CHAPTER 4

RESULTS

1. What is the demographic profile in terms of:

1.1 sex;
1.2 age;
1.3 year level; and
1.4 religion?

Table 1 Sex of the Respondents

Sex Frequency Percentage (%)
Male 13 14.4
Female 77 85.6
Total 90 100.0

Table 1 presents the sex of the respondents. Result described that

86% of the respondents were female and 14% of them were male. This
simply showed that nearly 9 out of every 10 respondents in the study were
female.
The data assume that there is a greater female respondent than
male. Majority from the responses are from the female. Thus, the result of
the responses does not equate with the sex of the respondents. This
means that there are greater female who enrolled in the program of
Bachelor of Elementary Education.
It is fairly well known that women today outnumber men in American
colleges. In 2003, there were 1.35 females for every male who graduated
from a four-year college and 1.3 females for every male undergraduate.
That contrasts with 1960, when there were 1.6 males for every female
graduating from a U.S. four-year college and 1.55 males for every female
undergraduate (David R. Francis, 2020).

Table 2 Age of the Respondents

Age (in years) Frequency Percentage (%)
below-17 0 0.0
18-25 61 67.8
26-33 29 32.2
34-41 0 0.0
42-49 0 0.0
50-above 0 0.0
Total 90 100.0
 Table 2 presents the age of the respondents. Result described that
67.8% were ages 18-25, while 32.2 % of the respondents were ages 26-
33.
The data implicates that most of the students who enrolled in the
Bachelor of Elementary Education are still young. Thus some of them
already have a child while studying.

According to Akareem and Hossain (2012), contribute significantly to

defining the quality of education. Individual characteristics like age,
research interests,previous results, perception pattern, family background,
and income are important contributors to the perception of education
quality.

Table 3 Year Level of the Respondents

Year Level Frequency Percentage (%)
First Year 20 22.2
Second Year 11 12.2
Third Year 46 51.1
Fourth Year 13 14.4
Total 90 100.0

Table 3 respresents the year level of the respondents. The result

described that there are 51.1% of the third year students, 22.2% who are
first year, 14.4% who are fourth year, and 12.2% who re second year.
The data assumes that third year students have the greatest
population in the program of Bachelor in Elementary Education. The other
level might have drop outs or have shifted to other program.
There are a number of reasons why students don’t attend college,
but here’s the reality that many will only begrudgingly admit: there are
genuine obstacles — dire circumstances that prevent a student from
continuing their education (Scholarships.com, 2021).

Table 4 Religion of the Respondents

Religion Frequency Percentage (%)
Catholic 82 91.1
Islam 5 5.6
Filipinista 0 0.0
Born Again Christian 3 3.3
Others 0 0.0
Total 90 100.0
 Table 4 represents the religion of the respondents. The results
showed that there are 91.1% who are Catholic, 5.6% who are Islam, and
3.3% who are Born Again Christian.
The data implicates that in the school where North Central Mindanao
is located is in the center of Catholic believers that might be why there are
many Catholic who enrolled in this College.

Traditionally, cultural preferences and tastes have been examined

relative to high-status social groups, where cultural capital represents the
acquisition and use of resources, lifestyles, and values consistent with
upper and middle-class culture. However, a broader interpretation of
cultural capital recognizes the resources and values acquired within
intimacy of homes and communities rather than devaluing local
communities relative to societally advantaged groups (Small, Harding, &
Lamont, 2010).

2. What is the respondents’ level of appraisal of Best Practices in

terms of:
2.1 facilities;
2.2 faculty members; and
2.3 educational contents
i. Traditional; and
ii. Technology-based?

