InstItutIonal

Transcription

InstItutIonal

Registered,
Accredited
and/or Certified to:
Bureau Veritas
ISO Certified
John B. Lacson Foundation Maritime University-Arevalo
Institutional
(Faculty and Staff)
Research Journal
The Official Faculty and Staff Research Journal of
John B. Lacson Foundation Maritime University-Arevalo
Vol. 1 No. 1
CHED University Status
ETEEAP Provider
TESDA Accredited
Assessment Center
PACUCOA
Accredited
Microsoft Certified
Academy
MTC Accredited
IAMU Member
ISSN: 2449-5093
May 2015
Editorial Board
Brian Gil S. Sarinas, Ph.D.
OIC, Research Office
Chief Editor
Roderick R. Germo, Ph.D.
Shirley G. Hampac, Ph.D.
Roberto R. Somosa, Ph.D.
Associate Editors
Atty. Lorna D. Gellada, Ph.D.
Administrator/DQMR
Editor’s Note
It is my great honor and privilege to be the Chief Editor of the maiden issue
of the faculty and staff research journal.
For so many years, John B. Lacson Foundation Maritime University Arevalo is in drought of having its very own research journal. I would like to
thank Dr. Mary Lou L. Arcelo, Chairman of the Board and President Emeritus,
Dr. Ronald Raymond L. Sebastian, Chief Executive Officer, and Atty. Lorna D.
Gellada, Ph. D., Administrator, for giving me the drive to make this journal a
reality.
We, the faculty and staff of Jblfmu-A can shout to the world that we
have now a new journal. Having this journal is indeed the first in the history of
Jblfmu-A.
I would like to congratulate all the researchers of Jblfmu-A; here is the product
of our concerted efforts together with The Dolphin Staff Thomas Richard E. Graza
and Mark Luis S. Sedicol and Mr. Michael Vincent A. Evidente as the Adviser.
In this maiden issue, seven research articles have been included with more
emphasis on Outcomes-based Education (OBE) and other maritime-related topics.
May this journal bring greater heights to Jblfmu-A and spread the research
results most especially to the end users such as the faculty, staff, students,
alumni, parents, and even people outside the Jblfmu community.
Long live to Jblfmu-A! Long live to all its researchers! May we spread the
light of maritime education and training.
Brian Gil S. Sarinas, Ph.D.
OIC, Research Office
Chief Editor
JBLFMU Brand Identity
“The Maritime Vanguard”
Table of Contents
Title
Page
Development of Weightless Upper and Lower Extremities
Progressive Training Program: Its Effect to Freestyle
Swimming Speed and Safety
Cherry Y. Jardenil and Dr. Belinda E. Gavadan..........................................2
Mga Pamahiin sa Paglalayag: Pangangalap at Implikasyon
Ma. Agnes S. Gil.........................................................................................11
BSMT First Year Students Literacy in Computer Skills
Dr. Lorna B. Delfin and C/M Danny L. Castro............................................28
Outcomes-based Education: Level of Awareness Among
MT Students
Dr. Geneva M. Eler, 2/M Ruben P. Lazaro,
and 2/M Joselino P. Fernandez..................................................................35
Outcomes-based Education: Level of Awareness
Among Faculty
Dr. Geneva M. Eler, Lilibeth D. Dubos, and Jenelyn L. Balberona.............44
Constructive Alignment of Course Design
in a Maritime Institution: An Assessment
Dr. Geneva M. Eler, Capt. Julio B. Lubas, and Ma. Veronica S. Mendoza.........57
Mapping of MT Program Outcomes in a Maritime Higher
Education Institution
Dr. Geneva M. Eler, C/M Nelson S. Ebiota, and 2/M Nelson A. Abello...........63
Development of Weightless Upper and Lower Extremities
Progressive Training Program: Its Effect TO
Freestyle Swimming Speed and Safety
Cherry Y. Jardenil and Dr. Belinda E. Gavadan
Abstract
This study determined the effects of weightless upper and lower extremities progressive
resistance training exercises in freestyle swimming speed among freshmen college
cadets of JBLFMU-Arevalo, Inc. first semester A.Y. 2014 - 2015. It utilized the PretestPosttest Experimental and Control Group Design involving experimental group and
control group carefully chosen through random sampling procedure. Thirty (30) freshmen
BSMT students enrolled during the academic year 2014-2015 were the respondents of
the study. There were fifteen (15) students divided equally between the experimental
and control groups. In the gathering of data, the students’ performance in freestyle
swimming was used. The data were analyzed using descriptive statistics such as mean
and standard deviation. Inferential statistics included t-test for independent samples
to test the significant differences in the freestyle swimming performance of students.
Result revealed that the swimming speed performance of the experimental group in
freestyle before the experiment was slow while their swimming speed performance was
very fast after the experiment. The swimming speed performance of the control group
in freestyle before the experiment was slow while their swimming speed performance
was still slow after the experiment. The experimental group’s freestyle swimming
performance was slow before the experiment. The control group’s freestyle swimming
performance was also slow before the experiment. However, the experimental group’s
freestyle swimming performance was fast after the experiment. The control group’s
freestyle swimming performance remained to be slow even after the experiment. A
significant difference existed between the freestyle swimming performance before
and after the experiment in the experimental group of cadets. No significant difference
existed between the freestyle swimming performance before and after the experiment
in the control group of cadets. A significant difference existed between the freestyle
swimming performance before and after the experiment among the experimental
group of cadets. No significant difference existed in the students’ freestyle swimming
performance in the control group before and after the experiment.
Introduction
The Philippines being an archipelagic country composed of thousands of
islands are all connected by water, hence, swimming as a particular area of sport
is included in the educational curriculum. Moreover, it is being said that swimming
is considered to be the seafarer’s last means in defending himself in an uncertain
situation during ships mishap resulting to abandon ship; therefore it is a must that
2
John B. Lacson Foundation Maritime University-Arevalo Institutional Research Journal
each seafarer has the proficiency in survival swimming and this can only be done
with an effective teaching technique that can ensure better acquisition of skills in
survival at sea.
As seafarer one must be a good swimmer; hence, swimming is very important
to the seafaring profession. As stated in its mission, the school is to produce
competent, qualified, and skilled seafarers, thus, the institution gives priority to
swimming as one of the mandated aquatic sports.
Records show that among Filipino athletes no one has ever reached the
quarter finals of the swimming in the Olympic Games. Along this line, some
educators are confronted by certain questions: Are the Filipino students not
endowed with the potentials of successful good swimmers? Does the instruction
given to the students lack the skills and training required for the event? As the
PE instructor of John B. Lacson Foundation Maritime University (JBLFMU), the
researcher would like to embark on a study to come up with a competitive skill in
safety fifty meters freestyle.
The present study was anchored on the theory of Brian Sharkey (2000), which
states that changes occur only in the muscle fibers employed in the training like in
the training of the legs. The success of training is largely dependent on the activity
employed as a training stimulus. Generally, the training is useless, if training
activity does not jibe with the expected effect. On the basis of the aforementioned
concepts and theories, the present study is conducted.
This study determined the effect of weightless upper and lower extremities
exercises in the development of fifty meters freestyle swimming speed. The study
used two groups to comprise, the experimental group and the control group.
The experimental group was exposed to four weeks weightless upper and lower
extremities progressive training exercises while the control group was exposed
to the usual physical education activities. The development of the fifty meters
freestyle swimming speed was determined by using the significant differences in
the pre-treatment and post-treatment between the two groups.
Similarly, the development of freestyle swimming speed was determined
by using significant differences in terms of age, weight and height in both the
experimental group and the control group.
This study is an attempt to determine the effects of weightless upper and
lower extremities progressive training exercises in freestyle swimming speed
among freshmen college cadets of JBLFMU– Arevalo, Inc. for first semester AY
2014-2015.
Specifically, this study sought answers to the following questions:
1. What is the swimming speed performance of the experimental and control
group of students in fifty meters freestyle prior to and after the experiment?
2. Is there a significant difference in the swimming speed performance of the
experimental and control group of students in fifty meters freestyle prior to and after
the experiment?
3
Methods
Purpose of the Study and Research Design
In this study the pretest-posttest experimental and control group design was
used involving experimental group and control group carefully chosen through
random sampling procedure.
The experimental group in this research was subjected to the experimental
treatment and was re-evaluated using the two-week time series design to see the
improvements. The control group was isolated from all experimental influences.
Respondents
This study was conducted during the first semester, School Year 2014 2015. Thirty (30) college freshmen cadets enrolled in the said school year were
taken as subjects of the main campus of JBLFMU, Inc. in Arevalo, Iloilo City.
The participants were divided into two groups the first group of college freshmen
cadets became the experimental group and the other fifteen college freshmen
cadets became the control group of the study. They were categorized as to age,
height, and weight. In terms of age, the college freshmen cadets were classified
as younger (below 17 years old) and older (17 years old and above); height as
tall (163 cm & above) and short (below 162.9 cm.); and weight as heavy (52 kg
and above) and light (51.9 kg and below).
Instrument
This experimental study was conducted during the first semester, School
Year 2014 - 2015. Thirty students enrolled in the said school year were taken as
subjects of this study. The purposive random sampling was employed. Sharkey's
Plyometrics Training Program (2006) modified by the researcher to suit the
requirements of the present study was used for the experiment.
Data Collection
The Pre test-Post test Control Group design was used. One-half of the
subjects were randomly assigned to the control freshmen college cadets group
and the other half to the experimental freshmen college cadets group. Both
groups underwent the pretests before the experiment. Only the experimental
freshmen college cadets group was subjected to sets of weightless upper and
lower exercises treatment. After four weeks of experiment, both the experimental
freshmen college cadets and the control freshmen college cadets groups were
given the post tests.
Data Analysis
The data gathered were subjected to appropriate statistical treatments.
Mean and standard deviation. Used to ascertain the freestyle swimming
performance profile of the subjects.
4
The t-test for independent samples. The t-test set at .05 significance level, was
used to determine the significance of the differences in the freestyle swimming
performance between the experimental and the control groups and between the
pretests and the post tests.
Results and Discussion
The finding that significant differences existed between the experimental and
control groups in freestyle after the experiment was confirmed by the result of the
study of Sta. Ana (2009) that there was a significant difference between the pretreatment and post treatment in the experimental group as shown in the study.
Similarly, the result supported Gabayoyo’s (2002) study that significant
differences existed in the posttest speed kick between the two student groups,
with the experimental group showing better speed than the control group and
significant differences also existed in the speed kick mean gains between the
experimental and the control groups after six weeks of training in favor of the
experimental group.
Table 1 shows the distribution of respondents.
Table 1
Distribution of the Respondents
_______________________________________________________________
Respondents
Experimental
Control
_______________________________________________________________
A. Entire Group
B. Age
Older (17 and above)
Younger (below 17 years old)
f
15
%
100
f
15
%
100
5
10
33
67
6
9
40
60
C. Height
14
1
93
7
14
1
93
7
Tall (163 cm and above)
Short (Below 162.9 cm.)
D. Weight Heavy (52 kg and above)
14
93
13
87
Light (51.9 kg and below)
1
7
2
13
_______________________________________________________________
5
Table 2
List of the Weightless Upper and Lower Extremities Progressive Resistance
Training (PRT) Exercises
Muscle
Groups
Affected
Upper
Extremities
Weightless
Upper and
Lower
Extremities
PRT Exercises
1st & 2nd
Wks
3rd & 4th
Wks
5th & 6th
Wks
No. of No. of No. of No. of No. of No. of
Times Reps. Times Reps. Times Reps.
I. Classical
Push-ups
10
4
12
6
15
8
II. Spider PushUps
10
4
12
6
15
8
III. Double Leg
Speed Hop
10
4
12
6
15
8
IV. Y-Squat
10
4
12
6
15
8
V. Split Squat
with Rotation
10
4
12
6
15
8
VI. Skipping
10
4
12
6
12
8
a. biceps
b. triceps
c. trapezius
Lower
Extremities
a. hips
b. thighs
c. lower
back
d. lower
legs
Swimming Speed Performance of the Experimental Group of Cadets in
Freestyle Before and After the Experiment
The swimming speed performance of the control group in freestyle prior
to the experiment was slow with a mean of 40.41 while their swimming speed
performance is fast with a mean of 38.73 after the experiment.
Table 3 shows the data.
6
Table 3
Swimming Speed Performance of the Experimental Group of Cadets in Freestyle
Before and After the Experiment
_______________________________________________________________
Grouping
Before
After
__________________ _________________
M
Description
M
Description
_______________________________________________________________
Experimental Group
40.41
Slow
38.73
Fast
_______________________________________________________________
Note. Below 0’34 sec. = Very Fast; 0’35 sec. to 0’38 sec. = Fast; 0’39 sec. to
0’43 sec.= Slow; and More than 44 sec. = Very Slow.
Swimming Speed Performance of the Control Group of Cadets in Freestyle
The swimming speed performance of the control group in freestyle prior
to the experiment was slow with a mean of 41.80 while their swimming speed
performance was still slow with a mean of 41.76 after the experiment.
Table 4
Swimming Speed Performance of the Control Group of Cadets in Freestyle
_______________________________________________________________
Grouping
Before
After
__________________ _________________
M
Description
M
Description
_______________________________________________________________
Control Group
41.80
Slow
41.76
Slow
_______________________________________________________________
Note. Below 0’34 sec. = Very Fast; 0’35 sec. to 0’38 sec. = Fast; 0’39 sec. to
0’43 sec. = Slow; and More than 44 sec. = Very Slow.
7
In summary, the experimental group improved their swimming performance in
freestyle from slow to fast after the experiment. On the other hand, there was no
improvement in the swimming performance of cadets in freestyle in the control
group even after the experiment. This means that dry-land warming-up exercises
had a significant effect in the swimming performance of first year students. When
a student is subjected to lower and upper extremities exercises, there is a chance
of improving his swimming performance. It could be inferred that these exercises
were effective in developing endurance and speed which are vital factors in
improving the speed of the selected cadets.
Differences Between the Swimming Performance Before and After the
Experiment in the Experimental and Control Groups
Data in Table 5 show the difference between the swimming performance
before and after the experiment in the experimental group and control group of
cadets.
A significant difference existed between the freestyle swimming performance
before and after the experiment in the experimental group of cadets as revealed
by the t-test results, t (28) = 2.819, p=.009.
A not significant difference existed between the freestyle swimming
performance before and after the experiment in the experimental group of cadets
as revealed by the t-test results, t (28) = .074, p=.941.
Table 5
Differences Between the Swimming Performance Before and After the Experiment
in the Experimental and Control Groups
_______________________________________________________________
Grouping
t-value
r-prob
Description
_______________________________________________________________
Experimental Group
2.819*
.009
Significant
Control Group
.074
.941
Not Significant
_______________________________________________________________
Note. *p<.05.
8
Differences Between the Swimming Performance Before and After the
Experiment Among Experimental and Control Groups
Data in Table 6 shows the difference between the swimming performance
before and after the experiment among experimental and control groups of
cadets.
A significant difference existed between the freestyle swimming performance
of the experimental and control groups before the experiment as revealed by the
t-test results, t(28) = -2.549, p=.017.
On the other hand, there is also a significant difference existed in the students’
freestyle swimming performance of the experimental and control group after the
experiment with t (14) = -5.685, p=.000.
Table 6
Differences Between the Swimming Performance Before and After the Experiment
in the Experimental and Control Groups
_______________________________________________________________
Grouping
Before
After
__________________________ _________________________
t-value r-prob
Description t-value
r-prob Description
_______________________________________________________________
Experimental
Group
Control
Group
-2.549* .017
Significant -5.685*
.000 Significant
_______________________________________________________________
Note. *p<.05.
9
Conclusions
This study concludes that swimming is a skill that is perfected with practice and
warm-up drills. The control group’s performance has not improved because of the
absence of practice and warm up drills. Moreover the cadets in this experimental
research have improved better skills in swimming due to their exposure to the
intervention on the upper and lower extremities (PRT) exercises.
Therefore, the upper and lower extremities exercises are effective in improving
the speed performance of students in freestyle. These exercises can improve
and sustain performance in the pool if such exercises are performed regularly
and properly.
The upper and lower extremities exercises had greatly influenced the
swimming performance in freestyle in the experimental group. The upper and
lower extremities exercises were a significant intervention in the freestyle
swimming performance.
The swimming speed performance of the experimental group in freestyle prior
to the experiment was slow with the mean of 40.41 while their swimming speed
performance was very fast with the mean = 38.73 after the experiment.
Swimming is a skill that is perfected with practice, upper and lower extremities
exercises and warm-up drills. The control group’s performance has not improved
because of the absence of practice and warm up drills. The cadets in this
experimental research have improved and better skills in swimming due to their
exposure to the intervention on the upper and lower extremities (PT) exercises.
Upper and lower extremities exercises are effective in improving the speed
performance of students in freestyle. These exercises can improve and sustain
performance in the pool if such exercises are performed regularly and properly.
The upper and lower extremities exercises had greatly influenced the swimming
performance in freestyle in the experimental group.
The upper and lower extremities exercises were a significant intervention in
the freestyle swimming performance.
References
Sta. Ana, I. D. (2009). The Effect of Warming-up Exercises in Swimming
Performance Among Varsity Athletes. Unpublished Master of Arts in
Teaching (Physical Education), Aklan State University, Banga, Aklan.
Gabayoyo, R.J. (2002). Isokinetic Training: Its Effect on Speed Kick on
Taekwondo. Unpublished Master of Arts in Education (Physical Education)
Thesis, West Visayas State University, Iloilo City.
