLLEGES, INC.>> - 193 - GRADUATE SCHOOL
Table 91
Frequency Distribution of Teachers Who Submitted Syllabi
Which Includes Methods of Instruction
Actual
Number of
Faculty
Teachers who
submitted syllabi
which include
methods of
instruction
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 91 shows the percentage of teachers who submitted syllabi
which includes methods of instruction. There 41 out of 41 teachers or 100.00
percent who have submitted. Seven out of seven teachers or 100.00 percent in
the elementary department, 15 out of 15 teachers or 100.00 percent in the high
school department and 19 out of 19 teachers or 100.00 percent in the college
department. A numerical rating of 5 according to the rubrics is noted.
2008
193
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

194. <<MALLIG PLAINS COLLEGES, INC.>> - 194 - GRADUATE SCHOOL
Rubrics 92
Copy of the Draft With Correction and the Final Copy Of The
Test Papers Submitted By The Teachers
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4

F.3.2
Teacher’s
test papers
should have
been
approved
by the Dean
Office file
for
corrected
test papers
and Final
copy of the
test papers
3
2
1
0
2008
Indicators
81-100% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
61-80% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
41-60% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
21-40% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
1-20% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
0% of the faculty have
submitted a copy of the draft
with correction and the final
copy of the test papers to their
respective deans
194
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

195. <<MALLIG PLAINS COLLEGES, INC.>> - 195 - GRADUATE SCHOOL
Table 92
Frequency Distribution of Teachers Who Submitted a Copy of
the Draft with Correction and the Final Copy of the
Test Papers to their Respective Deans
Actual
Number of
Faculty
Teachers who Submitted
a Copy of the Draft with
Correction and the Final
Copy of the Test Papers
to their Respective Deans
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 92 shows the percentage of teachers who submitted a copy of the
draft with correction and the final copy of the test papers to their respective
deans. Forty-one out of 41 teachers or 100.00 percent have submitted. Seven
out of seven teachers or 100.00 percent in the elementary department, 15 out
of 15 teachers or 100.00 percent in the high school department and 19 out of
19 teachers or 100.00 percent in the college department. A numerical rating of
5 according to the rubrics is given.
2008
195
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

196. <<MALLIG PLAINS COLLEGES, INC.>> - 196 - GRADUATE SCHOOL
Rubrics 93
“Regular Faculty Meetings with the Dean”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
81-100% of the faculty
attends department meetings
61-80% of the faculty attends
department meetings
41-60% of the faculty attends
department meetings
21-40% of the faculty attends
department meetings
1-200% of the faculty attends
department meetings
0% of the faculty attends
department meetings
5
4
Provide
logbook of
department
meetings
F.3.3
Logbook
of faculty
members
Indicators
3

2
1
0
Table 93
The Existence of Department Meetings
Actual
Number of
Faculty
Number of faculty
members who attend
regular department
meetings
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
Graduate School
10
10
100.00
51
51
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
2008
5
196
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

197. <<MALLIG PLAINS COLLEGES, INC.>> - 197 - GRADUATE SCHOOL
Table 93 shows the percentage of faculty members who attend regular
department meetings. There are 51 out of 51 or 100 percent of the faculty
members attend regular department meetings. There are seven out of seven
or 100% in the elementary department, 15 out of 15 or 100 percent in the high
school department, 19 out of 19 or 100 percent in the college department and
10 out of 10 or 100 percent in the graduate school department. A numerical
rating of 5 according to the rubrics is noted.
Rubrics 94
“Periodic Conferences of Department Heads and Faculty”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.3.4
Logbook of
Department
meeting
and
compilation
of minutes
Logbook for
Department
meetings/
memo for
meetings
with agenda
3

2
1
0
Indicators
There are regular weekly
meetings being held
There are regular twice a
month meetings being
held
There
are
regular
monthly meetings being
held
There are regular twice a
semester meetings being
held
There are regular once a
semester meetings being
held
There are no meetings
being held
Table 94
2008
197
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

198. <<MALLIG PLAINS COLLEGES, INC.>> - 198 - GRADUATE SCHOOL
Periodic Conferences of Department Heads and the Faculty
Weekly
Twice a
Month
Monthly
Twice a
Semester
Once a
semester
X
X
X
DEPARTMENT
√
√
√
X
X
X
X
X
X
X
X
X
4
Elementary
High School
College
NUMERICAL RATING
Table 94 shows the frequency of department meetings. The entire
departments do have a regular meeting twice a month. A numerical rating of
4 according to the rubrics is obtained.
Rubrics 95
The Existence of Department Meetings
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
5
F.3.5
Compilation
of memo on
meetings of
Department
Head
Logbook
for
Department
meetings/
memo for
meetings
with
agenda
4

3
2
1
0
2008
Indicators
Rating
There are regular weekly
meetings being held
There are regular twice a
month meetings being held
There are regular monthly
meetings being held
There are regular twice a
semester meetings being held
There are regular once a
semester meetings being held
There are no meetings being
held
198
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

199. <<MALLIG PLAINS COLLEGES, INC.>> - 199 - GRADUATE SCHOOL
Table 95
The Existence of Department Meetings
DEPARTMENT
Weekly
Twice a
Month
Monthly
Twice a
Semester
Once a
semester
Elementary
X
√
X
X
X
High School
X
√
X
X
X
College
X
√
X
X
X
NUMERICAL RATING
4
Table 95 shows the frequency of department meetings. The entire
departments do have a regular meeting of twice a month. It has a numerical
rank of 4 according to the PACUCOA-based rubrics.
2008
199
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

200. <<MALLIG PLAINS COLLEGES, INC.>> - 200 - GRADUATE SCHOOL
Rubrics 96
Quality Instruction is Ensured by Informal Dialogues
Between Students and Faculty
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.3.6
Logbook for
Consultation
Logbook for
consultation
with
students
3
X
2
1
0
2008
Indicators
There is a logbook for a
twice
a
month
consultation
with
students
There is a logbook for a
monthly consultation
with students
There is a logbook for a
twice
a
semester
consultation
with
students
There is a logbook for a
once
a
semester
consultation
with
students
There is a logbook for
once
a
year
consultation
with
students
There is no logbook for
consultation
with
students
200
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

201. <<MALLIG PLAINS COLLEGES, INC.>> - 201 - GRADUATE SCHOOL
Table 96
The Existence of Consultative Meetings to Ensure
Quality of Instruction
1
Twice
a
month
2
Monthly
3
Twice a
Semester
4
Once a
Semester
5
Once
a year
Elementary
X
X
X
X
High School
X
X
X
College
X
X
X
DEPARTMENT
Total
%
X
0
0
X
X
0
0
X
X
0
0
0
0
AVERAGE
RATING
0
Table 96 shows the frequency of consultative meetings with students
during the school year. There are no consultative meetings being held. A
numerical rank of 0 according to the rubrics is noted.
Rubrics 97
2008
201
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

202. <<MALLIG PLAINS COLLEGES, INC.>> - 202 - GRADUATE SCHOOL
“Correlation and Other Studies on Performance”
Administrative Measures for Effective Instruction
Sub
Section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
3
F.3.7
Performanc
e Chart for
faculty
Performance
chart for
each faculty

2
1
0
2008
Indicators
81-100% of the Deans can
show objective evidence
that they correlate the
performance of their faculty
with related factors
61-80% of the Deans can
show objective evidence
that they correlate the
performance of their faculty
with related factors
41-60% of the Deans can
show
objective evidence
that they correlate the
performance of their faculty
with related factors
21-40% of the Deans can
show
objective evidence
that they correlate the
performance of their faculty
with related factors
1-20% of the Deans can
show
objective evidence
that they correlate the
performance of their faculty
with related factors
0% of the Deans can show
objective evidence that they
correlate the performance of
their faculty with related
factors
202
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

203. <<MALLIG PLAINS COLLEGES, INC.>> - 203 - GRADUATE SCHOOL
Table 97
Frequency Distribution of Deans/Principal with Performance
Chart of Their Faculty
Actual Number
of
Deans/Principal
Deans/Principal with
performance chart of
their faculty
Percentage
Elementary
1
1
100.00
High School
1
1
100.00
College
6
6
100.00
8
8
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 97 shows the existence of a performance chart for each faculty as
monitored by their respective academic heads. There is one out of one or 100
percent in the elementary department, one out of one or 100 percent in the
High school department, there are six out of six or 100 percent in the college
department which complied with the requirement. A numerical rating of 5
according to the rubrics is achieved.
2008
203
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

204. <<MALLIG PLAINS COLLEGES, INC.>> - 204 - GRADUATE SCHOOL
Rubrics 98
“Supervision is Directed Towards Sufficient Class
Preparation by Faculty Members”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.4
Provide
Logbook of
class
supervisions
and commitment forms
signed by the
Dean and the
faculty
Class
supervision
forms
accomplished by
the Dean
and signed
by the
teacher
3

