11755113 Nursing Research (1)

8/10/2019 11755113 Nursing Research (1)

1/42

NOTRE DAME UNIVERSITYGraduate School

COMMON PERCEPTIONS OF NURSING STUDENTSON FACULTY MEMBERS HANDLING NCM SUB ECTS

A Thesis Presented to the Faculty of the Graduate School Notre Dame University

In Partial Fulfillment of theRequirements for the Course

asteral of Arts in Nursin!

"#$ichelle Andrea Dema!uil% RN

arch &''(

February 2, 2009

Dr. Nelia Capulong, RN MANDean College of NursingOur Lady of Fati a !ni"ersity#$ %speran&a 't. (illtop Mansion (eig)ts,Lagro *ue&on, City

Dear Mada +


2/42

e, t)e students of -( , see/ your appro"al to ondu t a resear ) titled 1 )e Co on3er eption of Nursing 'tudents to Fa ulty Me bers (andling NCM 'ub4e ts.5

Ob4e ti"es of t)e study are as follo6s+$. o deter ine t)e ost o on per eptions of nursing students to fa ulty e bers)andling NCM sub4e ts.2. o deter ine t)e least o on per eptions of nursing students to fa ulty e bers)andling NCM sub4e ts.-. o o e up 6it) o pro ises t)at 6ill 6or/ bot) for t)e students and t)e fa ulty.

e )ope for your fa"orable a tion.

)an/ you.

Respe tfully yours,

MAR %7O 7ORNAL 8roup Leader

Noted+

R%N% 3. LLAR%AL Resear ) Ad"iser

CL%DAN % NA AL A 'tatisti ian

3A R C O 7. 8ALO, 7R. Librarian

M%R 8%N CAF NO%ditor

Appro"ed+

N%L A CA3!LON8, RN MAN Dean:College of Nursing


3/42

CHAPTER !

THE PROBLEM AND ITS BAC"GROUND#

INTRODUCTION

The education )rocess is a coo)erative enter)rise of the

administrators% the faculty and the students* Their mutual and

coordinated efforts are necessary to achieve the desired educational

!oal* The common adherence to the fundamental o+,ectives that

)romote academic% moral and )ersonal develo)ments is im)erative

for the )ro)er function and service of Fatima edical Science

Foundation and -ur .ady of Fatima University% your Alma ater*

any colle!e and university faculty mem+ers +e!in their

teachin! careers /ith the tacit +eliefs that all their students have

career !oals% enthusiasm for the disci)line and study or learnin!

ha+its similar to the teacher0s o/n* -vercomin! that )redilection has

al/ays +een an im)ortant ste) on the )ath to +ecomin! a food

teacher for under!raduates /ho are not destined for !raduate school

or ma,orin! in the teacher0s field* 1ith the increasin! num+ers and

variety of +ac2!rounds of under!raduate students% this ste) +ecomes


4/42

even more im)ortant* And so does a faculty mem+er0s acce)tance of

res)onsi+ility for !uidin! student0s efforts to learn in a course*

The teachin! strate!ies are most successful /hen they are

im)lemented in a system that encoura!es colla+oration amon! staff

and students% and in /hich each is a )art of a /ell3)lanned /hole

system* In some of the most successful sites% teachers themselves

have +ecome in3house e4)erts in s)ecific )ractices that they share

/ith their collea!ues* It is im)ortant to reco!ni5e that /hile these

strate!ies are useful% little /ill +e accom)lished in im)lementin! them

unless there is on!oin! documentation of their results* There must

also +e efficient methods of feedin! that information +ac2 into the

system so that there /ill +e continuin! )ro!ress in teachin! and

learnin!* It is also certain that these strate!ies are most effective

/hen they are a))lied in )ositive% su))ortive environments /here

there is reco!nition of the emotional% social and )hysical needs of

students and /here individual stren!ths are reco!ni5ed% nurtured%

and develo)ed

Providin! an o))ortunity for students to a))ly /hat they learn in


5/42

the classroom to real3life e4)eriences has )roven to +e an effective

/ay of +oth disseminatin! and inte!ratin! 2no/led!e* The case

method is an instructional strate!y that en!a!es students in active

discussion a+out issues and )ro+lems inherent in )ractical

a))lication* It can hi!hli!ht fundamental dilemmas or critical issues

and )rovide a format for role3)layin! am+i!uous or controversial

scenarios*

Course content cases can come from a variety of sources*

any faculties have transformed current events or )ro+lems re)orted

throu!h )rint or +roadcast media into critical learnin! e4)eriences

that illuminate the com)le4ity of findin! solutions to critical social

)ro+lems* The case study a))roach /or2s /ell in coo)erative

learnin! or role3)layin! environments to stimulate critical thin2in! anda/areness of multi)le )ers)ectives*


6/42

STATEMENT OF THE PROBLEM

This study aims to determine the common )erce)tions of

nursin! students to faculty mem+ers handlin! NC su+,ects*

It see2s to ans/er the follo/in! questions$

6* 1hat is the demo!ra)hic )rofile of the res)ondents in terms of

the follo/in!7

6*6 Gender

6*& A!e

6*8 Civil Status

6*9 :ducational Attainment

6*; Reli!ion

6*< Socio3economic Status

6*= -ccu)ation

&* 1hat are the most common )erce)tions of nursin! students to

faculty mem+ers handlin! NC su+,ects7

8* 1hat are the least common )erce)tions of nursin! students to

faculty mem+ers handlin! NC su+,ects7

9* Is there any si!nificance of the common )erce)tions of nursin!students to faculty mem+ers handlin! NC su+,ects7


7/42

;* >o/ may the findin!s of this research +e utili5ed to im)rove the

teachin! strate!ies of the faculty mem+ers handlin! NC su+,ects7

OB ECTIVES OF THE STUDY

6* To determine the most common )erce)tions of nursin! students tofaculty mem+ers handlin! NC su+,ects*&* To determine the least common )erce)tions of nursin! studentsto faculty mem+ers handlin! NC su+,ects*

8* To come u) /ith com)romises that /ill /or2 +oth for the studentsand the faculty*

SIGNIFICANCE OF THE STUDY

This study /ill !ive contri+ution to nursin! education* The

result can +e utili5ed as a +asis for further study on the different

)erce)tions of nursin! students re!ardin! on the lecture made +y the

faculty mem+ers* The follo/in! !et the +enefits of this study$

The Nursin! Students

The out)ut of the study may hel) the nursin! students to

understand the different teachin! strate!ies of the faculty mem+ers

handlin! NC su+,ects*


8/42

The Faculty em+ers handlin! NC su+,ects

The )ositive result of the study may hel) them to understand

the )erce)tion of the nursin! students to faculty mem+ers handlin!