10
Mga Pamahiin sa Paglalayag: Pangangalap at Implikasyon
Ma. Agnes S. Gil
Abstrak
Ang pag-aaral na ito na may pamagat “Mga Pamahiin sa Paglalayag: Pangangalap
at Implikasyon” ay naglalayong makakatipon ng mga pamahiin sa paglalayag,
pag-alam sa antas ng paniniwala ng mga piling estudyante ng JBLFMU sa mga
pamahiing ito at kung anu-ano ang mga naging implikasyon nito sa kanila at pati
na rin sa mga guro. Ang mga tagatugon ng pag-aaral na ito ay ang mga piling
mag-aaral na nasa ikaapat na taon ng Batsilyer sa agham ng Transportasyong
Pangmarino ng John B. Lacson Foundation Maritime University-Arevalo, Inc.
at ang Batsilyer sa Agham ng Pangmarinong Inhenyero ng John B. Lacson
Foundation Maritime University-Molo, Inc. ng unang semestre ng taong-panuruan
2013-2014. Ang palarawang pag-aaral na ito ay gumamit ng talasagutan para sa
mga mag-aaral. Ang palarawang pang-istadistikong ginamit ay katamapatang
tuos (mean). Lumabas sa pag-aaral na may maraming mga pamahiin ang
pinaniniwalaan ang mga maglalayag. Sa kabuuan, ang mga mag-aaral ay may
mababa na paniniwala sa mga pamahiin. Hindi sila naimpluwensyahan ng mga
matandang o makalumang paniniwala. Makabago ang kanilang pananaw ukol
sa paglalayag at hindi rin sila naapektuhan ng anumang paniniwala ng mga
nakakatanda.
Panimula
Noong unang panahon, ayon kay Tuazon sa aklat ni Genona (2003) ang
gawang panitik ay binibigkas lamang o di kaya’y inaawit, at nanatili lamang ang
mga ito kapag ginagawa ng mga tao itong pambibig na mga gawi kung kaya’t
ang m,ga pasalitang panitikang ito ay nagpasalin-salin at nagpabagu-bago sa
paglipas ng panahon. Sa ibang lugar, itong mga pasalitang panitikan ay patuloy
na umiiral, karaniwang mga tula at kwento na bibibigkas o sinasalita. Daig pa nito
ang babasahin mula sa mga pahina ng aklat. Kahiot ngayon, ang mga magulang
ay nagagalak na basahin ang mga salaysay na ito sa kanilang mga anak, ang mga
dula at mga iskrip ay binubuhay sa tulong ng mga kamera.
Ang mga pamahiin o paniniwala ay isang uri ng panitikan na pasalitang
isinalin ng mga matatanda noong unang panahon sa mga sumusunod na
henerasyon. Talagang mga maiikling pahayag, gayon pa man may kahulugan,
mapasikolohikal, sosyolohikal, at panrelihiyon man. Nagpapabago ito ng sistema
ng pagpapahalaga ng mga tao at maging ng kanilang kultura. Karaniwan
sinasalamin nito an gang mga kaugalian, tradisyon, at gawi ng isang pangkat,
na kung saan maaaring ibatay sa relihiyosong paniniwala, opinyon, luma man
o popular na mga gawi. Nagsasaad din ito kung papaano ang tao maaaring
tumingin sa mga di-pangkaraniwang nilalang.
11
Ang mga marino bilang propesyon ay may sariling kultura. May mga pamahiin
o paniniwala lalo na sa paglalayag na wala sa ibang mga propesyon. Tulad
na lamang halimbawa sa pamahiing ito na “Habang naglalayag ang barkosa
karagatan, huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka
ng bagyo o masamang panahon.” Maraming mga pamahiin ang pinaniniwalaan
ng mga maglalayag lalo na ang mga nakakatanda. Ito ang dahilan kung bakit
ginusto ng mananaliksik na pag-aralan ang paksang ito dahil sa pamamagitan
nito ay mapag-aalaman pa lalo ang mga pamahiin at makakatulong din sa pagunlad ng panitikan lalo na ang panitikang oral o pasalita. Ang mga mag-aaral sa
kursong pangmarino ay tiyak na may malaking maitutulong sa pananaliksik na
ito at maging sa kanila rin.
Ang pag-aaral na ito ay naglayong makatipon ng mga pamahiin sa paglalayag.
Inalam din ng pananaliksik ang iba’t ibang mga pamahiin ng mga mag-aaral sa
kursong pangmarino ng JBLFMU. Tinukoy din ng pag-aaral na ito ang antas
ng kanilang paniniwala at ang mga implikasyon ng kanilang paniniwala sa mga
pamahiing ito sa kanilang buhay, ugali, pag-aaral, at pang-araw-araw na mga
gawain at sa mga guro. Bilang paglilinaw, sinagot ang mga sumusunod na tanong:
1. Anu-ano ang mga pamahiin sa paglalayag ang nakalap ng mananaliksik?
2. Ano ang antas ng paniniwal ng mga piling mag-aaral sa mga nakalap na pamahiin?
3. Anu-ano ang mga implikasyon ng mga pamahiing ito sa buhay at gawain
ng mga guro at mga mag-aaral?
Paraan ng Pag-aaral
Mga Kalahok sa Pag-aaral. Ang mga mag-aaral na nasa ikaapat na taon ng
Batsilyer sa Agham ng Transportasyong Pangmarino ng JBLFMU-Arevalo, Inc.
at ng Batsilyer sa Agham ng Pangmarinong Inhenyero ng JBLFMU-Molo, Inc.
ng taong panuruan 2013-2014 ang sadyang pinili ng mananaliksik dahil sila ay
nakaranas nang maglayag ng mahigit kumulang sa isang taon bilang bahagi ng
kanilang pagsasanay.
Manghad 1
Distribusyon ng mga Tagatugon
_______________________________________________________________
Mag-aaral
Bilang ng Mag-aaral
Bahagdan
_______________________________________________________________
Kabuuan
43
100
Kurso
BSMT
22
51
BSMAR-E
21
49
Bilang ng Taon sa Paglalayag
Mababa sa isang taon
19
44
Mahigit sa isang taon
24
56
_______________________________________________________________
12
Ang Manghad 1 ay nagpapakita ng disyribusyon ng mga kalahok na pinangkat
ayon sa kursong kinukuha at ang bilang ng taon ng kanilang paglalayag.
Pagtitipon ng mga Pamahiin. Tinipon ng mananaliksik ang mga pamahiin ng
mga maglalayag mula sa mga inilahad ng mga mag-aaral na nasa ikaapat na
taon ng kolehiyo ng Batsilyer sa Agham ng Transportasyong Pangmarino ng John
B. Lacson Foundation Maritime University Arevalo, Inc. at ng Batsilyer sa Agham
ng Pangmarinong Inhenyero ng John B. Lacson Foundation Maritime University
Molo, Inc. ng taong panuruan 2013-2014.
Pagpili sa mga Pamahiin. May pitumpu’t apat na pamahiin na nakalap ang
mananaliksik. Ang pitumpu’t apat na pamahiing ito ay pinasuri ng mananaliksik
sa tatlong kaguro na dating maglalayag upang matiyak kung ang mga ito ay
talagang pamahiin sa paglalayag.
Ang layunin ng pagpiling ito ay para masigurong ang mga pamahiin ay
sadyang pinaniwalaan ng mga naglalayag. Ninanais ng mananaliksik na tiyaking
pinaniwalaan ng mga manlalayag ang mga pamahiing banggit sapagkat ang mga
ito ay panitikang pasalita.
Subalit batay sa pamantayang binigay ng mananaliksik, napansin ng mga
tagasuri na may mga pamahiin na magkatulad at ang iba ay hindi pamahiin.
Dahil dito ang pitumpu’t apat ay naging apatnapung pamahiin na lamang. Ang
apatnapu’t apat na ito ay naging saklaw ng pag-aaral na ito.
Paghahanda ng Talatanungan. Sa tulong ng tagapayo ng mananaliksik,
gamit ang apatnapu’t apat na mga pamahiin na pinaniwalaan ng mga mag-aaral,
bumuo ng pansariling talatanungan ang mananaliksik upang malaman ang antas
ng paniniwala ng mga piling estudyante sa mga pamahiing ito. Ang talatanungan
ay binuo ng dalawang bahagi: ang unang bahagi ay tungkol sa mga personal na
datos ng mga mag-aaral. Ang kursong kanilang kinukuha at ang bilang ng taon
ng kanilang paglalayag. Ang ikalawang bahagi ay tungkol sa antas ng paniniwala
ng mga piling estudyante sa apatnapu’t apat na mga pamahiin sa paglalayag.
Ito ay may apat na iskalang panukatan: Napakataas, Mataas, Katamtaman at
Mababa.
Pagtipon ng mga Datos. Bago ipamigay ang talatanungan, humingi muna ang
mananaliksik ng pahintulot sa mga administrador ng John B. Lacson Foundation
Maritime University-Arevalo, Inc. at John B. Lacson Foundation Maritime
University-Molo, Inc. upang maisagawa ang pag-aaral na ito. Personal na ginawa
ng mananaliksik ang pagbigay ng talatanungan sa mga mag-aaral.
Pag-alam sa Antas ng Paniniwala ng mga Piling Estudyante sa mga Pamahiin.
Inalam ng mananaliksik ang antas ng paniniwala sa mga pamahiin sa paglalayag ng
mga piling estudyante ng John B. Lacson Foundation Maritime University-Arevalo,
Inc. at John B. Lacson Foundation Maritime University-Molo, Inc. sa pamamagitan ng
katampatang tuos o mean.
Pag-alam ng Implikasyon. Sa pamamagitan ng resulta ng pag-aaral na
mababa ang paniniwala sa mga pamahiin sa paglalayag ng mga piling estudyante
ng John B. Lacson Foundation Maritime University, inalam din ng mananaliksik
ang mga implikasyon na maaring naidulot nito sa pamumuhay, pag-aaral, kilos at
mga gawi ng mga mag-aaral at sa mga guro sa paglalayag.
13
Pang-istadistikong Pagtalakay ng mga Datos
Ang mga datos na natipon sa pag-aaral na ito ay tinuos sa pamamagitan
ng istadistikong pagtalakay. Bilang o Dalas ng Gamit (Frequency Count). Ito ay
ginamit para tiyakin ang bilang ng mga tugon ng mga mag-aaral.
Ang katampatang tuos (mean) ay ginamit upang malaman ang antas
ng paniniwala o di-paniniwala sa mga pamahiin ng mga mag-aaral sa
paglalayag.
Ang iskala ng mga katampatang tuos (mean) at ang kanilang deskripsyon ay
ang sumusunod:
Iskala
Deskripsyon
3.26 – 4.00
Napakataas
2.51 – 3.25
Mataas
1.76 – 2.50
Katamtaman
1.00 – 1.75
Mababaa
Resulta
Paglalahad ng Nilalaman at Kinalabasan ng Pananaliksik
Ang kabanatang ito ay may tatlong bahagi. Ang unang bahagi ay naglalaman
ng mga nakalap na mga pamahiin sa paglalayag mula sa mga piling estudyante
ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at John B.
Lacson Foundation Maritime University-Molo, Inc., ikalawa ay paglalahad ng
antas ng kanilang paniniwala sa mga pamahiing ito at ang ikatlong bahagi ay
ang mga implikasyon ng mga pamahiing ito sa buhay, gawi at paniniwala ng mga
mag-aaral at guro.
Mga Nakalap na Pamahiin sa Paglalayag
Ang mga nakalap na pamahiin ng mananaliksik sa paglalayag ay ang mga
sumusunod:
Habang naglalayag ang barko sa karagatan, huwag sumigaw o sumipol sa loob
ng barko dahil nagtatawag ka ng bagyo o masamang panahon; Kapag malinaw
na malinaw ang dagat ito’y nagpapahiwatig na mayroong bagyong darating;
Kapag may grupo ng dolpin na makakasalubong ay maaaring may bagyo sa
patutunguhan at kung kasabayan ang mga ito, nagbabadya ito ng magandang
panahon sa inyong patutunguhan; Huwag punahin ang kagandahan ng dagat,
kapag ginawa mo ito magkakaroon ng masamang panahon; Kung masama ang
panahon, huwag na huwag murahin ang alon o di kaya’y sabihan ng masama
dahil mas lalo lamang itong sasama; Huwag hulihin ang mga ibong dumadapo
sa barko lalo na kung naglalayag dahil magiging maalon at mauwi sa masamang
panahon kapag ito’y ginawa mo; Kung hindi maganda ang panahon, kausaping
maayos at tama na parang tao ang naglalakihang mga alon upang ang mga ito’y
kumalma; Kapag naglalayag sa Pasipiko o di kaya’y sa Antartiko, huwag hulihin
o patayin ang mga ibon na dumadapo o nangingitlog sa barko, kapag iyong
14
hinuli ang mga ito ay may kalamidad na darating; Magpabasa sa hampas ng
alon o di kaya’y maligo ng tubig-dagat para matanggal ang pagkahilong dulot ng
malalaking alon; Kapag nakakita ng mga isdang lumba-lumba, huwag itong ituro
dahil ito’y nagpapahiwatig na may masamang mangyayari sa inyong pagbibiyahe;
Huwag magdala ng anumang hayop sa barko dahil lagi na lang babagyuhin ang
pagbibiyahe; Bawal sa maglalayag ang mag-alaga ng mga isda sa akwaryum sa
kanilang bahay dahil ito’y magdudulot lamang ng kamalasan sa buhay; Bawal sa
mga maglalayag ang magnegosyo ng mga isda kasi lagi naman silang malulugi;
Huwag mag-ihaw ng pawikan, kapag ito’y ginawa magkakaroon ng tidal wave;
Kapag hinuli ang seagull may sakunang mangyayari sa pagbibiyahe; Huwag na
huwag manghuli ng anumang hayop habang nagbibiyahe dahil may katumbas
itong unos; Kapag sila’y nakadaong na sa daungan, naghahalik ang mga
maglalayag sa lupa bilang tanda ng pasasalamat na sila’y ligtas na; Kung ikaw ay
naglalakbay sakay ng bangka, huwag ituro ang anumang di-karaniwang makikita
dahil makakasagupa kayo ng aksidente bago makarating sa destinasyon; Kung
sumasakay sa bangka, kumuha o pumulot ng bato sa harapan ng unang hakbang
ng hagdan ng barko. At sa pag-akyat ng barko, ihulog ang bato sa dagat na hindi
nagsasalita hanggang ikaw ay nasa ibabaw na ng barko upang hindi ka mahihilo
kung ang barko ay lumalayag na at may naglalakihang mga alon; Kung nagbibiyahe
sa unang pagkakataon sakay ng bangka, magdala ng karayom at saka ihulog ito
sa tubig para makaiwas o mapalayo sa aksidente; Huwag punahin ang mga
di-karaniwang bagay na makikita sa dagat sa dahilang parang iniudyok mo ang
masamang panahon; Bawal sa mga maglalayag ang sumampa sa barko na hindi
tuli kasi magiging malas ang barkong sinasakyan nito; Kapag sumampa sa barko,
ipinagbabawal ang pagdala ng payong sapagkat senyales ito na ang paglalayag
ay palaging makakaranas ng masamang panahon; Kapag may nalalanghap
silang mabahong amoy, ito’y pahiwatig na may bagyong darating; Habang nasa
biyahe sila at nananaginip na naliligo sa dagat at saka biglang dumilim, pahiwatig
ito na kinaumagahan isa sa kanila ay makakatanggap ng balita na isa sa kanilang
malapit na kamag-anak ay namatay; Huwag dumaan sa pagitan ng dalawang
malalaking sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong
pagpanaw; Bawal mamingwit habang tumatakbo ang barko dahil makakaranas
ng gutom sa inyong barko; Huwag kumain ng anumang uri ng kinilaw kapag
sisisid sa dagat dahil darating ang araw na ikaw naman ang kikilawin sa dagat;
Bago aalis o lalakad ang barkong sinasakyan, kailangang maghagis ng barya o
di kaya’y magdura sa dagat para mapalayo sa aksidente; Di pwedeng sumakay
ng barko kapag magkatugma ang araw ng pag-alis nito sa iyong kaarawan dahil
magkaroon ka ng maraming problema sa buong taon; Sa pag-akyat sa barko,
sa ikasiyam na hakbang ng hagdan nito ay kailangan kang gumawa ng senyales
na krus sa iyong katawan upang maging ligtas at hindi magkasakit sa loob ng
siyam na buwan ng paglalayag; Kapag ikaw ay isang marino, dapat ang iyong
negosyo ay walang kinalaman sa dagat dahil lagi kang malulugi; Bawal itawid sa
dagat ang taong may sayad sa utak dahil lalong lulubha lamang ito; Ang “Plotting
Chart” ay hindi dapat upuan, kapag ito’y ginawa mababara ang barkong inyong
sinasakyan; Kapag ikaw ay kumakain at ang iyong ulam ay isda, huwag na huwag
15
mo itong baligtarin dahil posibleng babaligtad din ang barkong inyong sinasakyan;
Iwasan ang pagkukwento ng tungkol sa anumang hayop kapag naglalayag dahil
magdadala lamang ito ng kamalasan; Kung ikaw ay nakahuli ng isda at ito’y
namatay, huwag na huwag mong itatapon sa dagat dahil mamalasin ang iyong
pagbibiyahe; Kapag nakakita ng balyena, huwag itong papansinin, sa halip
ibalewala na lamang na parang walang nakita sapagkat kung iyong papansinin
ang mga ito magkakaroon ng sakuna bago kayo makakarating sa destinasyon;
Bawal kumatay ng madugong isda sa gitna ng karagatan dahil ito ang magiging
dahilan ng paglalabasan ng mga mababagsik na hayop tulad ng mga pating;
Bawal ang kumanta sa gitna ng karagatan sapagkat lalakas ang hangin at lalaki
ang mga alon; Kung ikaw ay nasugatan, huwag ipapunta ang dugo sa dagat. Ito
rin ang dahilan ng paglalabasan ng mga malalaking isda sa dagat; Habang ikaw
ay nangingisda at bigla ka na lamang nakakita ng napakalaking isda, huwang
itong ituro. Ito ang magiging dahilan ng pagkawasak ng iyong lambat at pagtaob
ng bangka na iyong sinasakyan; Bawal umakyat sa bangka ang babaeng may
regla dahil malas ito sa laot; at Bawal magdala ng tsinelas sa karagatan kung ikaw
ay nagingisda. Ito ang dahilan ng hindi pagkuha ng maraming isda.
