College of Education

University of Luzon
Dagupan City, Philippines

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

The lifeblood of development, growth, and productivity in the

educational system is the instructional program. Instruction however is a

broad term. It is not only concerned with the direct interaction within the

classroom between teachers and student but include all factors in school

which carry great bearing on the teaching and learning situation. These

factors are the administrators, the teaching and non-teaching personnel.

The demographic factors include school conditions, facilities, libraries

and laboratories. All these factors interact to ensure the effectiveness of

the instructional program formulated.

(https://www.oecd.org/berlin/43541692.pdf)

Even though in terms of instructional program, evaluation is

defined as a process in which the vital components of an instructional

program are examined to see whether they are serving their purpose with

particular reference to the program objectives, evaluation of the

curriculum and its direct implementation.

Education as a social process has two-fold function of transmitting

and modifying the cultural heritage to ensure survival, stability and

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University of Luzon
Dagupan City, Philippines

progress. It needs to grow develop, change, produce and cope with the

changes within and outside the school environment. It cannot afford to

be static if it is to serve the needs of man and society. After all, education

is concerned with and vital to the nation for which the sources of skilled

and educated manpower are made available.

(http://www.un.org/en/events/culturaldiversityday/pdf/Investing_in_cu

ltural_diversity.pdf)

It is part of life or as life itself has to meet the needs and interest of

the learners. This is the reason why educational ladder is made up of

these steps: the elementary, secondary and tertiary. Each step is

designed to meet the needs and aspirations of the learners.

Even though instructional operations are so fanatically operated

and highly advances, it is impossible to make substantial improvement.

Evaluation after all is a continuous process. An examination through an

evaluation of an efficient instructional program and its implication for

growth and development is necessary if the school is to serve its inherent

function.

Education faces the issue of program evaluation in one way or

another. Sometimes the problem is thinly disguised by comments from

consumers, as for example the industrialist, managers and other who tell

that our products are unsatisfactory. When this happens, these same

people cannot precisely tell what is wrong. Sometimes educators believe

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University of Luzon
Dagupan City, Philippines

that the programs are quite satisfactory or do not look for deficiency

saying the consumers cannot expect ready made products. However, the

fact remains that teachers, curriculum makers and planners and other

professionals do have a responsibility to ensure that technicians program

are effectively and efficiently conducted. This definitely involves some

systematic evaluation.

(http://theonn.ca/wp-content/uploads/2016/01/Report_ONN-

Evaluation-Literature-Review_2016-01-21.pdf)

There is relatively little current literature available in program

evaluation when compared with the amount of information published on

other aspects of the curricula. This point was noted by West Burry who

was particularly concerned about the absence of publish data on actual

program evaluation.

Any organization has to change to survive and grow and

educational organizations are no exception. A program, once installed

has to be monitored to ensure its continued relevance to the needs for

which it has been designed. This is especially true in today’s world of fast

changing technology. Thus program evaluation has two major facets: a)

monitoring, example continuous process of collecting feedback and

responding by making incremental change and b) major “overhauls”,

example exercise to evaluate specific aspects, possibly as a result of

criticism or after several years of implementation.

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University of Luzon
Dagupan City, Philippines

(https://www.sagepub.com/sites/default/files/upm-

binaries/3988_Chapter_1_overview.pdf)

Today, various sectors of society pin their hopes on Education as

one of the key factors in national development. The school being the most

significant social institution has to formulate objectives and goals geared

toward national development through transformation. It is therefore an

imperative task of school administration to always cope with the needs

and demands of the changing time in order to serve its mission to man

and society.

(http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ash

x?DocumentFileKey=0adc3a67-29bf-7b02-b82a-2073ae039d6a)

Conceptual and Theoretical Framework:

This study upholds the importance and necessity of Program

evaluation. But first of all, it must be recognizing that evaluation is

necessary in a particular instance before proceeding with possibly

tedious and expensive program implementation. A criticism has been

expressed that “meaningless evaluation is ruining the cutting edge of

educational innovation” (National Advisory Council on Educational

Profession Development). Thus, while recognizing that evaluation is an

essential feature of program planning, one has to be cautious in its use.

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 College of Education
University of Luzon
Dagupan City, Philippines

A program needs to be viewed as being dynamic; meaning it is

under constant review and is constantly undergoing changes. These

changes could be on content changes occur in terms of student’s

behavior, teaching method, resources, the environment and other

factors. Therefore, it is not just the newly installed program require

evaluation but also other factors related to the existing program.

In broad terms, program evaluation is necessary to assess the

extent to which he students, who are leaving the program, are achieving

the aims of the course. Here, the principal educator would be the degree

of acceptance of the graduates by the industries employing them.

However, as educators, they should constantly be searching new ways to

improve educational processes and program, identify problem areas,

evaluate new approaches and improve the quality of administrators and

teachers to plan and affect the necessary change. Systematic program

evaluation provides a means of achieving the above goals by leading us to

form decisions.

If evaluation is to provide information useful to decisions maker,

evaluation models should be chosen in the light of the kind of decision to

be made. This study used for making evaluation technique product

evaluation method. This deal with examining the program employing the

product effect of former student. This typically took place “in the field”

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University of Luzon
Dagupan City, Philippines

with information gathered from sources such as employees, supervisors

and former student who are already working in the field.

Among measures most frequently utilizes in product evaluation are

the skill survey, job satisfaction and value of the curriculum. Information

gathered may include time needed to locate and secure employment,

placement rates, entry level salary, rate of quarterly income and

employer’s / employees satisfaction.

In this study the graduates serve as the respondents who would

assess the impact of the program. They serve the first hand source of

information regarding quality of the teacher training curricula, as former

students through answering the questionnaire since they had actual

experience of the training and now in the field of doing actual teaching

work.

Input Process Output

The Profile of the Strengthen the

University of Teacher education
Luzon College of program of the
Education year Analysis of University of
1976-1980 Data Luzon College of
Gathered Education and
Results of the
prepare them for
test
the challenges of
questionnaires
21st Century.

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 College of Education
University of Luzon
Dagupan City, Philippines

Statement of the Problem:

This study aimed to determine how the graduates of the University

Of Luzon College Of Education assessed their Teacher Education

Program.

Specifically, this study sought answer to the following questions.

1. What are the characteristics of the graduates as assessed by the

following:

a. Sex

b. Age

c. Marital Status

d. Highest Educational Attainment

e. Length of Service

f. Number of Years in the Present School of Work

g. Year Graduated in College

h. Position Held

i. Licensure Examination Status

j. Major Field of Concentration

2. How did the graduates assess the component of the Teacher

Education Program?

a. BSED

b. BEED

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 College of Education
University of Luzon
Dagupan City, Philippines

3. How did Elementary and Secondary school principals evaluate the

teaching performance of the UL-COE Graduates?

4. How did the following compare in the assessment of the UL-COE

Teacher Education Program?:

a. Graduates and Administrators

b. BEED and BSED Graduates

b.1. Professional Preparation

b.2. Skills Development

b.3. Instructional materials Utilization Skills

b.4. Extra-Curricular/ Enrichment Activities

b.5. Internship Program

b.6. Faculty

b.7. University Philosophy/ Mission and the College Objectives

b.8. Physical Facilities

5. What suggestions for improvement did the respondents give?

a. Graduates

b. Administrators

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 College of Education
University of Luzon
Dagupan City, Philippines

Hypothesis of the Study:

To answer the fourth problem in this study, the following hypothesis

was tested.

Null Hypothesis (H0):

There was no significant difference in the assessments of the

University of Luzon Teacher Education Program between the BEED and

the BSED graduates and between the elementary and high school

principals.

Alternative Hypothesis (Ha):

There was a significant difference in the assessments of the University

of Luzon Teacher Education Program between the BEED and the BSED

graduates and between the elementary and high school principals.

Scope and Delimitation of the Study:

The respondents of this study were limited to the former graduates

of the University Of Luzon College Of Education from 1976-1980 who are

presently teaching in the different elementary and secondary schools in

Pangasinan.

The School Administrators who were the principals of the former

graduates of the University of Luzon College of Education from 1976-

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University of Luzon
Dagupan City, Philippines

1980 who are presently teaching in the different elementary and

secondary schools in Pangasinan.

Significance of the Study:

This tracer study of the graduates of the University of Luzon

Teacher Education Program was significant for the following reasons:

First, a good knowledge of the characteristics of the respondents

would be vital information to the curriculum planners. The information

would enable the principals, supervisors and the superintendents to

provide in-service training or continuing education to the graduates for

the betterment of their teaching performance in the institutions as the

key implementer of the curriculum.

Second, the result of the evaluation done by the graduates and

school administrators would strengthen the Teacher Education Program

of the University Of Luzon College Of Education. It would also provide

the University administrators data as the bases of reviewing the present

BSED and BEED curricula for improvement in order to constantly

produce quality graduates that return would render quality teaching in

the world of work.

Third, the result of the research would be useful to those who

intend to undertake similar study on curriculum evaluation in order to

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University of Luzon
Dagupan City, Philippines

make education relevant to meet the demands of quality teaching for the

progress of our community.

Finally, the study would have a personal impact on the researchers

since it would provide us with the actual experience and tool for

curriculum evaluation. Curriculum Evaluation is a continuous process

i.e. in order to cope with the demand of innovation, in order to make the

Education Curriculum relevant for the Filipino people in general and to

prepare them for the challenges of the 21st Century.

Definition of Terms:

In order to understand the different terms in this study, the

following definitions were used operationally.

Characteristics of the Respondents- these are the personal

information about the UL-COE graduates.

Comparison of Assessment- this is the comparison between the

outlook of the graduates and the administrators about the UL-COE

Teacher Education Program.

Components of the Teacher Education Program- these are the

professional preparation, skills development, instructional materials

utilization skills, extra-curricular/ enrichment activities, internship

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 College of Education
University of Luzon
Dagupan City, Philippines

program, faculty, University philosophy/ mission and the college

objectives, and physical facilities.

Inputs- these are the data through research that could be used as

basis for reviewing the present curriculum of UL-COE Teacher Education

Program.

Opinion- it is a “view, judgment or appraisal in the mind about

particular matter”.

Perception- any insight or intuitive judgment that implies unusual

discernment of fact or truth.

Program Evaluation- this is a program which aims to assess the

extent as to how the aims of the course have been achieved by the

students who are leaving the program.

Skills Development- this is the application of techniques and

principles involved in preparing students for the teaching profession.

Suggestions for Improvements- these are the suggestions gathered

from the UL-COE graduates and the administrators to improve the

Teacher Education Program.

Teacher Education Program- this is a curriculum of the College of

Education which prepare students for teaching both in the elementary

and secondary schools. Further, this deals with the BEED and BSED

Curricula.

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 College of Education
University of Luzon
Dagupan City, Philippines

Teaching Performance of the Graduates- these are the performance

demonstrated by the graduates in the teaching field.

Tracer Study- this is a way of assessing the impact of UL Teacher

Education Program and the extent to which they respond to manpower

needs of the industry using the graduates who are already teaching in

field. The result will provide information on the employability of the

graduates, establish employment trends, serve as bases in determining

the relevance and suitability of the skills and knowledge acquired from

the school while on the job and provide an appropriate intervention

system.

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 College of Education
University of Luzon
Dagupan City, Philippines

Timeframe:

September 5, 2017. The date of the

assembly for the formulation of concepts
about the topic of the research.
September 7, 2017. The agreement with
Planning the graduates of UL-COE from 1976-
1980 as respondents was finalized.
September 11, 2017. Signing of letters
for the respondents and validators and
validation of instruments.
September 12 - October 13, 2017. The
Implementing
floating of test questionnaires.
September 12-15, 2017. Finalization of
Chapters 1-3.
October 16-17, 2017. Tabulation of the
results and the interpretation of the
Writing
gathered data of the conducted research
study.
October 18-20, 2017. Compiling all the
documents needed in the research study.
October 21, 2017. Submission of the
Passing
research study.
October 21-22, 2017. The preparation of
the research for the defense.
Defense October 23, 2017. The actual oral-
defense will be held at the University of
Luzon.
Last week of October. The publishing of
the revised document.
Publishing
First week of November. The published
document will be submitted.