2
1
0
2008
Indicators
81-100% of the Deans show
objective evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
61-80% of the Deans show
objective evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
41-60% of the Deans show
objective evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
21-40% of the Deans show
objective evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
1-20% of the Deans show
objective evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
0% of the Deans show objective
evidence that they have
accomplished observation forms
for the concerned Dean and the
faculty
204
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

205. <<MALLIG PLAINS COLLEGES, INC.>> - 205 - GRADUATE SCHOOL
Table 98
Frequency Distribution of Deans/Principals with
Accomplished Observation Forms
Actual Number
of
Deans/Principal
Deans/Principal with
accomplished
observation forms
Percentage
Elementary
1
1
100.00
High School
1
1
100.00
College
6
6
100.00
8
8
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 98 shows accomplishment of class supervision forms of observed
faculty by their respective academic heads: one out of one or 100 percent in
the elementary department, one out of one or 100 percent in the High school
department, six out of six or 100 percent in the college department complied
with it. A numerical rating of 5 according to the rubrics is achieved.
Rubrics 99
2008
205
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

206. <<MALLIG PLAINS COLLEGES, INC.>> - 206 - GRADUATE SCHOOL
“Adequately Equipped Faculty Rooms are Provided
in Order to Facilitate Class Preparation”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
F.5
Picture of
Faculty room
with facilities
Individual
tables,
conference
table,
lighting
facilities,
electric fan,
cubicle for
student’s
consultation,
filing
cabinets
4
3

2
1
0
2008
Indicators
81-100% of faculty
rooms
have
amenities provided
61-80% of faculty
rooms
have
amenities provided
41-60% of faculty
rooms
have
amenities provided
21-40% of faculty
rooms
have
amenities provided
1-20% of faculty
rooms
have
amenities provided
0% of faculty rooms
have
amenities
provided
206
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

207. <<MALLIG PLAINS COLLEGES, INC.>> - 207 - GRADUATE SCHOOL
Table 99
The Existence of Amenities in the Faculty Room
Individual
Tables
Conference
Table
Lighting
Facilities
Electric
Fan
Cubicle
Filing
Cabinets
Numerical
Rating
Elementary
√
√
√
√
X
√
4
High School
√
√
√
√
X
√
4
College
√
√
√
√
X
√
4
TOTAL
4
Table 99 shows that five out of six amenities were present in the
faculty room. Only cubicle for student’s consultation is not present. A
numerical rating of 4 is noted based on the range of percentage presented in
the rubrics.
2008
207
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

208. <<MALLIG PLAINS COLLEGES, INC.>> - 208 - GRADUATE SCHOOL
Rubrics 100
“There is Periodic Faculty Evaluation by Academic Heads”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.6
Class
supervision
forms
Compilation
accomplished
of
by the
evaluation
academic
forms
heads and
signed by the
teacher
3

2
1
0
2008
Indicators
81-100%
of
the
academic heads have
compiled
class
supervision forms of
their faculty
61-80%
of
the
academic heads have
compiled
class
supervision forms of
their faculty
41-60%
of
the
academic heads have
compiled
class
supervision forms of
their faculty
21-40%
of
the
academic heads have
compiled
class
supervision forms of
their faculty
1-20% of the academic
heads have compiled
class
supervision
forms of their faculty
0% of the academic
heads have compiled
class
supervision
forms of their faculty
208
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

209. <<MALLIG PLAINS COLLEGES, INC.>> - 209 - GRADUATE SCHOOL
Table 100
Frequency Distribution of Deans/Principal with Compilations of
Accomplished Observation Forms of their Faculty
Actual Number of
Deans/Principal
Deans/Principal
with compilations of
accomplished
observation forms of
their faculty
Percentage
Elementary
1
1
100.00
High School
1
1
100.00
College
6
6
100.00
8
8
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 100 shows the frequency of academic heads who accomplished
class supervision forms. One out of one or 100 percent in the elementary
department, one out of one or 100 percent in the High school department, six
out of six or 100 percent in the college department complied with the
requirement. A numerical rating of 5 according to the rubrics is attained.
2008
209
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

210. <<MALLIG PLAINS COLLEGES, INC.>> - 210 - GRADUATE SCHOOL
Rubrics 101
Effective Instruction is Further Promoted Through the
Faculty Development Program
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.7.1
Policy and
graphic
Development
presentation
chart for
of Faculty
each faculty
Development
3
X
2
1
0
2008
Indicators
81-100% of the Deans
have Development chart
for their faculty
61-80% of the Deans have
Development chart for
their faculty
41-60% of the Deans have
Development chart for
their faculty
21-40% of the Deans have
Development chart for
their faculty
1-20% of the Deans have
Development chart for
their faculty
0% of the Deans have
Development chart for
their faculty
210
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

211. <<MALLIG PLAINS COLLEGES, INC.>> - 211 - GRADUATE SCHOOL
Table 101
Frequency Distribution of Academic Heads Who Have
Development Chart for their Faculty
Actual Number
of Academic
Heads
Academic heads who
have development
chart for their faculty
Percentage
Elementary
1
0
0
High School
1
0
0
College
6
0
0
8
0
0
DEPARTMENT
TOTAL
NUMERICAL RATING
0
Table 101 shows the frequency of Academic Heads who have
development charts for their faculty. No Academic Head has a development
chart for their faculty. A numerical rating of 0 according to the rubrics is
noted.
2008
211
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

212. <<MALLIG PLAINS COLLEGES, INC.>> - 212 - GRADUATE SCHOOL
Rubrics 102
Effective Instruction is Further Promoted Through
Personalized Instruction
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.7.2
Prepare
modules for
individual
instruction
Modules for
personalized
instruction
√
3
2
1
0
2008
Indicators
81-100% of the faculty
have
modules
for
personalized instruction
61-80% of the faculty
have
modules
for
personalized instruction
41-60% of the faculty
have
modules
for
personalized instruction
21-40% of the faculty
have
modules
for
personalized instruction
1-20% of the faculty have
modules for personalized
instruction
0% or less of the faculty
have modules for
personalized instruction
212
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

213. <<MALLIG PLAINS COLLEGES, INC.>> - 213 - GRADUATE SCHOOL
Table 102
Frequency Distribution of Teachers with Modules
for Personalized Instruction
Actual
Number of
Faculty
Teachers with modules
for personalized
instruction
Percentage
Elementary
7
0
0
High School
15
0
0
College
19
1
5.29
41
0
5.29
DEPARTMENT
TOTAL
NUMERICAL RATING
1
Table 102 shows the frequency of teachers with modules for
personalized instruction. Only one professor in the college level has a
personalized instruction out of the 41 teachers. A numerical rating of 1
according to the rubrics is given.
2008
213
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

214. <<MALLIG PLAINS COLLEGES, INC.>> - 214 - GRADUATE SCHOOL
Rubrics 103
“Effective Instruction is Further Promoted
Through Teacher Awards”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.7.3
Compilation
of certificates
of award
plus policy
on merit
rating
Photocopy
of
certificates
of award
and Policy
on Merit
rating
3

2
1
0
2008
Indicators
81-100% of the faculty
perform on an average of
85% and above for merit
ratings as an evidence of
recognition
61-80% of the faculty
perform on an average of
85% and above for merit
ratings as an evidence of
recognition
41-60% of the faculty
perform on an average of
85% and above for merit
ratings as an evidence of
recognition
21-40% of the faculty
perform on an average of
85% and above for merit
ratings as an evidence of
recognition
1-20% of the faculty
perform on an average of
85% and above for merit
ratings as an evidence of
recognition
0% of the faculty perform
on an average of 85% and
above for merit ratings as
an evidence of recognition
214
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

215. <<MALLIG PLAINS COLLEGES, INC.>> - 215 - GRADUATE SCHOOL
Table 103
Frequency Distribution of Teachers with Above Average of 85% and
Above for Merit Ratings as an Evidence of Recognition
Actual
Number of
Faculty
Teachers with above
average of 85% for
merit ratings as an
evidence of recognition
Percentage
Elementary
7
7
100.00
High School
15
15
100.00
College
19
19
100.00
41
41
100.00
DEPARTMENT
TOTAL
NUMERICAL RATING
5
Table 103 shows that the teachers have an average of 85% and above
for merit rating as an evidence for recognition. All 41 teachers or 100.00%
obtained an average of 85 percent and above. Seven out of seven teachers or
100.00 percent in the elementary department, 15 out of 15 teachers or 100.00
percent in the high school department and 19 out of 19 teachers or 100.00
percent in the college department. A numerical rating of 5 according to the
rubrics is achieved.
2008
215
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

216. <<MALLIG PLAINS COLLEGES, INC.>> - 216 - GRADUATE SCHOOL
Rubrics 104
“Active Participation in Workshops, Seminars on Methodology
of Instruction and Evaluation”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.7.4
Compilation
of
certificates
of
attendance
Photocopy
of
certificates
of
attendance
3