Antas ng Paniniwala sa mga Pamahiin sa Paglalayag ng mga Piling Estudyante
ng John B. Lacson Foundation Maritime University
Inalam ng mananaliksik ang antas ng paniniwala ng mga piling estudyante ng
John B. Lacson Foundation Maritime University sa mga pamahiin sa paglalayag
gamit ang talatanungang pinasagot sa kanila. Ang resulta ay makikita sa
Manghad 2 hanggang 7. Sa kabuuan, ang antas ng paniniwala sa mga pamahiin
sa paglalayag ng mga piling estudyante sa John B. Lacson Foundation Maritime
University ay mababa dahil ang mean ay 1.54. Ito ay nangangahulugang ang mga
piling estudyante ay hindi gaanong naimpluwensyahan ng mga nakakatanda o ng
makalumang paniniwala.
Manghad 2
ng John B. Lacson Foundation Maritime University
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Habang naglalayag ang barko sa Karagatan,
huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka ng bagyo o masamang panahon.
2.42
Kapag malinaw na malinaw ang dagat
ito’y nagpapahiwatig na mayroong bagyong darating.
2.14
16
Katamtaman
Katamtaman
Manghad 3
ng John B. Lacson Foundation Maritime University (Karugtong)
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Kapag may grupo ng dolpin na makakasalubong
ay maaaring may bagyo sa patutunguhan
at kung kasabayan ang mga ito, nagbabadya ito
ng magandang panahon sa inyong patutunguhan.
2.04
Huwag punahin ang kagandahan
ng dagat, kapag ginawa mo ito magkakaroon ng masamang panahon.
2.04
Kung masama ang panahon, huwag na huwag
murahin ang alon o di kaya’y sabihan ng masama dahil mas lalo lamang itong sasama.
1.91
Huwag hulihin ang mga ibong dumadapo sa barko
lalo na kung naglalayag dahil magiging maalon at mauwi sa masamang panahon kapag ito’y ginawa mo. 1.88
Kung hindi maganda ang panahon, kausaping maayos
at tama na parang tao ang naglalakihang
mga alon upang ang mga ito’y kumalma.
1.86
Kapag naglalayag sa Pasipiko o di kaya’y sa Antartiko,
huwag hulihin o patayin ang mga ibon na dumadapo
o nangingitlog sa barko, kapag iyong hinuli
ang mga ito ay may kalamidad na darating.
1.81
Magpabasa sa hampas ng alon o di kaya’y
maligo ng tubig-dagat para matanggal ang pagkahilong dulot ng malalaking alon.
1.77
Bawal itawid sa dagat ang taong may sayad sa utak dahil lalong lulubha lamang ito.
1.74
Katamtaman
Katamtaman
Katamtaman
Katamtaman
Katamtaman
Katamtaman
Katamtaman
Mababa
Kapag sila’y nakadaong na sa daungan, naghahalik
ang mga maglalayag sa lupa bilang tanda ng
pasasalamat na sila’y ligtas na.
1.69
Mababa
Huwag punahin ang mga di-karaniwang bagay
na makikita sa dagat sa dahilang parang iniudyok mo ang masamang panahon.
1.65
Mababa
17
Manghad 4
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Kapag sumampa sa barko, ipinagbabawal ang pagdala
ng payong sapagkat senyales ito na ang paglalayag ay palaging makakaranas ng masamang panahon. 1.65
Bawal sa maglalayag ang mag-alaga ng mga isda
sa akwaryum sa kanilang bahay dahil ito’y magdudulot lamang ng kamalasan sa buhay. 1.62
Habang ikaw ay nangingisda at bigla ka na lamang
nakakita ng napakalaking isda, huwag itong ituro.
Ito ang magiging dahilan ng pagkawasak ng iyong
lambat at pagtaob ng bangka na iyong sinasakyan. 1.60
Kung ikaw ay naglalakbay sakay ng bangka, huwag ituro
ang anumang di-karaniwang makikita dahil makakasagupa
kayo ng aksidente bago makarating sa destinasyon.1.58 Kapag hinuli ang seagull mayroong sakunang mangyayari sa pagbibiyahe.
1.56
Bago aalis o lalakad ang barkong sinasakyan,
kailangang maghagis ng barya o di kaya’y magdura sa dagat para mapalayo sa aksidente.
1.56
Kung ikaw ay nasugatan, huwag ipapunta
ang dugo sa dagat. Ito rin ang dahilan ng paglalabasan ng mga malalaking isda sa dagat.
1.53
Huwag magdala ng anumang hayop sa barko
dahil lagi na lang babagyuhin ang pagbibiyahe. 1.51
Bawal kumatay ng madugong isda sa gitna ng karagatan
dahil ito ang magiging dahilan ng paglalabasan
ng mga mababagsik na hayop tulad ng mga pating. 1.51
Huwag na huwag manghuli ng anumang hayop
habang nagbibiyahe dahil may katumbas itong unos. 1.49
18
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Manghad 5
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Sa pag-akyat sa barko, sa ikasiyam na hakbang
ng hagdan nito ay kailangan kang gumawa ng
senyales na krus sa iyong katawan upang maging ligtas
at hindi magkasakit ng siyam na buwan ng paglalakbay.1.49
Bawal umakyat sa bangka ang babaeng
may regla dahil malas ito sa laot. 1.49
Mababa
Kapag nakakita ng balyena, huwag itong papansinin,
sa halip ibalewala na lamang na parang walang nakita
sapagkat kung iyong papansinin ang mga ito, magkakaroon
ng sakuna bago kayo makarating sa destinasyon. 1.46
Mababa
Bawal sa mga maglalayag ang
magnenegosyo ng mga isda kasi lagi naman silang malulugi.
1.44
Bawal ang kumanta sa gitna ng karagatan sapagkat
lalakas ang hangin at lalaki ang mga alon.
1.44
Hindi pwedeng sumakay ng barko kapag magkatugma
ang araw ng pag-alis nito sa iyong kaarawan dahil
magkaroon ka ng maraming problema sa buong taon.1.42
Kapag ikaw ay isang marino, dapat
ang iyong negosyo ay walang kinalaman sa dagat dahil lagi ka namang malulugi.
1.42
Kung nakahuli ka ng isda at ito’y namatay,
huwag na huwag mong itatapon sa dagat dahil mamalasin ang iyong pagbibiyahe.
1.42
Bawal sa mga maglalayag ang sumampa sa barko
kung hindi tuli kasi magiging malas ang barko.
1.40
Ang Plotting Chart ay hindi dapat upuan,
kapag ginawa mo ito baka mabara ang barkong inyong sinasakyan.
1.37
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
Mababa
19
Manghad 6
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Kung sumasakay sa bangka, kumuha o pumulot ng bato
sa harapan ng unang hakbang ng hagdan ng barko.
At sa pag-akyat nang barko, ihulog ang bato sa dagat
na hindi nagsasalita hanggang ikaw ay nasa ibabaw
na ng barko upang hindi ka mahilo kung ang barko
ay lumalayag na at may naglalakihang mga alon. 1.35
Kapag nakakita ng mga isdang lumba-lumba huwag
itong ituro dahil ito’y nagpapahiwatig na may
masamang mangyayari sa inyong pagbibiyahe.
1.32
Huwag mag-ihaw ng pawikan, kapag
ito’y ginawa magkaroon ng Tidal Wave.
1.32
Mababa
Mababa
Mababa
Kung nagbibiyahe sa unang pagkakataon sakay ng
bangka, magdala ng karayom at saka ihulog
ang karayom sa tubig para makaiwas sa aksidente. 1.30
Mababa
Huwag kumain ng anumang uri ng kinilaw
kapag sisisid sa dagat dahil darating na ikaw
naman ang kikilawin sa dagat.
1.28
Mababa
Bawal mamingwit habang tumatakbo ang barko
dahil makakaranas ng gutom sa inyong barko.
1.26
Mababa
Habang nasa biyahe sila at nananaginip na naliligo
sa dagat at saka biglang dumilim, pahiwatig
ito na kinaumagahan isa sa kanila
ay makakatanggap ng balita na isa sa kanilang
malapit na kamag-anak ay namatay.
1.23
Mababa
Bawal magdala ng tsinelas sa karagatan
kung ikaw ay nangingisda. Ito ang dahilan ng hindi pagkuha ng maraming isda.
1.23
Mababa
Kapag may nalalanghap silang amoy na mabaho,
ito’y pahiwatig na may bagyong darating. 1.21
Mababa
20
Manghad 7
_______________________________________________________________
Mga Pamahiin
Mean
Deskripsyon
_______________________________________________________________
Huwag dumaan sa pagitan ng dalawang
malalaking sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong pagpanaw.
1.16
Kapag ikaw ay kumakain at ang iyong ulam ay isda,
huwag na huwag mo itong baligtarin dahil posibleng
babaligtad ang barkong inyong sinasakyan.
1.14
Iwasan ang pagkukwento ng tungkol sa
anumang hayop kapag naglalayag dahil magdadala ito ng kamalasan.
1.14
Kabuuang Katampatang Tuos
1.54
Mababa
Mababa
Mababa
Mababa
_______________________________________________________________
Sa kabuuan ang antas ng paniniwala ng mga piling estudyante ng John B.
Lacson Foundation Maritime University-Arevalo, Inc. at John B. Lacson Foundation
Maritime University-Molo, Inc. sa mga pamahiin sa paglalayag ay mababa dahil
ang mean ay 1.54.
Implikasyon ng mga Pamahiin sa mga Guro at mga Mag-aaral sa Paglalayag
Batay sa mga katugunan ng mga ilang estudyanteat guro tungkol sa
kanilang paniniwala o di-paniniwala sa mga pamahiin, malinaw na nalaman ang
implikasyon nito sa mga mag-aaral at guro.
Maraming pamahiin ang pinaniniwalaan at di-pinaniniwalaan ang mga magaaralsa paglalayag. Subalit ang mga ito ay hindinaging dahilan kung bakit hindi
sila nag-aral ng pagkamarino.
Katunayan sa kasalukuyang taong panuruan sa John B. Lacson Foundation
Maritime University, libu-libong mga mag-aaral ang kumukuha ng kursong
pagmamarino. Hindi lingid sa kaalaman ng marami lalo na ng mga Pilipino na
ang mga Pilipinong marino ay higit na pinapahalagahan at unang tinatanggap
sa trabaho dahil sa sila ay bantog sa pagiging masipag at matiyaga sa kanilang
mga tungkulin.
Ang pamahiing magpabasa sa hampas ng alon o di kaya’y maligo ng
tubig-dagat para matanggal ang pagkahilong dulot ng malalaking alon ay may
magandang naidulot sa mga maglalayag. Sa tagal kasi ng paglalayag maaaring
21
makaranas ng hindi magandang karamdaman, lalo na kung minsan ang sakit sa
ulo dahil sa kondisyon sa loob ng barko, kaya masmainam kung manghilamos o
di kaya’y maligo upang gumanda ang pakiramdam para hindi maapektuhan ang
pagtatrabaho.
Malaki ang implikasyon ng mga pamahiin sa mga mag-aaral at maging sa
guro sa paglalayag. Katunayan kungtitingnan ang mga uri ng hayop o isda
na nasa ating bansa ngayon ay mapapansing parang walang nadaragdag na
bago, marahil iyan sa paniniwala na huwag magdala ng hayop sa barko dahil sa
babagyuhin ang pagbibiyahe. Walang nagdadala maging anumang hayop, ibon
o isda sa ating bansa kung kaya mahina ang pagdami ng mga ito dito sa atin.
Kaugnay din dito ang mga pamahiin na: Iwasan ang pagkukwento ng tungkol sa
anumang hayop kapag naglalayag dahil magdadala ito ng kamalasan; kapag
naglalayag sa Pasipiko o di kaya’y sa Antartiko, huwag hulihin o patayin ang mga
ibon na dumadapo o nangingitlog sa barko, kapag iyong hinuli ang mga ito ay
mayroong kalamidad na darating; huwag hulihin ang mga ibong dumadapo sa
barko lalo na kung naglalayag dahil magiging maalon at mauwi sa masamang
panahon kapag ginawa mo ito; at, kapag hinuli ang seagull mayroong sakunang
mangyayari sa pagbibiyahe. Dahil sa pamahiing ito, walang sinumang nanghuhuli
ng mga hayop tulad na lamang ng ibon na dinadala ng mga maglalayag mula sa
ibang bansa kung kaya’t ang mga di-karaniwang hayop o ibon ay di nakakapasok
sa bansa natin at dagdag pa rito ay ang batas tungkol dito na kung sinuman ang
mahuling nanghuhuli ng mga hayop na itinuturing na mga “endangered species”
ay parurusahan.
Isa pang pamahiin na bawal sa mga maglalayag ang pag-aalaga ng isda
sa akwaryum sa kanilang bahay dahil ito’ynagdudulot ng kamalasan, kaya
mapapansin na sa bahay ng mga marino ay walang akwaryum na makikita.
Subalit liban sa paniniwalang iyon, para sa ibang marino dagdag gastusin lamang
iyon kung mayroon kang alaga na hindi naman kailangan sa bahay.
May paliwanag ang agham tungkol sa ingay. Ayon sa agham ang ingay ay
nakapagpapagalaw ng hangin sa kapaligiran kung kaya nabuo ang pamahiin na
habang naglalayag ang barko sa karagatan, huwag sumigaw o sumipol sa loob
ng barko dahil nagtatawag ka ng bagyo o masamang panahon at bawal ang
kumanta sa gitna ng karagatan sapagkat lalabas ang hangin at lalaki ang mga
alon. Ngayon kung malakas ang hangin hindi maganda ang maglayag dahil sa
ito pa mangyari ang dahilan ng anumang sakuna sa dagat. Kaya ang mga magaaral na ang hangarin ay maging matagumpay sa larangan ng pagmamarino
at makakatulong na maiahon ang pamilya sa kahirapan upang magkaroon ng
matiwasay at maginhawang pamumuhay ay hindi sumisigaw o sumisipol o
umaawit dahil sa takot na baka sila’y bagyuhin at mapahamak. Kaya tuloy sila ay
naging maingat sa kanilang mga gawi at kilos sa barko.
Mayaman ang mga maglalayag. Sila ang mga taong nagtatrabaho sa barko
sa dagat na may malaking sahod. Bukod pa riyan ang ilan sa kanila ay mayroon
pang ibang pinagkakitaan tulad na lamang ng pagnenegosyo. Ngunit dahil sa
pamahiing kapag ikaw ay isang marino, dapat ang iyong negosyo ay walang
kinalaman sa dagat dahil lagi ka namang malulugi, lupa, bahay, sasakyan at
22
mga pangunahing pangangailangan ng tao ang kanilang ibinebenta kaya tuloy
madali ang kanilang pag-asenso sa buhay dahil ang mga ito ang nagkakahalaga
ng malaking pera.
Samantalang ang mga pamahiin na huwag mag-ihaw ng pawikan dahil
kapag ito’y ginawa magkaroon ng Tidal Wave; bawal kumatay ng madugong
isda sa gitna ng karagatan dahil ito ang magiging dahilan ng paglalabasan ng
mga mababagsik na hayop tulad ng pating; at kung ikaw ay nasugatan, huwag
ipapunta ang dugo sa dagat. Ito rin ang dahilan ng paglalabasan ng mga
malalaking isda sa dagat. Ang mga pating ay madaling maakit sa dugo, kaya
kung marami sila maaari itong makadulot ng pinsala sa barko na siyang maging
dahilan ng aksidente.
Ang pamahiin namang huwag dumaan sa pagitan ng dalawang malalaking
sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong pagpanaw
ay isang babala na ang pagdaan sa pagitan nito ay mapanganib dahil baka
bigla na lamang magkaroon ng malalaking alon na siyang maging dahilan ng
pagkatumba ng malalaking sisidlan ng kargamento at ikaw ay madaganan sanhi
ng pagkasawi. Kaya nagkaroon ng lubos na pag-iingat ang mga mag-aaral at sa
tuwing may nakikita silang mga malalaking bagay kaagad silang umiiwas.
Kamakailan lamang nangyari ang “storm surge” sa ilang bahagi ng ating
bansa dahil sa malakas na bagyong si Yolanda na nagdulot ng malaking pinsala
sa buhay at pamumuhay ng mga biktima. Ilang naging biktima nito ay mga
guro at mag-aaral ng JBLFMU. Ang mga tao minsan ay napapahamak dahil
sa maling akala. Ang pamahiin na huwag pansinin ang kagandahan ng dagat,
kapag ginawa mo ito magkakaroon ng masamang panahon; kapag malinaw na
malinaw ang dagat ito’y nagpapahiwatig na mayroong bagyong darating ay di
nila pinaniniwalaan. Ang akala ng mga tao na nakalabas na sa bansa ang bagyo
kaya tiwala na sila dahil nga sa kagandahan ng dagat. Ang hindi nila alam na may
nabubuo palang sama ng panahon. Kaya lang may mga hindi inaasahan palang
masamang pangyayari na darating na siyang naging dahilan ng pagkawala ng
ilan sa kanilang mga mahal sa buhay at paghihirap.
Ang kaligtasan ay laging unang iisipin anuman ang ginagawa. Ang pamahiing
kung nakasakay sa bangka, kumuha o pumulot ng bato sa harapan ng unang
hakbang ng hagdan nito at sa pag-akyat sa barko, ihulog ang bato sa dagat na
hindi nagsasalita hanggang ikaw ay nasa ibabaw na ng barko upang hindi ka
mahilo kung ang barko ay maglalayag na at may naglalakihang mga alon at kung
nagbibiyahe sa unang pagkakataon sakay ng bangka, magdala ng karayom at
saka ihulog ang karayom sa tubig para makaiwas o mapalayo sa aksidente ay
hindi nila pinaniniwalaan kaya minsan mayroong hindi pagkakaunawaan sa
barko na humahantong sa pananakit ng kapwa gamit ang bagay na mapanganib
tulad ng bato o karayom.