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 College of Education
University of Luzon
Dagupan City, Philippines

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter dealt with the review of related literature and studies

in relation to what has been written and done in the present study.

Conceptual Literature

Evaluation has always been regarded as a means of ascertaining

the value of a given activity, process, or program for the sake of

identifying its strengths and weaknesses so that efficiency and

effectiveness of operation could be attained.

In order to evaluate the curriculum, there are steps that one must

observe. These are: 1) identification of the instructional objectives or the

exact learning results desired; 2) if necessary use the operational

statement of these objectives specifying the process and content elements

in case instructional objectives are not precisely stated; 3) selection of

instruments for measuring or description of learning for the results

expected; 4) administration of the instruments and analysis of the

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University of Luzon
Dagupan City, Philippines

outcomes to determine the extent to which the expected results have

been attained.

Evaluation thus proceeded from data collection activities such as

appraisal of pupils’ progress, follow-up studies of learners, use of opinion

polls and experimental studies, second, data analysis and then third

interpretation.

Ibe stated that the Department of Education, Culture and Sports

(DECS) has allowed most of the over one thousand tertiary institutions in

the country to offer the Teacher Education Program. Given this number,

it is to be expected that these institutions have not been closely

supervised nor their quality and standards been put under scrutiny.

In the desire to make college/university education available to the

greater majority of secondary education graduates, we have unwittingly

jeopardized the quality of teacher education.

The poor quality of teachers turned out by many of the existing

teacher education institutions explain in part the continuing

deterioration of education at the elementary and secondary school levels.

Given the low quality of pre-service education available in many teacher

training colleges, the graduates can hardly expected to be teachers

equipped with content and knowledge of teaching methods.

(http://www.Deped/2014/DocumentFileKey=1x2d3er6tyuwjqnbv3yfedt6

y7ush-783uhebd)
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University of Luzon
Dagupan City, Philippines

Further stated that teachers who graduated from pre-service

teacher training teacher-to-be who can express themselves in English

neither adequately in Filipino therefore, cannot be models of users of

English and/or Filipino to their students.

Evaluation is the process of ascertaining or judging the value or

amount of something by careful appraisal. This definition suggests that

evaluation involves both ascertaining and judging.

Another definition described evaluation as “a process of examining

certain objects and events in the light of specific value standards for the

purpose of making adaptive decisions. This definition emphasized on

providing useful information to decision makers with the hope that

ensuing decisions would be sound and rational. A similar definition had

been advanced by Stufflebeam who indicated that “educational

evaluation is the process of delineating, obtaining and providing useful

information for judging decision alternatives.”

(Stuffelbeam, Daniel L. Evaluating School District Students, Programs

and Personnel: A Unified Approach. Bethesda, Maryland, July 11, 2000.

PAFTE Journal Vol.5 No.1 (October 2000): 15-16.)

Another emphasis in the definition of evaluation was on identifying

discrepancies, which may determine whether the gap that existed could

be reduced by current practices and available resources or would require

new practices and additional resources.

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University of Luzon
Dagupan City, Philippines

In preparatory education, evaluation had been thought to consist

primarily of test on student achievement. Grobneon suggested that

defining evaluation in this way did an injustice to curriculum since all

that were not equally appropriate could satisfactorily reflect only certain

aspects of a program. She argued that evaluation included anything

relevant to judging whether the curriculum was satisfactory in terms of

implementing the aims of persons creating and adopting it, or of the

society in which it existed. Such evidence may be of many kinds.

Responsive evaluation has recently veered to program activities

that focused on program intents, response to audience requirements for

information; and the different value-perspectives present which were

references in reporting the success and failure of the program.

Most definitions of evaluation suggested that the purpose for

conducting an evaluation was to provide important information for those

who must make decisions about education reference.

Writers on Curriculum Development generally agreed that

evaluation was more than measurement. Among the functions of

evaluation in curriculum development, the following seem especially

important: diagnosis and selection of program elements, modification or

revision of the curriculum, comparison of programs, teaching and other

aspects of schooling, anticipation or identification of educational needs,

qualifying the use of the program, determining whether educational

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University of Luzon
Dagupan City, Philippines

objectives have been attained, accreditation of the school, appraisal of

the progress which the school has made toward the attainment of its

goals, providing the impetus for launching a curriculum study or for

reviewing study already undertaken and appraisal of the entire

curriculum improvement.

If evaluation is to provide information useful for decision makers,

evaluative models should be chosen in the light of the kind of decision to

be made. The Formative Evaluation Technique is employed to improve an

existing program.

Lee J. Crobach formulated the guidelines in conducting a formative

evaluation technique such as seeking data regarding changes in students

as a result of the course, looking for multidimensional outcomes and

mapping out the effects of the course along these dimensions separately,

identifying aspects of the course in which revising is desirable, collecting

evidence midway in curriculum development, while course is still fluid,

trying to find out how the course procedures its effect and what factors

influence its effectiveness, during trial stage, using the teacher’s informal

reports of observed student behavior in aspects of the course, making

more systematic observation but only after the more obvious flaws in the

early stages have been dealt with, make a study of events taking place in

the classroom using proficiency and attitude measures to reveal changes

in students, and observing several results of the new program ranging far

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University of Luzon
Dagupan City, Philippines

beyond the content of the curriculum itself- attitudes, general

understanding, aptitude for further learning and so forth.

(Cronbach, Lee J. Course Improvement Through Evaluation. Tennessee:

Teacher College Records 64, No.3 May 2004, 672-83.)

The purpose of evaluation was to facilitate decisions. A program

needed to be viewed as being dynamic under constant review and

constantly undergoing changes. Other changes occurred in terms of

student behaviors, teaching methods, resources, the environment and

other factors. Therefore, it was not only the newly installed programs

that required evaluation but also the existing program.

In analyzing a curriculum from an evaluation point of view, we first

need to clarify the purposes of an evaluation. As we know that to conduct

an evaluation is to determine the value of something. What would one do

with this information? Most evaluation experts contend that the main

reason to conduct an evaluation of any kind in the context of a

curriculum is to provide information for making decisions about either

individuals or the curriculum.

Decisions about the individuals are necessary for six purposes:

diagnosis, instructional feedback, placement, promotion, credentialing

and selection. Those who must make diagnosis decisions require

information about strengths and weaknesses and determination of areas

that need special instruction attention. Diagnostic methods include-

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University of Luzon
Dagupan City, Philippines

observation of student performance, attitude, interest and behavioral

scale, standardized achievement and aptitude test with sub-scores.

In order for the evaluation to be effective and useful, it must

incorporate the following characteristics. These are the presence of the

values and valuing; orientation goals; incorporation of norms;

comprehensiveness; continuity; diagnostic worth; validity and reliability

and integration of findings.

Doll cited specific criteria to be used in curriculum evaluation in

order to make the evaluation process effective. These are: scope and

objectives of the program; initiating program improvement activities;

administration of the curriculum improvement program; organization for

curriculum planning; participation in curriculum planning; procedures

and techniques used in curriculum improvement and evaluation of

curriculum improvement programs.

(Doll, Ronald C. Curriculum Improvement, Decision Making and Process.

9th ed., Boston: Allyn and Bacon 2011, 278.)

These criteria are directed heavily toward process. Many school

personnel prefer to place their emphasis upon what their program do to

change the substance and content of the curriculum. Because of the

difference in criteria which evaluators are willing to accept, each

evaluation team should develop its own criteria to suit its own particular

purposes and situation.

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University of Luzon
Dagupan City, Philippines

Educational programs are formally evaluated for at least three

reasons: perhaps the most obvious reason is that evaluation is

mandated. Many federally sponsored programs, now call for formal

evaluation of funded projects. Reasons for this demand are political,

fiscal and hopefully educational. Second, evaluation is often conducted

to justify what is being done to satisfy a mandate of evaluating. The third

reason for conducting an evaluation is to improve or change a program.

Evaluation designs outline a plan for examining the program and its

effects. The evaluation includes attempts to explain whether a program

component is working why and how that program component might be

refined or strengthened.

In recent years, educational evaluation has caused much

discussion because Popham says that, if possible, the most pervasive

thing in the educational enterprise revolved around the desirability of

rigorously evaluating the quality of our instructional activities.

Evaluation of instructional programs was a major concern of

administrators and supervisors. The administrator directly involved in

the process was the instructional supervisor. Popham devoted a

significant portion of his professional activities in evaluating and

improving the quality of teaching.

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University of Luzon
Dagupan City, Philippines

Tarhard denotes that there is a closer relationship between

accountability and evaluation. Today, evaluation is one of an

administrator’s most urgent and difficult problems.

(Tanhard, George. Curriculum Improvement. New York: Parker

Publishing Company 2003, 114.)

Accountability demands must be responsible to parents for how

effectively their children are being taught in schools. It also referred to

the responsibility within the educational community. Program managers

are accountable to support their administrators, supervisors and

principals for the progress report. Accountability and responsibility

issues must include evaluation which ensured evaluation information

program supported by data as bases for improvement of the quality of

instruction and ultimately quality education. The main objective of

quality education was to be able to produce individuals who were

resourceful, dependable and thoughtful, who could be relied on.

However, there were so many people engaged in educational evaluation

who have begun to recognize that if issues were to be dealt with

intelligently, there must be in all citizenry, a fundamental grasp and

awareness of the goal of common learning necessary for building the

individual as an intelligent and responsible member of the human race.

In order to effectively evaluate a certain instructional program, the

following criteria could be utilized, like considering the purpose for which

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University of Luzon
Dagupan City, Philippines

the instructional programs were being provided for, clarity and well-

planned focus, and a built-in process for evaluation.

Generally, there are two types of evaluation used to assess

curriculum. The first one was formative evaluation. This is used to

evaluate programs or treatments such as writing across the curriculum

that is in progress. Formative evaluation seeks data regarding the

current instructional program that could be implemented and the

curricular dimensions associated with that instruction. For Zais (1976)

formative evaluation was conducted during the curriculum development

process for the additional purpose of providing data that could be used to

form a better finished product that took place at a number of

intermediate points during the development of the curriculum.

Cronbach suggested the following steps for formative evaluation: 1)

obtaining data regarding changes produced in students by a course; 2)

identifying multidimensional outcomes and separating the effects of

instruction according to dimension; 3) looking for aspects of a course in

which revisions are needed; 4) collecting information while course is

being developed and/or taught; 5) identifying aspects of the curriculum

which produced an effect and looking for what produces the

effectiveness; 6) conducting systematic observations to identify desired

pupil behaviors and; 7) identifying outcomes beyond the content of the

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University of Luzon
Dagupan City, Philippines

curriculum such as attitudes, aptitudes for future learning or general

understanding.

(Cronbach, Lee J. Course Improvement Through Evaluation. Tennessee:

Teacher College Records 64, No.3 May 2004, 672-83.)

The intent of such formative data collection procedure was to allow

educators to make adjustments in the curriculum during the educational

process. This type of evaluation allowed educators to assess the

curriculum while it was being implemented. Judgments about the overall

effectiveness, the need to continue the instructional program or similar

decisions were made at this point in the process. The other name for the

formative evaluation process included continuous, ongoing or

developmental.

The second was summative evaluation. This required comparative

data or information as the result in a judgment or decision. Summative

evaluation made comparisons between and among programs as to which

one was the best. According to Zais, ‘Summative Evaluation was

conducted in order to obtain a comprehensive assessment of the quality

of a completed curriculum development process and provide a judgment

on the completed product. As a result of this evaluation process,

educators arrived at a decision regarding the instructional effectiveness

of a curriculum or instructional program. Educators could then

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University of Luzon
Dagupan City, Philippines

determine which curriculum or instructional program should be selected

over another based on the kinds of results that were produced.

