research department knowledge management … · by republic act 8545 (amending r.a. 6728), or the...

Research DepartmentKnowledge Management DepartmentResearch and Development Division

Colegio de San Juan de Letran Calamba

Bucal, Calamba Citywww.letran-calamba.edu.ph

Tel No: (049) 545-5453 local 2097E-mail: [email protected]

Department Data Analysis

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SUBIR is a Spanish word meaning RISE — a noun that implies an upward movement, an instance of becoming higher. The journal title SUBIR reflects the Research and Development Division’s effort to further develop the research capability of the non-teaching personnel and help sustain the culture of inquiry and curiosity in the Colegio.

The SUBIR Journal is a publication of the Research Department. This contains completed data analysis reports of non-teaching personnel of the Colegio.

Largely, it serves as a means of sharing the results of studies conducted by the academic community of Colegio de San Juan de Letran Calamba. Further, it may serve as a reference material for administrators and policy-makers of the Colegio.

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Comparative Study on Student’s Refund for AY 2013-2016NELLIE BETH B. GUNDRANAccounting Department

Background

As the Colegio embraces customer driven excellence as one of its core values, maintaining harmonious relationship with customers is one way to ensure customer satisfaction. The Accounting Department established Quality Procedures and Process Maps, as well as Work Instructions, in accordance to the Manual of Regulation for Private Schools (MRPS), the standard that governs students refund for purposes of computation.

Asstatedonthedepartment’sQMSManual level3,studentrefundisdefinedastheamountpaid by the student in excess of his/her total accountabilities during the term, the amount paid by the studentwhowithdrawsenrollmentpriortotheofficialstartofclassandtheamountpaidbyacashpayee student who withdraws enrollment within the allowable dropping period during the term.

Inthecurrentprocess,studentrefundshallbedoneuponfilingofwrittenrequestforrefundby the student’s parent or guardian of this should be supported by photocopies of their two valid identificationcards.

Scope and Limitations

This study is a three-year comparative data analysis on the student refund listing reports from the Basic Education Department and collegiate schools.

Objectives

This paper aimed to: 1.tocategorizemajorcausesofstudentrefundrequest 2. to chart and describe the student refund trend

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Presesentation and Discussion of Data

StudentRefundrequestmayvarydependingonthefollowingreasonsi.e. 1. Dropping of subject/s 2. ESC/FAPE grants a. The Educational Service Contracting scheme, or ESC, is a program provided for by Republic Act 8545 (amending R.A. 6728), or the “Expanded Government Assistant toStudentsandTeachersinPrivateEducation,orGASTPE.Itprovidesfinancialassistance to students’ tuition fees in private high schools. It is geared towards reducing the class size to manageable levels in high schools, especially those experiencing shortage of classrooms and teachers. 3. Check overpayment i.e. a. SSS Check b. Philippine Veterans (PVAO) Assistance c. Company Educational Loan 4. Discounts i.e., a. Employees discount b. Varsity discount c. Alumni discount d. Incentive discount e. Academic discount and; f. Sibling discount 5. External Organization Scholars i.e., Company Scholarship Programs and the like

Asillustratedbythechartbelow,refundrequestsfromBasicEducationDepartment(BED)wascaused by (1) Dropping* of Subjects i.e., All subjects, and (2) Discount** that should have been claimed, buthavenotbeenclaimed.Asperreview,themainreasonforsuchislatefilingofdiscounts.

Althoughthemajorcausesmentionedabovehavebeenfrequentforthepastthreeyears,Figure2 shows


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Figure 1.WeightedAveRefundRequestforAcademicYear2013-2016BasicEducationDepartment (BED)

Ononehand,thisstudyobservedthatfromthepastthreeacademicyears,(A)refundrequestthatarisesfrom(A1)droppingofallsubjectsand;(A2)latefilingofdiscounthavesubstantiallydecreasedi.e.A1. Dropping of Subjects a.FromAY2014-2015of50%to32%AY2015-2016A2. Late Filing of Discount a.FromAY2013-2014of50%to29%AY2014-2015to21%AY2015-2016

Asdiscussedonfigure1,thetwomajorcausesofrefundrequestaredroppingofsubjectsandlatefilingofdiscount.However,theabovedataasshownonfigure2,discussedthatalthoughthesetwomajorcausescitedinthisstudyhavebeenfrequentforthepastthreeyears,trendanalysisshowsthatthesecausesarebeingmonitoredthusshowdecreasingrateoffrequency.

Moreso,thisstudyobservedthatfromthepastthreeacademicyears,refundrequestthatarisesfrom ESC/FAPE Grants, and Check Overpayment have substantially increased i.e.

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Figure 2. TrendAnalysisofFrequencyPercentageofRefundRequestinBasicEducationDepartment forAcademicYear2013-2016

AsillustratedinTable1,thetop3refundrequestsfromtheCollegiateDepartmentwascausedby (1st )Check Overpayment, which usually comes from student SSS loan, PVAO assistance, Company educationalloan,etc.,(2nd)RetreatFeesandDroppedSubjectsand(3rd)CHEDScholarshipandDiscountthatshouldhavebeenclaimedbuthavenotbeenclaimed.Themainreasonforsuchislatefillingofdiscounts.

Ontheotherside,thefilingofdiscountasdean’slisterhaslessenedduetoupdatedencodingofgrades by the faculty members.


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Figure 3. CollegiateDepartmentRefundRequestforAcademicYear2013-2016

Conclusions

Major Causes of Student Refund RequestA. Basic Education Department (BED) Basedonthereasonsforstudentrefund,forBasicEducationDepartment,ForAcademicYear2013-2016 the top three (3) reasons for student refund processing were dropped all subjects, discount, and check overpayment.

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B. Collegiate DepartmentForCollegiateDepartment,ForAcademicYear2013-2016thetopthree(3)causesofrefundrequest:

Three-Year Trend Analysis

A. Basic Education Department (BED) a.Asillustratedbythisstudy,frequencyofrefundrequestsdueto: i. ESC/FAPE Grant ii. Check Overpayment have substantially increased. Thus, these causes should be monitored.

B. Collegiate Department a.Asillustratedbythisstudy,frequencyofrefundrequestsdueto: i. Retreat Fee ii. Fee Elective III iii. External Organization Grants i.e., Company Scholarship have substantially increased. Thus, these causes should be monitored.

Thisstudyrevealedthat;oneofthemajorreasonsofrefundrequestsforbothBEDandCollegiateDepartment were discount that should have been applied upon enrollment, but have not been processed, Furtherreviewrevealedthatthiswasduetolatefillingofdiscounts.


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Recommendations

A. Basic Education Department (BED) 1.Thisstudysuggestsafurtheranalysisdiscussingthereasonsbehindthelatefillingofdiscount The policy has been amended to address the issue, which states that ” Filing of discount is within theenrollmentperiodasspecifiedbytheRecord’sOffice/Registrar’sDepartment,whichmeans thatitisfromstartofenrollmentuntilthefirsttwoweeksofclasses”. 2. Further studies maybe conducted pertaining to the reasons for dropping. 3. It is proposed that outright deduction of ESC/FAPE grants during enrolment assessment for old student-grantee should be done.

B. Collegiate Department 1. The Accounting Department should collaborate with the Campus Ministry Department to identify measures or procedures for retreat fee charging during enrolment. 2.DetaileddescriptionofadditionalfeeinclusionrequestbytheAcademicHead,particularly onstudent/programthatwillbeaffectedbytherequest,shouldbeforwardedaheadoftimeto the Accounting Department.

References

Accounting Department Quality Procedures QMS Level 3

http://www.fape.org.ph/articles/view/24

http://www.gov.ph/2012/05/23/deped-ups-subsidy-for-students-in-private-high-schools/

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Analysis of New College Students’ Source of Information and Reasons For Applying In Letran Calamba

AILEEN KIARA V. GUARINIAAuxiliary Business Department

Background

The Auxiliary Business Department facilitates the marketing strategies and activities of the Colegio. Throughout the academic year, the department conducts continuous activities and produces marketing materials that would help strengthen the visibility and image of Letran Calamba.

One of these activities is the Career Orientation. It is a whole year continuous activity that the AdmissionsandScholarshipOffice(AdScO)facilitates,whereintheyvisitdifferentschoolstointroduceand encourage students to enroll in Letran Calamba. Aside from this, the Colegio constantly uses billboards, streamers, flyers or any print materials, as well as, the social networking sites such asFacebook, Twitter, and its Website. Moreover, through the efforts and participation of the employees, students and alumni of the Letran Calamba in the Student Referral Program, the Colegio aimed to reach a wide array of market. This program is also an internal collaboration of ABD and AdScO as part of the marketingactivitiesfortheenrollmentinAY2016-2017.NewstudentsweregivenadiscountofPhp1,000 upon his/her admission and at the same time, the referrer (a person who referred the new student to enroll at Letran) will be given a reward worth Php 1,000.

Likewise, upon admission of the newly enrolled students, they were asked which among the activities and strategies employed by the Colegio became their source of information and their reasons for applying. This data analysis covered only the newly enrolled college students for the 1st Semester ofAY2016-2017.Resultsofthedatagatheredweresummarizedandanalyzedtofurtherassesstheactivities to draw out implications for inputs in marketing plan.

Objectives

This data analysis aimed to:

1. Summarize and chart the data on the sources of information and reasons of the new college students for applying in Letran 2. Draw out implications based on the results; and 3. Construct recommendations and create future action plan


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AllnewcollegestudentsofAY2016-2017(1stSemester)wereaskedtheirsourceofinformationand their reasons for applying in the Colegio. The data was culled from the AdSco. The choices indicated in the form are the following: a. Billboards b. Career Orientation/Talk c. Employees of Letran d. Faculty of Letran e. Newspaper Ads f. Other forms g. Streamers h. Students of Letran

Students were also asked to identify their reasons for choosing to enroll in the Colegio. The data was culled from the above-mentioned form. Below is the list of the choices: a. Affordability b. Alumnus c. Availability of Program d. Campus Environment e. Competent Professors f. Good Facilities g. Prestigious School h. Proximity i. Recommended by Outof161applicantswhoansweredthequestionnaire,145enrolledinLetranCalambafor1stSemesterofAY2016-2017.

Table 1. Percentage of Responses in Sources of Information

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Table 2. Percentage of Responses in Reasons for Applying in Letran Calamba

Conclusions and Recommendations

In line with the results of the data gathered, it primarily shows that Letranites play a vital role in strengthening thevisibilityand imageof Letran intoawidearrayofmarket. It alsocertifies thatthe participation of the students, employees and alumni in the Student Referral Program during the enrolmentperiodalsoaddedtothefulfillmenttoABDsmissionfortheColegio.

Generally,resultsshowedtheefficacyofword-of-mouthmarketing,for74.48%oftheresultsisnon-media.ItsfunctionpredominantlyexclaimsthatLetranitesaresatisfiedwiththeservicegivenbythe Colegio (www.entrepreneur.com/encyclopedia/word-of-mouth-advertising, retrieved on December 6, 2016). Their satisfaction, recommendation and credibility as Letranites can persuade more students to choose or enrol in Letran Calamba. Thus, the new college students’ main reason for choosing to enroll in the Colegio is because of its Quality Education. Results validated that the Colegio is able to fulfilitsmissiontoitsstudents.

Recommendation for marketing plan inputs:

1. Boost or Maximize the Use of Tri-Media - Based on the results, the Colegio can invest more on the use of tri-media marketing to strengthen its media marketing to reach wide range of market. Letran Calamba could also make use of other mediums aside from print such as television and radio (traditionaltri-mediamarketing).However,fromtimetotime,thetraditionaltri-mediamarketing(print,radio, and television) become more expensive. Thus, the institution also can make us of the new tri-media marketing, such as the internet, mobile devices and digital place-based media (http://www.mediamagnet.biz/the-new-tri-media-new-rules-for-a-new-age, retrieved on December 6, 2016). With the vast growth of technology and emergence of new trends in the digital world, this is the most accessible, affordable, and complex form of media.


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a. Internet - As people get to engage more on cyberspace, a lot of entrepreneurs prefer to use social media marketing because it’s free, user-friendly and multi-functional, and most of the social networking sites (such as Facebook, Instagram, and Twitter) are designed for entrepreneurs for an easy business transactions and marketing purposes (http://www.webpagefx.com/internet-marketing/social media-marketing-advantages-and-disadvantages.html, retrieved by December 6, 2016).

In simple ways, the Colegio can make use these social networking sites to strengthen its image and visibility not just in the Laguna but also across the country. Through creative content with a valuable information, it can catch the attention of internet users. Letran Calamba can make use of pictures, infographics and videos that can be posted in all of its social media accounts periodically.

b. Mobile Devices - Mobile devices is one of the gadgets that users most of the time carry, especially at the present time due to the fast innovation of smart phones. Through this, everything is accessible for everyone particularly for information dissemination. At any moment, one person can receive a text message and can instantly check it, which makes informationfreeflowing.Thus,mostbusinessessuchasbanks,telecommunications,andother companies also use of this form of marketing. It can easily inform consumers about their products and announcements in a manner of time and wide range of receivers (https://www.lifewire.com/advantages-and-disadvantages-of-mobile-marketing-2373124, retrieved on December 6, 2016).

In line with the Career Orientation being done by the AdScO, for every school thatvisitthey,wereabletogeteachoftheparticipants’profileandcontactnumber.TheColegio employ direct marketing and periodically send a text message to these students about promotions and upcoming activities in the Colegio.

c. Digital-place based Media - As everything turns to be digital, the Colegio can opt to invest in digital-place based media for it is one of the emerging trends in marketing (https://adexchanger.com/ad-exchange-news/digital-place-based-advertising-primed-programmatic-growth/,) retrieved by December 6, 2016). Over the upcoming years, malls and other establishments will eventually outgrow in nearby areas and cities such as Sta. Rosa and Biñan, which can be a good location to put up advertisements.

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2. Branding - Branding is one of the vital parts of a company or any business establishment (https://www.entrepreneur.com /article/77408, retrieved on December 7, 2016). It caters what image it will portray to the eyes of its consumers or target market. Other nearby schools and competitors were able to establish their own branding such as Malayan College, DeLaSalleUniversity,SanSebastianCollege,FAITH,andUniversityofPerpetualHelp.These schools were able also to address their niche and best practices.

While Letran Calamba, is lacking in its branding and students did not know what the Colegio known is for, Letran does need identify its core strength as an academe to be able to build a branding. The Colegio may coordinate with its other campuses to create an image as one Letrancommunity. Perhaps, Letran can utilize the proposed marketing plan of Dr. Nina G. San Miguel, a collaborative marketing program of all the campuses of Letran that aimed to reach a larger array of market. With this program, Letran may able to create a consistent branding with the other campuses instead of being separate entities. Consistency in branding is a must when it comes to marketing, for it will help Letran to make its core identity (http://www.wordstream.com/social-media-marketing, retrieved on December 6, 2016).

3. Revision for the Application Form of AdSco

a. To include Internet as one of the sources of information for Letran, since everyone can view its website (www.letran-calamba.edu.ph) and Facebook account (I am Letran)b. In line with the students’ reasons for applying in Letran, the inclusion of the Competence of the professors contradicts the Quality of Education. c. Toanalyzeandreviewhowtoimprovethequestionanditschoicesgivenintheapplicationformto be able to gather better results.

4. Reviewandeyetrackthelocationofbillboardsandstreamers.Thisistofurtherassesstheefficacyof these locations such as its visibility, roads connected to the location and if it provides valuable insights (http://www.tobiipro.com/fields-of-use/marketing-consumer-research/advertising/, retrievedon December 6, 2016)


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References

www.entrepreneur.com/encyclopedia/word-of-mouth-advertising, retrieved December 6, 2016

http://www.mediamagnet.biz/the-new-tri-media-new-rules-for-a-new-age, retrieved by December 6, 2016

http://www.wordstream.com/social-media-marketing, retrieved by December 6, 2016

https://www.lifewire.com/advantages-and-disadvantages-of-mobile-marketing-2373124, retrieved by December 6, 2016

http://www.tobiipro.com/fields-of-use/marketing-consumer-research/advertising/, retrieved byDecember 6, 2016

https://adexchanger.com/ad-exchange-news/digital-place-based-advertising-primed-programmatic-growth/, retrieved by December 6, 2016

https://www.entrepreneur.com/article/77408, retrieved by December 7, 2016

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Analysis of the Recognition Day ProgramEvaluation Results AY 2015-2016

JORI LACE R. BASBAS AND ROSELYN A. PADILLABasic Education Department

Background

Every learner has strengths, abilities, and knowledge that should be nurtured, encouraged, and celebrated. School activities and festivities, which recognize students’ endeavor, are important in the academe to motivate them to strive for excellence while learning inside the classroom. Moreover, school affirmationinstudentperformancesupportstheirtotaldevelopmentandgivesthemacollaborativeenvironmentwheretheycangrowandbesuccessfulintheirchosenfield.

Awards given during recognition are designed to formally recognize the outstanding performance and achievement of learners in academics, leadership, and social responsibility, among other aspects of student progress and development. These awards are given to encourage learners to strive for excellence and to become proactive members of the school and community.

With the Colegio’s endeavor to formally recognize the outstanding performance of students, the Basic Education Department (BED) annually holds a Recognition Ceremony for Nursery, Kindergarten and Preparatory(NKP),GradeSchool,andHighSchoolstudentswhoexemplifyinthefollowingmeasures:Academics, Christian Living Education (CLE) and Character Education, Conduct, Math, Science, English, Filipino, Computer, Arts, Sports, Service, and Attendance.

ThefollowingmeasuresaredescribedbasedontheStudentHandbookofAcademicYear2015-2016:

Academic Awardsaregiventothosestudentswhohavenogradebelow87%inallsubjects,includingMAKABAYAN,nocomponentgradeofwhichislowerthan85%andmustobtainaGeneralAverageof90%andabovefortheparticulargradingperiod.

St. Lorenzo Ruiz Award is entitled to each grade level for a catholic pupil who gets the highest ratinginCLEandCharacterEducationandatleast86%inhis/herconductgrade.

St. Vincent Liem dela Paz Award is entitled to each grade level of award in Conduct.

Special Awards is given to any pupil who obtained the highest grade in the areas of Mathematics, Science, English, Filipino, and Computer.

Arts Awardisgiventostudentswhofulfilltheminimumrequirementsinallsubjects.S/hemusthaveperformedwithdistinction,asanindividualorasamemberofateamcappinganyofthefirstthreeplacesinanyofthefollowing:literature,speech,music,painting,andsculptureasofficialparticipant


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of the class or school, district, regional, or national competition. S/he must have participated with distinction as an active member, performer, or director in school authorized drama, dance production, or choral production as determined by the person-in-charge.

Sports Awardisgiventoastudentwhomeetsthefollowingrequirements:S/he fulfils theminimumrequirementsprescribed inallhis/hersubjects.S/he isamemberofgoodstanding in the varsity. S/he has not been subjected to any disciplinary action regarding his/her participation in any sports activity or competition during the academic year. As attested to in writing byhis/hercoach,he/shemusthaveperformedwithdistinction inasportcompetitionasanofficialparticipant of his/her class or school.

Service Award is given to any pupil for his/her outstanding/distinct service rendered to the schoolwithevidentaccomplishmentssignedbyhis/herclassadviseras:BarangayetteorLSBOOfficer,Knights of the Altar, Mass Lector & Commentator, Class Monitor, Peer Facilitator, Boy and Girl Scout, ClassOfficer,andThePagePublicationStaff.

Attendance Award is given to any pupil who has never been absent, late, nor cut the class during the current academic year in all-curricular and co-curricular activities that require his/her presenceincluding the Field Trip, Intramurals, Recollection, Daily Morning Routine, and Family Day Celebration.

Candidates for awards are screened based on the policy and guidelines of the Colegio. Assessment and deliberation are conducted by Teachers and Academic Chairs. Thus, results were discussed to the AssistantPrincipalandapprovedbythePrincipal.TheBasicEducationRecognitionCeremoniesforAY2015-2016 were held last March 18, 2016 for Nursery, Kinder, and Preparatory (NKP) and March 29, 2016forGradeSchoolandHighSchool.

Evaluation forms were distributed among the teachers and Academic Chairs of the department. Feedbacks and improvements that came from the evaluation results were helpful to let the facilitators innovate and enhance the activities, which give importance to the effort of our pupils such as the Recognition day.

Thus, matters which arise from this analysis pointed out areas which needed to be given attention. It will also help in the decision making process of the administrators and other department who will facilitate such programs in the future.

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Objectives

This paper aimed to: 1. Analyze the activity evaluation results; 2. Ascertain the observation about Recognition Day program ceremonies; and 3. Provide recommendation and suggestions for improvement.


RecognitionCeremoniesarespearheadedbyBasicEducationPrincipal’sOfficewiththehelpofAcademic Chairs and teachers as part of the Recognition Committee. A total of 50 evaluation forms were given and 43 were retrieved. Table 1 summarizes the evaluation results.

Departmental Activity Evaluation Form (AR: 08-00-FO-21 rev 01 062215) was used for this data analysis.Theformconsistsofquantitativeandqualitativeareas.Forthequantitativepart,afivepointscale was used in answering each criterion with 5 as Excellent, 4 as Very Satisfactory, 3 as Satisfactory, 2 as Fair, 1 as Needs Improvement and N/A for Not Applicable.

Sixcriteriaareratedwithcorrespondingsub-criteriaasfollows:Thefirstcriterionis(A)Qualityofthe event/presentation/activity which includes (A.1) Objectives attained, (A.2) Relevance, and (A.3) Cost. Second criterion is the (B) Participation with sub-criteria (B.1) Opportunity to gain new information, (B.2) Engaging,and(B.3) Interactive.Thirdcriterion is (C)Non-technicalAspectwithfivesub-criteria (C.1)Registration Process, (C.2) Audio Visual

Presentation, (C.3) Venue Set-up/Decor, (C.4) Sound System, (C.5) Lighting. Fourth is (D) Time Managementwithtwosub-criteria(D.1)Timeallotment,(D.2)Scheduleandflowofsession.Fifthis(E)Mealswithfoursub-criteria(E.1)Quality,(E.2)Adequacy,(E.3)MannerofServing,and(E.4)Promptness of Serving and lastly, (F) Resource Speaker

Most of the respondents rated each criterion with Excellent (ranging from 16 to 35 out of 43 or 37%-81%).Thelowestcriterionratedasexcellent istheResourceSpeaker,whereinmostlyansweredN/A or not applicable because at that time, the Recognition only had an Emcee. The highest criterion rated as excellent is Relevance, which indicates that majority of the teachers and Chairs values the importance of the event.


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Table 1. Percentage of Responses in Sources of Information

Thequalitativeareaof the surveywas subjected to thematicanalysis.Threecategoriescamesignificantinthisanalysisnamely,(1)PhotoDocumentation,(2)Logistics,and(3)FlowoftheProgram.Observations, Weaknesses, and Strengths wore clustered per category.

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Photo Documentation

The following are recommendations with regard to photo documentation:

One of the most important factors in an event is capturing memories through pictures. People everywhere bring their own cameras to document experiences and occasions such as in a recognition program.Sincepictureissignificantintheevent,procedureofdocumentationshouldbeorganized.1) During the program, students should be guided by people in charge on their way to the photo wall. 2) Photographers and people who will handle the documentation should come on time. 3) At least two photographers are expected to accommodate students and parents. 4) Long lines should also be avoided by designating 2 lines to maintain the orderliness of the program. 5) Students and parents shouldbegivenenoughtimeduringthepicturetaking.6)Thequalityofpicturesthatwillbeproducedneedstobeinhighqualityandresolution.

The following are feedbacks coming from the respondents:

“Improve the procedure in taking photos”

“There should be 2 photographers for photo op to avoid waiting in long line”

“Documentationteam(video)MISarrivedlatedespitethelettersenttotheiroffice”

“The documentation team should come on time. They are always late despite the letter given to them” “Picture taking/photo area”

“Long line for photo op”

“Photo op”

Logistics

The following are recommendations with regard to logistics:

MaterialsneededfortheprogramshouldbewellcoordinatedwiththeBudgetOfficer.Thefoodshouldberequestedinabuffetstylebecausedinersopttohelpthemselvesonthefoodbeingofferedin a designated table or area.

Thequalityof audio and sound system shouldbe improved. Sounds shouldbe amplified toreacheverycornerofthevenueandthequalityofsoundproducedmustbeclearlyunderstoodbytheaudience. Budget for the purchase of additional or enhanced sound system should be allocated for the


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next Recognition Program. Coordination with the MIS and PMGSD should be established to be able to make necessary preparations with regard to audio task.

The following are feedback coming from the respondents:

“Materials should be given on time”

“Buffet food for teachers”

“List of achievers (released by Records for the program)”

“Microphone sounds”

“Sound system

Flow of the Program

Thefollowingarerecommendationswithregardtotheflowoftheprogram:

Basedontheevaluationresults,itcouldbeconcludedthatmostoftheteachersweresatisfiedwiththeflowoftheprogram.Althoughtherewerefewnegativecommentssuchaslonglineforphotoop, it can be seen that the program was appreciated.

To take action on the comments, it is advisable to discuss the results of the evaluation among the Basic Education Administrators. For the next Basic Education Recognition, evaluation results of this data analysis could be used to improve the program procedure.

The following are feedback coming from the respondents:

“Flow of program”

“Recognize the students’ works for the A.Y.”

“On time”

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Conclusions

Basedontheevaluationresults,itcouldbeconcludedthatmostoftheteachersweresatisfiedwiththeflowof theprogram.Althoughtherewerefewnegativecomments, itcanbeseenthat theprogram was appreciated.

To take action on the comments, it is advisable to discuss the results of the evaluation among the Basic Education Administrators. For the next Basic Education Recognition, evaluation results of this data analysis could be used to improve the program procedure. An action plan is included for this data analysis.

References

Grade School and High School Student Handbook A.Y. 2015-2016

AR:08-00-FO-21 rev 01 062215 Departmental Activity Evaluation Form.

http://www.deped.gov.ph/sites/default/files/order/2016/DO_s2016_036.pdf


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Paghayo Continuing Formation Program for Graduating College Students of Colegio De San Juan De Letran Calamba

(Academic Years 2013-2014, 2014-2015, and 2015-2016)ROMEO D. BANATLAO

Campus Ministry Department

Background

Letran Calamba, through the CampusMinistry Department, facilitates the PAGHAYO annualretreat for graduating college students held at Caleruega Retreat Center, Batulao, Nasugbu, Batangas. The three-day retreat aims 1to prepare the students for their professional life in the context of prayers, reflections,andcommunitycelebrations.Likewise,theformationProgram2isavenueforcommissioningand sending–off for students to be preachers of faith, hope, and love to their future workplace.

Retreat can be the ideal venue to explore and address fundamental life concerns and raise new approaches of profound comprehension and commitment to new life’s directions.

Analyzing data will help the department to learn what the data tell and will help obtain interpretation of the evaluations. The data will be used for exploring the meaning of the programs and design concrete actions for the improvement of the programs. Data are considered summaries of thousand stories and personal experiences.

Objectives

1.ToanalyzetheevaluationresultsofPaghayoCantinuingFormationProgramfromAY.2013- 2014 to 2014-2015, and 2015-2016; 2. To identify the best practices of the program; 3. To verify if the set objectives of the program are met; and 4. To craft action plans that would strengthen the areas for improvement of the program.


The Paghayo Continuing Formation Program is organized, conceptualized, and implemented by the personnel of the Campus Ministry Department in coordination with the different schools and as well astheofficeofthechaplaincyoftheColegio.ThisProgramiseffectiveforretreatsofferameaningfulinterplay between concepts and actual experiences in life. The program is treated as a vital component of their journey and towards personal growth.

Theprogram is significant because it provides a shared context for students to interact andshare sacred stories and personal experiences in a manner that bridges understanding, realizations, and dialogue. Participants are convinced that a well-designed retreat will lead them to personal growth.

Basedontheevaluationresultsandthequalitativecomments,theprogramreceivedaconsistentexcellent rating from academic years 2013-2014, 2014-2015, and 2015-2016.

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Table 1. Evaluation results of participants


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Legend:0.5–1.4 STRONGLYDISAGREE 1.5 - 2.4 DISAGREE 2.5 - 3.4 AGREE 3.5–4.0 STRONGLYAGREE

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The following data will ensure the constructive alignment of the Programs objectives, major findings,conclusion,andrecommendation.


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References

Campbell, Shiela et al. Retreats that work: Designing and Conducting Effective Offsites for Groups and Organizations. California: Jossey-Bass/ Pfeiffer Publish Inc., 2003.

Silf, Margaret. Going on Retreat: A Beginners’ guide to the Christian Retreat Experience. Chicago: Loyola Press, 2002.

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Training Needs Assessment for Library Services PersonnelAcademic Year 2016-2017MARIANNE G. GONZALES

Human Resource Department

Background

Foratraininganddevelopmenttobeeffective,knowingwhatisrequired–fortheindividual,thedepartment,andtheorganizationasawhole,isarelevantrequirement.TrainingNeedsAssessment(TNA) is a process of identifying training needs in an organization for the purpose of improving employee job performance. In today’s changing workplace, effective TNA is predominantly essential as newtechnologiesandflexibleworkingpracticesarebecomingwidespread,leadingtocorrespondingchanges in the skills and abilities needed.

Today’s work environment entails personnel to be skilled in performing complex tasks in an efficientandcost-effectivemanner.Librariansandlibraryservicespersonnelmustre-assesstheirrolesand responsibilities as the electronic information era further direct the course of libraries, archives, and information and media center. They have to completely accept the fact that there is a need to realign theircompetencieswiththerequirementsoftheelectronicage(FernandezandBuenrostroJr.,2015). This Training Needs Assessment (TNA) was conducted to identify competencies and training needs of the Library Services Personnel for the purpose of enhancing employee job performance. Accordingly, conducting training needs assessment for library staff is also one of the suggested areas for improvement of the PACUCOA. The result of the training needs assessment will be used as basis for crafting the Personnel Development Plan (PDP) of the Library Services Department.

Objectives

Generally, this assessment sought to determine training needs of the Library Services Personnel. Specifically,itwillalsoshedlighttothefollowing:

1. ascertain the competencies of the library personnel that need to be strengthened; 2. verify the degree of competency that the Library Services Personnel currently have; 3. identify the degree of competency that the Library Services Personnel currently needed to accomplish their work; 4. establish the degree of competency that the Library Services Personnel believe will be requiredinthefuturetoaccomplishtheirwork;and 5. serve as basis for crafting the Personnel Development Plan (PDP) of the Library Services Department.


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The TNA for Library Services Personnel was specially developed to assess the degree of competenciesofthesaidpersonnelinaccomplishingtheirwork.TheTNAtooliscomprisedofpredefinedcompetencies, areas, and sub-areas developed by the Professional Regulatory Board for Librarians in 2013. The core competencies were grouped into two parts: professional and personal, patterned after the Special Libraries Association (SLA) model. Professional competencies include managing information resources, managing information services, managing information tools and technologies, and managing information organizations. Personal competencies include communication, customer service, leadership, lifelonglearningandpersonalgrowth,ethicsandvalues,andinterpersonal.However,aspertheChiefLibrarian’s recommendation, only two of the personal competencies – communication and customer service, were included in the TNA tool.

The TNA tool is a self-assessment tool with list of core competencies of a library personnel needed to effectively perform one’s job. From the list of competencies, the library personnel assess the degree of competency that they currently have, currently needed to accomplish their work, and theybelievewillberequiredinthefuturetoaccomplishtheirwork.Toensureaccuracyofassessment,validation was done by the Chief Librarian and Director of the Research Department. Following is the rating scale used for this purpose.

Table 1. Evaluation results of participants

Data collected were analyzed using percentage and weighted mean. To determine the library personnel’s degree of competency, mean rating was computed for each of the standard competencies. A mean rating of 2.49 and below would mean that their competency is on Basic and Awareness level only, thus such competency needs to be strengthened and be included in their Personnel Development Plan(PDP). However,astotheChiefLibrarian,sincemostofherstandardcompetenciesareontheadvance and expert levels, those competencies that fall on the Intermediate level will be the basis for her PDP.