Ang mga pamahiin naman tulad ng kung masama ang panahon, huwag na
huwag murahin ang alon o di kaya’y pagsabihan ng masama dahil mas lalo
lamang itong sasama; kung hindi maganda ang panahon, kausaping maayos at
tama na parang tao ang naglalakihang mga alon upang ang mga ito’y huminahon,
at kung iugnay natin sa kasalukuyang pag-uugali ng mga mag-aaral na ang ilan
23
ay pabaya sa kanilang pag-aaral ngunit hindi naman minumura o kinagagalitan
ng kanilang mga magulang kung kaya patuloy sila sa kanilang mga bisyo at
pagbabalewala sa kanilang pag-aaral. Mas mabuti rito na huwag na lamang
silang kagalitan dahil lalong magrerebelde lamang sila, sa halip na murahin,
kausapin na lamang nang malumanay at maayos.
Ang pagiging husto na sa gulang ng isang tao ay may kaakibat na tungkulin
o responsibilidad. Ang pamahiing bawal sa mga maglalayag ang sumampa
sa barko kung hindi tuli kasi magiging malas ang barkoay marami ang hindi
naniniwala rito. Ang hindi nila alam na ang pagtuli ay tanda ng pagiging husto sa
gulang kasama ang pagiging responsable. Kung kaya marami marahil ang mga
napapahamak sa barko sanhi marahil ng kapabayaan, kakulangan o di kaya’y
pagkairesponsable ng tao minsan.
Marami sa mga pamahiin ang kapupulutan ng mabuting halimbawa, gawi at
pag-iingat. Tulad na lamang ng sa pag-akyat sa barko, sa ikasiyam na hakbang
ng hagdan nito ay kailangan kang magkurus upang maging ligtas at hindi
magkasakit sa loob ng siyam na buwan ng paglalayag at kapag sila’y nakadaong
na sa daungan, dapat humalik ang mga maglalayag sa lupa bilang tanda ng
pasasalamat na sila’y ligtas na. Ngunit dahil sa hindi nila ito pinaniniwalaan may
mga pinauwi na hindi natapos ang kontrata dahil sa bigla na lamang nagkasakit
sa barko, marahil hindi nila nawaring ang hindi pagkurus ay kakulangan sa
paghingi ng tulong sa Maykapal na sila ay gabayan.
Samantalang ang pamahiing ang “plotting chart” ay hindi dapat upuan, kapag
ginawa mo ito baka mabara ang barkong inyong sinasakyan ay may nais ipabatid
na maaring tumigil sa paglakad ang barko sa mapanganib na bahagi ng dagat
dahil sa hindi na malalaman ang wastong direksyon, bilis ng paglakad at ang
destinasyon na sinusunod sa pamamagitan ng plotting chart.
May pamahiin ang maglalayag na hindi maaring sumakay ng barko kapag
magkatugma ang araw ng pag-alis nito sa iyong kaarawan dahil magkakaroon
ka ng maraming problema sa buong taon kaya mayroong nagpapalit ng eskedyul
para makasama ang mga mahal sa buhay na magdiwang sa isang espesyal na
araw sa buong taon ng buhay.
Isa pang pamahiin sa paglalayag ay kapag sumampa sa barko, ipinagbabawal
ang pagdala ng payong sapagkat babala ito na ang paglalayag ay palaging
makakaranas ng masamang panahon o pangyayari. Ang pagdadala ng payong
ay hindi mabuti sapagkat maaring maging sanhi ng aksidente ganoon din ang
tsinelas dahil sa baka madulas. Pero dahil sa hindi ito pinaniniwalaan ng mga
mag-aaral tulad ng pamahiing bawal magdala ng tsinelas sa karagatan kung
ikaw ay nangingisda, ito raw ang sanhi ng hindi pagkuha ng maraming isda kung
kaya may mga oras na kaunti ang nahuhuling isda dahil sa mainit ang panahon
walang magamit na pananggalang sa ulo at paa.
Magandang kumain kung masarap ang pagkaing nakahanda sa mesa. Ngunit
alalahanin na kung ikaw ay naliligo sa dagat o sa swimming pool man huwag
kumain ng sobrang busog dahil hindi ito maganda. Maari nating iugnay ito sa
pamahiing huwag kumain ng anumang uri ng kinilaw kapag sisisid sa dagat dahil
24
darating ang araw na ikaw naman ang kikilawin sa dagat sapagkat ang kinilaw ay
may suka at magiging dahilan ng pagkasira ng tiyan at sa panahon na katatapos
pa lamang kumain at sobrang busog agad na maglalangoy.
Sa kabilang dako ang pamahiing habang nasa biyahe sila at nananaginip na
naliligo sa dagat at saka biglang dumilim, pahiwatig ito na kinaumagahan isa sa
kanila ay makakatanggap ng balita na isa sa kanilang malapit na kamag-anak
ay namatay, dahil dito mayroong pagkagising pa lamang nila ay kaagad na
tumatawag sa kanilang mga magulang, kapatid o di kaya’y asawa. Lalo pa itong
ginagawa ngayon dahil sa napakadali ang pakikipag-usap o pakipag-ugnay sa
ibang tao dahil sa makabagong teknolohiya.
Hindi rin naniwala ang ilang estudyante sa pamahiing kapag may grupo ng
dolpin na makakasalubong ay maaaring may bagyo sa patutunguhan at kung
kasabayan ang mga ito, nagbabadya ito ng magandang panahon sa inyong
pupuntahan. Ang ganitong kaganapan ay kaugnay ng paniniwalang likas na sa
mga hayop na makadama ng panganib kaya sila ay umiiwas.
Dahil sa mababa nilang paniniwala sa pamahiing ito kung kaya magkaminsan
nagaganap angaksidente sa dagat at iniuugnay nila ito sa di paniniwala sa
nasabing pamahiin at ang nakakaiwas sa aksidente ay iniuugnay din nila sa
pamahiing ito sa pagsasabing dahil sa naniwala sila kaya nakaligtas.
Ang mga pamahiin namang bawal mamingwit habang tumatakbo ang barko
dahil sa makakaranas ng gutom ang mga nakasakay sa barko; kung nakahuli
ka ng isda at ito’y namatay, huwag na huwag mong itatapon sa dagat dahil
mamalasin ang inyong pagbibiyahe. Mababa rin ang paniniwala ng karamihan
sa pamahiing ito subalit ang mga naniniwala ay ginagawa ang di pagtapon ng
isdang patay sa dagat. Marahil dala ito ng katotohanan na ang mga isdang patay
ay gustong kakanin ng malalaking isda na maaring makasagabal sa pagbibiyahe
ng barko.
Sa karagatan may maraming magagandang bagay na maaring makita,
mapreserba at maipagmalaki sa tulong ng mga larawan. Pero dahil sa mga
pamahiin na kung ikaw ay naglalakbay sakay ng bangka, huwag ituro ang
anumang di-karaniwang makikita dahil makakasalubong kayo ng aksidente bago
makarating sa destinasyon; huwag punahin ang mga di-karaniwang bagay na
makikita sa dagat sa dahilang parang iniudyok mo ang masamang panahon;
habang ikaw ay nangingisda at bigla ka na lamang nakakita ng napakalaking
isda, huwag itong ituro dahil ito ay maging dahilan ng pagkawasak ng iyong
lambat at pagtaob ng bangka na iyong sinasakyan; at kapag nakakita ng
balyena, huwag itong papansinin, sa halip ibalewalain na lamang na parang
walang nakita sapagkat kung iyong papansinin ang mga ito, magkakaroon
ng sakuna bago kayo makakarating sa destinasyon. Kasabay na rin dito ang
pamahiing kapag nakakita ng mga isdang lumba-lumba, huwag itong ituro dahil
ito’y nagpapahiwatig na may masamang mangyayari sa inyong pagbibiyahe. Ang
mga pamahiing ito marahil ang sanhi kung kaya’t ang magagandang tanawing
nakikita sa laot ay di nila napag-uukulan ng pansin at di nila ito nabibigyan ng
wastong pagpapahalaga. Malaki pa naman sana ang maitutulong nito sa pagJohn B. Lacson Foundation Maritime University-Arevalo Institutional Research Journal
25
unlad ng turismo ng ating bansa. Lalo na sa ngayon na marami ng makabagong
teknolohiya ang magagamit para maipakita sa buong mundo ang kagandahan
ng mga bagay na makakaakit sa mga tao na maaring pagkakitaan ng pera at
makakatulong sa pag-unald ng pamumuhay maging ng mga mag-aaral at mga
guro sa JBLFMU na masasaksihan sa ating karagatan.
Kongklusyon
Narito ang ilang kongklusyong nabubuo sa pag-aaral na ito:
1. Batay sa resulta ng pananaliksik na ito may mga katamtaman na naniniwala
at may mga mababang naniniwala sa mga pamahiin ng mga maglalayag na
nasaliksik at isinama sa pag-aaral na ito.
2. Ang mga ilang estudyante ay naniniwala pa rin sa mga pamahiin sa
paglalayag sa kabila ng kanilang pagiging moderno. Hindi naimpluwensyahan ng
mga matandang o makalumang paniniwala o pamahiin dala marahil sa pagiging
makabago na ng kanilang isipan bunga ng makabagong panahon.
Hindi naging hadlang ang mga pamahiin sa paglalayag sa kanilang pangarap
na maging marino. Walang takot o anumang pangamba na makikita sa kanilang
mga mukha na harapin ang hirap at pagsubok na maaring dumating sa kanilang
buhay habang naglalayag sa gitna ng napakalawak na karagatan.
3. Makabago ang pananaw ng mga piling estudyante ng John B. Lacson
Foundation Maritime University ukol sa paglalayag kung kaya hindi nila alintana
ang mga pamahiin. Ang mahalaga sa kanila ay maging matagumpay sa larangan
ng pagmamarino kung kaya sila ay hindi nag-aalinlangan na ipagpatuloy at
tapusin ang kanilang pag-aaral ng kursong pagmamarino.
4. May mabubuting naidudulot ang ilang pamahiing nasali sa pananaliksik
na ito gaya ng bawal sa mga maglalayag ang magnegosyo ng isda dahil lagi
namang malulugi kung kaya ang mga maglalayag ay nagnenegosyo ng lupa,
bahay at sasakyan na kung saan malaking pera ang kanilang kinikita. Ang isa
pa ay ang pamahiing huwag sumipol o sumigaw o kumanta man sa gitna ng
karagatan sapagkat lalakas ang hangin at lalaki ang mga alon. Dahil dito hindi
sila nagsisigawan at may pang-iingat sa kanilang mga kilos at gawi sa loob ng
barko.
Subalit may di mabuting naidudulot din ang ilang pamahiin sa paglalayag gaya
halimbawa ng hindi nila nabibigyang pansin ang kagandahan ng mga tanawin
sa dagat dahil sa paniniwalang may masamang magaganap sa paglalayag nila
kung papansinin nila ang mga nag-uunahan o nagtatalunang lumba-lumba, at
iba pa.
5. Anuman ka moderno ang panahon sa ngayon ay hindi pa rin nawawala ang
paniniwala ng ilan sa mga pamahiin.
Bagaman naapektuhan ang pag-unald, may naniniwala pa rin impluwensya
marahil ng nakakatanda, lugal na kinalakihan at pinanggalingan.
26
Ang mga sumusunod ay ang mga tagubilin ng mananaliksik para sa mga
babasa ng pananaliksik na ito.
1. Para sa mga mag-aaral, bigyan halaga ang ating sinaunang panitikan lalo
na ang mga tradisyong oral o pasalita tulad ng pamahiin dahil sa pahayag ng
ating mga matatanda noon, wala namang mawawala o hindi naman tayo malulugi
kung susundin natin ang mga pamahiin.
2. Para sa mga guro, kailangan huwag kaligtaang ilakip bilang bahagi ng pagaaral at talakayan sa silid-aralan ang mga pamahiin sa lubos na ikauunawa ng
mga estudyante dahil ang pamahiin ay may malaking naitulong upang bigyan ng
direksyon at paliwanag ang karanasan ng tao.
3. Para sa mga mananaliksik magkaroon ng tulad nitong pag-aaral upang
laging maging buhay at hindi madaling basta na lamang makalimutan at mawala
ang mga sinaunang panitikan lalo na ang mga tradisyong oral.
4. Para sa mga administrador ng paaralan, bigyan lagi ng pagkakataon ang
mga guro na makadalo sa mga seminar at mga pagsasanay na may kaugnayan
sa pag-aaral na ito para lalo pang mapalawak ang kanilang kaalaman.
Talasanggunian
Genona, J. (2003). Literary and Cultural Values Transmission Through Ilonggo
Loas. Unpublished Master’s Thesis. Arevalo: JBLFMU.
27
BSMT First Year Students Literacy
in Computer Skills
Dr. Lorna B. Delfin and C/M Danny L. Castro
Abstract
This survey aimed to determine the level of computer literacy of John B.
Lacson Foundation Maritime University- Arevalo (JBLFMU-A) BSMT first year
midshipmen. It was conducted during the second semester school year 20142015 among 80 midshipmen using convenient sampling. An 81-item checklist
was employed to gather data needed from the respondents. The assessment
tool evaluated the students’ knowledge in five computer application skills:
windows, word processing, electronic spreadsheet, powerpoint presentation,
and Internet. Mean, percentage and rank were used as descriptive statistical
tools in this survey. The result revealed that BSMT students had an average
level of literacy in computer applications skills. Regardless of secondary school
of origin, the students had an average literacy level. Although both private and
public high school graduates had an average level of literacy in computer skills
the private had a higher level of literacy as compared to the students who came
from the public. Furthermore, the students had an average literacy level in
computer application skills except in electronic spreadsheets where they got low
literacy level.
Introduction
We are now living in the so-called “Information Age," the invasion of
computers in all aspects of life. All industries are using computers to perform
huge financial transactions every day. Computers are the best means for storage
and management of data due to their storage capabilities. As computers are daily
tools, they have enormous importance in our daily life. Directly or indirectly, we
are affected by computers. To keep up the pace in this fast life of today, computer
education is extremely important.
Furthermore most jobs require personnel to have some level of interaction
and expertise with computer related technology. These technologies are used
by government agencies, businesses, medicines, manufacturing, banking and
finance, and maritime industry. At the same time employers demand graduates
who are computer literate as one of the requirements for the workforce. Since
computers continue to have a significant impact on the world, an understanding
of computer technology and its uses are important for all members of our society.
Today’s global market demand that workers have basic level of computer literacy
due to their dependency on computers to operate better, faster, and cheaper and
is essential for shouldering job responsibilities.
28
Morley and Parker (2012), explain that computers and devices based on
related technology have become indispensable tools for modern life, making
ordinary tasks easier and quicker than ever before and helping today’s worker
more become productive.
The best tool to bring positive change in society is education.
The
fundamental purpose of education is to gain knowledge, understand the forms of
proper conduct and acquire technical competency in specific subjects. Education
serves as the means to develop oneself physically, mentally and socially.
Ajibade (2006) opined that innovations appearing today indicate that the
world is dependent on computer technology.
As stated by Reynolds (2007), computer literacy means being knowledgeable
about the capabilities of hardware and software and understanding how
computers and the internet can enhance students’ educational experiences.
Computer literacy means ability to tell the computer what you want it to do and
understand what the computer says. To be computer literate amounts to be able
to read, write and speak the language of the computer (Ajibade, 2006).
Dr. Michael Wesch pointed out that although today’s students understand
how to access and utilize these tools, many of them are used for entertainment
purposes only, and the students are not truly media literate.
Most review centers for seafarers now are having an on-line review for their
licensure examinations. So it is necessary for them to have basic background in
computer so as to operate faster and quicker.
Computers are not only storage devices and processing units, but also are
excellent communication media. They are the means to access the Internet and
get connected to the world. Computers can be used to access a vast knowledge
base and search for information archives over the Internet. Only computer
education can facilitate the use of computers for purposes of communication and
entertainment.
Furthermore, the word processing applications of a computer serve as an
effective means of documentation. The database management software that
is part of computer systems serves as the means of managing large amounts
of data. The networking capabilities of a computer facilitate connecting to the
Internet to reach out to the world. Gaming applications and media players
are some of the popular computer software, which are popularly used across
the world.
Computers, which have such a wide variety of applications, are
indeed ruling society. The internet can serve as our library since we get so much
information from it. Communication and information are the two most important
uses of the Internet. Information can be updated or modified at any time and for
any number of times, which helps in learning and better understanding.
Computers are also effective audio-visual media. It is mostly used by teachers
to enhance their subject matter.
According to Good (2008), presentation graphics application software are
typically used to create presentation in the form of slides that can be used to
create overhead transparencies or printed handouts or books, as well as to
present information in electronic form.
29
In order for our graduates to compete globally they need to acquire and
be equipped with computer skills. Almost all professions today are involved in
computer technology so as to cope with job and industry demands.
It is with this idea that this university teaches about computers so that their
students can find these machines useful in many tasks, and can easily adapt to
different, advanced, or newer computer software applications.
This survey aimed to determine the computer literacy of the first year students
of JBLFMU-Arevalo taking Information Technology I during second semester of
school year 2014-2015.
Specifically, it endeavoured to answer the following questions:
1. What is the level of literacy in computer application skills of BSMT first
year students of JBLFMU – Arevalo when taken as a whole group and when
categorized according to the following computer applications: windows, word
processing, electronic spreadsheets, powerpoint, and internet operations?
2. What is the level of literacy in computer applications skills of BSMT
freshmen students of JBLFMU – Arevalo when classified according to secondary
school of origin?
Methods
This study aimed to determine the level of literacy in computer application
skills of the first year BSMT students of JBLFMU-Arevalo during the second
semester, school year 2014-2015.
Respondents
The respondents for this study were the 80 BSMT first year students of
JBLFMU- Arevalo during the second semester, school year 2014 2015. To fulfill
statistical requirements convenient sampling was utilized in this study.
For the purpose of the study the students were taken as a whole group and
classified as to certain category as secondary school of origin whether private or
public.
Table 1 presents the distribution of the respondents.
Table 1
Distribution of Respondents
_______________________________________________________________
Category
n
Percentage
_______________________________________________________________
A. Entire Group
80
100
B. Secondary School of Origin
Private
31
39
Public
49
61
_______________________________________________________________
30
Instrument
The researcher-made questionnaire utilized in this study was designed to
capture students’ perceptions of their computer application skills prior to starting
the subject.
The 81 item checklist was used as gathering instrument in this study. The
respondents have to check “excellent”, “good”, “fair”, and “poor”.
