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Method
The study used a descriptive method and combination of qualitative and
quantitative data analysis on the holistic level of formation when exposed to
Poveda’s Personalized Education Program.
Research Instrument
Questionnaire for Students
The questionnaire consisted of three sections: (1) Personal information,
(2) Holistic formation based on Poveda’s Personalized Education Program (PEP),
and (3) Poveda’s Personalized Education Program Usage.
Section 2 consisted of 28 items in a five-point Likert Scale format,
describing the holistic formation of students based on the four brain quadrants,
which are as follows: Quadrant 1 Curriculum Centered on the PersonQuadrant 2
Development of Individual Ability, Quadrant 3 Process of Building a Person and
Quadrant 4 Individual Concern and Care for each Person.
The questionnaire was developed by the researcher. The questionnaire
was content and face validated by the proponent and experts. Students’ responses
on the questionnaires were tabulated. Percentage frequency distribution,
arithmetic mean, and ranking were determined.
Students’ responses on the questionnaires were tabulated. Percentage
frequency distribution, arithmetic mean, and ranking were determined. To quantify
the perceptions of students the following level of satisfaction equivalents were
employed:
Range Interpretation
4.50 - 5.00 Strongly Agree
3.50 - 4.49 Agree
2.50 – 3.49 Undecided
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
Range Interpretation
4.50 - 5.00 Very high formation
3.50 - 4.49 High formation
2.50 – 3.49 Moderate formation
1.50 – 2.49 Low formation
1.00 – 1.49 Very low formation
Data Gathering Procedure. The study was conducted during the first and second
trimester of the school year 2011-2012 at Saint Pedro Poveda College, High
School Department. Classroom observations focused on both students (learner-
focused observation and feedback) and teacher (planning and preparation,
teacher’s proficiency and competency, teacher’s decorum, learning activities, and
classroom management) were performed using indicators aligned on the
pedagogy of the school. Interviews were conducted to obtain accurate
interpretations and further validate the class observations and answers of the
students and teachers in the questionnaire. This provided an opportunity for in-
depth probing, and elaboration and clarification about the words used by the
respondents: teachers and students.
Mean Score
Mean Score
Interpretatio
Interpretatio
Interpretatio
Item
Rank
Rank
Rank
n*
n*
n*
I take Christ as the model in my decision
4.11 A 7 4.61 SA 3 4.44 A 1
making process.
I give equal value to the rich and the poor. 3.94 A 17.5 4.28 A 9 4.39 A 3
I help my classmates in their studies rather
4.05 A 10.5 4.11 A 12.5 4.21 A 5
than compete with them.
I realize that relationship with my
classmates; teachers and relatives need to 3.98 A 16 4.09 A 15 4.06 A 7
be continuously improved.
I can easily connect with the feelings and 11.
3.94 A 17.4 4.11 A 12.5 3.96 A
needs of others. 5
I follow my decision especially if it’s about
truth, integrity and honesty even if my 3.68 A 25 3.03 U 28 3.40 U 25
friends or clique do not like it.
I like mingling with the poor. 4.05 A 10.5 3.25 U 26.5 4.35 A 4
I reflect on things that I can improve every
3.81 A 22 3.25 U 26.5 3.73 A 22
time I get a low grades.
I seek help with my parents; teachers; and
3.85 A 21 3.43 U 25 3.76 A 20
friends in making decisions.
I give importance about the feelings of
4.03 A 13 4.49 A 5 4.40 A 2
others.
I always accomplish my goal within a given
3.73 A 23 3.75 A 20 3.36 U 26
time.
I develop my skills and ability based on my 11.
4.13 A 6 4.35 A 8 3.96 A
personality. 5
I prioritize things that can develop my
4.09 A 9 4.50 SA 4 3.95 A 13
talents and abilities.
I submit requirements on time. 4.16 A 2 3.64 A 23 4.05 A 8.5
I know my uniqueness, strengths and
4.10 A 8 3.68 A 22 3.94 A 14
weaknesses.
I maximize my talents, skills and abilities. 3.91 A 20 3.86 A 18 3.79 A 18
I love activities that address my emotional
4.04 A 12 3.53 A 24 3.78 A 19
needs.
