An evaluation of the student teaching program of the Manila Archdiocesan and Parochial Schools Association (MAPSA) Colleges of Education

• Main Author: Macaso, Evangeline M.
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Educational evaluation; Student teaching > Philippines; Practicums; Project method in teaching; Activity programs in education; Educational Administration and Supervision; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/68; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1067/viewcontent/CDTG003834_P.pdf
• Institution: De La Salle University

This research study aimed to evaluate the Student Teaching Program of the five (5) MAPSA Colleges of Education namely: San Ildefonso College, Cainta Catholic College, Pasig Catholic College, Sta. Isabel College and Colegio De San Pascual Baylon in the School Years 2000-2002. Specifically, this sought to answer the following questions: According to the views of administrators, faculty and staff, student teachers, and educational alumni, to what extent is the Student Teaching Program effective in terms of: A. Contextgoals and objectives? 1. Are the Teacher Education objectives responsive to the MAPSA vision-mission? 2. Is there a congruence between the objectives and student expectations? B. Inputcurriculum content? 1. Do the MAPSA admission requirements adhere to CHED minimum requirements? 2. Is there an improvement in the grade point average/academic performance of the student teachers upon pre entry into the program? 3. Do the supervising deans, principals, instructors and critic/cooperating teachers qualifications meet the CHED standards? C. Process supervisory practices? 1. Is there a well-defined MAPSA Supervisory Program? 2. Does the implementation of the student teaching curriculum: internship on- and off-campus training program in conformity with the CHED guidelines? 3. What is the extent of evaluation of student teachers of their supervising instructors performance? 4.1 What are the problems encountered in terms of: a. administration of the Student Teaching Program? b. student teaching experiences? 4.2 What are the responses to problems met? 5. What are the strengths and weaknesses of the Student Teaching Program? D. Product quality student teachers and educational alumni? 1. What is the comparability of the percentage of LET passers with the national norms? 2. As described by the student teachers, what is the extent of the attainment of the program goals and objectives? 3. Are the student teaching experiences responsive to the program expectations? 4. Is there an improvement in the Student Teaching performance rating during the on- and off-campus training in relation to the student teaching experiences? 5. What is the overall completion rate of the graduates of teacher education and their employability? The descriptive evaluative method of research was used in evaluating the Student Teaching Program of the MAPSA Colleges of Education in terms of Context, Input, Process and Product. The subjects of the study include the five (5) Teacher Training Institutions of MAPSA, their supervising deans, supervising principals, supervising instructors, critic/cooperating teachers, BSED and BEED student teachers of SY 2000-2001 and SY 2001- 2002. The respondent schools are the San Ildefonso College, Cainta Catholic College, Pasig Catholic College, Santa Isabel College and Colegio De San Pascual Baylon, which were selected from a population of MAPSA higher education institutions. It was found out that 2 or 40% of the MAPSA Colleges of Education adhered to the objectives set by MAPSA; the 3 or 60 % were more of the Teacher Education objectives based from the CHED and DepED. The academic performance or the GPA of the Student Teachers in the last 2 school years from 2000 to 2002 in all of the five (5) MAPSA Colleges was 86.33%. The units earned by each of the Student Teachers from their BSED and BEED courses in the five (5) MAPSA Colleges of Education ranged from: a. General Education 68-94 units b. Professional Education 37-57 units c. Major Subjects 12-40 units Though there is a very strict admission requirement in all of the five (5) MAPSA Colleges of Education, the same however is not strictly followed because some of the students do not carry regular subject loads or are irregular. All the 5 or 100% MAPSA Colleges of Education relied on tuition fees to finance and support their Student Teaching Program. Most of the policies and practices in Student Teaching were unwritten. The context evaluation reveled that the Student Teaching Program goals and objectives were adequately attained at 4.20. The input evaluation attested to the fact that 87.14% was the result of the academic performance in two (2) school years. The process evaluation showed that the extent of participation in the internship on- and off-campus experiences and activities of student teachers was effective at 4.00 level, which means to a great extent. Furthermore, the Supervising instructors were effective at 4.07 in terms of conferencing, human relations/ communications and evaluation, which is interpreted as moderately strong. Based on the results of the product evaluation, 92.4% passed the Licensure Examination for Teachers. With those salient findings enumerated from the foregoing, the following conclusions are hereby drawn: 1) objectives were not focused on the MAPSA charisms as Catholic schools 2) No specific, uniform system/manual, programs for implementation 3) The program is effective in terms of the achievement of objectives.