NC su+,ects* -n the other hand% they /ill learn on the res)onses of

the res)ondents so that they could teach in a different a))roach to

further enhance the learnin! of their students*

The Future Researchers

The result can +e utili5ed as a +asis for further study on the

different )erce)tions of nursin! students re!ardin! on the lecture

made +y the faculty mem+ers*

NULL HYPOTHESIS

There is no si!nificance of the common )erce)tions of

nursin! students to faculty mem+ers handlin! NC su+,ects*

SCOPE AND LIMITATIONS

The sco)e of the study is all a+out the common )erce)tions of

nursin! students to faculty mem+ers handlin! NC su+,ects* The

researcher chooses -ur .ady of Fatima University nursin! students


9/42

and the faculty mem+ers handlin! NC su+,ects as their

re)resentative res)ondents*

Their )rimary reason is to learn and identify the common

)erce)tions of nursin! students to faculty mem+ers handlin! NC

su+,ects* The researchers /ill !et only ;' res)ondents so that the

result /ill +e easy to measure* The researchers +elieved that this

num+er of res)ondents is enou!h to assess the validity and relia+ility

of the study*

CHAPTER $


10/42

REVIE% OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE

Teachin! students ho/ to learn

Colle!e students often stru!!le to find effective learnin! strate!ies*"ut )rofessors can hel)*

"# "RIDG:T URRA#onitor staff

It?s no secret that students learn +est /hen they self3re!ulate33set

their o/n academic !oals% develo) strate!ies to meet them andreflect on their academic )erformance*

>i!h3achievin! students 2no/ /hat needs to +e learned and ho/ tolearn it% educational )sycholo!y studies increasin!ly sho/* "ut /hilema2in! those 2inds of self3assessments may sound sim)le33andsomethin! most colle!e students could do33many )sycholo!y)rofessors find their students aren?t self3a/are enou!h to conductthem*

Some faculties +elieve they can hel) students develo) thesestrate!ies throu!h their teachin!* -thers% ho/ever% don?t thin2 it?stheir )lace to do so% )ointin! to the load of content they already mustteach in one semester* "esides% some as2% isn?t colle!e too late toteach students ho/ to learn7

Not accordin! to self3re!ulation researchers Paul Pintrich% PhD% co3founder of a @learnin! ho/ to learn@ course at the University of

ichi!an% and "arry immerman% PhD% an educational )sycholo!y

)rofessor at the Graduate School and University Center at the CityUniversity of Ne/ #or2 BCUN# *

They% alon! /ith University of Te4as strate!ic3learnin! advocateClaire :llen 1einstein% PhD% and others% say it?s never too late toteach students ho/ to learn* Thou!h /ell a/are of the timeconstraints on )rofessors% they +elieve that if faculty /eaves self3


11/42

re!ulation strate!ies into their teachin!% students more quic2ly a+sor+course material% ultimately savin! faculty time* In fact% 1einstein%founder of a learnin!3to3learn course at Te4as% finds that the morestudents use learnin! strate!ies% the hi!her their !rade3)ointavera!es BGPAs and !raduation rates* And Pintrich +elieves colle!estudents need instruction in usin! these strate!ies +ecause universitylife lac2s the structure hi!h school offers*

@In colle!e% you see )ro+lems arise /here students don?t have asmuch day3to3day interaction /ith instructors as in hi!h school%@ saysPintrich* @Schedules are more o)en and classes much lar!er*@

Amon! the /ays )rofessors can hel) students structure their timeand learnin! +etter is settin! clear learnin! o+,ectives for courses%ma2in! re!ular assi!nments and em)hasi5in! outlines% mnemonic

aids and other such learnin! devices*

Ta2in! char!e At the core of self3re!ulation are strate!ies to mana!e co!nition% +utmotivation to use those strate!ies is also a 2ey% says Pintrich*

@#ou need the ?/ill? as /ell as the ?s2ill%?@ he says*

Researchers )ro)ose a variety of models for activatin! s2ill and /ill*immerman has develo)ed one of the +est32no/n models and uses it

to coach remedial students at CUN#* >e says it?s hel)ful to thin2 ofself3re!ulation in three )hases$

Forethou!ht* Students set short3term% challen!in! +ut attaina+leacademic !oals* They also estimate their a+ility33also called self3efficacy33to reach those !oals*

Performance* Students ado)t @)o/erful@ learnin! strate!ies% suchas schedulin! study time% usin! mnemonics and outlinin! course

content*

Self3reflection* Students evaluate ho/ effectively their strate!ieshel) them meet their academic !oals and ad,ust strate!iesaccordin!ly*


12/42

Studies sho/ that such monitorin! yields considera+le )ayoffs*immer3man finds% for e4am)le% that /hen students set !oals and

monitor their self3efficacy they can +oost their achievement )otential+y 8' )ercent% +ased on )redictions from )revious !rades and scoreson the Scholastic A)titude Test*

-ther research findin!s su!!est that hi!h3achievin! students tend toself3re!ulate more automatically than lo/3achievin! students* Fore4am)le% in a study of 8&' colle!e students% )sycholo!ist CarolEan ile3Tamsen% PhD% of the State University of 1est Geor!ia% foundthat those /ith the lo/est GPAs re)orted usin! less self3re!ulationthan their )eers*

"ut she also found that lo/er achievers tended to self3re!ulate moreif they /ere motivated to learn course material% either out of interest

or for their ma,or* In other research% educational )sycholo!ist:unsoo2 >on!% PhD% of the University of Nevada% .as Ee!as% foundthat /hile some students al/ays use self3monitorin! strate!ies%others use them inconsistently across different su+,ects andsituations*

@"ecause students e4ert more self3re!ulation in certain situations%you can train for it%@ she says*

S)urrin! students alon!

Faculty can incite students? motivation to self3re!ulate +y or!ani5in!their courses to em)hasi5e reflective learnin! and !oal settin!% sayEan ile3Tamsen and immerman*

They su!!est that faculty$

Identify course o+,ectives u) front* S)ell out /hat students shouldlearn across the course and for each test% su!!ests immerman* As2

students to monitor their efficacy in meetin! test o+,ectives* Thishel)s them determine /hat to study*

:m)hasi5e conce)t relevance* "uild in )lenty of e4am)les toe4)lain each conce)t and relate ne/ ideas to )reviously coveredones* @Students /ill +e more motivated to self3re!ulate if they see therelevance%@ says Ean ile3Tamsen*


13/42

ui5 students frequently* Give them re!ular assi!nments and testsso they can tell ho/ /ell they?re learnin! material* If they reali5e /hatthey?re missin! today% they mi!ht not score )oorly on the final later*

Tie feed+ac2 to 2ey conce)ts* Frame comments on tests andhome/or2 assi!nments in terms of ho/ /ell students? ans/ers matchcourse o+,ectives and their self3efficacy ,ud!ments* This@)ostmortem@ analysis hel)s students see /hat they should restudy%says immerman*

Faculty can also encoura!e students to use s)ecific learnin!strate!ies% research3ers say* Some /ays of doin! this are to$

>el) students define tas2s +efore them* Delineate /hat?s called for

in home/or2 assi!nments and the resources% such as time% studymaterials and research data+ases% needed to com)lete them*

Im)art learnin! devices* Tell students a+out mnemonic aids% suchas 2no/led!e trees that cate!ori5e information in +ranches* Also%encoura!e students to use outlines and other !ra)hic or!ani5ers for/ritin!% and study lo!s or diaries to mana!e their time% says

immerman*

odel and encoura!e self3reflection* @Thin2 out loud@ /henanaly5in! a theory or )ro+lem% so students /ill follo/ suit% saysPintrich* @1hen loo2in! at a study% you mi!ht )oint out that you don?t2no/ much a+out the statistical technique used% that you need to as2a collea!ue%@ he says*

Pintrich says this hel)s students see that it?s +est to identify one?s/ea2nesses to com)ensate for them*