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The following statements shed light on the stated objectives of the study. Assessment of the library personnel competencies that need to be strengthen as shown in Table 2 revealed that majorityofthem(58.33%)needtofurtherenhancetheircompetenciesone-resourcesmanagementand information literacy under managing information resources and managing information services respectively. This result can be attributed to the fact that as the new millennium ushered the continuous and rapid changes that transform information captured in print format to digital format, the library services personnel must be adept in e-resources management and information literacy (Fernandez and BuenrostroJr.,2015).Likewise,50%ofthelibrarypersonnelalsoneedtodeveloptheircompetencieson collection management under managing information resources, core application of information tools and technologies under managing information tools and technologies (core skills), and project management/research under managing information organization. As Fernandez and Buenrostro Jr. (2015) have stated, the role of the librarian dealing with digital resources should extend beyond the reactive librarian to the proactive consultant and colleague. In the expanded role of librarian as information consultant and colleague, the major value-added contribution is the provision of a more precise and relevant search output desired by their clients/customers. As to other competencies under themanaging information resources, 41.67% of the librarypersonnelneedtoreinforcetheircompetencyonselectionandacquisition.Moreover,four(33.33%)ofthelibrarypersonnelneedtobemoreequippedoncatalogingandthree(25.00%)needtodeveloptheir competency on preservation. On managing information services, minority of the library personnel need to enhance their competencies on access services, reference/information, patron training, public services/outreach, and children’s/young adults services. This implies that majority of the library personnel have already mastered the needed competencies under managing information services thus they just have to continuously update themselves on the current trends on library management. Similarly, a small number of library personnel also need to reinforce their managing information tools and technologies competencies specifically on core email, core hardware, core internet, coreoperating systems, core software applications, and core web tools. In the same way, only some of the library personnel need to intensify their managing information organization competencies as to strategicplanning/policyformulation,financialmanagement/budgetingandfunding,publicrelations/marketing and promotion, collaboration/networking, and facilities management.

Majority of the library personnel’s personal competencies, which include communications and customer service, are already on Intermediate and Advanced level thus no further training is immediately needed.


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Table 2. Library personnel competencies that need to be strengthened

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Assessing the overall degree of competency of the library services personnel as to the skills that they currently have revealed that their professional competencies, which include Managing Information Resources, Managing Information Service, and Managing Information Organization, are on the Basic level. Whereas, the overall degree of personal competencies, which include Communication and Customer service and professional competency on Managing Information Tools and Technologies of the library servicespersonnel,areclassifiedon the Intermediate level. This further implies that thelibrary services personnel recognize the need to enhance necessary skills to perform their job.

Table 3. Degree of competency that the Library Services Personnel currently have

Recognizing the need to enrich their professional and personal competencies, the library services personnel rated their degree of competency as Intermediate and Advanced levels for professional and personal competencies, respectively in terms of what they currently needed to accomplish their work. Although they are professionally and personally competent, they are acknowledging the fact that they needsomeinterventiontoenablethemtogainconfidenceindemonstratingtheircompetencies.


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Table 4. Degree of competency that the Library Services Personnel currently needed to accomplish their work

Library services personnel are also aware that they need to enhance and maintain high ethical, moral, and professional standards of librarianship. Their professional and personal competencies should adapt to the demands of their work. Acknowledging the stated fact, the library services personnel perceived that their professional competencies should be in Advanced level, while their personal competencies should be in Expert level. The library services personnel believe that those stated degrees ofcompetencieswillberequiredinthefuturetoeffectivelyaccomplishtheirwork.

Table 5. Degree of competency that the Library Services Personnel believe will be required in the future to accomplish their work

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Conclusions

The Training Needs Assessment (TNA) is conducted to identify competencies and training needs of the Library Services Personnel and will serve as basis for developing the Personnel Development Plan of the Library Services Department.

The results revealed that some of the librarians and library assistants need to strengthen their professional competencies on managing information resources, managing information tools and technologies, managing information services, and managing information organization. These competencies are essential skills that the librarian and library assistants need to develop. As to personal competencies, which include skills on communications and customer service, the library services personnel competencies are on Intermediate and Advanced level thus no immediate training or skills enhancement is needed.

The library services personnel acknowledge their limitations and recognize that they need to further their professional competencies. As to personal competencies, library services personnel should sustain their high level of communication skills and customer service, thereby needing only minimal interceptive assistance.

Gathered TNA result shall be the basis for developing the Personnel Development Plan (PDP) of the Library Services Personnel starting this academic year 2016-2017.

References

Fernandez, L.M & Buenrostro, J.C (2015). Competencies of professional librarians in northern Luzon, Philippines: Basis for building capacities and continuing professional development.

NeedsAnalysis:Howtodeterminetrainingneeds(2015).Retrievedonlinehttp://www.hr-guide.com/ data/G510.htm

Professional Regulatory Board for Librarians. Prescription, Adoption, and Promulgation of a National Competency – Based Standards for Filipino Librarians. Resolution No. 03 S. 2015

TrainingNeedsAnalysis(2006).Retrievedonlinehttp://www.london.ac.uk/fileadmin/documents/staff/ staff_development/tna.pdf


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Analysis of Turn-over Rate of Letran Calamba PersonnelJELHEN F. FAYLON

Human Resource DepartmentBackground

In human resource terms, personnel turn-over is a measurement of how long personnel stay with the organization and how often will have to replace them. Turn-over or Separation is when personnel leave an organization and have to be replaced. It cannot be avoided that some personnel will always leave the workforce due to new job offers, pursue higher education, relocation, and job dissatisfaction, or retirement (compulsory or optional).

Ingeneral,organizationwith lowturn-over isquiteproductive.This isbecausethepersonnelknowandtrustoneanotheandarebetterattheirspecificrolesthanagroupofpersonnelthatseesmore turn-over would be. Personnel are likely to be more loyal to the organization and more willing to devote their personal energy to the job. Low turn-over makes it easier for the organization to focus its time and energy on the business at hand rather than adapting to new personnel. In contrast, high turn-over means the organization is losing a relatively high percentage of personnel each year compared with the number of personnel that is hired and employed. This unavoidable level of turn-over can somehowbebeneficialbecauseitbringsnewpeopleintotheorganizationwithnewideasandafreshperspective.

To manage personnel turn-over, the human resource has to monitor personnel retention and job satisfaction. With this, the human resource can understand why personnel leave and what information canbeused toaddresspersonnel losses. Towards this end,HRDLetranCalambaconducts anExitInterview to all personnel ending their contracts, applying for resignation, and availing of compulsory and optional retirement. For this paper, the focus is on the personnel who resigned from the Colegio fortwo(2)AcademicYears2014-2015and2015-2016.

Objectives

Generally, this paper sought to identify and improve personnel retention and reduce turn-over withinLetranCalamba.Specifically,italsoaimedtoknowthefollowing:

1. Determine the top three reasons of separation from Letran Calamba; 2.Ascertainthetopfiveconsiderationsforacceptingoffersofotherorganizations; 3. Determine the desirable and undesirable factors of job in Letran Calamba; and 4. Provide recommendations to sustain the retention rate of Letran Calamba

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For AY 2014-2015, the Human Resource Department (HRD) obtained the retention rate ofpermanent personnel using the formula in Table 1.

Table1revealsthatforAY2014-2015,theretentionrateorthenumberofretainedpersonnelwas270(91.53%),thereforetheturn-overrateorthenumberofpersonnelwholefttheColegiowas25or8.47%.

Also,usingthesameformula,theretentionrateofpermanentpersonnelforAY2015-2016wascomputed based on Table 2.

ForAY2015-2016,Table2showsthattheturn-overratewas31or5%whiletheretentionratewas253or95%.

In this paper, the focus was based on the personnel who voluntary resigned from the Colegio. A totalof15outof16resignedpersonnelservedastherespondentsforAY2014-2015and18outof21resignedpersonnelservedastherespondentsforAY2015-2016.OnepersonnelforAY2014-2015andthreepersonnelforAY2015-2016werenotabletoundergotheprocessbecausetheyalreadyleftthecountry while, others have yet to complete.


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To gather the information, exit interview form was developed in order to identify the factors thatinfluenceadecisionofanindividualtoleaveLetranCalamba.ThesepersonnelcanhelpHRDingathering information that would serve as a guide for Letran Calamba to become a better institution. Aside from theexit interview form,HRDalso conductsone-on-one interview inorder to verify theanswers from the personnel. It is always reiterated that the answers and comments during interview shallbedealtwithutmostconfidentiality.

Basically, the exit interview focuses on the following: reasons for personnel separation, personnel satisfaction, and on three factors, namely, job related, working relations, and Letran Calamba related factors.Ithasacombinationofopen-endedandclosed-endedquestionsinordertogetvariousandhonest answers.

Todetermineandcomparethereasonsforpersonnelseparationandsatisfaction,HRDtabulatedtheexitinterviewconductedlastAcademicYear2014-2015and2015-2016.

ForAY2014-2015,Figure1showsthetopthreereasonsforresigningarethefollowing:(1)togoabroad; (2) due to personal reasons such as having more time for their family and for personal growth; and (3) the personnel accepted another job.

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Figure 1. Reasons for resigning, AY 2014-2015

Ontheotherhand,Figure2showsthatforAY2015-2016thetopthreereasonsforresigningarethe following: (1) to go abroad; (2) due to personal reasons like family related concerns; and (3) the personnel accepted another job. It was clearly determined that those three reasons are consistent in bothAcademicYears2014-2015and2015-2016,whichistogoabroad,whereinthreewenttoBahrainand two went to Korea to pursue their teaching profession. Personal reasons such as providing more time for family and professional growth were also mentioned. Lastly, personnel who were resigned from the Colegio accepted another job.


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Figure 2. Reasons for resigning, AY 2015-2016

Figure3showsthatthetopfivefactorsthatwereconsideredforacceptingotherjobsofresignedpersonnelforAY2014-2015wherethefollowing:(1)highersalary(9or35%);(2)higherposition(4or15%);(3)greateropportunityforpromotion(4or15%);(4)jobmoresuitedtoloneofinterest(3or11%);and(5)moreconvenientlocation(3or12%)

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Figure 3. Factors considered to take other jobs, AY 2014-2015

ForAY2015-2016,Figure4showsthetopfivefactorsthatwereconsideredforacceptingotherjobsofresignedpersonnelwherethefollowing:(1)highersalary(7or32%);(2)greateropportunityforpromotion(4or18%);(3)jobmoresuitedtoloneofinterest(4or18%);(4)otherssuchasbetterretirementbenefits,securityoftenure,andtosustainthemedicalneedsofimmediatefamily(4or18%);and(5)higherposition(2or9%).

Figure 4. Factors considered to take other jobs, AY 2015-2016

Figure5displaysthatinAY2014-2015,themostlikedjobrelatedfactorwastherelationshipwithco-employees with 11 respondents, followed by the nature of work with 9 respondents, and 2 respondents eachforampletrainingsandothers(i.e.superiorandstudents).WhileinAY2015-2016,themostlikedjob related factors were the following: nature of work (n=11), relations with co-employees (n=6), ample trainings(n=5),andotherssuchasbenefits(n=2).


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Figure 5. Job Related Factors for AY 2014-2015 versus AY 2015-2016 (Most Like about job)

Figure6 reveals that forAY2014-2015, the least liked job related factorswere the following:favoritism and others such as too much unnecessary paperworks, confusing job description, school system,natureofwork,poorcommunication,andunprofessionalapproachesgotaratingofsix;fiverespondents answered too much work load; and one chooses the answer of no harmonious relationship amongemployees/supervisor.WhileinAY2015-2016,thehighestfactorthatwasleastlikedontheirjob was too much work load (n=8); others like paper works/ forms, some incompetent administrators, PACUCOA accreditation, duplication of job function, attitude of heads/employees, and managemnt matters (n=6); and three ratings in favoritism and no harmonious relationship among employees/supervisor.

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Figure 6. Job Related Factors for AY 2014-2015 versus AY 2015-2016 (Least Like about job)

Basedonthefigurebelow,themostlikedLetranCalambarelatedfactorsinAY2014-2015wastheofficeenvironment/workingconditionwith8respondents,followedbyothersspecificallythestudents& colleagues with 4 respondents, 3 respondents for activities (such as Formation Programs, Internal trainings/seminars, Binyag Arriba, Gawad Parangal, Christmas Lighting, and Faculty Follies). Moreover, themostlikedLetranCalambarelatedfactorsinAY2015-2016isstilltheofficeenvironment/workingcondition(n=10);activitiesliketeambuildings&recollections(n=6),othersspecificallythebenefits,co-workers, research modules, books, and other writings (n=5).


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Figure 7. Letran Calamba Related Factors for AY 2014-2015 versus AY 2015-2016 (Most Like about Letran Calamba) BasedonFigure8, the least likedLetranCalamba related factors forAY2014-2015were thefollowing: slow promotion obtained seven responses; six respondents answered others such as strong politics, gossips, forms, defective communication system, unrelated/redundant paperworks, and DepartmentHead;andfivechoosestheansweroflowsalary.InAY2015-2016,thehighestfactorthatwas least liked on Letran Calamba were the following: slow promotion (n=9); low salary (n=8); and three ratingsbothinofficeenvironment/workingconditionandotherswhichincludestoomuckworkload,changingmanagementplans,basicpay,andotherrequirementsforpromotion.

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Figure 8. Letran Calamba Related Factors for AY 2014-2015 versus AY 2015-2016 (Least Like about Letran Calamba)

Conclusions

The following conclusions were revealed by the paper:

1. Based on the given data, the top three reasons of separation from Letran Calamba were the following: (1) to go abroad because of the rate of pay that they are going to receive; (2) due to personal reasons such as for personal development & family related concerns; and (3) the personnel accepted another job. Although many things were considered by the resignedpersonnel suchas thenatureofwork, relationswithco-employees,officeenvironment/workingconditions,benefits,andactivitiesbutduetothedemandforhighersalary and personal growth and development they tend to resign from the Colegio. Also, almostalloftheresignedpersonnel(or8outof15respondentsfromAY2014-2015and10outof18)respondentsfromAY2015-2016answeredthattherateofpaytheyreceivedwas a bit low although acceptable. Even resigned personnel left the Colegio, they are still recommending the Colegio to their friends as a place to work for.

2.Thetopfiveconsiderationsforacceptingoffersofotherorganizationswere:(1)Highersalary,(2)Higherposition,(3)Greateropportunityforpromotion,(4)Jobmoresuitedtolone of interest, and (5) More convenient location.


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3. The most liked job related factors were as follows: (1) the relationship with co-employees, (2) followed by the nature of work, (3) ample trainings and others (i.e.superior,students,andbenefits).Whiletheleastlikedjobrelatedfactorswerethe following: (1) too much work load; (2) others such as too much unnecessary paperworks/forms, confusing job description, duplication of job function, school system, PACUCOA accreditation, nature of work, poor communication, some incompetent administrators, attitude of heads/employees, and unprofessional approaches; and (3) favoritism.

4.ThemostlikedLetranCalambarelatedfactorswerethefollowing:(1)officeenvironment/working condition; (2) others specifically the students, colleagues, benefits, researchmodules, books, and other writings ; and (3) activities (such as Formation Programs/Recollections, Teambuildings, Internal trainings/seminars, Binyag Arriba, Gawad Parangal, Christmas Lighting, and Faculty Follies).

Recommendations

Inlinewiththefindingsandconclusions,thefollowingrecommendationsaresuggestedinorderto help the Colegio maintain its personnel:

1. Emphasize the desirable aspects of the Colegio’s work environment to future applicants; 2. Benchmark with other nearby schools on the current salary levels ; 3. Revisit of existing salary scale of the Colegio through the Economic Council; and 4. Continuing review of internal processes like communication system and personnel workload/paperworks.

References

http://study.com/academy/lesson/what-is-employee-turnover-definition-cost-reasons.html

https://www.qualtrics.com/support/research-resources/create-employee-exit-interview-survey/

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Learning, Unlearning, and Relearning: An Evaluation of the Departmental Data Analysis Training Series and Its Inputs to Personnel Research Engagement

JUAN GERRICK B. MALLARIKnowledge Management DepartmentBackground

Research is thecareful anddiligent searchor inquiryofnew factsordiscoveries,whether toaccept or reject theories in the existence of new facts that can be used in practical application (http://www.merriam-webster.com/dictionary/research.dov; July 26, 2016). Further, it involves the systematic or step-by-step process of investigating the truth of a certain phenomenon. Therefore, it is imperative that basis for process enhancement and decision-making should be guided by research. One of the common research undertakings in which it is embedded in Knowledge Management Department’s departmental practicesistheanalysesofdepartmentdata.Butbeforeanalysing,thesearethequestionsthatneedtobeclarified:Howdoweclassifydatafrominformation?What’sthedifferencebetweenknowledgeandwisdom?Whenandhowareyougoingtouseyourdataorinformation?Data,accordingtoSchumaker(2011, p. 40) as cited from Boisot and Canals (2004) is the observable, concrete states which are products of our response to a stimuli. It involves the use of our human senses. When we are able to interpret these responses, then it becomes information. The value of information depends on the need for a particular data (Choo, 1996; Schumaker, 2011, p. 40.) Information per se, is determined by the level of importanceofthedata.Hence,theuseofinformationresultstogainedknowledge.Knowledgepertainsto the “how” of using information and the “when” and “why” are you going to use knowledge is referred to as wisdom (Jifa, 2013, p. 714).

Recommendations based from the audit results of the Philippine Quality Award Site Visit showed that the Colegio has rich sources of data and information, which are not being utilized. Moreover, most of the non-teaching personnel of the Colegio are not fully engaged in research-related activities. Thus, with the recent birth of the Knowledge Management Department, it assists all departments in analysing theirdepartmentaldataandhelppromotethecultureofcuriosityandinquiry,whichhasbeensetbythe Research and Development Division through the Research Department. The department conducted seriesoftrainingsonanalysingdepartmentdataforemployeesrepresentedbydifferentofficesanddivisions last May 12, 17, and 19, 2016. More so, it also gave focus on enhancing the participants’ writing and grammar skills. Similarly, a review on collecting, reviewing, and analysing departmental data dubbed as “Learning, Unlearning, and Relearning” was organized for selected faculty members among schools last June 3, 2016. Evaluation Forms on Trainings/Seminars (RE:03-00-FO-14) was used to evaluatetheperceptionoftheparticipantstotheoveralltrainingexperience.Hence,thispaperfocusedon the results of the evaluation tool as perceived by the participants during their training session.


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Objectives

Research is thecareful anddiligent searchor inquiryofnew factsordiscoveries,whether toaccept This study was guided by the following objectives:

1. To determine the mean ratings of the activity as given by the participants in terms of: a. The Speaker; b. The Presentation; c. Venue; and d. Training Session; and

2. To recognize the implications of the training series among participants.


This paper used a 5-point rating scale of interpretation:

The following are the criteria evaluated by the participants:

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Figure 1. Summary of evaluation from employees


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Qualitative comments from the employees were also given as follows:

“Really appreciate the training given to us by KMD. We need a lot of this.”

“another more days for training a day is not enough”

“Good job KMD! (n=2)”

“more of these for continuous improvement of data analysis and related skills.”

“Thank you! (n=12)”

“additional knowledge in learning research.”

“This seminar is very helpful!”

“more session please! (n=2)”

“I’ve learned something new!! =)”

“The training is very informative” “the training is very relevant to the department’s operation. I appreciate it a lot.”

“Very useful. (n=2)”

In terms of the responses from the faculty members, it showed positive results based from the garneredratings.Prof.RobertoDV.RevillagotthehighestExcellentratingof5.00,whichreflectstheparticipants’appreciationofhisknowledgeandexpertiseinthetopicofqualitativeresearch.

Meanwhile, Dr. John Jesus D. Meneses received a mean rating of 4.97 (Excellent) as viewed by the participantsonhisexpertiseinthefieldofquantitativeresearch.Bothvenueandtrainingsessiongot4.92 (Excellent) mean ratings. Despite of the limited space, the faculty members still viewed the venue andflowofthesessionconduciveforthetraining.

Lastly, the presentation got the lowest mean rating of 4.88, still an Excellent rate.

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Figure 2. Summary of evaluation from faculty members

Qualitative comments from the faculty members are as follows:

“time constraints”

“Congrats & keep up the good work!”

“Very informative”

“Thanks for the useful input.”

“Very good.”

Apost-activityinterviewwasalsodoneamongpurposivelyselectedparticipantsfromthefivedivisions in the data analysis training series to gained additional insights, aside from the ones mentioned intheevaluationforms.GuidequestionswereliftedfromFormforCapturingTacitKnowledge(RE:03-00-FO-19). Table 1 presents the summary of responses from the interview:


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Participantswhowereinterviewedwhenasked‘whatwentwell?’respondedthattheyappreciatedthesubjectongrammarreviewandthepurposeofthetraining.Ithasgivensomeclarificationswithregardtoknowledgeorresearch.However,onthepartof‘whatdidn’tgowell?’somementionedconflictin the training schedule, availability of data, and work load concerns. But when they were asked if ‘If youhadtodoitoveragain,whatwouldyoudodifferently?’,somerespondedthatiftheyalreadyhavesuggested topics for data analysis, more examples, grammar activities and how to analyse and prepare graphs, more sessions as compared to research classes of the Colegio, bigger groups, and if we can also invite external resource person. And when they were asked ‘What recommendations would you make to otherdoingsimilarprojects?’,participantswouldliketohavefacultymembersasresearchmoderators,willingness and availability of the participants, bigger venue, invite external resource speakers, and trainings on research presentation and oral communication, and databank storage for data analysis.

Conclusions

In summary, the departmental data analysis training series for employees and faculty members showed overall positive results. The employees and faculty members appreciated the resource speakers withregardtothesharedknowledgeandexpertise.Thequalityofthepresentationalsohelpstocapturethe interest of the participants.

Given the limited space, the participants still viewed the venue suitable for the training. The training session also showed positive results in terms of organization and setting the expectations of theparticipants.However,oneofthequalitativecommentsfromthefacultymembersindicated‘timeconstraint.’ In the study conducted by Borg (2007, p. 732), he mentioned the factors why teachers cannot

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sustain their research engagement: (1) lack of external pressures; (2) lack of time; and (3) differences in personal disposition. In another study on research culture, it showed that ‘investment in time’ was identifiedasanimportantcriteriatoestablisharesearchcultureamongschools(Ebbutt,2001;Borg,2007, p. 745.)

Hence, this supports thepurposeof conducting trainingsamong teachingandnon-teachingpersonnel in analyzing their departmental data which will help personnel to become engage in doing research. A proposed action plan was formulated to further enhance and sustain the research capability of Letran Calamba personnel.

References cited

Schumaker, R. P. (2014). From Data to Wisdom: The Progression of Computational Learning in Text Mining. Communications of the IIMA, 11(1), 4. http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1155&context=ciima(dov:July28,2016)

Jifa, G. (2013). Data, Information, Knowledge, wisdom and meta-synthesis of wisdom-comment on wisdom global and wisdom cities. Procedia Computer Science, 17, 713-719. http://www.sciencedirect.com/science/article/pii/S1877050913002251 (dov: July 28, 2016)

Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23(5), 731-747. http://www.education.leeds.ac.uk/assets/files/staff/papers/Borg-2006-TATE.pdf (dov:July 29, 2016)

Jehanzeb,K.,&Bashir,N.A.(2013).Traininganddevelopmentprogramanditsbenefitstoemployeeand organization: A conceptual study. European Journal of Business and Management, 5(2). http://s3.amazonaws.com/academia.edu.documents/32182244/3947-5999-1-PB.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1479898353&Signature=GOilo4lF9wbtmgeo2r2SOlaVuiU%3D&response-content-disposition=inline%3B%20filename%3DTraining_and_Development_Program_and_Its.pdf(dov: November 23, 2016)


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A Comparative Analysis of the AY 2013-2014 and AY 2014-2015 Library Customer SatisfactionLESLIE JOYCE G. LARITA

EVELYN P. NABUS, RLLibrary Services Department

Background

Last Academic Years 2013-2014 and 2014-2015, the Library Services Department (LSD)administered a satisfaction survey among library users to assess their level of satisfaction of the library services.Evaluatingcustomersatisfactioninthelong-termisanessentialpartofqualitymanagementin libraries.AccordingtoBall (2008),quality isdefinedas“allofthecharacteristicsandfeaturesofaproductoraservice,whichrelatetotheirsuitability for fulfillingfixedorgivenrequirements”and itis determined by the subjective evaluation of the customer. In which, this survey is used to gather the users’ opinions and degree of satisfaction, which then served as the basis for an analysis of strengths and weaknesses of the services within the department.

The four (4) dimensions of Library Quality (LibQUAL) were used as a parameter to measure the extent by which library users, in particular the graduating students who perceived/experienced library services. It was also used to make future improvements based on the results. Likewise, this analysis aimed to measure and compare the results of the two academic years on how the use of library facilities, resources,services,andpersonnelfulfilltheneedsofthelibraryusers.

Thesurveyquestionnairewascomposedoffourparts:thefirstpartconsistsof26questions(questionno.16sameasno.14)thatformedthefourdimensions,andwithineachdimension,questionedweredistributed as follows:

PersonalControl: Sixquestions AccesstoInformation:Fivequestions LibraryasPlace: Sixquestions AffectofService: Eightquestions

Thesecondpartconsistsoffivequestionsonthedegreeofusers’satisfaction,whilepartthreeindicatestheusagepatternoftherespondents;finallythelastpartconsistsofusers’profile,rateoftheoverallqualityofservice,andcommentsandsuggestions.DatacollectionwasscheduledbeforetheendofsecondsemesterofAY2013-2014andAY2014-2015.

Responseswereconvertedusingthefive-pointLikertscale.Todeterminemorecomprehensivelythe degree of perceptions of the respondents, certain criteria were established as basis for the interpretation of the results.

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Descriptive method was used to analyze data such as percentage, mean, frequencies, anddifferences. Descriptive statistics was used to determine the extent to which library users perceived/ experienced library services. Also, the results of the said Academic years are presented in tables to compare the data collected.

To interpret the results, the following scale was used.


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Objectives

The results of this data aimed to 1) determine the perceived degree of satisfaction of the library user with regard to the following dimensions: Personal Control, Access to Information, Library as Place, and Affect of Services; 2) measure the perceived degree of attainment of the library services; 3) determine theoverallsatisfactiononthequalityservicesprovidedbythelibrary;and4)determineandcomparethedifferencesofthedatacollectedfromAY2013-2014andAY2014-2015.

Thefindingsofthisstudycanbeusedtoenhanceandimprovethelibraryservicesandfacilities.


I. Perceived Degree of Satisfaction per Dimension

Personal Control

This dimension is related to the ability of the respondents to use the available library resources, facilities, and services independently and conveniently without assistance from library staff. This section assessed the users’ perceived degree of satisfaction with the convenience, usability, and availability of library resources.

The attribute “OPAC’s are usable and updated” (mean=14.36 and 24.33) was rated the highest in terms of degree of satisfaction by the respondents in this dimension. This shows that respondents used OPAC before retrieving books needed on the shelves. On the other hand, this item has a difference of -0.03,whichshowsthatinAY2014-2015therewasadecreaseinitsdegreeofsatisfaction.Thismaybe congruent with the Client Satisfaction Survey Result in which a comment stated that the OPAC is noteasytouseortheylackofknowledgeonhowtouseit.ThesefindingsaresimilartothestudyofThanuskodi(2012),inwhich95%oftherespondents’reasonsonwhytheyneverusetheOPACisduetotheir lack of knowledge in using it.

Likewise, results show that the attribute concerning internet facilities (mean= 13.8 and 23.93), was rated the lowest. The availability of electronic resources and internet accessibility within the library isessentialbuttheslowinternetconnectionaffectsthedeliveryofqualityserviceamonglibraryusers.Ontheotherhand,anincreaseof0.13wasseeninthedegreeofsatisfactioninAY2014-2015.Thismaybe due to the increase in the available computer units which the students can use. This result is also paralleltothestudyofDeviandSingh(n.d.)that47.56%oftherespondentswerepartiallysatisfiedwiththe internet facilities in Manipur University Library. Majority of their respondents answered that the most common problem cited was slow internet speed followed by the limited number of computers. These findingswereagreedandcongruenttothecommentsandsuggestionsofthegraduatingstudents.

MeanScoresof1AY2013-2014and2AY2014-2015

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Table 1. Comparative data of the perceived degree of satisfaction on personal control in AY 2013-2014 and AY 2014-2015

Access to Information

This section assessed the users regarding their perceived satisfaction on the accessibility of provided library resources and services, and convenient service hours.

Thefindingsrevealedthatrespondentswerealwayssatisfied(mean=14.78and24.56)withtheconvenienceoflibraryoperationhours.Butthisitemhasadifferenceof-0.22whichshowsthatinAY2014-2015 a decrease in its degree of satisfaction occurred. This result shows that the library hours duringAY 2013-2014which is 7:00am to 6:00pm (ProgramReference Section) and 9:00am-6:00pm(other sections) aremuch suitable to the respondents’ class schedule rather than duringAY 2014-2015 which is 7:00am to 7:00pm (Program Reference Section) and 10:00am to 7:00pm (other sections). Library hours are extended but then the opening of some sections were also affected because these were opened on a later time. Most of the students preferred for it to open earlier. It is supported by the study of Walton and Leahy (2013) that most of the respondents rated the opening hours with highest satisfaction level in which the Loughborough University Library changed its opening hours for years 2002, 2009, and 2012.

Moreover,inspiteoftheeffortoftheLSDtocontinuouslyacquireadditionallibrarymaterials,


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respondentswereonlysatisfied(mean=14.04and24.06)withthesufficientcopiesofbooksandithasadifferenceof0.02.ItshowedthatgraduatingstudentsfromAY2014-2015weremoresatisfiedwiththelibrarycollectionsratherthanthepreviousAY.Studentsalwaysrequestformoreupdatedbooks.Statedonthequalitativeresults,respondentswantmorecopiesofthebooksusedintheclassroomsrather than more titles. Also, based on the report generated from the system, students use books below thefiveyearsrecency.Itwasalsoobservedthatonlyonebookisusedbythestudentseventhoughtherequirednumberofreferencestobelistedinthecoursesyllabiisfive.

Table 2. Comparative data of the perceived degree of satisfaction on access to information in AY 2013-2014 and AY 2014-2015

Library as Place

Thisdimensionisaboutthephysicalfacilities,equipment,andlibraryenvironment.Thissectionasked the users’ perceived degree of satisfaction with regards to the service level of the library as a space for learning, studying, or researching.

Findingsrevealedthatrespondentswerealwayssatisfiedwiththefollowingattributes:lightingand ventilation (mean=14.75 and 24.61), signages (mean=14.74 and 24.53), and provision of laptop area (mean=14.63 and 24.52).

InAY2013-2014, the attributeswhichobtained thehighest and lowestmean scores are thefollowing: Library is a place conducive to study (mean=4.80) and There are places where to use a laptop computer within the library building (mean=4.63), respectively.

WhileinAY2014-2015,resultsshowthatthelibrarybeingwell-lightedandventilatedobtainedthe highest mean score (4.61); the lowest mean score is 4.43, which is the comfortable furniture. Based on the results of these 2 academic years, the 6 items in this dimension had decrease in the degree of satisfactioninAY2014-2015,itvalidatedthequalitativedatathatstatedthatthelibraryhastoimprove


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its facilities,providemore seats in the laptopareaand tohave spacious library. Thefindingsagreewith the study by Norliya (2009) which showed that based on the mean score of 3.50 and above, the respondentsaresatisfiedwiththelighting,thewashrooms,convenientlocation,andsecurity/safetyandthat they consider the library as a good place to concentrate on their studies and work. This shows that theseattributesaffectthedeliveryofqualitylibraryservicesanditprovesthatthelibraryenvironmentplays a vital role in studying and research preparation of the library users.

The attribute with the highest number of difference (-0.32) is the “Library is a place conducive tostudy”.InAY2013-2014,thisattributehasthehighestmeanscoreof4.80,whileinAY2014-2015ithas a mean score of 4.48. This may be affected by the increase of number of students who stay in the library premises during their free time due to the areas, which enables students to use their laptops anddotheiracademicrequirements.Inlinewiththis,groupdiscussionsareinevitableinsidethelibrarypremises, which results to an increase in the noise, therefore, affects the other users of the library.

Table 3. Comparative data of the perceived degree of satisfaction on library as place in AY 2013-2014 and AY 2014-2015

Affect of Service

This dimension is about the library staff’s attitude towards the users and their willingness to help and respond to users’ needs. This section probed on the respondents’ perceived degree of satisfaction with regards to the aforementioned.

Resultsshowthattherespondentswerealwayssatisfiedwiththelibrarystaffareknowledgeable(mean=1 4.71and 24.52).

MeanScoresof1AY2013-2014and2AY2014-2015,and3Statementsno.14andno.16werethesameinthequestionnaire.Theresearcherdidnotincludestatementno.16intheresultsanddiscussion(Table7) to avoid confusion.



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Thisattributeobtainedadifferenceof-0.19butthenitimpliesthatthesaidattributeissignificantlyaffected by the library services. Majority of the attributes had decrease its With this data, we could concludethatusersfeelassuredthattheinformationneededwillbehandledandsolvedefficientlyandeffectively.Italsoshowsthattheattitudeoflibrarystafftowardsusersaresignificantfactorsthatcancontributetotheincreaseinlibraryusageandusersatisfaction.ThesefindingsareinlinewiththestudyofOtieno,Otike&Rotich(2015)whereinitwasobservedthat67%ofstudentsstronglyagreethatthelibrarystaffwereessentialtotheuseoflibraryservicesandthat87%oftherespondentsbelievedthatlibrarystaffattitudehadinfluenceonuseoflibraryservices.

