Embed Size (px)
DESCRIPTION
A Thesis proposal related on the teaching goals usually used by the teachers of Zamboanga City State Polytechnic College
Citation preview
Chapter I
BACKGROUND OF THE STUDY
Introduction
The effort and enthusiasm of the teacher directly influence the students.
Great teacher helps students to educate, to inspire to learn and to have a
positive change. There is something extremely satisfying about imparting
information to your students and working with them to ensure they understood
not only concepts, but practical applications as well. So teachers used
techniques on strategies to set their goals wisely.
Teachers who set their goals upright are the best motivator. They can
motivate students to participate and focus, and even bring introvert students out
of their shells.
“A good teacher recognizes that each pupil has a different talent lying
hidden and unexplored. His duty is to unearth it and help it blossom.” (J.M
Monchonda.)
The teacher in Zamboanga City State Polytechnic College teach students
on how to use the thinking skills of every students by giving lots of questions.
“Nothing pushes students to do their best work like a professor who takes pride
not in his or her own accomplishment, but in helping others realize their
potential.“ (Jason Dent, philosophy)
In the field of education, teaching goals are the one that motivates the
teacher to teach, to inspire students to strive for greatness and teaches them
through experience and commitment how to realize their full potential to become
the best they can be. When a teacher says their goal is to “make a difference”
this is what they mean. They don’t only want to change the lives of their students
but they want to change the pace of education.
The researchers wanted to find out what are the common teaching goals
that the teacher uses in Zamboanga City State Polytechnic College and are able
to explain why they choose that certain teaching goal. They also want to know
what are the least common teaching goals that teacher of Zamboanga City State
Polytechnic College choose and known also as to why they chosen it.
Statement of the problem
This study attempt to determine the teaching goals of the
instructors/professors of Zamboanga City State Polytechnic College.
Specifically, this study sought to answer the following questions:
1. What is the profile of the instructor/professor in Zamboanga City State
Polytechnic College in terms of:
a. Age;
b. area of specialization;
c. academic Rank;
d. gender and length of Service
2. What are the common teaching goals of the instructors/professors of the
Zamboanga City State Polytechnic College?
3. Is there a significant difference in the teaching goals of the academic and
vocational instructors and professors of Zamboanga City State Polytechnic
College in terms of:
a. Higher Order Thinking Skills
b. Basic Academic Success Skills
c. Liberal Arts and Academic Values
d. Discipline-Specific Knowledge and Skills
e. Work and Career Preparation
f. Personal Development
Significance of the study
The findings of the study could provide readers regarding the Teaching
Goals used by teachers of the Zamboanga City State Polytechnic College. The
main purpose of this is to determine the common teaching goals of the faculty of
ZCSPC using the teaching goals inventory as the primary instrument. This study
will benefit school, the student as well as the administrator of the college, to
create developing programs for the school. This study allowed teacher to self-
assessment their own teaching goals, to identify their strengths as well as the
areas that need to be developed further for them to become more useful
facilitators for leaning. The study will benefit the student in terms of quality of
education through effective goals created by their teacher.
Scope and Delimitation
The study limits on the Teaching Goals of the teachers of Zamboanga City
State Polytechnic College. It includes sixty (60) faculty members, thirty (30) of the
respondents are in academic courses and the other thirty (30) are in vocational
courses. They were selected using the total enumeration sampling.
There were one-hundred thirty-two copies (132) and only sixty-three (63)
exact numbers of copies were retrieved. The reasons were, during the weeks
were we started our survey, the teachers were busy because of the accreditation,
some of the teachers
Chapter II
RELATED STUDIES
This chapter presents the related studies on the different clusters of the
teaching goals of the instructors/professors of the Zamboanga City State
Polytechnic College. There are actually six (6) clusters that are being considered
in this study.
Higher Order Thinking Skills (HOTS)
Higher-order thinking, known as higher order thinking skills (HOTS),
is a concept of Education reform based on learning taxonomies (such as Bloom's
Taxonomy). The idea is that some types of learning require more cognitive
processing than others, but also have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and synthesis
(creation of new knowledge) are thought to be of a higher order, requiring
different learning and teaching methods, than the learning of facts and concepts.
Higher order thinking involves the learning of complex judgmental skills such
as critical thinking and problem solving. Higher order thinking is more difficult to
learn or teach but also more valuable because such skills are more likely to be
usable in novel situations (i.e., situations other than those in which the skill was
learned).
Education reform is a notion that students must master the lower level
skills before they can engage in higher order thinking. However, the National
Research Council objected to this line of reasoning, saying that cognitive
research challenges that assumption, and that higher order thinking is important
even in elementary school.
Including higher order thinking skills in learning outcomes is a very common
feature of standards based education reform.
Advocates of traditional education object to elevating HOTS above direct
instruction of basic skills. Many forms of education reform, such as inquiry-based
science, reform mathematics and whole language emphasize HOTS to solve
problems and learn, sometimes deliberately omitting direct instruction of
traditional methods, facts, or knowledge. HOTS assumes standards based
assessments that use open-response items instead of multiple choice questions,
and hence require higher order analysis and writing. Critics of standards based
assessments point out that this style of testing is even more difficult for students
who are behind academically. Indeed, while minorities may lag by 10 to 25 points
on standardized percentile rankings, the failure rates of minorities are two to four
times the best scoring groups on tests like the WASL. It is debated whether it is
correct to raise the importance of teaching process over content.