@After all%@ says Pintrich* @-ne of the hallmar2s of an e4)ert is

2no/in! /hat you don?t 2no/* Students come a lon! /ay /hen theyreali5e that*@

reference$///*a)a*or! ho/tolearn*html


14/42

:FF:CTIE: T:AC>ING STRAT:GI:S

:4cer)ts from the Cha)ter 9 of the onlineGraduate >and+oo2 at ichi!an State University

.:CTURING

6* Stren!ths of the .ecture A))roach&* 1ea2nesses of the .ecture A))roach8* >o/ to Plan an :ffective .ecture9* .ecture$ the Introduction;* The "ody of the .ecture


15/42

a faster% sim)ler method of )resentin! information to an audience /ithits o/n s)ecial needs* .ectures are )articularly useful for students/ho read )oorly or /ho are una+le to or!ani5e )rint material*;*.ectures can convey lar!e amounts of factual material*


16/42

Instructors mi!ht remem+er that the learners? minds are not +lan2slates% and the or!ani5ation of the lecture must ta2e into account thestudents? e4istin! 2no/led!e and e4)ectations as /ell as thestructure of the su+,ect matter* .* Dee Fin2 B6(H( has )ointed outthat the most intellectually alive and e4citin! lecturers tend to +ethose /ho vie/ 2no/led!e as a dynamic )rocess rather than a static)roduct*Phil artin% coordinator of -hio State?s )u+lic s)ea2in! team% hassu!!ested that a !ood /ay to a))roach the )re)aration of a lecture isto follo/ this )ro!ression of ste)s% ans/erin! a variety of questionsalon! the /ay$

6*Select a to)ic* The lecturer?s first decision should +e on the overallsu+,ect matter of the lecture* This /ill )ro+a+ly +e dra/n from/hatever is on the sylla+us for that day?s class*

&*Decide on the )ur)ose* -nce the to)ic is chosen% the ne4t sta!e isto decide /hy it is +ein! tau!ht Bthis is not as o+vious as it may firsta))ear * Possi+le questions mi!ht +e$ Is my aim to ma2e studentsunderstand this difficult conce)t7 1hat are the 2ey facts I /ant mystudents to remem+er7 Do I /ant to advocate a )articular idea or+ehavior7 Is one of my )ur)oses to entertain7 Is )re)aration for ane4amination the main )oint of the lecture7

8*Analy5e the class* Just as )erformers need to 2no/ their audience%so lecturers need to analy5e their class* It is useful to determine$1hat is the level of students in this class7 >o/ mature are they aslearners7 1hat is their )rior relationshi) Bif any /ith this su+,ectmatter7 "y e4)lorin! the )o)ulation of the class% it may also +e)ossi+le to )redict /hat learnin! styles this !rou) of students /ill)refer*

9*Analy5e the occasion* In addition to studyin! the com)osition of theclass% it is also hel)ful to analy5e the occasion +efore )re)arin! eachlecture* A class early in the mornin!% for e4am)le% mi!ht require the

lecturer to +e more e4troverted% in order to /a2e the students u)*.on! class )eriods may +e es)ecially suited to an interactive lecture*Students at the +e!innin! of the semester may +e more enthusiasticthan durin! the last /ee2 of classes* These issues can +e )redictedin advance% and such a/areness /ill usually im)rove theeffectiveness of the lecture*


17/42

;*Gather materials* After all this analysis% the ne4t ste) is to !atherthe materials to +e used in the )re)aration of the lecture* It is a !oodidea to +rin! everythin! to!ether +efore sittin! do/n to /rite% so thatthe instructor has all the necessary sources immediately at hand*

ere are some further su!!estions for the contents of aneffective lecture*

IE* .ecture$ the Introduction

It is advisa+le to )lan an introduction that mi!ht )oint to a !a) in thestudents? 2no/led!e or challen!e or raise a question a+outsomethin! in the students? minds in order to arouse curiosity* Good

introductions also may hel) students to discriminate +et/een moreand less im)ortant features of lectures% may hel) them create realistice4)ectations a+out /hat they are su))osed to learn from the lecture%and ena+le them to allocate their information3)rocessin! ca)a+ilitymuch more effectively* The aim% in short% is to ca)ture the interest ofthe listener* As /ith a !ood drama% effective lectures @hoo2@ theirlisteners? attention from the start*Su!!estion$ Raisin! a question to +e ans/ered +y the end of thehour*:4am)le$ "y the end of the hour you should +e a+le to ans/er thequestion @Are lectures +etter than discussions@Su!!estion$ :4)lainin! the relationshi) of the lecture content to)rofessional career interests% the real /orld% etc*:4am)le$ Today?s lecture is a+out the cost of livin! indices% a to)ic inmacroeconomics that should hel) you understand the recentdiscussions in Con!ress related to inflation*


18/42

Su!!estion$ Relatin! lecture content to )revious class material*:4am)le$ For the )ast /ee2 /e?ve +een occu)ied /ith the history ofthe live theater* Today% /e?ll +e loo2in! at film history% and /e?ll s)endthe rest of the /ee2 com)arin! the t/o forms*Su!!estion$ Tellin! students ho/ they are e4)ected to use the lecturematerial*:4am)le$ Today% I?ll offer a s)ecific model of evaluation and illustrateits a))lication in several different 2inds of settin!s* 1hen you meet inyour discussion !rou)s later this /ee2% you?ll +e as2ed to a))ly themodel as you discuss the "ro/n vs* the "oard of :ducation decision*Some other /ays to start a lecture include$ tellin! a )ersonalanecdote or tellin! a relevant funny story or ,o2e )rovidin! anovervie/ of the lecture and !ivin! the lecture an intri!uin! title*

E* The "ody of the .ecture

In the +ody% instructors can allo/ for some fle4i+ility in the amount ofcontent to +e )resented in order to res)ond to students? questionsand comments* It is im)erative for the lecturer to determine the 2ey)oints to +e develo)ed durin! the class session% and not to )resentnuances and minute detail to the e4tent that students lose si!ht of themain idea* Instructors should not feel )ressed to cover everythin!% asan effective lecture uses varied )acin! to hel) students to ma2esome critical discrimination +et/een im)ortant conce)ts and trivia*

any researchers su!!est that the individual lecture should coveronly four or five main )oints that are made e4)licit to the students*The +ody of the lecture must% of course% +e /ell or!ani5ed*-r!ani5in! the lecture can +e done in a num+er of different /ays themost a))ro)riate /ill de)end on the su+,ect itself as /ell as thelecturer?s )ersonal a))roach* >ere are some e4am)les$

Cause and effect$ :vents are cited and e4)lained +y reference totheir ori!ins*:4am)le$ -ne can demonstrate ho/ the continual revolutionarymovements of the late 6=''s affected "ritish )olitics at the turn of thecentury*Time sequential$ .ecture ideas are arran!ed chronolo!ically*:4am)le$ If lecturin! a+out the ste)s in a clinical sus)ension model%tal2 a+out the initial ste) to +e ta2en% the second ste)% and so forth*Usin! an or!ani5ational idea to structure the lecture*:4am)le$ Today /e?ll vie/ all these methods from a )ers)ective of


