EVALUATING HIGHER EDUCATION DEPARTMENT LEARNING INTERESTS

GIVEN VARIED INSTRUCTIONAL MATERIALS

________________________________________________________

A Research

Presented to

The Higher Education Department

Concordia College

________________________________________________________

by

Mr. Jayfel Balingasa

Mr. Aries Bilolo

Mrs. Teresita Esmero

Mr. Darell Lanuza

Mr. Albert Perez

1st Semester

S.Y 2017 2018

 Chapter 1

INTRODUCTION

The contemporary education system could become irrelevant if the

educational gap between how students live and how students learn is not

filled. This new generation of learners requires fast access to new

knowledge and are capable of taking integrated information to a new

level. Learners in the 21st century have the opportunity to use the internet

as a base to easily collect information. While in the 21st century classroom,

the focus is no longer on memorising and recalling facts, but rather on

functional learning (where the students learn by doing). Learners of the

21st century are educated with the intention of them becoming

productive citizens in a democratic society in terms of what is required in

the 21st century workplace. As a result, these learners possess certain

characteristics that are part of the new millennium. These come with new

challenges for the 21st century teacher. This research is to look at these

characteristics of the learners of the 21st century, and then at the

challenges these pose for the teachers. Lastly, we draw attention to the

way traditional education must adapt to the 21st century learners

together with solutions to these challenges.

CHARACTERISTICS OF THE 21ST CENTURY LEARNERS

The characteristics of 21st century learners are discussed in four

categories:

1. The technological learner

2. The less technological learner

3. The all-knowing learner

4. The literate learner

1. THE TECHNOLOGICAL LEARNER

The 21st century learners are referred to as the screen generation

because they are so much more visually oriented than any generation

before them. Because of the over use of technology, the following

negative characteristics of the 21st century learner have been identified.

The 21st century learners:

Are attention deficit because they are not accustomed to

interruptions.

Dont use their imagination, seldom read books and have smaller

vocabularies. They also use short communication styles, possess

ineffective reading skills and have poor spelling abilities.

However, positive characteristics have also been identified for the learners

of the 21st century, namely:

Better coordination and motor skills and more accessible internet

use.

Use wikis, blogs, mind maps on Bubble us and can make movies on

Microsoft Movie Maker.

Have a lot more foreknowledge than any other generation before

them as a result of access to the internet. *

Are able to apply theoretical knowledge in society because they

learn by doing.

Have a metacognitive awareness, where learners are taught to

think about how they learn.

2. THE LESS-TECHNOLOGICAL LEARNER

Although there are learners that become more technologically

literate every day, the reality in other country is that there are also

those learners who are not so fortunate. Although technological

advances for the education system have been made, it is easy to

think that all schools enjoys these advantages. According to the

National Education Infrastructure Management System (2015) there

are 913 schools in South-Africa that no even have electricity readily

available. The question is this: How will these learners participate in

 the larger world operations if they do not have access to

technology? The answer is easy: the characteristics of the 21st

century learner are not only based on technological progress, but

also communication skills. These learners innovation skills, however,

can be improved because these learners do not repeat other

peoples ideas, but instead use their own common sense and

introduce new interesting perspectives to the world.

3. THE ALL-KNOWING LEARNER

The 21st century learner knows everything! It is said that the 21st century

learner has on the following three types of knowledge:

Declarative knowledge (knowledge about themselves and other

learners)

Procedural knowledge (knowledge of strategies)

Conditional knowledge (knowledge about which strategy to use)

These are important characteristics of 21st century learners because

the learners can use this knowledge outside of the classroom

context. Self-discipline in study is another important trait that these

learners possess. These learners expect interaction and are highly

sociable.
4. THE LITERATE LEARNER

Learners of the 21st century possess communication skills, are

adaptable and innovative and can easily solve complex problems.

They are comfortable working with technology in order to broaden

their knowledge. The 21st century learner also has civic literacy (are

informed about government organisations), global awareness,

financial literacy, healthy literacy, environmental literacy, visual

literacy, cooperative association, critical thinking and problem

solving skills and show creativity and innovation. These learners

possess more qualities of leadership and accountability, have

media skills and have technological literacy.