Table 4. Comparative data of the perceived degree of satisfaction on affect of service in AY 2013-2014 and AY 2014-2015

Results by Dimension

The dimension library as place was rated the highest (mean=14.72 and 24.51) perceived level of satisfaction by the respondents. This shows that an environment that provides a place for the students toconcentratewiththeirstudies,research,andworkisessentialindeliveringqualityservice.However,with the changing environment where learning commons become apparent and new generation user behavior and skills improve, library environment need to transform to provide multifunctional learning space.

The dimension personal control is rated the lowest (mean=14.09 and 24.21) among the respondents. The results revealed that the respondents would like to avail the services and resources independently and conveniently. Also, it shows that the respondents still seek for the usability and availability of the

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services.Thisdimensionhasasignificantimpactonthedegreeofsatisfactionoftherespondents.In the advent of technology, library users can access any information from any location, but internet accessibilitywithinthelibraryaffectsthedeliveryofqualityservicessuchasaccessinge-journalsandother resources.

Table 5. Comparative data of the perceived degree of satisfaction by dimension in AY 2013-2014 and AY 2014-2015

Degree of Attainment of Library Services

Findings revealed that the support of the library on being able to extend help for one’s learning, research, and teaching needs is the most achieved attribute according to the respondents (mean=14.59 and 24.48). The result showed that the dimension Affect of Service (mean=14.51 and 24.46) has a significantimpacttotheattainmentofthisattribute.BasedonthestudyofOtieno,et.al(2015),mostofthe respondents believed that library staff attitude is the most important role in the service provision oflibraryresourcesandalso,thestudyestablishedthat71%oftherespondentsexperiencedthatitwassignificanttohaveapproachablelibrarystaff.

On the other hand, the issuance of referral letters to library users for access to other library institution obtained a mean score of 14.18 and the ability of the library to update its clientele on library holdings and concerns (mean=24.35) are given the lowest perceived degree of attainment. Even thoughthelibraryhasalreadyexertedefforttopromotelibraryresourcessuchasnewacquisition,printjournals, online journal, and non-print resources, and provide referral letters for an interlibrary service still has the lowest perceived degree of attainment.

Likewise, the item “The library provides me referral letter to other library institution” had a difference of 0.21, which occurred an increase of degree of attainment. This result validates the data ofSummaryofissuanceofreferralletters,inAY2013-2014,115libraryusersrequestedreferralletters,whileinAY2014-2015therewereonly114libraryusers.ItshowsthatthelibraryusersaremoresatisfiedintheservicesinAY2014-2015eventhoughtherewerelessernumberoflibraryuserswhorequested.


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Table 6. Comparative data of the perceived degree of attainment of library service in AY 2013-2014 and AY 2014-2015

Quality of Service Provided by the Library

Agreaternumberof respondents (48.75%1and50.85%2)findthequalityof theservices thelibrarydeliveredasmoderatelygood.InAY2014-2015,1(0.31%)oftherespondentsratedthelibraryservices as moderately poor. With this result, the library staff encouraged and planned for interactive promotional activities to provide to the library users especially to the students who are doing their researchworks,thusthesepromotionalactivitieswillbemoreappreciatedandbebeneficialtothem.

Table 7. Comparative data of overall rates on the quality of service provided by the library in AY 2013-2014 and AY 2014-2015

MeanScoresof1AY2013-2014and2AY2014-2015MeanScores1AY2013-2014and2AY2014-2015

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Comments and Suggestions

Qualitative results were grouped based on the following dimensions: Personal Control (4 and 8) Access to Information (5 and 10) Library as Place (2 and 4) and Affect of Service (2).

Majority of the comments included the need for a reliable and consistent internet service and the updatedandsufficientcopiesofcollections.Othercommentsincludedtheneedforadditionalcomputerunits and space for laptop usage.

Herearethesamplecommentsofthegraduatingstudents: “Library is very organized”

“Continuous looking for excellent book”

“More internet accessibility within the library premises”

“Need faster internet connection”

“It will be helpful if internet connection will be improved”

“Make more space for the laptop users inside the library”

“more seats in the laptop area”

“Enhance OPAC”

“Library staff are approachable to the students keep it up! :)”

“More books for the hospitality industry must be provided, computer systems should also be updated must be provided to provide better service”


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Figure 1. Comparative Data of Qualitative Results in AY 2013-2014 and AY 2014-2015


This study presented information on the library users’ satisfaction towards the library services, space,andcollection.Thestudyfoundthatlibraryusersweresatisfiedregardingtheservices,facilitiesaswellasthecollection.Also,thegraduatingstudentswerehighlysatisfiedwiththelibrarystaffwhoareknowledgeableandcanrespondtotheirqueries.

Basedonthequalitativedata,thegraduatingstudentsadmittedthatthelibraryisanessentialfacility and conducive for learning. The study concluded that the library users are dependable on the librarystaffservicesforthedeliveryoflibraryservicesandthequalityandquantityofthecollectionsand facilities. It is hoped that the information gathered through this study will be used as for the improvement of library services, and serve as a contribution to the body of knowledge in the area of user satisfaction on libraries’ contribution and their services to users.

Moreover,findingsofthesurveyshallbediscussedtothelibrarystaffduringmeetingstoaddressthe issues and concerns. The LSD should coordinate and inform the concerned departments regarding the results like internet access and facilities. The LSD should develop a program that enhances students’ research skills and strengthen the discussion and explanation about the Online Public Access Catalogue thru Destiny Library Manager. Faculty members shall recommend other books listed in the syllabus to their students as reference for the certain subject. Lastly, comments and suggestions of the graduating

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students will motivate and it will give encouragement and appreciation to the work of the library staff toprovidethembetterqualityservices.

References

Ball, R. (n.d.). User satisfaction – the key to a library’s success. Retrieved on November 29, 2016 from http://skryba.inib.uj.edu.pl/wydawnictwa/e05/ball-n.pdf.

Devi,T.P.&Singh,Y.H.(n.d.).Internetusers:astudyofManipuruniversitylibrary.RetrievedonNovember29,2016fromhttp://crl.du.ac.in/ical09/papers/index_files/ical-94_160_346_1_RV.pdf.

Norliya, A.K. (2009). Evaluating users’ satisfaction on academic library performance. Malaysian Journal ofLibrary&InformationScience,14(2):101-115Retrievedfromhttp://9icsts2014.um.edu.my/filebank/published_article/2396/750.pdf.

Otieno, P.O, Otike, J. & Rotich, D. (2015). The effect of library staff attitude to work on the use of information servicesinpublicuniversitylibrariesinKenya.AsiaPacificJournalofEducation,ArtsandSciences,2(4).Retrieved from http://apjeas.apjmr.com/wp-content/uploads/2015/11/APJEAS-2015-2.4.1.12.pdf.

Thanuskodi, S. (2012). Use of online public access catalogue at Annamalai university library. International Journal of Information Science, 2(6): 70-74.doi: 10.5923/j.ijis.20120206.01

Walton, G. & Leahy, F. (2013). Loughborough university library users’ satisfaction survey: 2012. Retrieved from http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/ downloads/ surveyresults/Library%20general%20user%20survey%20%282012%29.pdf.


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Importance and Value of Library Services: Users PerceptionEVELYN P. NABUS, RLLESLIE JOYCE LARITA

Library Services Department

Background

The Library Services Department (LSD) has conducted satisfaction survey since 2008 to assess the perceivedegreeofsatisfactionoftheusers.Qualitativeandquantitativeresultsforthelasttwoyearshas been analyzed and acted upon.

This academic year, LSD once again administered a survey last March 2016 to graduating students tomeasurethequalityofservicesdeliveredandthe levelof importanceoftheservices.Thissurveyconcentrate on the performance, important, and value of the services as perceive by the users, compare to the previous survey, wherein user satisfaction was assessed.

The survey questionnaire was customized focused on the specific services delivered. ThequestionnairewasshowntoResearchDepartmentDirectorforcheckingandvalidation.

Thequestionnaireusedwascomposedofsixpartswithtwoopenendedquestions.Thefollowingwere asked:

1. Performance of the services delivered; 2. Important of the services delivered; 3. Reasons in using the library; 4. Materials/facilities used in the library; 5. Usage pattern.

The respondents were mainly limited to graduating students for the reason that they were the oneswhopracticallyavailedthelistedservices.Roughly,75%(480)ofgraduatingstudents(644)tookthesurvey.Thestudyusedthestratifiednon-randomsamplingtoidentifytherespondents.

Theresultswereanalyzedusingdescriptivestatisticssuchasfrequencyandpercentages.

Objectives

The results of this data aims to 1) assess how this group of respondents perceived the performance of the library services provided; 2) determine the level of importance of the services provided to the clients; 3) establish the reason in using the library; and 4) discover what sources/facilities are being used to satisfy the respondents needs.

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Library Usage Pattern

Users visit in the library differ from each other. This statement proves to be true with the different findingsof the study.Walton and Leahy (2012) study revealed that 44%of the respondents,whichisa largepercentage,visit the libraryweeklycompare to16%whovisitondailybasis. In thestudyconducted by Shrestha (2008) wherein the respondents were from three different colleges in Nepal, thefindings revealed that28%of the students from three colleges visits their respective libraryondailybasis,andmajority(38%)ofthemvisitingitweekly.Ontheotherhand,thestudyconductedbyIjiekhuamhen,Aghojare,andOmosekejimi,(2015)revealedthatmajority(71%)oftherespondentsvisitthelibraryeveryday,7%onceaweek,andtheothers(22%)onceamonthortwiceaweek.

In this study, users were asked how often they use the library to determine their familiarization withthelibraryservicesprovided.TheresultsshowninFigure1,57%oftherespondentsvisitthelibraryinweeklybasis.However,6%saythat,theyvisitthelibrarylessthanonceamonth.ThefindingsofthisstudysupportthefindingsofWaltonandLeahyandShrestha.

Different study revealed reasons why student use the library less. According to Unomah in Omehia & Obi (1998), students use or lack of use of the library rest in the faculty member. Faculty members or lecturer who rarely use or no library training cannot inspire student to use the library. Another study by Osinulu in Simisaye (1980) show that the low library services usage is associated to the reason that studentsdonotrealizedthevalueofthelibraryinattainmentofacademicsuccess.Withthisfindings,librarians’ should make every effort to educate the students on the value of using the library services regularly.


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Figure 1. Percentage of Library Visit

Reasons in using the library services

Different studies reveal that users access the library services for different purposes. Oyesiku and Oduwole in Onifade, Oguiyi, and Omeluzor (2004) study revealed that library is typically used by students during examination period. On the other hand, in the study conducted by Shrestha (2008), whereintherespondentswerefromthreedifferentcollegesinNepal,thefindingsrevealedthat42%ofthestudentsfromthesecollegesvisittheirrespectivelibrarytodoassignedreadingsand27%toupdate their knowledge. The study of Ijiekhuamhen, Aghojare, and Omosekejimi (2015) shows that 92%oftherespondentspurposeinusingthelibraryisduetotheavailabilityoftheinternetand56%toborrow/return library materials.

In this study, the top three reasons of the respondents in using the library in descending order as shown infigurebeloware: doingresearch, forassignment,andborrowingbooks. Forthereasonthattherespondents were graduating students, it is evident that they use the library for writing their research paper.

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Figure 2. Reasons in using the library

I. Materials /Facilities use in the library

Different materials or facilities are used to satisfy the purpose or reason of the user in using the library services. In the study of Mwatela (2013), in which the respondent were divided in four groups, thefindingsrevealedthatmajorityof themusedprintmaterialsandsmallpercentageusedE-resources. Another study conducted by Shrestha (2008), wherein the respondents were from three differentcollegesinNepal,thefindingsrevealedthat35%ofthestudentsusedtheparticularlibrarytoborrowbooks,and29%usedelectronicresources.

In this study, the respondents were asked what materials/facilities they used when visiting the library, to establish if their purpose or reason in using the library were satisfy. Books was the top most materials use by the respondents, followed by research papers and computers, while print journals/magazines, electronic resources, and newspaper clippings were the least materials used by the respondents as showninFigure3.ThisfindingagreeswiththestudyofMwatela(2013)andShrestha(2008),whereinmajority of the students use books or printed materials rather than electronic resources.

It can be concluded that most of the review of related literature by the respondents was derived from books, and available research paper (thesis) in the library since the top reason of the respondent for usingthe librarywasdoingresearch,asshowninFigure2.Withthesefindings, the librarianshouldcollaborate with the research department.


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Figure 3. Materials/facilities used in the library

Perceived Performance of the Library Services

The degree of performance of the library services varies on the users actual services received.

Inthisstudy,userswereaskedtoratetheperformanceofthelibraryservices.Thefindingsshowthatoutof480respondents,70%ratedexcellencethelightingandventilationofthelibrary.ThisfindingcorroborateswiththestudyofJohariandZainab(2007).Inthestudy,studentsareverysatisfiedwiththelibraryambiencesuchas,thelibraryisspacious,comfortable,andhavenodifficultyinfindingaplacetosit.ThisfindingsisalsocongruentwiththepreviousresultsoftheLetranLibrarySatisfaction.

With the result, it can be concluded that library as place is an essential elements in the learning and research purposes of the users.

In all services provided, two services got the least percentage of excellence rating from the respondents,withonly45%ratingforcomputersor“excellent”andonly41%oftherespondentsratedInternetaccessasexcellent.Forcomputers,45%andInternetaccess41%ofrespondents. Also,1%and5%ofrespondentsratedthisservicepoorrespectively. Internetaccess isarecurringfindings inthe institutional Clients Satisfaction Survey and Library Satisfaction Survey for the last two years. Even though we upgraded our computer facilities last year and additional bandwidth was subscribe by the

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MISD, still Internet access is slow in the library.

The overall perceived performance of the library services provided was excellence.

Table 1. Perceived performance of the library services

Level of importance of the library services

Since the library is the central learning place in the institution, it plays an important role in supporting the learning, teaching, and research needs of the academic community. The respondents were asked to rate the level of importance of the library services to them.

Thefindingsshowthatalllibraryservicesprovidedwereveryimportanttothemajority(78%)ofrespondents.

Out of 480 respondents, 80% rated Internet access very important. The result of this studyconfirmedthestatementofMisraandSatyanarayaninDeviandSingh(2001)thatwiththeemergingof technology, a vast of information is available on the web that can support the research activity of thestudents.ThefindingsofDeviandSingh(nd)indicatedthatinternetisveryusefulinmeetingtheneededinformationoftherespondentsontheirresearchrequirements.


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Inallservicesprovided,61%oftherespondentsratedmagazines/journalsasveryimportant,and58%gavethesameratingtonewspaperclippings.Thesefindingsagreewiththeresultofthestudyconducted by Walton (2012), wherein print journals and newspaper clippings rank the lowest level of importance to the respondents. The low importance of newspaper clippings could be expected, as students are not familiar with the service. The results in Table 2 validate the results in Figure 3, wherein the same materials were least used.

With the findings, it can be concluded that studentswere not informedwhere to get needed andreliable related studies for their Review of Related Literature or Chapter 2 of the research paper. Also, the librarian should promote journals articles and newspaper clippings as one resources for literature readings.

Table 1. Perceived performance of the library services

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II. Open ended questions

Respondent were ask about what they value most in the library. The following were their responses:

•Theserviceandthebooks •aircon •GeneralCollectionSectionandCollegeProgramReference(n=2) •books •Idon’thaveidea! •Bestplacetostudyandtoborrowbooks •Books,bestplacetostudy •Books •Theinternetconnection,thebooks,andthelightingandventilation •hmmmm.Thequietplace. •ThebooksthatIborrowedandrespectontheemployees/staffinsidethelibrary •Books,computers,table,seatsandair-conditioning •Everything(n=2) •Booksandtheinternet •Accessforeducation •Book,facilities,airconandcomputer •Thebooks,internet,tablesandchairs(studyarea),andresearchpapers

Based on the comments, the respondents’ value most about the library focused on the resources, especially books and library as place. These comments were in line with the respondents’ suggestion in the study conducted by Norliya and Khasiah (2006), wherein library must provide updated collections. ThefindingsofShrestha(2008)showsthat56%oftherespondentswasmotivatedwiththecollectionsindifferentformat,while25%bythequietplace.Thegroupingsofthecommentsisshowninthefigure.


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Figure 4. Value most about the library

Respondents were asked for suggestions for the improvement of library services. The following were forwarded:

•Morecomputer •Moreaccountingbooks •Usefulandknowledgeablebooks,up-to-datebooks.Morebooks •Morespaceandbooks.FreeWI-FI •Morebooks •Morecollectionofbooks,makefreeWI-FIinsidetominimizethehasslesandmakeinternet access more much faster •FastinternetconnectionPlease •Morebooksforresearchpapers•Theyneededtoaddmorecomputersandtheinternetconnectionmustbefast• Don’tbesostrictaboutreferrals

Majority of the respondents’ suggestion for improvement of the library services focused on the resources, especiallybooks.Despitethefactthatthelibrarycontinuouslyacquireupdatedbooks,studentsalwaysclamorformoreupdatedbooks.Basedonthequalitativeresults,respondentswantmorecopiesofthe

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books used in the classrooms rather than more titles.

For facilities improvement, respondents’ suggestions focused on the faster internet connection and additionalcomputers.Thesefindingsvalidate theprevious result inTable2,wherein internetaccessand computer were very important to the students. The groupings of the suggested improvement are showninthefigure.

Figure 5. Suggestions for Improvement


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Brophy (2006) stated that performance measures are essential to library management. It is importantthatthere isdefiniteobjectiveofwhat libraryreallywantstoachievefor improvementofservices. Also, using different measuring assessment tools provides a clear view of the importance of library services to users.

Basedonthefindings,itcanbeconcludedthatmajorityoftherespondentsusedbooksfortheirwriting of research paper and computers to access online resources or website. Internet access and computers are the top very important for the respondents. Thus, the need to continuously improve and upgrade the library facilities and collection is very vital.

Conclusions

Recommendations

It is recommended that during research class, the teachers should stress use of journals/magazine as possible materials that student researcher can use for their review of related literature. Librarian should promote newspaper clippings as possible research materials. Findings on facilities can be communicated to concerned department for possible action. Lastly, faculty members should recommend different books listed in the syllabus to the students as references for the subject being taught.

References

Brophy,Peter.(Ed).(2006).MeasuringLibraryPerformance:PrinciplesandTechniques.London,UK:Facet Publishing.

Devi,T.P.&Singh,Y.H.(n.d.).Internetusers:astudyofManipurUniversityLibrary.RetrievedonNovember29,2016fromhttp://crl.du.ac.in/ical09/papers/index_files/ical-94_160_346_1_RV.pdf

Ijiekhuamhen, O.P., Aghojare, B., and Omosekejimi, A.F. (2015). Assess users’ satisfaction on academic libraryperformance:astudy. International JournalofAcademicResearchandReflection.3(4)67-77.Retrieved on November 29, 2016 from http://www.idpublications.org/wp-content/uploads/2015/05/ASSESS-USERS%E2%80%99-SATISFACTION-ON-ACADEMIC-LIBRARY-PERFORMANCE-A-STUDY.pdf

Johari, R. and Zainab, A.N. (2007). Measuring the Library Service Performance Using SERVPERF. ICOLIS. Kuala Lumpur. Retrieved on November 29, 2016 from http://dspace.fsktm.um.edu.my/xmlui/bitstream/handle/1812/268/19MY_Roslah_OK.pdf?sequence=1

Misra J. & Satyanarayana N. (2001). Users of Internet in the University Library : A Case Study. ILA BULL., 37 (4)

Mwatela,W.M. (2013) Factors InfluencingUtilizationof LibraryServicesandResources: TheCaseofUniversity of Nairobi Mombasa Campus Library. Unpublished Research Project. Retrieved on November

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29, 2016 from http://erepository.uonbi.ac.ke/bitstream/handle/11295/63088/Mwatela%2cWilly%20M_%20Factors%20influencing%20utilization%20of%20library%20services%20and%20resources%20the%20case%20of%20university%20of%20nairobi%20mombasa%20campus%20librar y.pdf?sequence=3&isAllowed=y

Onifade, F.N., Ogbuiyi, S.U. and Omeluzor, S.U. (2013). Library Resources and Service Utilization by Postgraduate Students in Nigerian Private University. International Journal of Library and Information Science. 5 (9) DOI: 10.5897/IJLIS2012.054 Retrieved on November 29, 2016 from http://www.academicjournals.org/article/article1379701165_Onifade%20et%20al.pdf

Osinulu, L.E. (1998). Library Use in Ogun State University: A Survey. Gateway Journal, 1 (2), 81-87. Retrieved on November 29, 2016 from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2060&context=libphilprac

Oyesiku F.A, Oduwole, A.A. (2004). Use of an Academic Library : A Survey on the Olabisi Onabanjo University Libraries. Lagos J. Inform. Sci. 2:96-101

Shrestha,N.(2008).AStudyonStudentUseofLibraryResourcesandSelf–Efficacy.Katmandu,Nepal.Unpublished Research Paper (Thesis) Retrieved on November 29, 2016 from http://eprints.rclis.org/22623/1/NinaShrestha.pdf

Simisaye, A.O. (2012). Faculty Use of University Library Resources: A Study of Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Library Philosophy and Practice. Retrieved on November 29, 2016fromhttp://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2060&context=libphilprac

Unomah, J. I (1998). Students Use of Academic Libraries in Nigeria: The Example of Two Universities. Nigerian Library and Information Science Review. 8 (2) 51-57. Retrieved on November 29, 2016 from http://www.webpages.uidaho.edu/~mbolin/omehia-obi-okon.htm

Walton, G. and Leahy, F. (2012). Loughborough University Library Users’ Satisfaction Survey 2012. Retrieved on November 29, 2016 from http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/downloads/surveyresults/Library%20general%20user%20survey%20%282012%29.pdf


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Analysis of Submitted Requisitions (PSRF) for A.Y. 2015-2016MONETTE K. BAYLON, CPA

Management Accounting and Finance Services Department

Background

OneofthecriticalofficesinManagementAccountingandFinanceServicesDepartmentistheBudgetOfficethathandlesalltherequisitionsoftheColegio.Theofficeisresponsibleformaintainingand controlling the resources of Letran Calamba. The myriad needs of the institution are being addressed throughtheuseofrequisitionformcommonlyknownas“Purchase/ServiceRequisitionForm(PSRF)”.Requisitionincludes,butnotlimitedto,goodsandservicesindicatedinPSRFfortheColegio’soperationsand/orotherlegalpurposes.Theserequisitionswillundergoseveralprocessessuchasbudgetclearance,MAFSDDirectorpre-approval,andVPforFinanceapproval.Hence,thereisaneedtomonitorthestatusofeachrequisitionofallthedepartments/officesastocompliancewiththerequiredleadtimesetbyMAFSD.AnalyzingtheserequisitionswillbenefittheColegioastheBudgetOfficerwillbeabletodiscusswellthestatustotherequestorsenablingthemtobemoreknowledgeableoftheirvariousrequests.

Knowing this process will contribute to effective management of the institution’s operation. According to Koontz & O’Donell (2015), controlling is the measurement and correction of performance activities in order to make sure that the objectives and plans desired to obtain them as being accomplished.

Objectives

This paper aimed to:

1.Identifyandassessthepercentageofrequisitionsthatcompliedwiththerequired timetableforA.Y.2015-2016;and 2.Identifyreasonsfornon-complianceofrequestorswithrequiredleadtime.


ForAcademicYear2015-2016,theBudgetOfficereceivedatotalof3,036PSRFs,outofwhich,62%(1,894)wassubmittedon-timeand38%(1,142)wassubmitted late.Thisfigurepertains to therequisitionsofallthedepartments/officesoftheinstitution.Table1onthenextpageshowsthedetailedstatisticsonrequisitions(PSRF)thatcompliedwiththerequiredtimetable.

Thetableshowsthatthereare25departments/officeswithmorethan50%ofon-timerequisition,while11departments/officesmanifestedlessthan50%ofon-timerequisition.

Thetopthreedepartments/officesthatcompliedwiththeleadtimearetheMedicalandDentalClinic, Accounting Department, and Management Accounting and Finance Services Department with percentages of 95, 94, and 92, respectively.

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TherequestorswerenotabletocomplywiththerequiredleadtimesetbyMAFSDduetosomecommon reasons as indicated below:

1.Memowasfinalizedlate; 2.Theschedulewasfinalizedlate; 3.Laterequestduetofinalizationofprogramdetails; 4.Theofficeoverlookedtherequest; 5. The communication was received late; and 6.Confirmationofthetargetschoolswaslate.

Table 1. Statistics on requisitions (PSRF) that complied with the required timetable


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Itcanbenoticedthatthefirstfourreasonsoftherequestorscanberesolvedthroughpropermonitoringofactivitiesandconsistentreminderoftherequisitionleadtimes.However,thefifthreasonisuncontrollable if the communications came from external organization and the sixth reason is obviously beyondthecontroloftherequestorashe/sheisonlydependentwiththeschedulesgivenbyotherschools.

TheMAFSDstrivestoimproveitsprocesstodeliverserviceseffectivelyandefficiently.Thisistruewiththerecentlyconcludedreviewof requisitionqualitypoliciesandprocedures. ItwasdeliberatedamongMAFSDpersonnelthatcertainleadtimescanbeshortenlikerequestsofcashallowance,courier,Letrantoken,notarization,andmaterials/suppliesasperQualityProcedureofRequisition(FD:05-00-QP-04).

Duringthebudgethearing,theBudgetOfficeralsopersonallygavealettertothedepartmentsheadsonthestatusoftheirsubmittedrequisitionsindicatingtheircompliancewiththerequiredleadtimes.Therevisedtimetableofrequisitionwasalsoindicatedinthelettersotherequestorswillbemoreaware and may use it for future reference.

Conclusions

Thedatapresented shows that71.43% (25/35)of the totalnumberof Letran’sdepartments/officeswereabletosubmitmorethanhalfoftheirrequisitionson-time.However,theremaining28.57%(10/35)wasunabletocomplywiththerequiredleadtimes.Thissmallpercentageofnon-compliancemaystillaffecttheoperationofMAFSD.Thereareregularschedulesofprocessingtherequestsbuttheoccurrenceofrush/urgentrequisitionmayresulttolatedeliveryofgoods/services.Assuch,ithamperstheprocessofrequisitionwhichmayalsoresulttodissatisfiedclients.

Recommendations

ProperassessmentofeachleadtimeshouldbeconductedeveryacademicyearbytheofficesofMAFSDsuchasthePurchasingOffice,Cashier’sOffice,PayrollOffice,andGeneralFinanceServicesOffice.TherevisedleadtimesshouldbeconsistentlyremindedtotheLetrancommunity.Also,calendaredactivitiesshouldbestrictlymonitoredbythedepartments/offices.

Withthisscenario,therequestorsmaygettheirrequestseffectivelyandefficiently.

Koontz,H.&O’Donnell,C.(2015).PrinciplesofManagement.Retrievedfromhttp://www. managementstudyguide.com/management_ functions.htm 05 December 2016.


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Analysis of Promissory Note on Back AccountMELINDA S. TANDANG


Background

Acultureofconscience,discipline,andexcellenceistheprinciplelivedbytheColegio.Hence,providingqualityeducationthatisaccessibletoallisgivenanutmostimportanceforthedevelopmentof locally and globally competitive individuals in the future.

Since the Colegio is an educational institution, the primary source of its fund is from the tuition feesbeingpaidbythestudents,butgiventheeconomiccrisisTHEcountryisfacingin,somestudentswere not able to settle their tuition fees on the set deadline. Thus, this resulted to the emergence of their back accounts. In line with this, the Colegio gives consideration to those students who cannot comply with the needed amount for enrollment. They extend their consideration to the parents and guardians by implementing the promissory note process every enrollment period to ensure the attainment of the objectiveinprovidingqualityeducationforall.AsstatedinthePolicyonPromissoryNote(FD-05-00-QP-02)page3of4,paragraph5.1b.2“Theparent/legalguardianisrequiredtopayatleasthalfoftheirback account balance. When payment is less than the half of the balance, parent/legal guardian should proceedfirsttoMAFSDforclearance”.

Thus,thispaperdiscussEDadescriptiveanalysisofthepromissorynoteprocessesfromAY2014-2015andAY2015-2016.

Objectives

The main objective of this paper was to provide a descriptive analysis of the implementation of thePromissoryNoteQualityProcedureforbackaccountfromAY2014-2015andAY2015-2016.

Specifically,itaimedto:

1. Identify and assess the compliance of Basic Education and Collegiate students on paying 50%oftheirbackaccountforAcademicYears2014-2015and2015-2016. 2. Determine the trend on the total number of students who complied with the policy on Promissory Note.


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Last July 2013, the Management Accounting and Finance Services Department (MAFSD) started to implement its policy in the promissory note process,which required the students to settle 50%of their back account. This, had been implemented as it was observed that there was an increase in theaccountreceivablesofthestudents.Also,thisisawayofensuringthatqualityeducationwillbeprovided by the Colegio for its stakeholders.

ForAcademicYear2014-2015,atotalof416studentswithbackaccounthadundergonewiththeprocess of promissory note during the enrollment on June 2014. Among the 416 students, 30 students (7.21%)wereabletocomplywiththesaidpolicyand386students(92.79%)werenotabletocomply.Table 1 provides the summary of the said data.

Table 1. Summary of students with back account for AY 2014-2015

On the other hand, a total of 346 students had undergone the process of promissory note for theAcademicYear2015-2016enrollment.Fromthetotal,181students(52.31%)fromBasicEducationandCollegeDepartments compliedwith the policy required for filingpromissory note. Conversely,a totalof165students (47.69%)werenotable tocomplywith thesaidpolicy.Table2presents theaforementioned data.

Table 2. Summary of students with back account for AY 2015-2016

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Comparingthedataforthelasttwoacademicyears,itcanbeobservedthatthereisasignificantincreaseinthenumberofstudentswhowereabletocomplywiththepolicyofpaying50%oftheirbackaccount. This is a good indication that the students take seriously the implementation of the policy on Promissory Note Quality Procedure as they are now more aware and familiar with the said QP.

It can also be concluded that the implementation of the QP by the MAFSD was effective, as evidentbytheincreasewiththecompliancerateofstudentsfromAY2014-2015toAY2015-2016.Thus,theMAFSDOfficemustbeconsistentinmonitoringtheimplementationoftheirpolicytoachievefullcompliance and to receive positive outcomes.

Table 3. Summary of students with back accounts from AY 2014-2015 to AY 2015-2016

Conclusions

Fromtheanalyzedandfindingsderived, itcanbeconcludedthatthestudentsarenowmoreaware of the new policies and procedures in settling their outstanding back accounts. This is evident with the increase in the compliance rate of the students on the policy of Promissory Note Quality Procedure.

Consequently, this increase is very significant for the Colegio as this signifies an excellentcooperation between the school administration and the stakeholders in the objective of providing qualityeducationforthedevelopmentoflocallyandgloballycompetitiveindividuals.Fromtheanalyzedandfindingsderived,itcanbeconcludedthatthestudentsarenowmoreawareofthe new policies and procedures in settling their outstanding back accounts. This is evident with the increase in the compliance rate of the students on the policy of Promissory Note Quality Procedure.

Consequently, this increase is very significant for the Colegio as this signifies an excellentcooperation between the school administration and the stakeholders in the objective of providing qualityeducationforthedevelopmentoflocallyandgloballycompetitiveindividuals.


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Recommendations

MAFSD may continuously strengthen its policies and procedures through strict implementation ofsecuringbackaccount’spromissorynote.ThiswillbenefittheColegioandtheparents/guardianinsuch a way that the former will decrease its receivables and the latter will be able to settle their accounts in their most convenient way through time-to-time coordination with MAFSD.

MAFSD should also ensure that all students with outstanding back accounts will secure promissory note and will comply with the proper policies and procedures. Constantly monitoring the status of the filepromissorynotesofthosestudentswithbackaccountsshouldalsobemade.

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Suppliers’ Evaluation AnalysisJOSEPH ELIAS C. DE GRANO


Background

To ensure that the performance of the accredited suppliers of the Colegio is being monitored, thePurchasingOfficeoftheManagementAccountingandFinanceServicesDepartmentisconductinganevaluationaftereachrequesteditemandservicehasbeenserved.EachsupplierwillbeevaluatedbytheEndUsersandthePurchasingOfficer.Theresultthatwillbegatheredfrombothpartieswillbesummarized and assessed as to the performance of the suppliers. Also, this served as the basis for the issuance of Supplier’s Action Plan through which the suppliers provide a course of action to address theirnegativeevaluationfindings.

Consequently,thispapersoughttodiscussadescriptiveanalysisofthesuppliers’performanceforAY2014-2015andAY2015-2016.

Objectives

The main objective of this paper was to provide a descriptive analysis of the results of the suppliers’ evaluation for the past two academic years, 2014-2015 and 2015-2016.

Specifically,itaimedto:

1. Analyze the results of the suppliers’ evaluation based on the assessment of the End UsersandthePurchasingOffice; 2.Makesenseofthequalitativecommentsoftheendusers;and 3. Ascertain if there is an improvement on the performance of the suppliers that were givenaSupplierActionPlanlastAY2014-2015.


