This study focused on the analysis of the congruency of the faculty-made syllabi and the correspo... more This study focused on the analysis of the congruency of the faculty-made syllabi and the corresponding CHED syllabus for which the Licensure Examination for Teachers (LET) was based. Subjects / courses under analysis were categorized as to 1) professional education, 2) major / content courses, and 3) general education subjects. Except for the time frame (one of the syllabus components), the analysis and comparison was made only according to the eight (8) components of a typical course syllabus. This includes descriptive title, credit unit, course description, course objectives, course content, learning activities, course requirements, and references. The research instrument used was syllabus congruency questionnaire formulated by the researchers on the basis of the various components of a typical syllabus.
Findings revealed that faculty-made course syllabi of the three areas / subjects (professional education, major / content and general education courses) were found to be congruent with that of the CHED prototype syllabi as to: title, credit unit, course description, course content and learning activities. However, the references indicated in the faculty-made syllabi were different from the list provided in the CHED prototype syllabi. This was due to the very limited books and reference materials found in the college library, as such, faculty resorted to use e-learning resources.
This study focused on the analysis of the congruency of the faculty-made syllabi and the correspo... more This study focused on the analysis of the congruency of the faculty-made syllabi and the corresponding CHED syllabus for which the Licensure Examination for Teachers (LET) was based. Subjects / courses under analysis were categorized as to 1) professional education, 2) major / content courses, and 3) general education subjects. Except for the time frame (one of the syllabus components), the analysis and comparison was made only according to the eight (8) components of a typical course syllabus. This includes descriptive title, credit unit, course description, course objectives, course content, learning activities, course requirements, and references. The research instrument used was syllabus congruency questionnaire formulated by the researchers on the basis of the various components of a typical syllabus.
Findings revealed that faculty-made course syllabi of the three areas / subjects (professional education, major / content and general education courses) were found to be congruent with that of the CHED prototype syllabi as to: title, credit unit, course description, course content and learning activities. However, the references indicated in the faculty-made syllabi were different from the list provided in the CHED prototype syllabi. This was due to the very limited books and reference materials found in the college library, as such, faculty resorted to use e-learning resources.
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Papers by Anne Mendoza
Findings revealed that faculty-made course syllabi of the three areas / subjects (professional education, major / content and general education courses) were found to be congruent with that of the CHED prototype syllabi as to: title, credit unit, course description, course content and learning activities. However, the references indicated in the faculty-made syllabi were different from the list provided in the CHED prototype syllabi. This was due to the very limited books and reference materials found in the college library, as such, faculty resorted to use e-learning resources.
Findings revealed that faculty-made course syllabi of the three areas / subjects (professional education, major / content and general education courses) were found to be congruent with that of the CHED prototype syllabi as to: title, credit unit, course description, course content and learning activities. However, the references indicated in the faculty-made syllabi were different from the list provided in the CHED prototype syllabi. This was due to the very limited books and reference materials found in the college library, as such, faculty resorted to use e-learning resources.