The Texas Republican Party expressed their opposition to the teaching of
certain HOTS by including the following item in their 2012 Party Platform:
"Knowledge-Based Education – We oppose the teaching of Higher Order
Thinking Skills (HOTS) (values clarification), critical thinking skills and similar
programs that are simply a relabeling of Outcome-Based Education (OBE)
(mastery learning) which focus on behaviour modification and have the purpose
of challenging the student’s fixed beliefs and undermining parental authority."
However, the final wording of this item was evidently a 'mistake' according
to Republican Party of Texas Communications Director Chris Elam who said, in
an interview with talkingpointsmemo.com, that the plank should not have
included the phrase 'critical thinking skills' and it was not the intent of the
subcommittee to indicate that the RPT was opposed to critical thinking skills".
When asked to clarify the meaning of the item he said, "I think the intent is that
the Republican Party is opposed to the values clarification method that serves
the purpose of challenging students’ beliefs and undermine parental authority".
Basic Academic Success Skills
Time Management
Learn how to arrange all those competing demands into a schedule which
will lead to academic success instead of academic stress.
Coping with Academic Stress
Discuss sources and methods to overcome anxiety in your academic and
personal life.
Public Speaking Skills
Discover many useful strategies to prepare for and present formal and
informal speeches.
Effective Learning Strategies in Math/Science
Learn ways to structure new information for increased comprehension and
retention. Practice problem solving techniques.
Effective Note Taking Techniques
Learn strategies to create better notes, and how to use them to become
more successful in your classes.
Preparing for Finals/Midterms
Set yourself up for success by establishing goals and organizing your
study sessions before exams.
Succeeding at Writing
Learn about writing strategies that will promote both creativity and
organization.
Study Skills
Assess your current study skills and learn strategies for improving them.
Develop a personally relevant study plan for the quarter.
How to Improve Reading Speed
Learn techniques that will help you to read faster and with better
comprehension.
Dealing with Procrastination
Learn how to stop procrastinating and start succeeding through your own
efforts and personal focus.
Preparing to Write Exams
Practice proven methods for achieving success on essay exams.
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and
breadth of knowledge, scholarly understanding, and specific subject content in
their chosen fields to make them competent and confident in their subject or
profession. They will be able to demonstrate, where relevant, professional
technical competence and meet professional standards. They will be able to
articulate the structure of knowledge of their discipline, be able to adapt
discipline-specific knowledge to novel situations, and be able to contribute from
their discipline to inter-disciplinary solutions to problems.
In completing TEP318, TEP319 & TEP320 (Curriculum and Teaching in the
Primary School), I have successfully shown the ability to:
* demonstrate a developing knowledge and understanding of the syllabus
requirements (knowledge and understandings, skills and values) for K-6 English,
Mathematics, Human Society & Its Environment, Science & Technology, Creative
Arts and Personal Development, Health & Physical Education;
* demonstrate an understanding of content structure and learning processes, as
prescribed by NSW and proposed Australian Curriculum documents for K-6
English, Mathematics, Human Society & Its Environment, Science & Technology,
Creative Arts and Personal Development, Health & Physical Education;
* demonstrate a developing understanding of pedagogy and appropriate teaching
strategies for K-6 English, Mathematics, Human Society & Its Environment,
Science & Technology, Creative Arts and Personal Development, Health &
Physical Education;
* design and implement lessons that are engaging and motivating for K-6
students;
* design strategies to assess student learning before, during and after a lesson
sequence;
* Critically evaluate educational resources and link them to appropriate learning
outcomes;
* demonstrate an ability to work collaboratively to produce quality educational
resources; and
* integrate ICT across K-6 Human Society & Its Environment and K-6 Science &
Technology.
Liberal Arts and Academic Values
The value of an education in a liberal arts college is not the learning of
many facts but the training of the mind to think something that cannot be learned
from textbooks." (Albert Einstein, 1921)
Without an immediately obvious vocational outcome, study of the liberal
arts sometimes comes under attack for being impractical. Wellesley is at the
forefront of addressing this challenge, not by abandoning its belief in a liberal arts
curriculum, but by working to ensure that students themselves understand—in
the course of every learning challenge—that the disciplined thinking, refined
judgment, creative synthesis, and collaborative dynamic that are hallmarks of
their Wellesley education are not only crucial to developing their leadership
abilities, but are habits of mind that will serve them well throughout their lives,
and be primary contributors to their success.
Liberal Arts Ideals Become Real-World Skills
We back our commitment to students' lifelong success by continuously
making connections between students' studies and highly valued real-world
skills. Full engagement in the life of the College—and in the work she is doing
there—is demanded of every student, and the sense of purposeful involvement,
personal commitment, and ongoing responsibility that accrue from this translate
precisely into qualities sought “on the outside,” regardless of setting.
Mastery of a broad range of intellectual and cultural content lends crucial
perspective to any decision-making. Wellesley cultivates an avid curiosity and the
willingness to interrogate closely, argue cogently, and judge fairly; as well as an
awareness that allows the drawing of ethical lines clearly, cleanly, and publicly.