End-User Evaluation Results

ForAY2014-2015,atotalof94supplierswereevaluatedbytheendusers.Amongthe94suppliers,44suppliers(46.81%)gotan”excellent”rating,47suppliers(50%)gota“verygood”rating,2suppliers(2.13%)gota“good”rating,andonly1supplier(1.06%)gota“fair”rating.Summarizedbelowaretheresults of the said data.


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Table 1. Summary of suppliers’ evaluation by end User for AY 2014-2015

Comparatively,atotalof105supplierswereevaluatedbytheendusersforAY2015-2016.Thereare55suppliers(52.38%)whoweregiven“excellent”ratings,46suppliers(43.81%)whoweregiven“verygood”ratings,3suppliers(2.86%)whoweregiven“good”ratings,and1supplier(0.95%)whowasgivena“fair”rating.Analyzingthegivendata,itcanbeconcludedthatthereisasignificantincreaseinthenumberofsuppliersthatweregiven“excellent”ratingsfromAY2014-2015(46.81%)toAY2015-2016(52.38%).Thisisclearlyagoodindicationthatthesupplierstakeseriouslytheiroathinprovidingqualityproducts and services that will gain satisfaction from the end users of the Colegio. Table 2 presents the summaryofsuppliers’evaluationbyendusersforAY2015-2016.

Table 2. Summary of suppliers’ evaluation by end user for AY 2015-2016

Table 3. List of suppliers who consistently received “excellent” ratings from the end users for the past two academic years

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Aside from the numerical rating given to the suppliers, comments from the end users were also consolidated.Itisofutmostimportancetoconsidersuchfeedbackstoensurethequalityofproductsand services and to prevent possible problems that may occur. Thus, a thematic analysis was made with regard to the comments received from the end users. Based on the thematic analysis, a total of four themes were created. These are Quality of Service, Quantity of Products, Price, and Delivery Time.

First Theme: Quality of Products and Services

ThefirstthemeQualityofProductsandServicescentersonhowresponsivethesuppliersareinprovidingtheneedsoftheclientsbyprovidinghighqualityproductsandservicesthatwillmeettheclients’ expectations and give them satisfaction. This also includes the precision of the products and servicesdeliveredbasedontherequestsoftheendusers.

The following are the solicited feedbacks from the end users for the past two academic years indicatingthequalityofproductsandservicesrenderedbythesuppliers.


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Table 3. List of suppliers who consistently received “excellent” ratings from the end users for the past two academic years

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Table 5. Feedbacks raised by end users based on the quality of rendered products and services for AY 2015-2016

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Additionally, under this theme also includes how accommodating, responsive, and professional thepersonnelinvolvedinthetransactionprocessareinprovidingtherequestsoftheendusers,sincethequalityofproductsandservicescanalsobeaffectedbytheirattitudeanddedicationtowardwork.Table 6 and 7 show feedbacks of the end users from the past two academic years based on how the personnelinvolvedintheprocessrespondedandrenderedtherequesteditemorservice.

Table 6. Feedbacks raised by end users based on how the personnel involved in the process responded and rendered the requested item or service for AY 2014-2015

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Table 7. Feedback raised by end users based on how the personnel involved in the process responded and rendered the requested item or service for AY 2015-2016

Based on the previously presented data, it can be concluded that the personnel’s manner and professionalisminattendingtotherequestoftheclientsaffectedthequalityoftherenderedproductsand services, thus affected their performance as well. This is evident in the cases of DJ’s Educational Tours, La Limariza Printing Press, CDM Trading, among others.


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Second Theme: Quantity of Products and Services

Thesecondthemereferstothecompletenessinquantityoftheproductsdeliveredbasedontherequestsoftheclientsasthisisoneofthefactorsthatcontributetoobtainingtheirsatisfactionontheperformance of the suppliers. This also includes the completeness of the rendered service done by the suppliersasresponsetotheclients’requests.Presentedbelowarethecommentsoftheenduserswithregardtothequantityandcompletenessoftherenderedproductsandservices.

Table 8. Feedbacks raised by end users based on the quantity and completeness of the rendered products and services for AY 2014-2015

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Table 9. Feedbacks raised by end users based on the quantity and completeness of the rendered products and services for AY 2015-2016

Third Theme: Price or Cost of the Products and Services

Asidefromhighqualityandcompleteness,onefactorthatisofutmostimportanceforcustomersatisfactionisthepriceorcostoftheproductsandservices.Hence,suppliersmustensuretosufficetheneedsoftheclientsbyofferingandprovidingtheirrequeststhatarewithintheallottedbudget.Table10 provides the data regarding the feedbacks of the end users on the price or cost of the products and services for the past two academic years.

Table 10. Feedback raised by end users on the price or cost of products and services for AY 2014-2015


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Table 11. Feedback raised by end users on the price or cost of products and services for AY 2015-2016

Fourth Theme: Delivery Time

DeliveryTimereferstohowimmediatethesuppliersrespondandprovidetherequesteditemsand services of their clients on the date needed. It also refers on how they adjust their timeline to meet therequestsoftheclientswithinthesettimeframe.Suppliersgainhighrateofcustomersatisfactionifproducts and services are provided on time. Presented below are the feedbacks raised by the end users on the delivery time of the suppliers.

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Table 12. Feedback raised by end users on the delivery time of the suppliers for AY 2014-2015


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Table 13. Feedback raised by end users on the delivery time of the suppliers for AY 2015-2016

Based on the thematic analysis done, it is noticeable that although “excellent” and “very good” ratings were given to some suppliers, it does not assert that they will not receive comments or feedbacks forimprovementofthequalityofproductsandservicestheyhavedeliveredandrendered.ThisisshowninthecasesofAllAroundServices&MerchandisingCorp.,ArtechScientificTradingCompany,C&EPublishing.Inc.,DCKOmnibusTrading,amongothers.Onefactorthatmayhadinfluencedthisscenariois the form used by the end users in evaluating the performance of the suppliers. Since the criteria in theevaluationtoolaretoogeneral,aninconsistencybetweenthequantitativeratingandthequalitativecomment was formed. Moreover, this caused the end users to be effusive in giving their feedbacks and insights

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Inconnectionwiththis,thePurchasingOfficereleasedaSupplierActionPlantosupplierswhoreceivedcomments or complaints from the end users. As previously stated, this action plan seeks to ensure that thesupplierswilladdresstheirrespectivefindingsandguaranteetheircommitmentfortheimprovementoftheirperformancebyprovidingspecificcoursesofactions.

LastAY2014-2015,atotalof12supplierswasissuedaSupplierActionPlan.Consequently,thePurchasingOfficemonitoredthecomplianceofthesaidsupplierstoensurethatthereisanimprovementontheirperformance.Table14providesdataregardingtheevaluationofthesaidsuppliersforAY2015-2016.

Table 14. Academic year 2015-2016 evaluation of suppliers who were given a supplier action plan

Inaccordancewiththedatapresentedabove,itcanbeobservedthatonlyHolyFamilyBuildersreceived an increase in its evaluation forAY 2015-2016, from “very good” to “excellent”.Moreover,two suppliers namely, Gakken Philippines, Inc. and La Suerte Multi-Sales, Inc. consistenly received a “very good” rating for two consecutive academic years. Contrary to this, evaluation for three suppliers namely, All Around Services & Merchandising Corp, EBMS Eco-Cooling System Specialist Service Center, and Tita Elvie Javier Trading experienced decreased in rating from “excellent” to “very good”. Although thereisdeclineintheratingsofthesaidsuppliers,theywerestillabletoprovideaqualityservicefortheendusersandmetthecriteriarequiredforbeingcontinuouslyaccreditedsuppliersoftheColegio.Onthe other hand, Grandeur Security and Services Corporation consistently received an “excellent” rating for the past two consecutive academic years.

Conversely, evaluation for suppliers such asHalamanan ni SanAntonio, JRL Enterprises, andSeptillionBuilderswerenotprovidedsincetherewerenotransactionsmadeforAY2015-2016.Withregard to Silverstar Pest Management Services, their contract with the Colegio was for two years; thus


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evaluation for their performance for the previous academic year was not provided. Consequently,transactions were made with Eliza and Frankie Trading, but there was no evaluation made for their performance; thus no data was presented above.

Comparing the evaluation of the aforementioned suppliers for two consecutive academic years, itcanbeinferredthatthePurchasingOfficewasabletostrictlymonitortheperformanceofthesaidsuppliers as they were able to dutifully complied with the agreed upon action plan; hence delivering a qualityservicetotheendusers.

Purchasing Officer Evaluation Results

Aside from theassessmentof theendusers, assessmentof thePurchasingOfficer isalsoanimportant factor in the over-all performance evaluation of the accredited suppliers of the Colegio. Unlike with the two- criteria assessment tool used by the end users in evaluating the suppliers, the assessmenttoolusedbythePurchasingOfficerismoreanalyticandprovidesmorethoroughevaluationof the suppliers.

ForAY2014-2015,atotalof113supplierswereevaluatedbythePurchasingOfficer.Fromthetotalnumber,82suppliers(72.57%)obtained“excellent”ratings,while30suppliers(26.55%)wererated“verygood.”Alonesupplier(0.88%)wasgivenagoodrating.Table15summarizesthesedata.

Table 15. Summary of purchasing officer’s evaluation for AY 2014-2015

ForAY2015-2016,atotalof105supplierswereevaluatedbythePurchasingOfficer.Fromthetotalnumber,66suppliers(62.86%)received“excellent”ratings,while37suppliers(35.24%)obtained“verygood”ratings,and2suppliers(1.90%)got“good”ratings.Table16showsthesummaryofthesaiddata.

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Table 16. Summary of purchasing officer’s evaluation for AY 2015-2016

Comparatively, it can be observed that there has been a decrease in the number of suppliers whowererated“excellent”fromAY2014-2015toAY2015-2016.Thisiscontrarywiththeresultoftheevaluation of the end users to the suppliers for the past two academic years, wherein more suppliers wererated“excellent”fromAY2014-2015toAY2015-2016.

Summary of Suppliers’ Evaluation of End Users and Purchasing Officer

For the past two academic years, a total of 105 suppliers were assessed and evaluated by the end usersandthePurchasingOfficer.Summarizingtheresultsoftheevaluation,itisnoticeablethattherehasbeenanextensivedecreaseinthenumberofsuppliersthatweregiven“excellent”ratingsfromAY2014-2015(48%)toAY2015-2016(17.14%).Table17showsthesaiddata.

Table 17. Summarized suppliers’ evaluation for AY 2014-2015 and AY 2015-2016

Amongthe50supplierswhopreviouslyreceived“excellent”ratingsfromAY2014-2015,33ofthem(94.29%)received“verygood”ratingsand2ofthem(5.71%)received“good”ratingsforAY2015-2016. This indicates that the end users became keener and more comprehensive in evaluating the performanceofthesupplierswithregardtoprovidingtherequestedproductsandservices.Therefore,advice to monitor and improve the performance of the suppliers must strictly be implemented. Table 18 shows the comparison of ratings for the aforementioned suppliers.


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Table 18. Suppliers who received lower ratings from “excellent” to “very good” and “good”

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On the other hand, there are still suppliers who consistently received “excellent” ratings from the endusersandthePurchasingOfficerforthepasttwoacademicyears,indicatingtheircommitmentinattainingqualitystandardsinrenderingtheirproductsandservicesforthebenefitoftheColegio.Table19 shows the list of the said suppliers.

Table 19. List of suppliers who consistently received “excellent” ratings from end users and Purchasing Officer for the past two academic years

Conclusions

Based on the results of the evaluation for the past two academic years, majority of the accredited suppliers were still able to meet the set standards of the clients despite the lower ratings received by some suppliers. This indicated that theywere still able to satisfy theendusers inprovidingqualityproducts and services to the Colegio.

Relativetothis,onefactorthatmayhavegreatlyaffectedthesuppliers’evaluationresultforAY2015-2016 is the implementation of monthly evaluation of end users a the performance of the suppliers with regard to the products and services they rendered. This is in contrast with the end user evaluation for the past years, which was done every end of the academic year. With this new policy, suppliers were evaluated more sternly as the end users became more thorough and perceptive in assessing theirperformance.Therefore,suppliersshouldbemorecommittedinprovidingqualityproductsandservices with their clients to adhere with the set criteria and standards.

Moreover,itcanalsobeconcludedthatthePurchasingOfficewasabletostrictlymonitortheperformanceofthesuppliersespeciallythosewhoweregivenaSupplierActionPlanlastAY2014-2015.Those said suppliers were able to dutifully comply with the agreed upon action plan in improving their performanceforAY2015-2016.Thus,continuousimplementationofthesaidactionplancouldbeofgreathelpinprovidingamorequalityservicethatwillsatisfythestandardsoftheendusers.


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Recommendations

Inthelightofthefindingsandconclusionsderived,thefollowingrecommendationsweredrawnforthecontinuousimprovementoftheevaluationprocessofthePurchasingOfficewiththeaccreditedsuppliers of the Colegio:

1. Revise the existing evaluation form utilized by the end users in assessing the performance of the suppliers to provide a more analytic and comprehensive evaluationthisAY2016-2017; 2.RevisetheexistingevaluationtoolutilizedbythePurchasingOfficerandalignits criteria with the evaluation tool used by the end users to provide a more reliable evaluation; and 3. Conduct a Focus Group Discussion among end users to solicit an in-depth view of the suppliers’ performance, identify strengths and weakness, and be able to address issues properly.

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Effectiveness of Integrated Letran School System in the ColegioELA ROSE B. NAGPALA

Management Information System Department

Background

The Letran School System (LSS) is an integrated school system that caters most of the Colegio’s core processes, particularly in the Academic and Financial areas. It is designed using a System Development Lifecycle (SDLC) and Rapid Application Development (RAD) Approach. It is vital for the department because it is one of the major functions of the Management Information System and to the Colegio as well,sincealmostmosttheprocessesoftheDepartments/OfficeswerealreadyincorporatedintheLSS.All active personnel of the Colegio are directly and indirectly using the LSS, as well as its clientele, such as students, parents, and alumni.

The LSS is being utilized all over the Colegio since 2005. It is recognized and applied by the end-users (students and personnel of the Colegio) since it is customized to the Quality Procedures (QPs) and ProcessMapsandWorkInstructions(PWs)ofeverydepartment/office.

Severalschoolsystemsarebeingwidelyusedworldwide,butwhatmakestheLSSuniqueisthatit is customized to the needs of the Colegio and has a front-end maintenance that makes the end-user independent in managing the system. System enhancement is being done to continuously attain high level of productivity and vigorously assist in the decision support system from micro to macro level of the institution.

Objectives

Generally, this analysis aimed to determine the effectiveness of the Integrated Letran School System in the Colegioin terms of people, process and technology.

Specifically,italsointendstoanswerthefollowing: 1.WhatarethechallengesencounteredintheimplementationofLSSandhowaretheyaddressed? 2. What are the common feedbacks and observations in the implementation of LSS and how theyaretreated? 3.WhatarethefactorsthatsustaintheutilizationofLSSandhowtheyaremaintained? 4.WhataretheidentifiedstrengthsandweaknessesofLSSandhowtheyareconsidered? 5. What are the outcomes of having an assessment in the effectiveness of Integrated Letran SchoolSystemintheColegio?


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1. What are the challenges encountered in the implementation of LSS and how they are addressed?

People –Since the initial information system developed on 2005 were the enrolment system and assessment and billing system was observed that most of the LSS users were not willing to embrace the new system due to the following reasons: a. Used to manual process; b. Unlike excel that can be easily changed; c. They are not ready to give up their usual process d. Check and balance approach is not welcome e.Definingthenewsystemasanadditionalworkload.

This is in congruent with the study of (Buencillo 2005) – MM-ITM with the title Students Information Management System of Colegio de San Juan de Letram( SIMS-CSJL).

Process - During the client requirement specification (CRS) meetings, most processes arenotyetclearlydefined,sinceautomationrequiresthewholeflowoftheentireprocessincludingtheconditions,filtering,andcriteria.Mostoftheidentifiedprocesseswerethebasicneedofthestudentssuch as enrolment, adjustment, and faculty loading, sectioning and room loading for the schools. Some proceduresweredefinedthroughcontinuoussimulationofdifferentscenariosthatwereencounteredbythestudentssuchasoverloading,pre-requisites,andsimultaneousenrolment.Mostoftheidentifiedprocess/procedures were not yet supported with complete documentation.

One example of the usual process done by the students is the enrolment. All course offerings were posted in a bulletin board, and the students will just manually copy their schedule in their advising slip and proceed to their respective advisers for their chosen courses evaluation and approval. Once signed as approved by the adviser, the advising slip will be forwarded to the MIS Department (formerly EDP Department) for encoding and printing.

Therewerealsoformsforeveryservicesrenderedbyoffices.

Technology - The IT infrastructure before were just a local area network that supports the main building,specificallytheCashierOfficeandtheMISDepartment.Thecablingofalltheofficeswasthenassessedforrecommendationbasedontheneedsperdepartment/office.

SincetheITCCbuildingaswellastheITSurfinglaboratorieswasnewlyconstructedandutilized,enrolment was done in that building.

2. What are the common feedbacks and observations in the implementation of LSS and how they are treated?

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People

a. Users tend to disown some of the tasks in a process. b. It is hard for the users to admit some of the tasks done that sometimes resulted to wrong output. c.Processownerswerestillnotcompletelyidentified.

Process a.Processpersystemmodulewasnotyetclearlydefined. b.BasedontheprocessesidentifiedduringtheinitialCRS,itwascommonlyobservedthatone process is dependent to another process.

Technology a. There are instances that network downtime is evident. b.Difficultyininstallingupdatespersystem/module. 3. What are the factors that sustain the utilization of LSS and how they are maintained?

People a.TheFinanceDivision,incoordinationwiththeMISDepartment,tappedITexpertsinthefield of project management. b. The IT expert trained aspiring systems analysts and system developers. c. Continuous end-user’s training

Process a.Assistanceweregivenindefiningaccordinglytheprocessesinvolvepersystemmodule during CRS meeting. b. Proper documentation were encouraged. c. Evaluation of implemented process were done through feedback mechanism.

Technology a. Continuous testing in a test Live database is implemented. b. System Launcher and System Audit Trailing were also introduced. c. Server time is implemented in the whole Letran School System.

4. What are the identified strengths and weaknesses of LSS and how they are considered?

People a. Dependent Employees. Productivity of a personnel is affected. This is a strength to all thosewhocanperformmoreefficientlyandeffectivelyduetotheavailabilityofdata.Onthe other hand, this can be a weakness to all those who continuously depend on the system output. b.ChangesintheOrganizationalStructure.Re-alignmentofpersonnelrequiresre—orientation


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of the LSS being handled by the personnel’s post. c.Theend-userswillingnessandcooperationintermsoftheconfidentialityofaccessisalsothe major strength and also the major weakness of the school system. Process a.Intermsofprocess,systemintegrationprovidesinformationsupportfromtherankandfile up to the executive level. b. Garbage-in will always be garbage-out.

Technology a. Real-time data is implemented in the whole school system. b. Network downtimes are a factor that may entails delay in the update of the whole school system. c. Security of the system from user access and database maintenance and monitoring.

5. What are the outcomes of having an assessment in the effectiveness of Integrated Letran School System in the Colegio? a. In terms of people, it reminds and re-orients the implementers, the needs for improvement both for the developers, analysts and the system owners. b. In terms of process, revisiting the policies and procedures in relation to the MIS systems Helpdeskrequisitionsaswellasthefeedbackthroughevaluationbothfromsystemowners and end-users maintains and support the purpose of having an integrated school system. c.Intermsoftechnology,itwasalsoobservedthroughMISsystemsHelpdeskrequisitionsthe need for improvement both for network, back-up storage and installed applications.

Conclusions

Implementation of Integrated Letran School System plays a major role in the operations of the Colegio. It serves as the Enterprise Resource Planning since it provides start-to-end processes that include more than half of the services. The implementation of the integration of all processes considering its common feedbacks, observations, strengths, weaknesses and how it is sustained by the project developers, implementers and end-users play a vital role in the Colegio’s operations. Therefore, the integrity of the whole output of the system should always be considered and maintained. Enhancement in all areas should always be monitored in people, process and technology. In this integrated school system, dependencies are present and whatever is the input it will be processed and from that activity, the system will based its output. As the saying goes, Garbage In-Garbage Out.

Awareness of all the involved users and implementers should be the priority. Realizing every detail of the system will surely provide continuous support to the academe.

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References

Systems Evaluation (2014-2015, 2015-2016)

Interview with the MIS Director

MIS Systems Helpdesk Requisitions (2014-2015, 2015-2016)

MM-ITM SIMS-CSJL 2005


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Analysis on Letran Calamba Grade School and High School Alumni Who Continued Studies In Higher Level

(Academic Years 2010-2011 – 2015-2016)GLORIA C. BATOON

Alumni Office, Academics Division

Background

In the Philippine Education System, education is given importance, which can be seen by sending childrentoformalschooltoattendpre-school,primary,secondary(JuniorandSeniorHighSchool),andtertiary/highereducation.Perse,itisinterestingtonotethatthefirst21or22yearsofthelivesofeveryindividual are spent in schools, colleges, and/or universities.

Itcanbesaidthathavinggoodeducationcanleadtoabetter,morerewarding,fulfilling,andprosperous life, not only for the individuals but also for the community. In going to school, students learn the real world they live in and also the necessities to succeed in life. Teenagers are forever being told that they need good education so that they can have the career they want. It is important to remember that schooling, no matter how long it may be, lasts for a just a few short years compared to therestofyearsoflifeahead.Itisbettertosacrificealittlebitoffunnowinordertofindhappinessinlaterlife(Retrievedfromhttp://www.scholaradvisor.com/essay-examples/benefits-of-going-to-school/on12December2016). Tobeabletofulfillone’sdream,takeonestepatatime,andthefirststephas got to be through education (Retrieved from http://www.indigenous.gov.au/david-peachey-shares-importance-of-going-to school/ on 12 December 2016).

Assuch,theColegio,throughtheAlumniOffice,includesinitskeyperformanceindicators(KPIs)thetrackingofitsGradeSchoolandHighSchoolgraduateswhocontinuedstudiesinhigherlevel.ThedatafromthisstudymayelicitsignificantinformationthattheColegiomayconsiderinmotivatingthegraduatestocontinuehigherstudies inthesecondary(JuniorandSeniorHighSchool)andtertiary/higher education.

Objectives

1. To present the percentage of the grade school and high school graduates who continued studies in higher level; and 2. To suggest plan of actions using the available data that may help the Colegio in some ways.

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AsshowninTable1/Figure1,allGradeSchoolalumnifromAYs2010-2011to2014-2015continuedtheirstudiesinHighSchoollevel.Moreover,itshowsthat85%ormoreofthegraduatescontinuedtheirhigher studies in Letran Calamba.

Table1/Figure1alsorevealsthatforAY2015-2016,only86%ofthegraduatesweretrackedbutallofthemcontinuedtheirhighschooleducation.Comparedwith85%-87%forthelastfiveyears,only78%ofAY2015-2016graduatescontinuedtheirhighschooleducationintheColegio.Thetrackingoftheremaining14%isinprogress.

The drop in the percentage of graduates who patronized Letran Calamba Grade School is a good area for study on retention trend in the Colegio. Similarly, the other schools where the Letran Grade School alumni transferred (Table 2) will what factors were considered.

The KPI for the last six years is to maintain the percentage rating of previous years target of 100%. Although the tracking forAY2015-2016 is still ongoing, theColegio expects that allGradeSchoolalumnicontinuewiththeirHighSchooleducation.TheBEDRecordsOfficemayfollow-upthegraduatestoknowthereasonsforabsenceofrequestofschoolrecords.

Table 1. Grade School Alumni who Continued Studies in Higher Level, AYs 2010-2011 – 2015-2016


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Figure 1. Grade School Alumni who Continued Studies in Higher Level, AYs 2010-2011 – 2015-2016

Consideringthat8%-15%oftheGradeSchoolalumnicontinuedtheirHighSchooleducationinother schools, Table 2 shows the list of 42 schools where those other graduates enrolled. More graduates continuedtheirHighSchooleducationinCalambaCityScienceHighSchool(13graduates),followedby De La Salle Canlubang (12 graduates), Lyceum of the Philippines Laguna (9 graduates), Calamba Institute (8 graduates), and Don Bosco College (6 graduates). The schools are still in the Laguna area, hence, a follow-up study on the reasons for transfer will be helpful in knowing the expectations of graduates for a high school.

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Table 2. Schools/Colleges where Other Grade School Alumni Continued Studies in Higher Level


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Table3/Figure3presents thatmore than90%of theHighSchoolgraduatesunder theBasicEducationCurriculum(BEC)fromAYs2010-2011to2014-2015continuedtheirstudiesinthetertiarylevel. This is much higher than the national trend of students moving-up to college. According to CHEDdatafor2010,twooutoffivehighschoolgraduates(orabout40percent)didnotproceedtocollege (Retrieved from http://www.gmanetwork.com/.../ched-more-hs-grads-may-not-go-to-college-due-to-high-tuition/on13December2016).Italsoshowsthatmorethan50%ofthemenrolledinotherschools,exceptforthegraduatesofAY2011-2012,49%ofwhomcontinuedtheirbachelors’degreein


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LetranCalambaascomparedto47%whoenrolledinotherschools.ThisisagoodareaofstudybytheMarketingOfficetocheckonthefactorsthatkeepstudentsinLetranCalamba.

The column on “no data yet” may indicate no continuance of education of the graduates or no communication yet for the school where they transferred. Again, this could be an area of study to check on the graduates’ status.

Table 3. BEC High School Alumni who Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015

Figure 3. BEC High School Alumni who Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015

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ForHighSchoolgraduatesundertheSpecialScienceCurriculum(SSC)fromAYs2010-2011to2014-2015,92%-100%continuedtheirstudiesinthetertiarylevel.Italsorevealsthat81%-90%ofthemenrolledinotherschoolscomparedtoonly10%-14%whocontinuedstudiesinhigherlevelinLetranCalamba.ThefiguresmayindicateadesireforothercoursesnotofferedbyLetranCalambaorachangeof environment especially for those who have been in Letran Calamba from pre-school. Again, this can beagoodstudybytheAdmissionsandScholarshipsOffice,BEDRecordsOffice,orAcademicsOffice.

Table 4. SSC High School Alumni Who Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015

Figure 4. SSC High School Alumni Who Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015


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As to where the BEC high school graduates continued studies in higher level, Table 5 shows the rankingofthe64schools/colleges/universitiesgivingmoreemphasistothetopfive.FirstisColegiodeSanJuandeLetranCalamba(41.45%);second,MalayanCollegesLaguna(12.03%);third,UniversityofSantoTomas(3.76%);fourth,UniversityofPerpetualHelpLaguna(3.57%);andfifth,MapuaInstituteofTechnologyandUniversityofPhilippinesLosBaños(3.01%).Astudyonthecoursesenrolledinthetertiary level will rationalize the transfer of students to other schools.

Table 5. Schools/Colleges/Universities where BEC High School Alumni Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015

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ForSSCHighSchoolgraduateswhocontinuedtheirstudiesinhigherlevel,Table6showstherankingofthe39schools/colleges/universitieshighlightingthetopfive.FirstistheUniversityofthePhilippines Los Baños (34.28%); second, University of Santo Tomas (13.78%); third, Colegio de SanJuandeLetranCalamba(12.01%);fourth,MalayanCollegesLaguna(5.65%);andfifth,UniversityofthePhilippinesDiliman(4.24%).Again,astudyontheirbaccalaureatedegreeswillrevealthereasonsforthe transfer.

Table 6. Schools/Colleges/Universities where SSC High School Alumni Continued Studies in Higher Level, AYs 2010-2011 – 2014-2015


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Summary of Findings

1.AllGradeSchoolalumnifromAY2010-2011toAY2014-2015continuedstudiesinhigherlevel. 2.Forthelastsixyears,anaverageof84%ofGradeSchoolalumnicontinuedtheirstudiesin higher level in Colegio de San Juan de Letran Calamba. 3.Morethan90%oftheHighSchoolgraduatesundertheBasicCurriculumEducation(BEC) fromAYs2010-2011to2014-2015continuedstudiesinhigherlevel. 4.Anaverageof53%oftheBECgraduatesforthelastfiveyearscontinuedtheirstudiesin higher level in other schools/colleges/universities. 5.ForHighSchoolgraduatesundertheSpecialScienceCurriculum(SSC)fromAYs2010-2011

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to2014-2015,92%-100%continuedstudiesinhigherlevel. 6.Anaverageof86%oftheSSCgraduatesforthelastfiveyearscontinuedtheirstudiesin higher level in other schools/colleges/universities. 7. Suggested follow-up studies on the data will help the Colegio in furthering its interests and thrusts.

Conclusions

1. Majority of the grade school and high school graduates continued their studies in higher level, hence, Letranites and their parents/guardians give importance to education. 2. Majority of the grade school alumni continued their high school in the Colegio, hence, they continue to patronize the Letran Calamba education. 3. Majority of the high school graduates continued their studies in higher level in other schools/colleges/universities, thus, Letran Calamba became a school feeder to other institutions. 4.ThedatagatheredprovidebaselinedataforusebytheBEDRecordsOffice,Admissionsand ScholarshipsOffice,Principal/Dean’sOffice,orotherconcernedoffices.

Recommendations

1.TheBEDRecordsOfficeandtheAlumniOfficemustcontinuetrackingthealumnitoachieve the target key performance indicators with regard to continued studies in higher level and the reasons for the change of school or patronage of Letran Calamba. 2. Findings of this study may be considered for a full-blown research, which may assist other departments/officessuchasAuxiliary/Marketing,Admissions,BasicEducation,Academics, and others in achieving their key performance indicators or departmental projects and activities, if applicable. 3.AstheKPIofmaintainingpercentageratingof100%isunrealistic,thedepartmentand division should review the set target for the next or succeeding academic year/s.

References

http://www.scholaradvisor.com/essay-examples/benefits-of-going-to-school/Retrievedon12 December 2016

http://www.sindigenous.gov.au/david-peachey-shares-importance-of-going-to school/ Retrieved on 12 December 2016

http://www.gmanetwork.com/.../ched-more-hs-grads-may-not-go-to-college-due-to-high-tuition/ Retrieved on 13 December 2016


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Analysis of Schools’ Syllabi SubmittalJEJOMAR T. VICENCIO

Academics Division

Background

The syllabus is a descriptive summary of topics and teaching-learning strategies and assessment to be covered in a course or subject and is prepared by the Departmental Syllabus Committee. The review of the syllabus intends to facilitate its development and enhancement so as to standardize the basics for effective teaching and learning activities and assessment tasks. The syllabus serves as the blueprintforthecourseexpectations,requirements,groundrules,readings,assignments,exams,andlearning projects.

TherespectiveAcademicHead’sofficesarerequiredtosubmitthesoftcopiesofallapprovedOBESyllabusperprogram/clustertotheOfficeoftheVicePresidentforAcademicsnotlaterthanoneweek after the distribution of course outline to the students. This is part of the operational plan and accomplishmentreportunderKeyResultArea(KRA),qualityinstructionalprogramsandKeyPerformanceIndicator (KPI) on percentage of on-time and approved OBE Syllabi per level.

Accordingtothearticleof“ThePurposesofaSyllabus”byJayParkesandMaryB.HarrisoftheUniversityofNewMexico(2002),therearethreemajorrolesthatsyllabimayservewithsubsequentimplications for syllabus content. These significant functions comprise (a) serving as a contract, (b)serving as a permanent record, and (c) serving as an aid to student learning.

Objectives

This paper aims to: 1.Determinethestatusofon-timesyllabussubmittalofthedepartmentsin1stsemesterAY 2016 – 2017 in terms of KPI target; 2.Reviewthestatusofsyllabisubmittalinthefirstsemester2016–2017atthestartofthe SecondsemesterAY2016–2017; 3. Determine the status of syllabi submittal of departments due for accreditation visit in February 2017; and 4. Analyze the factors affecting the on-time and delayed submittal of the syllabus.

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Some of the stated roles and purposes of the syllabus in the article of “The Purposes of a Syllabus” by JayParkesandMaryB.Harris (2002),whichhave contributed to this concernon syllabi, are thefollowing:

(a) As a contract – the syllabus is a formal agreement between the students and the instructors, it includes a clear and accurate delineation and responsibilities for various tasks such as policies on attendance, assignments, examinations, and grading systems among others. (b) As a permanent record – the syllabus is useful as a permanent record of most academic programs and institutions that choose to undergo accreditation reviews by professional organizations. (c) As an aid to student learning – a well-designed syllabus can provide information that assists students to become more effective learners in areas that go beyond the opportunity of their courses.Equallyimportantisthedescriptionofhowthecoursewilldevelopthestudent’slife.