Table 5 Appraisal of Best Practices in terms of Facilities

Facilities Mean Description
1. Have classrooms with less external noise. 4.58 Always
2. Good indoor air quality or ventilation. 4.57 Always
3. Appropriate classroom lightning. 4.31 Often
4. Comfortable seating. 4.48 Often
5. Have classrooms with ample space. 4.41 Often
6. The space has clean, functioning toilets, 4.46 Often
which are available in sufficient number and
locations and separate facilities for males and
females.
7. The space has a functional emergency 4.46 Often
lightning system.
8. Adequacy of computers provided in the lab 4.37 Often
for students.
9. Up to dated computers and software. 4.11 Often
10. Access to the internet/e-mail. 4.27 Often
11. The space structure protects the physical 4.13 Often
security of the buildings occupants.
12. Vehicle pick-up and drop-off zones, parking 4.48 Often
and pedestrian paths provide safe traffic
patterns.
Total Measure 4.38 Often
Note: 1.00-1.49 Never 3.50-4.49 Often
1.50-2.49 Rarely 4.50-5.00 Always
2.50-3.49 Sometimes
Table 5 reveals that the respondents rated always that they have
classrooms with less external noise (M=4.58) and good indoor air quality or
ventilation (M=4.57). They also believed that their school facilities have
better in space that has a functional emergency lightning system (M=4.46)
and comfortable seating (M=4.48).

The data assumes that the school have good and updated facilities where
students can use it effectively and efficiently. With well-ventilated
classrooms and less external noise, most especially alternative equipment
like emergency lightning for the continuous learning process.

In like manner, Alexander (2008) examined the conception of educational

quality in the class room as well as its measurement. The study points out
limitations of defining quality through proxy indicators and need for
increased focus on pedagogy. The list of indicators includes those that
carry a subjective element that could be understood and measured
differently depending upon who is doing so an example of such measure
being.

Table 6 Appraisal of Best Practices in terms of Faculty Members

Faculty Members Mean Description
1. Instructors maintain good appearance. 4.24 Often
2. Instructors at this school use texts and 3.89 Often
readings that are relevant to student success
in their courses.
3. Instructors at this school possess the 4.19 Often
appropriate experience and qualifications to
teach their courses.
4. Instructors at this school provide class 4.13 Often
materials (such as syllabi and class schedules)
that clearly explain course policies.
5. Instructors at this school begin class on time 4.19 Often
and follow the course schedule.
6. Instructors at this school provide students 4.33 Often
with stimulating and interesting class sessions
that enhance the learning process.
7. Instructors at this school grade and return 4.42 Often
tests and assignments by the time they
promise to do so.
8. Instructors at this school keep accurate 4.28 Often
records of student scores and attendance.
9. Instructors at this school keep regular office 4.28 Often
hours and are available for appointments with
students.
10. Instructors at this school are responsive to 4.27 Often
students’ questions and comments.
11. Instructors at this school are willing to help 4.50 Always
students.
12. Instructors at this school are NOT too busy 4.41 Often
to listen to students’ requests.
Total Measure 4.26 Often
Note: 1.00-1.49 Never 3.50-4.49 Often
1.50-2.49 Rarely 4.50-5.00 Always
2.50-3.49 Sometimes
Table 6 reveals that the respondents rated always that they have
instructors at this school who are willing to help students (M=4.50).

The data assumes that in this school, instructors are approachable as

students can ask for help in terms of activities clarifications. Having an
instructor like that is a big asset for the school.

The study of Wilkins & Balakrishnan (2013) found that quality of lecturers,
quality and availability of resources and effective use of technology have
significant influence on students’ satisfaction in transnational higher
education in United Arab Emirates. The study further revealed that there
are significant differences of satisfactions at undergraduate and
postgraduate levels.

Table 7 Appraisal of Best Practices in terms of Educational Content

Knowledge and Pedagogy (Traditional-based Pedagogy)
Traditional-based Pedagogy Mean Description
1. The teacher usually talks more than the 4.50 Always
student and it is a face to face, classroom
based teaching.
2. A whole class participating, there is almost 4.21 Often
no group or individual study.
3. Conducts the unit and all the lesson 4.21 Often
according to the study program and then make
a strategy and then provide the notes as
suitable.
4. The students learn “what” and not “how”. 4.27 Often
5. Activities prescribed by teacher 4.34 Often
6. The learning takes place within the 4.38 Often
classroom and the school within a place.
7. Satisfies the educational needs of the 4.28 Often
student compared to other types of educational
systems.
8. More emphasis has been given on theory 4.16 Often
without any practice and real life time situation.
9. Apply known solution to problems 4.28 Often
10. Employ strategies for promoting literacy 4.49 Often
and numeracy
Total Measure 4.31 Often
Note: 1.00-1.49 Never 3.50-4.49 Often
1.50-2.49 Rarely 4.50-5.00 Always
2.50-3.49 Sometimes

Table 7 reveals that the respondents rated always that they have teacher
who usually talks more than the student and it is a face to face, classroom
based teaching. at this school who are willing to help students (M=4.50).