Finally, we bring to the liberal arts tradition two sets of skills that foster
future success: effective communication and deft management of “human
systems.” Clear speaking and writing comes with the organized thinking required
to persuasively represent and defend a point of view. Wellesley women are
known for a particular kind of leadership genius: They establish a vision, and
serve the ultimate goal by creating consensus and modeling collaboration,
negotiating intra-group interests with a sure touch, anticipating sticking points
and navigating through them. In short, they have an ability to “get stuff done.”
All these skills—rooted in the power of the liberal arts disciplines—are the
rewards of a Wellesley education.
Work and Career Preparation
Career preparation and work-based learning experiences are essential in
order to form and develop aspirations and to make informed choices about
careers. These experiences can be provided during the school day, or through
after-school programs, and will require collaborations with other organizations. All
youth need information on career options, including:
• Career assessments to help identify students' school and post-school
preferences and interests
• Structured exposure to post-secondary education and other life-long
learning opportunities
• Exposure to career opportunities that ultimately lead to a living wage,
including information about educational requirements, entry requirements,
income and benefits potential, and asset accumulation, and
• Training designed to improve job-seeking skills and work-place basic skills
(sometimes called soft skills).
In order to identify and attain career goals, youth need to be exposed to a range
of experiences, including:
• Opportunities to engage in a range of work-based exploration activities
such as site visits and job shadowing
• Multiple on-the-job training experiences, including community service
(paid or unpaid) that is specifically linked to the content of a program of study and
school credit
• Opportunities to learn and practice their work skills (“soft skills”), and
• Opportunities to learn first-hand about specific occupational skills related
to a
career pathway.
In addition, youth with disabilities need to:
• Understand the relationships between benefits planning and career
choices
• Learn to communicate their disability-related work support and
accommodation needs
• Learn to find, formally request and secure appropriate supports and
reasonable accommodations in education, training and employment settings.
Personal Development
Personal development includes activities that improve awareness and
identity, develop talents and potential, build human capital and facilitate
employability, enhance quality of life and contribute to the realization of dreams
and aspirations. The concept is not limited toself-help but includes formal and
informal activities for developing others in roles such as teacher, guide,
counselor, manager, life coach or mentor. When personal development takes
place in the context of institutions, it refers to the methods, programs, tools,
techniques, and assessment systems that support human development at the
individual level in organizations.
At the level of the individual, personal development includes the following
activities:
• improving self-awareness
• improving self-knowledge
• improving or learning new skills
• becoming a self-leader[2]
• building or renewing identity/self-esteem
• developing strengths or talents
• improving wealth
• spiritual development
• identifying or improving potential
• building employability or human capital
• enhancing lifestyle or the quality of life
• improving health
• fulfilling aspirations
• initiating a life enterprise or personal autonomy
• defining and executing personal development plans
• improving social abilities
The concept covers a wider field than self-development or self-help:
personal development also includes developing other people. This may take
place through roles such as those of a teacher or mentor, either through a
personal competency (such as the skill of certain managers in developing the
potential of employees) or a professional service (such as providing training,
assessment or coaching).
Beyond improving oneself and developing others, personal development
is a field of practice and research. As a field of practice it includes personal
development methods, learning programs, assessment systems, tools and
techniques. As a field of research, personal development topics increasingly
appear in scientific journals, higher education reviews, management journals and
business books.
Any sort of development—whether economic, political, biological,
organizational or personal—requires a framework if one wishes to know whether
change has actually occurred. In the case of personal development, an individual
often functions as the primary judge of improvement, but validation of objective
improvement requires assessment using standard criteria. Personal development
frameworks may include goals or benchmarks that define the end-points,
strategies or plans for reaching goals, measurement and assessment of
progress, levels or stages that define milestones along a development path, and
a feedback system to provide information on changes.
Conceptual Framework
Figure 1
Profile
Teaching Goals
Figure 1. Shows the conceptual framework of the study. This guides us in the
role of the different variables in the study. The profile of the professor/instructor
of Zamboanga City State Polytechnic College in relation to their Teaching Goals
is being analyzed.
The independent variable is the teaching goals used by the
instructors/professors of the Zamboanga City State Polytechnic College.
The dependent variables are the instructors/professors of the college with
highest academic rank.
Chapter III
RESEARCH METHODOLOGY
Research Design
The study utilizes quantitative and qualitative design which is useful to
obtain information to support the study. The researchers decided to use the
quantitative approach to collect data on the profiling of the respondents which
Instructors/Professors of ZCSPC
An analysis
would serve as the database of the college. The qualitative research design was
used to describe the responses of the respondents on the group discussion.
Research Environment
The study was conducted at Zamboanga City State Polytechnic College
located at R.T. Lim Boulevard, Baliwasan, Zamboanga City.
The college is divided into two campuses. These campuses are composed
of different departments. These departments are the following: Teacher
Education Department, Department of Technology Education, Department of
Maritime Education, Department of Arts and Sciences, Institute of Technology
Education. This college also composed of school facilities such as library, speech
laboratory, computer laboratory, science laboratory and canteens.
Research Respondents
The respondents of the study are the instructors/professors of the
Zamboanga City State Polytechnic College.
Sampling Design
Total enumeration is used in this study. Total enumeration is a data
collection recording of one or more data variables (length, duration, etc.) from
members of a population of "data-units”. In the collection of data, there are two
possible approaches but we use the approach where only a proportion of members
of the whole population are measured.