LetranCalamba is aneducational institution thatprovidesquality instruction to the studentsin the form of Outcomes-Based Education (OBE), through which the necessary knowledge, skills, and behavior,whichtheglobalcommunityrequiresaremet.Theinstructionrequiresthedepartmenttoformsyllabus committees to ensure that a fair review, design, and assessment of the content of each syllabus considered the current demand of the profession or discipline vis-à-vis the set Mission, Vision, Quality Objectives, Program Educational Objectives (PEO), Program Outcomes (PO), and Graduate Attributes (GA). In terms of the accreditation efforts of the Colegio through PACUCOA, each academic program is acknowledgedtopursueandmeettheexpectationsofexcellence.Thiswillensurethedeliveryofqualityeducation and services to the students and stakeholders to sustain their needs to reach maximum potentialintheirchosencareerorfield.Thesyllabusmaybeconsideredasanevidenceofknowledgeof pedagogy and fairness in evaluation of students’ learning. On-time and complete submittal of syllabi willaidtherespectiveareaandcoreareaspecificallytheprogramsunderaccreditationinpreparingforthe supporting evidences and exhibits for the accreditation visit. Lastly, a detailed syllabus can play an essentialroleinauthenticatingwhataspecificcoursecontains.Insomeuniversitiesandcolleges,theyuseitwhenstudentsrequesttotransfercreditsorequivalencyfromoneinstitutiontoanother.

LastMay2016,ameetingwiththeAcademicHeadsandChairs/Co-Chairswasdoneanditwasagreed that the Syllabus Committee shall be formed per cluster/program to review the current syllabi ordevelopnewonesinthecaseofnewcoursesorabsenceoftherequiredsyllabi.Theeffectivityofthesyllabi shallbe for3years,althoughenhancementmaybedoneas required.Acommunicationwas circulated to the parties concerned dated June 02, 2016 about the new timeline to be followed just to provide the transition stage for the full implementation of the revised QP and in preparation for theQualityVisit.Priortotheimplementation,theOVPAfiledtheDRFtotheQPMDtopromotemoreconcise and clear process/procedure and which took effect on June 22, 2016 in full-force. The deadline set in all levels was August 09 & 10, 2016.


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Table 1 shows that the Basic Education Department got the highest number of on-time submission of syllabiandtheyhitthetargetof90%althoughtheSHShad76.92%submittalonlyand0%submittalinReligious Education Christian Living Education (CLE). On the other hand, the collegiate schools garnered onlyanoverallratingof34%versusthe90%target,adeficitof(56%).ItmustbenotedthatSBMA,SCST,and SEAS were not able to submit any syllabus on-time. Similarly, no on-time syllabi were made by the GSPSversusthe70%target.

Table 1. On time submission of OBE Syllabus per Level

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Figure 1. Graphical Presentation of On time submission of OBE Syllabus per Level

Table 2 shows the ranking of on-time submission of syllabi in all levels. The Grade School reached beyondthe90%targetandachieved the100%on-timeandcompletedsyllabi. Ithad thefirst rankamongtherestwhichsignifiesthatadherencetothesettimelinewasgreatlyobserved,manifestingasense of urgency and priority despite the voluminous demands and other activities and tasks. The Junior HighSchoolSpecialScienceCurriculum(SSC)rankedsecond(2nd)andJHSBasicEducationCurriculum(BEC)rankedthird(3rd)respectively;stillhittingbeyondthetargetof90%.Incollegiateschools,theSchoolofTourismandHospitalityManagement(STHM)gotthefourth(4th)rankalthoughthedatarevealedthat87.10%versusthe90%targetwasattained,adeficiencyof12.90%wasnoted,butintermsofprofessionalcoursesforbothprogramsundertheBSHRM(16/16)andBSTM(11/11)theycompletedtherequiredsyllabi.STHMisstillconsciousofthesettimelineandtheobligationtocomplywiththerequirementsincetheschoolispreparingforaccreditationvisitinFebruary2017.

Thefollowingarebelowthetargetof90%butstillpartoftheranking:SchoolofEngineering(SE)rankedfifth(5th),BEDSeniorHighSchool(SHS),rankedsixth(6th),REDCollege(RelEdcourses)rankedseventh (7th), and the School of Nursing concluded with rank eight (8th). The other programs were not able to submit their syllabi on-time in any course on the deadline of submittal. It must be noted that the SBMA,SEAS,andSCSTaredueforaccreditationvisitinFebruary2017.However,theyfailedtocomplywith the on-time submission.


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Table 2. Ranking Schools’ On-time Syllabi Submitted

Figure 2. Graphical Presentation of Ranking of Percentage with On-time syllabi per Level

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Table3showsthat5outof14completedtheirsyllabiinBEDGS,BEDJHS-SSC,BEDJHS-BEC,BEDSHS, andSN.Majorityof the completed syllabi are from theBEDandone from the collegiateschools.Theschoolsthatwereabletosubmitlessthan10%ofdeficienciesareSE(2.58%),SEASandSTHM(6.45%),andSCST(9.52%).Adeficiencyof25%isrevealedintheRED(CollegeRelEd).However,thereare still 4withmore than50%deficiencies in theREDCLE (53.33%),GSPSMasteral (54.84%),GSPSDoctoral (66.67%)andSBMAwith thehighestnumberofdeficiencyof69.44%.Thegraphicalpresentation is also shown below. The concerned schools/departments are closely monitored to submit theirdeficienciessincesyllabiwillbesubmittedevery3yearsstartingthisacademicyear2016–2017and subject for revision/review depending upon themandatory requirement of CHED, DepEd, andindustry.TheelectronicfileofsyllabimusthavetobecompletedandkeptsecurelyaspartoftheOVPApermanent record.

Table 3. Status of Syllabi Submittal in First Semester AY 2016 – 2017 at start of Second semester AY 2016 – 2017


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Figure 3. Graphical Presentation of Status of Syllabi Submittal in First Semester AY 2016 – 2017 at start of Second semester AY 2016 – 2017

Table 4 shows the status of syllabi submittal for accreditation visit in February 2017. In the Professional Education, 5 programs achieved 100% completed syllabi submittal. They areAB Communication, BS Information Technology, BS Computer Science, BS Hotel and RestaurantManagement,andBSTourismManagement.Itisnotedthat3fromthe5(BSIT,BSCS,andBSHRM)arepreparing for Level III accreditation visit which is somewhat crucial because the concerned committee areas must oversee the readiness and availability of documents/evidences for exhibits ahead of time or earlier than the set timeline. The other 2 programs (ABComm and BSTM) among the 5 are preparing for candidatestatusaccreditationvisit.Ontheotherhand,theBSPsychologyprogramhascompleted80%ofthesyllabi.However,theBSBAinHRDMandMKMfinishedlessthan50%ofthesyllabi.(HRDMwith37.50%andMKMwith40%).

IntermsofGeneralEducation,theSEASasaservicingdepartmenttoallschoolsachieved100%completed syllabi in Languages, Mathematics and Sciences, and Social Sciences. In GE Physical Education only33.33%submittedthesyllabi.IntheSBMABasicBusinessandBusinessEducation(BB/BE)whichincludesthecoreandfundamentalcoursesofallbusinessprogramofferingsoftheschool,only34.21%of submittals is recorded. For the IT Education fromSCSTonly25%of the syllabiwere submitted.Moreover,theReligiousEducationDepartmenthadmajority(75%)ofthesyllabicompleted.

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Table 4. Status of Syllabi Submittal for Accreditation Visit


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Figure 4. Graphical Presentation of Status of Syllabi Submittal for Accreditation Visit (A. Professional Education)

Figure 5. Graphical Presentation of Status of Syllabi Submittal for Accreditation Visit (B. General Education)

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To come up with data analysis that will fully assist the in-charge/parties concerned on the developmentofcertainduties/officefunctions,thedepartmentassistantconductedaninterviewamongselected faculty members on the causes of on-time and delayed submission of the syllabi.

Based on the interview, the following are the contributing and impeding factors affecting on-time submittal of syllabi:

Contributing factors consist of the following: •Assignmentsofcoursesdependonthefaculty’sexpertise; •Havingcommontimetoconveneanddiscussduringthescheduledsyllabicommittee conference. •Useofsparetimetodiscussandcollaborateonhowtointegratenewtrendsinsyllabus making (usually during scheduled out of town seminar/conference. •SetdeadlinebytheOVPA;facultymanagestimetoreviewandtakeappropriateaction accordingly prior to submission. •Postingofchairs’announcementinthefacultyroomtoremindthefaculty. •ConsistentmonitoringofthesubmittalbytheChairsandAdminAssistantpriortotheset deadline. •StrictimplementationofdeadlineofsubmittalbytheChairs/Co-Chairs. •WillingnessoftheAcademicHeads/Chairs/Co-Chairstoassistfacultymembers,andmentor the new ones in preparing and enhancing the syllabi.

The following are the impeding factors to the on-time submittal of the syllabus:

Faculty 1 •Defermentofinstructionalmaterialsneeded,limitedbudgettocomplywiththe minimumrequirements/standardsofCHEDwhichhavetobeintegratedinthesyllabi,and limited references in the library.

Faculty 2 •Lackofreadinessonhowtomakenecessaryactionsontherevisionsofthesyllabi •SemestraldemandsofmodificationinthesyllabuslikeIntegrationofvaluesinculcationthat willhavetobemanifestedbythestudents,makingrubricsthatshouldbereflectedonthelast part of the syllabi, and changes in the teaching learning activities (TLA) and assessment tasks that may cause repetition of activities.

Faculty 3 •DifficultyoffacultytosecurethesignatureoftheChiefLibrarianduetounavailablereferences in the library

Faculty 4


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•Ineffectivecommunicationprocess

Faculty 5 •Lackoftimetorevisenecessarychangesinthetopicsthatwillhavetobeintegratedinthe syllabus. •Wronguseofformateventhoughthesyllabiarealmostdone;needtotransfertothelatest version or format of the syllabus. •Lackofavailableresourcesinthelibrary

Faculty 6 •Newprocedurefornewfaculty.Lackofproperorientation,lackoftime,lackofreferencesin the library, delay of release from the library, lack of common time of faculty who teaches the same subject to meet and discusses their syllabus.

Faculty 7 •Processofcommunicationdelayssubmittalalthoughtherearelotsofmeansonhowtoreach. Many tasks of the faculty, and unable to use their social media or email.

Faculty 8 •Cascadingofinformationisnotproperlyexecutedbythedepartment.Faculty 9 •Difficultyofgettingreferencesfromthelibraryservicesdepartment.

Faculty 10 •Delayedcompositionofthesyllabicommitteemightbeareasonforthedelayofmodification of syllabi and uncommon time to convene with their respective syllabi committee.

Conclusions

To sum it up, majority of the schools were not able to meet the KPI target of prompt submittal exceptfortheBasicEducationDepartmentwithanoverallratingof90%against90%divisionaltarget.ItisnotedthattheprogramsunderSEAS(ABCommunicationandBSPsychology),SBMA(BSBAinHRDMand MKM), and SCST (BSIT and BSCS) which are scheduled for PACUCOA accreditation visit in February 2017 were not able to meet the departmental and divisional target of on-time submittal.

AstothestatusofsyllabisubmittalverifiedlastNovember30,2016,thereare5programswith100%completedsyllabi inBasicEducationDepartment (GS,JHS-SSC,JHS-BEC,andSHS)and intheCollegiate (SN). The remaining9programs revealeddeficienciesof less than10% (SE,SEAS,STHM,andSTHM);25%inRED(CollegeRelEd);andmorethan50%inREDCLE(BED),GSPSMasteral,GSPSDoctoral, and SBMA.

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With regard to the status of syllabi of programs for accreditation visit in February 2017, the Professional Education programs under AB Communication, BS Information Technology, BS Computer Science,BSHotelandRestaurantManagementandBSTourismManagementattained100%completesyllabiwhiletheBSPsychologygarnered80%,BSBAMarketingManagement40%,andBSBAHumanResourceDevelopmentManagementwithonly37.50%.Ontheotherhand,inGeneralEducation,only3clusters completed the submittal from SEAS (Languages, Math and Sciences, and Social Sciences). The resthaddeficienciesrangingfrom25%to75%. In terms of factors affecting the on-time submittal of syllabi based on selected interview among faculty members, despite their multiple duties and responsibilities, they still manifest a sense of responsibilityanddisciplinetocontributetotheachievementoftherespectivedepartment.However,the impeding factors affecting submittal revealed that majority cited the lack of references from the Library and the process of communication within the department.

If the pattern of submittal is not arrested in the college, the same problem and issues will occur.

Recommendations

1. The academic schools should analyse the root-cause of not-attaining the prompt submittal of the syllabi. (i.e. a timeline for submission of electronic copies for submittal in cooperation of teachers) 2. The academic departments must prepare the syllabi on-time considering the review and approval of parties concerned. 3. BED should sustain the prompt submittal of syllabi by tapping on their strengths and lessening the weakness. 4. The general education syllabi have to be prepared early so as not to affect the overall syllabi submittal of programs. 5. The Library should provide a list of references for each school/department per program/ cluster to aid them in utilizing all references in order to meet the departmental and divisional KPItargetandalsotocomplywithaccreditationstandardsandrequirements. 6. The concerned department should plan earlier the composition of the syllabi committee and secure the common time for the committee to discuss the content of the syllabi through the help of technology (i.e. online conference in social media, group chat in messenger) or other ways of communication as agreed by the committee.

References

http://jan.ucc.nau.edu/~coesyl-p/syllabus_cline_article_2.pdf


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Trend Analysis of Faculty Development Activities(AY 2014-2015 to AY 2016-2017)

RODELYNA.BADULISAcademics Division

Background

The Faculty Development Activities (FDA) aims to provide a venue for faculty to improve one’s career and vocation as a teacher. The Colegio, guided by its Institutional Principles, provides a development plan through FDA to support personal and teaching effectiveness of faculty members and forthebenefitsofthestudentsaswell.

All full time faculty members in the Collegiate and Basic Education Department (BED) are covered by FDA. The activities that can be applied for FDA are the following:

1. Graduate studies (one FDA unit for every graduate unit enrolled). The program must be aligned with the personnel development plan of the faculty. 2. Academic Consultation and/or Section Advising 3. Research Related activities such as Research Project, Instructional Materials 4. Community and Extension Services

In the Academic Consultation and Section Advising, all FT faculty are mandated to conduct these activities every semester.

The permanent faculty members receive corresponding payment based on the activity applied andtheapprovedfacultyloadequivalency.Theprobationaryandfull-timesubstitutefacultymembersshallbegivenmeritthroughthefacultymeritsystemunderHumanResourceDepartment(HRD).ThefacultyLoadEquivalencyistheloadequivalenttotheapprovedFDAtoberenderedbyaqualifiedfulltime faculty member in addition to a regular load assignment of 18 hours or units. A maximum load of six hours/units per semester is credited to FDA that is not under the personnel development program andfundassistanceorscholarshipprogramofHumanResourceDepartment(HRD)orexternalagency,including research assistance under the Research Department (RD) and Graduate Research (AR:00-00-QP-02 Faculty Development Activities for BED and College, page 1).

All full-time faculty members shall accomplish the FDA application form (AR:00-00-FO-07) within onemonthafterthestartofthesemester.OnlycompleteapplicationshallbeprocessedbytheOfficeoftheVPforAcademics(OVPA),forthefinalapproval,whoshallthenmaketheendorsementtotheVPforFinanceforcorrespondingremuneration(forpermanentfaculty)orHRDforinclusioninthefacultymeritsystem(forprobationaryfaculty).Foracompleteapplication,FDAformmustbeproperlyfilledout,withnecessaryattachmentsuchasHRDendorsementforGraduateStudies,approvedResearchTopic Proposal Form (RE:00-00-FO-14), etc., reviewed by their respective Chair/Co-Chairs, and endorsed bytheirAcademicHead.Applicationthat fails tosatisfyall therequirementswillbereturnedtothe

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concernedfacultymemberthroughtheAcademicHeadsand/orChairs/Co-ChairwhoshallinformthemofthedeficiencynotedbytheVPforAcademics(VPA)asindicatedintheFDAApplicationAssessmentReport (AR:00-00-159). The submission of application after the set deadline must be justified forreconsideration. Also, the faculty must have successfully submitted the accomplishment report of the previouslyapprovedFDAbeforeapplyinginthesucceedingsemester/AY.

TowardstheendofAY2015-2016,theOVPAreviewedtheprocessofFDAapplicationandthesubmission of FDA accomplishment reports to address the issues and concerns that were observed bytheofficeduringthesaidyear.Suchconcernsweremostlyrelatedtothequalityofapplicationandaccomplishment report submitted to OVPA. In view of the OVPA’s continuous effort to gradually build acultureofqualityoutput,theofficesetaclearstandardsandguidelinesoftheapplicationprocessaswell as the submission of the accomplishment report through the revision of AR:00-00-QP-02 Faculty DevelopmentActivitiesforCollegeandBEDandAR:00-00-FO-07inpreparationforAY2016-2017.Thisaim to establish common understanding of the step by step process of FDA between the faculty and all officesconcernedsinceitinvolvesdifferentprocessesdependingontheactivitythatthefacultywouldwant to apply. The process improvement addressed the following:

•ClarifiedtheprocessinvolvingtheconcernedofficessuchasHRD,CES,andRDinthe processingofGraduateStudiescertification,CESActivities,andResearchProject •ClarifiedprocessandtimelineofFDAapplicationandaccomplishmentreportsubmission •Addedprovisiononthenon-completionofFDAon-time.

Objectives


1.Determinethenumberoffacultywhosatisfiedtheapplicationrequirementson-timefromAY 2014-2015toAY2016-2017. 2. Determine the distribution of involvement of full-time faculty in Faculty Development Activity fromAY2014-2015toAY2016-2017. 3. Analyze the three-year trend of on-time submission and faculty involvement in FDA activities fromAY2014-2015toAY2016-2017.


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TheOVPA,asthesupervisingoffice,monitorsthewholeprocessofFDAandcoordinateswiththevariousdepartmentssuchasAcademicHeads’Office,CommunityandExtensionOffice(CES),ResearchDepartment (RD),HumanResourceDepartment (HRD), and PayrollOffice. Themonitoring includestheon-timesubmissionofapplication,conformancetotheFDAqualityprocedure,coordinationwithvariousofficestoensuretheprocessesareproperlyimplemented,andprovisionofnecessaryassistanceand appropriate action if needed.

Quality submission of FDA application is vital in meeting the objectives of the activity applied and approved. It is also vital on the part of the students who will need academic consultation in the early part of the semester. The faculty, on the other hand, should have at least 2 hours of academic consultation with the students every week of the whole semester. As to the other FDA activities such as research, the duration of research depends on the evaluation of the Research Department.

Table 1 below shows the total number of full time faculty per department, academic year, and semester who had approved FDA for the past three years. It also shows the total number and percentage of faculty who submitted their FDA application to OVPA within the set deadline or one month after the startofclasses.ForAY2014-2015,thecollegiateclassesstartedonJune23,2014(1stsemester)andNovember12,2014(2ndsemester);forAY2015-2016the1stsemesterbeganonJune22,2015whilethe2ndsemesterwasonNovember11,2015,andforthe1stsemesterofAY2016-2017theclassesbeganonJune13,2016andNovember7,2016for2ndsemester.Moreover,forBED,theclassesforAY2014-2015beganonJune16,2014,June8,2015forAY2015-2016,andJune06,2016forthecurrentAcademicYear.

In every year performance, the BED had the most number of faculty with FDA and also the top departmentthatwasabletohavetheapprovalofFDAon-time.TheSEandBEDhadmorethan50%ofthefacultywhosatisfiedtherequirementsofon-timesubmissionperAcademicYearforthelast3years.

Overall,itwasinthe1stsemesterofAY2016-2017whenthehighestnumberoffaculty(76%)whosatisfiedtheapplicationrequirementson-timewasobservedandthelowestwas26%inthe2ndSemesterofAY2015-2016.Thehighestpercentageofon-timesubmissionperdepartmentwas100%andthelowestwas0%.Amongallthecollegiatedepartments,SEgottheoverallhighestpercentageof81%and69%ofqualitysubmissionofFDAapplicationin1stsemesterand2ndsemester,respectively,averageofthelast3years.However,SNgottheoveralllowestaverageofon–timesubmissioninthe1st semester and RED in the 2nd semesters.

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Table 1: On-time Submission of FDA application to OVPA

As to the top performing school in terms of percentage of on-time submission and approval of FDAapplicationversusthetotalapplicationforeachAY,theBEDwasthe1stinAY2014-2015,SEinAY2015-2017,andBEDagainforAY2016-2017.

BelowisthegraphicalpresentationofschoolperformanceonthequalitysubmissionofapplicationrequirementstotheOVPA.Itshowsthatforthelast3years,mostoftheschoolshadhigherpercentageof on-time submission during 1st semester than 2nd semester. Also, the SE, RED and SEAS had upward trendofqualitysubmissioninAY2016-2017.


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Table2showsthetotalnumberofqualitysubmissionofallfacultywithFDA,in3yearsperformance,that were approved before the set deadline. In a three-year trend, the 1st semester had the higher qualitysubmissionthatwasapprovedontimethan2ndsemester. Itwas inAY2015-2016whentheloweston-timesubmissionofallapplicationwasobservedinbothsemester.However,inAY2016-2017,theon-timeapprovalwassethigherthantheaverageperformanceofAY2014-2015.


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Tables 2.1, 2.1.1, 2.2, 2.2.1 2.3, 2.3.1 show the distribution of the involvement of faculty (in percentageandgraphicalpresentation)persemesterandAYinthedifferentareasofFDA.AllfacultymemberswithFDAarerequiredtohaveAcademicConsultationactivitywhileotheractivitiesareoptional.The research project is being monitored by Research Department and should follow the process in the qualityproceduresofresearchunderFDA,theCESactivityfollowstheCESimplementationofextensionactivitiesunderCESOffice, for thegraduatestudies thealignmentwith thePersonnelDevelopmentProgramoffacultyisbeingcheckedbytheHRD,whiletheOVPAastheprocessownerofFDAcoordinateswithall thesedepartments toensure thatall requirementsandprocedureare followedprior to theapproval of the VPA.

IntheAY2014-2015(Table2.1),therewere13or12%ofthetotalfacultywithapprovedgraduatestudiesinthe1stsemesterand11or12%inthe2ndsemester.ForResearchProject,therewere30or28%involvedinresearchactivityduringthe1stsemesterand25or26%oftotalfacultywithFDAinthe2ndsemester.AstotheCESinvolvementoffaculty,therewere8facultywithextensionactivitiesor7%inthe1stsemesterand5facultyor5%inthe2ndsemester.AstotheotheractivitiessuchasAlumniModeratorship,Substitution,ReviewClass,andMentoring,therewere54facultyor50%involvedinFDAotheractivitiesinthe1stsemesterand49or52%inthe2ndsemester.

TheBEDHighSchoolhadthehighestnumberoffacultywithapprovedgraduatestudies(7or29%)inAY2014-2015aswellasthedepartmentwithhighestnumberoffaculty(11or35%)involvedin research project. For CES activities, the Nursing got the highest number with CES involvement (3 or 60%)whiletheBEDgot26or84%oftheirfacultyinvolvedinotherFDAactivities.

Among the collegiate departments, only 4 departments had faculty enrolled in graduate studies and SEAS had themost number or 12%of facultywith FDA. In research project, SE got 7 or 78%involvement. As to the extension activities, only SBMA did not have faculty representative in extension services in both semesters.

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ThetablebelowisthegraphicalpresentationoftheinvolvementoffacultyinFDAforAY2014-2016 per department and semester.


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IntheAY2015-2016(Table2.2),therewere11or10%ofthetotalfacultywithapprovedgraduatestudiesinthe1stsemesterand2ndsemester.ForResearchProject,therewere12or11%involvedinresearchactivityduringthe1stsemesterand15or14%oftotalfacultyinthe2ndsemester.AstotheCESinvolvementoffacultytherewere16facultywithextensionactivitiesor14%inthe1stsemesterand14faculty,or13%inthesemester.AstotheotheractivitiessuchasAlumniModeratorship,Substitution,ReviewClass,therewere52facultyor49%involvedinFDAotheractivitiesinthe1stsemesterand50or53%inthe2ndsemester.

In total, the BED Grade School had the highest number of faculty with approved graduate studies (7or29%)inAY2015-2016whiletheBEDHighSchoolgotthehighestnumberoffacultyinvolvedinresearchproject(8or18%),extensionactivities(6or14%),andotherFDAactivities(31or70%)

Among the collegiate departments, only the SEAS and RED had faculty involved in graduate studies.Inresearchproject,onlySE,SEAS,andSTHMhadresearchactivities.Whilefortheextensionactivities, the RED and SE did not have faculty representative in extension services.

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Table 2.2.1 is the graphical presentation of the distribution of activities among the faculty with approvedFDAinAY2016-2017.


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InbothsemestersofAY2016-2017(Table2.3),therewere12or14%ofthetotalfacultywithapprovedgraduatestudiesand2or2%involvedinresearchactivities.AsfortheCES,4or5%wereinvolved inextensionactivities in the1st semester, and3or4% in the2ndsemester.While for theotheractivitiessuchasAlumniModeratorship,Substitution,ReviewClass,therewere45facultyor54%involvementinthe1stsemesterand45or53%inthe2ndsemester.

Amongthethreedepartments(SEAS,BEDGS,BEDHS)withappliedgraduatestudies,theBEDGrade School has the highest number of faculty pursuinggraduate studies (6 or 30%). In researchinvolvement, only one faculty from SEAS and one from SBMA are having research activity in the current year. As to the CES activity, only SEAS, SN, and SBMA are having involvement in extension projects. MajorityoftheBEDfacultyfromGSandHS,with85%to96%respectively,areinvolvedinotherFDAactivities such as substitution, mentoring, etc.

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ThetablebelowisthegraphicalpresentationoffacultyinvolvementinFDAactivitiesinAY2016-2017.


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Table 2.3.1 AY 2016-2017 Distribution of Faculty Involvement in FDA

Table3showsthethree-yeartrendofqualityFDAapplication,researchactivity,graduatesstudies,CESandotherFDAactivities.ThehighestpercentageofFDAresearchactivitywasrecordedinAY2014-2015andwentdowninAY2015-2016andAY2016-2017.WhileitisnoticeablethatinAY2015-2016,asuddendecreaseofon-timesubmissionwasrecordedcomparedtoAY2014-2015,theCESactivitywasatitspeakinAY2015-2016andhadasuddendowntrendinAY2016-2017.Astothegraduatestudies,theAYwhenthefacultyhadthemostnumberofapplicationwasinAY2016-2017.

TheAY2016-2017,intheaverage,hasthehighestnumberofFDAapprovalwithinthesetdeadline.

Table 2.3.1 AY 2016-2017 Distribution of Faculty Involvement in FDA

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The graph below shows the downtrend performance of on time submission and approval of FDA applicationsfromAY2014-2015toAY2015-2016andupwardtrendfromAY2015-2016toAY2016-2017.ThefacultyinvolvementinFDAresearchcontinuedtodecreasefromAY2014-2015to1stSemesterofAY2016-2017.TheotherFDAactivitieshadalmostthesamenumberoffacultyparticipation,samewithgraduatestudies,whiletheextensionactivitieshaditspeakin1stSemesterAY2015-2016.

Since FDA application passes trough different processes and secures signature of the respective processowner,priortothefinalapprovaloftheVPA,theofficerecognizestheimportanceofdocumentingthe reasons fornon-approvalandreturningofapplication to the respectiveDean’sOffice thatweresubmitted to OVPA. Those were the following:

•AccomplishmentReportonResearchProjectandCESactivities •HREndorsementofGraduateStudies •Incompletedetailsofapplication(i.e#ofunitsbeingappliednotindicated) •Noattachedrequirements(i.eregistrationformforgraduatestudies,accomplishedmakeup form, ect) •Wrongform •Wronguseofform

The documented FDA transactions and the OVPA observations became the bases of the course of actions made to improve the application process and approval of FDA and later on to continue improve cultureofqualitysubmission.Afterthe1stsemesterofAY2015-2016,theOVPAreviewedthequalityprocedure of FDA and integrated the observations noted. In May 2015, the revised QP was approved andmadeeffectiveinJune2016forAY2016-2017.TheFDAApplicationForm(AR:00-00-FO-07)was


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also revised accordingly and added additional details that would guide the faculty when applying the FDA as well as signatories when reviewing the application.

In January 2015, the OVPA released a memorandum (AR:00-00-ME-02 dated January 02, 2016) thatcontainedstepbystepguideofthesubmissionofthe2ndsemesteraccomplishmentreport(forAY2015-2016) and for the FDA application in the succeeding semester (1st semester Ay 2016-2017). The OVPAalsostrengthenedthecoordinationandcommunicationeffortswiththeotherconcernedoffices.

With regard to the downtrend involvement of the faculty in research activity, the following were thesolicitedreasonsduringtherandominquiriesoftheAdministrativeAssistantoftheOVPAtothefaculty who conducted research activity under FDA:

1.Rigorousrequirementsofresearchwhichoverlappedwithteachingrequirements 2. Full teaching load 3. Other workload assignments of faculty such as modertorship, etc

AstothedowntrendinvolvementoffacultyinCESmoderatorship,therigorousrequirementsofCESmoderatorsspecificallythesubmissionofaccomplishmentreportswasthemainreasonforthemnot to choose CES moderatorship as FDA activity in the succeeding semesters.

Table 2 shows the drastic increase of the average number of on-time submission and approval ofFDAfromAY2015-2016(43%)toAY2016-2017(71%).TheAY2016-2017setthehighestrecordofon-time submission for the last 3 years.

Conclusions

1.Overall,itwasinthe1stsemesterofAY2016-2017whenthehighestnumberoffaculty(76%) whosatisfiedtheapplicationrequirementson-timewasobservedandthelowestwas26%in the2ndSemesterofAY2015-2016. 2.Amongallthecollegiatedepartments,SEgottheoverallhighestpercentageof81%and 79%ofqualitysubmissionofFDAapplicationin1stsemesterand2ndsemester,respectively, the average for the last 3 years. 3. Among all the departments, the BED had the most number of faculty with FDA and also the top department that was able to have the approval of FDA on-time. 4.InAY2016-2017,theon-timeapprovalissethigherthantheaverageperformanceforthe last two years. 5. There was a downtrend performance of on time submission and approval of FDA application fromAY2014-2015toAY2015-2016andupwardtrendfromAY2015-2016toAy2016-2017. 6.ThefacultyinvolvementinFDAresearchcontinuedtodecreasefromAY2014-2015to1st SemesterofAY2016-2017.TheotherFDAactivitieshadalmostthesamenumberoffaculty participation, same with graduate studies, while the extension activities had its peak in 1st Semester

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AY2015-2016.7. ThedowntrendofresearchandCESinvolvementoffacultyisduetorigorousrequirementsofresearchthatoverlapwithteachingrequirementsandfullfacultyloadassignment.8. TheOVPA’sefforttoaddressthedowntrendsubmissionandapprovalofFDAinAY2015-2017was successfully addressed in AY 2016-2017 despite the strict implementation of no processing ofincomplete applicationdetails/requirements and the settingofqualitydocumentationpractice. Thedrasticincreaseintheaveragenumberoftheon-timesubmissionandapprovalofFDAfromAY2015-2016(43%)toAY2016-2017(71%)wasevidentinTable2(page7).9. TheAY2016-2017setthehighestrecordofon-timesubmissionforthelast3years.

Recommendations

The following are recommended:

1. That the OVPA will continue to strengthen the communication and coordination efforts to further improve the FDA process. 2. To have a mechanism that would collect feedback from the faculty and clients (for Academic consultation) that may be used in the evaluation and improvement of the process.

To further study the balance of faculty workload, who, at the same time given other activities such as research or moderatorship.

References

AR:00-00-QP-02 Faculty Development Activities for BED and College, page 1 FDA Approved Application,AY2014-2015

FDAApprovedApplication,AY2015-2016

FDAApprovedApplication,AY2016-2017AR:00-00-LB-04,AY2015-2016

AP:03-00-FO-01rev4060115DocumentRequestForm(DRF)TransactionNo.665(FO)AP:03-00-FO-01 rev4060115DocumentRequestForm(DRF)TransactionNo.690(QP)


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Data Analysis of the Graduation Rate of School of Education Arts and Sciences of Colegio de San Juan de Letran Calamba

JENNIFER R. DORADORegistrar’s Department

Background

Education is one of the cornerstones of development, particularly in a country where majority of the population is of school age. (http://www.gmanetwork.com/news/story/534610/scitech/science/a-look-at-dropout-rates-in-the-philippines#sthash.eS4YRxHc.dpuf)

In private HEIs, the number of graduates produced increased by 0.48% from 289,317 in AY2009-2010 to 290,696 in AY 2010-2011 (http://www.ched.gov.ph/index.php/higher-education-in-numbers/graduates/).AspertheCommissiononHigherEducation(CHED),graduationratereferstothepercentageof1styearbaccalaureatestudentswhoareabletograduateontime.Therateisdefinedasthepercentageofenrolleesatthebeginningyearinagivenschoolyearthatreachedthefinalyearof the college level and graduated on time.

To monitor the Colegio’s graduation rates, the Registrar’s Department analyzes the graduation rate of the Colegio by focusing on the School of Education, Arts, and Sciences (SEAS) program offerings fromAcademicYear2012to2016.

