Competencies Developed by the Commission on Higher Education for the General Education: An Assessment for the Course Mathematics in the Modern World

Abstract

Commission on Higher Education Memorandum Order Number 20 s-2013 specified the General Education (GE) outcomes which all Higher Education Institutions in the country should aim to realize through the implementation of Outcomes-Based Education (OBE). This research ascertained the degree to which the outcomes developed by the CHED for the new GE were realized in the course Mathematics in the Modern World (MATWRLD), and to formatively evaluate the teaching/learning of the course.  It employed descriptive-evaluative design and utilized the Logic Model with data based on the perspectives of 1,572 students who voluntarily participated in the online survey. With the intellectual competencies and practical skills being realized to a great extent, and the personal and civic responsibilities realized to a moderate extent, it was concluded that the teachers of the subject HEI, “were doing it right”. According to the logic model, “if the outcomes were realized, then the outputs were delivered, planned activities were accomplished, and inputs were properly utilized”. The challenges that the students identified were grouped into six categories such as: the course itself, topics requiring memorization and too many formulas, delivery, requirements/workloads, classroom environment, and assessment/grading. Students seek for more collaborative activities and were looking for each topic’s real-life application. Results further revealed that students from the School of Design and Arts had significantly lower mean perception that the outcomes developed by the CHED had been realized in the course, as compared with that of the students from the other three schools (SDG, SMIT, SHRIM). Recommendations were indicated to improve the teaching and learning of the MATWRLD.

Keywords: OBE, MATWRLD, New GE, Competencies/Outcomes, Inclusion/Accommodation, Formative Evaluation

DOI: 10.7176/JEP/14-21-04

Publication date:July 31^st 2023