Data Gathering Procedure
In the data gathering, the researchers used the instrument which is
already available and validated. Next, the researchers asked from the dean of
the Teacher Education Department for the list of the faculty of Zamboanga City
State Polytechnic College. The researchers used total enumeration where all the
teachers were given a survey questionnaire. With it, only the retrieve papers are
counted as the respondents and the respondents proceeded on tallying.
Statistical Tools
Frequency – this measure was used to know the number of respondents
of the study.
Mean – this measure was used to determine what does the
instructor/professor wants for the students to achieved learning at the end
of the course.
Percentage – this measure was used to determine the proportion of the
respondents in their specific categories like age, area of specialization,
academic rank, gender, and length of service
Definition of Terms
1. Basic Academic Success Skills - It is one of the six clusters that identify
the instructors’ goals in teaching.
2. Discipline-Specific Knowledge and Skills – It is one of the six clusters that
identify the instructors’ goals in teaching.
3. Higher Order Thinking Skills - is a concept of Education reform based on
learning taxonomies (such as Bloom's Taxonomy). It is one of the six clusters
that identify the instructors’ goals in teaching.
4. Instructors/professors – a university teacher. They are the respondents of
the study
5. Liberal Arts and Academic Values - It is one of the six clusters that identify
the instructors’ goals in teaching.
6. Personal Development - It is one of the six clusters that identify the
instructors’ goals in teaching.
7. Teaching Goals – is the main focus on the study.
8. Work and Career Preparation - It is one of the six clusters that identify the
instructors’ goals in teaching.
Research Instruments
The instrument used in this study was survey questionnaires develop by
Thomas A. Angelo and K. Patricia Cross. It contains six (6) clusters. The first
cluster is Higher Order Thinking Skills (HOTS) which solicited the data numbers
of one to eight (1-8). The second cluster is Basic Academic Success Skills which
comprises the numbers of nine to seventeenth (9-17). The third cluster is
Discipline-Specific Knowledge and Skills which asked the questions numbers
eighteenth to twenty-five (18-25). The forth cluster is Liberal Arts and Academic
Values which comprises the numbers of twenty-six to thirty-five (26-35). The fifth
cluster is Work and Career Preparation which solicited the numbers of thirty-six
to forth three (36-43). The last cluster is Personal Development with comprises
the numbers of forty-four to fifty-five (44-51). For each goal, there is a
corresponding rating scale. These are the following rating scale: five (5) is
Essential; four (4) is very important; three (3) is important; two (2) is unimportant;
one (1) is not applicable.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presents analysis and interprets the data to answer the
research question postulated for investigation in the present research study.
Below is the discussion and tabulated results of the study.
The first question investigated in this study was to determine the profile of
the respondents in terms of the following variables: age, area of specialization,
academic rank, gender and length of service.
The first table presents the age bracket of the instructors/professors of the
Zamboanga City State Polytechnic College.
Age Frequency %30 years old and below 12 20.00%
31-40 years old 14 23.33%41-50 years old 18 30.%51-60 years old 14 23.33%
61 years old and above 2 3.33%Total 60 99.99%
Table 1. Age of the respondents
The table above shows the distribution of ages, wherein thirty percent
(30%) of the respondents are in the bracket of forty-one to fifty years old (41-50).
Most of the teachers in the institution are already professional in their field of
specialization and they are already in long a term of service. This means that
they are experienced in the profession enough that they are competent and
effective in terms of their teaching.
Table 2 presents the area of specialization of the instructors/professors of
the ZCSPC. This can either be academic, which means that they are teaching
subjects like English, Mathematics, Filipino and the like. Vocational area means
that they are teaching subjects like Electrical Technology, Drafting Technology,
Mechanical Technology or any subjects that requires manual skills in learning.
Table 2. Respondents’ area of specialization
Area of Specialization Frequency %
Academic 30 50%
Vocational 30 50%
Total 60 100%
The table above shows the field of specialization of the respondents,
wherein fifty percent (50%) of them are in the academic courses and fifty percent
(50%) are in vocational courses. This means that there is an equal distribution in
selecting the respondents of the study.
The next table represents the respondents’ academic rank. This can either
be instructor 1, instructor 2, instructor 3, assistant professor 1, assistant
professor 2, assistant professor 3, assistant professor 4, assistant professor 5
and MA.
Table 3. Respondents’ Academic rankAcademic Rank Frequency %
Instructor 1 15 33%Instructor 2 2 4%Instructor 3 1 2%
Assistant Professor 1 21 47%Assistant Professor 3 2 4%Assistant Professor 4 2 4%Assistant Professor 5 1 2%
MA 1 2%Total 45 100%
The table 3 present the academic rank of the respondents; forty-seven
percent (47%) of them are in assistant professor 1. It means that there are
respondents that have Master of Arts units only or some are not planning on
taking Master of Arts or maybe some of them did not take Master of Arts at all.
The factors that affect the respondents’ decision in pursuing their Master of Arts
in Education are; they could not balance their time in teaching and studying
because of their hectic schedule in their profession. There are also respondents
that could not afford to continue their studies because of low salary. Another
factor is their family; most of the respondents have their own family so they need
to have time with them.
The next table represents the gender of the respondents. This can either
be female or male.
