An evaluation of the effectiveness of the traditional and the non-graded instructional systems at Benedictine Abbey School

• Main Author: Maranan, Aloysius A., OSB
• Format: text
• Language: English
• Published: Animo Repository 1996
• Subjects: Teaching > Method; Instructional systems; Educational planning; School management and organization; Effective teaching; Benedictine Abbey School (Muntinlupa, Philippines); Educational Assessment, Evaluation, and Research; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/753
• Institution: De La Salle University

This study evaluates the effectiveness of the non-graded as well as the traditional instructional systems of the Benedictine Abbey High School Department (BAS) in Alabang Hills Village, Muntinlupa, City.The evaluation formed on the context-input-process-product components of the instructional program. The data were gathered through 1) administration of sets of questionnaire to three types of respondents and 2) critical examination of extant documents and official records. There were 412 respondents for the non-graded system. Such number included 37 teachers, 197 students, and 178 parents. For the traditional system, 576 respondents included 64 teachers, 256 students, and 256 parents. Data concerning the grade point average, national examination ratings, and mental ability of students were taken from the school's record. The study adopted a descriptive-evaluative research design of Daniel Stufflebeam's CIPP evaluation model. In addition to the evaluation of the context-input-process-product components of the instructional program, possible correlates or predictors of the achievement performance of the students in academic grade and national examination under the non-graded or traditional system were looked into.The evaluation revealed that teachers, parents, and students belonging to both non-graded and traditional instructional systems perceived they were highly aware of the mission-vision, goals, and objectives of the school. Likewise, it revealed that expectation of teachers, parents, and students from both systems were achieved to a great extent. The assessments revealed growth of student population. This attested to the growing appreciation of parents for BAS as a learning institution. It further revealed increase in number of teachers and the improvement in their education. Physical facilities and instructional materials were accessible and useful.Findings revealed that the teachers, parents, and students of the school, generally agreed that the essential instructional features of both the non-graded and traditional instructional systems were effectively carried out by the school. Problems commonly encountered in the implementation of the two instructional systems were those related to student discipline and behavior, implementation of instructional rules and policies, material and human resources, leadership, and educational thrusts.Students of both the non-graded and traditional systems were highly satisfied with the total learning output of their respective instructional system.The mental ability of students was significantly correlated to their GPA and NCEE performance. I.Q. was the best predictor of the National College Entrance Exam (NCEE) and the grade point average (GPA) performance of the non-graded and traditional students. Although instructional grouping was significantly correlated to the NCEE performance of the students, it only had a minimal influence. Gender and age were not significant correlates of NCEE performance among BAS students. Moreover, student's GPA performance was not significantly influenced by their gender, age, and instructional grouping.