2
1
0
2008
Indicators
81-100% of the faculty
have attended at least 10
seminars and workshops
on
methodology
of
instruction
61-80% of the faculty
have attended at least 10
seminars and workshops
on
methodology
of
instruction
41-60% of the faculty
have attended at least 10
seminars and workshops
on
methodology
of
instruction
21-40% of the faculty
have attended at least 10
seminars and workshops
on
methodology
of
instruction
1-20% of the faculty have
attended at least 10
seminars and workshops
on
methodology
of
instruction
0% of the faculty have
attended at least 10
seminars and workshops
on
methodology
of
instruction
216
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

217. <<MALLIG PLAINS COLLEGES, INC.>> - 217 - GRADUATE SCHOOL
Table 104
Frequency of Teachers Who Actively Participate in Workshops
and Seminars in Methodology of Instruction
Actual Number
of Faculty
Teachers with at least
10 seminars and
workshops attended on
methodology of
instruction
Percentage
Elementary
7
0
0
High School
15
2
13.33
College
19
2
10.53
41
4
9.76
DEPARTMENT
TOTAL
NUMERICAL RATING
1
Table 104 shows the number of teachers with at least 10 seminars and
workshops attended on methodology of instruction. Not one of the seven or
0.00 percent in the elementary, two out of 15 or 13.33 percent in the high
school and two out of 19 or 10.53 percet in the college department did. A
numerical rating of 1 according to the rubric is attained.
Rubrics 105
2008
217
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

218. <<MALLIG PLAINS COLLEGES, INC.>> - 218 - GRADUATE SCHOOL
“Dialogues Involving the Administration, Faculty and
Students are Encouraged”
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
Indicators
1
10 meetings and above
are
held
during
a
semester.
7-9 meetings are held
during a semester.
5-6 meetings are held
during a semester.
3-4 meetings are held
during a semester.
1-2 meetings are held
during a semester.
0
No meetings are held
during a semester.
5
Logbook of
Department
meeting
and
compilation
of minutes
F.8
Memo for
meetings
and
agenda
plus
minutes
of the
meeting
4
3

2
Table 105
The Existence of Meetings
Number of meetings
in a semester
Numerical Rating
Elementary
12
5
High School
12
5
College
12
5
12
5
DEPARTMENT
TOTAL
2008
218
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

219. <<MALLIG PLAINS COLLEGES, INC.>> - 219 - GRADUATE SCHOOL
Table 105 shows the number of meetings attended during a semester.
All departments met 12 times each during the semester. A numerical rating
of 5 according to the rubrics is achieved.
Rubrics 106
Outstanding Achievement is Recognized and Encouraged
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.9.1
F.9.2
F.9.3
F.9.4
F.9.5
Policy
awards in
the
Student
handbook
Student’s
Handbook
3

2
1
0
Indicators
No formal complaints
honor roll awards
1 formal complaint
honor roll awards
2 formal complaints
honor roll awards
3 formal complaints
honor roll awards
4 formal complaints
honor roll awards
5 or more complaints
honor roll awards
on
on
on
on
on
on
Table 106
The Existence of Complaints in the Honor Roll
DEPARTMENT
Elementary
High School
College
TOTAL
2008
Number of complaints
Numerical Rating
0
1
0
1
5
4
5
4
219
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

220. <<MALLIG PLAINS COLLEGES, INC.>> - 220 - GRADUATE SCHOOL
Table 106 shows the number of complaints for policy on awards. It was
only in the high school department which had one complaint recorded. A
numerical rating of 4, based on the range of percentage presented in the
rubrics is achieved.
Rubrics 107
Indicators on Performance of Graduates are Evaluated
Administrative Measures for Effective Instruction
Sub
section
Program
Alternative
Expected
Output
Identification
of existence
Yes
No
Assessment
Rating
5
4
F.10
Tracer
Studies on
Graduates
Research
Output
of either
Registrar
or
Alumni
Office
3
X
2
1
0
2008
Indicators
81-100% of the graduates
have a record of their
employment status
61-80% of the graduates
have a record of their
employment status
41-60% of the graduates
have a record of their
employment status
21-40% of the graduates
have a record of their
employment status
1-20% of the graduates
have a record of their
employment status
0% of the graduates have a
record
of
their
employment status
220
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

221. <<MALLIG PLAINS COLLEGES, INC.>> - 221 - GRADUATE SCHOOL
Table 107
The Existence of Trace Studies of Graduates
DEPARTMENT
2003
2004
2005
2006
2007
Total
Percentage
Business
Administration
X
X
X
X
X
0
0
Computer Studies
X
X
X
X
X
0
0
Education
X
X
X
X
X
0
0
HRM
X
X
X
X
X
0
0
Criminology
Industrial
Technology
X
X
X
X
X
0
0
X
X
X
X
X
0
0
NUMERICAL
RATING
0
Table 107 shows the data of records of employment of the graduates
during the past 5 years. There are no records at all. A numerical rating of 0
according to the rubrics is given.
2008
221
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

222. <<MALLIG PLAINS COLLEGES, INC.>> - 222 - GRADUATE SCHOOL
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
This chapter presents the summary of findings and conclusion
where recommendations are formulated.
Summary of Findings
After having a thorough and comprehensive analysis and assessment
of the documents available vis-à-vis PACUCOA standards, the researcher
came up with a summary of the strengths and weaknesses of the faculty and
instruction areas of Mallig Plains Colleges.
1.
FACULTY
Strength
A. Academic Qualifications
1. Sixty-five percent of the policy on recruitment for faculty
members is met.
2. Sixty-six point sixty seven percent of the faculty members have
earned graduate degree courses.
3. Sixty-six point sixty seven percent of faculty members teach
their line of specialization.
2008
222
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

223. <<MALLIG PLAINS COLLEGES, INC.>> - 223 - GRADUATE SCHOOL
4. Seventy-eight point zero five percent of the faculty members
handle practicum subjects with at least three years experience.
5. Ninety-four point twelve percent of faculty members are
equipped with knowledge on global issues and technology.
B. Professional Performance
1. Seventy-eight point zero five percent of faculty members were
observed by the administrators.
2. Ninety-four point twelve percent faculty members have notes
on daily exercises.
3. One hundred percent of the faculty members have compilation
of action researches.
C. Teaching Assignment
1. Eighty-eight point twenty four percent of the faculty members
are full time by appointment.
2. Sixty-six point sixty seven percent of faculty members teach
their field of specialization.
3. Eighty-eight point seventy percent of faculty members do not
have three consecutive teaching hours.
4. Eighty-eight point twenty four percent of faculty members have
satisfactory performance.
2008
223
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

224. <<MALLIG PLAINS COLLEGES, INC.>> - 224 - GRADUATE SCHOOL
5. Eighty-eight point twenty four percent of faculty members have
extra class assignment.
D. Rank, Tenure, Remuneration, and Fringe Benefits
1. Eighty percent of the criteria for promotion in rank and salary of
faculty members are observed.
2. Sixty-eight point twenty nine percent of faculty members are
receiving above minimum wage.
3. Ninety-two point thirty one percent of the policies for
termination of employment are being observed.
E. Faculty Development
1. All of the provisions for faculty development program are
existing and functional.
2. All of the policies in faculty meetings, faculty committees,
attendance at seminars and conferences, membership in
professional organizations and research or publication papers
are observed.
2008
224
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

225. <<MALLIG PLAINS COLLEGES, INC.>> - 225 - GRADUATE SCHOOL
2.
INSTRUCTION
A. Program of Studies
1. One hundred percent of the programs offered by the institution
are recognized by CHED.
2. One hundred percent of curriculum designs in Elementary,
High School and College are approved by CHED.
3. One hundred percent of the entire matrix of subject areas of the
entire curriculum is with pre-requisites.
4. There are twelve elective or cognate subjects being offered in
consonance with the standards set by CHED.
B. Co-Curricular Activities
C. Instructional Process
1. One hundred percent of the faculty members have records of
their students’ recitation and group work.
2. One hundred percent of all departments have evidences of
group discussions in their classes.
3. Sixty three point forty one percent of faculty members have
printed and soft copy of their instructional materials.
4. One hundred percent of the planned convocations and
assemblies are accomplished.
2008
225
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

226. <<MALLIG PLAINS COLLEGES, INC.>> - 226 - GRADUATE SCHOOL
5. Eighty four point fifty one percent of interns have compilation
of their portfolio.
6. One hundred percent of faculty members have instructional
materials.
7. One hundred percent of faculty members have syllabi that
include methods of instruction.
8. One hundred percent of faculty members have class records
showing a column for recitation.
9. One hundred percent of faculty members have class records
showing a column for group work.
10. One hundred percent of faculty members have class records
showing a column for questioning.
11. Sixty five point eighty five percent of faculty members require
assignment notebooks in their classes as proof of independent
study.
12. One hundred percent of faculty members have syllabi that
include methods of instruction.
13. One hundred percent of faculty members have objective
evidence that they use other resources in the provision of
instructional materials.
2008
226
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