Table 4. Gender of the respondents
Gender Frequency %
Male 27 45%
Female 33 55%
Total 60 100%
Table 4 shows that fifty-five percent (55%) of the respondents are female
and forty five percent (45%) are male. It shows that the difference in gender of
the teacher in the college is not too far from each other, not like in other
institution, there are more female teachers than the male teachers or vice versa.
This implies that the institution is known to be an academic and vocational
school. In academic courses, most of the instructors are female while in the
vocational courses most of them are male. So this is the reason why the gender
distribution is almost equal.
The next table presents the length of service of the teachers of the
ZCSPC. This would mean the number of teaching experience the
instructors/professors had as his/her career.
Table 5. Respondents’ Length of Service
Length of Service Frequency Percentage10 years and below 25 46%
11-20 years 10 19%21-30 years 11 20%
31 years and above 8 15%Total 54 100%
Table 5 shows that the respondents in this study are mostly ten years (10)
and below in service in the college. The respondents are may be new to the
College but not in teaching profession. Other reasons are maybe some of them
are transferred from other institution, perhaps due to the low salary that they
receive or maybe they live too far from their work place.
Based on the profile, in the age of the respondents, the majority of the
respondents are at the age bracket of forty one to fifty (41-50). It shows that there
is more adulthood stage in the respondents. In the area of specialization, they
are equally distributed. In the academic rank, the majority of the respondents are
already assistant professor one. It shows that most of the respondents did not
finish their master’s degree or not taking Master of Arts units at all. In the gender
of the respondents, there are more female respondents than the male
respondents. It shows that there are several female teachers than male teachers.
In the length of service, most of the respondents are in their ten years in service
of the profession and below. It means that the respondents are not new to their
profession but they are new in the institution or maybe they transferred to this
college.
Since the majority of the respondents are already Assistant Professor 1
and they aged from forty-one to fifty years old. It implies that they are already
efficient in teaching. It is also expected that they already know what the needs of
the students are.
The second question investigated in the study is “What are the common
teaching goals of the teacher in the Zamboanga City State Polytechnic College?”
Based on the questionnaire, the researchers rated the fifteen teaching
goals that have the highest mean. The following are the top fifteen teaching goal
of the teachers in Zamboanga City State Polytechnic College. The highest is the
goal number nine (9) which is “to improve skill at paying attention” that has a
mean of mean of four and sixty five hundredths (4.65), it implies that the
respondents directs the learners to encourage in enhancing their ability in paying
attention, since learning is maximize through full span of attention. The second is
goal number fifty (50) which is “to develop capability to think for one’s self” which
has a mean of mean of four and sixty four hundredths (4.64), this implies that the
teachers want their learners to establish their intrapersonal aspect to avoid being
self-centred. Learners also learn best from their co-learners simply because they
have developed the capability to think for others, that they have now learned to
be sensitive in the needs of others. Other factor that to be considered in
developing the capability to think for one’s selves is to expose them in the real
world situation, where in learners gained more learning from the people they
associated with and that heightens the sensitivity of the learners. The third is goal
number fifty-one (51) which is to develop capacity to make wise decisions which
has a mean of mean of four and seventy seven hundredths (4.77). The
respondents want to develop the learners’ capability in making decision because
they want the learners to first the outcome of any decision they make, due to a
big difference that half of their decision might be right. The fourth is goals number
forty-five (45) which is to improve self-esteem or self-confidence which has a
mean of mean of four and sixty hundredths (4.60) Respondent want to develop
the self-confidence of their students because they want their student to face any
challenges with no hesitation or doubt, for the leaners to become competitive .
The fifth is goal number two (2) which is to develop analytical skills which has a
mean of mean of four and fifty seven hundredths (4.57) Which the respondent
want the leaners to think not only on their level of thinking but rather beyond their
capacity to think. The sixth is goal number ten (10) which is to develop ability to
concentrate which has a mean of mean of four and fifty five hundredths (4.55)
Respondent want to develop this goal because the more the leaners can focus
the higher the leaning can gain. The seventh is goal number forty (40) which is to
improve ability to follow directions, instructions, and plans which has a mean of
mean of four and fifty five hundredths (4.55). This describes that the respondents
want to achieve proper monitoring of guidelines and orders. They also want to
promote discipline among the learners. The eighth is goal number forty-one (41)
which is to improve ability to organize and use time effectively which has a mean
of mean of four and fifty four hundredths (4.54) The respondent want the leaners
to improve this goal because they want the leaners to achieve or gain knowledge
through step by step process. The ninth is goal number forty-seven (47) which is
to develop respect for others which has a mean of mean of four and fifty four
hundredths (4.54). The respondents wants that the learners should respect the
people around them so that there will be a good communication between the
teacher and the student and the student itself. It also leads the learner to improve
their social life with their peers. The tenth is goal number one (1) which is to
develop ability to apply principles and generalization already learned to new
problems and situations which has a mean of mean of four and fifty three (4.53)
Respondent want to develop the principles to the learners because the teacher
consider the principle as the foundation of learning so through this principle
student can solve problems by generalizing everything. Learners should not
focus on the problem itself but on how the problem started and factors that lead
to answer the problem. The eleventh is goal number seven (7) which is to
develop to think creatively which has a mean of mean four and fifty three
hundredths (4.53) Respondent want the leaners to develop their creativity in
thinking because to see the ability of the leaners on how to think creatively this
goal will create great interaction between the leaners and the teacher. The
twelfth (12) is goal number forty-eight (48) which is to cultivate emotional health
and well-being which has a mean of mean of four and fifty two hundredths (4.52).