It also intends to monitor the movement of the students (shifting to another program, transferring to other school, or on-leave) within the number of years prescribed for their respective programs. The results can be used to recommend departmental intervention programs to improve the graduation rate of the Colegio.

Objectives

1. To determine the trend in graduation rates of School of Education, Arts, and Sciences programofferingsofColegiodeSanJuandeLetranCalambafromAcademicYear2012to2016. 2. To determine the average graduation rate of the School of Education, Arts, and Sciences programofferingsoftheColegiointhepastfiveyears. 3. To identify the factors affecting the students who were not able to graduate on time based on secondary records.

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The analysis focusedon thegraduation rateor survival rate of Letran first year students forAcademicYear2008-2009toAcademicYear2012-2013ofthefollowingprogramofferingsoftheSchoolof Education, Arts, and Sciences of Colegio de San Juan de Letran Calamba:

•BachelorofArtsinCommunication(ABCOMM); •BachelorofScienceinPsychology(BSPSY); •BachelorofElementaryEducationw/SpecializationinEarlyChildhoodEducation(BEED); •BachelorofSecondaryEducationmajorinEnglish(BSE-Eng);and •BachelorofSecondaryEducationmajorinMath(BSE-Math).

In preparing this report, the following system generated reports were utilized:

•EnrollmentlistfromAcademicYear2008-2009toAcademicYear2012-2013; •ListofDismissedStudentsfromAcademicYear2008-2009toAcademicYear2015-2016; •ListofGraduatesfromtheyear2012to2016; •ListofShifteesfromAcademicYear2008-2009toAcademicYear2015-2016; •ListofStudentswhofiledforLeaveofAbsencefromAcademicYear2008-2009toAcademic Year2015-2016;and •AcademicEvaluationReport.

TREND IN GRADUATION RATES

Bachelor of Arts in Communication

ApositivetrendwasobservedinthegraduationratesofABCOMMforthepastfiveyears.From36.59%(15outof41)intheyear2012,thegraduationrateconsistentlyincreasedto61.82%(34outof55) in year 2016. The positive trend is shown in the Figure 1 below:


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Figure 1. Trend analysis on graduation rates of Bachelor of Arts in Communication

Bachelor of Science in Psychology

An erratic trend in the graduation rates of Bachelor of Science in Psychology was observed from 2012-2016.In2012,only32.08%(17outof53)ofBachelorofScienceinPsychologystudentswereabletograduateontime.Thepercentageslightlydecreasedto29.87%in2013.(Outof77only23studentscompletedtheprogramontime,14.29%or11studentswerestillenrolled,5.19%or4studentsfiledforcertificateofeligibilitytotransfer,6.49%or5studentsshiftedtoanothercourseand49.35%or34studentsstoppedschoolingwithoutfiledapplicationforleaveofabsence(LOA)).Asignificantincreaseinthegraduationratewasobservedin2014,having32or62.75%graduates(32outof51).However,itfluctuatedto59.46%(44outof74)onthefollowingyearandroseagainonthenextyearto80.49%(33 out of 41) in 2016. The erratic trend is shown in the Figure 2 below.

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Figure 2. Trend analysis on graduation rates of Bachelor of Science in Psychology

Bachelor of Elementary Education w/ Specialization in Early Childhood Education

In 2012, no Bachelor of Elementary Education w/ Specialization in Early Childhood Education studentwasabletograduateontimebecauseoffailuresandacademicdeficiencies.Thepercentageincreasedto25%(1outof4) in2013and further rose to66.67%(6outof9) in2014. However, itdeclinedin2015and2016to28.57%(2outof7)and16.67%(1outof6),respectively.Thetrendisshown in Figure 3 next page.


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Figure 3. Trend analysis on Graduation rates of Bachelor of Elementary Education w/ Specialization in Early Childhood Education

Bachelor of Secondary Education major in English

In2012,only80%(4outof5)oftheBachelorofSecondaryEducationmajorinEnglishstudentswereable tograduateon time. Thepercentagedeclined to46.15% in2013.Outof 13 students,only6studentscompletedtheprogramontime,15.38%or2studentswerestillenrolledattheendofthe4yearcohortperiod,15.38%or2studentsfiledforacertificateofeligibilitytotransfer,7.69%or1studentshiftedtoanotherprogram,and15.38%or2studentsstoppedschoolingwithoutfiledapplicationforleaveofabsence(LOA)).In2014,itfurtherdecreasedto20%(2outof10).By2015,thegraduationratepickedupto25%(1outof4). Theratecontinually improvedin2016andsignificantly increasedto72.73%(8outof11).ThetrendisshowninFigure4nextpage.

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Figure 4. Trend analysis on graduation of Bachelor of Secondary Education major in English

Bachelor of Secondary Education major in Math

Atotalof66.67%(4outof6)ofBachelorofSecondaryEducationmajorinMathstudentswereabletograduateontimelast2012.Thepercentagedecreasedto50%(1outof2)in2013and2014.Unfortunately in 2015, there was no graduate in the said program since there was also no enrollee in 2011.Come2016,thegraduationrateroseto66.67%(2outof3).ThetrendisshowninFigure5nextpage.


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Figure 5. Trend analysis on graduation of Bachelor of Secondary Education major in Math

AVERAGE GRADUATION RATES

Graduation Rates of the Program of School of Education, Arts and Sciences.

The Bachelor of Science in Psychology and Bachelor of Secondary Education major in English achieved thehighestgraduationrateof80.49%(33outof41)and80.00%(4outof5)intheyear2016and2012,respectively. The lowestgraduation rateof 0%wasposted in2012 for theBachelorof ElementaryEducation w/ Specialization in Early Childhood Education. Of its 5 students, nobody was able to graduateorfinishtheprogramontime,60%or3studentswerestillenrolledattheendofthe4yearcohortperiodwhiletheremaining2studentsstoppedschoolingwithoutfilingforapplicationforleaveof absence (LOA) ). The graduation rate is shown in Figure 6.

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Figure 6. Graduation Rates of the Program of School of Education, Arts and Sciences.

Comparison of Program Average Graduation Rates

On the average, among the program offerings of the SEAS, the BSE Math has the highest graduation ratewith58.34%followedbyBachelorofArtsinCommunicationwith53.48%,BachelorofScienceinPsychologywith52.93%,andBachelorofSecondaryEducationmajorinEnglishwith48.78%.Bachelorof Elementary Education w/ Specialization in Early Childhood Education got the lowest graduation rate with27.38%(Table1).

Table 1. Comparison of Program Average Graduation Rates


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Average Graduation Rate of School of Education Arts and Sciences

Forthepastfiveyears,theaveragegraduationrate(AGR)oftheprogramofferingsoftheSEASwas48.18%.Itwasin2016thentheschoolhadthehighestAGRof59.68%andthelowestwasinyear2013at40.20%.Theaveragegraduationrate(AGR)isshownintheTable2below.

Table 2. Average Graduation Rate of School of Education Arts andSciences

FACTORS AFFECTING THE STUDENTS WHO WERE NOT ABLE TO GRADUATE ON TIME

Graduation rates have increasingly become a key component of the higher education accountability conversation. (Cook, B and Pullaro N 2010), One of the most pressing issues facing American universities isthenumberofstudentswhofailtograduate(Creighton).Nearlyoneoffivefouryearinstitutionsgraduatefewerthanone-thirdofitsfirsttime,fulltimedegreeseekingfirstyearstudentswithinsixyears (Casey, 2004). Although there are many factors that can affect students timetable for completing their programs on time.

According to College Parents of America (2011) the common factors that might affect the student’s time to complete their degree are: (1) taking a light course load, (2) a change of direction, (3) failingtoomanyclasses,(4)withdrawingtoomanyclasses,(5)notkeepingtracksofrequirements,(6)taking time off, (7) lack of direction, (8) transferring to another college, (9) completing one (or several) internship, (10) study abroad, (11) competing a double major, (12) low GPA, and (13) taking extra classes.

Bachelor of Arts in Communication

Table 3 shows on the next page the factors for not graduating on time of the Bachelor of Arts in Communication for the year 2012-2016. On the average, the prominent factor that affected the students’timetableforcompletingtheirprogramswerethefollowingunknownreasonfornotfilingofleaveofabsence(LOA)with42.24%,followedby31.90%students’requesttodismissed,thirdly13.79%

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of students shifted toother programs; and the lowest factorswere 12.07% students had academicfailuresanddeficiencies.

Table 3. Factors for not graduating on time of Bachelor of Arts in Communication


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Bachelor of Science in Psychology

Table 4 shows on the next page the factors for not graduating on time of the Bachelor of Science in Psychology for the year 2012-2016. On the average, the prominent factors affected the students who were not able to graduate on time based on secondary records were the following: unknown due to nonfilingofleaveofabsence(LOA)with52.03%,followedby19.59%students’requesttodismissed,thirdly18.92%ofstudentsstillenrolledattheendofthe4yearcohortperiodduetoacademicfailuresanddeficienciesand9.46%ofstudentsshiftedtootherprograms

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Table 4. Factors for not graduating on time of Bachelor of Science in Psychology


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Bachelor of Elementary Education w/ Specialization in Early Childhood Education

Table 5 shows on the next page the factors for not graduating on time of the Bachelor of Elementary Education w/ Specialization in Early Childhood Education for the year 2012-2016. On the average, the highest factors that affected the students’ timetable for completing their programs were the following: studentswhostoppedschoolingwithoutfiledapplication for leaveofabsence (LOA)with42.86%,studentsstillenrolledat theendof the4yearcohortperiodduetoacademic failuresanddeficiencieswith38.10%,14.28%ofstudentsrequesttodismissedand4.76%shiftedtoanotherprogram.

Table 5. Factors for not graduating on time of Bachelor of Elementary Education w/ Specialization in Early Childhood Education

Bachelor of Secondary Education major in English

Table 6 shows on the next page the factors for not graduating on time of the Bachelor of Secondary Education major in English for the year 2012-2016. On the average, the highest factors affected the students’ who were not able to graduate on time based on secondary records were students still enrolled attheendofthe4yearcohortperiodduetoacademicfailuresanddeficiencieswith31.82%followedby27.27%ofstudentsshifted tootherprograms; thirdly22.73%students request todismissedandthelowestfactorswere18.18%studentswhostoppedschoolingwithoutfiledapplicationforleaveofabsence (LOA).

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Table 6. Factors for not graduating on time of Bachelor of Secondary Education major in English

Bachelor of Secondary Education major in Math

Table 7 shows on the next page the factors for not graduating on time of the Bachelor of Secondary Education major in Math for the year 2012-2016. On the average the highest factors that affected the students timetable for completing their programs were students who stopped from schooling without filedapplicationforleaveofabsence(LOA)with40%,andthelowestwerestudentsstillenrolledattheendofthe4yearcohortperiodduetoacademicfailuresanddeficiencies,dismissedstudentsduetoparent’sdecision,andtransfertootherschoolwith1%.


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Table 7. Factors for not graduating on time of Bachelor of Secondary Education major in Math

Programs preferred by Shiftees

Another factor that affected the graduation rate of SEAS is shifting to another program. Among the 22 college programs offered by Letran Calamba, only 15 programs were indicated in the shifting of SEAS students (Table 8). The programs with highest number of shiftees were Bachelor of Science inTourismManagement(19%),followedbyBachelorofScienceinHotelandRestaurantManagement(11%),BachelorofScienceinBusinessAdministrationmajorinMarketingManagement(11%)andBEED(11%).

Table 8. Programs preferred by Shiftees

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Student’s Reasons for Shifting

Based on the secondary data of the Registrar’s office from Academic Year 2008 – 2009 toAcademicYear2012-2013,73%oftheSEASstudentsshiftedtootherprogrambecauseoftheirpersonalissuesspecificallytheirchangeofinterest(32%)andpersonalinterest/choice(41%)oftheiracademicprograms.ThisconfirmthestatementofPegano(2015),“Thathalf(50%)ofherrespondentspointedouttopersonalissuesspecificallypersonalchoice/interestandchangeofinterestasthecauseofshifting,dropping out with leave of absence, and transferring.)”

Table 9. Reasons for Shifting


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Conclusions

1. Among the programs of offering of the School of Education, Arts and Sciences, majority ofBSE-Math(58.34%),BachelorofArtsinCommunication(53.48%)andBachelorof ScienceinPsychology(52.93%)studentsgraduatedontimewhileBachelorofElementary Education w/ Specialization in Early Childhood Education got the lowest graduation rate with 27.38%. 2. In 2016, the School of Education, Arts and Sciences had the highest average graduation rate of59.68%andthelowestwasinyear2013with40.20%.Only2amongthe5yearsofstudy did majority of students graduate on time. 3. The major factors that affected the students who were not able to graduate on time based onsecondaryrecords,wereunknown(withoutfiledapplicationforleaveofabsencewith 45.19%,studentdismissalduetofinancialproblemandtransfertootherschoolwith24.36%, academicfailuresanddeficiencieswith18.59%andshiftedtootherprogramswith11.86%.

Recommendations

1. Academic heads should intensify the monitoring of students at risk of dropping out by provide them with interventions such as counseling, academic consultation, academic advising and expanded tutoring services. 2.Academicheadsshouldfollowupthestudentswhostoppedschoolingwithoutfiled applicationforleaveofabsencewithcoordinationwiththeGuidanceandCounselingoffice. 3.Theschoolmustimproveitsscholarshipprograminordertohelpthosewhomeetfinancial difficultiesinthecourseoftheirstudy. 4.TheAdmissionandGuidanceandCounselingofficemustprovidecareerorientationsothat the students can be well guided and oriented on their preferred career or program of study before they enroll in order to minimize shifting of programs in the middle of the academic year. 5.Academicheadsshouldstrengthentheearlyintervention,beginninginthefirstyearand effective instruction practices by monitoring student academic progress in school. 6. Academic heads should strictly monitor the academic consultation and advising to assist students who are at risk. 7. A Comprehensive guidance and counseling program must be planned to address the needs of students in all areas of academics, personal, social and career development 8. Collaborative efforts on how to improve the graduation rate must be done by the Dean, Program Chairs, faculty members, and support services.

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References

WWW Sites (World Wide Web)

Carey, K. (2004). A matter of degrees: Improving four-year colleges and universities. Washington, DC, Education Trust. http://edtrust.org/wp-content/uploads/2013/10/highered.pdf (November 21, 2016)

CollegeParentsofAmerica(2011),WhyYourCollegeStudentMightnotGraduateinFourYears.Jan. 21, 2011, from College Parents of America http://www.collegeparents.org/blog/2010/12/12/ reasons-why-your-college-student-might-not-graduate-four-years (July 16, 2016)

Cook, Bryan. and Pullaro Natalie. (2010), College Graduation Rates: Behind the Numbers http://www.acenet.edu/news-room/Documents/College-Graduation-Rates-Behind-the- Numbers.pdf (November 21, 2016)

Creighton, Linda M. Factors Affecting the Graduation Rates of University Students from UnderrepresentedPopulationshttp://files.eric.ed.gov/fulltext/EJ987305.pdf(November21,2016)

http://www.ched.gov.ph/index.php/higher-education-in-numbers/graduates/ (July 15, 2016)

http://www.gmanetwork.com/news/story/534610/scitech/science/a-look-at-dropout-rates-in-the- philippines#sthash.eS4YRxHc.dpuf(November21,2016)

Unpublished Thesis

Pegano, Elizabeth B. (2015), A Student Integration Framework for Potential Shiftees, Drop-outs, and Transferees of Colegio de San Juan de Letran Calamba


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Barangay Letran the Official Newsletter (AY 2014-2015)ALYSSACAMILLEN.AZANZA

Research and Development Division

Background

BarangayLetranistheofficialnewsletterofColegiodeSanJuandeLetranCalamba.Itiscomposedofarticlesandphotosfromdifferentofficesanddepartments.Thesaidnewsletterisdistributedinthewhole Colegio.

A newsletter can be a vital tool in sending a message and provide awareness to its intended audience (extension-purdue-edu/extmedia/FNR/.FNR-269-w.pdf, May 17, 2016). The articles in Barangay Letran cover the events and accomplishments of the Colegio. Through Barangay Letran, members of the Letran community are informed of the events within the Colegio. The Research and Development Division edits, designs, and packages the whole newsletter.

Barangay Letran started as an institutional newsletter. It comes out every semester and aims to promote familial spirit among members of Letran community through communication exchange of information that iswhy thenewsletter isnamedas such.Thefirst issuesofBarangayLetranwaspublishedbytheOfficeoftheSecretary-General.

ThefirstfewissuesofBarangayLetranareprintedinregularpaperandareinblackandwhite.In2003, the newsletter started to be printed in glossy paper and in full color. In 2005, Barangay Letran was titledastheflagshipnewsletterandwasunderthePublicationsOffice.In2008,BarangayLetranwasnamedastheflagshipmagazineundertheAlumniandPublicAffairs.Now,itisunderthemanagementof the Research and Development Division.

Barangay Letran is also used as an information tool in the Colegio. As the newsletter contains reports and achievements of the departments, Barangay Letran becomes a tool for information dissemination. It is also used for marketing wherein if people outside the Letran community get to read Bangay Letran, they will have an overview on what the Colegio is like. After Barangay Letran has been circulated, an evaluation form will be accomplished by the departmentsandofficesoftheColegio.Theresultsoftheevaluationwillbesummarized,whichwillserveas a basis of assessment of the feedbacks for the current Barangay Letran issue and the improvement of upcoming issues.

Objectives


1. Analyze the evaluation results of Barangay Letran, and 2. Create an action plan for the future Barangay Letran issues.

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ForAcademicYear2014-2015,thethemeofthenewsletteris“TayonasaTahananniJuan”asitfeaturessuccessstoriesofLetranCalambaalumni,students,andoffices.

TheBarangayLetranevaluationform(RE:00-00-FO-02)wascirculatedamongtheofficesoftheColegio. Out of the 38 evaluation forms distributed, 32 were retrieved. Barangay Letran was evaluated based on consistency, credibility, clarity, content, and credibility.

Figure 1. Barangay Letran Evaluation Form RE:00-00-FO-02

Table 1 presents the evaluation results of Barangay Letran. Each of the categories obtained an “Agree” rating.


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When an evaluator was interviewed about the latest issue of Barangay Letran, he said that the newsletter is intended for marketing as it features holistic information about events in the Colegio. The newsletter has already established its credibility. When it comes to content, the interviewee suggested that the articles should not be lengthy and the size of font bigger.

Some of the comments on Barangay Letran included: the photo in pages 68-70 were too low in resolution and it would be better if the newsletter was published on time. There were also positive comments such as the newsletter was creative and well-informed.

Barangay Letran got high ratings in the evaluation. This showed that Barangay Letran is still relevant in the Letran community.


Fromtheevaluationresultsandthequalitativecomments,itcouldbeconcludedthatmostofthereadersofBarangayLetranweresatisfiedofthepublication.Althoughtherewereafewnegativecomments, it can be seen that the Letran community reads and appreciates Barangay Letran.

Based on this data analysis, it is recommended that the upcoming Barangay Letran issues should havebetterqualityphotosandarticlesthatbestfitthethemeofthenewsletter.

It is also recommended to revisit the Barangay Letran Evaluation Form to review if there is the need to change or update the form.

To take an action on the comments, it is advisable to discuss the results of the evaluation among the editorial board. For the upcoming issues of Barangay Letran, the evaluation results could be used to improve the features and design (visuals included) of this publication material.

References

(extension-purdue-edu/extmedia/FNR/.FNR-269-w.pdf) retrieved May 17, 2016.

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Seminar/Workshop on Teaching Rizal CourseELIZABETHB.PEGANO

Research and Development Division

Background

Dr. Jose Rizal is the national hero of the Republic of the Philippines. As Filipino, it is vital to learn the biography of the heroes who fought for the country. The Republic Act No. 1425 of June 12, 1956 is an act to include in the curricula of all public and private schools, colleges, and universities courses on the Life, Works, and Writings of Dr. Jose Rizal, particularly the novels Noli Me Tangere and El Filibusterismo (www.gov.ph/1956/06/12/republic-act-no-1425/retrievedJune17,2016).TheCommissiononHigherEducation(CHEd)circulatedaMemorandumOrderNo.59,seriesof1996,statingLifeandWorksofRizalas one of the two mandated subjects to be included in the college curriculum (ched.gov.ph, retrieved June 17, 2016).

The said Rizal course aims to teach the life and works of Rizal among students so that they can applytheseintheirdailyliving.Rizal’sinfluencetotheFilipinopeopleduringhistimeuptothepresentgenerations continuously serves as an inspiration on how Rizal loved his country.

Data were gathered from the accomplished copies of evaluation form and attendance sheets accomplished by the attendees.

ReportedresultsofthistrainingincludedthefacultyacquiringadditionalknowledgeonteachingRizal course, motivating students of the course, and inspiring teachers to develop effective methodologies and strategies in teaching Rizal’s life and works.

Objectives

This paper aimed to: 1. Analyze the evaluation results of training on Teaching Rizal course; 2.Ascertaintheeffectivenessorefficacyofthetrainingintermsof: a. Impact on Participants; b. Speaker Competencies; and c. Logistics; 3. Recommend effective methodologies and strategies so as to improve teaching Rizal course.


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The seminar/workshop or training on Rizal course was organized by the Research and Development Division, Research Department, and Knowledge Management Department in coordination or collaboration with the School of Educations, Arts, and Sciences (specifically, the Social SciencesCluster).

Out of 30 schools invited, only 16 schools attended/participated. The total number of attendees were 37 within CALABARZON Region. Table 1 shows the summary of schools and number of attendees during the said training course.

Gulamhussein (2013) conducted a research entitled “Teaching the Teachers: Effective Professional DevelopmentinanEraofHighStakeAccountability.”Teacherscouldnotonlyprovidebasicknowledgeinteaching effective methodology, but also search for professional growth to enhance the knowledge that cancontributetostudentlearning.Teachersneedtolearnandadoptnewtechniquesforinstructionsthrough regular practice and training as part of their professional development.

Table 1. Total Number of Schools and Participants

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Table 2 presents the evaluation results (with the attendees as raters or evaluators). There were three categories. These are Impact on Participants, Speaker Competencies, and Logistics. Each of these categories obtained a “Very Good” rating. Overall, the Rizal training received an average rating of (4.24) “Very Good.”

Schreiber, Paul, and Shibley, (2012) developed Public Speaking Competence Rubric as the standards for evaluating a variety of presentation at every level of mastery. There are 11 speaking competencies the speaker should possess. First, the topic should be suited to the attendees and be discussed clearly by the speaker. Second, orient the attendees about the speakers and topics emphasizing the knowledge and experience, which the attendees get interesting. Memorable information from the speaker that attendeescanrelatetotheirownlivesorfieldofexperience.Third,mainpointsofthespeakerdeliberatelyorganized, directed, and cleared to the attendees. Fourth, all supporting materials should be credible and clearly cited. Fifth, the topic discussed by the speaker should have a conclusion at the end. Sixth, thewordstobeusedshouldbeadequateandcleartounderstand.Seventh,communicationandvocalexpressions should be natural, clear, and audible. Eighth, speaker demonstrates good personality, posture, gesture, facial expressions, avoiding destructive mannerism and maintaining eye contact.

Highlevelofpoiseandconfidencecanboostthetotalpersonality.Ninth,presentationshowstheimportance of the topic to the audience with shared experiences related to values, beliefs, and attitudes. Tenth,highqualityofvisualpresentationisveryuseful indiscussingthetopicsrelatedtothetopics.Lastly, the eleventh, convincing power of the speaker to the audience can contribute solutions to the problem in a compelling and clear manner.

These implied that the speakers possessed public speaking competence since they got the highest rating in the three sub-categories under speaker competencies except for clarity of presentation showed lowest rating 3.86 (very good) and participation of audience during event was rated 3.64 (very good) under the impact on participants. This is opposed to Schreiber et al. (2012), stated that the main points of the speakers were deliberately organized, directed, and cleared to the attendees. Nevertheless, the speakers were rated very good. The evaluation results also revealed that the attendees gained more knowledge/ideas in teaching Rizal course from the experts/speakers.


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Table 2. Evaluation Results of the Attendees

Legend: Excellent 4.51-5.00 Very Good 3.51-4.50 Good 2.51-3.50 Fair 1.51-2.50 Poor 1.00-1.50

Thequalitativecommentsontheresourcespeakers includedthosethatsaidthetrainingwasvery much appreciated by the attendees because of the informative knowledge imparted to them.

Comments on the resource speaker (Dr. Paul Dumol and Dr. Camposano) “Informativeandexcellentspeaker.Godbless!” “IlearnedmoreknowledgeaboutRizallifeandworks.” Thankyouverymuch!Godbless!” “Theyarebothgood.” “Excellent”

Out of 37 attendees, only four noted negative comments about the training. These are the following comments:

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“Thecontentsofthetrainingarenotincongruencewithitstitle,TrainingonTeaching Rizal Course.” “Notrainingisdone.” “Weareexpectingteachingstrategiesandthereisnone.” “Theseminarwasnotabletomeetalltheobjectives.Iwaslookingfortheworkshop and training/learning more effective practices and strategies in teaching the course. I amquitedisappointed.”

The rest of the attendees were appreciative and thankful. Most of them asked for a follow-up seminar. Some attendees suggested that the speaker should provide handouts and a longer time for interaction.ARizaltrainingcourseshouldalsoincludeHighSchoolFacultywhohandlearelatedsubject.

Overall comments on the training: “Veryinformativeandveryrelevant.” “Over-allverygood.” “AneducationofRizalasasubjecttheresearchandpresentationofbothspeakersare indeedveryuseful,informativeandbeneficialespeciallyinteachingthecourse.” “Ipersonallywouldliketomakethingsclear.Thetitleoftoday’seventisTraining Workshop on Teaching Rizal Course. I was looking for suggestions, steps or methods in teaching Rizal. But I acknowledge and I admire the two speakers in their lectures.” “Hopetherewillbenexttime.Focusingonthemethodsandtechniquesinteaching the course. God bless and congratulations.” “Highlyrecommended.” “HighlyrecommendedtohaveseminaronRizal’sTeachinginHighSchool/College education.” “Thankyouverymuch!Godbless!” “Sanalongertimeisgiventotheplenarysessionsbecauseinsightsandstudiesof speaker like them will help us to properly treat/tackle the subject in the right context. Thank you for your invitation. Keep up.” “Sananotesfromthespeakershavebeenprovidedtooorincludedinthekit.” “HaveanotherRizalTeachingSeminar.”


Basedontheevaluationresultsandthequalitativecomments,theattendeesweresatisfiedwithresource speakers and the training conducted on teaching Rizal course. Majority of the attendees were able to meet their expectations of the training that it could be applied to their students on teaching Rizalcourse.Roleplayorsimulationasatechniquecouldbeconsideredbythefaculty.

As for recommendations, feeder schools could be invited to increase the number of attendees. Also, during registration, copy of the handouts could be distributed to the attendees. Longer time allocation for the interaction between the attendees and speaker must be considered as well. Finally,


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newteachingmethodologiesandstrategiesmustbeproposed;facultymustapplycreativetechniquessostudentswouldgobeyondpaper-and-penciltechnique.StudentsmustalsoroleplayoractouttheLife,Works,andWritingofRizaleveryendoftheperiodicalperiod(prelim,midterm,andfinals)intheclassroom settings. Or, situational scenario could be given among the students so they could relate their daily experiences on the Life, Works, and Writing of Rizal. Glover (2014) stated that role play is one techniqueoflearningthatallowsstudentstoexploresituationalorrealisticscenariosbyinteractingwiththeir other classmates. Students can create situations based on their own learning and understanding in a different point of view. Proposed methodologies and strategies could be used by the faculty in classroom settings or applied in bigger venues.

For the next round of seminar on teaching Rizal course, the high school faculty in (Grade 9 and Grade 10) from CALABARZON area, who teach El Filibusterismo and Noli Me Tangere, which are integrated in the Filipino subjects, could be invited.

References

(www.gov.ph/1956/06/12/republic-act-no-1425/) retrieved June 17, 2016.

CommissiononHigherEducation(CHEd)pursuantaMemorandumOrderNo.59,series of 1996, (ched.gov.ph) retrieved June 17, 2016.

Gulamhussein, Allison, 2013 “Teaching the Teachers: Effective Professional Development in an Era ofHighStakeAccountability”http://www.centerforpubliceducation.org/Main-Menu/ Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of- High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdfretrievedAugust25,2016.

Schreiber, L., Paul, G. & Shibley, L. R., 2012 Public Speaking Competence Rubric https://courses. lumenlearning.com/publicspeaking/chapter/speaking-competencies/ retrieved September 2, 2016

Glover, Ian, 2014 Role-play: An Approach to Teaching and Learning https://blogs.shu.ac.uk/ shutel/2014/07/04/role-play-an-approach-to-teaching-and-learning/ retrieved December 7, 2016

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Assessment of the 7S Implementation in Colegio de San Juan de Letran Calamba, AY 2015-2016MARINELA L. QUINTO

Quality Management and Planning Department

Background

5S is oneof the quality tools to achieve performance excellence. It is used to establish andmaintainaqualityenvironmentthathelpsinreducingwasteandmaintainahighdegreeofcleanlinessandorderlinessintheworkplace(Hoissen,2011).Itintendstoorganize,order,clean,standardizeandcontinuouslyimproveaworkarea.Thename“5S”wasderivedfromfiveJapanesewordsnamely,Seiri,Seiton, Seiso, Seiketsu, and Shitsuke, which when translated mean Sort, Set in Order, Shining, Standardize, and Sustain, respectively.

Sort helps to categories items into “necessary,” “unnecessary, “and “not necessary now but may be needed in the future.” It intends to remove all unnecessary items. Set establishes locations and quantitiesneeded forefficientoperation.Shine representscleaning through inspection.Standardizeimplements visual displays and controls. Sustain helps to keep the organization effort in place through training and total employee involvement (Ab Aziz, Jaafar, and Mat, 2015).

Recognizing the importance of reducing waste and optimizing productivity through maintaining an orderly workplace, the Colegio, through the Quality Management and Planning Department and PropertyManagement and General Services Department, implemented themodified 5S or the 7SMethodologyinAY2014-2015.LetranCalambaobservesthemantraof7Si.e.“Aplaceforeverythingand everything in its place.” This method encourages the personnel to improve their working conditions and help them to learn to reducewaste, streamlined services, and optimize efficiencies (AP:03-00-QP-16 7S Methodology).

7S refers to Sort, Set in Order, Systematize, Standardize, Maintain Safety, Promote Security, and Sustain Self-Discipline.

To facilitate its implementation, the QMPD spearheaded training activities on August 14, 16, and 19, 2014. Appointed 7S Managers, Administrative Staff and Employees, Outsourced Personnel (Janitors, Concessionaires, and Security Guards), Officers of Recognized Student Organizations, and FacultyMembers attended the said training sessions.

Everyquarterwithintheschoolyear,QMPDfacilitates7Sevaluationvisits.Theseincludeexternalvisitwhereinonlythosedepartmentswhichwereconsistentlyexcellentinratingshallbequalifiedforevaluation.DepartmentheadsofvariousofficesoftheColegioareinformedofthescheduleofvisitsatleast two months ahead of the visit. Tocheckthedepartment/office’scompliancewiththe7Sprinciples,theevaluatorshallusethe7SWorkArea Evaluation Form (AP:03-00-FO-62). For the student’s area, the evaluator shall use the 7S Student Area Evaluation Instrument (AP:03-00-FO-61) instead. Each of the 7S principles are incorporated in the


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form of criteria embedded on these two forms.

The ratings observed by the evaluators are given below.

The evaluator shall accomplish two copies of the evaluation form used. One forwarded to the evaluateddepartment/office,theothertoQMPDnotlaterthantwodaysafterthescheduledvisit.

Result of the evaluation visits are then reported to the top management by the Quality Management Representative.

In AY 2015-2016, four 7S audits were conducted. Announced visits were scheduled on July13, 2015 and January 26, 2016 and an unannounced visit was scheduled on October 26, 2015. Only qualifyingdepartmentswerevisitedonApril19,2016,unannounced.Externalauditorswereinvitedtofacilitate the said audits.

Objectives

With the background previously given, this paper intends to address the following objectives:

1. To analyze the performance of departments in all the scheduled 7S audit visits; 2. To compare the results of announced and unannounced 7S Audit; 3. To identify the created changes in student and work areas of the four audit cycles; 4.Tosummarizetheitemsleftunaddressedbythedepartmentsandoffices;and 5.TodeterminepossibleimplicationsofthefindingstotheLetransystem.

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As previously mentioned, evaluators shall use either or both evaluation forms (AP:03-00-FO-61 and AP:03-00-FO-62) as tool/s for audit. For this series of evaluation visits, the evaluators used the 7S Student Area Evaluation Instrument (FO-61) for faculty rooms, classrooms and laboratories and the 7S WorkAreaEvaluationForm(FO-62)fortheoffices.DataweremainlyextractedfromsubmittedformsforAY2015-2016.

A. Performance of Departments

On July 13, 2015 7S Audit.