To evaluate the newly installed and the existing school programs,

the following steps can be observed: 1) initial appraisal; 2) evaluation

focus; 3) information required; 4) selection of mode and design of

collective documents; 5) selection of respondent samples (students,

teachers and industrialists); 6) collection and collation of data; 7)

assessment of accuracy ad relevance; 8) analysis and interpretation; 9)

report and dissemination and; 10) re-appraisal.

Evaluation is a thoughtful process involving the comparison of the

way things are to the way they should be. Therefore, while evaluation

required good measure of the way things are, it also required active

decision making on the part of the evaluator (Shinn and Hubbard). The

process of decision making can be broken down into the steps illustrated

in this model: FACT Assumed Caused Test Decide. In fact finding, first

collect some information about the student, usually through something

called a survey procedure. The purpose of the survey procedure was to

determine the student’s general status. This survey procedure included

the use of general outcome measures such as achievement tests,

interviews or collecting of class assignments (portfolios). Survey

procedures uncover “facts about the students.” These facts are hardly

the equivalent of universal truths.

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University of Luzon
Dagupan City, Philippines

In order to develop the assumed causes, this required the

evaluator to consider carefully the facts revealed by the survey test. The

goal of this step was to develop an explanation that these were only

assumed causes or hypotheses validated or rejected during testing.

The interesting thing about the assumed- cause step was that

there could be different assumed causes for the facts. In

testing/observation where the evaluator must test the hypothesis to see

if it’s correct. This meant the resolution would be clearest if the

instrument used was a direct measure of the factor suspected of causing

the problem. In making decisions, the evaluator compared the results

obtained through specific level probing with the assumed causes and

then decides.

Research Literature

Refuerzo conducted a study on the evaluation of teachers’ training

evaluation process followed by a qualitative research method which

employed process followed by a qualitative research method which

employed the case study approach. She conducted a study in 12 teacher

education institutions. Raw information data was derived from the

college deans faculty, supervising faculty, students in general, student

teachers, guidance counselors, cooperating principals, cooperating

teachers, parents, employers and young employed graduates.

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University of Luzon
Dagupan City, Philippines

The results showed that the outputs of the teachers training

program-student teachers and young employed graduates displayed

desirable qualities of willingness to learn, ability to be guided easily,

resourcefulness and the desire to keep themselves abreast with

innovations in education; however, they fell short in terms of the

attributes of commitment, dedication, enthusiasm, initiative and

creativity. The outputs of teacher education were expected to develop

very high levels teachers attributes and competencies. Contrary to these

expectations, the study showed that the graduates of teacher education

displayed these character traits only on the level ranging from high to a

considerate extent. In terms of the teacher attributes of moral qualities

and personal traits, these merited a high level ranking in terms of social

relationship. Lower ranking on the level is termed as a considerable

extent. Also high level in terms of teaching skills but did not fare well in

terms of evaluating skills where lower ranking is termed as considerable

extent. In other words, the actual teacher characteristics of the teacher

education outputs significantly fell short of the ideal. It was further

observed that the deficiencies of the outputs of teacher education

included classroom management, lesson planning, framing of the

behavioral objectives, selection of appropriate teaching strategies to be

used with the corresponding test items which were congruent with the

course objectives and construction of instructional materials. These

28
 College of Education
University of Luzon
Dagupan City, Philippines

observations were confirmed in the written lesson plan, test items

constructed and the feedback received from the cooperating principals,

cooperating teachers and employers. Another deficiency was the fact that

the period allotted for student teaching was rather short; hence the

students could not internalize the teaching process and they could

hardly develop the confidence required for the teaching profession. As an

overall evaluation, the Teacher Education Program and its processes

were deemed to be a step behind the times instead of being ahead of the

times.

Limuaco conducted a study on the evaluation of the B.S. Pharmacy

program from the point of view of the practitioners to be used as the

basis for curriculum improvement.

(Limuaco, Olivia M. “An Evaluation of the BS Pharmacy Program: Bases

for Curriculum Improvement”. Ph.D. Dissertation, Centro-Escolar

University, Manila, 2007, 98-110.)

The respondents were composed of practitioners who were

registered pharmacists practicing in different fields of specialization. For

Pharmacists practicing in community pharmacy, manufacturing

pharmacy, regulatory and government services, the sampling was done

within the Metro Manila area only. Sampling of among deans and faculty

members was done in all schools of pharmacy in the Philippines.

29
 College of Education
University of Luzon
Dagupan City, Philippines

The statistical treatments used were means, standard deviation,

frequency and percentage.

The results showed that the pharmacy course was more attractive

to females. The respondents were experienced practitioners in their

chosen areas of professional practice; they were also knowledgeable and

qualified to make an evaluation of the pharmacy curriculum and

determinants of the profession. The practitioners were attracted more to

community pharmacy practice because it allowed the practitioner to

practice his profession and at the same time be an entrepreneur. In spite

of the favorable assessment of the respondents as regards the BS

Pharmacy Curriculum, there was a great demand for improvement and

emphasis on certain subjects in order to make the curriculum more

responsive and adoptive to current pharmacy practice.

The unanimous perception of the practitioners in different areas of

professional practice urges well for possible cooperation among them in

order to achieve the goals, aims and objectives of the B.S. Pharmacy

Curriculum. And there are some common competencies needed for the

three areas of professional practice.

Catapang conducted a tracer study on the Home Economics

curriculum of the Centro Escolar University, Manila and found out that

the respondents were all females, young with the highest ages bracket

between 24-26, majority were married, graduates of B.S. Home

30
 College of Education
University of Luzon
Dagupan City, Philippines

Economics and the biggest batch graduated from 2000-2001. Mostly

spent eleven months in seeking for employment and nearly half of them

were neophytes receiving a monthly salary between P6000-P8000 and

the highest earner earned more P16000 a month and mostly affiliated

with industry-sponsored cooking or homemakers club. The results

showed that general education subjects, professional and major subjects

were considered important. They perceived that their competencies and

skills acquired in foods, food service administration and practicum were

very useful to a large extent. Their skills in nutrition, entrepreneurship,

teaching principles and strategies and household resources management

were useful to a large extent. Further, the graduates gave 14 suggestions

like no longer practicum, skills in computer, upgrading teachers, etc.

(Catapang, Armenina C. “A Tracer Study of B.S. Home Economics

Graduates: Implication for Curriculum Development.” Ph.D. Dissertation,

Centro Escolar University, Manila, 2000, 89-98)

Meachan formulated a questionnaire intended to help college

faculty and administrators assess the adequacy of the general education

curriculum and determine the knowledge, skills, values and attitudes

needed by students and as a tool for program evaluation, innovation and

implementation. It could also be used by college and university students

to assess and compare campus experiences and core curriculum issues.

The questionnaire contained 28 statements descriptive of general

31
 College of Education
University of Luzon
Dagupan City, Philippines

education programs and respondents were asked to rank them vis-à-vis

their school on scale of 1 to 5. Questions covered such areas as goals,

institutional mission, student understanding, global perspectives,

multiculturalism, student experiences, student differences, articulation,

faculty experience, faculty-student interaction, coordination, disciplinary

links, faculty development, course evaluation and quality.

(Meachan, Jack. “Assessing General Education. A Questionnaire to

initiate Campus Conversion”: Washington D.C. Association of American

Colleges and Universities, 2012, 121B.)

Heller made a report describing a 3.5 year program to prepare

graduate students at the City University of New York (CUNY) for the

professorate. A total of 90 Ph.D. students form 31 disciplines

participated in a semester long comprehensive seminar with readings

and other assignments, followed in the next semester by monthly

meetings and a part-time teaching position at a local college monitored

by a master professor. An evaluation of the program and the participants

found that the program had a positive impact on the knowledge,

attitudes and confidence of the student participants toward college

teaching. It was also discovered that the program clarified and organized

the experiences and thought of the college faculty and administrators

who took part as advisors, presenters and mentors, seven appendices

provided schematic illustration of major project activities; curriculum

32
 College of Education
University of Luzon
Dagupan City, Philippines

outlines; agenda for monthly practicum meetings; bibliographies of

students readings and sample student assignments; student, faculty and

administrator survey forms; evaluation results and a sample certificate of

completion.

(Heller, Barbara R. and Smirnove, Natalia V. “Preparing Doctoral

Students for Teaching Career in Unrban Colleges and Universities”. City

University of New York, April 2005, 12-20C.)

Ayers conducted a study on teacher’s training program which

summarized and compared the first year graduates of the bachelor’s level

teacher preparation of Tennessee Technological University (TTU) for the

past 10 years. The purpose of the study was to: 1) evaluate the objectives

of the Teacher Education Program of TTU; 2) provide information for the

faculty and administrators to help in making decisions pertinent to

curriculum evaluation and development and 3) aid in the process of

making long range plans for improving the total program. Information

was obtained from four sources: 1) graduates of the Teacher Education

Programs; 2) their supervisors; 3) their students and 4) independent

observers. Data were collected over as many as five years on selected

groups of graduates. A comparison summary of data was displayed in

tables for the second, forth, sixth, eighth, and tenth years of the project.

Based on the results of the study, some trends were evident, like

teachers have become more authoritarian; mean scores on college

33
 College of Education
University of Luzon
Dagupan City, Philippines

entrance examinations have decreased and exit examination scores have

decreased; grade point averages have increased; ratings of the Teacher

Education Program appeared to reflect current crises or concerns and

mean performance ratings have increased slightly.

(Ayer, Jerry B. A Fifteen Year Look at Beginning Teachers: A Survey,

Tennessee Technologicl University, February 2009, 34-44C.)

Joels conducted a follow-up study on education graduates from

the University of Central Florida who received degrees between December

2000 and August 2003. The student teaching experience and

specialization preparation was rated mostly high. Foundation courses

were perceived as weaker. Of foundation topics, most of the highly rated

were motivating students and classroom management and discipline.

Among nine elementary education subject areas- Mathematics, Reading,

and Language Arts were rated mostly high in instructional competence

and importance. Secondary education majors rated courses within the

College of Education (COE) and the courses outside the COE. The

questionnaire appended contained demographic information, perceptions

of academic advising and future career plan in the last section.

(Joels, Rosie Webb. “A Follow-Up Study of Selected Graduates from the

College of Education”, University of Central Florida, August 2005, 135-

156A.)

34
 College of Education
University of Luzon
Dagupan City, Philippines

Delaney conducted a study on the Mentor Internship Program

(MTIP) a program designed to pair experienced mentor teachers with

newly hired uncertified teachers was evaluated for 2003-2004. The

purpose of the program was to provide non-evaluative and confidential

collegial support for the interns, enabling them to remain as teachers in

New York City public schools. The survey questionnaires were not sent to

all 1294 mentors, 2613 interns, 41 district liaisons, 38 united federation

of Teachers, district representatives, 68 principals and 68 chapter

leaders. In addition, evaluators reviewed a sample of mentors’ activity

logs. Results found out that overall interns were quite satisfied with the

help they received. Other findings include the following: 1) mentor most

often shared information, products and encouragement deliberation of

options on coaching their interns; 2) instructional strategies and

classroom management were typically the focus of the mentor- intern

conferences; 3) interns felt that they particularly benefitted from the

discussion of professional practices with their mentors’ encouragement

and support. Overall results indicated that the program had

accomplished its major goals.

(Delaney, Anne Marie. “An Inter-professional Evaluation. Case Study.

Utilizing Multiple Measures to Assess What Matters”. New York Air,

2007, 16-27C.)

35
 College of Education
University of Luzon
Dagupan City, Philippines

Drummond conducted a study of the feedback of the interns which

was part of the continuous evaluation of the teachers training program at

the University of North Florida. The interns were asked to complete a

questionnaire at the end of the internship in which they rated their

confidence in performing the skills and competencies needed for teaching

but were also asked to write about their peak experience, their worst

experience, their strengths and weaknesses and the experiences they

enjoyed most. Of the interns, 180 responded to the survey; 87 were

females, 21 were males; 9 minority group members. The results indicated

that the interns felt confident about their ability to teach but perceived

weaknesses in working with special needs, students in the regular

classroom, classroom management and conferencing with parents. The

strengths are the instructional skills and knowledge as well as their

creativity and flexibility. It was recommended that the program should

include more field experiences, more cultural experiences and the faculty

be more “reality based” rather than so theoretical. Ten appendices

provided verbatim data on peak experiences, situations that led to most

growth, most negative experiences, what should have been taught, major

strengths, major weaknesses, incidents that helped the intern grow,

suggestions for program improvement, metaphors and similes and

demographic and confidence rating.

