Adopted Philosophies of Education towards Outcomes-Based Learning Activities

WILFREDO G. ANOOS and

https://orcid.org/0000-0003-1647-1467
romambab@yahoo.com
Cebu Technological University-San Fernando Extension Campus
San Fernando, Cebu, Philippines

ABSTRACT

Educational philosophies constitute the foundation of all fields of science, dealing

with concepts of facts and existence. It is the basic nature of knowledge. Teachers used
these philosophies in imparting knowledge and skills to students and made it significant
for the fulfillment of their responsibility. The study assessed the degree of application of
the seven identified educational philosophies by the selected faculty members of Cebu
Technological University (CTU)-Main Campus, Cebu City, Philippines for academic year
2015-2016. There were 80 respondents randomly selected from the College of Arts and
Sciences Education, Engineering and College of Technology. The data was gathered
with the use of survey questionnaire based on the contemporary educational philosophy
statements. ANOVA statistics for significant differences was used. Results showed that
CTU faculty members mostly adhered with constructivism and progressivism
educational philosophies described as strongly agree and agree respectively. Math,
HELE, Social Science and History majors generally believed with essentialism approach
to teaching, while Physical Education and English were progressivist and constructivist
in teaching philosophies. No significant differences showed as to educational attainment
and field of specialization to adherence of educational philosophies except
progressivism with a significant difference (p=0.04) to educational attainment. Thus,
teachers generally are used Constructivist approach in teaching and an Outcomes-
Based Learning Activity will be proposed reflecting the constructivist approach theory.

Keywords— Social Science, Educational Philosophies, Outcome-Based

Learning, ANOVA statistics, Philippines
Introduction

Teaching is a way of imparting knowledge to the clientele and these need

philosophies of education as basis of the different teaching methods, practices and
strategies so as to effectively transmit the knowledge to the clientele. It is an orientation
that educational philosophies influence the entire system of education. These
educational philosophies geared towards the direction of educational practices.
Educational philosophies include essentialism, progressivism, perennialism,
existentialism, behaviorism, linguistic philosophy, and constructivism that are commonly
adopted in the teaching profession. It constitutes the foundation of all fields of science,
dealing with concepts of facts and existence. It is the basic nature of knowledge.
Teachers used these philosophies in imparting knowledge and skills to students and
made it significant for the fulfillment of their responsibility. In addition, teaching
competencies as well as professional competencies influences the way teachers plan
teaching and learning processes (Ergun, 2009).
The study assessed the adoption of identified educational philosophies of the
selected faculty members of the Cebu Technological University-Main Campus, Cebu
City for the academic year 2015-2016 that is designed towards outcomes- based
learning activities. Furthermore, this intends in describing the relationship of educational
philosophies with the professional competencies adheres in the teaching profession.

Objectives

1. Determine the respondents professional competence;

2. Find out the degree of application of the adopted educational teaching
philosophies of the respondents; and
3. Show significant relationships and differences of educational philosophies with
professional competence of the respondents.

Methodology

The study uses the descriptive survey method with the use of questionnaires
administered to the faculty members. The data were used as basis in determining the
identified philosophies of education adopted by the faculty members at Cebu
Technological University-Main Campus, Cebu City. There were total of 80 faculty
members as respondents of the study. The Questionnaire composed of statements of
the educational philosophies as used in instruction and on their teaching methodologies.
This investigated the educational philosophies adopted and teacher’s professional
competencies, thus relational screening model was used. This research model
determines the existence and degree of joint variation between two or more variants as
developed by Karasar, (2004).
Analysis of Variance (ANOVA) was used to test the significant difference of the
sampled variables and compared the relations between degree of the adopted
educational philosophies and the professional competence of the respondents.
Results

The following are the results obtained in the study.

Table 1. Summary on the Weighted Mean of Adopted Educational Philosophies

Adopted Educational Mean SD Description

Philosophies
Constructivist 0.05 Strongly Agree
3.26
Progressivist 0.05 Agree
3.15
Perennialist 0.05 Agree
2.97
Linguistic 0.13 Agree
3.02
Essentialist 0.03 Agree
2.98
Behaviorist 0.01 Agree
2.89
Existentialist 0.10 Agree
3.02
GRAND MEAN 3.04 0.06 Agree

