Research Curriculum Development

8/3/2019 Research Curriculum Development

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THE PROBLEM AND ITS BACKGROUND

Introduction

Education may be viewed as a process, a product or both. It is a lifelong

process that includes both formal instruction and a broad range of experiences. It

is the wealth ofknowledge acquired by an individual after studying particular

subject matters or experiencing life lessons that provide an understanding of

something. It is the result of the societys need to prepare its young minds for a

future role and the natural process of growth.

As schools evolve their improvement plans in keeping with higher

standards and expectations and increased accountability, it was recognized that

a comprehensive focus on addressing barriers to student learning and promoting

healthy development must be considered. This awareness finds support in an

extensive body of literature. It is illustrated by a growing volume of research on

the value of schools, families, and communities working together to provide

supportive programs and services that enable students to learn and teachers to

teach. (Addressing Barriers to Learning, Vol. 5, No. 4 Fall, 2007).

Without education, man is as though in a closed room and with education

a person is like a room with all its windows open towards outside world. This is

the process of learning and knowing, which is not restricted to school text-books.

It is a holistic process and continues through life. Even the regular happenings
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and events around educate every individual, in one or the other way. The

existence of human beings is fruitless without education.

Teaching is a profession that can yield something amazing when the right

ideas and beliefs are implemented in the classroom. The purpose of teaching is

not to teach students how to memorize facts, or how to know all the correct

answers. The principle goes far beyond the transfer of information the true

purpose of teaching is to create the potential for improvement in the life of the

one being taught. Teaching lies in getting students to truly understand the

concepts being examined. Successful teachers are vital and full of passion. They

love to teach as a painter loves to paint, as a writer loves to write, as a singer

loves to sing. They have a serious purpose and yet enjoy enormously what they

do. Great teachers know that they are always on stage and that who they are,

how they act, and what they believe are as important as what they teach. Good

teachers show that they are the masters of their subjects

and demonstrate that they know their students as individuals and care about

them.

Learning is the lifelong process of transforming information and

experience into knowledge, skills, behaviors, and attitudes. It is measurable and

relatively permanent change in behavior through experience, instruction, or study

(www.businessdictionary.com). One of the basic skills for success in the

knowledge society is the ability to learn. With increasingly rapid changes in the


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work place, in part due to changing technology and as a result of changing

societal needs in the context of globalization, students must learn in order to

maintain full and continued participation in employment and civil society. In

the words of Harvard Business School psychologist Chris Argyris, learning is

"detection and correction of error" where an error means "any mismatch between

ourintentions and what actually happens."

Barrier is anything that stands in the way of effective teaching and

effective learning. Anything that may stand in the way or prevent the learner to

fully participate and learn effectively can thus be seen as a barrier to learning. It

is important to remember that barriers do not necessarily exist all the time, but

can arise suddenly, due to change in circumstances, emotional trauma and a

variety of other factors. The

barriers to learning and teaching faced by students and educators are many and

complex, and differ from one another.

This document outlines the common barriers to teaching and learning in

general education subjects in a college of nursing. The paper would provide

findings delineating ways to enhance social and behavioral performances of

students and teachers as an essential facet of improving academic performance

by way of creating recommendations or suggestions for the improvement of

learning and teaching.


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This study is deemed necessary to pursue a comprehensive focus on

addressing barriers to student learning and promoting healthy development

which would enable students to learn and teachers to teach.

Statement of the Problem

This study aims to determine the extent of barriers to teaching and

learning in General Education Subjects in a College of Nursing.

Specifically the study sought to answer the following specific problems:

1. What is the profile of the General Education faculty in terms of

1.1age and

1.2years of teaching experience?

2. What is the profile of the nursing students in terms of

2.1age and

2.2year level?

3. What is the extent of the barriers in teaching General Education Subjects

as assessed by the

3.1General Education faculty and

3.2Nursing students?


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4. What is the extent of the barriers in learning General Education Subjects

as assessed by the

4.1General Education faculty and

4.2Nursing students

5. Is there a significant relationship between the extent of the barriers in

teaching and learning General Education Subjects?


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Significance of the Study

This study was undertaken with the hope that the results will be beneficial

to the faculty members, institution, students and future researchers. The result of

this research study will serve as a basis for the formulation of guidelines for

improvement of quality teaching and learning experience.

Students have different levels of understanding and means of learning. By

being aware of the factors affecting the learning process or the barriers, students

may discover their strong and failing points enabling them to enhance not only

their knowledge but also their skills and attitudes.