36
 College of Education
University of Luzon
Dagupan City, Philippines

(Drummond, Robert J. and Drummond, Heather A. “Fall 2015 Interns

Evaluation of their Pre-service Program”, April 2015, 23-26A.)

The present study is relevant because its purpose and aims

coincide with the previous literature and studies. This study is similar to

the one conducted by Carmina P. Catapang which was A Tracer Study of

B.S. Home Economics Graduates: Implication for Home Economics

Culture Development. Her study was very specific; it dealt with the Home

Economics curriculum. This study is broader in scope because it dealt

with the BEED and BSED curricula, on the inputs and outputs of the

teachers training program curriculum, which is not only the academic

curriculum of the course but also the non-academic components of the

curriculum, which includes extra-curricular. The present study deals

with the University of Luzon College of Education teacher-training

program with both the secondary and the elementary curricula. This is a

private institution. The related literature and studies on Teacher

Education Program and curriculum evaluation of tertiary education

curriculum enlightened the researcher about what has been done in the

field of endeavor and what is still to be done in order to enrich the

Teacher Education Program to prepare the new teachers for the 21st

century challenges. The related studies provided the researcher with

sufficient knowledge on the different variables being included in the

previous evaluation of the Teacher Education Program. It helped the

37
 College of Education
University of Luzon
Dagupan City, Philippines

researcher concretize the intended program, to enrich the present topic

in meeting the present globalization approach, yet locally implement it

for its usefulness and relevancy in order to reach both the high and low

achievers among the Filipino students, where teachers serve as the key

implementers of the curriculum. Therefore, the Teacher Education

Program needs enrichment and updating, to equip the new teacher with

skills and attitudes to cope with the demand of modern technology that

invaded the field of education. The differences of the present research as

compared with the previous literature and studies are: that the present

study used the product evaluation with formative technique in

evaluation; that it dealt with the curriculum evaluation of the Teacher

Education Program of both secondary and the elementary and its impact

to the graduates; that it utilized 9 variables to evaluate the University of

Luzon College of Education: professional preparation, skills development,

instructional material utilization skills, extra-curricular or enrichment

activities; the religious formation, internship program, faculty and

University vision and mission and College of Education objectives and

lastly extra-curricular or enrichments activities.

38
 College of Education
University of Luzon
Dagupan City, Philippines

CHAPTER III

METHODOLOGY

This chapter dealt with the methods and procedures used in

conducting this research. It described research method used, the source of

data, sampling technique, local of the study, instrumentation, gathering

procedure of data and the statistical treatment of data.

Research Method

The researchers used the descriptive method since this study

would be an evaluation of the impact of the Teacher Education Program

to the graduates of the College of Education of the University of Luzon.

This dealt with the experience, opinion, and feelings of the graduates

who enrolled to be trained in the field of the teaching profession.

Respondents

39
 College of Education
University of Luzon
Dagupan City, Philippines

The respondents of this study were limited to the graduates of the

University of Luzon of the College of Education from year 1976-1980 who

are presently teaching/ principals/ administrators in the different

schools in Pangasinan.

Sampling Technique

The researchers used the purposive sampling design to employ this

study. Purposive Sampling was a sampling selected by design or by

choice not by chance. This was a sampling where the samples were

selected according to someone’s personal judgment. The sample chosen

was thought to be typical of the population with regard to the

characteristic/s under investigation.

Local of the Study

This study was conducted at the University of Luzon at Perez

Boulevard, Dagupan City.

Instrumentation

This research used the researcher-made questionnaire of 60 items

with two open-ended questions for the teachers and a 40 items

40
 College of Education
University of Luzon
Dagupan City, Philippines

questionnaire with one open-ended question for the principals. The type

of this questionnaire is a Likert-type questionnaire.

This was administered first for validation purposes. Then, it was

revised for the final draft used in gathering the data.

Data Gathering Procedures

Validation of the Instruments and Gathering of Data

The researchers constructed a Likert-type instrument. Then, the

researchers gave a letter of request to the Dean of the College of

Education asking her to validate the questionnaires made by the

researchers and asked her permission to administer the questionnaire to

the graduates of the University of Luzon of the College of Education from

year 1976-1980.

The researchers also asked another 5 teachers to validate the

questionnaires and sought suggestion for improvement. After the revision

and validation, the final draft was used in the gathering of data.

After the administration of the questionnaires, the data were

tallied, scored and tabulated for the presentation of the result.

Statistical Treatment of Data

41
 College of Education
University of Luzon
Dagupan City, Philippines

The data gathered was tallied, tabulated and analyzed using

appropriate statistical measures. To describe the general profile of the

respondents, the frequency, percentage distribution and mean were

used.

To determine the impact of the program on the respondents, the

weighted mean and the frequency distribution were used.

The results were interpreted using the following rating scale:

SCALE DESCRIPTION

4.5 – 5.00 Strongly Agree

3.5 – 4.49 Agree

2.5 – 3.49 Minimally Agree

1.5 – 2.49 Disagree

0.5 – 1.49 Strongly Disagree

To determine the difference on the assessments of the teachers,

principals and supervisors on the impact of the Teacher Education

Program of the graduates of the University of Luzon of the College of

Education, the T-test for the ungrouped data was used. This was also

used to test between two sample means.

The formula used was:

42
 College of Education
University of Luzon
Dagupan City, Philippines

𝑋1 − 𝑋2
𝑡=
𝑆1 𝑆2
√
𝑁1 + 𝑁2

where:

t= stands for T-test

X1= mean of the first sample

X2= mean of the second sample

S1= standard deviation of the first sample

S2= standard deviation of the second sample

To solve for the standard deviation of the ungrouped data, the

formula that was used was:

∑(𝑋1 − 𝑋2 )2
𝑆= √
𝑛

where:

S= stands for standard deviation

= sum of

X1= mean of the first sample

X2= mean of the second sample

n= number of respondents

43
 College of Education
University of Luzon
Dagupan City, Philippines

The research used 0.05 as the level of significance ( = 0.05). The

researcher constructed the results and computations. The conclusion

was also conducted to tell if the null hypothesis is accepted or rejected.

The recommendation of the researchers was based upon the results

made.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The data gathered in this study on the tracer study of the graduate

of the University of Luzon, College of Education Teacher Education

Program were presented, analyzed and interpreted in this section to

answer the research problem. These findings were presented in tabular

form for easy reading and understanding.

1. Characteristic of the Graduates

a. Sex. Table 1 presented the distribution of the respondents in

terms of their sex. There were 10 or 23.81 percent male respondent with

a rank 2 and 32 or 76.19 percent female respondents with a rank 1. The

female ranked highest.

Table 1

Distribution of the Graduate Respondent in terms of their Sex

44
 College of Education
University of Luzon
Dagupan City, Philippines

Sex Frequency Percent Rank

Male 10 23.81 2
Female 32 76.19 1
Total 42 100
Further, the data revealed that the most graduate respondents were

female and few were male respondent.

b. Age. Table 2 presented the distribution of the respondent in

terms of their ages. There were 17 or 40.47 percent of the respondent

ages 58 - 59 years old with rank of 1; 16 or 38.1 percent ages 60 – 61

years old with rank 2; 7 or 16.67 percent ages 56 - 57 years old with

rank 3; 2 or 4.76 percent ages 62 – 63 years old with rank of 4.

Table 2

Distribution of the Graduate Respondent According to Age

Age Frequency Percent Rank

56 – 57 7 16.67 3
58 – 59 17 40.47 1
60 – 61 16 38.1 2
62 – 63 2 4.76 4
Total 42 100

Further, the data showed that most of the respondent teachers are

at the ages of 58 – 59.

45
 College of Education
University of Luzon
Dagupan City, Philippines

c. Marital Status. Table 3 showed the distribution of the

respondent according to marital status. There were 2 or 4.76 percent of

the respondent who were single and rank 2; 40 or 95.24 percent of the

respondent who were married and rank 1 and 0 percent others and rank

3.

Table 3

Distribution of the Graduate Respondent According to Marital Status

Marital Status Frequency Percent Rank

Single 2 4.76 2
Married 40 95.24 1
Widow/widower 0 0 3
Total 42 100

Further, the data showed that most of the respondents were

married.

d. Highest Educational Attainment. Table 4 revealed the highest

educational attainment of the respondents. There were 27 or 64.29

percent of the respondents college graduate and ranked 1; 9 or 21.43

46
 College of Education
University of Luzon
Dagupan City, Philippines

percent MA graduate and ranked 2; 3 or 7.14 percent M.A in process

and ranked 3 and 2 or 4.76 percent Doctor in process and ranked 4.

Most of the respondents had college as the highest educational

attainment with a rank of 1 and the least was doctor with a rank 5.

Table 4

Distribution of Graduates Respondents Highest Educational Attainment

Highest Educational
Frequency Percent (%) Rank
Attainment
College 27 64.29 1
M.A 9 21.43 2
M.A in process 3 7.14 3
Doctor in process 2 4.76 4
Doctor 1 2.38 5
Total 42 100

Further, the data showed that most of the respondents remained as

a college graduate as their highest attainment failed to upgrade

themselves for their educational qualification.

e. Length of Service in Teaching. Table 5 presented the length of

service of the graduate respondents in teaching. There were 20 or 47.62

percent with a length of service between 31- 40 years and ranked 1; 13

or 30.95 percent with a length of service between 21-30 years old and

47
 College of Education
University of Luzon
Dagupan City, Philippines

ranked 2; 7 or 16.67 percent with a length of service between 16 – 20

and ranked 3; 2 or 4.76 percent with a length of service between 11 – 15

years and ranked 4. The highest length of service of the graduate

respondent was 31 – 40 years and between 11 - 15 years of service as the

lowest.

Table 5

Distribution of the Graduate Respondents in Terms of their Length of

Service in Teaching

Length of Service Frequency Percent (%) Rank

11- 15 years 2 4.76 4

16-20 years 7 16.67 3
21- 30 years 13 30.95 2
31-40 years 20 47.62 1
Total 42 100

Further, the data revealed that all of the respondents are still

gaining more experience in teaching.

f. Number of Years in the Present School of Work. Table 6

presented the number of years spent by the graduate in the present

school of work. There were 22 or 52.38 percent ranked 1 had a number

48
 College of Education
University of Luzon
Dagupan City, Philippines

of years in the present school of work between 21 – 30 years; 14 or 33.33

percent ranked 2 had number of years in the present school of work

between 16 - 20 years; 6 or 14.29 percent ranked 3 had a number of

years in the present school of work between 6 – 15 years.

Table 6

Distribution of the Graduate Respondents in Terms of the Number of

Years in the Present School of Work.

No. of Years in the

Percent
Present School of Work Frequency Rank
(%)
6-15 years 6 14.29 3
16- 20 years 14 33.33 2
21-30 years 22 52.38 1
Total 42 100

Further, the data showed that most of the respondents had spent

between 21 – 30 years in the present school of worked ranked 1 and the

lowest was between 6 – 15 years ranked 3. This showed that most of the

respondents were old in the present school of work and stabilizing

themselves.

g. Years Graduate in College. Table 7 presented the years when

the respondents graduated from college. There were 7 or 16.67 percent

49
 College of Education
University of Luzon
Dagupan City, Philippines

with rank of 4 graduate in 1976 and 1979; 8 or 19.05 percent with rank

3 graduated in 1977; 9 or 21.43 percent with rank 2 graduated in 1978;

11 or 26.19 percent with rank of 1 graduated in 1980.