I engage in drills that develop my perception
4.14 A 4 3.96 A 16 3.93 A 15
and reasoning.
I can relate with mental events that have
4.01 A 14 3.85 A 19 3.75 A 21
motor consequences or vice versa.
I like participating in activities that require
3.58 A 26 3.70 A 21 3.44 U 24
emotions.
I like activities that use logic and
3.69 A 24 3.90 A 17 3.59 A 23
computation.
I like games and activities in the class
3.93 A 19 4.89 SA 2 4.01 A 10
discussion.
I accept persons who do not meet my
4.14 A 4 4.10 A 14 3.88 A 17
standard.
I focus on building good relationship with
4.20 A 1 4.48 A 6 4.05 A 8.5
every member of the class.
I understand my classmate’s situation and
4.14 A 4 4.46 A 7 3.89 A 16
condition.
I understand and give suggestion on
improvement to my classmates every time 4.00 A 15 4.93 SA 1 4.11 A 6
they give unusual answers.
I accept excuses for non-cooperation or
3.20 U 27 4.21 A 10 3.01 U 27
helping group
I help my classmates if she is having
2.39 D 28 4.19 A 11 2.30 D 28
problem in school work.
OVERALL MEAN 3.89 A
4.02 A 3.84 A
* 4.50 – 5.00, Strongly Agree; 3.50 - 4.49, Agree; 2.50 – 3.49, Undecided; 1.50 – 2.49, Disagree; 1.00 – 1.49, Strongly Disagree
Mean Score
Mean Score
Mean Score
Interpretatio
Interpretatio
Interpretatio
Brain Quadrant
n*
n*
n*
Quadrant 1: (items 1-7)
Curriculum is centered on 3.96 High 3.93 High 4.12 High
the person rather than on formation formation formation
the curriculum to be taught.
Quadrant 2: (items 8-14)
Each student is allowed to
develop and to accomplish 3.97 High 3.91 High 3.89 High
objectives at a pace suited formation formation formation
to individual ability and the
characteristic of her ability.
Quadrant 3: (items 15-21)
Process of building a
High 3.78 High 3.74 High
person by addressing her 3.92
formation formation formation
cognitive, affective and
psychomotor needs.
Quadrant 4: (items 22-18)
A deep and reverential
valuing of the dignity of High 4.46 High 3.61 High
3.71
every educand in her formation formation formation
concrete circumstances
and conditions.
Average Mean Scores High High High
3.89 4.02 3.84
formation formation formation
*4.50 – 5.00, very high formation ; 3.50 - 4.49, high formation; 2.50 – 3.49, moderate formation; 1.50 – 2.49, low formation ; 1.00 – 1.49, very low formation
Table 2 significantly shows that all of the respondents’ holistic formation along
the four brain quadrants have undergone high formation, with mean averages of
3.71, 4.46 and 3.61 for 2nd, 3rd and 4th year levels respectively. Likewise,
among the 4 quadrants considered, if viewed on a year level basis, the highest
level of formation of the 2nd and 3rd year participants is on the 4th quadrant (a
deep and reverential valuing of the dignity of every educand in her concrete
circumstances and conditions); while that of the 4th year participants is on
quadrant 1 (curriculum is centered on the person rather than on the curriculum to
be taught).
Conclusions
The application of Poveda’s Personalized Education Program can lead to
the holistic formation of students however, more improvement is necessary to
increase the levels of formation of students in each brain quadrant. The absence
of significant difference in the perceptions of students across level regarding
holistic formation suggests that students may be formed holistically in different
degrees and year levels. The results could also be linked to many factors such
as student’s lifestyle, upbringing, as well as implementation of the pedagogy and
program of the school, teachers, and administrators.
Recommendations forwarded by the researcher centralizes on the
following: (1) identification of factors that may affect the level of holistic formation
of secondary students; (2) conduct of graduate tracer studies as follow-up on the
holistic formation of the graduates; (3) inclusion of Poveda’s Personalized
Education Program in the courses offered by different colleges.
References