Faculty members must know their points of strengths and weaknesses in

teaching in order to improve professionally. It is also important that professors

participate in seminars and trainings to update and improve the quality of

learning instructions. Educators should identify factors considered as barriers

affecting the teaching and learning process.

Learning institutions should focus on the improvement and enhancement

of schooling. It should also consider restructuring the system and advancing the

teaching practice which will lead to adaptation to modern methods of instruction.

They should provide the best quality of education to learners and more effective

means of learning instructions.

Future researchers could utilize this research as a potential reference that

could serve as guideline in formulation of modified approaches to create more

effective and efficient teaching and learning process.


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Scope and Limitations

The research study focused in determining the extent of barriers to

teaching and learning in General Education Subjects in a College of Nursing

through the use of survey questionnaire.

The study utilized the use of survey questionnaires which were specifically

designed to obtain the essential significant information.

The variables involved were the respondents profiles in terms of age,

faculty's years of learning experience, student's year level and the barriers in

teaching and learning General Education Subjects encountered by the faculty

members and students.

The respondents of the study were 8 purposively selected and available

General Education faculties employed during the current first semester of SY

2011-2012, as given by the Dean of the College, whether full time or part time.

Included also were the 40 purposively selected and available Nursing students,

first year to fourth year, taking General Education subjects, regular or irregular

students, currently enrolled during the first semester of SY 2011-2012.


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Definition of Terms

The following terms were used for further understanding of the study.

Barrier. anything that stand in the way of effective teaching and effective

learning.

Faculty Member. professors teaching General Education subjects to first year to

fourth year nursing students of Juanito Pascual Sioson Colleges Inc.

General Education Subjects. minor subjects, 3 units/semester that first year to

fourth year nursing students take, where some are pre-requisites to other

subjects, except nursing related subjects as ordered in the CHED Memorandum

Order No. 14 Series of 2009 which includes Language and Humanities,

Mathematics, Natural Sciences and Information Technology, Health Sciences,

Social Sciences, and the Mandated Subjects.

Learning. a relatively permanent change in behavior based on an individual's

interactional experience with its environment; acquiring new or modifying existing

knowledge, behaviors, skills, values, or preference of students which may occur

consciously or unconsciously.


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Student. selected first year to fourth year Nursing students taking General

Education subjects of Juanito Pascual Sioson Colleges Inc.

Teaching. the act of instilling and imparting knowledge and skills to students; is

the application of the best-known principles of human behavior in efforts to

promote the highest possible achievement of personal adequacy through

learning.


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RESEARCH METHODOLOGY

Research Design

Quantitative-descriptive method will be used in this research that intends

to fulfill the objective of this study. It is a means to purposely gather, analyze,

classify, and tabulate data about prevailing conditions or situations, practices,

beliefs, processes, trends, and developments as well as cause and effect as well

as relationships between variables and then making fact and analysis-based

interpretations about the gathered information with or without the aid of statistical

methods. Quantitative Research design is being used to gather findings on

empirical evidence so as to have a systematic and controlled study process.

Independent variable of the study is the profile of the respondents, which

are the (1) General Education faculty based on their age and number of years in

teaching, (2) Nursing students based on their age and year level. The dependent

variable is the extent of the barriers to teaching and learning General Education

subjects. A survey through a questionnaire checklist will be used in this study

and will serve as the main instrument.


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Reaserch Locale

The study will be conducted at J.P. Sioson General Hospital and Colleges

Incorporated (JPSGH). The institution was founded by Dr. Juanito P. Sioson in

July of 1971 and is exactly situated at 75 Bukidnon Street, Bago Bantay, Quezon

City. (see appendix for the vicinity map)

Population and Sampling

In the research study being undertaken, the group focuses on the General

Education Subjects faculties and nursing students of the J.P. Sioson General

Hospital and Colleges Incorporated. The institution has 8 actively employed

faculties teaching General Education Subjects with an age range of 30 to 50

years old with teaching years of 1-12 years. The institution has 14 first year

students, 20 second year students, 30 third year students and 45 fourth year

students with age ranges from 15 years old to 25 years old and above. The

research group will focus on the barriers to teaching and learning General

Education Subjects at the said institution.

The primary source of data and information of this study were the 8 faculty

members teaching General Education Subjects and the 40 nursing students, 10

students from first year to fourth year level of the J.P. Sioson General Hospital

and Colleges Incorporated.


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Sampling Design

The researchers attained the accessible population through the utilization

of purposive method of selection. The respondent population was chosen for the

reason that they are suitable for the scope and nature of the study. Through this

technique, specific answers will be derived and errors in the study were limited.

