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COLLEGE OF EDUCATION – GRADUATE PROGRAM

Outcomes-Based Education (OBE) Course Syllabus in MAPEH 224 -

CURRENT TRENDS, PROBLEMS AND NEEDS IN TEACHING MAPEH
Date Enhanced: January 03, 2024

I. Capiz State University

Vision: Center of Academic Excellence Delivering Quality Service to all

Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values; undertake
relevant research, development and extension services; promote entrepreneurship and environmental consciousness; and enhance
industry collaboration and linkages with partner agencies.

Goals: Globally competitive graduates

Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration

Core Values:
God- Centered
Excellence
Integrity
Transparency and Accountability and;
Dedication to Quality Service

Guiding Principles:
Academic Freedom
Responsibility
Academic Standards
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Institutional Learning Outcomes:

A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist, and
effective collaborator in their respective fields of discipline.

II. Campus: Main Campus

III. Program/Degree: Master of Arts in Education - Major in MAPEH

IV. Program Outcomes: Based on CHED Memorandum No. 15 Series of 2019

The outcomes with reference to PQF Level 7 descriptors would demand from the graduates of masters program the following:
a. demonstration of highly advanced systematic knowledge and skills in highly specialized and /or complex interdisciplinary or multidisciplinary
fields of learning;
b. utilization of complex research/creative work and/or professional practice and/or the advancement of learning with full independence in
individual work and/or in terms of interdisciplinary or multidisciplinary setting;
c. application of a more complex setting that demands leadership in research and creative work with strategic value added; and
d. application of a significant level of expertise-based autonomy and accountability to professional leadership for innovation, research, and/or
development management in highly specialized or interdisciplinary, or multi-disciplinary fields.

Institutional Graduate Program Outcomes for MAEd

The MAEd program aims to produce graduates who demonstrate:
1. advanced knowledge on content and pedagogy in a specific field of specialization in education;
2. capabilities for self-directed researches and proficient communication of results;
3. lifelong learning skills through collaborative engagements in interdisciplinary and multidisciplinary contexts;
4. abilities for the application and transfer of knowledge/technology and skills in content, pedagogy, and research to new situations in more creative,
flexible, culturally and ethically relevant, and globally diverse perspective to address the issues in the different aspects of the educational process.
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V. Course Title: Current Trends, Problems and Needs in Teaching MAPEH

VI. Semester/School Year Offered: 2nd Semester, School Year 2023 – 2024
VII. Course Description:
This course deals with the study of the different trends in teaching MAPEH to include: A special Program for the Arts, Special Program for Sports, Arts
and Design. Understanding the different problems and needs of MAPEH especially in its global perspective that will enhance the outlook of the students.
VIII. Course Credit/Unit: 3 units
IX. Course/Subject Outcomes:
At the end of the course, the students should be able to:
1 exhibit understanding about the current trends in teaching Music, Arts, Physical, and Health Education in the changing times;
2 identify and comprehensively discuss critical issues and needs related to the teaching of MAPEH; and
3 explain the significant roles of the MAPEH teachers in the current educational landscape.

X. Curriculum Map

Program Outcomes Institutional

CHED Memorandum Graduate Program
At the end of the course, the students should have: No. 15, Outcomes for
Series of 2019 MAEd
a b c d 1 2 3 4
Exhibited understanding about the current trends in teaching Music, Arts, Physical, and
1 L L L L L L L L
Health Education in the changing times.
Identified and comprehensively discuss critical issues and needs related to the teaching of
2 P P P P O O O O
MAPEH.
3 Explained the significant roles of the MAPEH teachers in the current educational landscape. O O O O O O O O

Legend:
L : Facilitates learning of the competencies (input is provided and competency is evaluated)
P : Allows student to practice competencies (no input but competency is evaluated)
O : Opportunity for development (no input or evaluation, but there is an opportunity to practice the competencies)
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XI. Course Design Matrix