Table 7

Distribution of Graduate Respondents Year Graduate from College

Years Graduated Frequency Percent (%) Rank

1976 7 16.67 4
1977 8 19.05 3
1978 9 21.43 2
1979 7 16.67 4
1980 11 26.19 1
Total 42 100

Further, the date revealed that most of respondents graduated in

the year 1980 and the least graduated in the year 1976 and 1979.

h. Position/s Held. Table 8 presented the position/s held by the

graduate respondents. There were 34 or 80.95 percent with a rank of 1

as teacher; 7 or 16.67 percent with a rank of 2 as head teacher; 1 or 2.38

percent with a rank 3 as principal. The data showed that there were 34

or 80.95 percent as teacher with rank of 1 and lowest were principal with

a frequency of 1 or 2.38 percent with a rank of 3.

50
 College of Education
University of Luzon
Dagupan City, Philippines

Table 8

Distribution of the Graduate Respondents in Terms of Position/s Held

Positions/s Held Frequency Percent (%) Rank

Teacher 34 80.95 1
Principal 1 2.38 3
Head teacher 7 16.67 2

total 42 100

Further, the data revealed that most of the respondents are

teachers and the least is principal. This meant they did not receive any

promotion since they started to teach.

i. Licensure Exam Status. Table 9 presented the licensure exam

status of the graduate respondents. The data showed that there were 42

or 100 percent with a rank of 1 of respondent who passed the licensure

exam.

51
 College of Education
University of Luzon
Dagupan City, Philippines

Table 9

Distribution of the Graduate Respondents in Terms of their Licensure

Exam Status

Licensure Exam Status Frequency Percent (%) Rank

Yes 42 100 1
No 0 0 2
Did not take 0 0 2
total 42 100

Further, the data revealed that all the graduate respondents took

the licensure examination and passed.

j. Field of Concentration/ Major. Table 10 presented the

respondents field of concentration or major. There were 10 0r 23.81

percent ranked 1 in BEED; 8 or 19.05 percent ranked 2 in science; 7 or

16.67 percent ranked 3 in Filipino; 6 or 14.29 percent ranked 4 in

mathematics; 5 or 11.90 percent ranked 5 in English; 3 or 7.14 percent

ranked 6 in E.S.P; 2 or 4.76 percent ranked 7 in History; 1 or 2.38

percent ranked 8 T.H.E.

52
 College of Education
University of Luzon
Dagupan City, Philippines

Table 10

Distribution of the Graduate Respondents Field of Concentration

Field of
Concentration Frequency Percent (%) Rank

BEED 10 23.81 1
Mathematics 6 14.29 4
English 5 11.90 5
Science 8 19.05 2
Filipino 7 16.67 3
T.H.E. 1 2.38 8
E.S.P. 3 7.14 6
History 2 4.76 7
Total 42 100

Further, the data showed that there were least elementary

graduate respondents since University of Luzon. Among the secondary

respondents, the highest were major science and the lowest is T.H.E.

2. Graduates Assessment of the Components of the UL-COE Teacher

Education Program

53
 College of Education
University of Luzon
Dagupan City, Philippines

a. BSED. Table 11 presented BSED assessment of the components

of the UL-COE Teacher Education Program. The 4.66 mean and .37 Sd

with verbal interpretation of strongly agree for professional preparation;

4.30 mean or .31 Sd with verbal interpretation of strongly agree for skill

development; 3.79 mean and .49 Sd with verbal interpretation of agree

for instructional materials utilization skills; 4.29 mean and .54 Sd verbal

interpretation of agree in extra-curricular/Enrichment utilization skills;

4.48 mean and .44 Sd with verbal interpretation of agree in internship

program; 4.28 mean and .64 Sd with verbal interpretation of agree in

faculty; 4.07 mean and .62 Sd with verbal interpretation of agree in

university philosophy/mission and college objectives and; 4.03 mean and

.47 Sd with verbal interpretation of agree in physical facilities. The

component where the BSED graduates are the least developed was in the

instructional materials utilization skill with a mean of 3.79. the BSED

graduates were satisfactory trained by UL-COE, since most of the

components of the program were interpreted agree and professional

preparation was interpreted strongly agree, the college still need to

improve more on area of using instructional materials in teaching.

54
 College of Education
University of Luzon
Dagupan City, Philippines

Table 11

BSED Graduates Evaluation of UL-COE Teacher Education Program

Variables Mean Sd Verbal

Interpretation
Professional Preparation (PP) 4.66 .37 SA
Skills Development (SK) 4.30 .31 A
Instructional Material Utilization 3.79 .49 A
Skill (IMUS)
Extra-curricular/Enrichment 4.29 .54 A
Activities (ECOEA)
Internship Program (IP) 4.48 .44 A
Faculty (F) 4.28 .64 A
University Philosophy/Mission 4.07 .62 A
And College Objectives (UPMCO)
Physical Facilities (PF) 4.03 .47 A
Over- all 4.30 .50 A

Further, the data showed that the component of the UL-COE

Teacher Education Program where they were trained, most in the

professional preparation with mean of 4.66 then followed by the

internship program with mean of 4.48. The component where BSED

graduate reflected the least developed was in the instructional materials

55
 College of Education
University of Luzon
Dagupan City, Philippines

utilization skills with mean of 3.79. The BSED graduates were

satisfactorily trained by UL-COE.

b. BEED. Table 12 presented the result of the BEED graduates

assessment of the components of UL-COE Teacher Education Program.

There was a 4.84 mean and .23 Sd with verbal interpretation of strongly

agree in professional preparation; 4.58 mean and .13 Sd and the verbal

interpretation of strongly agree in skill development; 4.30 mean and .48

Sd with a verbal interpretation agree in instructional materials utilization

skill; 4.67 mean and .21 Sd with verbal interpretation of strongly agree in

extra-curricular/ enrichment activities; 4.84 mean and .22 Sd with

verbal interpretation of strongly agree in internship program; 4.44 mean

and .32 Sd with verbal interpretation of agree in faculty; 4.33 mean and

.33 with verbal interpretation of agree in university philosophy/ mission

and college objectives and; 4.12 mean and .38 with verbal interpretation

of agree in physical facilities. The over all 4.52 mean and .29 Sd with a

verbal interpretation of strongly agree.

56
 College of Education
University of Luzon
Dagupan City, Philippines

Table 12

BEED Graduates Evaluation of the UL-COE Teacher Education Program

Variables Mean Sd Verbal

Interpretation
Professional Preparation (PP) 4.84 .23 SA
Skills Development (SK) 4.58 .13 SA
Institutional Material Utilization Skill 4.30 .48 A
(IMUS)
Extra-curricular/Enrichment 4.67 .21 SA
Activities (ECOEA)
Internship Program (IP) 4.84 .22 SA
Faculty (F) 4.44 .32 A
University Philosophy/Mission 4.33 .33 A
And College Objectives (UPMCO)

Physical Facilities (PF) 4.12 .38 A

Over- all 4.52 .29 SA

Further, the data revealed that the BEED graduates assessed, with

an overall mean of 4.52, reflected very satisfactorily to the UL-COE

Teacher Education Program. Specifically they developed most in

professional preparation and in their internship program. They developed

the least in the physical facilities of the school.

57
 College of Education
University of Luzon
Dagupan City, Philippines

3. The Rating of the Elementary and High School Principals on UL-

COE Teacher Education Program.

Table 13 presented the rating of the elementary and high school

principals on UL-COE Teacher Education Program. The data revealed

that there were 2 elementary principals and mean of 4.58 with a verbal

interpretation of strongly agree and 13 high school principal with 4.67

mean and verbal interpretation of strongly agree.

Table 13

Rating of the Elementary and High School Principals on UL-COE Teacher

Education Program

Principal Frequency Mean Verbal Interpretation

Elementary 2 4.58 SA
High School 13 4.67 SA
Total 15 4.62 SA

Further, the data showed that both elementary and high school

principals had very satisfactorily rated the college program with a mean

of 4.62.

58
 College of Education
University of Luzon
Dagupan City, Philippines

4. Comparison of Assessment of the UL-COE Teacher Education

Program

a. Graduates and Administrators. Table 14 revealed that there

were 42 Graduates with a mean of 4.413 and Sd of .40 and 15

administrators with mean of 4.62 and Sd of .20. The t-value of -2.61 and

the t-critical value of 1.674 and the result was significant. Therefore

there was a significant difference between the assessment of the

graduates and administrators on UL-COE. Table 32 presented the

comparison of assessment of the UL-COE Teacher Education Program

between graduates and administrators.

Table 14

Comparison between Graduates and Administrators, Evaluation on UL-

COE Teacher Education Program.

Group N Mean Sd t-value Significance

Graduates 42 4.41 .40 α=0.5
-2.61
Administrators 15 4.62 .20 S*

t-critical values= 1.674

Further, the data showed that both the graduates and the

principals had different assessment. The graduates were satisfied with

59
 College of Education
University of Luzon
Dagupan City, Philippines

the Teacher Education Program of the UL-COE while the administrators

were very satisfied with the Teacher Education Program of the UL-COE.

b. BEED and BSED

b.1. Professional Preparation. Table 15 presented the

comparative assessment between BSED and BEED graduates of UL -

COE Teacher Education Program. The data revealed that there were 32

BSED graduates with a mean of 4.66 and .37 Sd. and 10 BEED

graduates with a mean 4.84 and .23 Sd. The t-value was -1.84 with t-

critical value of 1.684 was significant.

Table 15

Comparison between BSED and BEED Graduates Assessment on

Professional Preparation

Group N Mean Sd t-value Significance

BSED
32 4.66 .37
Graduates α=.05
-1.84
BEED S*
10 4.84 .23
Graduates
t-critical values= 1.684

Further, the data showed that there was a significant difference

between the BSED and BEED graduates assessment on the UL-COE

Teacher Education Program on professional preparation. The graduates

60
 College of Education
University of Luzon
Dagupan City, Philippines

were very satisfied with the Teacher Education Program of the UL-COE in

terms of professional preparation.

b.2. Skill Development. Table 16 presented the comparative

assessment of the BSED and BEED graduates on their skill development.

There were 32 BSED graduates with a mean of 4.3 and Sd of .41 and 10

BEED graduates with a mean of 4.58 and Sd of .13. The t-value was -

3.36 and the t-critical value was i.684 was significant.

Table 16

Comparison between BSED and BEED Graduates on their Skill

Development

Group N Mean Sd t-value Significance

BSED
32 4.3 .41
Graduates α=.05
-3.36
BEED S*
10 4.58 .13
Graduates
t-critical values= 1.684

Further, the data revealed that there was a significant relationship

between the BSED and BEED graduates assessment on their skill

development. The BSED graduates were satisfied with the Teacher

Education Program of the UL-COE in terms of skill development while

61
 College of Education
University of Luzon
Dagupan City, Philippines

the BEED graduates were very satisfied with the Teacher Education

Program of the UL-COE in terms of skill development.

b.3. Instructional Materials Utilization Skill. Table 17

presented the comparative assessment of the BSED and BEED graduates

on instructional materials utilization skill. There were 32 BSED

graduates with mean of 3.79 and Sd. of .49 and 10 graduates with mean

of 4.3 and Sd. of .48. The t-value was -2.92 and the t-critical value of

1.684 was significant.

Table 17

Comparison Between BSED and BEED Graduates Evaluation on

Instructional Materials Utilization Skill

Group N Mean Sd t-value Significance

BSED
32 3.79 .49
Graduates α=.05
-2.92
BEED S*
10 4.3 .48
Graduates
t-critical values= 1.684

Further, the data showed that there was a significant

difference that BEED graduates had greatly developed their instructional

materials utilization skill as compared with the BSED graduates which

was very vital in enhancing-learning in elementary level.

62
 College of Education
University of Luzon
Dagupan City, Philippines

b.4. Extra-curricular/ Enrichment Activities. Table 18

presented the comparative assessment between BSED and BEED

graduates on Extra-curricular/Enrichment activities. There were 32

BSED graduates with mean of 4.29 and Sd. of .54 and 10 BEED

graduates with a mean of 4.67 and Sd. of .21. The t-value of -14.11 and

t-critical value of 1.684 was significant.