Purposive sampling technique, a type of non-probability sampling method

was decided upon as the most appropriate and was applied in the study because

it would give the researchers the ability to purposively select the widest possible

variety of respondents through the convenience of accessibility of the

respondents relevant to the study.

The respondents were the General Education faculties and the Nursing

Students during the first semester of SY 2011 - 2012 of J.P. Sioson General

Hospital and Colleges Inc. The respondents were chosen by the researchers,

and were given consent letter for the questionnaire to be answered.


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Instrumentation

This study is a descriptive survey, which made use of self-developed

questionnaire checklist as a data-gathering tool which underwent advised

modifications and validated by the research adviser. The questions established

were based on the studies done by the researchers of the topic prior to the

structuring of the questionnaires itself. The researchers also used some

previous researches and literatures that served as a basis in formulating a

credible questionnaire that would cover all aspects of the problem and would

answer all the specific questions under the problem statement. It is a

demographic questionnaire objectively designed to obtain information on the

respondents age and number of years in teaching for the General Education

faculty, while age and year level for the Nursing students. The second part of the

tool were presented as table which includes the barriers encountered by the

respondents to teaching and learning. Questions pertaining to barriers to

teaching were based on the Planning, Implementation and Evaluation (PIE)

Management Model of CDS. Questions pertaining to barriers to learning were

based from factors affecting inside and outside the classroom learning. The

respondents will choose whether a certain barrier is perceived as Very Strong,

Strong, Minimal, Less Minimal, and None. The questionnaire checklist was

prepared in a manner wherein which the respondents were instructed to answer


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the items by marking their chosen option of response for each item with a check

on the boxes provided correspondingly.

Data Gathering Procedures

The researchers, through a letter of request, will ask the permission of the

Dean of a College of Nursing to allow them to conduct the study. Likewise, the

permission to administer the questionnaire checklist to the selected General

Education faculty members and first year to fourth year nursing students will

also be given. After the consents were secured, the researchers provided each

of the respondents with a copy of the research instrument according to their

availability and were collected at the same day. The identity of all the

respondents were treated with confidentiality and will only be for the intended

purpose of research study undertaken.


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Statistical Treatment

Data collected was compiled and mean score obtained per characteristic.

The tool is a 26-item questionnaire checklist. It is divided into two parts, the first

part is about the respondents demographic profile and the second part are the

questions that will measure the extent of the barriers to teaching and learning

General Education Subjects of the respondents. Each item on the second part of

the tool is scored 1-5, 5 being the highest and 1 being the lowest. The maximum

score that can be acquired is 130 points.

The researcher will use the relative frequency given by

n

fP= X %100

where

P = relative frequency

f = frequency

n = size of the respondents

To measure the central tendency of scores, the researcher will use the formula


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n

fxx

=

where

fx = the sum of tabulated points

n = size of the respondents


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PRESENTATION OF FINDINGS, ANALYSIS AND INTERPRETATION OF

DATA

The study was conducted to evaluate the extent of the barriers to teaching

and learning General Education Subjects as assessed by the faculties and

nursing students of J.P. Sioson General Hospital and Colleges Inc. Convenience,

non probability sampling was used for the selection of respondents.

A total of 40 nursing students, 10 students from first year to fourth year

level and 8 faculty members teaching General Education Subjects of the J.P.

Sioson General Hospital and Colleges Inc., were the respondents of the study.

A self- developed five point Likert scale questionnaire checklist was used

in the study to determine the extent of the barriers to teaching and learning.

The percentage of the respondents profile as well as the mean scores per

each questions were obtained and tabulated. Results of the study are shown in

the following tables and graphs.


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Respondents Profile

Faculty

Students

0% 0%

62%

25%

0% 13%

Age

21-25

26-30

31-35

36-40

41-45

46-above

11%

43%

11%

22%

13%

Years of Teaching

0-2 years

3-5 years

6-8 years

9-11 years

12 and above

25%

25%25%

25%

Students

Level I

Level II

Level III

Level IV

0%

35%

27%

10%

8%

20%

Age of Students

15-16 y/o

17-18 y/o

19-20 y/o

21-22 y/o23-24 y/o

25-above


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5 Very Strong 4.51 5.004 Strong 3.51 4.503 Minimal 2.50 3.50