Statement of the Problem

The study aims to determine the evaluating HED learning interests given

varied instructional materials. Specifically, the study aims to provide

answers to the following questions:

1. What is the level of students learning interest after utilizing varied

IMs?

1.1 BSBA;

1.2 LAEd;

1.3 BSW; and

1.4 BSN

2. Is there a significant difference in the level of learning interest

among the students when grouped according to courses?

3. In the light of the findings, what structured instructional

methodology can be proposed?

Conceptual Framework

HED Students

BSBA
LAEd
Assessment of Proposed
BSW
Students Structured
BSN
Learning Instructional
Interest Methodology
Instructional
Materials

Inprint
Digitize

Feedback
 TEACHERS LEVEL OF COMPETENCE AND STUDENTS LEVEL ACADEMIC
ACHIEVEMENT IN ENGLISH, MATHEMATICS AND SCIENCE OF ST. ANTHONY
HIGH SCHOOL STUDENTS, MANILA VIS--VIS THE MAPSAS MISSION.

By: Mr. Azucena L. Inalisan

March 2014

According to Dunkin (1997) teacher effectiveness is a matter of the

degree to which a teacher achieves desired effects upon students. He

further said that Teacher performance is the way in which a teacher

behaves in the process of teaching, while teacher competence is the

extent to which the teacher possesses the knowledge and skills

(competencies) defined as necessary or desirable qualifications to teach.

These dimensions are important because they influence the types of

evidence that are gathered I order for judgements about teachers to be

made.

Furthemore, the information and background paper assessing the

teacher effectiveness presented by the San Francisco State University

proposed different meanings to the terms teacher effectiveness and

teaching effectiveness. Teacher effectiveness is referred to as addressing

the individual instruction performance, whereas, teaching effectiveness is

defined as (seeming) to imply effectiveness of teaching the unit.

Although they proposed tow different meanings to the terms, they

emphasized that they were used to mean one and the same thing.
 In an attempt to pin down measurable categories on teachers

competence and how it would make an impact to students academic

performance, the researcher studied the different tools and

characteristics of teachers that spell teaching effectiveness.

 ARTICULATION OF JIGSAW CLASSROOM IN GRADE 9 SCIENCE AT
MASAMBONG HIGH SCHOOL

By: Ms. Toni Rose N. Gayda

May 2016

Change is inevitable. There is nothing permanent in this world except

change. Clich it may sound but holds true in nature. Change can be

providential, serendipitous, or purely accidental by nature. It is a constant

occurrence. Because of this inescapable phenomenon, learners are also

continuously evolving. They radically change based on the fast changing

of the society. The needs, culture, and standards of the society are some

of the reasons of these changes. Therefore, it dictates what kind of

learners the school should produce. The schools provide education which

is designed to create learners needed by the changing world. It provides

rudimentary skills and knowledge needed for the students to survive as

they face the real chanllenges of the society. Due to the continous

changes, todays learners are not the people the present education

system was designed to teach. There is a mismatch in what the education

system is offering and what the learners are expected to learn. Because of

this technology driven world, learners are now more demanding in terms

of acquiring knowledge. The government is doing their part by reforming

the educational system.

According to Ebert II (2012), the call for education is not for a change

but to reform. He viewed that we dont need to totally change the whole
education system but rather reform it by realigning the curriculum. This

maybe a tedious work in our past as educators but this may result to the

holistic development of learners. Ebert II also added that reform is always

intiated out of dissatisfaction. It is something done because people dont

like what is happening. Hence, the reformation of education in the

Philippines is due to the undersirable outcome of the learners

performances which can be seen in the results of the international and

national standards.
 Problem in relation to the goals of the 21st Century Education

by http://edglossary.org/21st-century-skills/

The term 21st century skills refers to a broad set of knowledge, skills,

work habits, and character traits that are believedby educators, school

reformers, college professors, employers, and othersto be critically

important to success in todays world, particularly in collegiate programs

and contemporary careers and workplaces. Generally speaking,

21st century skills can be applied in all academic subject areas, and in all

educational, career, and civic settings throughout a students life. It

should be noted that the 21st century skills concept encompasses a

wide-ranging and amorphous body of knowledge and skills that is not

easy to define and that has not been officially codified or categorized.