The data implicates that teachers should encourage students participation

in the class to develop critical thinking skills and enhance students
confidence to talk openly. It is part of the teacher’s strategy to build
students motivation as they will become more expressive in their thoughts
and share it in the class.

In the study of Karna & Julin (2015), researchersconducted a study on staff

and students’ satisfaction about university facilities in Finland. The study
found that core university activities, such as research and teaching
facilities, have greater impacts on overall students’ and staff satisfaction
than supportive facilities. Further, study found that both academic and
students perceive physical facilities are more important than general
infrastructures in which library facilities are the best explanatory factor of
overall satisfaction.

Table 8 Appraisal of Best Practices in terms of Educational Content

Knowledge and Pedagogy (Technology-based Pedagogy)
Technology-based Pedagogy Mean Description
1. Use of appropriate and accurate content 4.50 Always
knowledge and its application within and
across curriculum areas
2. Employ research-based knowledge and 4.26 Often
principles of teaching and learning
3. Implement positive use of ICT 4.38 Often
4. Employ strategies for promoting literacy and 4.38 Often
numeracy
5. Employ strategies for developing critical and 4.34 Often
creative thinking, as well as other higher-order
thinking skills
6. The learning is better connected to the real 4.23 Often
world; the subject matter is richer and includes
material in different formats and use web.
7. The teacher directs the student to the 4.37 Often
information electronically.
8. Most of the learning process takes place in 4.34 Often
groups or by the individual student.
9. Find new solutions to problems 4.36 Often
10. Integrating theory and practice 4.62 Always
Total Measure 4.38 Often
Note: 1.00-1.49 Never 3.50-4.49 Often
1.50-2.49 Rarely 4.50-5.00 Always
2.50-3.49 Sometimes

Table 8 reveals that the respondents rated always that they have teacher
who use appropriate and accurate content knowledge and its application
within and across curriculum areas (M=4.50) and integrate theory and
practice (M=4.62).

The data assumes that teachers integrate the technology efficiently and
effectively within and across curriculum areas. Teachers also use different
theory and practice according to students need.

According to Walker (2008), students’ expectation can be measured by

explaining three broad categories: course contents, academic staff, and
grades. The study showed that students’ responses had a wide range of
deviations among the three categories: academic content that is studied in
the university; career skills that are needed either in or outside the college,
and life skills that are useful in all aspects of post-higher-education life

3. What is the level of realities on quality education?

Table 9 Level of Realities on Quality Education

Indicators Mean Description
1. Curriculum program at my college is well 4.69 Highly Reality
designed & aligned with the updates of higher
education
2. Teachers at my college are highly qualified 4.56 Highly Reality
3. Teachers at my college are highly 4.58 Highly Reality
competent to teach
4. My college has an examination system that 4.60 Highly Reality
is very fair & measures performance accurately
5. College has excellent infrastructure for 4.57 Highly Reality
education & development
6. Course provides excellent practical 4.42 Reality
knowledge of my subject
7. Course provides excellent industry 4.33 Reality
experience
8. NCMC College provides excellent e-learning 4.24 Reality
& library facilities
9. NCMC College provides excellent 4.40 Reality
placement support
10. NCMC College provides excellent facilities 4.12 Reality
for sports related activities
11. NCMC College provides excellent 4.49 Reality
opportunities for co-curricular activities
12. NCMC College provides excellent medical 4.54 Highly Reality
facilities for emergencies
13. NCMC College provides a highly safe & 4.39 Reality
secure environment to students
14. My overall experience at college is 4.59 Highly Reality
excellent
15. Will unhesitatingly recommend my college 4.73 Highly Reality
to my relations/friends
Total Measure 4.48 Reality
Note: 1.00-1.49 Not Reality 3.50-4.49 Reality
1.50-2.49 Low Reality 4.50-5.00 Highly Reality
2.50-3.49 Moderately Reality

Table 9 reveals that the respondents rated high reality that the curriculum
program at my college is well designed & aligned with the updates of
,higher education (M=69) and teachers at my college are highly qualified
(M=4.56). They also believed that teachers at my college are highly
competent to teach (M=4.58) and my college has an examination system
that is very fair & measures performance accurately (M=4.60). Moreover,
students presume that college has excellent infrastructure for education &
development (M=4.57) and NCMC College provides excellent medical
(M=4.54). Students also claim that the overall experience at college is
excellent (M=4.59) and will unhesitatingly recommend the college to
relations/friends (M=4.73).