2 Less Minimal 1.51 2.501 None 1.0 1.50

3.1 Extent of the Barriers in Teaching as assessed by the General EducationSubject faculty

A. Planning ExtentDescriptive

Rating1. Not updated content of syllabus 3.375 Strong

2. Non adherence to lesson plans 2.625 Minimal

3. Unclear objectives of the subjects 2.875 Minimal

4. Unavailability of materials such asreferences, media resources, etc.

2.875 Minimal

5. Delayed class orientation 2.875 Minimal

6. Insufficient papers or visuals for teaching 2.75 Minimal

B. Implementation

1. Ineffective teaching style or approachused by the faculty (formal authority,modelling, teacher centered, etc.)

3.625 Strong

2. Lack of variety in applying teachingmethodology

3.625 Strong

3. Inadequate stimulating learning activitiesduring lecture/discussion

3.625 Strong

4. Inadequate classroom management whendistraction arise

3.625 Strong

5. Non adherence with the scheduled time 3.125 Minimal

C. Evaluation

1. Undiscussed topics are included in theexams

3 Minimal

2. Unclear or erroneous exam 3.125 Minimal

3. Inadequate feedbacks after theexamination

3.125 Minimal

4. Lack of focus for follow uplecture/discussion done

3.125 Minimal


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3.2 Extent of the Barriers in Teaching as assessed by the Nursing Students

A. Planning Extent Descriptive Rating

1. Not updated content of syllabus 4.125 Strong

2. Non adherence to lesson plans 4.075 Strong

3. Unclear objectives of the subjects 3.952 Strong

4. Unavailability of materials such asreferences, media resources, etc.

3.9 Strong

5. Delayed class orientation 3.95 Strong

6. Insufficient papers or visuals for teaching 4.075 Strong

B. Implementation

1. Ineffective teaching style or approach used

by the faculty (formal authority, modelling,teacher centered, etc.)

4.45 Strong

2. Lack of variety in applying teachingmethodology

4.375 Strong

3. Inadequate stimulating learning activitiesduring lecture/discussion

4.275 Strong

4. Inadequate classroom management whendistraction arise

4.325 Strong

5. Non adherence with the scheduled time 4.4 Strong

C. Evaluation

1. Undiscussed topics are included in the

exams

4.55 Very Strong

2. Unclear or erroneous exam 4.5 Strong

3. Inadequate feedbacks after theexamination

4.525 Very Strong

4. Lack of focus for follow uplecture/discussion done

4.525 Very Strong


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4.1 Extent of the Barriers in Learning as assessed by the General Education Subjectfaculty

A. Learning Inside the Classroom Extent DescriptiveRating

1. Inadequate attendance 4.5 Strong

2. Non-conducive learning environment 4.25 Strong

3. Unavailable or inadequate facilities andequipment to better understand thelessons

4.5 Strong

4. Unpreparedness before class 4.5 Strong

5. Disinterest to assigned topics orassignments

4.25 Strong

B. Learning Outside the Classroom

1. Poor study habits 4.125 Strong2. Inadequate laboratory work 4.25 Strong

3. Incomplete outside learning exposurefor additional learning

4.5 Strong

4. Unfinished assignments or homework 4.375 Strong

5. Irregular visits to library or othersources of learning

4.25 Strong

6. Imbalance studying habits withpersonal or extracurricular interest

4.25 Strong

4.2 Extent of the Barriers in Learning as assessed by the Nursing Students

A. Learning Inside the Classroom ExtentDescriptive

Rating

1. Inadequate attendance 3.9 Strong

2. Non-conducive learning environment 3.9 Strong

3. Unavailable or inadequate facilities andequipment to better understand the lessons

3.775 Strong

4. Unpreparedness before class 3.95 Strong

5. Disinterest to assigned topics or assignments 3.875 Strong

B. Learning Outside the Classroom

1. Poor study habits 3.9 Strong

2. Inadequate laboratory work 3.975 Strong

3. Incomplete outside learning exposure foradditional learning

4 Strong

4. Unfinished assignments or homework 3.85 Strong

5. Irregular visits to library or other sources oflearning

3.7 Strong

6. Imbalance studying habits with personal orextracurricular interest

3.875 Strong


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SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

Conclusions

Recommendations

To the Students

This will ensure them with quality education by discovering their strong

points and recognizing their failing points. They will benefit from the research

study by having a basis for the enhancement of their knowledge, skills and

attitudes.

To the Faculty members

This study will help them improve professionally by identifying their areas

of strengths and weaknesses in teaching. By doing so, this can serve as a basis

for provision of further seminars and trainings to update and improve the quality

of teaching of faculty members.

To the Institution

This will provide a basis for the improvement and enhancement of

education. This study will be beneficial in restructuring and improving the


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teaching technique leading to innovations in order to adapt to the modern

methods of instruction.

