Curricular Practices of Selected Tertiary Private-Sectarian Institutions

Abstract

Gap between curricular practice and the idealism in the goals of education exists.
This study evaluated the status of the curricular practices of selected tertiary
private-sectarian institutions using the Context, Input, Process, and Product (CIPP)
evaluation model and answered the following research questions: (1) What is the
status of the curricular practices of the selected tertiary private-sectarian institutions
as evaluated by the school administrators, faculty, staff, and students in terms of the
following: (a) goals and objectives; (b)faculty qualifications and performance; (c)
on program of studies and curriculum; (d)teaching methodologies, techniques and
assessments (f) values practice and integration(g) library services; (h) community
services and social awareness; (f) research. (2) Is there a significant difference on
the assessments of the three groups of respondents as to the above-mentioned
variables? (3) What factors hinder and facilitate the implementation of the
curricular practices in the selected tertiary private-sectarian institutions? Using
descriptive method, data were gathered from 207 respondents from three tertiary
Adventist schools in the Philippines, namely the Northern Luzon Adventist College
(NLAC), the Northeast Luzon Adventist College (NELAC), and the North Visayan
Adventist College. The findings reveal that the curricular practices for all three
groups, namely the administrators, the faculty, and the students were generally rated
as implemented. There is significant difference on the evaluation of the three
groups of respondents on goals and objectives; on teaching methodologies,
techniques, and assessments; on values practice and integration; on library services;
on community extension services and social awareness. There is no significant
difference though on faculty qualifications and performance; on program of studies
and curriculum; and the dissemination and relevance of research. The factors that
hinder the implementation of the curricular practices include among others: a) weak
research; b) need for the tertiary private-sectarian institutions to hire and train
young faculty members.