Formativ na ebalwasyon ng mga asignatura sa edukasyong panrelihiyon ng De La Salle University-Dasmarinas batay sa mga pamantayan ng NCDP (taong panuruan 2007-2008)

• Main Author: Villanueva, Frank S.
• Format: text
• Language: Filipino
• Published: Animo Repository 2008
• Subjects: Religious education > De La Salle University, Dasmarinas; Religious Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/243; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1242/viewcontent/CDTG004583_P.pdf
• Institution: De La Salle University

These riserts are a Formative Evaluation of Religious Education Subjects Based on NCDP Standards (Academic Year 2007-2008), for students in the Third and Second Years at De La Salle University-Dasmarinas College , who completed the subjects REED 141 (Foundations of Christian Faith), REED 142 (Discipleship in the Christian Community), REED 143 (Living Out Our Christian Commitment), and REED 144 (Spirituality for Social Transformation). This study used the model of Fr. Joseph L. Roche, SJ entitled Norms for Evaluating Catechetical/Religious Education Programs. v It sets out the NCDP standards found in the three aspects of Nature and Goals/Objectives, Content and References and Procedures. Enclosed is Michael Scriven’s integration of Formativ evaluation which possesses the following characteristics: 1. Program improvement and enhancement 2. Enhancing the content of the subjects and 3. Developing teachers ’ability in methods and strategies used in teaching. The evaluation will also reveal the various insights that have provided identification of additional guidelines rooted in NCDP standards. It helped evaluate the Integral Faith Formation of DLSU-D students. Through the comments and suggestions of the participants it identified the weaknesses and strengths of the Religious Program. That study is an ebalwativ riserts where it is supported by the analysis of documents relevant and testifying to the subject of the study. The evaluation was conducted through a survey using a self-made questionnaire. The data came from 687 students. It is divided into two groups that came from the seven colleges of the said university in the 2007-2008 academic year. The first group of students who were in the third year of college numbered 342, while the number of students who came from the second year was 345. These two groups were taken because they were the first vi groups to complete DLSU-D’s newly revised religious program that took place during the 2005-2006 school year. The following are the outcomes of the study: The Nature and Goals/Objectives evaluation found that both groups of students agreed that its Course Descriptions and Objectives met NCDP standards. This was accomplished by examining three guidelines: a. Shaping faith; b. Describes the nature of Religious Education; and c. Appropriate to the level, situation, and readiness of the students. In Content evaluation, it is determined by using the following guidelines: a. Learned (Lessons); b. Appreciated (Behavior); and c. Beneficial (Prayer), where students agree that the four subjects of Religious Education meet the NCDP standard. And, in the evaluation of the References and Procedures, it turns out that teachers use basic Church resources. Students also agree that they are competent in teaching Religious Studies (equipment). Here are the guidelines used in the evaluation: a. Bible, Tradition, Documents, Church Teaching, and Human Experience (reference); b. Skills and methods of teachers in teaching Religious Studies (methods). vii The additional skills of evaluation identify the strategies most often used by teachers in teaching Religious Studies. These are Gospel Reading and Lecture, while the most effective strategy is Group Sharing followed by Song/Film/Picture Analysis and REED Concert according to the students. Here are the following conclusions of the study: a. DLSU-D’s Religious Education program meets the NCDP standards reflected in its guidelines; b. Students integrate into their lives what they have learned, valued, and benefited from the study of Religious Education; and c. Their teachers use church references and have teaching skills using a variety of methods and strategies. However, the results of the study also show that the level of excellence of the Religious Program at DLSU-D can be said to be only moderate (satisfactory) with its overall mean rating of 3.00-3.50, due to its mediocre nature. students ’answers based on almost inconsistent scores in their evaluation of the three aspects of said program. Chapter II will show the scales used to measure them. Here are the following researcher recommendations based on the results of the study: a. The Department of Religious Education will intensify the conduct of ongoing evaluation to further improve and enhance the said program; b. Strive to emphasize the contents of each viii subject so that students can appreciate what they are learning in Religious Education; and c. Be creative to create and find effective methods and strategies to develop Religious Education towards the Total Faith Formation of the youth. The Department of Religious Education will intensify the conduct of ongoing evaluation to further improve and enhance the said program; b. Strive to emphasize the contents of each viii subject so that students can appreciate what they are learning in Religious Education; and c. Be creative to create and find effective methods and strategies to develop Religious Education towards the Total Faith Formation of the youth. The Department of Religious Education will intensify the conduct of ongoing evaluation to further improve and enhance the said program; b. Strive to emphasize the contents of each viii subject so that students can appreciate what they are learning in Religious Education; and c. Be creative to create and find effective methods and strategies to develop Religious Education towards the Total Faith Formation of the youth.