Table 18

Comparison Between BSED and BEED Graduates Assessment on Extra-

Curricular/Enrichment Activities

Significan
Group N Mean Sd t-value
ce
BSED
32 4.29 .54
Graduates α=.05
-3.57
BEED S*
10 4.67 .21
Graduates
t-critical values= 1.684

Further, the data revealed that there was a significant difference

between BSED and BEED graduates assessment on their development in

extra-curricular/enrichment activities in favor of the BEED graduates.

This meant that BEED graduates were developed and more trained in

this aspect than BSED graduates.

63
 College of Education
University of Luzon
Dagupan City, Philippines

b.5. Internship Program. Table 19 presented the

comparison between the BSED and BEED graduates on assessment of

their internship program. There were 32 BSED graduates with 4.48

mean and Sd. of .44 and 10 BEED graduates with 4.84 mean and .22

Sd. The t-value of -3.45 and the t-critical value of 1.684 was significant.

Table 19

Comparison Between BSED and BEED Graduates Assessment on their

Internship Program

Significan
Group N Mean Sd t-value
ce
BSED
32 4.48 .44
Graduates α=0.5
-3.45
BEED S*
10 4.84 .22
Graduates
t-critical values= 1.684

Further, the data showed that there was significant difference

between BSED and BEED graduates assessment on their internship

program. This mean that they were not equally benefited and obtained

the same training supported during their internship program.

b.6. Faculty. Table 20 presented the comparison between

BSED and BEED graduates assessment on their faculty. There were 32

BSED graduates with 4.28 mean and .64 Sd. and 10 BEED graduates

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 College of Education
University of Luzon
Dagupan City, Philippines

with 4.44 mean and .32 Sd. the t-value of –1.05 and the t-critical value

of 1.684 was not significant.

Table 20

Comparison Between BSED and BEED Assessment on their Faculty

Group N Mean Sd t-value Significance

BSED
32 4.28 .64
Graduates α=.05
-1.05
BEED NS*
10 4.44 .32
Graduates
t-critical values= 1.684

Further, the data revealed that there was no significant

difference between BSED and BEED graduates assessment of their

faculty. This meant that they had received almost the same services

offered by their difference teachers while they were in college. They

satisfactorily assessed the quality of teaching-learning capabilities of

their teachers.

b.7. University Philosophy, Mission and College

Objectives. Table 21 presented the comparison between BSED and

BEED graduates assessment on the university philosophy, mission and

college objectives. There were 32 BSED graduates with 4.07 mean and

65
 College of Education
University of Luzon
Dagupan City, Philippines

.62 Sd. and 10 BEED graduates with 4.33 mean and .33 Sd. the t-value

of –1.72 and the t-critical value of 1.684 was significant.

Table 21

Comparison Between BSED and BEED Assessment on University

Philosophy, Mission and College Objectives

t-
Group N Mean Sd Significance
value
BSED
32 4.07 .62
Graduates α=.05
-1.72
BEED S*
10 4.33 .33
Graduates
t-critical values= 1.684

Further, the data revealed that there was a significant

difference between BSED and BEED graduates evaluation on the

university philosophy, mission and college objective. This meant that not

both of them were equally informed and trained and have internalized

the philosophy, mission and college objective.

b.8. Physical Facilities. Table 22 presented the faculty

assessment of the present physical facilities of the UL - COE. There were

32 BSED graduates with 4.03 mean and .47 Sd. and 10 BEED graduates

with 4.12 mean and .38 Sd. the t-value of -0.62 and the t-critical value of

1.684 was not significant.

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 College of Education
University of Luzon
Dagupan City, Philippines

Table 22

Comparison Between BSED and BEED Assessment on their Physical

Facilities

Group N Mean Sd t-value Significance

BSED
32 4.03 .47
Graduates α=.05
-0.62
BEED S*
10 4.12 .38
Graduates
t-critical values= 1.684

Further, the data revealed that the physical facilities of the College

of Education was poorly rated by the respondents. This meant that

improvement of the physical facilities was vital in order to enhance

teaching-learning condition of the instruction.

5. Suggestions of the Respondents for the Improvement of the UL-

COE Teacher Education Program.

a. Graduates. Table 23 presents the suggestions of the graduates

for the improvement of the BSED and BEED curricula. There were 14 or

22.58 percent and ranked 1 for the improvement of the teaching facilities

and equipment; 9 or 14.52 percent and ranked 2 for the maximization of

the use of visual aids and other educational media; 6 or 9.68 percent and

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 College of Education
University of Luzon
Dagupan City, Philippines

ranked 3 for provide training on how to use modern educational media; 5

or 8.06 percent ranked 4 to provide training in handling proper

discipline; 4 or 6.45 percent ranked 5 to increase the length of the

internship program;3 or 4.84 percent ranked 6 to provide more training

on leadership skills; 3 or 4.84 percent ranked 6 to use varied methods in

teaching; 3 or 4.84 percent ranked 6 to provide more seminars and

professional growth to teachers; 3 or 4.84 percent ranked 6 to minimally

use the lecture method in teaching; 2 or 3.23 percent and ranked 7 to

provide training on proper time management; 2 or 3.23 percent and

ranked 7 to refrain from the use of Filipino in lesson discussion; 2 or

3.23 percent and ranked 7 to teach timely or updated method of

teaching; 2 or 3.23 percent and ranked 7 to provide in-depth in training

in lesson planning; 1 or 1.61 percent and ranked 8 to provide qualifying

examination; 1 or 1.61 percent and ranked 8 to inculcate proper values;

1 or 1.61 percent and ranked 8 to improve the subjects’ content; 1 or

1.61 percent and ranked 8 to testing in English and Filipino proficiency.

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 College of Education
University of Luzon
Dagupan City, Philippines

Table 23

Graduates’ Suggestions for Improvement of UL-COE

Teacher Education Program

Area F % Rank
Provide training on how to use modern 6 9.68 3
educational media.
Provide training on proper time management. 2 3.23 7
Refrain from the use of Filipino in lesson 2 3.23 7
discussion.
Teach timely for updated method of teaching. 2 3.23 7
Provide qualifying examination. 1 1.61 8
Inculcate proper values. 1 1.61 8
Improvement of the teaching facilities and 14 22.58 1
equipment.
Provide more training on leadership skills. 3 4.84 6
Provide training in handling proper discipline. 5 8.06 4
Use varied methods in teaching 3 4.84 6
Maximization of the use of visual aids and other 9 14.52 2
educational media.
Increase the length of the internship program. 4 6.45 5
Provide more seminars and professional growth 3 4.84 6
to teachers.
Improve the subjects’ content. 1 1.61 8
Minimally using the lecture method in teaching. 3 4.84 6
Provide in-depth in training in lesson planning. 2 3.23 7
Provide testing in English and Filipino 1 1.61 8
proficiency.
Total 62 100

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 College of Education
University of Luzon
Dagupan City, Philippines

b. Administrators. Table 24 presents the graduates principals’

suggestions for the improvement of UL-COE Teacher Education Program.

There were 4 or 20 percent and ranked 1 to provide good school facilities

for the College of Education; 3 or 15 percent and ranked 2 to let them

know the current curriculum; 2 or 10 percent and ranked 3 to train

students in handling proper students’ discipline; 2 or 10 percent and

ranked 3 to teach students proper ethics and right conduct; 1 or 5

percent and ranked 4 to train students in the different extra-curricular

activities; 1 or 5 percent and ranked 4 to teach students on how to

manage time wisely; 1 or 5 percent and ranked 4 to train students to

handle multi-grade classes; 1 or 5 percent and ranked 4 to provide

regular training workshop/seminars to alumni; 1 or 5 percent and

ranked 4 to teach students the right way of integrating faith and

learning; 1 or 5 percent and ranked 4 to provide more knowledge in

using visual aids; 1 or 5 percent and ranked 4 to train them more in

using computer; 1 or 5 percent and ranked 4 to teach new strategies and

approaches in teaching; 1 or 5 percent and ranked 4 to teach them in a

new way of lesson planning.

70
 College of Education
University of Luzon
Dagupan City, Philippines

Table 24

Administrators’ Suggestions for Improvement of AUP-COE

Teacher Education Program

Area F % Rank
Provide good school facilities for the college of 4 20 1
education.
Train students in the different extra-curricular 1 5 4
activities.
Teach students on how to manage time wisely. 1 5 4
Train students in handling proper students’ 2 10 3
discipline.
Teach students proper ethics and right conduct. 2 10 3
Train students to handle multi-grade classes. 1 5 4
Provide regular training workshops seminars to 1 5 4
alumni.
Teach students in the right way of integrating 1 5 4
faith and learning.
Provide more knowledge in using visual aids. 1 5 4
Train them more in using computer. 1 5 4
Teach new strategies and approach in teaching. 1 5 4
Let them know the current curriculum. 3 15 2
Teach them in a new way of lesson planning. 1 5 4
Total 20 100

71
 College of Education
University of Luzon
Dagupan City, Philippines

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter provide the summary of the findings, the conclusions

and the recommendations of this study.

The main thrust of this study was to determine how the graduates

of the University of Luzon College of Education (UL-COE) assessed the

Teacher Education Program. This was done through the responses

provided by the teachers (University of Luzon College of Education

graduates 1976-1980) and school administrators of the different schools

in Pangasinan where the respondents are presently teaching.

Summary of the Findings

1. Characteristics of the Graduates

The UL–COE Teacher Education Program was to determine

in terms of the following : Sex, age, marital status, highest

educational attainment, length of service, number of years in the

72
College of Education
University of Luzon
Dagupan City, Philippines

present position, position held, major field, year graduated, and

licensure exam status.

a. Most of the graduated respondents were female which 76.19

percent is.

b. Most of the respondents had an age between 58-59 years old

with 40.47 percent.

c. There were more teachers who were married with 95.24 percent.

d. The highest educational attainment of the graduates was college

graduates with 64.29 percent.

e. Several of the graduate respondents had a length of service

between 31-40 years with 37.62 percent.

f. Most of the graduates’ number of years in the present school of

work was between 21-30 years with 52.38 percent.

g. Several of the graduate respondents graduated in college in

1980 with 26.19 percent.

h. Most of the graduate respondents had teacher as the highest

position with 80.95 percent.

i. All of the graduate respondents did take and passed the

licensure examination with 100 percent.

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 College of Education
University of Luzon
Dagupan City, Philippines

j. Most of the graduate respondent were BEED graduates with

23.81 percent. Among the secondary respondents, Science majors

with 19.05 percent.

2. The Assessment Graduates of UL-COE Teacher Training Program

a. BSED

a.1. The overall assessment of the BSED graduates of the

UL- COE teacher training program was satisfactory with a

mean of 4.30 and the verbal interpretation of agree.

a.2. BSED graduates satisfactorily assessed the 8

components of the Teacher Education Program with a rating

ranging from 4.03-4.66 and a verbal interpretation of agree

which was satisfactory.

a.3. They were less developed in the instructional materials

utilization skills with mean of 3.79.

b. BEED

b.1. The overall assessment of the BEED graduates of the

UL- COE teacher training program was very satisfactory

with a mean of 4.52 verbal interpretation of strongly agree.

b.2. The BEED graduates had highly developed their

teaching abilities based on the 8 components of the college

74
 College of Education
University of Luzon
Dagupan City, Philippines

teacher training program with a rate from 4.12-4.84 and

the average was interpreted very satisfactory.

b.3. They developed most in skills development with a mean

of 4.17 followed by professional preparation with a mean of

4.84 and an interpretation of strongly agree which was very

satisfactory.

b.4. They less developed their physical facilities with a mean

of 4.12 which was the lowest but verbally interpreted agree

which was satisfactory.

3. Rating of Elementary and High School Principals on UL-COE

Teacher Education Program.

a. The overall rating of the principals of UL–COE Teacher

Education Program was very satisfactory with an overall mean

4.62.

b. The Elementary principals satisfactorily assessed the quality of

the UL-COE Teacher Education Program with a mean of 4.58 and

a bit lower than the high school principals.

c. The secondary principals had a satisfactory assessment of the

UL- COE Teacher Education Program with a mean of 4.67.