227. <<MALLIG PLAINS COLLEGES, INC.>> - 227 - GRADUATE SCHOOL
14. Ninety five point twelve percent of faculty members have
evidence that their teaching materials can measure the
objectives of each topic based on the objective classification.
15. One hundred percent of faculty members have objective
evidence that they create student activities.
D. Classroom Management
1. One hundred percent of faculty members submitted their class
attendance sheets.
2. One hundred percent of faculty members have evidence that
they include class standing, unannounced quizzes and seat
work in the grade computation.
3. One hundred percent of faculty members have evidence that
they require guidance counseling for unreasonable absences of
students.
4. One hundred percent of faculty members have evidence that
they refer erring students to the guidance office.
5. Sixty-five point eighty five percent of faculty members require
assignment notebooks in their classes.
6. One hundred percent of faculty members submitted their final
tests.
2008
227
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

228. <<MALLIG PLAINS COLLEGES, INC.>> - 228 - GRADUATE SCHOOL
7. One hundred percent of faculty members have evidence that
they provide grade column for written and oral exams in their
class records.
8. One
hundred
percent
of
faculty
members
submitted
of
faculty
members
submitted
computerized grade sheets.
9. One
hundred
percent
computerized grade sheets.
10. One hundred percent of faculty members submitted a copy of
the draft with correction and the final copy of the test papers to
their respective deans.
11. One hundred percent of faculty members inform their students
the basis of rating for test results.
F. Administrative Measures
1. One hundred percent of faculty members are punctual in
coming to school.
2. One hundred percent of faculty members submitted syllabi
which include methods of instruction.
3. One hundred percent of faculty members submitted a copy of
the draft with correction and the final copy of the test papers to
their respective deans.
2008
228
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

229. <<MALLIG PLAINS COLLEGES, INC.>> - 229 - GRADUATE SCHOOL
4. One hundred percent of the faculty members attend regular
department meetings.
5. A regular meeting of twice a month in every department is
observed.
6. One hundred percent of deans/principals have accomplished
observation forms of their faculty.
7. All of the faculty rooms have amenities provided.
8. One hundred percent of academic heads have accomplished
class supervision forms of their faculty.
9. One hundred percent of faculty members have an average of 85
percent and above for merit rating.
10. Twelve meetings are held in a semester in every department.
11. There is only one complaint recorded in the policy on awards.
1.
FACULTY
Weaknesses
A. Academic Qualifications
B. Professional Performance
1. There are no objective evidences that teachers reflect the
school’s Mission, Vision, Goals and Objectives in their syllabi.
2008
229
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

230. <<MALLIG PLAINS COLLEGES, INC.>> - 230 - GRADUATE SCHOOL
2. Only 25.49 percent of the faculty members have compilations of
student’s book reports.
C. Teaching Assignment
D. Rank, Tenure, Remuneration, and Fringe Benefits
1. Only the college administrators have the authority to give
promotion to a certain teacher.
E. Faculty Development
1. Only three of the provisions for the In-Service Development are
present.
2.
INSTRUCTION
Weaknesses:
A. Program of Studies
1. Only 26.13 percent of the graduating students have submitted
their researches.
2. Only 14.63 percent of the faculty members participate in the
formulation of program of studies.
B. Co-Curricular Activities
1. The students may have joined co-curricular programs but
there were no objective evidence to support this claim. It was
rated 0 percent
2008
230
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

231. <<MALLIG PLAINS COLLEGES, INC.>> - 231 - GRADUATE SCHOOL
2. The students joined a lot of co-curricular activities but they
were not able to undergo organization qualifications set by the
administration. Likewise, there were no qualifications set by
the administration.
3. Only 19.18 percent of the total population of the students have
submitted book reports.
4. Only 5. 74 percent of the total population of students have
participated in the community services.
5. There were no memoranda of no-class interruption during cocurricular activities.
6. Only 27.38 percent of the actual number of students have
submitted reaction papers.
C.
INSTRUCTIONAL PROCESS
1. Of the actual number
of students, none of them have
submitted their reaction paper on co-curricular activities they
participated in.
2.
There were only 5.05 percent of the actual visits of the students in
the library from June 2007-January 2008.
3.
There was no objective evidence that the students are using the
multimedia facilities.
2008
231
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

232. <<MALLIG PLAINS COLLEGES, INC.>> - 232 - GRADUATE SCHOOL
4.
There is no objective evidence that faculty members require
their students to submit INTERNET browsing reports.
5. Team teaching is not evident
6.
Only 7.57 percent of the total number of students who attended
field trips have submitted book reports.
7. There were no compilation of case studies.
8. None of the teachers can show objective evidence that their
students have submitted reaction papers/evaluation on cocurricular activities.
D.
Classroom Management
1. There were no laboratory assistants in every class.
E.
Academic Performance of Students
1.
Teachers cannot show objective evidence that they provide
grade column for research on their class records.
2.
Only 17.07 percent of the faculty members can show objective
evidence that they use computer software program in their
method of instruction.
3.
No one of the students is provided a copy of student’s
handbook, where grading system is planned.
2008
232
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

233. <<MALLIG PLAINS COLLEGES, INC.>> - 233 - GRADUATE SCHOOL
4.
Only 20.75 percent of the total number of students have projects
and displayed in the PACUCOA room.
F.
Administrative Measures
1.
No one of the teachers can show letter request for substitution
approved by their respective deans when they are on leave or
absent.
2.
There were no consultative meetings with the students. There
might have but they are not well-documented.
3.
Academic heads do not have development charts for their faculty
members.
4.
Only 5.26 percent of the total number of faculty members have
modules for personalized instruction.
5.
Only 9.76 percent of the teachers have at least 10 seminars and
workshops attended on methodology of instruction.
6.
There was no tracer studies of graduates in the past 5 years.
Conclusions
Based on the computed mean of the numerical rating of each rubric,
Faculty obtained 3.76 while Instruction has 2.91.
Based on the transmutation table for the standardized ratings, both
areas are not ready for accreditation.
2008
233
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

234. <<MALLIG PLAINS COLLEGES, INC.>> - 234 - GRADUATE SCHOOL
There are a number of identified rubrics to be improved to come up
with the set standards.
Administration should take serious concern of the identified
weaknesses of the respective areas.
Based on the transmutation figures from PACUCOA, the Faculty area
has 3.76 with 87.40 percent average rating which means that the area remains
in the candidate status for level 1.
On the other hand, Instruction garnered a mean of 2.91 with 78.66
percent numerical as rating which means that this area is not yet ready for
accreditation. Unless this is given immediate and appropriate action the goal
to reach an accredited level would not be achieved.
An assessment of the two areas with a transmutation of 87.40 percent
and 78.66 percent, respectively, would have an average of 83.03 percent
which means that these areas are not ready for accreditation.
2008
234
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

235. <<MALLIG PLAINS COLLEGES, INC.>> - 235 - GRADUATE SCHOOL
Recommendations
1. The Vision, Mission, Goals, Objectives and Core Values of the
school should be properly integrated in the syllabi of the faculty
members.
2. Faculty members should continue updating themselves with global
issues so that they can integrate important topics to discuss with
their students who will also become aware of world events.
3. There should be a policy for academic qualifications to observe for
students who intend to join co-curricular activities. With this
policy, the administration would be more selective in choosing
students who will participate in co-curricular activities.
4. The students should be required to submit book and INTERNET
researches. This will be supplementary resources for knowledge
acquired by the students. Moreover, the trend in today’s learning is
the use of technological gadgets. This will motivate the learners to
be technologically updated.
5. The practice of using comprehensive memoranda for minimum
disruption of classes will enhance learners to be centered in their
study habits.
2008
235
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

236. <<MALLIG PLAINS COLLEGES, INC.>> - 236 - GRADUATE SCHOOL
6. The students should be required to submit reaction papers on the
co-curricular activities they participate in. This will intensify their
skills and knowledge in preparation of different educational
requirements.
7. The use of a logbook to monitor activities in the multimedia/audiovisual room to justify that students are really using the multimedia
facilities in consonance with their subject matter is an identified
need.
8. The presence of INTERNET is very beneficial for the learners.
Therefore, students should be advised to use the INTERNET and
require them submit INTERNET browsing reports for authenticity
of activity done.
9. Students should be able to make decisions for practical situations.
The task of the teacher is to be able to give them case studies. and
require them to submit well-prepared outputs.
10. Integrative and collaborative teaching can be done if the faculty
members work cooperatively. Faculty members should practice
team teaching to strengthen and enhance the instructional process.
2008
236
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

