An evaluation of the religious education program of Mary Immaculate Academy (MIA) Calinog, Iloilo

• Main Author: Sucaldito, Ma. Modesta
• Format: text
• Language: English
• Published: Animo Repository 1990
• Subjects: Religious education program; Educational program; Educational Assessment, Evaluation, and Research; Religious Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1410
• Institution: De La Salle University

This study makes an evaluation of the religious education program offered by the Mary Immaculate Academy (MIA) in Calinog, Iloilo during the school year 1989-1990. This study utilized the descriptive-evaluative research method using the CIPP model which covers context, input, process and product evaluation. This study included all the 155 high school senior students, all the religion teachers, the religion coordinator and the school principal of the given respondent school as of schoo year 1989-1990. Five instruments were used in this study. These were: Survey Form A for the school principal, Survey Form B for the religion coordinator, Survey Form C for the religion teachers, and Survey Form D for the students. These Survey Forms were prepared by the researcher. The Philippine Attitude Scale and Knowledge Orientation (PASKO) was also used for the senior students. On the basis of the findings of the study, the following conclusions are drawn: 1) Based on the results of the Context Evaluation, the goals and objectives of the MIA religious education program reflect the goals of religious education defined by the National Catechetical Directory of the Philippines and the Encyclicals of Vatican II. These are also congruent with the MIA mission statement. 2) Based on the Input Evaluation, the religion teachers of MIA are professionally qualified to handle religious instruction. However, instructional materials do not adequately respond to the needs of the religion teachers and students. 3) Based on the findings of the Process Evaluation, the MIA religion teachers are effective teachers. Furthermore, the extra-class activities offered to the students are supportive of the goals of religious instruction of fostering positive attitudes and improving religious practices among the students. Lastly, the problems met by the religion teachers and the religion coordinator are administrative and student-related in nature. 4) Based on the information gathered from Product Evaluation, the goals and objectives of the religious ed