“Excellent” means that the respondents are highly competent in to the item in
the computer applications skills.
“Good” means that the students are competent with the item in the computer
applications skills.
“Fair” means that the students are uncertain with their skills in each item.
“Poor” means that the students are somewhat competent in each item in the
computer applications skills.
Based on the specific objectives of the study, the researcher-made instrument
was based on the course topics and skills to be acquired by students. The
questionnaire was divided into two parts. Part I was for personal information
such as name (optional), classification of secondary school graduated from
categorized whether “public” or “private” secondary school. Part II assessed
the students’ level of computer literacy skills which was divided according to
the following topics or applications skills: a) windows, b) word processing, c)
electronic spreadsheets, d) powerpoint, and e) internet.
Data Collection
The checklists were distributed to 80 randomly selected midshipmen enrolled
in Information Technology I (Computer) with the researcher as instructor using
convenient sampling method. The checklists were retrieved, tabulated and
analyzed to come up with the findings of the study. Only, “excellent”, “good”,
“fair”, and “poor” were the bases for analysis and interpretation.
Data Analysis
The following tools were used to answer the research questions:
For interpretation purposes, the following scales of means were employed.
Mean. Composite weighted means was used to determine the level of the
BSMT freshmen students’ literacy in computer applications skills.
Scale
Description
3.51 - 4.0
High (H)
2.51 - 3.50
Average (A)
1.51 - 2.50
Low (L)
1.0 - 1.50
Very Low (VL)
Standard deviation (SD). This was used to determine the homogeneity of
responses.
31
Results
Descriptive data analysis presents the level of literacy in computer applications
skills.
As revealed in Table 2, the students had an “average” level of literacy in
computer application skills as an entire group. This was revealed by the obtained
mean scores for the different categories, which fell within 2.78 – 3.03 range.
Obtained SDs range from .942 – 1.880.
Students showed a high level of literacy in computer when categorized
according to the applications except, in electronic spreadsheet where they
had reflected a “low” literacy level. The specific results are as follows: Windows
(M = 2.73, SD = 1.880), word processing (M = 2.85, SD = 0.942), electronic
spread sheets (M =2.48, SD = 0.974) , powerpoint ( M = 2.63 SD = 1.094) and
internet (M =3.03, SD =0.972).
Table 2
Level of Literacy in Computer When Taken as an Entire Group and When
Categorized According to Applications
_______________________________________________________________
Category
Mean
Description
SD
_______________________________________________________________
A. Whole Group
2.74
High
1.172
B. According to Applications
Windows
2.73
High
1.880
Word processing
2.85
High
0.942
Electronic spreadsheets
2.48
Low
0.974
Powerpoint
2.63
High
1.094
Internet
3.03
High
0.972
C. Secondary School of Origin
Private
2.90
High
1.021
Public
2.55
High
1.077
_______________________________________________________________
The literacy level of the students in computer applications skills were as
follows: The Windows, word processing, powerpoint and internet, as a whole
group is high for most tasks except in electronic spreadsheets were they got low.
Obviously, the students had a low literacy level in electronic spreadsheets
applications for both public and private.
32
Conclusions
Based on the results of the study, the following conclusions were drawn:
1. The respondents had an average level of literacy in all computer applications
skills. The respondents had an average level of literacy in windows.
2. Respondents possessed sufficient skills in word processing. The literacy
level of respondents in spreadsheets was low in most skills especially in entering
and deleting, formulas and functions needed in calculations and computations as
well as in modifying cell border.
3. Obviously the students were not good in electronic spreadsheets
application as shown by the results which were low in literacy level. This pointed
out that the students in this study, although not necessarily proficient in electronic
spreadsheet had a little background in electronic spreadsheet application skills.
4. Worth to mention that the students had a thorough knowledge in PowerPoint
presentations maybe because they used it for reporting as one of their activities
in different subjects in schools.
5. Most respondents used internet for communication purposes like social media
specifically Face book and online playing games as shown by the higher results.
6. Despite their school of origins, the students had an average level of literacy
maybe because we are living in the computer world and youth of today as Morley
and Parker (2009) said are living in the computing generation.
Based on the results and conclusions, the following recommendations were
drawn:
1. Today’s businesses demand that workers have a basic level of literacy due
to dependency in computer. So, the need is greater for colleges/universities to
take steps to truly prepare their students for a computer intensive future.
2. Continuous evaluation of students’ perception and performance in basic
computer skills is required in order to evaluate the computer applications course.
3. The result showed that students had a poor knowledge of electronic
spreadsheets application. So, additional time must be given because it involves
numbers and computations and maritime is an industry that needs computers
that can perform better, faster and have accurate results.
4. Class size for computer laboratory must have 1:1 ratio if not, 2:1 would be ideal.
5. The upgrading of equipment is necessary so as to compete with the latest
trend in technology.
6. Continuous seminars and trainings should be given to computer instructors
to upgrade in the latest computer application programs.
33
References
Ajibade, A. (2006). Effects of Interactive Instructional Compact Disc Package
on the Performance of English Language Learners in Schools of Science
in Osun State. Unpublished Ph. D. Dissertation, Faculty of Education,
Obafemi Awolowo University. Retrieved January 8, 2014 from http://
www.ajol.info/index.php/afrrev/article/view/58278/46630
Censon, W. (2014). “Teachers‟ Computer Literacy at Holy Rosary Colleges
Foundation: Basis for Teachers‟. Retrieved April 7, 2014 from http://
www.scribd.com/doc/97403709/Computer-Literacy-ProgramGood, L. (2008). Teaching and Learning with Digital Photography: Tips and
Tools for Early Childhood Classrooms. Sage Publications Asia-Pacific
Pte, Ltd.
Morley, D. and Parker, C. S. (2012). Understanding Computers: Today
and Tomorrow Comprehensive, Cengage Learning Inc.United States
America. Retrieved April 10, 2015 from http://www.cengagebrain.co.uk/
content/9781285296227.pdf
Reynolds, C. R. and Elaine, F. (2007). Encyclopedia of SpecialEducation: A
Reference for the Education of Children, Adolescents, and Adults with
Disabilities and Other Exceptional Individuals. New Jersey: John Wiley
& Sons, Inc.
Wesch, M. (2014). Digital Ethnography. Retrieved March 5, 2014 from http://
www.21stcenturyschools.com/what_is_21st_century_education.html
34
Outcomes-based Education: Level of Awareness
Among MT Students
Dr. Geneva M. Eler, 2/M Ruben P. Lazaro, and 2/M Joselino P. Fernandez
Abstract
This paper provides information on the level of awareness of students towards
the implementation of Outcomes-based Education (OBE). The research covered
the determinants and principles of OBE. The result showed that the mean scores
for all year levels of students were interpreted as high which means, students
know satisfactorily about the determinants and principles of OBE. An intensive
orientation and re-orientation of OBE guiding principles are recommended to
achieve the very high level of awareness so students have full knowledge about
the determinants and principles of OBE and its application.
Introduction
Outcomes- based Education (OBE) is a student–centered learning philosophy
that focuses on empirically measuring student performance which is called
outcomes. OBE on the other hand focuses on what the students will be able to
do after they were taught up to a certain standard. This means supplying them
with learning activities that will help them achieve the desired outcomes. OBE
emphasizes setting clear standards for observable and measurable outcomes.
John B. Lacson Foundation Maritime University (JBLFMU) adopted the
“Outcomes-based Education last school year 2012-2013. The following year, it was
implemented to all year levels. The JBLFMU implementation of outcomes-based
education was driven by the following external entities: Regulatory bodies such
as the Commission on Higher Education (CHED), the Professional Regulation
Commission (PRC), International Maritime Organization (IMO), among others,
local and international accrediting bodies, specifically, the Philippine Association
of Colleges and Universities Commission on Accreditation (PACUCOA), the
Philippine Quality Award for Excellence, (PQA), and the Bureau Veritas (BV),
International certifying bodies and feedbacks from other external constituents.
It is also guided by existing JBLFMU internal policies and initiatives.
The following were initiated by the institution to ensure the implementation of
OBE in the identified courses. First, in the preparation of Instructor’s Guide (IG),
the institution ensures that the learning outcomes stated in the IGs are properly
constructed, appropriate to the level of the learners, and can measure learner’s
expected performance. The faculty members assigned to the course together with
the subject area head discuss among themselves the required competencies that
the learner should be able to demonstrate. The basis for all these competencies were
reflected in the Standard for Training, Competencies and Watchkeeping (STCW)
Code as amended. Second, all the inputs were included in the Instructor’s Guide
35
then endorsed to the management for approval. Third, after thorough checking and
approval, the guides were cascaded to each academic unit. Lastly, the concerned
faculty members are encouraged to use the said guide in the classroom.
To give a clearer picture of the implementation of Outcomes-Based Education
in the university, there were many activities set by the Academics and Research
Departments. Researches were conducted from awareness to evaluation. Thus,
this present study extends to find out the level of awareness of the Marine
Transportation (MT) students on the implementation of Outcomes-Based
Education in the university.
Specifically, this study aimed to answer the following questions:
1. What is the level of awareness of MT students towards OBE when taken
as a whole group and when classified according to year level?
2. What is the level of awareness of MT students towards the determinants of
OBE when taken as a whole group and when classified according to year level?
3. What is the level of awareness of the MT students towards OBE Principles
when taken as a whole group and when classified according to year level?
Methods
This study aimed to determine the level of awareness of MT students
towards OBE. The descriptive method of research was used in this study.
Descriptive research is used to determine and report things as it is. In this study,
the researchers believed it is the most appropriate design in finding out the
awareness level of the students in the implementation of the Outcomes-based
Education in the university.
Thus, this study is anchored on the principles set by Biggs and Tang (2007)
and Spady (1994).
Respondents
The respondents of the study were the two hundred fifty eight (258) students
enrolled at JBLFMU-Arevalo. The sample was selected using stratified random
sampling. Table 1 shows the distribution of respondents.
Table 1
_______________________________________________________________
Year Level
n
%
_______________________________________________________________
BSMT I
113
44
BSMT II
79
31
BSMT III
66
25
Total
258
100
_______________________________________________________________
36
Instrument
This study used a researcher-made questionnaire. The questionnaire was
made up of two parts. The first part was composed of 10-item questionnaire
on Determinants of OBE and 4-item questionnaire on OBE principles. It used
a 4-point Likert Scale that seeks to measure the Outcomes-Based Level of
Awareness.
Data Collection and Analysis
To gather data, the research instruments were given to the BSMT I, II and III
students.
The descriptive statistical tool employed in this study was the average mean
to come up with the results of student’s response. Likert scale was used with
corresponding values from 1 to 4 scales, one being the lowest and four being the
highest. The computed mean ratings were evaluated according to the following
interval scale as follows:
Scale
4
3
2
1
Interpretation
Strongly Aware (SA)
Aware (A)
Moderately Aware (MA)
Not Aware (NA)
The same scale, verbal interpretation and description were used for OBE
principles. The mean score was interpreted using the scale below:
Scale
Verbal Interpretation
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Very High
High
Average
Low
Description
Full knowledge about the determinants of OBE
Knows satisfactorily about the determinants of OBE
Have some knowledge about the determinants of OBE
No idea about the determinants of OBE
The same scale, verbal interpretation and description were used for OBE
principles.
Results
This part presents, analyzes and interprets the data resulting from the study.
The findings were as follows:
Level of Awareness of MT Students Towards OBE When Taken as a Whole
Group and When Classified to According to Year Level
The level of awareness on OBE implementation among the students as a
whole group and per year level is shown in Table 2.
37
Table 2 reveals the overall level of awareness of students on OBE with a
mean score of 3.14 for the BSMT 1 students, 2.84 for the BSMT II students and
2.84 for the BSSMT 111 students. Mean scores for all year levels of students
were interpreted as high.
As a whole group, the mean score of 2.76 was also interpreted as high.
Table 2
Level of Awareness on Outcomes-based Education When Taken as a Whole
Group and When Classified to According To Year Level
_______________________________________________________________
Year level
n
Mean
Interpretation
_______________________________________________________________
BSMT I
113
3.14
High
BSMT II 79
2.84
High
BSMT III 66
2.84
High
Total
258
2.76
High
_______________________________________________________________
To intensify the level of awareness of students towards the determinants of
OBE, the researchers added these data to determine which of the items needs to
be addressed. Table 3 shows the data.
Table 3 reveals that all the questions got a high verbal interpretation. The
students are highly aware of the determinants of OBE. The students identified
that in the ten determinants of OBE “the focus of instruction is that the learner
needs to learn to achieve outcomes”, ranked first, and the least is “In feedback on
learner, the results are reported immediately after performance in understandable
terms.”
Level of Awareness of MT Students Towards the Determinants of OBE When
Taken as a Whole Group and When Classified According to Year Level
The level of awareness of MT students towards the determinants of OBE
implementation when taken as a whole group and when classified according to
year level is shown in Table 4.
38
Table 3
Level of Awareness on the Determinants of Outcomes-based Education (OBE)
When Taken as a Whole Group
_______________________________________________________________
Item
Mean
Interpretation
_______________________________________________________________
The focus of instruction is that the learner needs
to learn to achieve outcomes.
3.12
The instructional materials must use variety of
text, media and real life materials based on
various learning styles.
3.10
In assessment, Criterion referenced (competency based)
interpretation of assessment indicates progress in
terms of outcomes on learning continua.
2.99
Constructive alignment is observed in the classroom
that is the Intended learning outcomes (ILO),
Teaching and Learning Activities (ATs) and
Assessment Tasks (ATS) are aligned with each other. 2.98 The instructional content is outcomes-based.
2.96
The learner demonstrates the specified
competencies and outcomes at pre-specified
levels on a continuum.
2.94
In the mode of instruction the teacher as a
facilitator of learning uses variety of instructional
techniques and groups.
2.92 The time provided for instruction enables the
learner to continue to learn until outcome can be
demonstrated.
2.91
The designed outcomes are specific and measurable 2.90
In feedback on learner, the results are reported
immediately after performance in understandable terms. 2.73
High
High
High
High
High
High
High
High
High
High
_______________________________________________________________
Table 4
Level of Awareness on the Determinants of Outcomes-based Education (OBE)
When Taken as a Whole Group and When Classified According to Year Level
_______________________________________________________________
Year level n
Mean
Interpretation
_______________________________________________________________
BSMT I
113
3.12
High
BSMT II 79
2.80
High
BSMT III
66
2.86
High
Total
258
2.96
High
_______________________________________________________________
39
Table 4 reveals the overall level of awareness of students on OBE with a
mean score of 3.12 for the BSMT 1 students, 2.80 for the BSMT II students and
2.86 for the BSSMT 111 students. Mean scores for all year levels of students
were interpreted as high.
As a whole group the mean score of 2.96 was also interpreted as high.
Level of Awareness of the MT Students Towards OBE Principles When Taken
as a Whole Group and When Classified According to Year Level
The level of awareness of MT students towards the principles of OBE
implementation when taken as a whole group and when classified according to
year level is shown in Table 5.
Table 5
Level of Awareness on the Principles of Outcomes-based Education (OBE) When
Taken as a Whole Group and When Classified According to Year Level
_______________________________________________________________
Respondents
n
Mean
Interpretation
_______________________________________________________________
BSMT I
113
3.19
High
BSMT II
79
2.96
High
BSMT III
66
2.80
High
Total
258
3.02
High
_______________________________________________________________
Table 5 reveals the overall level of awareness of students on OBE with a mean
score of 3.19 for the BSMT 1 students, 2.96 for the BSMT II students and 2.8o
for the BSSMT 111 students. Mean scores for all year levels of students were
interpreted as high.
As a whole the mean score of 3.02 was also interpreted as high.
To intensify the level of awareness of students towards the OBE principles,
the researchers added these data to determine which of the items needs to be
addressed.
Table 6 shows the said data.
40
Table 6
Level of Awareness on the Principles of Outcomes-based Education (OBE)
When Taken as a Whole Group
_______________________________________________________________
Item
Mean
Interpretation
_______________________________________________________________
High expectation must establish high,
challenging performance standard
Expanded opportunities mean you do not learn
same thing in same way in same time.
The clarity of focus refers to focus on what learners
be able to do successfully.
Designing down has to begin with curriculum design
with a clear definition of the significant learning,
that learners are to achieve by the end of their
formal education.
3.07
High
3.06
High
2.99
High
2.97
High
_______________________________________________________________
Table 6 reveals that all the questions got a HIGH verbal interpretation. The
students are highly aware of the principles of OBE. The students believed that
“High expectation must establish high, challenging performance standard”,
ranked first and the least is “Designing down has to begin with curriculum design
with a clear definition of the significant learning, that learners are to achieve by
the end of their formal education.”
Implications
Findings from the study imply that there are still missing gaps in the
implementation of OBE so the University can make an action plan training of
faculty to improve the teaching and learning process as well as OBE activities
and assessments. There is a need to analyze each item on the determinants
and principles of OBE. There is also a need to conduct further researches to
improve the level of awareness of students resulting to full knowledge about the
determinants and principles of OBE.
Conclusions
Based on the findings of the study, the following conclusions were developed:
1. The level of awareness of students towards the determinants of OBE is High.
Although the result showed that the students know satisfactorily the determinants
of OBE having a high level of awareness, there is a need to focus on the top
3 least determinants: “The time provided for instruction enables the learner to
continue to learn until outcome can be demonstrated”, “designed outcomes are
41
specific and measurable”, and “In feedback on learner, the results are reported
immediately after performance in understandable terms.”
2. The level of awareness of students towards the principles of OBE is High.
Although the result showed that the students know satisfactorily the principles
of OBE having a high level of awareness, there is a need to focus on the top 2
least principles: “The clarity of focus refers to focus on what learners be able to
do successfully, and “Designing down has to begin with curriculum design with a
clear definition of the significant learning, that learners are to achieve by the end
of their formal education.”
Based on the findings gathered from the study, the following recommendations
were given:
1. There must be an intensive orientation of OBE implementation for the new
students.
2. An intensive re-orientation must be conducted for employees and students
on the implementation of OBE.
3. A series of seminar-workshop will be scheduled for teachers to be fully
aware of the determinants and principles of OBE.