19/42

validity*There are many other or!ani5ational )ossi+ilities* -ne can state a)ro+lem and then offer alternative solutions arran!e lecture to)icsaccordin! to their im)ortance% familiarity% or com)le4ity or offer a t/o3sided @com)are and contrast@ )resentation*:4am)les should +e included in the lecture* Almost all /riters a!reethat illustrations hel) )eo)le to understand thin!s*.ecturers mi!ht try to )rovide a +rea2 in the information out)ut every6' minutes or so to maintain attention* These are !ood times foranecdotes% visuals% humor% questions% and the li2e*The +ody of the lecture can hel) the students understand the /ay in/hich the )oints are or!ani5ed* After statin! ma,or )oints ver+ally% it isa !ood idea to )ut them on a handout or /rite them on a +oard or anoverhead )ro,ector* Com)le4 )oints are easier to e4)lain if theinstructor$ uses an a))ro)riate voca+ulary level uses a variety of

illustrations includes essential content +efore @nice to 2no/@ contentand restates )oints after illustrations*Illustrations or e4am)les /ill /or2 +est if they include some of thefollo/in! qualities$)recision Bfit the idea /ell relevance Bfit the conte4t /ell in!enuityinterest novelty humor and scholarshi)*

e also notes that encoura!in! students to formulate questions +yas2in! questions one can facilitate memory and understandin!* The)ros)ect of unans/ered questions to +e treated in future lecturescreates antici)ation of the future* -ther )ossi+ilities include$Restatin! the main )oints +y usin! a ne/ e4am)le% as2in! for themain )oints% and sho/in! /here the class is no/*

As2in! a student to summari5e the lecture?s 2ey ideas*Restatin! /hat students are e4)ected to have !ained from the

lectures*Instructors can stimulate discussion and increase interaction after)resentin! a lecture or lar!e amount of content +y )airin! u) studentsand !ivin! them t/o to three minutes to react% res)ond and raisequestions or issues a+out the material ,ust )resented* They can as2for volunteers to re)ort out /hat /ere the issues or questions raisedin their dyads*


20/42

Another o)tion for +roadenin! the circle of discussions is to call on)airs that include individual mem+ers of social !rou)s Be*!* /omenstudents% students of color% etc* /ho may not +e !ettin! much @air3time*@

A final )oint$ .ecturers should not let students )ressure them B+y)ac2in! +a!s% tal2in!% or movin! around into cuttin! the lecture shortL>err B6(H9 su!!ests that instructors ma2e @a remar2 desi!ned torefocus student attention$ B1ith a smile @#ou have four more minutesfor /hich you have )aid% and I shall end )rom)tly% so ,ust /ait to !ra+your +ac2 )ac2s*@ Another tric2 for the end of class is the creation ofsus)ense% /hich can +e accom)lished in a variety of /ays such as)osin! a question* -ne should ma2e sure that there is no consistentver+al or nonver+al cue si!nalin! the end of class% /hich /ill causestudents to lose attention* Such a cue mi!ht +e the return to the)odium% the !atherin! of )a)ers% etc*

.-CA. .IT:RATUR:

Instruction in teacher education )ro!rams

:velina * Eicencio% Ph*D


21/42

:4ecutive Director% G*U*R*-*iriam Colle!e Teacher Institute

T>: ne/ Under!raduate Teacher :ducation Curriculum% /hich /asfirst offered in &''; to incomin! freshmen% /ill +e fully im)lemented inschool year &''H&''(% and this means that students enrolled in the"achelor of :lementary :ducation B"::d and the "achelor ofSecondary :ducation B"S:d at all year levels /ill +e ta2in! coursesunder the ne/ curriculum* There are still some issues in the ne/curriculum that C>:D is currently addressin!* It is a curriculum in)ro!ress% and it )oses challen!es and )ossi+ilities those teachersand educators can e4)lore% es)ecially in the delivery of instruction*

After all% /hat curriculum is /ithout im)erfection7

1hat to deliver* There are four +asic elements of curriculum desi!n$

Goals and o+,ectives% content or su+,ect matter% learnin! e4)eriencesor methodolo!y% and evaluation* 1hichever element the curriculumdevelo)ers consider the most im)ortant influences the desi!n of thecurriculum* The com)etency3+ased curriculum a))roach is the)referred desi!n +y curriculum develo)ers /ho +elieve thato+,ectives and evaluation are the most im)ortant elements of thecurriculum those /ho thin2 content is the most im)ortant use thesu+,ect3centered curriculum desi!n those /ho +elieve learnin!activities are most im)ortant use the e4)erience3centered desi!n%)ro+lem3centered desi!n% )ro,ect3centered desi!n% or activitycurriculum* There are many other curriculum desi!ns these are ,ustsome of the most common a))roaches in desi!nin! curriculum* Itshould +e remem+ered that different a))roaches have differenta))lications*

Com)etency3+ased curriculum a))roach BC"CA * The ne/ teachereducation curriculum uses the com)etency3+ased a))roach* It is a)erformance3+ased desi!n anchored on the learner0s a+ility todemonstrate attainment or mastery of s2ills )erformed under certain

conditions to s)ecific standards Bthe s2ills then +ecomecom)etencies % /hich is /hy o+,ectives and evaluation are the foci* Itis characteri5ed +y hands on active learnin! and since it is outcomeand assessment3oriented% it uses multi)le assessment tools


22/42

C"CA is advanta!eous to the learners +ecause they achievecom)etencies and develo) confidence* Time is devoted to learnersindividually and in small !rou)s% and to evaluatin! the learners0 a+ilityto )erform /or23related s2ills*

The com)etency3+ased curriculum a))roach li2e/ise has limitations*It is only as effective as the )rocess used to identify thecom)etencies* Unless C"CA materials and strate!ies are desi!ned%the course /ill not truly +e C"CA*

Curriculum develo)ment follo/in! C"CA follo/s these ste)s% hereinsim)lified +y the author$ ANA.# : roles of a model or outstandin!teacher% the functions and res)onsi+ilities for each role% and thecom)etencies needed for each res)onsi+ility in terms of 2no/led!e%attitude% and s2ills Bthese are stated as o+,ectives * D:E:.-P

assessment tools sco)e and sequence learnin! e4)eriences andsu))ort materials% for e4am)le% +oo2s and handouts*

C"CA focuses on the mastery of com)etencies or s2ills* C>:D C -No* 8' on The Revised Policies and Standards for Under!raduateTeacher :ducation Curriculum identifies com)etency standards forteachers as /ell as the varied s2ills that they should master$ life s2ills%teachin! )rocess s2ills% and research s2ills*

The .ife S2ills refer to effective communication s2ills% critical thin2in!%creative thin2in!% )ro+lem solvin! and decision3ma2in!* It should +eremem+ered that the develo)ment of critical and creative thin2in! ise4)licitly stated in the Phili))ine Constitution* The Teachin! ProcessS2ills are curriculum develo)ment% lesson )lannin!% materialsdevelo)ment% educational assessment% and teachin! a))roaches*Research s2ills should result in the develo)ment of ne/ theories%models% )ro!rams% and )ractices* All courses in the teacher educationcurriculum should have a research requirement% /hich may ta2e theform of a term )a)er% case study% action research% or other forms of

research scholarshi) as may +e a))ro)riate*

Inte!rated curriculum* C -M8' states$ @The teacher3educationcurriculum is also desi!ned so that the curricular com)onents areinte!rated* That is% the curriculum em)hasi5es the inter/eavin! offoundational% theoretical% methodolo!ical% and e4)eriential 2no/led!ein the various learnin! e4)eriences in the curriculum*@