The respondents wants the learners to make their emotions strong enough to
make their decisions right, learners should know how to deal with different
situations and make right decisions out of their emotions and it helps learners to
be able to focus on what should be done first and foremost. The thirteenth is goal
number twelve (12) which is to improve listening skills which has a mean of mean
of four and fifty hundredths (4.50), the respondents wants to improve students
listening skills because listening is a key to understanding which implies that the
learners easily adopt the lessons, and there are bigger possibility of faster and
more learning. The fourteenth is goal number thirty-six (36) which is to develop
ability to work productively with others which has a mean of mean of four and
forty nine hundredths (4.49). The respondents want to develop this goal because
the students become competitive and they also develop team work. Teachers
today, use cooperative learning to gain more knowledge not only from the
teachers but also from their peers. The fifteenth is goal number forty-two (42)
which is to develop commitment to personal achievement which has a mean of
mean of four and forty eight hundredths (4.48). The respondents want the learner
to set their own goal for them to be committed in their studies and for them to be
self-motivated. With the goal, learners will strive hard to obtain what they want
and what they need to accomplish.
Table 6. Higher Order Thinking Skills
HIGHER ORDER THINKING SKILLS MEAN
1.Develop ability to apply principles and generalizations already learned to new problems and situations
4.53
2. Develop analytical skills4.57
3. Develop problem-solving skills4.41
4. Develop ability to draw reasonable inferences from observations4.48
5. Develop ability to synthesize and integrate information and ideas4.42
6. Develop ability to think holistically: to see the whole as well as the parts4.40
7. Develop ability to think creatively4.53
8. Develop ability to distinguish between fact and opinion4.37
Mean of Mean4.47
The table describes the goals that belong to the Higher Order Thinking
Skills (HOTS). The common goal of the teachers in Zamboanga City State
Polytechnic College is goal number two (2) which has a mean of mean of four
and fifty seven hundredths (4.57) is to develop analytical skills. It implies that the
respondents are focusing on theories and problems and systematically follow
procedure to meet or achieve desired end or aim to enhance the creating skill of
the students and initiate an output using their analytical skill.
Table 7. Basic Academic Success Skills
Basic Academic Success Skills MEAN
9. Improve skill at paying attention4.65
10. Develop ability to concentrate4.56
11. Improve memory skills4.36
12. Improve listening skills4.5
13. Improve speaking skills4.45
14. Improve reading skills4.44
15. Improve writing skills4.33
16. Develop appropriate study skills, strategies, and habits4.48
17. Improve mathematical skills4.08
Mean of Mean4.42
The table above shows the goals under the Basic Academic Success
Skills. The common goal of the teachers of the Zamboanga City State
Polytechnic College is goal number nine (9) which has a mean of mean of four
and sixty five hundredths (4.65) which is to improve skill at paying attention. It
implies that the respondents are good in setting a classroom management and in
motivating students to attain the students’ complete attention and they want to
improve the students skills in paying attention because learning is maximize
through listening
Table 8. Discipline-Specific Knowledge and Skills
Discipline-Specific Knowledge and Skills MEAN
18.
Learn terms and facts of this subject4.44
19.
Learn concepts and theories of this subject4.35
20.
Develop skill in using materials, tools, and/or technology central to this subject
4.46
21.
Learn to understand perspectives and values of this subject4.33
22.
Prepare for transfer or graduate study4.13
23.
Learn techniques and methods used to gain new knowledge in this subject
4.34
24.
Learn to evaluate methods and materials in this subject4.35
25.
Learn to appreciate important contributions to this subject4.2
Mean of Mean4.33
The table above shows the goals under the Discipline-Specific Knowledge
and Skills. The common goals that the teachers of Zamboanga City State
Polytechnic College is goal number twenty (20) which has a mean of mean of
four and forty six hundredths (4.46) which is to develop skills in using materials,
tools, and/or technology central to this subject. Since the college is known for
being a vocational school, this implies that the faculty of the college utilize
technology in teaching.
Table 9. Liberal Arts and Academic Values
Liberal Arts and Academic Values MEAN
26.
Develop an appreciation of the liberal arts and science4.29
27.
Develop an openness to new ideas4.37
28.
Develop an informed concern about contemporary social issues4.27
29 Develop a commitment to exercise the rights and responsibilities of 4.34
. citizenship30.
Develop a lifelong love of learning4.47
31.
Develop aesthetic appreciations4.42
32.
Develop an informed historical perspective4.2
33.
Develop an informed understanding of the role of science and technology
4.16
34.
Develop an informed appreciation of other cultures4.34
35.
Develop capacity to make informed ethical choices4.38
Mean of Mean 4.32
The table above shows the goals under the Liberal Arts and Academic
Values. The common goal of the teachers of Zamboanga City State Polytechnic
College is goal number thirty (30) which has a mean of mean of four and forty
seven hundredths (4.47) which is to develop lifelong love of learning. This implies
that the respondents want to impart knowledge for the students that will last long
and relate their subject in the real life situation, so that the students can
understand well that makes teaching meaningful.
