CNU - Journal of Higher Education

Career Development and Attributes of Scholar Graduates from State Universities in Region 8, Philippines

2023-02-22T23:18:55+00:00

Career success calls for certain individual attributes that would contribute to one's achievement and satisfaction of career goals, and build a harmonious relationship with everyone in the workplace. This study assessed the career development of scholar-graduates and their graduate attributes. The study employedamixedmethod embedded research design involving participants based on the list fromthe science scholarship institute. The respondents totaled 81which constitutes37% of the total population.AmodifiedTracer survey instrument of CHED and a researcher-made interview guide were employed. Scholar-graduates were contacted through Group Chat messenger while others were informed through their batchmates' referral. Quantitative and qualitativedatawere collected and analyzed at the same time. Based on the findings, the career status of the scholars in terms of eligibility, training, advanced studies, and employment status aremostly in place and they have the ideal attributes geared towards reaching career success but a fewhave no eligibility, no advanced studies and are working at a non- S&T track. Moreover, scholar-graduates have understood and experienced these attributes at the university. Thus, together with other factors that help shape them, these are nowbeing demonstrated and utilized in theworkplace at a great extent. The notable finding includes scientifically-inclined attributes under competencies that are not shown as the dominant graduate attributes compared to other attributes alongwith values and qualities. It is then recommended to enhance the academic courses, maximize instructional strategies, and strengthen the scholarship program to enhance scientifically-inclined attributes among science scholars.

Untold Stories of Selected Student Teachers in Cebu City, Philippines

2023-02-22T23:28:54+00:00

This is a narrative research study where the untold stories of selected student teachers are documented and analyzed. The untold stories are specifically focused on challenges student teachers encountered in their practice teaching, namely; mentor-mentee relationship, lesson planning, teaching demonstrations, and classroom management. As student teachers unveiled their stories, these challenges serve as inspirations to continue their journey and explore the world of teaching. This study utilizes narrative analysis where the narrative meaning was interpreted at an informational content level suited for content analysis. Content analysis is used in analyzing the verbatim accounts of the student teacher key informants. Further, coding is utilized in the identification of themes or categories. A homogeneous purposive sampling is used in the identification and selection of ten (10) student-teacher key informants who are chosen from two Teacher Education Institutions in Cebu City; one private and one public. Observations and in-depth interviews are conducted with selected student teachers in gathering detailed information about their on and off-campus practice teaching journey aside from collecting pertinent documents. Focus Group Discussions (FGDs) are utilized as an additional data-gathering technique. Triangulation is also used as an additional method for data analysis where documents, interviews, and observations were validated. It is recommended that an in-depth study of the same topic be conducted to further disclose the hidden challenges practice teaching provides. A mixed method design is recommended to quantify large samples constituting several teacher education institutions in the country.

The The Cooperation Between the Philippines and China in the Field of Culture, Education and Tourism (2001-2021)

2022-10-07T16:50:56+00:00

Cultural exchange is becoming increasingly significant in international relations as a result of globalization. The use of culture as a new and independent kind of diplomacy in global relations is highly valued by countries all over the world. In their bilateral relationship, the Philippines and China are highly active in building cultural diplomacy to improve mutual understanding, cooperation, and friendship, and settle issues and conflicts of interest through peaceful means, in addition to political and diplomatic accords. To clarify the cooperation process between the Philippines and China in the fields of culture, education, and tourism, the author has flexibly applied statistical, analytical, synthesis, and systematic methods, as historical and logical methods to contribute to the research work. From comparative and contrasting analyzes throughout the history of cooperation between the two countries in the first two decades of the 21st century, the author clarifies the achievements of cooperation through cultural diplomacy, thereby proposing some solutions for the two countries to maintain good relations, contributing to promoting the friendship between the two peoples.

A Case Study on the English Teachers’ Knowledge of Formative Assessment

2022-03-19T11:46:37+00:00

Effective educational decisions founded on learning evidences demonstrated by the students make the learning process more relevant and significant to both the teacher and the learners. Corollary to this, instructional adjustments which cater to the diverse learning needs of the students require teachers to be substantially prepared in terms of content, process, and strategies so that students may be provided with the necessary learning scaffold and the desired learning outcomes may be achieved. Studies have advanced that teacher’s knowledge and preparation are directly linked to practice and are significantly related to student learning performance. Adapting Bremner’s (2014) The Knowledge of the Formative Assessment Survey as framework, the study looked into the knowledge of formative assessment of English Teachers among the select State and Local Universities and Colleges in Cebu City. Findings revealed that teachers demonstrated knowledge on the functions of learning target such as setting the direction of learning, setting the criteria for success, aligning instructional and assessment activities with purpose, but not on specifying learning outcomes. Also revealed is the teachers’ knowledge on the essential focus of monitoring students’ learning such as the nature of students’ activity, timely recording of data, and the alignment of activity with the purpose, but not on reinforcement and follow up. Finally, the teachers demonstrated knowledge on the timeliness of giving feedback, its alignment to the learning target and the amount of feedback given, but not in terms of assisting students’ learning.

Keywords: teacher education, formative assessment, components of assessment, instructional assessment