Generally, the Colegio achieved a general mean rating of 4.08 (Very Good). The Research and Development topped the First 7S Audit, with a mean rating of 4.61. It was followed by Administration and Planning Division and Religious Education, Mission, and Identity Division with 4.32 and 4.26, respectively. Meanwhile, the Academics Division and Finance Division got 3.94 and 3.91, respectively. LCFEA got a mean rating of 3.45. Figure 1 shows the evaluation result.

Figure 1. Evaluation Result, July 13, 2015


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Academics Division, Finance Division and LCFEA reached a mean rating lower than 4.0 and were the least among the divisions of the Colegio. Academics division has considerably large area ofresponsibilityastheschoolswereundertheircare.Twooftheseschools,identifiedbelow,didnotmeettherequiredlowercontrollimitandthusmayhaveaffectedthegeneratedmeanrating.PMGSD,however, was in-charge of and was partly responsible for overall property-related concerns of the Colegio.Andsince the formerwasunder theFinanceDivision, itsmean ratingwas thus influenced.LCFEA,ontheotherhand,wasnotbeingstrictlyurgedtoconformintheColegio’squalitymanagementsystem. Proper observance of 7S principles may have been prioritized less.

Thefollowingdepartmentsandofficesreceivedanexcellentrating:

1. Knowledge Management Department (mean = 4.84); 2. School of Computer Studies and Technology (mean = 4.80); 3.AthleticsandSportsOffice(mean=4.73); 4.OfficeoftheVicePresidentforAdministrationandPlanning(mean=4.69); 5. Research Department (mean = 4.67); 6. Registrar’s Department (mean = 4.64); 7.AdmissionsandScholarshipsOffice(mean=4.53);and 8. Accounting Department (mean = 4.51).

ThefollowingdepartmentsweregivenCorrectiveActionNotificationfornotmeetingtherequiredlower control limit i.e. 3.50.

1. School of Engineering (mean = 3.41); 2. Property Management and General Services Department (mean = 3.37); 3.SafetyandSecurityOffice(mean=3.16);and 4. School of Business, Management, and Accountancy (mean = 3.05).

IssuanceofCorrectiveActionNotification challenges the concerneddepartments toperformwellforthenextevaluationvisitbypresentingthatthepreviouslyrecordedfindingswereaddressed.Recipients of CAN could positively view this as room for improvement and, in turn, develop a greater sense of commitment to the 7S mantra.

On October 26, 2015 7S Audit.

Generally, the Colegio achieved a general mean rating of 3.87 (Very Good). It was 0.21 lower than the July 2015 7S Audit results.

Once again, the Research and Development topped the 2nd 7S Audit, with a mean rating of 4.40. It was followed by Finance Division and Administration and Planning Division with 4.18 and 4.15, respectively. Meanwhile, the REMI Division and Academics Division got 4.11 and 4.03, respectively. LCFEA got a mean rating of 2.36. Figure 2 shows the evaluation result.

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Figure 2. Evaluation Result, October 26, 2015

Finance Division has made a big improvement from being one of the least ranks to top 2. Evaluators noted the progress of the departments under the division indicating almost all observations frompreviousvisitwereproperlyaddressed.Mostof theoffices impressedtheevaluatorsbytakingtheinitiativetomakeimprovementsintheworkplacethatwerenotidentifiedduringthelast7Svisit.LCFEA, despite receiving recommendations from the assigned evaluator, failed to improve its rating. Generally, LCFEA is composedofmembers thatwerealsooccupiedwithworkasofficers,othersasfaculty members. Also, LCFEA has just transferred for renovation purposes and thus have not managed to put things in proper places by the time of the visit.

Thefollowingdepartmentsandofficesreceivedanexcellentrating:

1. School of Computer Studies and Technology (4.91); 2. Medical and Dental Clinic (4.85); 3. Auxiliary Business Department (4.78); 4. Accounting Department (4.62); 5. Knowledge Management Department (4.58); and 6.GuidanceandCounselingServicesOffice(4.54).

The evaluating rating of the following department slide down from Excellent to Very Good.

1. Registrar’s Department (0.71; from 4.64 to 3.93);


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2.AdmissionsandScholarshipsOffice(0.65;from4.53to3.88); 3.OfficeoftheVicePresidentforAdministrationandPlanning(0.57;from4.69to4.12); 4. Research Department (0.19; from 4.67 to 4.48); and 5.AthleticsandSportsOffice(0.49;from4.73to4.24).

Also, the following evaluation result of the following departments improved from Good to Very Good. 1. School of Business, Management, and Accountancy (0.96; from 3.05 to 4.01); 2.SafetyandSecurityOffice(0.54;from3.16to3.70);and 3. Property Management and General Services Department (0.9; from 3.37 to 4.27).

Only the School of Engineering (mean=2.99) achieved below rating. Evaluation result for SE has beenaffectedbytheaccumulationoffindingsfromeachlaboratorywithintheirpremises.Thoughthedeans, the employees and the faculty members have embraced the 7S mantra, the students have found to be unsupportive of observing 7S principles in their respective classrooms.

On January 26, 2016 7S Audit.

Generally, the Colegio achieved a general mean rating of 4.38 (Very Good). It was 0.52 higher than the October 2015 7S Audit results.

Once again, the Research and Development topped the 3rd 7S Audit, with a mean rating of 4.88. It was followed by Finance Division and Academics Division with 4.61 and 4.59, respectively. Meanwhile, the REMI Division and Administration and Planning Division got 4.58 and 4.52, respectively. LCFEA got a mean rating of 3.13.

Figure 3 shows the evaluation result.

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Figure 3. Evaluation Result, January 26, 2016

Figures 2 and 3 obviously show that all divisions improved implying total adherence of administrations, employees, faculty and students in maintaining order in their respective work area.

On April 19, 2016 7S Audit.

Only those departments with consistent excellent ratings were audited. Generally, the Colegio achieved a general mean rating of 4.68 (Excellent). The Accounting Department topped the 4th 7S audit, with a mean rating of 4.70 (Excellent). Knowledge Management Department and School of Computer Studies and Technology got a rating of 4.69 and 4.66, respectively.

Given the fact thatmore than one department performed excellently during the first seriesofauditsandwerequalifiedtobecandidatesfortheannualqualityaward,theColegioaredeemedresponsive to the call for cleanness and order.

B. Comparative Data of Announced and Unannounced Visit

Figure 4 shows the comparative data of announced visit scheduled on July 13, 2015 and January 26, 2016 and unannounced visits scheduled on October 26, 2015 and April 19, 2016.

Generally, an average of 0.09 increase is noted from the results of announced versus the unannouncedvisit.Only theOfficeof theLetranCalambaEmployeesAssociationhadadecreaseof0.16.


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Figure 4. Comparative data of announced and unannounced 7S Audit, AY 2015-2016

Moreover, the performance of the following departments has decreased from announced to unannounced visit.

1.AthleticsandSportsOffice(from4.45to4.18;0.28↓); 2.Registrar’sDepartment(from4.41to4.19;0.23↓); 3.KnowledgeManagementDepartment(from4.89to4.67;0.22↓); 4.OfficeoftheVicePresidentforAdministrationandPlanning(from4.53to4.36;0.17↓); 5.LeCFEA(from3.29to3.13;0.16↓);and 6.CommunityandExtensionServicesDepartment(from4.15to4.04;0.11↓).

Also, the following evaluation result of the following departments improved from Very Good to Excellent based on announced and unannounced ratings.

1.SchoolofBusiness,Management,andAccountancy(from3.77to4.50;0.73↑); 2.SchoolofEngineering(from4.07to4.74;0.66↑); 3.SchoolofNursing(from4.37to4.92;0.56↑); 4.LibraryServicesDepartment(from4.38to4.93;0.55↑); 5.GraduateSchoolandProfessionalServices(from4.42to4.92;0.50↑);

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6.ManagementInformationSystemsDepartment(from4.14to4.63;0.49↑);and 7.BasicEducationDepartment(from4.10to4.53;0.43↑).

Havingbeenexcellent,thesedepartmentswereexpectedtomotivateotherdepartmentsthroughsharing of best 7S practices while maintaining individual dedication for cleanness ad order.

C. Created changes in Student and Work Areas

Following are the core created changes in student and work areas brought by the implementation of7SinLetranCalambainAY2015-2016.

On Student Areas. 1. Cabinets and drawers are properly labeled (Set in Order). 2. A designated place for personal blessings was arranged (Set in Order). 3.Cleanlinesswasmaintained.Dustsanddirtwerefrequentlyremovedandcleaned(Systematize). 4.Damaged/defectiveequipmentwasreportedforrepair,replacement,anddisposal(Standardize). 5. Signages were made visible (Standardize). 6. Labeling were standardized (Standardize). 7. Wires were arranged (Maintain Safety). 8. Obstructing items were removed from the doors (Maintain Safety). 9. Defective sockets and plugs were reported and removed (Maintain Safety).

On Work Areas. 1. Cabinets, Bins, Trays, and Bookshelves were labeled (Set in Order). 2.Suppliesandequipmentwerelabeled(SetinOrder). 3.Equipment,documents,andfurniturefordisposalweretagged(SetinOrder). 4. Large things (sofa, tables, and water containers) were set in place (put out of the way) (Set in Order). 5. Personal items were put in a designated place (Set in Order). 6. Removes masking/scotch tape sticked on walls/drawers (Systematize). 7. Maintains cleanliness of the work area (removes dust and dirt) (Systematize). 8. Old and dirty curtains were replaced (Systematize). 9.Maintenanceorrepairofbrokenfloortile,walls,etc.wererequestedandactedupon (Systematize). 10. Clean hour were periodically conducted and monitored (Systematize). 11. 7S materials were posted on bulletin board (Systematize). 12.Consistentfiling/labelingsystemisimplemented(Systematize). 13.Labelsorlocatorsforspecificareasweremade(Systematize). 14.Damagedcabinetswerefixed(Systematize). 15. Metal detectors were checked every month (Systematize). 16.Frequentreminderonfireextinguisherreplacement,repair,maintenanceetcwasmade (Maintain Safety).


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17. Exit labels/signages were provided (Maintain Safety). 18. Wires were arranged (Maintain Safety). 19. Alternative exit in case of emergency was designated (Maintain Safety). 20.Obstructionfromthefireexitwasremoved(MaintainSafety). 21. Locks on exit windows were limited (Maintain Safety). 22. Damaged sockets/plugs were replaced (Maintain Safety). 23. Insect repellants such as Baygon and Raid are no longer used (Maintain Safety). 24. Building layout/emergency or evacuation plans were posted (Maintain Safety).

D. Unaddressed Findings of Departments and Offices

Followingarethecorefindings instudentandworkareaswhichwere leftunaddressed inAY2015-2016.

On Student Areas.

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Otherfindingswereconsidered‘outofthedepartment’scontrol’,asstatedonmostofsubmitted7S Audit Feedback (AP:03-00-FO-76) forms. Since PMGSD co-manages the implementation of 7S in the Colegio,itispartlyheldresponsibleinensuringthatrecommendationsonproperty-relatedfindingsareacted upon by the concerned department. What follows were areas remained unaddressed that were clustered for coordination with PMGSD.


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E. Implications of Analysis to the Existing Letran 7S System

Theassessmentofthe7SImplementationintheColegioforAY2015-2016uncoversbothassetand downside of the four audit cycles. The following were the implications drawn from the analysis:

1. Some progresses have not been recorded though noticed. Utilization of the use of the evaluation forms as tools for audit is encouraged both for the evaluator and the evaluated officefor7Simplementation,AY2016-2017. 2.Property-relatedconcernshaveconsistentlybecomeasignificantdemandformostoffices. The Colegio, as support for 7S implementation, may take into account discussing this issue in planning for the allocation of funds for the next school year. 3.Findingsmaybeclusteredastowhatdepartmentordivisionmaytheevaluatedoffice coordinate with for addressing particular concerns (i.e. electrical wirings, damaged equipments,chemicalspills,emergencydevices,propertymanagement,etc.).Thisleadsto cooperation and removes individuality, if there is.


Thefollowingweredrawnfromthe7Sfindings:

1. The Colegio’s rating in 7S implementation is maintained at Very Good from June 2015 to April 2016. It could be deduced that the departments took the challenge of maintaining the areas clean and orderly seriously. Positive results also led to achievement of higher levels of accreditation and passing the Philippine Quality Award and Global Performance Excellence Award standards. 2. Performance ratings of the department increase by 0.09 from announced to unannounced visit. It could be deduced that the 7S principles have been embraced and implemented by the stakeholders beyond compliance level.

Analysis shows that the Colegio gave its full support and commitment to observe the 7S mantra. Infact,thishasledthefirstseriesofauditstoconcludewithsatisfyingresults.However,theColegio’saim for continual improvement calls for new ideas and strategies in the form of recommendations or suggestions. Some were as follow:

1. Activities such as but not limited to mentoring or coaching and reorientation that may improve the performance of LCFEA and Academics Division may be crafted. 2.Unaddresseditemswillbecommunicatedtotheconcerneddepartmentsandoffices.Also,it willbegivento7SAuditorsforauditinAY2016-2017.


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References

HosseinHojjati,S.M.(2011).Implementing5SSysteminPersiaNoorFactory.InternationalJournalof Industrial Engineering, 18(8), 425-431.

Wan Asri Wan Ab Aziz, Nurlidaini Jaafar, and Azman Che Mat (2015). Implementation of 5s Practices At 3k Elite Schools In Terengganu. Academic Journal, 4(1), 62

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Evaluation of Student Research Colloquia (AY 2015-2016) as a Research Dissemination StrategyMARIAMORENAM.TAMAYO

Research DepartmentBackground

Dissemination of research findings is a significant step in the research process. Researchdissemination involves communication of investigation results and innovations. Effective communication is important to effectively disseminate research outcomes (Crosswaite & Curtis, 2016). The main objective of research dissemination is to increase awareness leading to research utilization. According to Brigham Research Institute (n.d.), creating a sound research dissemination strategy results in increased research awareness, which helps to maximize the utilization of research outcomes.

Research outcomes, when properly communicated, could trigger policy makers to improve current practices. In the Colegio, the Student Research Unit (SRU) of the Research Department (RD) disseminatesresearchoutcomesthroughtheconductofannualStudentResearchColloquium.StudentResearchColloquiumisanacademicactivitywhereinstudent-researcherssharetheresultsofresearchstudies to the academic community. This activity aims to provide proper forum for the dissemination of significantresearchfindingsandtoserveasavenuefortheacademiccommunitytocritiquerelevantresearch outcomes. In this manner, research outcomes of the students become more worthwhile, as these are communicated to the stakeholders.

Yearly, RD selects student-researchers to present research outcomes during the ResearchColloquium.Presentersaredeterminedbasedonthefinaldefensegradesobtainedbythestudents.Thetoptwogroupswhogotthehighestfinaldefensegradeexcludingre-defensegroupperprogramareselected as presenters except for SE and SCST Programs). Each group are given 15 minutes to present their research studies. The target audiences are the incoming student researchers the following academic year including respective faculty members, program chairs, and academic head of the Colegio. An open forum type of discussion ensues after the research presentation. There will be no invited reactors for thiscolloquium.Inaddition,studentresearchcolloquiumusuallycoincideswiththeselectionofbestresearchbutinnowaywillitinfluencetheprocess.Thosewhowouldpresentduringthecolloquiumdonotautomaticallyqualifyasawardeesforbestresearchpaper.Studentresearchcolloquiumisheldbeforethe2ndsemesterends(HandbookforStudentResearch,2015).

StudentResearchColloquiumforAY2015-2016wasconductedonMarch8,2016,8a.m.to1:30p.m.inparallelsessions.Atotalof21groupsfromtheSchoolofTourismandHospitalityManagement(STHM), School of Business, Management, and Accountancy (SBMA), School of Nursing (SN), andSchool of Education, Arts, and Sciences (SEAS) presented their research outcomes. RD conducted an evaluationafterthesaidactivity.Thestudent-researchersundertheSTHMandSBMApresentedtheirresearch outcomes at room M301 (Session A), while student-researchers under the SN and SEAS had their research presentation at NSL3 (Session B).


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Inlightofthis,theAY2015-2016StudentResearchColloquium,asadisseminationstrategy,wasevaluated to ascertain the perception of the participants whether the said activity met its objectives. Brigham Research Institute (n.d.) noted that evaluation of dissemination strategies can give a clear understanding of its effectiveness as well as identifying the barriers to properly communicate research results. Research dissemination is done for the purpose of dissemination for awareness, understanding, and action (http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf, Retrieved on July 29, 2016).

Objectives

This study generally aimed to analyze the perception of the participants on the Student Research ColloquiumforAY2015-2016.Specifically,thisstudyintendedto:

•analyzethefeedbackoftheparticipantsontheconductofStudentResearchColloquium;and •outlineactionplanstoimprovetheconductofStudentResearchColloquium,asaresearch dissemination strategy.


The RD personnel distributed the evaluation form to the participants of the Student Research Colloquium.Thecriteriabeingevaluatedwereattainabilityoftheobjectives,clarityofthepresentation,abilitytoanswerquestions,adequacyofthevenue,qualityofpresentationequipment,qualityofotherequipment(tables,chairs,andsoundsystem)usingthe5-pointscalerating(Likertscale).

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The participants were also asked to write their comments and suggestions in the evaluation form.

Feedback of the Participants

There were a total of 182 and 96 participants in Session A and B, respectively. Attendees included administrators and administrative staff, presenters, faculty members, employees, parents, and students.

For Session A, 57 evaluation forms were accomplished and retrieved. It was noted that only 31%oftheparticipantsevaluatedtheactivity.Eachsetofstudentpresenters invitedtheiraudience/participants. Some of the invited participants left the session hall after each presentation. The RD staff were not able to distribute the evaluation form earlier, thus, only the viewers of the last presenters were able to answer the evaluation form. Based on the result, it was noted that all criteria received a VeryGoodrating.Adequacyofthevenuegarneredthehighestmeanratingof4.36,whileclarityofthepresentation got the lowest mean value of 4.11 (Fig. 1).

Figure 1. Evaluation rating made by the participants in Session A.


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Inaddition,nineparticipantsexpressedtheirobservationsontheconductof thecolloquium.Some participants had positive view on the conduct of the event. Below were their comments:

•“Thankyouverymuch:)” •“Thankyou!” •“Thankyouverymuch!” •“Thankyou:)” •“Nice!” •“Thankyou”

Such comments indicate that these participants appreciate the way research outcomes were disseminated to the stakeholders. Moreover, other participants gave suggestions for further improvement of the activity:

•“Lakasanpoyungairconanginit:)” •“Lakasanpapoyungaircondahilsummernaatsobranginit.“ •“Chairsmustbecomfortabletoaudienceandsafe.(Bakapomagtaobyungseatngaudience)” ForSessionA,itcouldbenotedthatthevenueistheutmostconcernoftheparticipants.Hence,physical structure should be given extra consideration when planning for a research conference. For Session B, 36 out of 96 participants accomplished the evaluation forms. It was observed thatonly38%oftheparticipantsaccomplishedtheevaluationform.Onlytheparticipantsofthelastpresenters evaluated the activity.

In this session, the conduct of the activity also got a general rating of Very Good. It showed that thequalityofthepresentationequipmentobtainedthehighestratingof4.62(Excellent).However,itwasnotedthatadequacyofthevenuereceivedaverylowratingof3.97(Fig.2),althoughitwasstillgota Very good rating.

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Figure 2. Evaluation rating made by the participants in Session B.

Someoftheparticipantsappreciatedtheeffortofconductingtheactivity.Herearethequalitativefeedbacks of the participants towards the preparation and conduct of the activity. Positive feedbacks are as follows:

•Excellentandgoodjob! •Thankyoupo:)Saopportunityupangipresentaatibahagiangamingkakayahan,mga natutunan at ang aming pinaghirapan

Further, venue was the main concern of the participants. NSL3 is smaller compared to M301. The lowevaluationratinginthevenuewasaffirmedbythequalitativeresponseoftheparticipants.Theysuggested for a larger venue to accommodate more audience. Below are the comments:

BiggerVenue DifferentVenue Biggerroomfromotherstudentstoobserveandlongertimetoencouragequestionand answers particularly from students or future researchers Toalargervenuessothatinterestedschoolorprogramcanparticipatetoattend/to presentation. Thank you po so much for the support in this dept. Includefoodsnexttime:) The objective is to just disseminate/ showcase research outputs/ topics - however, some


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persons in the open forum did scrutinize the said outputs. Constructive indeed, but the presenters were somehow fried in front of the many. Overall, a very meaningful program. Theresearchcolloquiumshouldbeformal,intimate,and,well-prepared.Letthe student-researchers feel that their efforts were worth showcasing to a larger audience. Therevisedtitleshouldbewrittenintheprogram

Figure 3 showed the summary of evaluation of the two sessions. Overall, the evaluation rating was Very Good with a mean score of 4.30. The participants agreed that objective of the activity was metasmanifestedintheevaluation.Also,qualityofpresentationequipmentwasappreciatedbytheattendees. These two criteria received the highest rating of 4.45. Moreover, the general average on adequacyofthevenueobtainedthelowestratingof4.16,althoughthiscriterionreceivedthehighestrating in Session A.

Figure 3. Summary of Evaluation.

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Legend:A. Activity A.1. Attainability of the objectivesB. Speaker B.1. Clarity of the presentation B.2.AbilitytoanswerquestionsC. Logistics C.1.Adequacyofthevenue C.2.Qualityofpresentationequipment C.3.Qualityofotherequipment 3.1. tables 3.2 chairs 3.3 sound system

The objectives of the Student Research Colloquium were to provide proper forum for thedisseminationofsignificantresearchfindingsandtoserveasavenuefortheacademiccommunitytocritiquerelevantresearchoutcomes.Thecolloquiumwasabletocreateawarenessandunderstandingamong the participants.

Dissemination for action is the next thing to be considered. It pertains to a change of practice resulting from the adoption of research project’s concepts or approaches. In this regard, the target audienceshallincludethosewhoareinapositionto“influence”and“bringaboutchange”withintheirorganisations (http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf, Retrieved on July 29, 2016).

Conclusions

Giventhequantitativeandqualitativefeedbacks,itisnoteworthythattheconductoftheStudentResearchColloquiumwasperceivedtobeVeryGood.ItcouldbeconcludedthattheobjectivesoftheStudentResearchColloquiumwereachieved.Thepresenterswereabletopresentpubliclytheirresearchoutputs for a wider dissemination of significant research findings. For the colloquium to bemoreeffective,adequacyofthevenuehastobeconsidered.Carefulschedulingoftheactivityisnecessarytosecure an appropriate venue.


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Recommendations

To address the concerns raised by the participants, RD recommended the following to further improvetheconductofStudentResearchColloquium.

1.ReportthefeedbacksrelativetoairconditionandfixturesstatustoPropertyManagement and General Services Department for appropriate action. 2.Scheduleofcolloquiumshouldnotoverlapwithotherinstitutionalactivitiessothatbigger venue could be utilized. 3. If the budget would permit, food for the audience could be considered. 4.Orientthestudent-presentersthattherewillbeanopenforumduringthecolloquium. Informthemtobepreparedandgetreadyforthepossiblequestions. 5.Scheduleofcolloquiumshouldnotbecoincidedwithotherinstitutionalactivitieslike IntramsandFoundationWeeksothatpotentialaudiencecouldattendthecolloquium. 6.Doublechecktheprogrambeforefinalizationtoensurethatupdatedtitleisreflectedinthe program. 7. Review and revise the evaluation tool to ensure that the instrument is appropriate in the activity.

References

Birgham Research Institute (n.d.). Research Dissemination Best Practices

Resource Document. Patient-Centered Comparative Effectiveness Research Center (PCERC).http:// bwhresearch.org/wp- content/uploads/2015/10/PCERC-Dissemination-Best-Practices- Resource-Document.pdf

Crosswaite,C.andCurtice.L.(2016).HealthPromotionInternational.Vol9(4).http://heapro. oxfordjournals.org/

Creating an Effective Dissemination Strategy. http://www.innovations.ac.uk/btg/resources/ publications/ dissemination.pdf

HandbookforStudentResearch(2015).ColegiodeSanJuandeLetranCalamba.

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Evaluation of the Conduct of the Student Research Defense(Proposal and Final Oral Defense, A.Y. 2015-2016)

JENNIFER V. TABUZOResearch Department

Background

Researchinvestigatesideasanddiscoversvaluableknowledge.Goodresearchreflectsagenuineintention to investigate the truth, based on available information. It provides a comprehensive overview of an issue and discusses its context (Litman, 2012).

Researchhastoundergothescrutinyoftheexpertstovalidateitssignificance.Theprimarygoalofevaluatingresearchoutcomesistoprovideusefulfeedback.Evaluationisthesystematicacquisitionand assessment of information to provide valuable feedback (Trochim, 2006). According to Langfeldt (2001),researchoutcomesareevaluatedbytheresearchersthatarecompetentinthefieldunderreview.

Oral defense serves as a venue to examine the research outcomes of the students. Graham and Graham (n.d), stated that the oral defense provides the researchers the opportunity to present the highlightoftheirresearchinaprofessionalmanner.Likewise,itgivestheevaluatorthechancetoqueryon any areas that are not clear to them.

The Research Department (RD) organizes the Research Defense for the student-researchers. The oral defense is done through panel evaluation. The Proposal Defense is conducted towards the end of thefirstsemesterandstudent-researchersarerequiredtofinishtheproposalstageoftheirresearchpaper, while the Final Oral Defense is conducted towards the end of the second semester and the student-researchersneedtopassthefinaloraldefenseandsubmittheterminalrequirementsaspre-requisiteofthefinalgrade.TheRDconvenesapanelofthreememberstoevaluatetheproposalandthefinalresearchpaperssubmittedbythestudents.TheResearchModeratorsfacilitateandmonitortheconduct of the defense. Each group is given one hour to present and defend their proposal.

The RD designed an evaluation tool to assess the conduct of the Research Defense. The evaluation tool consisted of items relative to the attainment of objectives, scheduling of the defense, clarity and implementation of the policies, and performance of the implementers. Likewise, the tool had a provision for the student-researchers to write their comments and suggestions. The evaluation forms were given to the student-researchers immediately after the oral defense. Analysis of such data is necessary to ascertain the student-researchers’ feedback. It could serve as a basis for crafting action plan to further improve the conduct of the oral defense.


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Objectives

This study generally aimed to determine the student-researchers’ perception on the conduct of theproposalandfinaloraldefense.

Specifically,thisstudyintendedto: •Analyzethefeedbackofthestudent-researchersontheconductoftheproposalandfinaloral defense; and •Outlineactionplanstoimprovetheconductoftheproposalandfinaloraldefense


Conduct of the Proposal Defense

The Proposal Defense was conducted on October 5, 2015 to December 8, 2015. Out of the 207groupsofstudent-researcherswhodefendedtheresearchproposals,185groups(89.37%)gotanapprovedrating,20groups(9.66%)gotare-defensestatus,and2groups(0.97%)didnotsubmittheirmanuscript.

The conduct of the Proposal Defense was generally rated as Excellent. Table 1 revealed that amongthecriteria,theresearchmoderators’adequacyoftheservicesprovidedtothestudents(4.84),responsiveness to the needs of the students (4.82), and professional dealing with the students (4.80) had the top three highest mean scores.

The role of the research moderators is vital, as they act as liaison between the RD and the students. The RD gives orientation to the moderators before the start of the oral defense, for them tobeknowledgeableoftheRDpolicies.TheStudentResearchUnit(SRU)officercloselycoordinateswith the research moderators regarding the details of the research defense. Part of the functions of the moderators is to clarify the comments of the panel of evaluators and explain it clearly to the student-researchers.

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Figure 3. Summary of Evaluation.


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Some students were grateful on the assistance provided to them by the research moderators. They were appreciative of their moderators for assisting them during the research defense. They stated:

“……thank you for all your guidance. We learned a lot of things in writing the manuscript.”

“Thank you for being our guide”

“Heisaverygoodmoderator,heevenaccommodatesusafterhisclasshours.”

The research moderators exhibited professional dealing with the student-researchers. According to ACCA (2015), professionalism and integrity are essential attributes of a true professional. An essential part of being a professional is being able to maintain standards. A true professional acts in a responsible manner in whatever situation that he/she might be encountered.

The implementation of policies and guidelines got the lowest rating. Although the rating is excellent (4.62), still there is a need to determine the factors affecting the effective implementation of policiesandguidelines.Seemingly,therearestudent-researchersthatwerenotfullyclarifiedabouttheRD guidelines even if the guidelines on the conduct of the research defense were presented to them during the orientation. One student-researcher commented: “Pleasemaketheguidelinesstatedonthehandbookmorespecificbecauseit’stooconfusing.”

The RD allotted one class meeting to orient the student-researchers on the guidelines and procedures of the oral defense. The RD policies and guidelines are being reviewed annually, however a commenton the lackof specificity on theguidelines couldprompt theRD to further review theguidelines written in the handbook.

Conduct of the Final Oral Defense

The Final Oral defense was conducted on February 3, 2016 to April 25, 2016. Defense results showedthatoutof207groupsofstudent-researchers,187groups(90.34%)passed,18groups(8.70%)gotare-defensestatus,and2groups(0.97%)didnotsubmittheirfinalmanuscript.

The student-researchers rated the conduct of the Final Oral Defense as Excellent. The top three criteria(Table2)whichgotthehighestmeanratingaretheresearchmoderators’adequacyoftheservicesprovided to the students (4.83), responsiveness to the needs of the students (4.80), and professional dealing with the students (4.79). The result is the same as the evaluation results of the conduct of the Proposal Defense. This suggests that the research moderators performed well, and that the student-researchers value the assistance provided to them by the moderators. According to PennState (2012), beingresponsivetotheneedsofthestudentsisoneofthekeyelementsinprovidingqualityservicetothestudents.Likewise,givingstudentscleardirectionsonhowtoaddresstheirqueriesisnecessary.

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Some student-researchers noted the good attributes of the panelists. Such included:

“Great set of panellists”

“Stay professional, keep it up” The RD carefully selected the panel of evaluators. The panel of evaluators were selected based ontheirfieldofexpertiseandresearchexperience.RDalsoinvitedexpertsfromtheindustrytoserveaspanellists particularly for the company-based researches.

During the defense, the panelists needed to be reminded of the objectives of the oral defense. A student-researchermentioned“Pleaseorientthepanelistsabouttheobjectivesofthefinaloraldefense.”Student-researchersprobablyfeltthattheywerebombardedwithsomuchquestions,whichmadethemfeel that panellists were becoming demanding. Further, one student-researcher stated:

“We were expecting na makakauwi kami by 1 p.m., instead, nakauwi kami at 4 p.m. It’s not good. It was like torture in our part. Para kaming ini-interrogate. Please po, kapag one hour lang, dapat exactly one hour.”


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Table 2. Students’ evaluation on the conduct of Final Oral Defense

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Meanwhile, student-researchers recognized the efforts of the RD. Some of them commented:

“Thankyouforawell-organizedfinaloraldefense.”

“Verygood!”

“Thank you (n=7)”

“Our group appreciated the seminars conducted for the student research”

On the other hand, it could be noted that among the criteria, the clarity of guidelines and policies got the lowest mean rating (4.56). In terms of scheduling the defense, one commented that “the researchers must be informed of the time of defense.” Although there were mechanisms whereby the RD communicated the schedule of the defense, yet other students were unaware of their defense schedule. The RD posted the schedule of the defense in the RD bulletin board and uploaded it in the I am Letran FB page. The students were given the orientation that they need to check the schedule of the defense in the RD bulletin board and FB page, from time to time.

Conclusions

Basedthefindings,thefollowingconclusionswerededuced:

1. The objective of the Research Defense was understood and attained. 2. There is a need to strengthen the dissemination of schedule of the defense. 3. Not all student-researchers clearly understood the Research Defense policies and guidelines 4. The implementers (i.e. RD staff and research moderators) manifested professionalism. Likewise,theyprovidedadequateserviceandwereresponsivetotheneedsofthestudent- researchers.

Recommendations

To further improve the conduct of Student Research defense, the following recommendations are forwarded:

1. There is a need to have a thorough orientation of the student-researchers through the moderatorsregardingspecificproceduresontheconductofthedefenseanddefenseschedule. 2.TheRDshouldforwardthefeedbackrelativetothefacilitiesandfixturestotheProperty Management and General Services Department, for appropriate action. 3. There is a need to revisit and/or revise the evaluation form for the defense.


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References

ACCA (2015).Ten Ways to be Professional. Retrieved from http://www.accaglobal.com/pk/en/student/ sa/professional-skills/10-ways-to-be-professional.html

Langfeldt. L. (2001). Decision-making in expert panels evaluating research: Constraints, processes and bias.Retrievedfromhttp://www.nifu.no/files/2012/11/NIFUrapport2002-6.pdf

Litman,T(2012).EvaluatingResearchQuality.Retrievedfromhttp://www.vtpi.org/resqual.pdf

PennState(2012).CustomerServiceinHigherEducation.Retrievedfromhttps://dus.psu.edu/ mentor/2012/06/customer-service-in-higher-education/.