23/42

Inte!ration is a curricular desi!n that )ertains to ho/ curricularcom)onents are or!ani5ed% /hereas com)etency3+ased curriculardesi!n )ertains to the em)hasis !iven to curricular com)onents*Throu!h the years% there have +een chan!es in the conce)t ofinte!ration* The traditional conce)t loo2s at inte!ration as acom+ination of su+,ects Bli2e Science and >ealth and usic% Arts%Physical :ducation% and >ealth or AP:>* The modern conce)tsees inte!ration of s2ills and learnin! strate!ies Bli2e critical thin2in!s2ills in all learnin! areas includin! addition of to)ics and su+,ectsnot reco!ni5ed as unique disci)lines Be*!* indi!eni5ation andlocali5ation% )eace education% >IE and AIDS% and environmentaleducation * The different modes and forms of inte!ration have +eenclassified +y this author as follo/s$ inte!ration of su+,ects or learnin!areas% inte!ration of conce)ts or content% inte!ration of s2ills and

)rocesses% inte!ration that ha))ens /ithin the learner% and inte!rationof strate!ies B anila "ulletin% Fe+* 66% &''= *

>-1 to Deliver* The manner of deliverin! instruction focuses on theteachin!3learnin! )rocess* The t/o ty)es of delivery identify the maincharacters in the teachin!3learnin! )rocess$ the teacher and thelearner or )eda!o!y and andra!o!y*

.iterally% )eda!o!y is the art and science of teachin! children%/hereas andra!o!y is the art and science of teachin! adults* The/ord andra!o!y /as coined +y a German hi!h school teacher /housed different strate!ies in teachin! adults* Andra!o!y +ecame)o)ular in :uro)e and /as introduced in the United States +y AlfredKno/les% a famous adult educator*

Throu!h the years% the conce)ts have evolved and have ta2en onne/ meanin!s hence the modern educational meanin! of andra!o!yas learner3centered strate!ies and )eda!o!y as teacher3centeredstrate!ies* "oth a))roaches are used in teachin! colle!e students%

+ut /ith )reference for learner3centered strate!ies* .earner3centereda))roaches include instruction in /hich learners% /ith the teacher0s!uidance% are made res)onsi+le for constructin! their o/nunderstandin!*

Critics of teacher3centered instruction ar!ue that it is +ased on a+ehavioral vie/ of learnin!% focuses on lo/3level o+,ectives% and


24/42

em)hasi5es )erformance instead of understandin!* ore commonly%ho/ever% teacher3centered instruction isn0t )ro)erly im)lemented*1hen conducted +y e4)ert teachers% teacher3centered instruction can+e very effective* The effectiveness of any a))roach de)ends on thea+ility of the teacher to ada)t it to the learnin! needs of students* Asfar as strate!ies are concerned% there is no one +est strate!y inteachin!*

It is /ise to heed /hat .eo Tolstoy said% that the +est teacher /ill +ehe /ho has at his ton!ue0s end the e4)lanation of /hat it is that is+otherin! the student* These e4)lanations !ive the teacher the2no/led!e of the !reatest )ossi+le num+er of methods% the a+ility ofinventin! ne/ methods% and% a+ove all% not +lind adherence to onemethod% +ut rather% the conviction that all methods are one3sided andthat the +est method is the one /hich /ould ans/er +est to all the

)ossi+le difficulties incurred +y a student% that is% not a method% +utan art and talent*

1>:R: to Deliver* -ur national hero% Jose Ri5al% once said that the)erson /ho /ishes to teach% teaches every/here% in the o)en air*Socrates tau!ht in the )u+lic street% Plato in the !ardens of the

Academy% even Christ amon! the mountains and la2es* In li2emanner% the delivery of the teacher3education curriculum does notconfine itself to the classroom +ut e4tends the learnin! environmentoff3cam)us and encoura!es institutions to e4)lore alternative learnin!systems% es)ecially throu!h the use of Information CommunicationTechnolo!y or ICT* Teacher3trainin! institutions can try the distancelearnin! mode of deliverin! instruction*

1>- To Deliver* The teacher is a facilitator of learnin!* The teacheris as someone very memora+ly )ut it a !uide at the side% not asa!e on the sta!e*

In conclusion% curriculum chan!e is +oth inevita+le and desira+le* The

revision of )olicies and standards of the teacher education )ro!rams+y C>:D /as inevita+le* It is no/ every+ody0s concern to ma2e itdesira+le* It is still an emer!in! curriculum that can +enefit from thee4)eriences and +alanced vie/s of teacher trainin! institutions)ecialists*


25/42

reference$ ///*m+*com*)h

THEORETICAL FRAME%OR"

Co!nitive Theories of .earnin!


26/42

Assum)tion$ you can?t force someone to learn

Co!nitive theory defines learnin! as @a semi3)ermanent chan!e inmental )rocesses or associations*@ Co!nitivists do not require anout/ard e4hi+ition of learnin! +ut focus more on the internal)rocesses and connections that ta2e )lace durin! learnin!*

The main assum)tion of co!nitive )sycholo!y is that there areco!nitive )rocesses that ta2e )lace and influence the /ay thin!s arelearned* :4)lanations for ho/ co!nitive )rocesses /or2 are 2no/n asinformation )rocessin! theories or models*

Recently% several chan!es in educational thin2in! have !reatlyaffected the manner in /hich science curriculum is )resented intoday?s schools* These chan!es are most a))ro)riately descri+ed asefforts to restructure science teachin! /ith the overall !oal ofim)rovin! student learnin!* -ne underlyin! theme that often a))earsthrou!hout the restructurin! effort is the idea of constructivism* Thisa))roach to learnin! em)hasi5es the )ersonal construction of human2no/led!e as o))osed to the transmission of 2no/led!e from one)erson to the ne4t* The current vie/ of constructivism has a stron!+asis in the co!nitive a))roach to learnin! and dra/s heavily u)onthe research of learnin! e4)erts li2e Jean Pia!et% .ev Ey!ots2y% andDavid Ausu+el* The contri+utions of these three researchers% alon!/ith the ideas of others% have laid the foundation for many of the

recent chan!es that have occurred in science instruction*

Jean Pia!et B( Au!ust 6H(< O 6< Se)tem+er 6(H' /as a S/iss )hiloso)her and scientist% /ell 2no/n for his /or2 studyin! children%his theory of co!nitive develo)ment and for his e)istemolo!ical vie/called @!enetic e)istemolo!y *@

The very !reat im)ortance he attached to the education of childrenmade him declare in 6(89 in his role as Director of the International"ureau of :ducation that only education is ca)a+le of savin! oursocieties from )ossi+le colla)se% /hether violent% or !radual

Jean Pia!et?s ma,or contri+ution to the co!nitive learnin! a))roach/as his theory of co!nitive develo)ment* This theory descri+es fourlevels of intellectual !ro/th that humans )ro!ress throu!h includin!sensory motor% )reo)erational% concrete o)erational% and formalo)erational* The final t/o sta!es are of )articular im)ortance to
http://en.wikipedia.org/wiki/Switzerlandhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Theory_of_cognitive_developmenthttp://en.wikipedia.org/wiki/Genetic_epistemologyhttp://en.wikipedia.org/wiki/Switzerlandhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Theory_of_cognitive_developmenthttp://en.wikipedia.org/wiki/Genetic_epistemology


