The Relationship between Proposed Quality Assurance Mechanisms and Academic

Achievement of Technological University of the Philippines - Cavite Students

Castro, Andrea Mae

Noriel, Hanna Lei D.
Trecepona, Love Leah F.

Submitted in Partial Fulfillment of the Requirements

In PROFED 9 – Methods of Research
Department of Industrial Education
Technological University of the Philippines – Cavite Campus
CQT Ave., Salawag, City of Dasmarinas, Cavite
November 2022
 Chapter I
The Problem and a Review of Related Literature

Background of the Study

Measuring our ability to foster excellence is an ongoing process to meet specific criteria

and provide important information to our target community. This study aims to examine the

relationship between quality assurance mechanisms in higher education and student academic

success. Therefore, this paper will focus on recognizing the factors or variables that can affect

student performance, learning about the characteristics that make them effective, finding new

ways to define quality, and adapting to different situations. Quality assurance must become an

integral part of an organization's management and planning. Higher education is constantly

changing and quality assurance processes must change or become irrelevant. This is a process

that takes time and continuous effort. In addition, future education leaders and managers in the

Philippines and their thoughts on “quality” in the context of education, especially in teaching and

learning.

Review of Related Literature

The development of quality assurance in teaching and learning is more recent. Several

broad trends have fostered an interest in quality assurance policies in higher education; including

the trend toward mass higher education, the growing diversity of educational offerings, the

internationalization of higher education, and the expansion of private higher education

institutions and of distance learning (ElKhawas et al., 1998). In numerous countries, a further

factor has been the growing pressure on governments to limit public expenditure. Guiding

student demand to fields that are important for economic development is a vital issue in the
transition to technology-based economies (Van Vught and Westerheijden, 1994). Quality is being

equated to favorable academic outcomes and higher achievement levels of students, which is

apparently the ultimate goal of teaching and learning, thus (Laine et al., 2011) insist that the

“school teaching profession requires the best talents available.” (Bogue & Hall, 2003)

Furthermore, quality assurance is clearly responsible for quality at various points within

the institution. It is a continuous, active, and responsive process that includes strong evaluation

and feedback loops. Effective communication is also essential to a successful quality assurance

system. In line with the subject, quality assurance asks the question, "How does an educational

institution know that it is achieving its desired outcomes?” (Lauder et. al, 1990). Instructional

practices are carefully planned and executed along authentic assessment strategies to genuinely

capture and assess student performance. This could be further enhanced by providing high

quality teacher education. (Chong and Ho, 2009).

Psychological factors which have been found to have significant association with

academic success includes help seeking, self-esteem, academic overload, perceived stress, self-

efficacy and social support (Marasigan II, et. al., 2013). Expectancy value beliefs, defined by

Wentzel and Miele (2016) as the individuals' expectancies for success and the value they have

for succeeding, were known to be predictors of academic achievement. Plante, O’Keefe, and

The´oreˆt (2012) found out that expectancy-value variables predict achievement-related

outcomes both directly and indirectly through achievement goals while Azar, et. al. (2010)

revealed a direct, positive influence of expectancy-value beliefs on student’s achievement. To

what extent does the quality assurance of the university contribute to the production of quality
graduates along the following core indicators: governance and management, quality of teaching

and learning, professional exposure, research and creative work, support for students, and

relations with the community. Cimene, F. T. A. et. al (2021).

In the Philippines, the Commission on Higher Commission (CHED) supports the

initiatives of HEIs to undergo voluntary accreditation of self-regulation and peer evaluation

through giving incentives and greater autonomy; therefore, accreditation is now viewed as a

means of promoting educational excellence (“CHED Accreditation in the Philippines”). CHED

policy clearly benefits accrediting agencies, the amount of control it exerts is also a threat to the

private voluntary nature of the accreditation system, which is one of its strengths (Pijano, 2010).

Compliance with certain international standards and practices of most developed countries

makes one organization from a third-world country like the Philippines more trusted and

regarded as a forerunner in the field. The dawn of K-12 implementation years ago has created an

impact on the way future educational leaders and managers view quality (Ancho, 2019). Efforts

of the Philippine government in improving quality standards of education in the country have

been fruitful as it creates positive consciousness among stakeholders that processes involving

teachers, parents, students, and others are central to ensure success of teaching and learning.

Statement of the Problem

This study on quality assurance of higher education explores the significance of the

relationship between a student's academic achievement. The result of the study could provide

substantial information on the implications of quality assurance and give conceptual knowledge
on an achievement of a student in Technological University of the Philippines - Cavite that can

be answered through the following categories:

1. Course Organization and Planning

2. Communication

3. Faculty/Student Interaction

4. Academic Performance and Evaluation

Significance of the Study

This study places its significance on measuring the quality assurance between a student’s

achievement. The findings in this study may serve as a guide to open doors for improvement

toward quality assurance in higher education.

Furthermore, this research aims to give significance the following:

The Students. This would give them the edge to fully discern the role of quality mechanisms in

achieving the ultimate standards of teaching and learning to a students performance, whether

needs are being met within the institution.

The Teachers. Educators and leaders will have the advantage to have a conceptual knowledge

of quality and quality assurance as they pursue higher levels of education. These principles shall

help them develop and determine the kind of leadership they would demonstrate in the future.
Future Researchers. Future researchers can make a change in adding an additional body of

knowledge to further improve on how present educational leaders and managers see quality and

quality assurance in the Philippine education scene. This can also lead to opportunities for

reflections on the difference on how key individuals approach concerns of educational quality.