4. As the Commission on Higher Education issued memorandum orders on
the implementation of OBE on Higher Education Institutions, all memoranda
including their contents be cascaded to the faculty.
5. JBLFMU-Arevalo must sustain the OBE-STEP project of JBLFMU-Arevalo
as part of its Faculty Development Program wherein pedagogies of teaching and
development of instructional materials are its major thrusts.
6. There is a need to review the determinants and principles of OBE to
improve the level of awareness of students to Very High so they can have the
full knowledge about OBE. The OBE principles are internalized as follows:
a. Clarity of focus
This means that everything teachers do must be clearly focused on what
they want students to know, understand and be able to do. In other words,
teachers should focus on helping students to develop the knowledge, skills
and personalities that will enable them to achieve the intended outcomes
that have been clearly articulated.
b. Designing down
It means that the curriculum design must start with a clear definition
of the intended outcomes that students are to achieve by the end of the
program. Once this has been done, all instructional decisions are then
made to ensure that the desired end result has been achieved.
c. High expectations
It means that teachers should establish high, challenging standards of
performance in order to encourage students to engage deeply in what they
are learning. Helping students to achieve high standards is linked very
closely with the idea that successful learning promotes more successful
learning outcomes.
42
d. Expanded opportunities
Teachers must strive to provide expanded opportunities for all students.
This principle is based on the idea that not all learners can learn the same
thing in the same way and in the same time. However, most students can
achieve high standards if they are given appropriate opportunities.
7. It is also recommended to have a follow up study in the following year/s.
References
Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what
the student does. 3rd ed. Buckingham: Society for Research in Higher
Education and Open University Press.
CMO No. 46, s. (2012). Policy Standard to Enhance Quality Assurance (QA) in
the Philippine Higher Education Through Outcomes-based and Typologybased QA.
Defensor, N. (2012). Keynote speaker, Outcomes-based teaching and learning,
echnological Institute of the Philippines. Manila, Philippines
ECTS Guide. (2009). Retrieved January 25, 2012 from http://ec.europa.eu/
education/lifelong-learning-policy/doc48_en.htm
Kennedy, D., Hyland, A., and Ryan, N. (2007). C3.4.1 Implementing Bologna
in your institution. Writing and using learning outcomes: A practical guide.
University College Cork, Ireland. Retrieved January 25, 2012 from http://
www.tcd.ie/vpcao/academic-development/assets/pdf/Kennedy_Writing_
and_Using_Learning_Outcomes.pdf
Nicholson, K. (2011). Brief #1: Writing Learning Outcomes. McMaster University,
Ontario Canada. Retrieved January 25, 2012 from http://cll.mcmaster.ca/
COU/resources/workshops.html
Quisumbing, L. and Quisumbing, M. L. (2009). Learning to Know for a Peaceful
and Sustainable Future. Saranggola Publications, Philippines.
Spady, B. (1994). The Father of OBE, Director of the recently established
International Center on Outcome-Based Restructuring, P.O. Box 1630,
Eagle, CO 81631. Ron Brandt is ASCD's Executive Editor.
43
Outcomes-Based Education: Level of Awareness
Among Faculty
Dr. Geneva M. Eler, Lilibeth D. Dubos, and Jenelyn L. Balberona
Abstract
This paper presents information on the level of awareness of faculty in terms
of formulation of learning outcomes and teaching/learning activities. The result
showed that the mean scores for both formulation of learning outcomes and
teaching/learning activities falls on the scale of 3.50-4.00 which is verbally
interpreted as strongly aware. Even though the results showed that faculty was
strongly aware of OBE, yet it is still recommended that close monitoring on its
implementation should be conducted.
Introduction
Outcomes–based Education is “a comprehensive approach to organizing and
operating an education system that is focused on and defined by the successful
demonstrations of learning sought from each student. Outcomes are clear
learning results that we want students to demonstrate at the end of significant
learning experiences and are actions and performances that embody and reflect
learner competence in using content, information, ideas, and tools successfully”
(Spady, 1994).
Regarding the OBE paradigm, Spady states “WHAT and WHETHER students
learn successfully is more important than WHEN and HOW they learn something.”
Outcomes-based Education: A Shift of Paradigm
“There are many positive sides to OBE, as its transformational approach
indicates. It brings about a national focus on education as a means to an end
and not an end in itself. It forces uncoordinated and laissez-faire educational
planning, managing and teaching practices into the background and introduces
strategic educational planning that is aimed at achieving results.”
The New Faculty Roles in an Outcomes-based Education System
A learning outcomes approach to teaching and learning has received strong
support at an international level. For example, Jenkins and Unwin (2001) assert that
learning outcomes:
 Help teachers to tell students more precisely what is expected of them.
 Help students to learn more effectively: students know where they stand
and the curriculum is made more open to them.
 Help teachers to design their materials more effectively by acting as a template for
them.
44





Make it clear what students can hope to gain from following a particular
course or lecture.
Help teachers select the appropriate teaching strategy matched to the
intended learning outcome, e.g. lecture, seminar, group work, tutorial,
discussion, peer group presentation or laboratory class.
Help teachers to tell their colleagues more precisely what a particular
activity is designed to achieve.
Assist in setting examinations based on the materials delivered.
Ensure that appropriate teaching and assessment strategies are
employed (Kennedy, Hyland, & Ryan, 2006). New Faculty Roles in
Learning Outcomes Education: the Experiences of Four Models and
Institutions‟ is the title of a paper written by Elizabeth A. McDaniel, Dean
of Faculty and Academic programs
A survey of the literature on learning outcomes shows or presents a number
of similar definitions of the term which do not differ significantly from each other.
“From these definitions, it is clear that:
 Learning outcomes focus on what the learner has achieved rather that
the intentions of the teacher;
 Learning outcomes focus on what the learner can demonstrate at the
end of a learning activity” (Kennedy et al., 2006).
“Learning outcomes assessments may provide valuable information; however,
there is concern that the results can be used as ranking tools to assess, grade, and
compare institutions if they are not carefully implemented. Yet, establishing clear
expectations of learning outcomes for the purposes of transparency, mobility, and
accountability are as important to ensure quality, transparency, and compatibility
among the credentials. Furthermore, with the common practice of developing
qualifications frameworks, it is necessary to have a solid understanding of the
skills, competencies, and knowledge gained within each qualification bracket.”
John B. Lacson Foundation Maritime University (JBLFMU) adopted the
“Outcomes-based Education last school year 2012-2013. The following year, it was
implemented to all year levels. The JBLFMU implementation of outcomes-based
education was driven by the following external entities: Regulatory bodies such
as the Commission on Higher Education (CHED), the Professional Regulation
Commission (PRC), International Maritime Organization (IMO), among others,
Local and international accrediting bodies, specifically, the Philippine Association
of Colleges and Universities Commission on Accreditation (PACUCOA), the
Philippine Quality Award for Excellence, (PQA), and the Bureau Veritas (BV),
International certifying bodies and feedbacks from other external constituents.
It is also guided by existing JBLFMU internal policies and initiatives.
The following were initiated by the institution to ensure the implementation of
OBE in the identified courses. First, in the preparation of Instructor’s Guide (IG),
the institution ensures that the learning outcomes stated in the IGs are properly
45
constructed, appropriate to the level of the learners, and can measure learner’s
expected performance. The faculty members assigned to the course together
with the subject area discusses among themselves the required competencies
that the learner should be able to demonstrate.
The present study aimed to determine the level of awareness to OBE among
faculty in terms of formulation of learning outcomes and teaching/learning
activities when taken as an entire group and when classified according to
classification of instructors.
Methods
The present study aimed to determine the level of awareness to OBE in terms
of formulation of learning outcomes, teaching/learning activities and the possible
measures to be made to increase the awareness of the faculty members in the
implementation of OBE.
Respondents
The respondents of the study were the professional and general education
faculty members teaching the first year subjects at JBLFMU-Arevalo.
Instrument
The researcher used a self-prepared questionnaire. The instrument assessed
the level of awareness in terms of formulation of learning outcomes and teaching/
learning activities and the level of possible concerns in the implementation of
OBE. It used 4-point Likert scale where 4 is the highest as highly aware, 3 as
aware, 2 as less aware/ and 1 not aware.
In order to analyze the gathered data, weighted mean was used to determine
the level of awareness of OBE.
Likert scale was used with corresponding values from 1 to 4 scales, one
being the lowest and four being the highest. The computed mean ratings were
evaluated according to the following interval scale as follows:
46
Scale
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Description
Strongly Aware (SA)
Aware
(A)
Moderately Aware (MA)
Not Aware
(NA)
Results
This part presents, analyzes and interprets the data as a result of the study.
The findings were the following:
Table 1 reveals that the three items with the highest mean are “The learning
outcomes at the institutional/ program level are statements of what the graduates
of the university are supposed to be able to do and manifest. It emphasizes lifelong
learning” (M=3.8846, SD=0.42582), “The learning outcomes at the program level
are statements that specify a definite aim based on the content in the curriculum
and the teaching of the program” (M=3.8718, SD=0.33648), and “Outcome action
verbs to use are those that emphasize learning and understanding that come
from the student activities” (M=3.8462, SD=0.39729).
Table 2 reveals the overall level of awareness to OBE of Faculty in terms
of Teaching/Learning Activities. Results showed that “Teaching activities are
such that will allow students to structure the information by establishing logical
interconnection of the received information” (M = 3.8974, SD = 0.30535), “
The classroom setting should be on a reflective-knowledge mode rather than
just knowledge building mode” (M= 3.8974, SD=0.34527), and “Activities which
allow a variety of kinds of group work that allow students to collaborate with each
other as partners to deal with queries, share concerns or to seek clarification”
(M= 3.8718, SD= 0.37309), were the three items with the highest means.
Mean scores for all items were verbally interpreted as “strongly aware.”
Table 3 reveals the overall level of awareness to OBE of Professional
Instructors in terms of Formulation of Learning Outcomes. Results showed
that “The learning outcomes at the institutional/ program level are statements of
what the graduates of the university are supposed to be able to do and manifest.
It emphasizes lifelong learning” (M=3.7949, SD=0.57029), “The learning
outcomes at the program level are statements that specify a definite aim based
on the content in the curriculum and the teaching of the program” (M=3.7692,
SD=0.42683), and “Outcome action verbs to use are those that emphasize
learning and understanding that come from the student activities” (M=3.7692,
SD=0.48458), were the three items with the highest means.
47
Table 1
Level of Awareness to OBE of Faculty in Terms of Formulation of Learning
Outcomes When Taken as an Entire Group (N=78)
Item
Mean Description
SD
The learning outcomes at the institutional/
program level are statements of what the
graduates of the university are supposed to
be able to do and manifest. These emphasize
lifelong learning.
3.8846
Strongly
Aware
0.426
The learning outcomes at the program level are
statements that specify a definite aim based on
the content in the curriculum and the teaching
of the program.
3.8718
Strongly
Aware
0.336
Outcome action verbs to use are those that
emphasize learning and understanding that
come from the student activities.
3.8462
Strongly
Aware
0.397
Curriculum mapping is a systematic means
of ensuring alignment between program ILOs
and graduate outcomes and course ILOs and
Program ILOs.
3.8462
Strongly
Aware
0.458
The course intended outcomes are specific
statements of what the students will be able to
do or demonstrate as a result of their learning
after taking the course/subject.
3.7949
Strongly
Aware
0.519
Verbs used are aligned to learning activities and
assessment tasks.
3.7179
Strongly
Aware
0.579
The intended learning outcomes are written
from the students' perspective, indicating the
level of understanding and performance they
are expected to achieve as a result of engaging
in teaching and learning experience.
3.6923
Strongly
Aware
0.542
The intended learning outcomes state that the
student is able to decide what to do with the
topic and at what level.
3.6026
Strongly
Aware
0.61
48
Table 2
Level of Awareness to OBE of Faculty in Terms of Teaching/Learning Activities
When Taken as an Entire Group (N=78)
Item
Mean Description
Teaching activities are such that will allow
students to structure the information by
establishing logical interconnection of the
received information.
3.8974
Strongly
Aware
0.305
The classroom setting should be on a reflectiveknowledge mode rather than just knowledge
building mode.
3.8974
Strongly
Aware
0.345
Activities must allow a variety of kinds of group
work that allow students to collaborate with each
other as partners to deal with queries, share
concerns or to seek clarification.
3.8718
Strongly
Aware
0.373
Instead of just listening to the teacher, the
students are given readings for them to discuss,
exchange notes and end up with a consensus.
3.8462
Strongly
Aware
0.429
The relevant and meaningful teaching and
learning activities require students to apply,
invent, generate new ideas, diagnose and solve
problems.
3.8333
Strongly
Aware
0.408
The art of questioning should emphasize the
difference between convergent and divergent,
high or low level questioning.
3.8205
Strongly
Aware
0.419
Work along exercises are not merely for
retention of knowledge but should help student
follow the lecture and actively visualize the
application of concepts.
3.7949
Strongly
Aware
0.406
The student activities give them opportunities
for organizing ideas, planning, reflecting and
writing essays.
3.7821
Strongly
Aware
0.416
Course preparation assignments are intended
to give the students a sense of responsibility,
involvement and initiative to seek evidences.
3.7692
Strongly
Aware
0.454
3.589
Strongly
Aware
0.653
When giving a lecture, note taking recording is
separated from comprehension to give time to
students to check their notes.
SD
49
Table 3
Level of Awareness to OBE of Professional Instructors in Terms of Formulation
of Learning Outcomes (N=39)
Item
Mean Description
SD
The learning outcomes at the institutional/ program
level are statements of what the graduates of the
university are supposed to be able to do and
manifest. These emphasize lifelong learning.
3.7949
Strongly
Aware
0.57
the content in the curriculum and the teaching of
the program.
3.7692
Strongly
Aware
0.427
3.7692
Strongly
Aware
0.485
Program ILOs.
3.7692
Strongly
Aware
0.583
statements of what their will be able to do or
demonstrate as a result of their learning after
taking the course/subject.
3.6923
Strongly
Aware
0.655
Verbs used are aligned to teaching /learning
activities and assessment tasks.
3.6667
Strongly
Aware
0.662
level of understanding and performance they are
expected to achieve as a result of engaging in
teaching and learning experience.
3.5897
Strongly
Aware
0.637
student is able to decide what to do with the
topic and at what level.
3.5641
Strongly
Aware
0.68
50
Table 4 reveals the level of awareness to OBE of Professional Instructors
in terms of Teaching/Learning Activities. “The student activities give them
opportunities for organizing ideas, planning, reflecting and writing essays”
(M=3.8718, SD=0.33869), “Instead of just listening to the teacher, the students
are given readings for students to discuss, exchange notes and end up with a
consensus” (M= 3.8718, SD=0.40907), and “Teaching activities are such that will
allow students to structure the information by establishing logical interconnection
of the received information (M= 3.8462, SD=0.36552) were the top three items
with the highest mean.
As shown in Table 5, results reveal that “The learning outcomes at the
institutional/ program level are statements of what the graduates of the university
are supposed to be able to do and manifest. These emphasize lifelong learning”
(M= 3.9744, SD=0.16013), “The learning outcomes at the program level are
statements that specify a definite aim based on the content in the curriculum and
the teaching of the program” (M= 3.9744, SD=0.16013), and “Outcome action
verbs to use are those that emphasize learning and understanding that come
from the student activities” (M= 3.9231, SD=0.26995), were the three items
with the highest means in the level of awareness to OBE of General Education
Instructors in terms of Formulation of Learning Outcomes.
51
Table 4
Level of Awareness to OBE of Professional Instructors in Terms of Teaching/
Learning Activities (N=39)
Item
Mean Description
SD
The student activities give them opportunities for
organizing ideas, planning, reflecting and writing
essays.
3.8718
Strongly
Aware
0.339
students are given readings for students to
discuss, exchange notes and end up with a
consensus.
3.8718
Strongly
Aware
0.409
3.8462
Strongly
Aware
0.366
3.8462
Strongly
Aware
0.432
building mode.
3.8205
Strongly
Aware
0.451
problems.
3.7692
Strongly
Aware
0.485
Work along exercises are not merely for retention
of knowledge but should help student follow the
lecture and actively visualize the application of
concepts.
3.7692
Strongly
Aware
0.427
3.7692
Strongly
Aware
0.485
3.6923
Strongly
Aware
0.52
3.6667
Strongly
Aware
0.577
52
Table 5
Level of Awareness to OBE of General Education Instructors in Terms of
Formulation of Learning Outcomes (N=39)
Item
Mean Description
SD
The learning outcomes at the institutional/
program level are statements of what the
graduates of the university are supposed to be
able to do and manifest. It emphasizes lifelong
learning.
3.9744
Strongly
Aware
0.16
the content in the curriculum and the teaching of
the program.
3.9744
Strongly
Aware
0.16
3.9231
Strongly
Aware
0.27
Program ILOs.
3.9231
Strongly
Aware
0.27
statements of what the students will be able to
do or demonstrate as a result of their learning
after taking.
3.8974
Strongly
Aware
0.307
level of understanding and performance they are
expected to achieve as a result of engaging in
teaching and learning experience.
3.7949
Strongly
Aware
0.409
Verbs used are aligned to teaching /learning
activities and assessment tasks.
3.7692
Strongly
Aware
0.485
student is able to decide what to do with the topic
and at what level.
3.6410
Strongly
Aware
0.537
53
Table 6
Level of Awareness to OBE of General Education Instructors in Terms of
Teaching/Learning Activities (N=39)
Item
Mean Description
SD
building mode.
3.9744
Strongly
Aware
0.16
3.9487
Strongly
Aware
0.223
problems.
3.8974
Strongly
Aware
0.307
3.8974
Strongly
Aware
0.307
3.8718
Strongly
Aware
0.339
3.8462
Strongly
Aware
0.366
Work along exercises are not merely for retention
of knowledge but should help student follow the
lecture and actively visualize the application of
concepts.
3.8205
Strongly
Aware
0.389
students are given readings for them to discuss,
exchange notes and end up with a consensus. 3.8205
Strongly
Aware
0.451
The student activities give them opportunities for
organizing ideas, planning, reflecting and writing
essays.