27/42

middle and secondary science educators +ecause most middle andsecondary students o)erate at one of these t/o sta!es* Students atthe concrete o)erational sta!e have the a+ility to thin2 lo!ically andconcretely a+out o+,ects and events* Students at the formalo)erational sta!e have the a+ility to thin2 more a+stractly andhy)othetically a+out com)le4 conce)ts and ideas*

There are several im)lications of Pia!et?s research that havehel)ed to +rin! a+out chan!e in science instruction* -ne im)ortantidea is that any !iven !rou) of students can dis)lay a /ide variety ofco!nitive a+ilities* Teachers must therefore +e a/are of the co!nitivea+ilities of their students and )lan instruction accordin!ly* Anotheras)ect of Pia!et?s research that has +een es)ecially im)ortant toconstructivism is his theory of co!nitive structures and lo!icalmathematical o)erations* This theory stresses the im)ortance of

students develo)in! their o/n internal structures as they learn* Italso em)hasi5es interactions /ith o+,ects and events as studentsattem)t to construct their o/n understandin!s of scientific conce)ts*To accommodate these ideas into science instruction% educators have)romoted more concrete e4)eriences in the classroom and haveencoura!ed students to search for meanin! and relationshi)s /henconfronted /ith a))arently contradictory or difficult information*

The &ta'e& o( co')*t*+e de+elo,-e)t

Pia!et?s ?Four levels of develo)ment? are B6 infancy% B& )reschool%B8 childhood% and B9 adolescence* :ach sta!e is characteri5ed +y a!eneral co!nitive structure that affects all of the child?s thin2in! Bastructuralist vie/ influenced +y )hiloso)her Immanuel Kant :achsta!e re)resents the child?s understandin! of reality durin! that)eriod% and each +ut the last is an inadequate a))ro4imation ofreality* Develo)ment from one sta!e to the ne4t is thus caused +y theaccumulation of errors in the child?s understandin! of theenvironment this accumulation eventually causes such a de!ree ofco!nitive disequili+rium that thou!ht structures require reor!ani5in!*

The four develo)ment sta!es are descri+ed in Pia!et?s theory as$

6* Sensorimotor stage $ from +irth to a!e &* Children e4)eriencethe /orld throu!h movement and senses Buse five senses toe4)lore the /orld * Durin! the sensorimotor sta!e children aree4tremely e!ocentric% meanin! they cannot )erceive the /orld
http://en.wikipedia.org/wiki/Structuralisthttp://en.wikipedia.org/wiki/Immanuel_Kanthttp://en.wikipedia.org/wiki/Theory_of_cognitive_development#Sensorimotor_stagehttp://en.wikipedia.org/wiki/Structuralisthttp://en.wikipedia.org/wiki/Immanuel_Kanthttp://en.wikipedia.org/wiki/Theory_of_cognitive_development#Sensorimotor_stage


28/42

from others vie/)oints and e4)lore usin! senses* Thesensorimotor sta!e is divided into si4 su+sta!es$ @B6 sim)lerefle4es B& first ha+its and )rimary circular reactions B8secondary circular reactions B9 coordination of secondarycircular reactions B; tertiary circular reactions% novelty% andcuriosity and B< internali5ation of schemes*@ Q9 Sim)le refle4esis from +irth to 6 month old* At this time infants use refle4essuch as rootin! and suc2in!* First ha+its and )rimary circularreactions is from 6 month to 9 months old* Durin! this timeinfants learn to coordinate sensation and t/o ty)es of schemeBha+it and circular reactions * A )rimary circular reaction is/hen the infant tries to re)roduce an event that ha))ened +yaccident Be4$ suc2in! thum+ * The third sta!e% secondarycircular reactions% occurs /hen the infant is 9 to H months old*

At this time they +ecome a/are of thin!s +eyond their o/n

+ody they are more o+,ects oriented* At this time they mi!htaccidentally sha2e a rattle and continue to do it for sa2e ofsatisfaction* Coordination of secondary circular reactions isfrom H months to 6& months old* Durin! this sta!e they can dothin!s intentionally* They can no/ com+ine and recom+ineschemes and try to reach a !oal Be4$ use a stic2 to reachsomethin! * They also understand o+,ect )ermanence durin!this sta!e* That is% they understand that o+,ects continue toe4ist even /hen they can?t see them* The fifth sta!e occursfrom 6& months old to 6H months old* Durin! this sta!e infantse4)lore ne/ )ossi+ilities of o+,ects they try different thin!s to!et different results* Durin! the last sta!e they are 6H to &9months old* Durin! this sta!e they shift to sym+olic thin2in!*

&*Preoperational stage $ from a!es & to ; Bma!ical thin2in!)redominates* Acquisition of motor s2ills :!ocentricism +e!insstron!ly and then /ea2ens* Children cannot conserve or use

lo!ical thin2in!*8* Concrete operational stage $ from a!es ; to 66 Bchildren +e!in tothin2 lo!ically +ut are very concrete in their thin2in! Childrencan no/ conserve and thin2 lo!ically +ut only /ith )racticalaids* They are no lon!er e!ocentric*
http://en.wikipedia.org/wiki/Jean_Piaget#cite_note-Santrock.2C_John_W._1998-3http://en.wikipedia.org/wiki/Theory_of_cognitive_development#Preoperational_stagehttp://en.wikipedia.org/wiki/Theory_of_cognitive_development#Concrete_operational_stagehttp://en.wikipedia.org/wiki/Jean_Piaget#cite_note-Santrock.2C_John_W._1998-3http://en.wikipedia.org/wiki/Theory_of_cognitive_development#Preoperational_stagehttp://en.wikipedia.org/wiki/Theory_of_cognitive_development#Concrete_operational_stage


29/42

9* Formal operational stage $ after a!e 66 Bdevelo)ment of a+stractreasonin! * Children develo) a+stract thou!ht and can easilyconserve and thin2 lo!ically in their mind

.ev Ey!ots2y?s ma,or contri+ution to the co!nitive a))roach tolearnin! /as his descri)tion of the influence of social interaction onco!nitive develo)ment* Ey!ots2y?s em)hasis /as on the learner?senvironment and the learner?s interactions /ith other )eo)le throu!hthe use of lan!ua!e* Accordin! to Ey!ots2y% in order for co!nitivedevelo)ment to occur% learners must receive information and!uidance from others* T/o im)ortant features of Ey!ots2y?s researchare )rivate s)eech and the 5one of )ro4imal develo)ment* Privates)eech involves a learner?s internal thou!ht )rocesses used tore!ulate )ro+lem3solvin! s2ills* The 5one of )ro4imal develo)mentdescri+es the level +et/een the teacher?s 2no/led!e and thelearner?s ca)a+ilities /here instruction is most +eneficial* These t/oconce)ts /or2 to!ether /hen a teacher assists a student to solve a)ro+lem +y )rovidin! him or her /ith structure and encoura!ementand then !radually +ac2in! off to allo/ the student to rely on his orher o/n )rivate s)eech to com)lete the tas2*