Trochim, W. (2006). Introduction to Evaluation. Retrieved from http://www.socialresearchmethods.net/ kb/intreval.php

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CSJLC Graduates Employability: A Tracer Report on Bachelor of Science in Business Adminis-tration major in Marketing Management Bachelor of Science in Business Administration major

Human Resource Development Management from Academic Years 2006-2007 to 2015-2016

MARIFE M. MAGSINOMARIFE P. SARMIENTOALMAGRACEY.CID

School of Business, Management and Accountancy andAuxiliary Business Department

Background

The strength of any academic program lies in the employability and involvement in the community of its graduates. As such it is imperative that the career that the alumni pursued be established including theleveltheirinvolvementofinvolvement.Inthisrespect,theAlumniOfficewhichisundertheOfficeof the Vice President for Academics and serves as the link between the Colegio and its graduates, tracks and gather information on their whereabouts.

Alumni tracking pertains to tracing the destination of the graduates after they left the Colegio with emphasis on their employability that will gauge the success of Letran Calamba. The tracking also shows the involvement of graduates in the Colegio’s departmental/institutional activities and as well as their community/professional engagements to determine if the service to community or profession hastakenroots.ThistrackingisfacilitatedthroughtheaccomplishmentoftheAlumniProfile/TrackingForm. The alumni data are then organized according to the three applicable key performance indicators (KPI’s)oftheAlumniOffice,suchas:

1. Percentage of college graduates per school employed/self-employed within one year as determined through tracer studies 2.Percentageofgraduatesemployedinrelatedfieldwithinoneyearaftergraduation 3. Percentage of college graduates per school with leadership/supervisory roles in their workplace/community within two years after graduation

For accreditation purposes, those who were covered by the ATR are graduates of BSBA major in Marketing Management from 2011 to 2015, and BS Commerce major in Marketing (former nomenclature of BSBA-MKM) 2006 to 2010 including those who completed the course after 2010. In 2007 complying with CMO No. 39 series of 2006, the Colegio applied for change in nomenclature of BS Commerce major inMarketingtoBSBusinessAdministrationmajorinMarketingManagement(BSBA-MKM).Thefirstgraduation of BSBA – MKM was in 2011.

Also included in the ATR are graduates of BSBA major in Human Resource DevelopmentManagement (BSBA-HRDM)from2011to2015. SincetheadoptionofCMONo.39seriesof2006,


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specialization tract in Human Resource Development Management was included. The first batchgraduates in 2011.

Overtime, some data could indicate the impact of the curriculum program over the career/professional status of graduates. The attainment of the program educational objectives is part of the alumnitracerthreetofiveyearsaftergraduation.

Objectives


1. Find out the employability of Colegio de San Juan de Letran Calamba graduates. 2.Provideanopportunitytoexamineifthejobsofthealumniarerelatedtotheirfield. 3. Determine the graduates’ job and level position through leadership/ supervisory roles in the workplace/community


ThedataofthealumnitracerreportcamefromtheAlumniOfficeincoordinationwiththeSchoolof Business, Management and Accountancy. There is a total of four hundred sixty eight (468) BSBA –MKM / BSC-Marketing graduates within a span of ten (10) years from 2006-2007 to 2015-2016. And therewereonehundredseventy-one(171)BSBA-HRDMgraduatesfrom2006-2007to2015-2016.

Bachelor of Science in Business Administration major in Marketing Management (BSBA-MKM)

The number of graduates per academic year ranged from 16 to 74. As shown in Table 1, about 85%graduatedfromAY2010-2011to2015-2016.About84%ofthegraduatesareBSBA-MKM.

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Table 1. Composition of Marketing Graduates

Figure 1. Traced BSBA-MKM Alumni


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About52%ofthegraduatesfrom2006-2007to2015-2016graduates(Table1)weretraced.AsreflectedinFigure1,AY2012-2013istheacademicyearwiththehighestpercentage(78%)ofMarketingalumnitraced(57outof73graduates),followedby2010-2011at72%(31outof43graduates).ThiscanbeattributedtotheeffortsoftheboththeAlumniOfficeandtheassignedSBMAAlumniModeratorwho constantly followed up the alumni.

Figure 2. Employment Status of BSBA – MKM Graduates

About80%ofthosetracedwereemployedeitherindomesticandmultinationalcorporationsormanaging their own businesses. Data in Figure 2 shows a high employability rating of the BSBA – MKM graduatesrangingfrom50%to100%.About91%ofthemwereabletolandajobwithinoneyearaftergraduation. It is noteworthy to mention that 2015-2016 graduates were employed within six month aftergraduation(Figure3).Amongthosewhoweretraced,anaverageof78%areperformingprogramrelated work (Figure 4) in marketing and logistics.

Figure 3. Employability of BSBA – MKM

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Figure 4. BSBA – MKM in Related Field

Figure 5. BSBA – MKM Job Level Position

An averageof 19%of the employedgraduates are already in the supervisoryormanagerialposition.About16%-26%ofgraduatesfrom2011-2012to2014-2015arealreadyperformingsupervisoryroles in theircompanies.Thedatareflectedthatevenoneyearaftergraduation, thegraduatesareready to assume supervisory and/or managerial positions.

Bachelor of Science in Business Administration major in Human Resource Develoment Management (BSBA-HRDM)

The BSBA - Human Resource Development Management (HRDM) specialization tract wasestablishedin2007havingitsfirstgraduatesin2011.Inaspanofsixyears,thatis,fromAY2010-2011


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toAY2015-2016,therewereabout171graduates(Table2).Anaverageof52%ofthegraduatesweretraced.

Table 2. BSBA-HRDM Graduates

DatainFigure6showedthatthehighestpercentageofHRDMalumnitracedwerethosefromAY2014-2015.SimilartotheBSBA-MKM,thisisattributedtotheconsolidatedeffortsoftheAlumniOfficeandSBMAthruitsalumnimoderator,andconstantcommunicationbetweenthegraduatesandtheHRDMClusterChairthroughitssocialmediaaccount.

Figure 6. Traced BSBA-HRDM Alumni

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Among thosewhowere traced, 74% are employed (Figure 7) in domestic andmultinationalcompanies both here and abroad.

Figure 7. Employment Status of BSBA – HRDM Graduates

About92%werehiredorabsorbedintheirbusinesseswithinoneyearaftergraduation.ItisshowninFigure8thatalltracedgraduatesofAY2010-2011andAY2014-2015areabletolandajobwithinoneyearwhile those fromAY2015-2016areable togetemploymentwithinsixmonth fromgraduation.


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Figure 8. Employability of BSBA – HRDM Graduates

Anaverageof56%of thoseemployedBSBA-HRDMgraduatesaredoingHRandHR relatedfunctionshereinthePhilippinesandabroad.Tonameafew,someareHRofficersinCanadaandAbuDhabiwhichshowsthattheBSBA–HRDMgraduatesaregloballycompetitive.OtherpositionswhereBSBA-HRDMgraduatesareengaged into includeHR recruitmentassistants,HRassistants/ staff,HRmanager, corporate trainers, operations manager, in process checkers, administrative assistants and payrollstaff.Thosewhoaredoingnon-HRfunctionsareaccountofficers,stewardess,CSRofficer,bankstaff/ teller, corporate treasurer/ secretary, and marketing executives while some are managing their ownbusinesses.ItisobservedthatthegraduatesofAY2014-2015havethehighestHRrelatedwork(Figure 9).

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Figure 9. BSBA-HRDM Employment in Related Field

DatainFigure10showedthatalthoughmajorityofthegraduatesarestillintherankandfilepositions,itisnotedthatrecentgraduatesarealsoreadytoassumesupervisoryroles.12%ofAY2014-2015 graduates are already performing supervisory and/or managerial functions.

Figure 10. BSBA – HRDM Job Level Position


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Based on the data gathered and presented it can be concluded that:

1.Morethan70%ofthetracedalumniforBSBA-MKMandBSBA-HRDMprogramsareemployed. 2.Morethan70%and60%ofemployedtracedalumniforBSBA-MKMandBSBA-HRDM, respectively, are performing functions related to their programs which are evident on the kind of positions that they have in the companies. 3.MajorityofthealumniofBSBA-MKMandBSBA-HRDMgraduatesholdrankandfilepositioninthecompanies.However,thosewhohavegraduatedforatleastoneyeararereadyto assumesupervisorypositionsasobservedintheAY2014-2015graduateswith12%-16%in the supervisory and/or managerial positions. Withthesefindings,thefollowingrecommendationsareforwarded:

1. There is a need to continually strengthen the tracking of alumni because the data gathered can be used by the department in improving its instruction. 2. The delivery of instruction will be strengthened especially on building skills and values requiredinsecuringjobsrelatedtothegraduates’field. 3.Continuouscooperationbetweenandthedepartment,alumniofficeandthealumnishould be nurtured to continually update the alumni database.

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A Comparative Analysis of the School of Computer Studies and Technology Software Expo Stu-dents Seminar for

Academic Year 2013 – 2014 and 2014 – 2015MARIALUISAE.REYES

School of Computer Studies and Technology

Background

Software Expo is a co-curricular activity of the School of Computer Studies and Technology (SCST) showcasing the students’ learning through software output from the following courses: C Programming, Introduction to Information Technology, Visual Basic Programming, Webpage Development, Database Enabled,DigitalDesign,AdobeAfterEffects,andObjectOrientedProgramming.Inaddition,quizbeeand programming contests are activities during the second day of the software expo, which intends to measure the capability of the department’s best students. Furthermore, the last activity of the three day event is a number seminar for students.

Yearly,SCSTensures that therewillbeseminars for thestudents,which intendtoexposethestudents to industry set up and to a have additional and updated knowledge on technology trends. In addition to this, the objective of this activity is to motivate and inspire the students to do their best in their academic endeavours. Usually, this activity is held in Letran Calamba gymnasium to cater to the whole student population of SCST. The committee invites competent guest speakers from industry to sharetheirexpertiseontopicsbasedonthethemethecommitteeselected.ThefirstthingthatSCSTconsiders is the theme of the activity. They think of a theme that will give a big impact, trending and that will get the interest of the students enrolled in computer technology.

For AY 2013 – 2014, the themewas “Mobile Technology Shift for Borderless Opportunities”andtheresourcespeakerswereMr.PaoDevezafromSmartCommunicationforfirstandsecondyearstudentsandMs.RitaMaquincio,ourindustrypartnerfromESET,forthirdandfourthyearlevels.ForAY2014–2015,“SELFIE–SoftwareEnthusiast,LeadersofInnovativeMultimediaComputing”wastheselectedthemeandtheresourcespeakerswereMr.MarkAquinofromExpertsAcademyandMs.IreneC. Taguinod, a faculty member from AMA, Quezon City.

ThenumberofattendeesintheseminarduringAY2013–2014issignificantlyhigherthanonAY2014–2015.404studentsoutof497enrolledwhichis81.29%evaluatedtheseminaronAY2013–2014whileastudents’lowerresponseduringAY2014–2015.Only198studentsoutof433enrolledwhichis45.73%participatedintheseminarforAY2014–2015.

These seminars and trainings help the students to learn not from the book but from the experiences of the speakers. They got the chance to meet different personalities that will introduce themtotheworldofcareersandprofessionalism.Inviewofthis,thisstudyintendstofindouttheresultofthepreviousseminarsheldaswellasfindwaysonitcanbeimproved.


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Objectives


1. Analyze and compare the evaluation results of the Software Expo students’ training for the last two academic years 2013 – 2014 and 2014 – 2015. 2. Determine if the objectives of the activity were attained. 3. Recommend suggestion for the improvement of students’ seminar for the next Software Expo.


Table1showsthattherewere497studentsenrolledlastAY2013–2014,while433studentsonAY2014-2015.Itcanbenotedthattherewere404studentsor81.29%whoattendedtheseminarsforAY2013–2014.Thisconsideredagoodstudentsattendanceturnout.However,forAY2014–2015therewereasignificantdropofattendeesasshownonthetablebelow.Therewereonly198outof433enrolled students who attended the seminar. This turn out maybe attributed to different factors one of which is the strict implementation of the attendance to the students by the faculty.

Table 1. Comparison of Students’ Attendance during the Software Expo Students’ Seminar for AY 2013-2014 and 2014 – 2015.

AsshownonTable2theActivityObjectivesforAY2013–2014gotanaverageof80.86%forexcellentandverygoodwhile86.2%rateditverygoodandexcellentwhichimpliesthatthecommitteewere able to set a clear program objective for both academic years.

Theflowoftheprogramrecordedatotalofverygoodandexcellentratingsof90.34%forAY2013–2014andanaverageof84.34%gotaverygoodandexcellentratingsforAY2014–2015whichmeans theattendeesofAY2013–2014students’ seminarweremoresatisfiedwith theflowof theprogramtocomparewiththeattendeesofAY2014–2015.

DuringAY2013–2014,atotalof85.14%gaveexcellentandverygoodrateswhile77.78%ratedexcellentandverygoodforAY2014–2015.ItmeansthattheattendeesweremoresatisfiedhowthetimewasmanagedduringtheseminaronAY2013–2014tocomparewithseminaronAY2014–2015.

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The totality of resource speaker’s ability to handle the seminar which includes expertise, preparedness,ability toanswerquestions,clarityofpresentationduringAY2014–2014gota totalaverageof91.28%verygoodandexcellentratewhileanaverageof89.2%verygoodandexcellentrateonAY2014–2015.ThismeansthatthestudentattendeesmorelikedtheresourcespeakersduringtheAY2013–2014ratherthanduringAY2014–2015.

Applicability tostudents learningacademicgrowthgotanaverageof86.39%verygoodandexcellentrateduringAY2013–2014while88.38%forAY2014–2015.Theattendeesgavelessthan0.50%poorrateforAY2013–2014and2.27%poorforAY2014–2015.ItimpliesthatstudentattendeesbelievedthattheywillbebenefitedintheseminarintermsoflearningandacademicgrowthduringAY2014–2015butarelevantnumberofstudentsrateditpoorduringAY2014–2015.

TheLogisticswhichincludeadequacyofthevenue,qualityofthepresentationequipmentandqualityofsoundsystemgotatotalof84.77%excellentandverygoodratingsforAY2013–2014whileforAY2014–2015,atotalratingsof88.38%forverygoodandexcellentwhichmeansthatmajorityoftheattendeesduringAY2014–2015likedthevenueandequipmentusedmorethantheattendeesofAY2013–2014.

TheemceesandfacilitatorsduringAY2013–2014gotatotalaverageof82.34%morethanwhattheemceesandfacilitatorsofAY2014–2015hadan86/87%verygoodandexcellentratingswhichmeanstheattendeesweresatisfiedwiththeperformanceoftheemceesandfacilitatorsofAY2013–2014morethantheemceesandfacilitatorslastAY2014–2015.


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Table 2. Evaluation results of the student attendees ( based on percentage)

Thetable3showsthattheresourcespeakersforAY2013–2014andAY2014–2015gotmorepositive comments from the attendees. Based on the positive comments generated, it can be concluded that the objectives of this activity were met.

Some of the comments of the students were “The speaker is very knowledgeable to the topic.”. This comment implies that authority of the resource person on the topic. Another comment given by the students is “Very nice speech especially when it come to our future.” This shows that the speakers did not just focus on the content of their topic but instead gave direction on where the student’s future

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can be headed.

Another student commented that “Sana next software expo ganito ka interesadong topic and itackle sa seminar and Very interesting topic and I want more to hear.” This kind of comment is a boost to the moreale of the department because it is an implication of a job well done.

Similarly, forAY2014–2015someof thepositivecommentsmentionedby thestudentsare“I’ve learned many lesson to success. I liked it.” This comment implies that the speaker of the seminar was effective in imparting the knowledge to the students. It was also commented by the student that “It is like I can be successful.” This somehow shows the positive effect of the conducted seminar to the students because it uplifted the perception of student to him/herself. Another comment was “It is veryhelpful.Nicejobsoclear”.Hearingthisfromthestudentmakethedepartmenttostrivemoreinproviding more seminar that would uplift the student’s level of learning.

However, forAY2013–2014, therewerecomments fromthefacultymembersregardingtheconducted seminar. One of which is “the energy level of the second speaker were lightly went down.” Thismaybeattributedtothefactthefirstspeakerwasveryenergeticandsincethesecondspeakerisnot that highly energetic there have been comparison but as mentioned both have expertise on their chosen topic.

Unfortunately,theorganizerforbothAY2013–2014andAY2014–2015gotmanynegativecomments than the positive comments. The negative comments are related to food, venue, prizes and projectors. Some of these negative comments like the availability of projectors can easily be remedied bythedepartment.However,commentsonprovidingfood/snackandprizescannotbeimmediatelyaddressed by the department.


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Table 3. Positive and Negative Comments of the students’ seminar attendees for AY 2013 -2014 and AY 2014 - 2015

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Basedontheevaluationresultandqualitativecommentsitcanbeconcludedthat:

1. The students had learned many things that will give them idea of what lies ahead of them after graduation. 2. The resource speakers’ sharing of experiences in industry set up somewhat exposed the students to do their best for the application of all what they have learned from school. 3. It also revealed that selecting resource speaker is not the only important thing to be consideredinorganizingseminarbutalsotogiveconsiderationonthevenue,theequipment to be used and the comfort of the attendees as well.

Withthesefindings,thefollowingrecommendationsaretobeconsidered: 1. There is a need to intensify the selection of seminar resource speakers to have well experiencedpersonalityinindustryandanexpertinthefieldofTechnology.

AccordingtoCliveCochrane,thefollowingresearchfindingslistedbelowaretobeconsideredto meet the expectation of students and to facilitate learning in seminar the speaker should:

- Develop clear aims and objectives for each seminar. - Aim to achieve the objectives. - Create a good learning atmosphere. - Encourage social interaction between students in the seminar. - Be well organized. - Link theory with practice where appropriate. - Encourage all students to participate. - Enhance student understanding on the topic. - Encourage and stimulate participation among students. - Provide information/learning material in advance of the seminar.

2.Abiggervenueandagoodqualityofequipmenttobeusedwillbegivenconsideration during planning. According to Clive Cochrane, the learning environment and facilities are also a big factor for a successful seminar even the students value the knowledge that they will get from attending it. This means that we should give consideration not only for the selection of speakers but also for the comfort of the attendees as well.

3.Strengthen the students participation and attendance during this kind of activity through the help of the faculty members and section advisers.

4. To make an ideal evaluation instrument for all the Software Expo activities. The software expohasselectedactivitieslike,programmingcontest,exhibit,quizbee,studentseminarand

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conference with parents and guardians of students. The only available evaluation instrument in the SCST is the evaluation of seminar. It is suggested to recommend the use of ideal instrument for other software expo activities.

References

Cochrane, Clive, The attitudes of undergraduate information management students to seminars: Aqualitativeandaquantitativeanalysis.Retrievedfromhttp://web.a.ebscohost.com/ehost/ detail/detail?vid=10&sid=a4ef70ab-f1a1-4f93-8d1296f06186c406%40sessionmgr4006&hid=40 02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=1462877&db=aph


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Data Analysis on the Turn-Over Rate of Faculty ofSchool of Education, Arts, and Sciences

GERALDINE L. DELA VEGASchool of Education, Arts, and Sciences

Background

Sufficient faculty bandwidth ensures adequatemanpower support for each School and theirrespective departments. This also secures that all classes in the Colegio are handled accordingly by a delegated faculty-in-charge. The School of Education, Arts, and Sciences hosts the biggest headcount of faculty members in the Colegio’s college level, and most of the time, is at a higher risk on teacher shortage. Such shortages may cause deeper implications to actual school operations, eventually affecting the class level.

This study focuses on the attrition trends among and within the Faculty of the School of Education, Arts, and Sciences. It examines the increase (and vice versa) of the turnover rate, and investigates on the factors which might have affected such. Further, it also presents implications on manpower and faculty bandwidth, correspondent to each of the year covered. Data were gathered from secondary sourcesusingtheExitInterviewForm(AP:02-00-FO-16)oftheHumanResourceDepartment.Finally,itwill attempt to provide recommendations that could effectively manage engagement among current faculty members, thus encouraging retention and loyalty to the Institution.

Objectives

1.DeterminetheSEASturn-overrateoftheSEASfacultyperyearforthepastfive(5)years 2. Analyse the recurring trend/s of turn-over rates 3.AscertainonhistoricalfactorsthatmighthaveaffectedattritionbasedonHRexitinterviews 4. Recommend ways to effectively manage engagement and encourage faculty retention


Forthepresentationanddiscussionofdata,wehaveidentifiedthedifferentstatusoffacultylikewehavetheNewlyHiredFaculty(NHF);theInternalFull-time;andtheExternalPart-timeFaculty.

Table 1 shows that out of 26 faculty discontinued their teaching services, 1 of which retired, 11 resigned,4ofendedtheircontract,2facultymemberstransferredtoSeniorHighSchool,and4ofdidnotacceptthegivenloadduetoconflictwiththeirworkschedule.

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Table 1

Table2showsthatforAY2015–2016,11facultydiscontinuedtheirservices,4ofwhichresigned,2facultywerenotrenewed,3facultyhasnoavailableloadand2ofthemhadconflictwiththeirworkschedule.

Table 2.


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Table3showsthatforAY2014–2015,outof26whodidnotcontinuetheirteachingservices,1 was retired, 13 resigned, 4 faculty contracts were not renewed, 6 faculty discontinued due to lack of availabletoad,and2ofhadconflictwiththeirworkschedule

Table 3

Table 4 shows that 1 faculty retired, 6 faculty resigned, another 6 faculty were not given load, thustheircontractswerenotrenewed,and2hadconflictwiththeirschedule.Thus,atotalof15facultydiscontinued their teaching services in the Colegio.

Table 4

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Table5showsthenumberoffacultyturn-overrateofSEASforthepastfive(5)academicyearsandspecifiesthedetailedstatusperfacultytoshowthetrendofhiring.Thedifferentstatusandreasonforthediscontinuedteachingisalsoreflectedinthesaidmatrix.

Table 5

Below are the reasons gathered for the resignations, as well as the measures that are being done bytheColegiotoretainasmuchqualifiedfacultymembersforeachAcademicYear.:

2013Reasons for leaving: Cannotworkwithsuperiorswhoareonesidedandusepoliticstoavoidadmittingmistakes Highersalaryofferedinanotherschool/company

Employee Recommendations: Ifonlysuperiorswouldhumblethemselvesandadmittheirfaults/mistakeandavoidpoliticizing Reasonableteachingandadministrativeschedule,aswellaslesserpaperworkssothatoncecan give more time to my own families

2014Reasons for Leaving Betteropportunitiesinotherschool(lesserload;higherpay;moretime) Teachingabroad/otherschool Familyreason Highersalaryofferedfromanotherschool/company

Employee Recommendations


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Reinstatementofmyfilmsubjectandinformationanddiscussionabouttheteachingof subjects especially Openforumandtakeactioninconcernsregardingthecurrentadministrationandsystem

2015 Reasons for Leaving Feltthelackprofessionalgrowth.Afterreturningfromtheexchangeprogram,waseagerto share my experiences for the growth of the Colegio, however was not given any chance to do so. Familyreason Highsalaryofferedfromanotherschool/company Healthreason

2016Reasons for Leaving Managementcouldhaveexplained/discussedtheirplansforprobationaryinstructors.was recently hired but the possibility of not having teaching loads for the next years due to K to 12 program, was never discussed during the hiring process. Higherpositioninafoundation Highsalaryofferedfromanotherschool/company Familyreason

Conclusions

Most of those who resigned have other personal reasons other than employment concerns. These include family reasons, change of residence and health concerns.

Most of the external faculty part-timers who decided not to continue with their contracts had had conflictswiththeirownschedulesoutsidetheColegio.

Other faculty members were not renewed based on the lack of available load and unavailabilty of courses offered.

After evaluation of performance and behaviour, there were faculty members whose employement contracts were not renewed.

Most of the the faculty members who decided to discontinue their services were vying for better opportunities outside the Colegio.

Some of the reasons stated tackled the lack of effective communication between and among SEAS management and faculty members.

Reasons, such as the lack of providing employement expectations for faculty members, affect the

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employee’s motivation to pursue a career in the Colegio.

Recommendations

ConsideringthatsomeofthereasonsforleavingweretofindbetteropportunitiesoutsidetheColegio,it is recommended that we re-assess our salary scale and ranking for our faculty members.

Further, a more structured communication program between and among SEAS management (deans, department chairs, etc.), is recommended to further strengthen employee relations. This will allow opportunities for both parties to forecast their future in the Colegio, as well as provide a meaningful venue for leaders to examine the current needs and challenges of their faculty members.

One notable reason stated in the reasons for leaving was the need to further encourage faculty members who would want to intiate newer methodologies and approaches in teaching based on a Colegio-sponsoredprogram.Havinganalignedcommunication/coachingprogrambetweenmanagementandfaculty members will ensure that faculty members are given the appropriate academic freedom for their classes, thus encouraging a healthier venue for professional growth and student development.

Some of the faculty discontinued their teaching in the Colegio for greener pasture, thou it may sound a cliché but it’s the reality. Teachers look for other opportunities with higher compensation, wherein this issue, I think we should review our salary scale and at the same time we may do benchmarking on other institutions if our scale is really not competitive from theirs.

It is also recommended that SEAS management cultivate a culture that encourages faculty members to participate in faculty/employee activities, so as to inspire participating members and imbibe fun, association, teamwork and the Dominican culture.


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School of Engineering Board Exam Result Data AnalysisMARYKIMBERLYM.MOLINA

School of Engineering

Background

Passing the licensure examinations given by the Professional Regulation Commission (PRC) can be one of the greatest professional achievements in a college graduate’s life. The examination is intended to provethegraduates’knowledge,progress,skillsandqualificationsinaparticularprofession.Moreover,the performance of the graduates in an institution who take the licensure examination determines the qualityofeducationtheschoolprovides,whicheventuallyguaranteestheefficiencyandeffectivenessof its graduate’s application of the things he or she has learned in his or her chosen profession or career (https://www.ijlter.org/index.php/ijlter/article/viewFile/676/295, 2016 November 11) In the Colegio, board examination result is one of the key performance indicators of different School such as School of Business, Management and Accountancy, School of Education, Arts and Sciences, School of Nursing and School of Engineering. Each Schools has its target board exam passing percentage as per declaredinitsyearlyaccomplishmentreport.ThetargetoftheSchoolofEngineeringistoobtain50%of NPP.

It has been observed that every year there are two batches of Electrical Engineering, Electronics Engineering and Mechanical Engineering graduates who are willing to take the board exam, which would grant them the title of “Registered Electrical Engineer” “Electronics Engineer” and “Mechanical Engineer”.TheresultsoftheboardexammightinfluencetheSchoolofEngineeringnumberofenrolleesaswellastheconfidenceofthefutureengineeringboardexaminers.Moreover,obtaining100%passingpercentage for all of the examinees is one of the school’s biggest accomplishments that may help the school to promote itself and be listed as one of the Schools who have an excellent performance in terms ofboardprogram.This isasignthatqualityeducation isrenderedbytheschool.Thisdataanalysisfocused on School of Engineering board exam overall passing percentage versus the national passing percentage result of the Electrical Engineering, Electronics Engineering and Mechanical Engineering program from year 2008 to 2016.

Objectives

The objectives of this paper are as follows:

1. To analyze the School of Engineering board exam overall passing percentage versus the national passing percentage result of the Electrical Engineering, Electronics Engineering and Mechanical Engineering program from year 2010 to 2016. 2. To ascertain trends that has been observed; and 3. To draft an action plan that will address the reasons for the trends observed.

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Figure 1 shows the Letran Calamba Mechanical Engineering Overall Passing Percentage versus National Passing Percentage for the past nine years. The graph shows in consistent results of Letran CalambaOverallPassingPercentagefromYear2008-2016.Moreover,LetranCalambahasmaintainedthe higher overall passing percentage than National passing percentage for two consecutive years from April2008toApril2009anditwasregainedinSeptember2011.Overall,findingsshowsthattheColegioattaineditstargetKPIof50%overallpassingpercentageversusthenationalpassingpercentageforMechanical Engineering program.

Figure 1. Letran Calamba Mechanical Engineering Overall Passing Percentage vs. National Passing Percentage (2008-2016).

Figure2showstheinconsistentresultsofLetranCalambaOverallPassingPercentagefromYear2008-2016.In the past nine years, LetranCalamba obtained higher overall passing percentage than the National passing percentage last September 2009, April 2011 and September 2016. The Electrical Engineering obtains its highest overall passing percentage last April 2011 and it was followed in September2016.Overall,findingsshowsthattheColegioattaineditstargetKPIof50%overallpassingpercentage versus the national passing percentage for Electrical Engineering program.


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Figure 2. Letran Calamba Electrical Engineering Overall Passing Percentage vs. National Passing Percentage (2008-2016

Figure 3. Letran Calamba Electronics Engineering Overall Passing Percentage vs. National Passing Percentage (2008-2016)

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Figure3showsthegraphicalpresentationoffluctuatingresultsofLetranCalambaOverallPassingPercentageforthepastnineyearsfromYear2008-2016.LetranCalambaobtainedhigheroverallpassingpercentage than Nation passing percentage last March 2008, April and November 2010, and October 2012. Moreover, the Electronics Engineering highest overall passing percentage was obtained last April2010whereinitwasbeyond50%aboveratingcomparedtoNationalpassingpercentage.Overall,findingsshowsthattheColegioattaineditstargetKPIof50%overallpassingpercentageversusthenational passing percentage for Electronics Engineering program.

Informal interviews were conducted by the previous program chairs and co-chairs and academic head from year 2011 up to present. The interviews emphasized several factors which affected the Colegio’s passing percentage. It was observed that some of the examinees are currently working while enrolled in the review centers. They also experience hardship on the new environment during their review. Time management was one of the hardest practice to do when they were in Manila, some have weekday review schedule that affected their emotional state and got home-sick but it did not affect their study habits. Others prefer to have weekend review classes where their focus was not exerted too much compared to the weekday review classes.

Theexamineesalsoemphasizedthatthepassingpercentagewereinfluencedbythecoverageofexamination,formatofquestions,anddegreeofdifficultyoftheexams.Thereweresituationalquestionsin professional subjects included on the exam and some topics were not given emphasis during the review. The examinees also focused on the presumed difficult subject at the expense of the othersubjects.

Moreover, the incorporation of in-house review to the curriculum helped the examinees to refresh their minds on the topics during their early years in College. The Zero Based Grading System was also implemented in the In-house review and the examinees that performed well in the review center tend to haveahighpossibilityinpassingtheboardexam.However,someoftheexamineesfortheElectronicsEngineeringhavedifficultyinareaswhichcoveredthecurrenttrendsinElectronicsEngineeringthatwasnot discussed in the courses during college.


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Conclusions

TheanalysishasshownfluctuatingresultsoftheSchoolofEngineeringoverallpassingpercentageversus the national passing percentage. The gathered data from informal interviews of the program chairsandco-chairsfromyear2011uptopresentshowsthatthepassingpercentagewereinfluencedby the following factors such as reviewer’s study habit, In-house review performance during college, review center performances review center visitation and program curriculum. These factors affect the confidenceoftheexamineestoperformbetterorlessintakingtheboardexams.

The reviewer’s study habit should be enhanced during their early years in college. It will adapt by the examinees and improve their board exam performances. In-house review was offered on the last year in college along with their thesis. This can be a factor on how well a student can manage to perform well on both courses. Some examinees might not exert effort on performing well in the In-house review due to the thinking that they will be having their review after they graduated. There are a lot of review centers which offers different kind of review sessions. The review sessions may be during weekdays or weekends. The examinees have their rights to choose which review center they prefer to attend. During the review, the examinees that prefer to have weekdays review have to rent an apartment near the reviewcenterswhere theymightencounteremotionaldifficulties suchashome-sickness.Moreover,a week prior to the scheduled board exam, the academic head together with the respective program chairs and co-chairs conduct a review center visitation to observe the performance of the examinees. Thisvisitationbooststheconfidenceoftheexamineestoperformbetter.

Thefindingswerealsoindicativeoftheneedforthefacultymembershandlingthecourseswhichare the focused areas in the board exam to keep on improving the content of the subject being delivered to the students, the teaching strategy that would lead to better retention and provide comprehensive evaluation through exercises and board type examination. The Colegio must also enhance learning facilities and reading material on the latest trends related on the courses. Moreover, a research should beconductedrelatedontheTableofSpecificationsusedbythePRCinmakingboardquestionsandimplement the results in the future.

Moreover,thedataanalysisshowsthattheSchoolofEngineeringattaineditstargetKPIof50%Colegio’s overall passing percentage versus the national passing percentage from the previous years. ThisindicatesthattheeffortsgivenbytheSchoolofEngineeringreflectontheattainabilitytomeetitstarget KPI for the institution.

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References

Baang, M. A. Investigating the Macro Perspective Affecting the Passing Rate in Board Examinations: A Take-off Point in Designing a Causal Model. International Journal of Learning, Teaching and Educational Research, Vol. 15 (Issue No.4), pp. 108-120. Retrieved from: https://www.ijlter.org/ index.php/ijlter/article/viewFile/676/295