The data implicates that students have a great experience in NCMC

College during the school year and present. It is such a pleasure for the
school to hear an amazing feedback from the students.

Roberts, Gentry, & Townsend (2011) study was to evaluate a Higher

Education Administration doctoral program, to understand student
perceptions of program quality, to improve both student satisfaction and
retention to degree completion, and to plan for the future. Findings from
survey data and focus group interviews indicated program strengths to
include caring and supportive faculty, excellent teaching, and useful, real
world application of curriculum content.

4. Is there a significant relationship between the demographic

profile and North Central Mindanao College realities on quality
education?

Table 10 Relationship between the Demographic Profile and NCMC

Realities on Quality Education
Realities on Quality
Demographic Profile Education Remarks
Likelihood Chi- p-value
Square (df)
Sex 3.538 (2) 0.170 Not significant
Age 5.208 (2) 0.074 Not significant
Year Level 18.847** (6) 0.004 Significant
Religion 6.817 (4) 0.146 Not significant
Note: **-significant at 0.01 level not significant means p-value > 0.05

Table 10 shows the relationship between the demographic profile

and NCMC realities on quality education using the Likelihood Chi-square

test. Result revealed that year level profile has significant association to

the perceived NCMC realities on quality education (p=0.004). However, the

respondents’ perception on NCMC realities on quality education was not

significantly associated to their sex (p=0.170), age (p=0.074) and religion

(p=0.146). This result entailed that the demographic characteristics of the

respondents did not influence their perceived NCMC realities on quality

education. Thus, the null hypothesis of no significant relationship between

the demographic profile and NCMC realities on quality education was not

rejected.
Quality of higher education can be defined in multiple ways. Longanecker

and Blanco (2005) defined it as by who and how students are taught rather

than by what students learn. Their definition highlights both the

perspectives of academic staff and administrators.

5. Is there a significant relationship between the best practices

and the level of realities on quality education?

Table 11 Relationship between the Best Practices and NCMC Realities on

Quality Education
Realities on Quality
Best Practices Education Remarks
r-value p-value
Facilities 0.681** 0.000 Significant
Faculty Member 0.693** 0.000 Significant
Traditional-based Pedagogy 0.777** 0.000 Significant
Technology-based Pedagogy 0.742** 0.000 Significant
Note: **-significant at 0.01 level

Table 11 presents the relationship between the best practices and

NCMC realities on quality education using the Pearson Correlation

analysis. As revealed in the result, the best practices relative to facilities

(r=0.681, p<0.01), faculty member (r=0.693, p<0.01), traditional-based

pedagogy (r=0.777, p<0.01) and technology-based pedagogy (r=0.742,

p<0.01) were highly associated to the realities on quality education of

NCMC. This result suggested that the realities of quality education in

NCMC could be highly influenced by the best facilities, highly-caliber

faculty members and best teaching pedagogies. Thus, the null hypothesis
of no significant relationship between the best practices and NCMC

realities on quality education was rejected.

The study of Guesh(2015) examined education quality of input and

process factors more emphasis on college resources and infrastructural

perspectives, and the role of Quality assurance in ensuring Quality

education in Mekelle University particularly in Adi-Haki campus. In line with

the research questions and objectives, both qualitative and quantitative

methods of data collection have been used for this study. After collecting

data and information and analyzing it has found that educational quality of

the selected colleges are not providing quality of education and the reason

is that lack of motivation, inadequate e-learning materials, poor salary and

allowance package, pitiable research inputs and outputs, shortage of

financial and lack of managerial capacity, availability of corruption, political

intervention, less educational qualification of Instructors.

6. What orientation program can be design based on the result of

the study?

Program: Knowledge and Pedagogy v2.0

Schedule: Within the Calendar Year

Target Participants: NCMC Teachers

Venue: NCMC Gym

Rationale: Promote best practices in terms of facilities, faculty and

educational contents, to enhance the quality education provided by the
school through additional knowledge on how the students perceive it, and
to promote higher education quality standards to better delivery and
practices.