.i2e Pia!et?s theories% Ey!ots2y?s research also closely relates tothe modern ideas of constructivism* The 5one of )ro4imaldevelo)ment underscores the im)ortant roles of )eers and adults in)romotin! the construction of 2no/led!e in the minds of students*The idea that learners rely on human interaction to construct theiro/n 2no/led!e has resulted in !reater em)hasis on coo)erativelearnin! activities that allo/ students to +enefit from the insi!ht ofothers in order to acquire ne/ conce)ts* Also% the reali5ation thatsocial interaction is a vital )art of learnin! has )ut less em)hasis onstudents? )ersonal discovery of scientific conce)ts and moreem)hasis on colla+oration and interaction amon! learners of science*

David Ausu+el?s contri+ution to the co!nitive a))roach to learnin!focused on the conce)tual rather than the o)erative forms of2no/led!e* 1hereas Pia!et and Ey!ots2y )laced em)hasis onlearners? )ersonal construction of 2no/led!e% Ausu+el em)hasi5edthe im)ortance of rece)tion learnin! that is +ased on the idea that
http://en.wikipedia.org/wiki/Theory_of_cognitive_development#Formal_operational_stagehttp://en.wikipedia.org/wiki/Theory_of_cognitive_development#Formal_operational_stage


30/42

most of /hat is learned is acquired throu!h the transmission of ideasand not throu!h discovery* Ausu+el +elieved that rece)tion learnin!/as an im)ortant means of acquirin! certain disci)line3+asedconce)ts as lon! as that learnin! made meanin!ful connections+et/een the ne/ information and the learner?s )ree4istin! co!nitivestructures*

Ausu+el?s em)hasis on rece)tion learnin! has affected the /ay in/hich science teachers a))roach certain scientific conce)ts* anyeducators reco!ni5e the si!nificance of allo/in! students to learnfrom information that has +een or!ani5ed +y others as lon! as it hasmeanin! to the students? o/n internal co!nitive structures* Thisreco!nition of rece)tion learnin! as an effective teachin! method has)laced less em)hasis on rote discovery learnin! as the only /ay forstudents to construct )ersonal meanin!* Since students are not

e4)ected to discover all3im)ortant scientific ideas on their o/n% Ausu+el?s idea of rece)tion learnin! holds a vital )art in the learnin!of science*

Co)&truct*+*&t theor.

Formali5ation of the theory of constructivism is !enerallyattri+uted to Jean Pia!et % /ho articulated mechanisms +y /hich2no/led!e is internali5ed +y learners* >e su!!ested that throu!h)rocesses of accommodation and assimilation % individuals constructne/ 2no/led!e from their e4)eriences* 1hen individuals assimilate%they incor)orate the ne/ e4)erience into an already e4istin!frame/or2 /ithout chan!in! that frame/or2* This may occur /henindividuals? e4)eriences are ali!ned /ith their internal re)resentationsof the /orld% +ut may also occur as a failure to chan!e a faultyunderstandin! for e4am)le% they may not notice events% maymisunderstand in)ut from others% or may decide that an event is aflu2e and is therefore unim)ortant as information a+out the /orld* Incontrast% /hen individuals? e4)eriences contradict their internalre)resentations% they may chan!e their )erce)tions of thee4)eriences to fit their internal re)resentations* Accordin! to thetheory% accommodation is the )rocess of reframin! one?s mentalre)resentation of the e4ternal /orld to fit ne/ e4)eriences*
http://en.wikipedia.org/wiki/Jean_Piagethttp://en.wikipedia.org/wiki/Jean_Piaget


31/42

Accommodation can +e understood as the mechanism +y /hichfailure leads to learnin!$ /hen /e act on the e4)ectation that the/orld o)erates in one /ay and it violates our e4)ectations% /e oftenfail% +ut +y accommodatin! this ne/ e4)erience and reframin! ourmodel of the /ay the /orld /or2s% /e learn from the e4)erience offailure% or others? failure*

It is im)ortant to note that constructivism is not a )articular)eda!o!y * In fact% constructivism is a theory descri+in! ho/ learnin!ha))ens% re!ardless of /hether learners are usin! their e4)eriencesto understand a lecture or follo/in! the instructions for +uildin! amodel air)lane* In +oth cases% the theory of constructivism su!!eststhat learners construct 2no/led!e out of their e4)eriences* >o/ever%Constructivism is often associated /ith )eda!o!ic a))roaches that)romote active learnin! % or learnin! +y doin!*

Thou!h there are several different theoretical +ases for educationalreform in today?s society% the restructurin! of science teachin!a))ears to +e focused on the idea of constructivism* The currentvie/ of the im)ortance of constructivism in teachin! science is +asedon the research of co!nitive )sycholo!ists and learnin! theorists suchas Pia!et% Ey!ots2y% and Ausu+el* Their contri+utions have hel)ed todefine the roles of co!nitive learnin! theory and constructivist thou!htin science education* The constructivism idea has )rovidededucators /ith )articularly interestin! insi!hts on the effectiveteachin! and learnin! of science*

RESEARCH PARADIGM

IND:P:ND:NT EARIA".: D:P:ND:NT EARIA".:
http://en.wikipedia.org/wiki/Pedagogyhttp://en.wikipedia.org/wiki/Active_learninghttp://en.wikipedia.org/wiki/Pedagogyhttp://en.wikipedia.org/wiki/Active_learning


32/42

.:CTUR: STUD:NTS0 P:RC:PTI-N

6* Kno/led!e on the su+,ectmatter

Faculty mem+ers teach theassi!ned su+,ect and not irrelevantmatter

&* Delivery Faculty mem+ers are effective intheir /ay of deliverin! theirlectures*

8* Interactive s2ill Faculty mem+ers interact efficiently/ith their students

9* Strate!y Faculty mem+ers use teachin!strate!ies effectively

;* Time allotment Faculty mem+ers start and end the

class in a )unctual /ay*

Fi!ure 6* The Research )aradi!m sho/in! the varia+les understudy*

CHAPTER /RESEARCH METHODOLOGY

This cha)ter )resents the ty)e of method used in the research%

the res)ondents and sam)lin! method and the research instruments


33/42

that have +een used* It also sho/ the ty)e of statistical treatment that

a))lied in order to analy5e and inter)ret the data !athered

information*

Re&earch De&*')

The descri)tive method /as used in this study* This is the most

a))ro)riate method on inquiry a+out the )resent status and condition

of a )articular )henomenon* Conce)ts and )rocedures of !eneral

descri)tion% analysis% and classifications are discussed and illustrated

in considera+le detail* This method tends to +oth the qualitative and

quantitative analysis of inquiry such as the )resent investi!ation*

anuel and edel% B6$9< ela+orated that the )rofile of the

descri)tive technique is to tell /hat e4ist or /hat is a+out a certain

educational )henomenon* It may li2e/ise include a study on factors

or current conditions a+out the nature of a !rou) of individuals or a

class of events /hich may involve induction% classification% analysis%

enumeration% or measurement*

>ill/ay% B9$6H= )ointed out that the descri)tive method is

effective in o+tainin! accurate facts and fi!ures a+out )revailin!