3.6923
Strongly
Aware
0.468
3.5128
Strongly
Aware
0.72
54
Table 6 reveals that the top three items with the highest mean are “The
classroom setting should be on a reflective-knowledge mode rather than just
knowledge building mode” (M= 3.9744, SD=0.16013), “Teaching activities
are such that will allow students to structure the information by establishing
logical interconnection of the received information” (M= 3.9487, SD=0.22346),
and “The relevant and meaningful teaching and learning activities require
students to apply, invent, generate new ideas, diagnose and solve problems”
(M=3.8974,SD=0.30735).
Implications
Findings revealed that faculty members of this institution were fully aware of
Outcomes Based Education (OBE). However, it is still recommended that the
implementation should be strictly followed in the classrooms so as to ensure
that students, after graduation, will be globally competitive, independent and
hardworking.
Conclusions
Based on the results of the study, the following conclusions were drawn:
1. The faculty was strongly aware on Outcomes Based Education in terms of
Formulation of learning Outcomes particularly on “The learning outcomes at the
institutional/ program level are statements of what the graduates of the university
are supposed to be able to do and manifest. These emphasize lifelong learning”
which has the highest mean.
2. The level of awareness of faculty towards Outcomes Based Education in
terms of the formulation of Teaching/Learning activities is verbally interpreted
as strongly aware specifically on “Teaching activities are such that will allow
students to structure the information by establishing logical interconnection of
the received information.
In order to maintain the level of awareness among faculty members on
Outcomes Based Education, there must be an intensive orientation both for old
and newly hired.
1. To ensure that OBE is firmly implemented, frequent monitoring should be
done.
2. A series of seminar-workshop will be given so as to enhance faculty’s
awareness in the implementation of Outcomes-based Education.
References
Adam, S. (2006). Using Learning Outcomes: A consideration of the Nature, Role,
Application and Implications for European Education of Employing Learning
Outcomes at the Local, National and International levels. EUA Bologna
Handbook – Making Bologna Work. Article B.2.3-1 in Eric Froment.
55
Creswell, J.W. (2009). Research design: qualitative, quantitative and mixed
methods approaches. 3rd ed. CA: Los Angeles, SAGE Publications.
Eltis, K. (2003). Time to teach – Time to learn: Report on the evaluation
of outcomes assessment and reporting in NSW government schools.
Government of NSW.
Jürgen, K., Lewis, P., and Lesley, W. (2001). How to write learning outcomes.
Available online:http://www.ncgia.ucsb.edu /education/curricula/giscc/units/
format/outcomes.html
Jürgen, K., Lewis, P., and Lesley, W. (2004). Paper presented at The Australian
Association for Research in Education Conference, Outcomes-based
Education & The Death of Knowledge. University of Melbourne. Victoria,
Australia.
Kennedy, D., Hyland A., and Ryan, N. (2006). Writing and using learning
outcomes: a practical guide. EUA Bologna Handbook – Making Bologna
Work. Article C 3.4-1 in Eric Froment.
Lennon, M. C. (2010).Signalling Abilities and Achievement: Measuring and
Reporting on Skill and Competency Development.Toronto: Higher Education
Quality Council of Ontario.
McDaniel, E. A., Felder, B. D., Gordon, L., Hrutka, M. E., and Quinn, S. (2000).
New Faculty Roles in Learning Outcomes Education: The Experiences of
Four Models and Institutions. Innovative Higher Education (Vol. 25, No.
2, pp. 143-157). Netherlands: Human Sciences Press, Inc. Malan, S. P. T.
(2000). The New Paradigm of Outcomes-Based Education in Perspective.
McClenney, K. M. (1998). Community Colleges Perched at the Millennium:
Perspectives on Innovation, Transformation, and Tomorrow. Leadership
Abstracts, 11, 8.
Miles, C. L., and Wilson, C. (2004). Learning Outcomes for the Twenty-First
Century: Cultivating Student Success for College and the Knowledge
Economy. New Directions for Community Colleges Journal,126, 87-100.
Nusche, D. (2008). Assessment of learning outcomes in higher education: A
comparative review of selected practices. Paris: Organisation for Economic
Cooperation and Development (OECD). Retrieved January 5 2015 at http://
www.oecd.org/dataoecd/13/25/40256023.pdf
Spady, W.G. (1994). Outcome-based education. Critical issues and answers.
Arlington. American Association of School Administrators.
Trigwell, K. and Prosser, M. (1991). Improving the Quality of Student Learning:
the Influence of Learning Context and Student Approaches to Learning on
Learning Outcomes. Higher Education Journal, 22, 251-266.
Wilson, C. D., Miles, C. L., Baker, R. L., and Schoenberger, R. L. (2000). Learning
Outcomes for the 21st Century: Report of a Community College Study.
Mission Viejo, Calif.: League for Innovation in the Community College.
56
Constructive Alignment of Course Design in a Maritime
Institution: An Assessment
Dr. Geneva M. Eler, Capt. Julio B. Lubas, and Ma. Veronica S. Mendoza
Abstract
This paper aimed to assess the developed Instructor’s Guide for BSMT I
Courses /Subjects against the essential OBE elements for Constructive Alignment
(CA). The result showed that the assessment of faculty members teaching the
BSMT 1 courses on Intended learning Outcomes (ILOs), Teaching and learning
Activities (TLAs) and Assessment Tasks (ATs) reflected in the Instructor’s Guide
showed positive results. Faculty members agreed on every statement that
describes ILO’s, TLAs and ATs in the Instructors Guide. It is recommended that
there must be a close monitoring on the proper implementation of the outcomesbased education program and conduct further researches in different areas to
determine if the Course Design is properly aligned.
Introduction
Learning outcome is important for recognition. The principal question asked
of the students or the graduate will therefore no longer be “what did you do to
obtain your degree?” but rather “what can you do now that you have obtained
your degree?”
To maximize the quality of learning outcome, there is a need to develop in
courses in ways that provide of students of teaching and learning materials,
tasks and experiences which: (1) are authentic real-world and relevant, (2) are
constructive, sequential and interlinked, (3) require students to use and engage
with progressively higher order cognitive processes, (4) are aligned with each
other and the desired learning outcomes, (5) provide challenge, interest, and
motivation to learn. The effect of applying these principles is to create a learning
system in ways that require students to adopt a deep learning approach in order
to meet the course’s assessment requirements which in turn, meets the desired
learning outcomes.
International trends in education show a shift from the traditional teachercentered approach to a student-centered approach. This alternative model
focuses on what the students are expected to be able to do at the end of the
program. Hence, this approach is commonly referred to an outcome-based
approach (Kennedy, 2007).
According to Spady (1994), outcome-based education (OBE) means clearly
focusing and organizing everything in an educational system around what is
essential for all students to be able to do successfully at the end of learning
experiences. This means starting of a clear picture of what is important for students
57
to be able to do, then organizing the curriculum, instruction and assessment to
make sure this learning ultimately happens.
In OBE, outcomes are clearly learning results that we want students to
demonstrate at the end of the significant learning experiences and are actions
and performances that embody and reflect learner competence in using content,
information, ideas and tools successfully (Spady, 1994).
In 2012, John B. Lacson Foundation Maritime University (JBLFMU) initiated
a university-wide workshop for the implementation of OBE. That time, OBE is
still one of the thrusts of the Commission on Higher Education (CHED). The
university is a year ahead of the full implementation set by CHED. The university
then anchored the formulation of OBE framework to its Vision, Mission, Policies,
Competencies set by external entities. The Commission on Higher Education
(CHED), Professional Regulation Commission (PRC), International Maritime
Organization (IMO), local and international accrediting bodies, specifically
the PACUCOA, PQA, BV, International Certifying Bodies such as STCW and
feedback from shipping and manning agencies.
The following were initiated by the institutes to ensure the implementation of
OBE in the identified course. First, in the preparation of Instructor’s Guide (IG) or
Course Design, the institution ensured that the learning outcome stated in the IG’s
are properly constructed, appropriate to the level of the learners, and can measure
learner’s expected performance. The faculty members assigned to the course
together with the subject area head discussed among themselves the required
competencies that the learner should be able to demonstrate. In this way, they’ll
be able to identify what teaching and learning activities are appropriate followed by
the assessment tasks to give to address the learning outcomes. The Constructive
Alignment (CA) model was used to arrange the Instructor’s Guide / Course Design
for the Bachelor of Science in Marine Transportation at JBLFMU – Arevalo.
Constructive alignment is an approach to course design which begins of the
end of the mind (i.e. what should students know and be able to demonstrate at
the end of the course). It assumes that when learning objectives, assessment
methods, and teaching and learning activities are intentionally aligned, that the
outcomes of learning are improved substantially (Blumberg, 2009). The process
of Constructive Alignment emphasizes that student s are central to the creation
of meaning, and must be provided with opportunities to actively select and
cumulatively construct their own knowledge (Biggs and Tang, 2007).
As we move towards a full implementation of OBE particularly in outcomebased teaching and learning (OBTL) in all academic offerings, this study is
conducted.
This study aimed to assure the developed Instructor’s Guide for BSMT I Courses/
Subjects against the essential OBE elements for Constructive Alignment (CA).
Specifically, this study sought answers to the following questions?
1. What is the assessment of faculty members teaching the BSMT 1 courses
on Intended learning Outcomes (ILOs) reflected in the Instructor’s Guide?
58
on Teaching and learning Activities (TLAs)) reflected in the Instructor’s Guide?
on Assessment Tasks (ATs) reflected in the Instructor’s Guide ?
4. What is the overall assessments of ILOs, TLAs, and ATS ) as reflected in
the Instructor’s Guide of faculty members teaching the BSMT 1 courses when
taken as a whole group?
Methods
The present study aimed to assess the developed Instructor’s Guide for BSMT I
Courses /Subjects against the essential OBE elements for Constructive Alignment (CA).
Respondents
The respondents of the study were the 30 faculty members who are subject
experts in their particular areas in the BSMT 1 curriculum during the first and
second semesters, SY 2014-2015. Purposive sampling was used in this study.
Instrument
The researchers used a checklist as a tool to aid the teacher in their course
development. This is patterned from HongKong Baptist University OBTL checklist
for course syllabus. The respondents who were involved in the study would
assess the current Instructor’s Guide or Course Design Output by checking the
OBTL elements presented in the enclosed checklist.
Data Collection
In order to analyze the gathered data, a yes or no response was required from
the respondents.
Data Analysis
Frequency and percentage were the descriptive statistical tools employed in this study.
Results
This part presents, analyzes, and interprets the data resulting from the study.
The findings were as follows:
Assessment of Faculty Members Teaching the BSMT 1 Courses on Intended
Learning Outcomes (ILO’s) Reflected in the Instructor’s Guide
The assessment of faculty members teaching the BSMT 1 courses on
Intended learning Outcomes (ILO’s) reflected in the Instructor’s Guide showed
positive results. One hundred percent of the respondents (f=30) agreed on every
statement that describes ILO’s in the Instructors Guide.
59
Table 1
Assessment of Faculty Members Teaching the BSMT 1 Courses on Intended
Learning Outcomes (ILO’s)
_______________________________________________________________
Items on Intended Learning Outcome (ILO’s)
f
%
_______________________________________________________________
Student’s ILO’s are clearly stated and
appropriate for the course.
There are between 3 to 6 ILO’s.
The ILO’s are expressed from the students perspective
and in the form of action verbs signifying observable
and assessable learning outcome.
The ILO’s pertain to different knowledge and
cognitive skills, as well as mental attitudes.
The ILO’s are consistent with the program outcomes
as well as the mission- vision and the institution.
30
30
100
100
30
100
30
100
30
100
_______________________________________________________________
Assessment of Faculty Members Teaching the BSMT 1 Courses on Teaching
and Learning Activities (TLA’s) Reflected in the Instructor’s Guide
The assessment of faculty members teaching the BSMT 1 courses on the
Teaching and Learning Activities (TLA’s) reflected in the Instructor’s Guide
showed positive results. One hundred percent of the respondents (f=30) agreed
on every statement that describes TLA’s in the Instructors Guide.
Table 2
Assessment of Faculty Members Teaching the BSMT 1 Courses on Teaching
and Learning Activities (TLA’s)
_______________________________________________________________
Items on Teaching and Learning Activities (TLA’s)
f
%
30
30
100
100
30
100
30
100
_______________________________________________________________
Different TLA’s have been incorporated to address all the ILO’s.
Each TLA can be mapped to one or more ILO’s and vice versa.
The TLA’s show what kinds of activities will be used to help
students achieve the ILO’s.
The TLA’s show clear evidence of how the activities
align with the Course ILO’s.
_______________________________________________________________
60
Assessment of Faculty Members Teaching the BSMT 1 Courses on
Assessment Tasks (AT’s) Reflected in the Instructor’s Guide
The assessment of faculty members teaching the BSMT 1 courses on
Assessment Task (AT’s) reflected in the Instructor’s Guide also showed a positive
result. However, 29 respondents only agreed on the statements describing AT’s in
the Instructors Guide. One respondent disagreed on the statement “Each student
ILO is assessed. Details about the nature of the assessment are required.”
Table 3
Assessment of Faculty Members Teaching the BSMT 1 Courses On Assessment
Tasks (AT’s) Reflected in the Instructor’s Guide
_______________________________________________________________
Items on Assessment Tasks (AT’s)
f
%
_______________________________________________________________
Each students ILO is assessed. Details about the nature
of the assessment are required
The purpose of each assessment is stated and
its relationship to the course ILO’s as a whole
is clearly evident to the student.
The assessment is aligned with appropriate ILO’s
to ensure that there is sufficient evidence to show
whether or not students have.
Different TLA’s have been incorporated to address all the ILO’s.
29
96.7
30
100
30
30
100
100
_______________________________________________________________
Assessments Of ILO’s, TLA’s, and AT’s as Reflected in the Instructor’s Guide of
Faculty Members Teaching the BSMT 1 Courses When Taken as a Whole Group
When taken as a whole group, the assessment of faculty members teaching
the BSMT 1 courses on Intended Learning Outcomes (ILO’s), Teaching and
Learning Activities (TLA’s) and Assessment Tasks (AT’s) reflected in the
Instructor’s Guide showed a positive result. Faculty members agreed on every
statement describing the ILO’s, TLA’s, and except one in the AT’s.
Implications
The findings of this study have led to certain implications for practice of the
outcomes-based education program and its continuous enhancement. There is
a need to have re- assessment on every item of the IG that will truly guide the
conduct of the teaching and learning activities in the classroom.
61
Conclusions
Based on the results of the study, the following conclusions were developed:
1. The faculty members teaching the BSMT 1 courses assessed the
Intended Learning Outcomes (ILO’s) reflected in the Instructor’s Guide as being
implemented. This means that instructors are highly guided by the ILO’s in the
IG;
2. The faculty members align their activities as stipulated in the TLA’s in the
Instructor’s Guide. This makes their teaching and learning activities become
spontaneous and result-oriented; and
3. The faculty members make use of the Assessment Task (AT’s) as reflected
in the Instructor’s Guide to be functional as shown in the result, although, there
may be some who could not assess individual student intended learning outcome.
were given:
1. There must be a close monitoring on the proper implementation of the
outcomes-based education program.
2. Conduct further researches in different areas to determine if the Course
Design is properly aligned.
References
Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what
the student does. 3rd ed. Buckingham: Society for Research in Higher
Education and Open University Press.
Kennedy, D., Hyland, A., and Ryan, N. (2007). Implementing Bologna in your
institution. Writing and using learning outcomes: A practical guide. University
College Cork, Ireland. Retrieved January 25, 2012 http://www.tcd.ie/
vpcao/academic-development/assets/pdf/Kennedy_Writing_and_Using_
Learning_Outcomes.pdf
Spady, W. G. (1994). Outcome-based Education. Critical Issues and Answers.
Arlington. American Association of School Administrators.
Trigwell, K. and Prosser, M. (1991). Improving the quality of student learning: the
influence of learning context and student approaches to learning on learning
outcomes. Higher Education Journal, 22, 251-266.
62
Mapping of MT Program Outcomes in a Maritime Higher
Education Institution
Dr. Geneva M. Eler, C/M Nelson S. Ebiota, and 2/M Nelson A. Abello
Abstract
This paper served as an avenue to assess the alignment of the Program
Outcomes to each of the course offered. The present study aimed to relate the
BSMT program outcomes to each professional course/subject offered from First
year to Third year. One of the program outcomes - “Demonstrate the ability to
perform the competence, at the operational level under Section A-II/1 of the
STCW Code;” was fully introduced, developed or reinforced throughout the
course. Other program outcomes ranges from “No emphasis or coverage;” to
“only introduce to produce;” “introduced and further developed or reinforced” and
“topics are fully introduced, developed or reinforced throughout the course. It is
recommended that there must be a regular validation if there is a match between
desired program outcomes and the content of the program and there is a need to
anchor the validation to the criteria set by the regulatory bodies.
Introduction
Curriculum mapping was used as a means of curriculum audit in the school
systems. Rarely has research focused on the processes and activities transpiring
during the curriculum mapping implementation or explored the conditions and
types of support needed for successful curriculum mapping. Moreover, there is
little discussion in the literature about the challenges and problems that educators
encounter during the implementation process and how these challenges and
problems are overcome.
Several studies have attributed increases in student performance to
teachers’ engagement in the curriculum mapping process. Shanks (2002)
compared standardized test scores of the second through sixth grade students
in a rural elementary school in Tennessee before and after curriculum mapping
implementation. The results suggested that the students scored higher in each
tested subject area (reading, language, mathematics, social studies, and science)
after curriculum mapping implementation.
The review of literature revealed a paucity of studies that examined the
perspectives and experiences of the participants of the curriculum mapping
process. The current study aims to document educators’ views on the activities
and processes inherent in the curriculum mapping process and to identify factors
contributing to successful curriculum mapping implementation and sustainability.
Moreover, curriculum mapping is an assessment method which is used to
determine where, when, and how learning outcomes are taught and assessed
63
within a degree program. It provides an effective strategy for articulating, aligning
and integrating learning outcomes across a sequence of courses, and explicitly
identifying to students, instructors, administrators and external stakeholders how
student learning outcomes are delivered within a degree program (Uchiyama and
Radin, 2009; Kopera-Frye et al., 2008; Bath et al., 2004).