To the researchers

This study could serve as a potential future reference for upcoming

researchers concerned with the teaching method of faculty members and

learning competency of students.


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BIBLIOGRAPHY

Books

Bastable S. (2008) Nurse as Educator: Principles of Teaching and Learning forNursing Practice, 3rd Edition

Journals

Addressing Barriers to Learning, Vol 5, No. 4 Fall, 2007

Thesis and Dissertations

Electronic media

http://www.associatedcontent.com/article/297373/my_teaching_philosophy_what

_is_teaching.html?cat=9

http://www.whitman.edu/president/cronin/articles/threecheers.cfm

http://www.atriumlinguarum.org/contenido/learning%20to%20learn%20what

%20is%20it%20and%20can%20it%20be%20measured_ver5.pdf

http://www.businessdictionary.com
http://www.associatedcontent.com/article/297373/my_teaching_philosophy_what_is_teaching.html?cat=9http://www.associatedcontent.com/article/297373/my_teaching_philosophy_what_is_teaching.html?cat=9http://www.whitman.edu/president/cronin/articles/threecheers.cfmhttp://www.atriumlinguarum.org/contenido/learning%20to%20learn%20what%20is%20it%20and%20can%20it%20be%20measured_ver5.pdfhttp://www.atriumlinguarum.org/contenido/learning%20to%20learn%20what%20is%20it%20and%20can%20it%20be%20measured_ver5.pdfhttp://www.businessdictionary.com/http://www.associatedcontent.com/article/297373/my_teaching_philosophy_what_is_teaching.html?cat=9http://www.associatedcontent.com/article/297373/my_teaching_philosophy_what_is_teaching.html?cat=9http://www.whitman.edu/president/cronin/articles/threecheers.cfmhttp://www.atriumlinguarum.org/contenido/learning%20to%20learn%20what%20is%20it%20and%20can%20it%20be%20measured_ver5.pdfhttp://www.atriumlinguarum.org/contenido/learning%20to%20learn%20what%20is%20it%20and%20can%20it%20be%20measured_ver5.pdfhttp://www.businessdictionary.com/


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September 12, 2011

Luz Besas, RN, MANDean, J.P. Sioson General Hospital and Colleges Inc.Bago Bantay, Quezon City

Ms. Luz Besas:

We, students from Manila Central University - Graduate School would like to askfrom your good office to allow us to conduct a research study titled BARRIERSTO TEACHING AND LEARNING GENERAL EDUCATION SUBJECTS

This research aims to:

1. identify the extent of the barriers in teaching and learning GeneralEducation Subjects as assessed by the faculty members and studentsrespectively; and

2. determine the significant relationship between the extent of the barriers inteaching and learning General Education Subjects.

In connection to this, we will be enlisting participation from the faculty teachingGeneral Education Subjects and the first year to fourth year students of the

college. The participants will be given a consent form and a questionnaire. Theinformation gathered in the study will be treated with confidentiality. Moreover,the college will be promptly provided a copy of the finished research.

Your favorable response regarding this plight will be highly appreciated.Thank you very much.

Respectfully yours,

_____________________Melben D.R. Nuval, RN

Noted by:

_____________________________


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Leslie F. Lazaro, RN, MAN, PhDProfessorDear Respondents,

Greetings!

We are Registered Nurses, who are undergoing Masters of Arts in Nursing atManila Central University Graduate School. As part of the requirements of ourcourse, we are currently conducting a research entitled Barriers to Teaching andLearning in General Education Subjects in Chinese General Hospital College ofNursing and Liberal Arts. Our study aims to identify:

1. Identify the extent of the barriers in teaching and learning in generaleducation subjects as assessed by the faculty members and students

respectively.

2. Determine the significant relationship between the extent of the barriers in

teaching and learning general education subjects

At this point in time, we would like to ask your permission to be part of ourresearch. In case that you decided to participate in our research, we will beproviding you questionnaire that you should answer.

We ensure the confidentiality of the information gathered. We are looking forward

to your positive response. Thank you.

Respectfully yours,

___________________Melben D.R. Nuval, RN

Noted by:

__________________Leslie F. Lazaro, RN, MAN, PhDProfessor


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Juanito Pascual Sioson General Hospital and Colleges Inc.

Vicinity Map


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Eto pa kulang:

Hypothesis, theoretical, conceptual framework (maglalagay pa ba nian?),significance of the study for ched/bon, Related literature, ung ibang sabibliography, interpretations ng graphs and tables, data sa sop no. 5,acknowledgement, abstract, sa appendices, ung mga computation tska

curriculum vitae nalang.

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