237. <<MALLIG PLAINS COLLEGES, INC.>> - 237 - GRADUATE SCHOOL
11. Full-time laboratory assistants are required to take charge of the
different laboratories the school has and make laboratory
instruction satisfactory and productive.
12. Provide students with individual copies of Student’s Handbook so
that they will be aware of the rules and regulations of the school
and make them more law-abiding in the school community.
13. Proper communications for faculty members who plan to file leave,
whether study leave, maternity leave, vacation leave or the like
must be required. Requests for substitution should also be properly
made. Basically, the students are much-affected when teachers fail
to communicate their absences.
14. There must be a logbook for monthly consultation of students as
this will manifest a teacher’s total concern for his words.
15. The school must strengthen the Faculty Development Program.
Although these are existing policies, these should be wellimplemented as provided by the school.
16. The development of modules for personalized instruction to speed
up of the competencies of the faculty members is necessary for
enhanced instruction.
2008
237
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

238. <<MALLIG PLAINS COLLEGES, INC.>> - 238 - GRADUATE SCHOOL
17. Tracer Studies of the graduates should be made. This policy must
be regularly monitored in order to know the employability of
graduates and be able to assess the productivity of successful
professionals of the school.
2008
238
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

239. <<MALLIG PLAINS COLLEGES, INC.>> - 239 - GRADUATE SCHOOL
BIBLIOGRAPHY
A. Books
A Handbook for Philippine Public Elementary School Principles, 1968.
Abella, K.T. Building Successful Training Program: Step by Step Guide.
New York: Addison-Wesley.
Allender, S. Occupational Health Needs of Universities. A Review with
emphasis on the United Kingdom, University of Oxford, UK.
Blanchard, K. Management of Organizational Behavior. 2nd Edition, New
Jersey: Prentice Hall, Inc.
Hersey. Management of Organizational Behavior. 2nd Edition. New Jersey:
Prentice Hall, Inc.
Katz, Robert L. ”Skills of Effective Administrator.“ Harvard Business
Review, Vol. 33, No.1 (January-February 1995.
Lussier, Robert N. Human Relations: A Skills Building Approach.
Edition. USA: Irwing Publishing Co., 1989.
2nd
McGehee, W. Training in Business and Industry. New York: J. Wiley and
Sons.
Sison, P. S. Personnel and Human Resource Management. 6th Edition, Manila,
Rex Bookstore.
Venables, K.M. “Occupational Health Needs of Universities: A Review with
emphasis on the United Kingdom, University of Oxford, UK.
2008
239
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

240. <<MALLIG PLAINS COLLEGES, INC.>> - 240 - GRADUATE SCHOOL
B. Journals/Magazines
Manual of Accreditation, Philippine Association of Colleges and Universities
Commission on Accreditation.
Villamar, Fortunata C. “The Role of an Education Management.” The
Modern Teacher. XXVI: 8 (November 1970).
C. Internet
Basini, Serge. “Employee Needs and Expectations in the Irish Voluntary
Sector. Email (basini@dcu.ic)
Buckley, Finian. “Employee Needs and Expectations in the Irish Voluntary
Sector. Email (buckley@dcu.ic)
Lawler, E.E.” A Journal on Play An
http//www.pdffactory@yahoo.com
Organization
Development.
Riipinen, M. “The Relation of Work Involvement to Occupational Needs,
Need Satisfaction, Locus of Control and Affect (Department of
Psychology,
University
of
Helsinki,
Finland)
http//www.ericdigest.com
D. Unpublished Materials
Flores, Corazon K. “Teachers Morale in the Division of Cotobato: Malaybalay,
Bukidnon.” Unpublished Master’s Thesis, Bukidnon State University,
Bukidnon, June 1980.
Lizardo, Rubelyn M. “The Instructional Competence of Teachers in WIPC.”
Unpublished Master’s Thesis, Mallig Plains Colleges, Mallig, Isabela,
March 2000.
2008
240
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

241. <<MALLIG PLAINS COLLEGES, INC.>> - 241 - GRADUATE SCHOOL
Malabanan, Remedios B.”In-Service Training Needs of Elementary Schools,
Principals and Head Teachers in the Division of Cavite City S.Y. 19941995.” Unpublished Master’s Thesis, Republican College, Quezon City,
October 1994.
Ollosa, Cesar B. “A Study of the Factors That Motivate Efficient Work
Performance of Public Elementary Grades Teachers and School
Officials of Buhangin District, Davao City.” Unpublished Master’s
Thesis, Ateneo de Davao University, 1980.
Paranete, Carmen L. “Training Needs-Based teacher Development Program
for Muntinlupa.” Unpublished Master’s Thesis, Philippine Christian
University, Manila, 1980
Santos, Rosita C. ”The Training Needs of Public Elementary School
Principals in Pililla-Jala jala: Their Implications To Their Training
Development Program.” Unpublished Master’s Thesis, Central
Colleges of the Philippines, Manila, May 1989.
2008
241
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

242. <<MALLIG PLAINS COLLEGES, INC.>> - 242 - GRADUATE SCHOOL
MALLIG PLAINS COLLEGES
Mallig, Isabela
January 17, 2008
LEOCADIO E. IGNACIO, Ed. D, Ph.D.
President
This Institution
Mallig, Isabela
S i r:
I am presently enrolled in Thesis Writing II. The panel of adjudicator
has approved my research proposal entitled “The Level of Readiness of
Faculty and Instruction of Mallig Plains Colleges Towards Accreditation”.
On this light, the undersigned wishes to seek an approval to use the
PACUCOA room where documents that I need were exhibited. These
documents will be the basis of identifying the readiness of our school in
accreditation.
I am looking forward for your favorable approval on this matter.
Very truly yours,
VICTOR MICHAEL Q. BALISI
Researcher
2008
242
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

243. <<MALLIG PLAINS COLLEGES, INC.>> - 243 - GRADUATE SCHOOL
MALLIG PLAINS COLLEGES
Mallig, Isabela
January 17, 2008
IMELDA S. QUINIA, MAEd
Chairperson,
Faculty Area
This Institution
Mallig, Isabela
Madam:
Our school has been granted a candidate status for Level 1 by the
Philippine Association of Colleges and Universities - Commission on
Accreditation sometime in July 2006.
On this light, the undersigned wishes to seek an approval to conduct
my study entitled: “The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation”, in partial fulfillment of the
requirements for the degree Master of Arts in Education that I am currently
pursuing here at Mallig Plains Colleges, Mallig, Isabela.
I am looking forward for your favorable approval on this matter.
Very truly yours,
VICTOR MICHAEL Q. BALISI
Researcher
2008
243
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

244. <<MALLIG PLAINS COLLEGES, INC.>> - 244 - GRADUATE SCHOOL
MALLIG PLAINS COLLEGES
Mallig, Isabela
January 17, 2008
JIMMY I. PERU, CPA, MBM
Chairperson, Instruction Area
This Institution
Mallig, Isabela
Sir:
Our school has been granted a candidate status for Level 1 by the
Philippine Association of Colleges and Universities- Commission on
Accreditation sometime in July 2006.
On this light, the undersigned wishes to seek an approval to conduct
my study entitled: “The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation”, in partial fulfillment of the
requirements for the degree Master of Arts in Education that I am currently
pursuing here at Mallig Plains Colleges, Mallig, Isabela.
I am looking forward for your favorable approval on this matter.
Very truly yours,
VICTOR MICHAEL Q. BALISI
Researcher
2008
244
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

245. <<MALLIG PLAINS COLLEGES, INC.>> - 245 - GRADUATE SCHOOL
APPENDIX B
SUMMARY OF FINDINGS
A. Faculty
CATEGORY
AVERAGE
1. Academic Qualification
2. Professional Performance
3. Teaching Assignment
4. Rank, Tenure, Remuneration
5. Faculty Development
TOTAL
General Average
RATING
4.00
2.71
4.28
3.50
4.33
18.82
3.76
90
77
92
85
93
437.0
87.40
B. INSTRUCTION
CATEGORY
1. Program for Studies
2. Co-curricular Activities
3. Instructional Process
4. Classroom Management
5. Academic Performance
6. Administrative Measures
TOTAL
GENERAL AVERAGE
AVERAGE
3.57
0.57
2.96
3.75
3.30
3.31
17.46
2.91
RATING
85
55
79
87
83
83
472
78.66
TALLY PRESENTATION
AREA
Faculty
Instruction
TOTAL
AVERAGE
INTERPRETATION
2008
AVERAGE
RATING
3.76
87.40
2.91
78.66
6.67
166.06
3.35
83.03
NOT QUALIFIED FOR ACCREDITATION
245
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