34/42

conditions* It tries to descri+e the situations from /hich the status of

any 2ind of )henomena +ein! studied may +e learned and /henever

)ossi+le to formulate valid conclusions from the data !athered*

Sevilla et al* B&$6;' descri+ed the method as a )o/erful

technique /hen one aims to descri+e the current or )revailin! status

of events% thin!s or )henomena% they said$

the descri)tive method or research is a useful tool

for scientific investi!ation /hich aims to descri+e

the e4istin! status of events or )henomena* The

results of studies em)loyin! the descri)tive method

of research can +e used to advanta!e of the

researchers in all areas of human endeavor*

Further% the researcher0s inter)retations and descri)tion on

)revailin! comments that is to sho/ that there is si!nificance in the

common )erce)tions of common )erce)tions of nursin! students to

faculty mem+ers handlin! NC su+,ects*

DATA GATHERING

In order for the researcher0s to !ather im)ortant data needed


35/42

for the com)letion of the research% the researchers used instruments

li2e survey forms% letters to the res)ondents noted +y the adviser and

the dean* The researchers read articles% )revious study% thesis% and

+oo2s in the li+rary related to the study*

LOCALE AND POPULATION OF THE STUDY

The locale of the study is in -ur .ady of Fatima University%

ue5on City /hich is suited for our res)ondents*

DESCRIPTION OF THE RESPONDENTS

The re)resentative res)ondents come from the 8 rd year nursin!

students of -ur .ady of Fatima University /ho are currently ta2in! u)

NC 6'6 and 6'& as of school year &''H3&''( & nd semesters*

Sa-,l*)' Tech)*0ue

The researchers em)loyed )ur)osive sam)lin!* They had

s)ecifically chosen the res)ondents /ho are usin! memory

enhancers* The researchers are confident that these res)ondents


36/42

could honestly and cate!orically assess the common )erce)tions of

the students on the faculty mem+ers handlin! NC su+,ects*

I)&tru-e)tat*o) a)d Tr.1out Pha&e

To !ather the data needed for the research% researchers used

the follo/in!

instruments$

6* uestionnaire

For data !atherin!% researchers distri+ute carefully desi!ned

questionnaires to the res)ondents% ensurin! that this information is in

a form that can +e o+,ectively analy5ed in order to elicit the needed

data that )ertained to the to)ic under study* This consisted on

different )arts and s)ecific )ur)oses* Part I Collectin! data on the

res)ondents )rofile% Part II deals /ith the common )erce)tions of the

8 rd year nursin! students on faculty mem+ers handlin! NC su+,ects*

&* Intervie/s

Intervie/ /as used +y the researchers to the res)ondents to

su))lement )rimary source of data% it also !ave o))ortunity for the


37/42

res)ondents to clarify questions concernin! the survey* Further% it

!ave fle4i+ility to !ive follo/ u) questions or discuss issues

concernin! the to)ic of study that /as not clearly e4)ounded +y the

questionnaire*

8* -+servations

The o+servation /as also +een an e4cellent source of data*

-+servational findin!s are considered stron! in validity +ecause the

researcher is a+le to collect a de)th of information a+out a )articular

+ehavior*

Co)&truct*o) o( the I)&tru-e)t

After some readin!s of related studies and literature% the

researchers )lanned and framed the to)ic )ro+lems for this research

to!ether /ith the conce)tual frame/or2 and the statement of the

)ro+lem* "ased on these ideas% the researchers started to formulate

their draft questionnaire to +e used for their study* They continuously

revie/ed their draft ma2in! reference to their statement of the

)ro+lem and conce)tual frame/or2* After some revisions% they /ere

a+le to )resent to their adviser a co)y of the questionnaire*


38/42

The questionnaire /as finally revised after some corrections

and su!!estions +y their adviser*

STATISTICAL TREATMENT USED

To esta+lish solutions to the )ro+lem% numerical )resentationand analysis of the data !athered for this study*

For in de)th analysis and inter)retation of data% the follo/in!

techniques /ere used*

6* Frequency and Percenta!e Distri+ution

Percenta!e /as used to find the ratio of frequency of res)onse

to the total num+er of res)ondents +y a))lyin! this formula$

f

P V WWWWWWW 4 6''

N

1here$

P V )ercenta!e

f V frequency

N V no* of res)ondents


39/42

.IK:RT SCA.:

.i2ert scale is used to indicate the e4tent to /hich theres)ondents a!ree or disa!ree /ith each statement +y chec2in!mem+ers from 6 to ; /here ; is the hi!hest corres)onds to stron!lya!ree and 6 is the lo/est corres)onds to stron!ly disa!ree* A )erson+ein! tested /ould +e as2ed to res)ond to each statement in the list+y chec2in! on of the follo/in! cate!ories*

; Bstron!ly a!ree9 Ba!ree

8 Bneutral& Bdisa!ree6 Bstron!ly disa!ree

BAC"GROUND OF THE STUDY

Institutions of hi!her learnin! across the nation are res)ondin! to


40/42

)olitical% economic% social and technolo!ical )ressures to +e more

res)onsive to students? needs and more concerned a+out ho/ /ell

students are )re)ared to assume future societal roles* Faculty are

already feelin! the )ressure to lecture less% to ma2e learnin!

environments more interactive% to inte!rate technolo!y into the

learnin! e4)erience% and to use colla+orative learnin! strate!ies

/hen a))ro)riate*

Some of the more )rominent strate!ies are outlined +elo/* For more

information a+out the use of these and other )eda!o!ical

a))roaches% contact the Pro!ram in Su))ort of Teachin! and

.earnin!*

For many years% the lecture method /as the most /idely usedinstructional strate!y in colle!e classrooms* Nearly H'X of all colle!e

classrooms in the late 6(='s re)orted usin! some form of the lecture

method to teach students BCashin% 6((' * Althou!h the usefulness of

other teachin! strate!ies is +ein! /idely e4amined today% the lecture

still remains an im)ortant /ay to communicate information*

Used in con,unction /ith active learnin! teachin! strate!ies% the

traditional lecture can +e an effective /ay to achieve instructional


41/42

!oals* The advanta!es of the lecture a))roach are that it )rovides a

/ay to communicate a lar!e amount of information to many listeners

ma4imi5es instructor control and is non3threatenin! to students* The

disadvanta!es are that lecturin! minimi5es feed+ac2 from students%

assumes an unrealistic level of student understandin! and

com)rehension% and often disen!a!es students from the learnin!

)rocess causin! information to +e quic2ly for!otten*

:ven thou!h students may have no e4)erience in class or field% they

enter the classroom /ith a lon! history of academic trainin! and life

e4)erience* For this reason% )resentin! ne/ information is not

enou!h to !uarantee o)timal learnin!* Students must reco!ni5e the

limitations of their current 2no/led!e and )ers)ectives* This means

that instructor cannot sim)ly unload your 2no/led!e on students*1hat is required is a true transformation of students? e4istin!

2no/led!e*

Instructors from all fields face this challen!e* In the sciences and

mathematics% it is common for students to have learned anoversim)lified definition or a))roach in hi!h school* Students ma2in!

the shift from classical to modern )hysics% for e4am)le% cannot sim)ly

layer ne/ information onto old understandin!* In the humanities%


42/42

students may% for the first time% +e as2ed to develo) ori!inal

inter)retations of te4ts or to consider conflictin! inter)retations of

te4ts instead of see2in! the one% instructor3a))roved% @correct@

inter)retation* This ne/ a))roach must re)lace the a))roach that

students have learned% )racticed% and +een re/arded for* In the

social sciences% instructors often have the difficult ,o+ of hel)in!

students unlearn common sense +eliefs that may +e common +ut

un,ustified* In all these cases% students? )revious 2no/led!e must +e

com)letely revised% not merely au!mented*

11755113 Nursing Research (1)

Documents