Date of Publication

2005

Document Type

Dissertation

Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Administration and Supervision | Educational Leadership

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Benito L. Teehankee

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Flordeliza C. Reyes
Maribelle D. Wong
Judith D. Aldaba
Barbara Wong Fernandez

Abstract/Summary

The study focused on the development and evaluation of interactive, multimedia modules in Management Accounting for CSB students. The students were enrolled in the BSBA programs particularly on Computer Applications, Export, and Human Resource Management. They were enrolled in ACCMANA AA1 in the third term of school year 2003-2004. The paradigm used was suggested by Nocon (1998) which was patterned from Hannafin and Peck (l988). It covered needs assessment, design, development, implementation, and evaluation. Part of the needs assessment was determining the students characteristics, current competencies, learning needs, and environmental needs. As a result, the general goal and the specific objectives of the online modules were established. The design phase focused on the procedures and requirements in developing the courseware while development phase included the preparation of lesson flowcharts, storyboards, programming, and support materials. Scheiters Modified Abedor Model (1976) was used for the formative evaluation done by experts and students. As a result, a courseware was completed ready for implementation. The paradigm suggested by Rapatan (2004) was used in the assessment of the learning process which includes pedagogy, cognition, and instructional design. In pedagogy, constructivism was focused. In the cognition domain, the paradigm was modified, where the Learning Process and the Thinking Skills aspects were assessed according to the revised Blooms Taxonomy of Learning. The higher-order cognitive skills were manifested by the students in the study. Related to students learning were the following findings: there was a significant difference in the pretest and post test scores attitude towards ACCMANA and 4 computers have significant relationship to test gains while learning skills and learning styles have no significant relationship to test gains. The predictor of test gains is the combination of the attitude towards ACCMANA and computers.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003923

Shelf Location

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

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Interactive multimedia; Curriculum evaluation; Teaching--Aids and devices; College students; Managerial accounting

Upload Full Text

wf_yes

Download

Share

COinS