246. <<MALLIG PLAINS COLLEGES, INC.>> - 246 - GRADUATE SCHOOL
CURRICULUM VITAE
Name
:
VICTOR MICHAEL Q. BALISI
Address
:
CASILI, MALLIG, ISABELA
Date of Birth
:
OCTOBER 27, 1981
Place of Birth
:
ILAGAN, ISABELA
Father
:
QUIRINO C. BALISI (deceased)
Mother
:
VICTORIA Q. BALISI
Occupation
: PUBLIC SERVANT
EDUCATIONAL BACKGROUND
Elementary :
VICTORIA ELEMENTARY SCHOOL
Victoria, Mallig, Isabela
(2ND Honorable Mention and Leadership Award)
Secondary
:
WESTERN ISABELA POLYTECHNIC COLLEGE
(Now MALLIG PLAINS COLLEGES)
Casili, Mallig, Isabela
4th Honorable Mention, Performing Artist of the Year and
Journalist of the Year)
College
:
ST. FERDINAND COLLEGE
Ilagan, Isabela
BACHELOR OF SECONDARY EDUCATION
Majors in English and Literature
Performing Artist of the Year
Most Outstanding Red Cross Youth- Isabela Chapter
Most Outstanding Peer Counselor of the Year
Journalist of the Year
2008
246
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

247. <<MALLIG PLAINS COLLEGES, INC.>> - 247 - GRADUATE SCHOOL
Recipient, Isabela Historical and Cultural Council for
Excellence in Culture and Performing Arts
TEACHING/WORK EXPERIENCE
Mallig National High School-Main
Olango, Mallig, Isabela
2002-2004
Mallig National High School- Annex
San Jose Norte,Mallig, Isabela
2004-2006
Mallig Plains Colleges
Casili, Mallig, Isabela
2006- present
PROFESSIONAL ORGANIZATIONS
•
•
Special Program of Education for Language and Literature (SPELL)
•
Philippine Association for Teacher Education (PAFTE)
•
Philippine Association for Teacher Educational Foundations
(PATEF)
•
Regional Higher Education Paper Advisers Association (RHEPAARegion 2)
•
2008
National Organization of Professional Teachers Inc. (NOPTI)
Philippine Association of Deans and Directors for Student Affairs
and Services (PADDSAS)
247
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

248. <<MALLIG PLAINS COLLEGES, INC.>> - 248 - GRADUATE SCHOOL
2008
248
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

249. <<MALLIG PLAINS COLLEGES, INC.>> - 249 - GRADUATE SCHOOL
THE LEVEL OF READINESS OF FACULTY AND INSTRUCTION OF
MALLIG PLAINS COLLEGES TOWARDS ACCREDITATION
________________
A Thesis
Presented to
the Faculty of the Graduate School
Mallig Plains Colleges
Mallig, Isabela
________________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
________________
By:
VICTOR MICHAEL Q. BALISI
March 2008
2008
249
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

250. <<MALLIG PLAINS COLLEGES, INC.>> - 250 - GRADUATE SCHOOL
APPROVAL SHEET
In partial fulfillment of the requirements for the degree in Master of
Arts in Education, this thesis entitled The Level of Readiness of Faculty and
Instruction of Mallig Plains Colleges Towards Accreditation has been
prepared and submitted by Victor Michael Q. Balisi who is hereby
recommended for Oral Examination.
ARNOLD C. COLLADO, Ph.D.
Adviser
Approved by the Tribunal at the Oral Examination with a grade of
PASSED.
AUREA A. SIMON, Ed.D.
Chairman
FELONILA L. CATUIZA, Ph.D.
Member
METHODIA B. LAGADI, Ph.D.
Member
RECOMMENDED BY:
AURORA V. ADAYA, Ph. D.
Consultant, Graduate School
Accepted as partial fulfillment of the requirements for the degree in
Master of Arts in Education.
LEOCADIO E. IGNACIO, Ph.D., Ed. D.
President
2008
250
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

251. <<MALLIG PLAINS COLLEGES, INC.>> - 251 - GRADUATE SCHOOL
ACKNOWLEDGMENT
The writer wishes to express his profound gratitude to the following
concerned people who through their sincere encouragement, guidance, and
support made possible the realization of this study:
To Dr. Leocadio E. Ignacio, President of Mallig Plains Colleges, who
have been very generous in spearheading scholarship grant which made the
researcher to possibly finish this study;
To Dr. Praxedes A. Ignacio, Vice President, Mallig Plains Colleges, for
being an epitome of a supportive mother and for her words of wisdom and
encouragement to forge ahead with this study;
To Dr. Aurora V. Adaya, Graduate School Consultant, for her
guidance and inspiration in transforming the researcher to realize the
immense values of education;
To Dr. Arnold C. Collado, Research Director, Thesis Adviser and
Statistician, for patiently checking the manuscript of the researcher and for
giving worthy suggestions in the realization of this study. He had exposed
the researcher in the real workforce scenario;
2008
251
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

252. <<MALLIG PLAINS COLLEGES, INC.>> - 252 - GRADUATE SCHOOL
To Dr. Aurea A. Simon, Dean, College of Education, Mallig Plains
Colleges, for her supplementary insights regarding the completion of this
study. She had been a mentor, a mother, a counselor, a friend, and buddy.
To Dr. Violeta S. Directo, President Emeritus, St. Ferdinand College,
for patiently and constantly editing the manuscript which transformed the
output into a better one.
To Mrs. Lorvie Macutay, for her immeasurable guidance and inputs as
the technical adviser and in modifying tables and rubrics of this output and
for her painstaking pieces of advice on the standards as needed.
To Mr. John B. David, Assistant to the President for Administration,
Mallig Plains Colleges, for being supportive in providing some of the
references which were in cognizance with the study;
To Sir Andy and Ma’am Charry Salazar, for being the technical
consultants in comprehensive editing of manuscript amid their busy time;
To all the PC members, Allan, Lea, Jaycel, Glen, Edward, Pax, Andy,
Charry, Eric, Diana, Edison, Loreto, George and MPC family, for their warm
company, making the researcher well-motivated all the time;
To Hillary, Beyonce, Paris, Drew, and Cameroon, for their utmost
support in encoding, data analysis, and table drawing, motivation, and
prayers;
2008
252
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

253. <<MALLIG PLAINS COLLEGES, INC.>> - 253 - GRADUATE SCHOOL
To his mother, Portia, for her immeasurable guidance, prayer,
motivation, and for making me a tangible person;
Above all, to God Almighty, for His bountiful blessings and graces
that gave him courage, wisdom, strength, patience, and determination in the
successful completion of this piece of work.
The Researcher
2008
253
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

254. <<MALLIG PLAINS COLLEGES, INC.>> - 254 - GRADUATE SCHOOL
DEDICATION
I
Dedicate
This piece of work
to my loving mother, PORTIA;
my brothers, JASON, and VICE LLOYD;
my family members, CINDY, KING, and ANNAVIE;
my special friends, Hillary, Beyonce, Paris, JR and Jeff;
professors, who gave me
the encouragement and
invaluable inspiration
in writing this
piece of work;
To my Dad and brother, Ian Quinn,
they were called by the Creator
earlier, but this is indeed, for them.
2008
254
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

255. <<MALLIG PLAINS COLLEGES, INC.>> - 255 - GRADUATE SCHOOL
TABLE OF CONTENTS
Page
TITLE PAGE.................................................................................………...
i
APPROVAL SHEET.....................................................................………..
ii
ACKNOWLEDGMENT………………………………………………….
iii
DEDICATION…………………………………………………………….
v
TABLE OF CONTENTS.................................................................………
vi
LIST OF TABLES…………………………………………………………
viii
ABSTRACT………………………………………………………………
Chapter
x
1
1
Introduction...............................................................………
1
Theoretical .Framework …………………………………..
5
Research Paradigm………………………………………...
9
Statement of the Problem.........................................……...
10
Hypotheses……….…………………………………………
11
Significance of the Study…………………………………..
12
Scope and Delimitation of the Study.…………………….
13
Definition of Terms..................................................………..
2
THE PROBLEM AND ITS BACKGROUND......…….………
14
REVIEW OF RELATED LITERATURE AND
STUDIES........................................................................…………
19
Related Literature....................................................………..
19
Related Studies........................................................…………
36
Chapter
2008
Page
255
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

256. <<MALLIG PLAINS COLLEGES, INC.>> - 256 - GRADUATE SCHOOL
3
RESEARCH METHODOLOGY AND PROCEDURE.………
45
Research Design..............................................................…..
Research Locale and Respondents of the Study...………
45
Source of Data………………………………………………
46
Data Gathering Procedure.....................................……….
47
Interpreting Scores…………………………………………
49
Statistical Treatment Used in the Study.…………………
50
Data Analysis Procedure…………………………………..
4
45
68
PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA………………………………………………………..
5
55
SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS………………………………………
73
Summary …………………………………………………..
73
Findings…………………………………………………….
75
Conclusions…………………………………………………
80
Recommendations………………………………………….
83
BIBLIOGRAPHY……………………………………………………………
86
APPENDICES………………………………………………………………
89
CURRICULUM VITAE……………………………………………………
121
2008
256
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