Scope and Delimitations of the Study

This study involves undergraduate students from 1st year to 4th year in Technological

University of the Philippines - Cavite based in Manila, Philippines. 50 respondents were asked to

complete twenty-item survey questions that measure the quality assurance mechanisms between

the academic achievement under four categories: Course Organization and Planning,

Communication, Faculty/Student Interaction, Academic Performance and Evaluation.

This likert scale was used to measure the relationship and to further analyze their quality

assurance mechanisms. The questionnaire had a total of 20 items that contained statements to

assess whether each practice is being implemented in effectivity that contributed to learning the

course. All information gathered will be kept confidential and meticulously recorded.

Operational Definition of Terms

● Quality Assurance - refers to “systematic, structured and continuous attention to quality

in terms of quality maintenance and improvement”
● Academic Achievement - represents performance outcomes that indicate the extent to
which a person has accomplished specific goals that were the focus of activities in
instructional environments, specifically in school, college, and university.
● Accreditation - is the action or process of officially recognizing someone as having a
particular status or being qualified to perform a particular activity.
 ● Commission on Higher Education - is the Philippine government’s agency in charge of
promoting relevant and quality higher education, ensuring access to quality higher
education, and guaranteeing and protecting academic freedom for continuing intellectual
growth, advancement of learning and research, development of responsible and effective
leadership, education of high-level professionals, and enrichment of historical and
cultural heritages.
● Assessment - is an evaluation that makes graded judgments about quality, in this respect,
it goes beyond accreditation which makes a binary judgment.

REFERENCES

Ancho, I. (2019). Quality assurance and the Philippine education system: Inputs from future
Filipino school leaders. Jurnal Penjaminan Mutu, 5(2), 197-202.

Almadani, K. Reid, N., Rodrigues, S. (2011). Quality Assurance: A Pressing Problem for
Education in the 21st Century. Problems of Education in the 21st Century, 32 (9)

Alipio, M. (2020). Predicting academic performance of college freshmen in the Philippines using
psychological variables and expectancy-value beliefs to outcomes-based education: a path
analysis.

Chong, S. and Ho, P. (2009) „Quality teaching and learning: a quality assurance framework for
initial teacher preparation programmes‟, Int. J. Management in Education, Vol. 3, Nos. 3/4,
pp.302–314.

Cimene, F. T. A., Talili, I. N., Telen, M. A. E., & Yaňez, S. S. (2021). Quality assurance and
school outcomes: A Philippine state university experience. American Journal of
Multidisciplinary Research & Development (AJMRD), 3(07), 01-11.

Dotong, C. I., & Laguador, J. M. (2015). Philippine quality assurance mechanisms in higher
education towards internationalization. Studies in Social sciences and Humanities, 3(3),
156-167.

Laine, S., Begrstock-Sherrat, E., Lasagna, M. (2011). Improving Teacher Quality, Jossey-Bass,
San Fransisco, Wiley
Marasigan II, D. D., Dasas, D. K. A., Hernandez, F. G. R., Jayme, R. A., & Alipio, M. M.
Influence of Locus of Control and Motivation on Academic Success of First Year Radiologic
Technology Students of a Higher Education Institution

Plante, I., O’Keefe, P., & The´oreˆt, P. (2012). The relation between achievement goal and
expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical
conceptions. Springer Science+Business Media. doi:DOI 10.1007/s11031-012-9282-9

Wilger, A. (1997). Quality Assurance in Higher Education: A Literature Review. National Center
for Postsecondary Improvement, NCPI-6-03. Retrieved from
http://web.stanford.edu/group/ncpi/documents/pdfs/6-03b_qualityassurance.pdf

Valisno, M. D. (2000). Quality assurance in Philippine higher education: Lessons learned.

QUALITY ASSURANCE IN HIGHER EDUCATION.
APPENDICES
 APPENDIX A

INSTRUCTIONS: This questionnaire is conducted by the researchers for the Technological

University of the Philippines - Cavite Students in acknowledging the relationship between the
quality assurance mechanisms in a students academic achievement. It consists of four categories
that measure the effectiveness using this survey tool.

A. Course Organization and Planning

Statements Very Effective Moderately Somewhat Not

Effective Effective Effective Effective

1. Explanation of course
requirements

2. Preparation for each class

period

3. Command of the subject matter

4. Instructor’s use of class time

5. Instructor’s way of
summarizing or emphasizing
important points in class

B. Communication

Statements Very Effective Moderately Somewhat Not

Effective Effective Effective Effective

1. The ability to make clear and

understandable presentations
2. Use of examples or illustrations
to clarify the course material

3. Use of challenging questions or

problems

4. Instructor’s enthusiasm for the

course content

5. Promotes the development in

communication skills

C. Faculty/Student Interaction

Statements Very Effective Moderately Somewhat Not

Effective Effective Effective Effective

1. Helpfulness and responsiveness

to students queries

2. Respect for students

3. Concern for students progress

4. The availability of extra help in

reaching out for the class

5. Willingness to listen to students

questions and opinions

D. Academic Performance/Evaluation
 Statements Very Effective Moderately Somewhat Not
Effective Effective Effective Effective

1. The information given to

students and how they would
be graded

2. Clarity of exam questions and

cohesiveness

3. Coverage of important aspects

in the course

4. Instructors comments on
assignments and exams

5. The helpfulness of assignments

in understanding the course
material