Most Essential Learning Learning Time

Topics
Outcomes
Unit 0: General At the end of the orientation,
Orientation the students must have:
 explained the meaning
1. Vision, Mission, of the University’s
Goals VMGO and Quality
2. Objectives and
Policy;
Quality Policy  identified expectations
3. Introduction and set for the course;
setting/leveling of  demonstrated
class expectations understanding of
and policies class/course policies;
4. Content course
and
syllabi
 asked questions and
clarifications about the
presented topics,
present planned
activities as part of the
requirements and
criteria for grading
system of the course
Assessment Tasks References
Activities Frame
Orientation and Individual Performance: Student Handbook Week 1
presentation of Submit a 2 (two) minute Course syllabus
course syllabi/course self-introduction videos Bulletin of Information
outline.
Team Performance: Oral Student Handbook
Getting to know the recitation thru a 3 (three) Course syllabus
learners; conduct minute team video Bulletin of Information
self-introduction and presentation about sharing
describe ways how of insights and
to meet class understanding of the
expectations University’s VMG,
Institutional Program
Create teams to Outcomes and Quality
conduct Policy
collaboration and
sharing of ideas and
expertise in the
accomplishment of
the course
requirements

Unit 1 At the end of the unit, the Group discussion Quizzes Wang, C., & Wang, D. Week 2-4
students must have: (2023). Managing the
integration of teaching
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1. Global Perspective  exhibited Lecture Oral assessment/topic- resources for college

in Education understanding about presentations content presentation physical education
2. Trends, Issues, and the importance of using intelligent edge-
Group dynamics Learning Exercises cloud
Development in MAPEH Education
computing. Journal of
MAPEH (Matatag through exploration of Round-robin Cloud
Curriculum) self- knowledge, brainstorming Computing, 12(1), 82.
3. MAPEH Teachers experiences and skills, doi:https://doi.org/10.1
in the current time. value analysis and Peer teaching 186/s13677-023-
authentic learning; Reporting 00455-1
 showed understanding
about the trends, issues
and the development
of MAPEH education
for SPA and SPS as
well as the current
curriculum in the
Department of
Education (Matatag
Curriculum); and
 discussed the different
approaches used by
MAPEH Teachers in
the current time.

Unit 2 At the end of the unit, the Guided discussion Quizzes Su, Y. (2024). Trends Week
students must have: Facilitate learning in international music 5-7
activities education: Embracing
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1. Current Trends in  discussed the current Projects Oral assessment/topic- cross-curricular

Teaching Music trends in teaching Group dynamics content presentation integration in music
Education Music Education and education. Journal of
Round-robin Learning Exercises Education
2. Critical issues and  identified and brainstorming; Research, (357), 111-
needs related to the explained some critical 123.
teaching of Music issues and needs Peer teaching; doi:https://doi.org/10.5
Education related to the teaching 3106/16806360202401
of Music Education. Reporting; 0357008

Unit 3 At the end of the unit, the
students must have:
1. Current Trends in
Teaching Art
Education
2. Critical issues and
needs related to the
Liu, H. (2023).
Research on teaching
reform of music
teaching method course
for music education
major in colleges and
universities. The
Educational Review,
USA, 7(9), 1330-1333.
doi:https://doi.org/10.2
6855/er.2023.09.017
MIDTERM EXAMINATION
Guided discussion Quizzes Martyniv, O., Week
Facilitate learning Tkachenko, I., 11-13
 discussed the salient activities Oral assessment/topic- Yeremenko, O.,
features of Art content presentation Lokshuk, I., &
Education as applied to Think-Pair-Share Maksymenko, A.
activity Learning Exercises (2023). THE MAIN
secondary level and its
TRENDS IN HIGHER
approaches and ART EDUCATION.
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teaching of Art  identified and Small group [AS PRINCIPAIS