Mapping also gives credence to what teachers do and validates the
curriculum. Inherent in the success of the mapping process knows where
students are supposed to be going in coverage of content and to what extent they
have reached their objectives. Curriculum maps can help guide students and
show teachers that what they are teaching is actually being learned and used.
Collaboration through critical feedback based on data is vital to the success of
the student as learner and the teacher as teacher (Costa and Kallick, 1993).
One of the frameworks of OBE is Curriculum Mapping. Curriculum mapping
varies. One sample curriculum map can be made to validate if there is a match
between desired outcomes (competencies) and the content of the programs.
This will give the stakeholders a holistic perspective to see how the desired
outcomes will be developed in the academic program. By making this map, the
institution and the department concerned could redesign, add or remove courses
to develop the desired competencies.
Another curriculum map was developed by the Commission on Higher
Education. It reflected a correlation 0f the competencies set by the Standard for
Training , Certification and Watchkeeping 2010 Manila Amendments and the
courses offered with corresponding contact hours.
John B. Lacson Foundation Maritime University (JBLFMU), in its
implementation of “Outcomes-based Education(OBE) last school year 20122013 sees to it that the Vision, Mission and Objectives of the institution must
be aligned to its institutional outcomes, to its program outcomes and learning
outcomes in the classroom. Program Outcomes Curriculum mapping has to be
conducted thus the researches served as an avenue to assess the alignment of
the Program outcomes to each of the course offered. The present study aimed to
relate the BSMT program outcomes to each professional course/subject offered.
Methods
The present study aimed to verify if the nine BSMT program outcomes are
aligned with that of the course/ subject taught. It sought to answer the following
questions:
1. What is the extent of coverage of BSMT Program Outcomes for each BSMT
1 Professional courses/subjects offered?
2. What is the extent of coverage of BSMT Program Outcomes for each BSMT
11 Professional courses/subjects offered?
3. What is the extent of coverage of BSMT Program Outcomes for each
BSMT111 Professional courses/subjects offered?
64
Dr. Jacobs embraced and enhanced the earlier work by adding a variety
of teacher-driven curriculum maps, horizontal and vertical alignments, cyclic
reviews, and professional curricular dialogue. Jacobs (2004) states, “…curriculum
maps have the potential to become the hub for making decisions about teaching
and learning. Focusing the barrage of initiatives and demands on schools into
a central database that can be accessed from anywhere through the Internet
can provide relief … Mapping becomes an integrating force to address not only
curriculum issues, but also programmatic ones.”
Curriculum mapping provides a means to examine the extent to which these
outcomes are being addressed and assessed in the curriculum.
This study is also anchored on CHED’s CMO 46 Curriculum Mapping process
which is reflected in the Handbook on Typology, Outcomes-Based Education,
and Institutional Sustainability Assessment.
Respondents
The respondents of the study were the professional faculty members teaching
at JBLFMU-Arevalo. A simple random sampling will be used in this study.
Table 1 shows the distribution of respondents.
Table 1
_______________________________________________________________
Year Level (Faculty)
n
%
_______________________________________________________________
BSMT I
BSMT II
BSMT III
Total
15
9
11
35
43
26
31
100
_______________________________________________________________
Instrument
The researcher used a self-prepared questionnaire. The instrument was
answered by the professional faculty. The faculty member verified if the nine (9)
BSMT program outcomes are aligned with that of the course/ subject taught. A
legend was provided for each page of the instrument. The faculty will have to
indicate in each box the extent of coverage of BSMT Program Outcomes for each
BSMT 1, BSMT 11 and BSMT111 Professional courses/subjects offered:
Legend:
0- Not at all 1– very small extent
Score range:
0 – 0.75
0.76 – 1.50
1.51 – 2.73
2.74 – 3.0
2- moderate extent
3- a very large extent
No emphasis or coverage
Topics are only introduced to produce “awareness”
Topics are introduced and further developed or reinforced
Topics are fully introduced, developed or reinforced throughout the course.
65
In this research, the researchers in cooperation with the respondents shall go
through the entire process of curriculum mapping, from the construction of the
map to using the map to identify gaps in the curriculum, as well as how these
gaps can be addressed.
1. Building your curriculum map
2. Identify gaps in the curriculum
3. Making adjustments to the curriculum
Basic steps to build this curriculum map are as follows: a. List Programme
outcomes in the left-column, b. Label the adjacent columns with the subject codes
of the constituent subjects of the program, c. Judging by the subject outcome
statements, indicate in the appropriate cell the extent to which the programme
outcome is being addressed in the subject by inserting suitable indicators
(alternatively, subject teachers can supply information about or complete the
subject columns themselves).
Results
This chapter presents, analyzes and interprets the data resulting from the
study. The findings were as follows:
The Extent of Coverage of BSMT Program Outcomes for Each BSMT 1
Professional Courses/Subjects Offered
The result showed that Program Outcome #1 were fully introduced, developed
or reinforced throughout the course in Seam 1, Deck Watch 1, Nav.1 and Nav 2.
Program outcome # 2 was only introduced to “produce awareness” in Seam
1 and Deck Watch 1.
Program Outcomes # 3 and # 4 were introduced and further developed or
reinforced in Seam 1, Deck Watch 1, Nav 1 and Nav 2 subjects while program
Outcomes # 5,# 6,# 7,# 8,and # 9 were fully introduced, developed or reinforced
throughout the course for all BSMT 1 subjects.
The extent of coverage of the BSMT 1 Professional subject/course for each
BSMT Program Outcomes is shown in Table 2.
66
Table 2
BSMT Program Outcomes
(Ref. CHED CMO 46
Seam. 1
Nav.1
Nav. 2
(Ship, Ship Deck Watch (Terrestial
(Terrestrial
Routines
1 (Collision and Coastal
And Coastal
and Ship regulations) Navigation with
Navigation)
Construction
Compasses)
1. Demonstrate the ability to perform the
competence, at the operational level under
Section A-II/1 of the STCW Code;
3
2
2.83
2.82
2. Apply Knowledge in Mathematics,
Science & Technology in solving problems
related to the profession and the
workplace;
1.3
1.4
2.83
3
3. Work in a multi-cultural and/or
multidisciplinary team;
2.2
2.4
2.5
2
4. Communicate effectively in oral and
written English;
2.3
2.7
2.5
2.64
5. Understand professional and ethical
responsibilities;
2.6
2.7
2.33
3
6.Understand the impact and implications
of various contemporary issues in the
global and social context of the profession;
2.9
2.9
2.67
2.82
7. Engage in lifelong learning to keep
abreast with developments in the field of
specialization and/or profession;
2.8
2.8
2.75
2.55
8.Use appropriate techniques, skills
and modern tools in the practice of the
profession in order to remain globally
competitive; and
2.67
2.9
2.83
2.55
9.Design research to analyze data using
appropriate research methodologies.
2.26
1.9
2.08
2.09
The result showed that Program Outcome # 1 were fully introduced, developed
or reinforced throughout the course in Shipcon, Nav. 3, Deck Watch 2, Nav 4,
Seam 2 and Marcom. Program outcome # 2 was only introduced to “produce
awareness” in Shipcon, DeckWatch 2, Seam 2 and Marcom. Program Outcomes
# 3, # 4, # 5, # 6, # 7, # 8, were introduced and further developed or reinforced
in all BSMT 11 subjects while program Outcomes # 9 was only introduced to
“produce awareness”.
The extent of coverage of BSMT Program Outcomes for each BSMT 11
Professional courses/subjects offered is shown in Table 3.
67
Table 3
(Ref. CHED CMO 46)
Seam 2
DeckWatch
(GMDSS (Cargo
Shipcon
(GMDSS
2 ( Deck
w/ Visual Handling
(Ship Con- w/ Visual
WatchkeepSignalling and Stowstruction) Signalling
ing)
age)
Marcom (Maritime Communications (GMDSS w/
Visual Signalling
1. Demonstrate the ability to
perform the competence, at the
operational level under Section
A-II/1 of the STCW Code;
3
3
2.75
3
3
3
2. Apply Knowledge in
Mathematics, Science &
Technology in solving problems
workplace;
1
3
0.5
3
1.55
1.29
2.5
3
2
2.25
3
2.71
4. Communicate effectively in
oral and written English;
2.25
3
2.4
3
2.56
2.86
5. Understand professional and
ethical responsibilities;
2.25
3
2.5
3
2.67
3
6.Understand the impact
and implications of various
contemporary issues in the
global and social context of the
profession;
2.6
3
2.5
2.5
2.4
2.86
7. Engage in lifelong learning to
keep abreast with developments
in the field of specialization and/
or profession;
2.25
3
2.5
3
2.67
2.7
8.Use appropriate techniques,
skills and modern tools in
the practice of the profession
in order to remain globally
competitive; and
2.25
3
2.4
2.5
2.2
2.7
9.Design research to analyze
data using appropriate research
methodologies.
1.75
2.33
2.33
1.5
1.44
1.71
The result showed that Program Outcome # 1 were fully introduced, developed
or reinforced throughout the course in Mer Sar, E Nav 3, Nav 5, Seam 5, E Nav 2,
MarPol,Persman, Seam 4, MarPower, MarLaw, and Meteo/Oceano. Program
outcome # 2 was only introduced to “produce awareness” in Mersar and Seam 5
while” no emphasis “ in Marpol and Persman.
68
Program Outcomes # 3, # 4 # 5, # 6, # 7, # 8, and # 9 were introduced and
further developed or reinforced in all BSMT 111 subjects. The Program outcome
#9 was only introduced to produce “awareness” in MarPol, Persman, Seam 4
and MarPower.
The extent of coverage of BSMT Program Outcomes for each BSMT 111
Professional courses/subjects offered is shown in Table 4 and 5.
Table 4
Extent of Coverage of BSMT Program Outcomes for Each BSMT 111 Professional
Courses/Subjects Offered
(Ref. CHED CMO 46)
E Nav. 2
Persman
Seam
Meteo/
MarPol
MarPower
(Electronic
Basic
4 (Ship
MarLaw
Oceano
(Marine Pol( Marine
Navigation,
Shipboard Handling
(Maritime (Meteorology
lution and
Power
Radar
Personnel and ManeuLaws) and OceanPrevention)
Plant)
Plotting)
Mangement) vering)
ography)
1 .Demonstrate the ability to
3
3
3
3
3
3
3
workplace;
3
0.4
0.4
3
2
2.5
3
2.5
1.6
1.6
2
2
2
2
4. Communicate effectively in oral
and written English;
3
3
3
2.2
3
3
3
3
2.8
2.8
2
3
2.86
3
6. Understand the impact
contemporary issues in the global
and social context of the profession;
3
2.8
2.2
2.75
2
2.71
3
in the field of specialization and/or
profession;
3
2.4
2.5
1.8
2
2.4
2.4
skills and modern tools in the
practice of the profession in order to
remain globally competitive; and
2.5
2.6
2.8
2
2
2.7
2.8
methodologies.
2.5
1
1.4
1.4
1
2
1.8
69
Table 5
Extent of Coverage of Bsmt Program Outcomes for Each Bsmt 111 Professional
Courses/Subjects
MerSar (Mer-
E Nav. 3
chant Ship
(Electronic
Search and
Navigation
Rescue)
(ARPA Sim.)
1 .Demonstrate the ability to
3
workplace;
Nav. 5
Seam 5
(Navigation
(Seamanship
Problems
Problems)
3
3
3
1.54
3
3
2
2.54
3
3
3
4. Communicate effectively in
oral and written English;
2.45
2.54
2.8
2.8
2.54
2.54
2.8
2.8
6.Understand the impact
contemporary issues in the
global and social context of the
profession;
2.36
2.54
2.54
2.8
in the field of specialization and/
or profession;
2.54
3
2.8
2.8
skills and modern tools in
the practice of the profession
in order to remain globally
competitive; and
2.54
3
2.8
2.5
methodologies.
2.18
1.54
2.15
2
(Ref. CHED CMO 46)
70
Implications
The findings of this study will give the stakeholders a holistic perspective of
the curriculum map which can indicate the extent to which the courses in the
curriculum correspond to the program outcomes
Conclusions
Based on the findings of the study, the following conclusions were developed:
1. The professional faculty considered the program Outcomes # 1“Demonstrate the ability to perform the competence, at the operational level under
Section A-II/1 of the STCW Code” extent of coverage as to a very large extent .
Topics are fully introduced, developed or reinforced throughout the course .This
means that they were able to convey the competencies required by STCW.
2. For Program Outcome # 2 -Apply Knowledge in Mathematics, Science &
Technology in solving problems related to the profession and the workplace, the
faculty regarded the extent of coverage of this as moderate extent which means
the outcomes are only are applicable to math and science related subjects in the
likes of Navigation and Elec Nav subjects.
3. Program Outcome # 3- Work in a multi-cultural and/or multidisciplinary team;
Program outcomes # 4-Communicate effectively in oral and written English; Program
Outcome # 5- Understand professional and ethical responsibilities; Program
Outcome # 6-Understand the impact and implications of various contemporary
issues in the global and social context of the profession mostly only introduced to
produce “awareness” across the First year to third year which means the faculty
only focused on the content of the course, its activities and assessment.
4. For Program Outcomes # 7- Engage in lifelong learning to keep abreast
with developments in the field of specialization and/or profession, the faculty
regarded this outcome to a very small extent. This means that discussion on
this outcome has to focus in the development of the field of specialization.
5. The faculty members regarded this program outcome # 8 as use appropriate
techniques, skills and modern tools in the practice of the profession in order to
remain globally competitive; to a very large extent. It means that the content of
this outcome is relevant to their profession.
6. This Program Outcome # 9 - Design research to analyze data using
appropriate research methodologies was regarded by the faculty to a very small
extent. This means this outcome is only for awareness purposes.
were given:
1. There must be a regular validation if there is a match between desired
program outcomes and the content of the program.
2. There is a need to anchor the validation to the criteria set by the regulatory bodies.
3. Conduct further researches in different areas to determine if the Program
Outcomes is properly aligned.
71
References
Bath, D., Smith, C., Stein, S., and Swann, R. (2004). Beyond mapping and
embedding graduate attributes: bring together quality assurance and action
learning to create a validated and living curriculum. Higher Education
Research and Development, 23, 3, 313-328.
Banta, T. W. and Blaich, C. (2011). Closing the assessment loop. Change: The
Magazine of Higher Learning, 43, 1, 22-27.
Costa, A. and Kallick, B. (1993). Through the lens of a critical friend. Educational
Leadership, 51, 2, 49–51.
Kopera-Frye, K., Mahaffy, J., and Svare, G. M. (2008). The map to curriculum
alignment and improvement. Collected Essays on Teaching and Learning
1, 8-14.
Uchiyama, K. P. and Radin, J. L. (2009). Curriculum mapping in higher education:
a vehicle for collaboration. Innovative Higher Education, 33, 271-280.
Willet, T. G. (2008). Current status of curriculum mapping in Canada and the UK.
Medical Education 42, 786-793.
72
THE NINE-POINT AGENDA
The JBLF System professes to commit itself to championing, attaining, and nurturing the following
causes:
1. Excellence in Education and Training
The JBLF System is resolute and uncompromising in its enduring pursuit of excellence in education
and training through regular and progressive evaluation and accreditation of its dynamic curricular
and training programs.
2.A Strong Research Program
The institution responds to the challenge of having high-calibre graduates who will be leaders in
the workplace to help build the nation by taking initiatives and leadership in research as it works
towards becoming a maritime research center.
3.A Sustained Technological Environment
The institution maintains an updated, reliable, and efficient information management system for
enhanced delivery of instructional and other services relative to global technology.
4. Quality, Health, Safety, and Environment Advancements
As an institution that believes in the importance of the overall wellness of its stakeholders, the JBLF
System maintains a milieu that promotes and secures their wellbeing through its various provisions
for a healthful, safe, and environment-friendly setting.
5. Inculcation of Values
A staunch advocate of inculcating work and personal values in our clients as these values define
and help them in their personal and professional journey, the university integrates values in the
students’ academic and non-academic activities.
6. Pursuit of International Recognition
The JBLF System aims at achieving international recognition through strong linkages with foreign
marine institutions, research organizations, and shipping agencies and companies as well as its
unwavering and total support of the faculty and students in their quest for global recognition as
researchers and maritime professionals.
7. Corporate Social Responsibility
The JBLF System, while it continually charts its course as an organization through the most
appropriate and well-executed strategic plans, is keen about holding on to its best experiences,
norms, and practices, which characterize its corporate entity and sharing these not only with its own
people but with the rest of the local and global communities.
8.A Competent and Productive Workforce
JBLF System recognizes its workforce as one of its assets. The institution provides and supports
continuous learning and development to optimize their productivity for the attainment of the Vision
and Mission of the JBLF System.
9.A Dynamic Alumni Involvement
Recognizing the great potential of the alumni as a body in assisting the institution in its multifarious
concerns and responsibilities, the institution perennially taps this resource through the Alumni
Association, even as it constantly and progressively seeks better ways of engaging them as an
integral unit of the institution.
VISION
We shall be among the globally leading institutions in providing high
quality education and training by 2020.
MISSION
We shall provide quality education and training through instruction,
research and extension, in our unrelenting quest for excellence as a major
global supplier of world-class technical and professional manpower
We aim to improve the quality of life through our thrusts in quality,
health, safety, and environment.
GENERAL AND SPECIFIC OBJECTIVES
General Objective
JBLF System shall continuously develop individuals into competent,
well-rounded individuals who will perform positive roles in the society.
Specific Objective
JBLF System shall equip the students with the conceptual and
technical knowledge, interpersonal skills and competence required for the
practice of their proffesion by providing them with the discipline oriented
and competency based curricula to develop flexibility and the right attitude
as professional committed to the service of God and country.
QUALITY, HEALTH, SAFETY AND ENVIRONMENTAL POLICY
"To maintain the highest standards of Quality, Health, Safety and
Environmental protection in our consistent drive to satisfy and strive to
exceed stakeholder's expectations.”

InstItutIonal

Transcription

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