Table 10. Work and Career Preparation
Work and Career Preparation MEAN
36. Develop ability to work productively with others4.49
37. Develop management skills4.47
38. Develop leadership skills 4.45
39. Develop a commitment to accurate work4.48
40. Improve ability to follow directions, instructions, and plans4.56
41. Improve ability to organize and use time effectively4.55
42. Develop a commitment to personal achievement4.49
43. Develop ability to perform skilfully4.47
Mean of Mean4.49
The table above shows the goals under the Work and Career Preparation.
The common goal that the teacher of Zamboanga City State Polytechnic College
wants to achieve is goal number forty (40) which has a mean of mean of four and
sixty one hundredths (4.61) which is to improve ability to follow directions,
instructions, and plans. It implies that this will serve as the guide of the
respondent to achieve their objectives and develops self-confidence in
disseminating responsibilities to learners, the respondents are concern to their
students and give extra service to teach students, the respondents are not
wasting their time to do activities that are not related to their subject matter, and
also the respondents are well organized and plan well in discussing a lesson or
their work systematically.
Table 11. Personal Development
Personal Development MEAN
44. Cultivate a sense of responsibility for one' own behaviour4.47
45. Improve self-esteem/self-confidence4.60
46. Develop a commitment to one's own values4.42
47. Develop respect for others4.54
48. Cultivate emotional health and well-being4.52
49. Cultivate an active commitment to honesty4.46
50. Develop capacity to think for one's self4.64
51. Develop capacity to make wise decisions4.61
Mean of Mean4.53
The table shows the goals under the Personal Development. The common
goal that the academic courses want to achieve is goal number fifty-one (51)
which has a mean of mean of four and sixty four hundredths (4.64) which is to
develop capacity to think for one’s self. It implies that the respondents want to
enhance students’ capability to think for itself and for others. This implies that the
learners should be sensitive in the needs of others not only for itself.
Clusters Mean
Higher Order Thinking Skills (HOTS) 4.47
Basic Academic Success Skills 4.42
Discipline-Specific Knowledge and Skills 4.33
Liberal Arts and Academic Values 4.32
Work and Career Preparation 4.49
Personal Development 4.53
Table 12. Mean of mean of each cluster.
The tables above refer to the clusters Basic Academic Success Skills,
Discipline-Specific Knowledge and Skills, Liberal Arts and Academic Values, and
Work and Career Preparation share common goals in accordance of the faculty
of Zamboanga City State Polytechnic College.
The cluster Higher Order Thinking Skills shares the same goal on
“Develop analytical skills”. It shows that the respondents are focusing on the
theoretical problems and improving the learners’ ability to analyse.
The cluster Basic Academic Success Skills shares the same goal on
“Improve skill at paying attention”. This implies that the respondents directs the
learners to encourage in enhancing their ability in paying attention, since learning
is maximize through full span of attention.
The cluster Discipline-Specific Knowledge and Skills has the same goal on
“Develop skill in using materials, tools, and/or technology central to this subject”.
This implies that the respondents are focusing in hands on activities which
develop students’ creativity and it greatly helps in prolonging the learning into the
students.
The cluster Liberal Arts and Academic Values has common goal on
“Develop a lifelong love of learning”. The table shows that the respondents want
the knowledge to be meaningful for them to learn to embrace and appreciate the
knowledge they acquire.
The Work and Career Preparation cluster shares the same goal on
“Improve ability to follow directions, instructions, and plans”. This describes that
the respondents want to achieve proper monitoring of guidelines and orders.
They also want to promote discipline among the learners.
The cluster Personal Development shares the same goal on “Develop
capacity to think for one’s self”. It shows that respondents want that learners
should establish their intrapersonal aspect, to learn to be sensitive in the needs
of peers.
Chapter V
CONCLUSIONS AND RECOMMENDATIONS
This chapter represents the conclusions and recommendations of the
study.
This study was undertaken to determine the teaching goals of the teacher
of Zamboanga City State Polytechnic College. More specifically, it sought to
provide answers to which of the teaching goals are commonly used by the
instructors/professors of the Zamboanga City State Polytechnic College.
Conclusion
The profiling of the faculty will now form the database of teaching goals of
the Zamboanga City State Polytechnic College. With it, the college could readily
identify the teaching goals needed to focus to having competent teachers for
quality education.
Based on the findings of the study, the researchers concluded that the
cluster that receives the highest mean is the Personal Development. The most
common goals that the instructors/professors of Zamboanga City State
Polytechnic College wants to develop are, improve skills at paying attention,
develop capability to think for ones’ self, develop capability to make wise
decisions, improve self-esteem or confidence, develop analytical skills, develop
ability to concentrate, improve ability to follow directions, instructions, and plans,
improve ability to organize and used time effectively, develop respect for others,
develop ability to apply principles and generalizations, develop to think creatively,
cultivate emotional health and well-being, improve listening skills, develop ability
to work productively, and develop commitment to personal achievement. Among
these common goals the highest mean is to improve skills at paying attention.
This implies that the teachers are more concern to the development of the
learners particularly on improving the skills at paying attention.