Education explained some critical
issues and needs
related to the teaching
of Art Education.
Unit 4 At the end of the unit, the
students must have:
1. Current Trends in  comprehensively
Teaching Physical discussed the
Education background of
Physical Education
discussion TENDÊNCIAS DO
ENSINO ARTE
Research study SUPERIOR] Conhecim
ento &
Projects; Diversidade, 15(40),
78-97. Retrieved from
Group dynamics https://www.proquest.c
Round-robin om/scholarly-
brainstorming journals/main-trends-
higher-art-
Peer teaching education/docview/290
4986326/se-2
Reporting
Huang, F., & Xu, J.
(2024). New teaching
approaches to art and
design education in the
digital age. Les Ulis:
EDP Sciences.
doi:https://doi.org/10.1
051/shsconf/20241810
1046
Facilitates virtual Quizzes Chiva-Bartoll, Ó., Week
class discussion Salvador-Garcia, C., & 14-15
Oral assessment/topic- Ruiz-Montero, P.
Q and A discussion content presentation (2018). Service-
learning as a new
Small group Learning Exercises methodological
discussion teaching trend in
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2. Critical issues and
needs related to the
teaching of Physical
Education
Unit 5 At the end of the unit, the
students must have:
1. Current Trends in
Teaching Health
Education
2. Critical issues and
needs related to the
teaching of Health
Education
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and the current Research study physical education and
trends/approaches as sport sciences. Journal
applied to learning and Projects of Physical Education
and Sport,
 identified and
Group dynamics Suppl.Supplement Issue
explained some critical 1, 18, 335-341.
issues and needs Round-robin doi:https://doi.org/10.7
related to the teaching brainstorming 752/jpes.2018.s145
of Physical Education.
Peer teaching
Think-Pair-Share Quizzes Cardina, C., & Panek- Week
activity Shirley, L. (2021). In 16-17
 comprehensively Small group Oral assessment/topic- search of 21st-century
discussed the discussion content presentation high-quality health
background of Health education teachers.
Collaborative Learning Exercises [Health education
Education and the
interaction teachers] Health
current Education, 121(1), 48-
trends/approaches as Research study 58.
applied to learning and doi:https://doi.org/10.1
 identified and Projects 108/HE-08-2020-0063
explained some critical
Group dynamics
issues and needs
related to the teaching
of Health Education.
FINAL EXAMINATION
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XII. Criteria for Grading

Midterm and Final Term Criteria Percentage Final/Overall Grade Criteria Percentage
Group or Individual Written Works or Output 30%
(Synthesis, Reflection/Reaction Papers, Written exercises, Quizzes,
Midterm Performance 30%
Long exams)
Group or Individual Performance (Report and Portfolio) 30%
Tentative Final Term Performance 70%
Written Examination (Midterm and Final) 40%
Total 100% 100%

XIII. Rubrics (See attached sheets)

XIV. Requirements:
1. Create a Matrix of Graduate School Program Plan (as a guide to finish the degree pursued within three years period)
2. Prepare, compile and submit portfolio individually and/or by groups.
3. The students are required to attend and participate actively in the class discussions, render individual and or group report, and take chapter tests,
midterm and final examinations.
4. Completion and submission of papers and other requirements on or before the agreed deadline with at least satisfactory quality.
5. Passed at least a satisfactory mark in all written outputs, performance tasks and major examinations.
6. Prompt submission of learning activities and other requirements.
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XV. Classroom Policies:

DO’S:
1. Students must follow the university policies.
2. Students must follow classroom policies, rules and regulations
3. Students must listen to the professor while presenting and explaining the topics.
4. Students are allowed to give group sharing of idea to their classmates in performing there laboratory works.
5. Students are allowed to bring their personal tools for laboratory works inside the classroom.
6. Students must return the borrowed laboratory tools, materials and equipment’s.
7. Students are required to submit excuse letter sign by the parent and Dean for every absence (s) committed.
8. Students are required to maintain the cleanliness and orderliness in the classroom.
9. Students are required to put- off the lights, ceiling fans and air-condition unit after the class.
10. Students must show respect to his/her classmates and professors.
DON’T’S
1. Students are not allowed to disturbed his/her classmates while performing the laboratory works.
2. Students are not allowed to disturbed his/her classmates while listening to the class session.
3. Students are not allowed to make any unnecessary behavior and attitude inside the classroom.
4. Students are not allowed to get the tools, materials and equipment of the school without the permission from the professor.
5. Students are not allowed to borrow the laboratory equipment, tools and materials without signing the borrower slip.
6. Students are not allowed to make absences more than 20% to the total number of classes per semester. Otherwise he/she may consider as dropped
in class.
7. Students are not allowed to forge the signature of the professor.
8. Students are not allowed to cheat during the examination. Students caught in cheating will automatically have a score of zero in that examination.
9. Warning will be given to those who caught in cheating.
10. Students are not allowed to make any form of bullying inside the classroom or even inside the school campus.
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XVI. Consultation: The students are encouraged to regularly seek advice to the course facilitator based on the consultation time of the faculty. The students
can set appointment at available time of the course facilitator. (Every Saturday 1:00 – 4:00 PM).