While the term is widely used in education, it is not always defined

consistently, which can lead to confusion and divergent interpretations. In

addition, a number of related terms including applied skills, cross-

curricular skills, cross-disiciplinary skills, interdisciplinary skills, transferable

skills, transversal skills, noncognitive skills, and soft skills, among others are

also widely used in reference to the general forms of knowledge and skill

commonly associated with 21st century skills. While these different terms

may not be strictly synonymous, and they may have divergent or

specialized meanings in certain technical contexts, these diverse sets of

skills are being addressed in this one entry for the purposes of practicality

and usefulness.

While the specific skills deemed to be 21st century skills may be

defined, categorized, and determined differently from person to person,

place to place, or school to school, the term does reflect a generalif

somewhat loose and shiftingconsensus. The following list provides a brief

illustrative overview of the knowledge, skills, work habits, and character

traits commonly associated with 21st century skills:

Critical thinking, problem solving, reasoning, analysis, interpretation,

synthesizing information

Research skills and practices, interrogative questioning

Creativity, artistry, curiosity, imagination, innovation, personal

expression

Perseverance, self-direction, planning, self-discipline, adaptability,

initiative

Oral and written communication, public speaking and presenting,

listening

Leadership, teamwork, collaboration, cooperation, facility in using

virtual workspaces
 Information and communication technology (ICT) literacy, media

and internet literacy, data interpretation and analysis, computer

programming

Civic, ethical, and social-justice literacy

Economic and financial literacy, entrepreneurialism

Global awareness, multicultural literacy, humanitarianism

Scientific literacy and reasoning, the scientific method

Environmental and conservation literacy, ecosystems understanding

Health and wellness literacy, including nutrition, diet, exercise, and

public health and safety

Generally speaking, the 21st century skills concept is motivated by the

belief that teaching students the most relevant, useful, in-demand, and

universally applicable skills should be prioritized in todays schools, and

by the related belief that many schools may not sufficiently prioritize

such skills or effectively teach them to students. The basic idea is that

students, who will come of age in the 21st century, need to be taught

different skills than those learned by students in the 20th century, and

that the skills they learn should reflect the specific demands that will

placed upon them in a complex, competitive, knowledge-based,

information-age, technology-driven economy and society.

 While 21st century skills are relevant to all areas of schooling and

academic study, and the skills may be taught in a wide variety of in-

school and outside-of-school settings, there are a few primary ways in

which 21st century skills intersect with efforts to improve schools:

Teachers may be more intentional about teaching cross-disciplinary

skills in subject-area courses. For example, in a science course

students might be required to learn research methods that can also

be applied in other disciplines; articulate technical scientific

concepts in verbal, written, and graphic forms; present lab results to

a panel of working scientists; or use sophisticated technologies,

software programs, and multimedia applications as an extension of

an assigned project.

States, accrediting organizations, and schools may require

21st century skills to be taught and assessed in courses. For example,

states can adopt learning standards that explicitly describe cross-

disciplinary skills, and assessmentsmay be designed or modified to

evaluate whether students have acquired and mastered certain

skills.

Schools and teachers may use educational approaches that

inherently encourage or facilitate the acquisition of cross-disciplinary

skills. For example, educational strategies such as authentic

learning, demonstrations of learning, or project-based learning tend

 to be cross-disciplinary in nature, and studentsin the process of

completing a research project, for examplemay have to use a

variety of applied skills, multiple technologies, and new ways of

analyzing and processing information, while also taking initiative,

thinking creatively, planning out the process, and working

collaboratively in teams with other students.

Schools may allow students to pursue alternative learning

pathways in which students earn academic credit and satisfy

graduation requirements by completing an internship,

apprenticeship, or volunteer experience, for example. In this case,

students might acquire a variety of practical, job-related skills and

work habits, while also completing academic coursework and

meeting the same learning standards required of students in more

traditional academic courses.