The study assessed and explored the pedagogical, student performance assessment, and classroom management skills of Pre-Service Teachers (PSTs) in their Work-based Learning Environment (WBLE). A sequential-explanatory mixed methods design was employed. Seventy PSTs were purposively selected as participants. To determine the three identified competencies, the study started with quantitative research method (Phase 1) using survey questionnaire containing items from various sources. After this, a qualitative data gathering method (Phase 2) using face-to-face interview and narratives was employed to further explore on the characteristics and challenges experienced by the PSTs. The findings revealed that the PSTs were generally competent in the three sets of competencies but the extent of employing all these in their WBLE says otherwise. Furthermore, their competencies, too, were not significantly related. Moreover, several challenges that beset the PSTs in their WBLE were also identified, hence, the formulation of the Triangle of Pre-Service Teachers' Attributes and Characteristics, and Competencies as basis in helping the PSTs improve their competencies as future members of the teaching workforce. The Higher Education Institutions can benefit from the results to keep improvements in the way their PSTs are being prepared for to provide quality teaching and learning among their target classes.
In educational institutions, a culture of academic honesty is valued. However, while there is much awareness about the consequences of academic dishonesty, this is regarded as an endless academic concern. A sequential-explanatory mixed methods study assessed and explored the perceptions of 121 college students of a private Philippine university about academic dishonesty. Initially, a researcher-constructed questionnaire was administered to measure the perceptions of the respondents about academic dishonesty and correlated to their age, gender and course. A focus group discussion from seven purposively sampled respondents was conducted to extract deeper meanings of the survey results. The quantitative results disclosed that the college students have high perceptions about academic dishonesty. Meanwhile, age and gender were directly linked to academic dishonesty whereas the course did not associate with the college students' perceptions of academic dishonesty. Important information has been elicited and surfaced during the focus group discussions. This created complementarity of the quantitative and qualitative data and eventually resulted in a more profound, reflective analysis. School policy recommendations and interventions are suggested to enable the university to establish and sustain academic honesty as a culture within and among the members of the academic community especially its students, the end-receivers of good education.
Delivering quality instruction is fundamental in any educational institution and, this calls for a teacher sense of responsibility. Teachers create their instructional designs for specific courses and ensure that resources are available to achieve learning objectives. However, some instructional designs of several courses appear to be containing similar components, including contents; hence, this study evaluated three courses. These courses include Understanding the Self (UTS C101), a new general education subject in college is believed to be overlapping in terms of content with Strategies for Personality Development (PD), a course in Senior High School (SHS) and Freshmen Orientation Seminar (FOS 101), a unique course taken by freshmen college students in a private university in the Philippines. Since the courses are reputed to be related and presumed intertwined in terms of curricular content, the researchers embarked on a comparative-document analysis using the syllabus containing lessons, teaching methodologies, and student assessment methods. The findings showed an array of similarities and differences of lessons taught, learning activities, student learning assessment strategies, and other pedagogical methods used. The results have direct implications for the University to be able to foster curricular improvements and ensure complementarity between and among the three courses explored. This is also in response to the challenges brought by outcomes-based education, which was newly integrated as an educational framework in the University. A policy recommendation for the University was initiated based on the results of this study.
This article introduces the Praxis for Accelerated Improvement in Research (PAIR) as a transformative research management paradigm drawn from the participatory action research program focused on research production and publication in a private higher education institution in Manila, Philippines. PAIR mentoring scheme upholds establishing a committed and caring relationship between the mentor and the mentee, thereby developing a shared vision towards research. PAIR mentoring further underscores the need to institute a university research infrastructure to support its research programs and initiatives. This participatory and transformative approach to research management tendered significant (and accelerated) improvement in the Scopus® metrics of the university. Reflecting from the researchers’ and research participants’ journey in implementing and embracing change and improvement in the university research programs, this article argues that researchers need to advance connectedness, conviviality, optimism, shared vision, and prudence in all aspects of research. This article thereby recommends learning and researching within the lens of participatory and transformative paradigm. The authors further recommend to higher education institutions establishment of a sustained mentoring program where mentors and mentees mutually agree and commit to advance the research vision of the university collectively. Finally, this article reasons in favor of an institutional research infrastructure that nurtures not just the knowledge and skills in research, but also the attitude and values of its research stakeholders towards research and the overall research program of the organization.
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