XVII. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.

Prepared by:

CHRISTIAN M. MARTINEZ, MAEd

Course Facilitator

Noted: Recommending Approval:

MIRALUNA T. SABID, EdD SUSAN A. DIOSALAN, EdD, PhD

Quality Assurance Chair Chair, Master’s Degree Program

Approved:

HAZEL D. JOAQUIN, PhD

Dean, College of Education
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RUBRIC FOR WRITTEN OUTPUT (E-PORTFOLIO/TERM PAPER/REFLECTION/REACTION PAPER and / or SYNTHESIS)

Criteria Exemplary (4)
Learning All tasks were done with
Activities outstanding quality; work
exceeds expectations.
Content explores complex
ideas that are used to shape
Content compelling work. Provides
ample evidence to support
arguments. Employs logical
and smooth writing.
Analysis All question were answered
completely; in depth answers;
thoroughly grounded on
theories. Exemplary grammar
and spelling.
Reflections/ Reflection statements are
Insights profound and clear; supported
by the learning experiences
from the previous learned
concepts.
Required Written output is complete,
evidences clear, well-organized and all
the supporting documents are
located in sections clearly
designated.
Timeliness Submitted before the deadline
Comments
Teacher Adopted and Partly Modified from: Borabo, M.L; Borabo, H.G.L.; Corpuz, B. Bilbao, P. (2015) FIELD STUDY 5 (Learning Assessment Strategies)
Superior (3) Satisfactory (2) Needs Improvement (1) Score
All or nearly all tasks were done Nearly all tasks were done with Fewer than half of the tasks were
with high quality. acceptable quality. done; or most objectives ere met
but need improvement
Content demonstrates Content demonstrates attention to Content demonstrates
consideration of new ideas that simple ideas that are evident in the consideration of simple ideas that
are used to shape solid work. work. Student did not master the are evident in some elements of
Provides some, but not enough, material due to shallow researching and the paper. Thoughts are unclear
evidence to support main point. careless reading. Difficult to follow, and unconnected.
Somewhat logical, but at times full of digressions.
wanders.
Analysis questions were Analysis questions were not answered Analysis questions were not
answered completely. Clear completely. Vaguely related to the answered.
connection with theories. theories. Grammar and spelling Grammar and spelling are
Grammar and spelling are acceptable. unsatisfactory.
superior.
Reflection statements are clear, Reflection statements are shallow, Reflection statements are unclear
but not clearly supported by supported by experiences from the and shallow and are not supported
experiences from the previous learned concepts. by learned concepts.
learned concepts.
Written output is complete, clear, Written output is partly complete, Written output is not answered
well-organized; most supporting supporting documents are organized but completely.
documents are available and are lacking. Supporting are not evident.
logical and presented in marked
locations.
Submitted on the deadline Submitted a day after the deadline Submitted two days or more after
the deadline
Over-all Score Rating Based on Transmutation

Transmutation of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.0 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below
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RUBRIC FOR REPORT PRESENTATION

CRITERIA SCORING CRITERIA SCORE TOTAL

Organization Relevant information is presented in a logic sequence. 10
(20 points) Presentation appropriately specifies requisite number of references and citations. 10
Timeliness of presenting the topic within the allotted period is apparent. 10
Clear, detailed outline and objectives of the discussion is presented. 10
Content Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the 10
(40 points) presentation.
Technical terms, accurate and significant information are well-defined in language appropriate for the 10
target audience.
Appropriate number of materials is prepared, and obvious conclusion summarizing the presentation is 10
observed.
Speaker shows enthusiasm, preparedness and mastery of the subject matter. 10
Presentation Real-life situations are mentioned and linked to the topic being discussed. 10
(30 points) Usage of varied languages, communication skills, and pronunciation to ensure understanding of ideas. 5
Slides are well-prepared, visible font size, color harmony, not congested and not distracting. 5
Score Total Points 100

CHRISTIAN M. MARTINEZ, MAEd

Course Facilitator, MAPEH 224