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.)
A Thesis proposal related on the teaching goals usually used by the teachers of Zamboanga City State Polytechnic College
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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 %
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
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.