Recommendations
The following recommendations are hereby suggested relative to the
findings and conclusions of the study:
1. Based on the profile, under academic rank, this study recommends that
the faculty of the College should continue to pursue their professional
growth and development at an earlier age.
2. The faculty should be aware to the learners needs.
3. The faculty members should be more particular on the teaching goals
which jive to the needs of the learners.
4. The faculty members should attend seminar workshops that may help
them to improve their way of teaching.
5. The faculty should be oriented with the new trends of teaching annually.
6. Based on the result of the teacher should focus more on the interpersonal
aspect of the learners.
Appendix A
Republic of the PhilippinesZamboanga City State Polytechnic College
Teacher Education DepartmentRegion IX, Zamboanga Peninsula
R.T. Lim Blvd. Baliwasan, Zamboanga City
Questionnaire for TeachersName:
(Optional)
Demographic profile:Instruction: Kindly provide the required information by checking the appropriate space or
writing the appropriate response.
Gender: Male Female Age Academic Rank Length of Service Specialization
Educational Attainment: Masters’ Degree Doctorate Degree M.A. Unit Add. Unit Ph.D. Unit
Directions: Kindly provide the required information by checking the appropriate space or writing the appropriate response.
In relation to the course you are focusing on, indicate whether each goal you rate is:
(5) Essential a goal you always/nearly always try to achieve
(4) Very important a goal you often try to achieve
(3) Important a goal you sometimes try to achieve
(2) Unimportant a goal you rarely try to achieve
(1) Not applicable a goal you never try to achieve
Rate the importance of each goal to what you aim to have students accomplish in your course.
Goals 5 4 3 2 1 1. Develop ability to apply principles and generalizations already learned to
new problems and situations 2. Develop analytical skills
3. Develop problem-solving skills
4. Develop ability to draw reasonable inferences from observations
5. Develop ability to synthesize and integrate information and ideas
6. Develop ability to think holistically: to see the whole as well as the parts
7. Develop ability to think creatively 8. Develop ability to distinguish between fact and opinion 9. Improve skill at paying attention 10. Develop ability to concentrate 11. Improve memory skills 12. Improve listening skills
13. Improve speaking skills 14. Improve reading skills 15. Improve writing skills 16. Develop appropriate study skills, strategies, and habits 17. Improve mathematical skills 18. Learn terms and facts of this subject 19. Learn concepts and theories of this subject 20. Develop skill in using materials, tools, and/or technology central to this
subject 21. Learn to understand perspectives and values of this subject 22. Prepare for transfer or graduate study 23. Learn techniques and methods used to gain new knowledge in this subject 24. Learn to evaluate methods and materials in this subject 25. Learn to appreciate important contributions to this subject 26. Develop an appreciation of the liberal arts and science 27. Develop an openness to new ideas 28. Develop an informed concern about contemporary social issues 29. Develop a commitment to exercise the rights and responsibilities of
citizenship 30. Develop a lifelong love of learning 31. Develop aesthetic appreciations 32. Develop an informed historical perspective 33. Develop an informed understanding of the role of science and technology 34. Develop an informed appreciation of other cultures 35. Develop capacity to make informed ethical choices 36. Develop ability to work productively with others 37. Develop management skills
38. Develop leadership skills 39. Develop a commitment to accurate work 40. Improve ability to follow directions, instructions, and plans 41. Improve ability to organize and use time effectively 42. Develop a commitment to personal achievement 43. Develop ability to perform skilfully 44. Cultivate a sense of responsibility for one' own behavior 45. Improve self-esteem/self-confidence 46. Develop a commitment to one's own values 47. Develop respect for others 48. Cultivate emotional health and well-being 49. Cultivate an active commitment to honesty 50. Develop capacity to think for one's self
51. Develop capacity to make wise decisions
Republic of the PhilippinesZamboanga City State Polytechnic College
Teacher Education DepartmentRegion IX, Zamboanga Peninsula
R.T. Lim Blvd. Baliwasan, Zamboanga City
January 22, 2014
Dear respondents:
We, the graduating students of the Teacher Education Department of the Zamboanga City State Polytechnic College are conducting a research study entitled “Teaching goals among Instructors/Professors of the Zamboanga City State Polytechnic College: An Assessment”. We would like you to be a part of this survey and your response to this questionnaire is essential in providing the necessary information we need to complete our study.
The purpose of this research study is to determine the teaching goals used by the teachers in the Zamboanga City State Polytechnic College. In addition, your answers to the survey will provide beneficial information to our studies.
Enclosed is the survey checklist for you to answer. Feel free to answer on what is your opinion. Your response and time is greatly appreciated. Rest assured that your answer is treated confidential. Thank you.
Sincerely yours,
Japhet L. Malinao
Rubylyn I. Tolosa
Jayson R. Niesas
Rocelle R. Hiolin
Princes Ann J. Maquinta
Noted By:
Jocelyn I. Kong(Adviser)
BIBLIOGRAPHY
Website
http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-
view
http://en.wikipedia.org/wiki/Higher-order_thinking
http://www.college.ucla.edu/up/Workshops/success.htm
http://alycerogers.wordpress.com/graduate-capabilities/discipline-specific-
knowledge-and-skills/
http://www.wellesley.edu/about/missionandvalues/valueliberalarts
http://www.dol.gov/odep/categories/youth/career.htm
http://en.wikipedia.org/wiki/Personal_development