257. <<MALLIG PLAINS COLLEGES, INC.>> - 257 - GRADUATE SCHOOL
LIST OF TABLES
Table
Page
1. Distribution of Respondents of the Study..…………………
46
2. Frequency and Percentage Distribution of Respondents
in Terms of Sex…..……………………………………………..
55
3. Frequency and Percentage Distribution of Respondents
in Terms of Age.……………………………….………………
56
4. Frequency and Percentage Distribution of Respondents
In Terms of the Educational Attainment of their Parents....
57
5. Frequency and Percentage Distribution of Respondents
in the Pre-Test and Post-Test in Reading as to Word
Recognition……………………………………….……………
58
6. Frequency and Percentage Distribution of Respondents
in the Pre-Test and Post-Test in English as to Level
of Comprehension.……………………………….……………
59
7. Weighted Means and Qualitative Descriptions of Physical
Factors Affecting the Respondents’ Competency in
Reading as Perceived by Themselves………………………..
60
8. Weighted Means of Reading Habits Affecting Reading
Competency in English………………………………………..
61
9. Weighted Means on the Reading Skills that Affect
The Reading Competency of the Pupils……………………..
63
10. Weighted Means on the Vocabulary Skills that Affect
the Reading Competency of t he Pupils..……………………
64
11. T-test Analysis of Difference Between the Pre-Test and
Post-Test in Word Recognition.……………………………..
Table
2008
65
Page
257
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

258. <<MALLIG PLAINS COLLEGES, INC.>> - 258 - GRADUATE SCHOOL
12. T-test Analysis of Difference Between the Pre-Test and
Post-Test in Reading Comprehension./……………………..
13. T-test Analysis on the Difference in the Reading Ability
of Pupils as to Sex………………..……………………………..
67
14. T-test Analysis on the Difference in the Reading Ability
of Pupils as to Age………………..……………………………..
68
15. T-test Analysis on the Difference in the Reading Ability
of Pupils as to Educational Attainment of Parents…………..
69
16. Chi-square Test on the Relationship Between Reading
Ability of Pupils and their Personal Profile on Sex…………..
70
17. Chi-square Test on the Relationship Between Reading
Ability of Pupils and their Personal Profile on Age…………..
71
18. Chi-square Test on the Relationship Between Reading
Ability of Pupils and their Personal Profile on
Educational Attainment of Parents……………………………..
2008
66
72
258
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

259. <<MALLIG PLAINS COLLEGES, INC.>> - 259 - GRADUATE SCHOOL
Thesis Abstract
THE LEVEL OF READINESS OF FACULTY AND INSTRUCTION OF
MALLIG PLAINS COLLEGES TOWARDS ACCREDITATION
(Victor Michael Q. Balisi)
Summary
The study sought to identify The Level of Readiness of Faculty and
Instruction of Mallig Plains Colleges Towards Accreditation.
Specifically, it addressed issues that concern:
1.
Faculty
a. Academic qualifications
b. Professional Performance
c. Teaching Assignment
d. Rank, Tenure, Remuneration and Fringe Benefits
e. Faculty Development
2. Instruction
a. Program of Studies
b. Co-curricular Activities
c. Instructional Process
d. Classroom management
2008
259
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

260. <<MALLIG PLAINS COLLEGES, INC.>> - 260 - GRADUATE SCHOOL
e. Academic Performance of Students
f. Administrative Measures for Effective Instruction
The documentary analysis was used in the study. It deals on
documentary process which is rubrics-based against the documents that are
available. The researcher opines that since his study dealt on identifying and
describing the readiness of faculty and instruction towards accreditation, this
is the most fitting research design to bring out the real state of faculty and
instruction in the institution as key areas in PACUCOA accreditation
standards to be addressed.
The rubrics used were rated 0-5 with corresponding indicators
depending upon their existence and functionality in response to the factors
concerning faculty and instruction.
After scrutinizing the corresponding mean of each rubric, they were
added to come up with the mean of every category in each area. The
computed mean of each category were totaled to come up with the general
average of a certain area. After the averages of faculty and instruction had
been determined, the standardized transmutation table served as the
reference point in assessing whether an area is qualified for a Level 1, 2 or 3
status.
Findings
2008
260
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

261. <<MALLIG PLAINS COLLEGES, INC.>> - 261 - GRADUATE SCHOOL
1.
FACULTY
Strength
A. Academic Qualifications
1. Sixty-five percent of the policy on recruitment for faculty
members is met.
2. Sixty-six point sixty seven percent of the faculty members have
earned graduate degree courses.
3. Sixty-six point sixty seven percent of faculty members teach
their line of specialization.
4. Seventy-eight point zero five percent of the faculty members
handle practicum subjects with at least three years experience.
5. Ninety-four point twelve percent of faculty members are
equipped with knowledge on global issues and technology.
B. Professional Performance
1. Seventy-eight point zero five percent of faculty members were
observed by the administrators.
2. Ninety-four point twelve percent faculty members have notes
on daily exercises.
3. One hundred percent of the faculty members have compilation
of action researches.
2008
261
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

262. <<MALLIG PLAINS COLLEGES, INC.>> - 262 - GRADUATE SCHOOL
C. Teaching Assignment
1. Eighty-eight point twenty four percent of the faculty members
are full time by appointment.
2. Sixty-six point sixty seven percent of faculty members teach
their field of specialization.
3. Eighty-eight point seventy percent of faculty members do not
have three consecutive teaching hours.
4. Eighty-eight point twenty four percent of faculty members have
satisfactory performance.
5. Eighty-eight point twenty four percent of faculty members have
extra class assignment.
D. Rank, Tenure, Remuneration, and Fringe Benefits
1. Eighty percent of the criteria for promotion in rank and salary of
faculty members are observed.
2. Sixty-eight point twenty nine percent of faculty members are
receiving above minimum wage.
3. Ninety-two point thirty one percent of the policies for
termination of employment are being observed.
E. Faculty Development
2008
262
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

263. <<MALLIG PLAINS COLLEGES, INC.>> - 263 - GRADUATE SCHOOL
1. All of the provisions for faculty development program are
existing and functional.
2. All of the policies in faculty meetings, faculty committees,
attendance at seminars and conferences, membership in
professional organizations and research or publication papers
are observed.
2.
INSTRUCTION
A. Program of Studies
1. One hundred percent of the programs offered by the institution
are recognized by CHED.
2. One hundred percent of curriculum designs in Elementary,
High School and College are approved by CHED.
3. One hundred percent of the entire matrix of subject areas of the
entire curriculum is with pre-requisites.
4. There are twelve elective or cognate subjects being offered in
consonance with the standards set by CHED.
B. Co-Curricular Activities
2008
263
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

264. <<MALLIG PLAINS COLLEGES, INC.>> - 264 - GRADUATE SCHOOL
C. Instructional Process
1. One hundred percent of the faculty members have records of
their students’ recitation and group work.
2. One hundred percent of all departments have evidences of
group discussions in their classes.
3. Sixty three point forty one percent of faculty members have
printed and soft copy of their instructional materials.
4. One hundred percent of the planned convocations and
assemblies are accomplished.
5. Eighty four point fifty one percent of interns have compilation
of their portfolio.
6. One hundred percent of faculty members have instructional
materials.
7. One hundred percent of faculty members have syllabi that
include methods of instruction.
8. One hundred percent of faculty members have class records
showing a column for recitation.
9. One hundred percent of faculty members have class records
showing a column for group work.
2008
264
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

265. <<MALLIG PLAINS COLLEGES, INC.>> - 265 - GRADUATE SCHOOL
10. One hundred percent of faculty members have class records
showing a column for questioning.
11. Sixty five point eighty five percent of faculty members require
assignment notebooks in their classes as proof of independent
study.
12. One hundred percent of faculty members have syllabi that
include methods of instruction.
13. One hundred percent of faculty members have objective
evidence that they use other resources in the provision of
instructional materials.
14. Ninety five point twelve percent of faculty members have
evidence that their teaching materials can measure the
objectives of each topic based on the objective classification.
15. One hundred percent of faculty members have objective
evidence that they create student activities.
D. Classroom Management
1. One hundred percent of faculty members submitted their class
attendance sheets.
2008
265
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

266. <<MALLIG PLAINS COLLEGES, INC.>> - 266 - GRADUATE SCHOOL
2. One hundred percent of faculty members have evidence that
they include class standing, unannounced quizzes and seat
work in the grade computation.
3. One hundred percent of faculty members have evidence that
they require guidance counseling for unreasonable absences of
students.
4. One hundred percent of faculty members have evidence that
they refer erring students to the guidance office.
5. Sixty-five point eighty five percent of faculty members require
assignment notebooks in their classes.
6. One hundred percent of faculty members submitted their final
tests.
7. One hundred percent of faculty members have evidence that
they provide grade column for written and oral exams in their
class records.
8. One
hundred
percent
of
faculty
members
submitted
of
faculty
members
submitted
computerized grade sheets.
9. One
hundred
percent
computerized grade sheets.
2008
266
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

