Date of Publication

2004

Document Type

Dissertation

Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Higher Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Adelaida L. Bago

Defense Panel Chair

Flordeliza C. Reyes

Defense Panel Member

Barbara Wong Fernandez
Natividad Pagadut
Carolina Fallarme
Bienvenido N. Santos

Abstract/Summary

The study assesses and analyzes the Christian Formation Program components, namely: religious education program, campus ministry and community extension services as well as Paulthenics, a supplemental program, of the six member schools of the St. Paul University System (SPUS) to determine what, and how these can be integrated as a basis to developing an integrated religious education curriculum using Fogarty's model of integrated curriculum and Dunns' Learning Styles. The research covered 33 senior college students of the participant schools. Data were gathered through documents, questionnaires and interviews among program heads, faculty members and student leaders to validate the results of the assessment. The descriptive-evaluative and development research method was used in this study. The first part of the analysis involved descriptive statistics of the students' responses to the questionnaires. The criteria used in assessing the four components were Significance, Coherence and Relevance. Written comments and observations of the students as well as data gathered from interviews were also analyzed. Based on the results of the study, course objectives of the six schools reflected all or some of the principles of the NCDP specifically, program goals and objectives were directed towards empowering students to become mature Christians. The content of the programs consisted of: Revelation in the Old Testament, Revelation and faith in the New Testament, Church, Social Teachings of the Church, Liturgy and Sacraments, Christian Morality and Special Morality, and Christian Vocation and Commitment. Learning experiences and teaching strategies in the documents appeared varied but students invterviewed shared a common suggestion: teachers should improve their strategies. The lecture method was still commonly used. In the evaluation of learning, the common strategies were the written tests. As a program the Religious Education had never been evaluated. For campus ministry, the objectives of four stressed the formation of a faith community in campus through liturgical and spiritual activities. Formal evaluation of campus ministry was not done in any of the schools; except for selected activities. In the community extension services, the objectives were two dimensional: school and community. All schools had written objectives for the school except for one school. Three schools had objectives for the community while three schools had none. There had not been any program evaluation done for CES. Four schools offered Paulthenics with the same objectives: to facilitate the Paulinian development growth towards becoming a true, self-directed Christian Filipino career woman and man. The learning experiences and assessment strategies were those commonly used in Religious Education. No program evaluation had been done. The students in the four participant schools agreed that the lessons and activities in the four programs were significant, coherent and relevant. In concluding, there were more similarities than differences among the existing programs under the CFP in terms of objectives, content, learning experiences, and evaluation. The absence of program evaluation among the four programs in the six schools could affect curriculum revision and enrichment; hence, there is no solid grounding for curriculum changes. Due to the similarities in terms of objectives, content, learning experiences and evaluation, and the results of the assessment of the programs in terms of the three criteria and considering commonalities among the four programs, curriculum foundations and feedback from stakeholders, an integrated curriculum for religious education could be developed for SPUS schools.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003695

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Universities and colleges--Curricula; Religious education; Curriculum evaluation; Educational evaluation

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