75
 College of Education
University of Luzon
Dagupan City, Philippines

4. The Comparison of Assessment of the UL – COE Teacher

Education Program.

a. Graduates and Administrators

a.1. There was a significant difference between the

graduates and administrators on UL–COE teacher training

program with a t- value of -2.61 and the t-critical value of

1.674 and the result was significant.

a.2. The graduates were satisfied with the Teacher

Education Program of the UL-COE while the administrators

were very satisfied with the Teacher Education Program of

the UL-COE.

b. BSED and BEED Graduates

b.1. There was a significant difference between the BSED and

BEED graduates assessment on the UL-COE Teacher

Education Program on professional preparation. The t-value

was -1.84 with t-critical value of 1.684 was significant. The

76
College of Education
University of Luzon
Dagupan City, Philippines

graduates were very satisfied with the Teacher Education

Program of the UL-COE in terms of professional preparation.

b.2. There was a significant relationship between the BSED

and BEED graduates assessment on their skill development.

b.3. There was a significant difference that BEED graduates

had greatly developed their instructional materials utilization

skill as compared with the BSED graduates. BEED graduates

had significantly better in instructional material utilization

skills than the BSED graduates.

b.4. There was a significant difference between BSED and

BEED graduates assessment on their development in extra-

curricular/enrichment activities in favor of the BEED

graduates. This meant that BEED graduates were developed

and more trained in this aspect than BSED graduates.

b.5. There was significant difference between BSED and

BEED graduates assessment on their internship program.

This mean that they were not equally benefited and obtained

the same training supported during their internship program.

b.6. There was no significant difference between BSED and

BEED graduates assessment of their faculty. This meant that

they had received almost the same services offered by their

difference teachers while they were in college. They

77
 College of Education
University of Luzon
Dagupan City, Philippines

satisfactorily assessed the quality of teaching-learning

capabilities of their teachers.

b.7. There was a significant difference between BSED and

BEED graduates evaluation on the university philosophy,

mission and college objective. This meant that not both of

them were equally informed and trained and have

internalized the philosophy, mission and college objective.

b.8. The physical facilities of the College of Education were

poorly rated by the respondents. This meant that

improvement of the physical facilities was vital in order to

enhance teaching-learning condition of the instruction.

5. The Respondents Suggestions for the Improvement of the UL-COE

Teacher Education Program.

a. Graduates. The graduates provided 17 suggestions for the

improvement of the UL– COE Teacher Education Program. Among these

were provide training on how to use modern educational media; provide

training on proper time management; refrain from the use of Filipino in

lesson discussion; teach timely for updated method of teaching; provide

qualifying examination; inculcate proper values; improvement of the

teaching facilities and equipment; provide more training on leadership

skills; provide training in handling proper discipline; use varied methods

78
 College of Education
University of Luzon
Dagupan City, Philippines

in teaching; maximization of the use of visual aids and other educational

media; increase the length of the internship program; provide more

seminars and professional growth to teachers; improve the subjects’

content; minimally using the lecture method in teaching; provide in-

depth in training in lesson planning; and provide testing in English and

Filipino proficiency.

b. Principals. The principals gave 13 suggestions for the

improvement of the college Teacher Education Program. Among these are

the following: provide good school facilities for the college of education;

train students in the different extra-curricular activities; teach students

on how to manage time wisely; train students in handling proper

students’ discipline; teach students proper ethics and right conduct;

train students to handle multi-grade classes; provide regular training

workshops seminars to alumni; teach students in the right way of

integrating faith and learning; provide more knowledge in using visual

aids; train them more in using computer; teach new strategies and

approach in teaching; let them know the current curriculum; and teach

them in a new way of lesson planning.

Conclusion

Based on the findings, the following conclusions were deducted:

79
 College of Education
University of Luzon
Dagupan City, Philippines

1. The University of Luzon College of Education has equipped its

graduates with quality education and training.

2. Physical facilities and equipment are essential components of the

curriculum in order that the college of education could continue to carry

its role in preparing students for teaching profession.

3. To sustain the quality training provided by the UL-College of

Education Teacher Education Program to its graduates, the respondents

provided several suggestions.

Recommendation

1. For the UL College of Education:

a. Review the present curriculum based on the result of the

study and suggestions by administrators and graduates.

b. Improve the facilities of the college by providing an ideal

laboratory for all major subjects.

2. For the College Dean and Faculty:

a. Review the curriculum, particularly the aspect in enriching

the teaching –learning program of the college.

3. For Future Research:

a. This study should be replicated in other Colleges of the

University.

80
College of Education
University of Luzon
Dagupan City, Philippines

b. Other teachers in education can conduct tracer study.

c. Choose the current years in conducting a curriculum

review because they can easily evaluate the University

Of Luzon College Of Education.

d. Make sure that the number of the Administrators is

equal to the number of the graduates for much

accurate results.

e. The number of the respondents per year should be

proportional so that each respondent per year will be

able to give their opinions thus making the research

balance.

81
 College of Education
University of Luzon
Dagupan City, Philippines

BIBLIOGRAPHY

A. BOOKS

Ayer, Jerry B. A Fifteen Year Look at Beginning Teachers: A Survey,

Tennessee Technologicl University, February 2009, 34-44C.

Cronbach, Lee J. Course Improvement Through Evaluation. Tennessee:

Teacher College Records 64, No.3 May 2004, 672-83.

Delaney, Anne Marie. “An Inter-professional Evaluation. Case Study.

Utilizing Multiple Measures to Assess What Matters”. New York Air,

2007, 16-27C.

Doll, Ronald C. Curriculum Improvement, Decision Making and Process.

9th ed., Boston: Allyn and Bacon 2011, 278.

Drummond, Robert J. and Drummond, Heather A. “Fall 1994 Interns

Evaluation of their Pre-service Program”, April 2015, 23-26A.

Heller, Barbara R. and Smirnove, Natalia V. “Preparing Doctoral

Students for Teaching Career in Unrban Colleges and Universities”.

City University of New York, April 2005, 12-20C.

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 College of Education
University of Luzon
Dagupan City, Philippines

Joels, Rosie Webb. “A Follow-Up Study of Selected Graduates from the

College of Education”, University of Central Florida, August 2005,

135-156A.

Meachan, Jack. “Assessing General Education. A Questionnaire to

initiate Campus Conversion”: Washington D.C. Association of

American Colleges and Universities, 2012, 121B.

Stufflebeam, Daniel L. Evaluating School District Students, Programs

and Personnel: A Unified Approach. Bethesda, Maryland, July 11,

2000. PAFTE Journal Vol.5 No.1 (October 2000): 15-16.

Tanhard, George. Curriculum Improvement. New York: Parker Publishing

Company 2003, 114.

University of Luzon College of Education Yearbook (CY 1976-80)

B. DISSERTATIONS

Catapang, Armenina C. “A Tracer Study of B.S. Home Economics

Graduates: Implication for Curriculum Development.” Ph.D.

Dissertation, Centro Escolar University, Manila, 2000, 89-98

Limuaco, Olivia M. “An Evaluation of the BS Pharmacy Program: Bases

for Curriculum Improvement”. Ph.D. Dissertation, Centro-Escolar

University, Manila, 2007, 98-110.

83
 College of Education
University of Luzon
Dagupan City, Philippines

C. ELECTRONIC SOURCES

(https://www.oecd.org/berlin/43541692.pdf)

(http://www.un.org/en/events/culturaldiversityday/pdf/Investing_in_cu

ltural_diversity.pdf)

(http://www.Deped/2014/DocumentFileKey=1x2d3er6tyuwjqnbv3yfedt6

y7ush-783uhebd)

(http://theonn.ca/wp-content/uploads/2016/01/Report_ONN-

Evaluation-Literature-Review_2016-01-21.pdf)

(https://www.sagepub.com/sites/default/files/upm-

binaries/3988_Chapter_1_overview.pdf)

(http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ash

x?DocumentFileKey=0adc3a67-29bf-7b02-b82a-2073ae039d6a)

84
College of Education
University of Luzon
Dagupan City, Philippines

APPENDICES

85
 College of Education
University of Luzon
Dagupan City, Philippines

APPENDIX A

LETTER TO THE RESPONDENTS

Dear Respondent:

Believing that Curriculum evaluation is a continuous process, as a

student of University of Luzon College of Education, we are conducting a
survey of the current status of the UL College of Education in preparing
educators to work in the different elementary and secondary schools in
the Philippines. The findings will serve as input to curriculum
improvement and revision of the College of Education to suit the needs of
basic educational institutions in which ULCOEd graduates are expected
to serve. Your time and effort in answering this questionnaire is highly
valued for the improvement of the current curriculum in the College.
Your answers will be treated with utmost confidence.

Thank you so much for your valued cooperation in the interest of making
our curriculum more relevant for the 21st Century.

Sincerely yours,

Rea Jean Gonzales

Group Leader

Noted by:

86
 College of Education
University of Luzon
Dagupan City, Philippines

Dr. Imelda Cuartel

APPENDIX B
LETTER FOR THE VALIDATORS

September 7, 2017
Dear Sir/Madam:

Greetings from the College of Education University of Luzon!

We are presently completing are requirement in Research 11 of the
College of Education with a title: A Tracer Study of the Graduates of the
University of Luzon College of Education: Inputs for Curriculum Review.
Our study aims for curriculum improvement and revision of the College
of Education to suit the needs of basic educational institutions in which
ULCOEd graduates are expected to serve. The respondents are all the
graduates of the UL College of Education (1971-1980) who are presently
working in different public and private elementary and secondary
institutions.
May we request your help in the administration of our
questionnaires to all the prospective respondents. Then please send it
back to us on or before September 8, 2017.
We believe that with YOUR HELP we will be able to improve the
Teacher Education Program of UL College of Education and produce
quality teachers to teach basic education as well as prepare for the
challenges of the 21st Century.
Thank you so much for helping us realize this research work as
soon as possible. We will be praying for your success as our dynamic
school.

Respectfully yours,

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University of Luzon
Dagupan City, Philippines

Rea Jean Gonzales

Group Leader

Noted by:
Dr. Imelda Cuartel

APPENDIX C

LETTER TO THE SCHOOLS DIVISON SUPERINTENDENT

September 11, 2017

LORNA G. BUGAYONG, Ed.D., CESO VI

Schools Division Superintendent
SDO Dagupan City

MADAM:
We have the honor to request permission from your good office to
float survey questionnaires to your University of Luzon College of
Education graduates batch 1976-1980 as a vital tool in collecting
pertinent data for our research entitled “TRACER STUDY OF THE
GRADUATES OF THE UNIVERSITY OF LUZON TEACHER EDUCATION
PROGRAM: INPUTS FOR CURRICULUM REVIEW” in partial fulfillment of
our Research I.

I hope for your approval of this request. Thank you so much and
more power!

Respectfully yours,
Rea Jean Gonzales
Group Leader

Noted by:

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 College of Education
University of Luzon
Dagupan City, Philippines

Dr. Imelda Cuartel

Dean, UL-COE

Approved:
DR. LORNA G. BUGAYONG
Schools Divison Superintendent
APPENDIX D

The Questionnaire

Graduates’ General Profile

Direction: Please check the information that corresponds you.
Sex: Position/s Held:
Male_____ Teacher_____Assist. Principal_____ Principal ________
Female ____ Head Teacher____Supervisor____Superintendent _____
Others ___________ (please specify)
Age: Major Field of Concentration:
26-30 ____ Mathematics ___ Computer ___ English___ Biology ___
31-35____ T.H.E___Science___History___Filipino___Chemistry___
36-40____ Physics _____ Others ___________(please specify)
41-50____
51-60____
61 and above____ Length of Service:
1-5yrs. _____ 6-10yrs. _____ 11-15yrs._____
Marital Status: 16-20yrs. ____ 21-30yrs._____ 31-40yrs._____
Single_____
Married____
Others_____ Licensure Exam Status: Y( ) N( ) DT( )
Educational Attainment:
College________
M.A_______
Ph. D_______
Ed. D ______
Ongoing M.A_____
Ongoing Doc._____
No. of years in/present school:

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1-5 yrs. ____

6-15 yrs. ____
16-20yrs. ____
21-30yrs. ____
Year Graduated:
College_____
M.A_____
Doctorate____
APPENDIX E

BEED/BSED GRADUATES’ QUESTIONNAIRE

Part I

Direction: Indicate your honest opinion regarding the impact of UL

College of Education Teacher Education Program toward its graduates

described below. Encircle the number that corresponds closest to your

opinion.

