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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Joaquin, Cleo Jude A.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Exploring Pre-Service Teachers' Knowledge and Perceptions of Classroom Assessment: A Pathway to Enhanced Pedagogy Joaquin, Cleo Jude A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 10 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.10.11

Abstract

This present study investigates the extent to which pre-service teachers understand classroom assessment and their conceptions of its effects on student learning and improvement of instruction. In the survey response of 106 pre-service teachers, the knowledge in assessment procedures was strongly positive. However, there is room for development in areas such as planning for varied learners, data interpretation, and feedback (average mean = 3.74). The mean score of 4.00 reveals that pre-service teachers consider assessment important for identifying students' strengths, and fine-tuning education, but targeted training in real skills is recommendable for delivering assessment effectively at an educational institution.
Level of Awareness, Acceptance, and Congruency with the Vision, Mission, Goals, and Program Outcomes of the College of Education of Capiz State University (CAPSU) Joaquin, Cleo Jude A.; BESA, Ellen Mae D.; Joaquin, Hazel D.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 6 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.06.11

Abstract

This research evaluated the level of awareness, acceptance, and congruence with the Vision, Mission, and Goals (VMGO) and Program Outcomes of the College of Education at Capiz State University (CAPSU). It adopted a mixed-method research design, utilizing a descriptive-quantitative approach, with both internal and external stakeholders of CAPSU as the primary data source. Through a survey questionnaire employing a five-point Likert scale, this study measures stakeholders' awareness, acceptability, and congruence with CapSU's VMG and the program outcomes of the College of Education. The gathered data were analyzed using weighted mean, T-test, and Pearson Correlation via SPSS software (version 20). Findings suggest a high level of awareness and acceptance of CAPSU’s VMGO among internal and external stakeholders, and a high congruence between the VMGO and actual educational practices. Interestingly, external stakeholders showed moderate acceptance of the College of Education's program outcomes. No significant difference was found between internal and external stakeholders' levels of awareness and acceptance, nor any correlation among these variables. The study concludes by highlighting the necessity for continuous efforts to enhance stakeholders' awareness, acceptance, and congruence with the VMGO and program outcomes. Additionally, it emphasizes the importance of stakeholder involvement in any revision process related to the VMGO. Lastly, the study recommends periodic assessments of stakeholders' awareness and acceptance of the VMG for sustainable institutional development.
Co-Authors BESA, Ellen Mae D. Joaquin, Hazel D.