Result implied that the respondents gave emphasis on the constructivist theory
which is interactive type of method. It promotes dialogical exchange of ideas among
learners and between teacher and learners. The students are provided with data,
experiences and technology for them to investigate, hypothesize, imagine and
conclude. Existentialism theory is less favored by the respondents. Further the study
shows average means of Agree. This implies that the adopted educational philosophies
adhere to the teaching methodologies and values of the faculty as basis for outcomes
and performance in the teaching-learning process. This result is similar to the study of
Sahan and Atici (2016) that Turkish teachers are constructionism and progressivism
oriented in their teaching competencies. Moreover, the results are also in concordance
with those of other studies in the literature related with educational philosophies and
teacher competencies. These educational philosophies are aligned with contemporary
teaching approaches that increase self-perception of competency (Sahan and Atici,
2016).
Table 2. Mean Values Score of Educational Philosophy by Field of Specialization (FOS)

FOS Ess Prog Peren Exis Behav Ling Constr

English 1.78 3.17 2.00 1.67 2.00 3.17 3.17
Science 3.26 3.63 2.76 3.30 3.45 2.68 3.51
Math 3.48 3.45 3.17 2.48 2.38 2.00 3.26
T.L.E./HELE 3.73 3.41 2.98 3.28 3.43 2.65 3.53
History/Social 3.56 2.98 3.50 3.12 2.68 3.10 3.50
Science
P.E 2.67 3.17 2.00 1.67 2.00 1.67 3.17

The result implied that instructors of different field of specialization vary with the
philosophies in education they adopt and adhered which are very helpful for their
teaching competencies to achieve.

Table 3. Significant Relationship between Educational Philosophies as to the Highest

Education Attainment

Educational Philosophies t-test value p-Value Interpretation

Progressivism 2.721 .036* Significant
Perennialism 1.058 .384 Not Significant
Existentialism 1.522 .205 Not Significant
Behaviorism 1.485 .216 Not Significant
Essentialism 1.744 .150 Not Significant
Constructivism 1.421 .236 Not Significant
Linguistic 1.118 .355 Not Significant

As shown in the Table, results revealed that no significant relationship exists with
highest educational attainment profile and the educational philosophies except
progressivism p with a p-value of 0.036 described as significant. There is a significant
difference on the teachers’ educational attainment and the Progressivism philosophy.
This further showed that College Faculties in Cebu Technological University
showed higher adoption of progressivism philosophy if grouped according to
educational attainment such is Masteral graduate, Doctorate graduate and or units
earned in the Graduate studies. The difference in their educational attainment showed
that faculty strongly believed that meaningful learning can be manifested by students
when they are actively involved in learning activities and the things they are interested
in. Whatever is the educational attainment of the college faculty, actual and experiential
learning of their students matter most for them to consider in teaching and in achieving
with their teaching competencies.
Table 4. Significant Relationship between Educational Philosophies as to the
Specialization

Educational Philosophies t-test value p-value Interpretation

Progressivism .568 .724 Not Significant
Perennialism 1.474 .212 Not Significant
Existentialism .451 .811 Not Significant
Behaviorism .610 .693 Not Significant
Essentialism .638 .672 Not Significant
Constructivism 1.801 .126 Not Significant
Linguistic .197 .962 Not Significant

It is indicated in the Table that all the educational philosophies showed no

significant relationship with regards to the specialization of the respondents. Different
specialization of College faculty from English majors to Physical Education major did not
differ significantly as to what educational philosophies adhered in teaching. As
presented, College faculties major in English believed for Progressivist, Linguistic and
Constructivist philosophies. The result is contrary to the study of Magulod (2017) that
BSED English major adheres with the essentialism philosophy but it has reasonable
consideration on the high rating of linguistic philosophy as believed by the respondents
in which English language requires them the meaningful and comprehensive knowledge
in the integration of language and literature so that they can teach their subject
effectively. Thus, they also believed that teaching their students to communicate
effectively is engaging them to have exposure to language teaching. Moreover, as to
what field of specialization the respondents have, the educational philosophies adheres
in the teaching profession by the College faculty does not vary significantly.

Conclusions

1. Different field of specialization adopt varied teaching philosophies.

2. Constructivism, essentialism and progressivism philosophies were the dominant
educational philosophies adopted by the Faculty.
3. Field of specialization is not a factor affecting the adoption of any education
philosophies while educational attainment significantly affects progressivist
philosophy as used in teaching.

Recommendations

1. Constructivist teaching methodologies and classroom activities will be design and

recommended for outcome based learning.
2. Further studies for the analysis of educational philosophies of instructors’
competences.
3. Raise awareness of college instructors about contemporary education
philosophies through several in-service training programs.