5- Strongly Agree

4- Agree

3- Minimally Agree

2- Disagree

1-Strongly Disagree

A. Professional Preparation (PP)

1. UL provided me with the best preparation

in my teaching course. 5 4 3 2 1

2. I am well prepared in my teaching work. 5 4 3 2 1

3. I was taught proper ethics in my profession as Teacher. 5 4 3 2 1

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4. I was trained to be an effective classroom manager. 5 4 3 2 1

5. I really love the teaching profession. 5 4 3 2 1

6. I fully understood the psychology of children

as adolescents. 5 4 3 2 1

7. I was taught the proper evaluation of pupil / 5 4 3 2 1

students’ performance.

8. I was exposed to the different types of lesson planning. 5 4 3 2 1

B. Skills Development (SD)

9. I developed my oral communication skills in English. 5 4 3 2 1

10. I developed my written communication skills in

English. 5 4 3 2 1

11. I developed my oral skills communication skills

in Filipino. 5 4 3 2 1

12. I developed my written communication skills in

Filipino. 5 4 3 2 1

13. I was trained to use different modern

educational media in teaching like effective use of

overhead projector, tapes, VHS, computers, etc. 5 4 3 2 1

14. I developed my leadership skills in the different

activities of the school. 5 4 3 2 1

15. I mastered the techniques in constructing of

lesson plans. 5 4 3 2 1

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16. I mastered proper construction of the

different types of examination. 5 4 3 2 1

17. I mastered techniques in disciplining students. 5 4 3 2 1

18. I was trained to be positive reinforce toward students. 5 4 3 2 1

19. I mastered different methods and techniques in

teaching. 5 4 3 2 1

20. I developed interpersonal relationship skill. 5 4 3 2 1

21. I mastered the skill in the integration of faith

and learning. 5 4 3 2 1

C. Instructional Materials Preparation (IMP)

22. I was taught how to prepare teaching materials and 5 4 3 2 1

use it properly.

23. The school has a media center. 5 4 3 2 1

24. My teachers always used different

educational materials in teaching. 5 4 3 2 1

25. I was informed in the different sources of

educational materials. 5 4 3 2 1

26. I was asked to collect different teaching materials

in relation to my major field. 5 4 3 2 1

27. I was taught the use of computer as a main

tool in making educational materials. 5 4 3 2 1

28. I used different educational materials during

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my internship program. 5 4 3 2 1

D. Extra-Curricular/ Enrichment Activities (ECOEA)

29. I was exposed to the different extra-curricular

activities of the school. 5 4 3 2 1

30. I was trained in the different church activities of

the school. 5 4 3 2 1

31. I was asked to lead in the different extra-curricular

activities of the school. 5 4 3 2 1

32. My teachers actively participated in the different

extra-curricular activities of the school. 5 4 3 2 1

33. The extra-curricular activities were well-planned

and well-managed. 5 4 3 2 1

34. I learned many important things in the

different activities of school. 5 4 3 2 1

E. Internship Program (IP)

35. I had a well-managed internship program. 5 4 3 2 1

36. The length of my internship was enough. 5 4 3 2 1

37. I had frequent conferences with my critic teacher

during my internship program. 5 4 3 2 1

38. I had competent and a supportive critic and

supervising teacher during my internship. 5 4 3 2 1

39. I was well prepared for an internship program. 5 4 3 2 1

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40. I received proper guidance, encouragement and

support from my supervising teacher during my

internship. 5 4 3 2 1

41. I was enriched in my teaching profession during my

internship. 5 4 3 2 1

42. My supervising teacher was competent and I learned

a lot from him/her during my internship. 5 4 3 2 1

43. My supervising teacher often provided e a

conference for feedback encouragement and

guidance during my internship. 5 4 3 2 1

44. I was accompanied and introduced to the school

where I had my internship. 5 4 3 2 1

F. FACULTY (F)

45. All my college teachers were competent in

their area of specialization. 5 4 3 2 1

46. My education teachers served as modes in my

teaching profession. 5 4 3 2 1

47. All my college teachers were warm and

concerned about me as student. 5 4 3 2 1

48. They used varied methods and techniques in

teaching to motivate the students to learn more. 5 4 3 2 1

49. They used different visual aids and educational

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media in teaching like the projector, tv, etc. 5 4 3 2 1

50. They provided course syllabi for all the students

in all subjects. 5 4 3 2 1

51. They always integrated faith and learning in their

classes. 5 4 3 2 1

G. University Philosophy/ Mission & College Objectives (UPMCO)

52. The philosophy and mission of the University

and the College of Education were publicly displayed. 5 4 3 2 1

53. The philosophy and mission of the University and the

College of Education were often discussed in classes. 5 4 3 2 1

54. I memorized and understood the philosophy and

mission of the University and the objectives of

the College of Education. 5 4 3 2 1

H. Physical Facilities (PF)

55. The college has a building of its own. 5 4 3 2 1

56. The college has an ideal classrooms. 5 4 3 2 1

57. The college has enough offices to accommodate

its function. 5 4 3 2 1

58. The college has computer room for instruction

and practice. 5 4 3 2 1

59. The college has separate library for its use. 5 4 3 2 1

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60. The college has ideal laboratory for all major subjects. 5 4 3 2 1

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Part II. Open Ended Questions

Direction: Please provide your honest and sincere answer on the
following questions to make UL College of Education a competent
training ground for teachers. Please write your answers in column
and not in paragraph form. Thank you so much.

1. What do you think are the common problems of the College

of Education? Please check your answers.
( ) Lack of teaching facilities and equipment
( ) Incompetent teaching personnel
( ) Poor methods and techniques in teaching
( ) Frequent use of lecture method in teaching
( ) Short period for internship program
( ) Lack of training in lesson planning
( ) Lack of visual aid and other educational media in teaching
( ) Using Filipino in lesson discussion
( ) Poor time manager
( ) Lack of skill in leadership training
( ) Teachers are not warm and approachable
( ) Lack of skills in disciplining students
( ) Teachers were negative reinforcers.
( ) Others, please specify:
_______________________________________________________________
_______________________________________________________________
2. What are your suggestions to improve the UL College of
Education Teacher Education Program?
_______________________________________________________________
_______________________________________________________________

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University of Luzon
Dagupan City, Philippines

APPENDIX F

ADMINISTRATORS’ QUESTIONNAIRE

Part I

Direction: Indicate your honest opinion regarding the impact of UL

College of Education Teacher Education Program toward its graduates

described below. Encircle the number that corresponds closest to your

opinion.

5- Strongly Agree

4- Agree

3- Minimally Agree

2- Disagree

1-Strongly Disagree

1. The teachers are well trained in teaching. 5 4 3 2 1

2. They can express themselves well in oral English. 5 4 3 2 1

3. They can express themselves well in written English. 5 4 3 2 1

4. They can express themselves well in both oral and

written form in Filipino. 5 4 3 2 1

5. They taught their major subject properly. 5 4 3 2 1

6. They taught other subjects well enough. 5 4 3 2 1

7. They are innovative teachers. 5 4 3 2 1

8. They write excellent lesson plan objectives. 5 4 3 2 1

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University of Luzon
Dagupan City, Philippines

9. They prepare excellent lesson plan. 5 4 3 2 1

10. They use different methods and techniques

in teaching. 5 4 3 2 1

11. They use visual materials to enrich their

teaching. 5 4 3 2 1

12. They are excellent in test construction. 5 4 3 2 1

13. They submit their lesson plan on time. 5 4 3 2 1

14. They are excellent classroom managers. 5 4 3 2 1

15. They are excellent in disciplining the students. 5 4 3 2 1

16. They are excellent in integrating faith and

learning n the lesson. 5 4 3 2 1

17. They are well-groomed teachers. 5 4 3 2 1

18. They are well committed in the teaching

profession. 5 4 3 2 1

19. They displayed an enthusiasm in teaching. 5 4 3 2 1

20. They are active in extra class activities. 5 4 3 2 1

21. They are excellent supporters in the

administration of the school. 5 4 3 2 1

22. They submit grades and other requirements

on time. 5 4 3 2 1

23. They come to class on time. 5 4 3 2 1

24. They are excellent time managers. 5 4 3 2 1

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Dagupan City, Philippines

25. They base their school activities on the

philosophy and mission of the school where they

are teaching. 5 4 3 2 1

26. They are resourceful teachers. 5 4 3 2 1

27. They are tactful in dealing with parents. 5 4 3 2 1

28. They are positive reinforces in the classroom. 5 4 3 2 1

29. They observe proper ethics in dealing with

problems. 5 4 3 2 1

30. They are good in interpersonal relationship. 5 4 3 2 1

31. They have a high vision in their teaching

career. 5 4 3 2 1

32. They love to continue with their education

as teachers. 5 4 3 2 1

33. They are model teachers. 5 4 3 2 1

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Part II. Open Ended Questions

Direction: Please answer the following question base on your honest and

sincere evaluation of the performance of the teacher who are graduates of

University of Luzon College of Education. Your cooperation and efforts

are highly valued in the improvement of the teaching program of the

University.

Please state your answer in a column and not in paragraph form. Thank

you so much.

1. What are your suggestions for the improvement of the UL

College of Education Teacher Education Program?

1._____________________________________________________________

_______________________________________________________________

2._____________________________________________________________

_______________________________________________________________

3._____________________________________________________________

_______________________________________________________________

4._____________________________________________________________

_______________________________________________________________

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Dagupan City, Philippines

APPENDIX G

VALIDATION FORM

Direction: This tool asks for your evaluation of the questionnaire to be

used in the data gathering for the investigation stated above, to establish

its validity. You are requested to give your honest assessment using the

criteria stated below; please check (√) only one from the selection.

Scale Interpretation Description

5 Very high The questionnaire is valid and can provide

valid unbiased data for the investigation, allowing 0-

5% error

4 High valid The questionnaire is valid and can provide

unbiased data for the investigation, allowing 8-

10% error

3 Valid The questionnaire is valid and can provide

unbiased data for the investigation, allowing 11-

15% error

2 Less valid The questionnaire is valid and can provide

unbiased data for the investigation, allowing 16-

20% error

1 Not valid at all The questionnaire is valid and can provide

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 College of Education
University of Luzon
Dagupan City, Philippines

unbiased data for the investigation, allowing 21-

25% error

Validator’s Questionnaire Assessment

Indicators Rating

5 4 3 2 1

The indicators in the questionnaire

consistently and accurately measure

each variables of the investigation.

The questionnaire fits with the variables

under investigation, thus measuring

what it tends to measure.

The questionnaire has the capability to

measure items of variables within a

given time frame.

The questionnaire has the ability to

distinguish the characteristics or the

properties of differing attributes of the

subjects under study.

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 College of Education
University of Luzon
Dagupan City, Philippines

The questionnaire has the ability to

gather factual data, eliminating biases

and subjectivity.

Quick and complete can be generated

by the questionnaire within the time

frame allowed to obtain the data.

The questionnaire has no influence on

the variables being measured.

The questionnaire is framed in a clear,

simple, in order to avoid risk of error.

The questionnaire is capable of

generating data that will be of value

and practical use to the sectors

concerned in the investigation.

Comments and Suggestions:

______________________________________________________

____________________________________

Signature over printed name of the validator

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University of Luzon
Dagupan City, Philippines

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