267. <<MALLIG PLAINS COLLEGES, INC.>> - 267 - GRADUATE SCHOOL
10. One hundred percent of faculty members submitted a copy of
the draft with correction and the final copy of the test papers to
their respective deans.
11. One hundred percent of faculty members inform their students
the basis of rating for test results.
F. Administrative Measures
1. One hundred percent of faculty members are punctual in
coming to school.
2. One hundred percent of faculty members submitted syllabi
which include methods of instruction.
3. One hundred percent of faculty members submitted a copy of
the draft with correction and the final copy of the test papers to
their respective deans.
4. One hundred percent of the faculty members attend regular
department meetings.
5. A regular meeting of twice a month in every department is
observed.
6. One hundred percent of deans/principals have accomplished
observation forms of their faculty.
7. All of the faculty rooms have amenities provided.
2008
267
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

268. <<MALLIG PLAINS COLLEGES, INC.>> - 268 - GRADUATE SCHOOL
8. One hundred percent of academic heads have accomplished
class supervision forms of their faculty.
9. One hundred percent of faculty members have an average of 85
percent and above for merit rating.
10. Twelve meetings are held in a semester in every department.
11. There is only one complaint recorded in the policy on awards.
1.
FACULTY
Weaknesses
A. Academic Qualifications
B. Professional Performance
1. There are no objective evidences that teachers reflect the
school’s Mission, Vision, Goals and Objectives in their syllabi.
2. Only 25.49 percent of the faculty members have compilations of
student’s book reports.
C. Teaching Assignment
D. Rank, Tenure, Remuneration, and Fringe Benefits
1. Only the college administrators have the authority to give
promotion to a certain teacher.
E. Faculty Development
2008
268
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

269. <<MALLIG PLAINS COLLEGES, INC.>> - 269 - GRADUATE SCHOOL
1. Only three of the provisions for the In-Service Development are
present.
2.
INSTRUCTION
Weaknesses:
A. Program of Studies
1. Only 26.13 percent of the graduating students have submitted
their researches.
2. Only 14.63 percent of the faculty members participate in the
formulation of program of studies.
B. Co-Curricular Activities
1. The students may have joined co-curricular programs but
there were no objective evidence to support this claim. It was
rated 0 percent
2. The students joined a lot of co-curricular activities but they
were not able to undergo organization qualifications set by the
administration. Likewise, there were no qualifications set by
the administration.
3. Only 19.18 percent of the total population of the students have
submitted book reports.
2008
269
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

270. <<MALLIG PLAINS COLLEGES, INC.>> - 270 - GRADUATE SCHOOL
4. Only 5. 74 percent of the total population of students have
participated in the community services.
5. There were no memoranda of no-class interruption during cocurricular activities.
6. Only 27.38 percent of the actual number of students have
submitted reaction papers.
C.
INSTRUCTIONAL PROCESS
1. Of the actual number
of students, none of them have
submitted their reaction paper on co-curricular activities they
participated in.
2.
There were only 5.05 percent of the actual visits of the students in
the library from June 2007-January 2008.
3.
There was no objective evidence that the students are using the
multimedia facilities.
4.
There is no objective evidence that faculty members require
their students to submit INTERNET browsing reports.
5. Team teaching is not evident
6.
Only 7.57 percent of the total number of students who attended
field trips have submitted book reports.
7. There were no compilation of case studies.
2008
270
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

271. <<MALLIG PLAINS COLLEGES, INC.>> - 271 - GRADUATE SCHOOL
8. None of the teachers can show objective evidence that their
students have submitted reaction papers/evaluation on cocurricular activities.
D.
Classroom Management
1. There were no laboratory assistants in every class.
E.
Academic Performance of Students
1.
Teachers cannot show objective evidence that they provide
grade column for research on their class records.
2.
Only 17.07 percent of the faculty members can show objective
evidence that they use computer software program in their
method of instruction.
3.
No one of the students is provided a copy of student’s
handbook, where grading system is planned.
4.
Only 20.75 percent of the total number of students have projects
and displayed in the PACUCOA room.
F.
Administrative Measures
1.
No one of the teachers can show letter request for substitution
approved by their respective deans when they are on leave or
absent.
2008
271
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

272. <<MALLIG PLAINS COLLEGES, INC.>> - 272 - GRADUATE SCHOOL
2.
There were no consultative meetings with the students. There
might have but they are not well-documented.
3.
Academic heads do not have development charts for their faculty
members.
4.
Only 5.26 percent of the total number of faculty members have
modules for personalized instruction.
5.
Only 9.76 percent of the teachers have at least 10 seminars and
workshops attended on methodology of instruction.
6.
There was no tracer studies of graduates in the past 5 years.
Conclusions
Based on the computed mean of the numerical rating of each rubric,
Faculty obtained 3.76 while Instruction has 2.91.
Based on the transmutation table for the standardized ratings, both
areas are not ready for accreditation.
There are a number of identified rubrics to be improved to come up
with the set standards.
Administration should take serious concern of the identified
weaknesses of the respective areas.
2008
272
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

273. <<MALLIG PLAINS COLLEGES, INC.>> - 273 - GRADUATE SCHOOL
Based on the transmutation figures from PACUCOA, the Faculty area
has 3.76 with 87.40 percent average rating which means that the area remains
in the candidate status for level 1.
On the other hand, Instruction garnered a mean of 2.91 with 78.66
percent numerical as rating which means that this area is not yet ready for
accreditation. Unless this is given immediate and appropriate action the goal
to reach an accredited level would not be achieved.
An assessment of the two areas with a transmutation of 87.40 percent
and 78.66 percent, respectively, would have an average of 83.03 percent
which means that these areas are not ready for accreditation.
Recommendations
1. The Vision, Mission, Goals, Objectives and Core Values of the
school should be properly integrated in the syllabi of the faculty
members.
2. Faculty members should continue updating themselves with global
issues so that they can integrate important topics to discuss with
their students who will also become aware of world events.
3. There should be a policy for academic qualifications to observe for
students who intend to join co-curricular activities. With this
2008
273
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

274. <<MALLIG PLAINS COLLEGES, INC.>> - 274 - GRADUATE SCHOOL
policy, the administration would be more selective in choosing
students who will participate in co-curricular activities.
4. The students should be required to submit book and INTERNET
researches. This will be supplementary resources for knowledge
acquired by the students. Moreover, the trend in today’s learning is
the use of technological gadgets. This will motivate the learners to
be technologically updated.
5. The practice of using comprehensive memoranda for minimum
disruption of classes will enhance learners to be centered in their
study habits.
6. The students should be required to submit reaction papers on the
co-curricular activities they participate in. This will intensify their
skills and knowledge in preparation of different educational
requirements.
7. The use of a logbook to monitor activities in the multimedia/audiovisual room to justify that students are really using the multimedia
facilities in consonance with their subject matter is an identified
need.
8. The presence of INTERNET is very beneficial for the learners.
Therefore, students should be advised to use the INTERNET and
2008
274
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

275. <<MALLIG PLAINS COLLEGES, INC.>> - 275 - GRADUATE SCHOOL
require them submit INTERNET browsing reports for authenticity
of activity done.
9. Students should be able to make decisions for practical situations.
The task of the teacher is to be able to give them case studies. and
require them to submit well-prepared outputs.
10. Integrative and collaborative teaching can be done if the faculty
members work cooperatively. Faculty members should practice
team teaching to strengthen and enhance the instructional process.
11. Full-time laboratory assistants are required to take charge of the
different laboratories the school has and make laboratory
instruction satisfactory and productive.
12. Provide students with individual copies of Student’s Handbook so
that they will be aware of the rules and regulations of the school
and make them more law-abiding in the school community.
13. Proper communications for faculty members who plan to file leave,
whether study leave, maternity leave, vacation leave or the like
must be required. Requests for substitution should also be properly
made. Basically, the students are much-affected when teachers fail
to communicate their absences.
2008
275
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation

276. <<MALLIG PLAINS COLLEGES, INC.>> - 276 - GRADUATE SCHOOL
14. There must be a logbook for monthly consultation of students as
this will manifest a teacher’s total concern for his words.
15. The school must strengthen the Faculty Development Program.
Although these are existing policies, these should be wellimplemented as provided by the school.
16. The development of modules for personalized instruction to speed
up of the competencies of the faculty members is necessary for
enhanced instruction.
17. Tracer Studies of the graduates should be made. This policy must
be regularly monitored in order to know the employability of
graduates and be able to assess the productivity of successful
professionals of the school.
2008
276
The Level of Readiness of Faculty and Instruction of
Mallig Plains Colleges Towards Accreditation