Departmental Data Analysis - letran- · PDF fileEvaluation of the Conduct of the Student...

Departmental Data Analysis

Volume 1

Research Department

Knowledge Management Department

Research and Development Division Colegio de San Juan de Letran Calamba

Bucal, Calamba City

www.letran-calamba.edu.ph

Tel No: (049) 545-5453 local 2097

E-mail: [email protected]

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Table of Contents

Research Title and Author/s Page

Comparative Study on Student’s Refund for AY 2013-2016

NELLIE BETH B. GUNDRAN

1

Analysis of New College Students’ Source of Information

and Reasons For Applying In Letran Calamba

AILEEN KIARA V. GUARINA

11

Analysis of the Recognition Day Program

Evaluation Results AY 2015-2016

JORI LACE R. BASBAS AND ROSELYN A. PADILLA

19

Paghayo Continuing Formation Program for Graduating College

Students of Colegio De San Juan De Letran Calamba

(Academic Years 2013-2014, 2014-2015, and 2015-2016)

ROMEO D. BANATLAO

27

Training Needs Assessment for Library Services Personnel

Academic Year 2016-2017

MARIANNE G. GONZALES

35

Analysis of Turn-over Rate of Letran Calamba Personnel

JELHEN F. FAYLON

44

Learning, Unlearning, and Relearning: An Evaluation of the

Departmental Data Analysis Training Series and Its Inputs to

Personnel Research Engagement

JUAN GERRICK B. MALLARI

58

A Comparative Analysis of the AY 2013-2014 and AY 2014-2015

Library Customer Satisfaction

LESLIE JOYCE G. LARITA AND EVELYN P. NABUS, RL

68

Importance and Value of Library Services: Users Perception

EVELYN P. NABUS, RL AND LESLIE JOYCE LARITA

84

Analysis of Submitted Requisitions (PSRF) for A.Y. 2015-2016

MONETTE K. BAYLON, CPA

98

Analysis of Promissory Note on Back Account

MELINDA S. TANDANG

103

Suppliers’ Evaluation Analysis

JOSEPH ELIAS C. DE GRANO

107

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Research Title and Author/s Page

Effectiveness of Integrated Letran School System in the

Colegio ELA ROSE B. NAGPALA

130

Analysis on Letran Calamba Grade School and High

School Alumni Who Continued Studies In Higher Level

(Academic Years 2010-2011 – 2015-2016)

GLORIA C. BATOON

137

Analysis of Schools’ Syllabi Submittal

JEJOMAR T. VICENCIO

154

Trend Analysis of Faculty Development Activities

(AY 2014-2015 to AY 2016-2017)

MS. RODELYN A. BADULIS

169

Data Analysis of the Graduation Rate of School of Education

Arts and Sciences of Colegio de San Juan de Letran Calamba

JENNIFER R. DORADO

186

Barangay Letran the Official Newsletter (AY 2014-2015)

ALYSSA CAMILLE N. AZANZA

201

Seminar/Workshop on Teaching Rizal Course

ELIZABETH B. PEGANO

211

Assessment of the 7S Implementation in Colegio de San

Juan de Letran Calamba, AY 2015-2016

MARINELA L. QUINTO

219

Evaluation of Student Research Colloquia (AY 2015-2016) as

a Research Dissemination Strategy

MARIA MORENA M. TAMAYO

239

Evaluation of the Conduct of the Student Research Defense (Proposal and Final Oral Defense, A.Y. 2015-2016)

JENNIFER V. TABUZO

248

CSJLC Graduates Employability: A Tracer Report on Bachelor

of Science in Business Administration major in Marketing

Management Bachelor of Science in Business Administration

major Human Resource Development Management from

Academic Years

2006-2007 to 2015-2016

MARIFE M. MAGSINO, MARIFE P. SARMIENTO, AND

ALMA GRACE Y. CID

257


A Comparative Analysis of the School of Computer

Studies and Technology Software Expo Students

Seminar for Academic Year 2013 – 2014 and 2014 – 2015

MARIA LUISA E. REYES

269

Data Analysis on the Turn-Over Rate of Faculty of School of Education, Arts, and Sciences GERALDINE L. DELA VEGA

279

School of Engineering Board Exam Result Data Analysis

MARY KIMBERLY M. MOLINA 286

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Comparative Study on Student’s Refund for AY 2013-2016

NELLIE BETH B. GUNDRAN

Accounting Department

Background

As the Colegio embraces customer driven excellence as one of its

core values, maintaining harmonious relationship with customers is one

way to ensure customer satisfaction. The Accounting Department

established Quality Procedures and Process Maps, as well as Work

Instructions, in accordance to the Manual of Regulation for Private Schools

(MRPS), the standard that governs students refund for purposes of

computation.

As stated on the department’s QMS Manual level 3, student refund

is defined as the amount paid by the student in excess of his/her total

accountabilities during the term, the amount paid by the student who

withdraws enrollment prior to the official start of class and the amount paid

by a cash payee student who withdraws enrollment within the allowable

dropping period during the term.

In the current process, student refund shall be done upon filing of

written request for refund by the student’s parent or guardian of this should

be supported by photocopies of their two valid identification cards.

Scope and Limitations

This study is a three-year comparative data analysis on the student

refund listing reports from the Basic Education Department and collegiate

schools.

Objectives


This paper aimed to:

1. to categorize major causes of student refund request

2. to chart and describe the student refund trend

Presentation and Discussion of Data

Student Refund request may vary depending on the following

reasons i.e.

1. Dropping of subject/s

2. ESC/FAPE grants

a. The Educational Service Contracting scheme, or ESC,

is a program provided for by Republic Act 8545

(amending R.A. 6728), or the “Expanded

Government Assistance to Students and Teachers in

Private Education, or GASTPE. It provides financial

assistance to students’ tuition fees in private high

schools. It is geared towards reducing the class size

to manageable levels in high schools, especially

those experiencing shortage of classrooms and

teachers.

3. Check overpayment i.e.

a. SSS Check

b. Philippine Veterans (PVAO) Assistance

c. Company Educational Loan

4. Discounts i.e.,

a. Employees discount

b. Varsity discount

c. Alumni discount

d. Incentive discount

e. Academic discount and;

f. Sibling discount

5. External Organization Scholars i.e., Company Scholarship

Programs and the like

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As illustrated by the chart below, refund requests from Basic

Education Department (BED) was caused by (1) Dropping* of Subjects i.e.,

All subjects, and (2) Discount** that should have been claimed, but have

not been claimed. As per review, the main reason for such is late filing of

discounts.

Although the major causes mentioned above have been frequent

for the past three years, Figure 2 shows that, base on trend analysis, these

causes were noticed to be decreasing.

Figure 1. Weighted Ave Refund Request for Academic Year 2013-2016

Basic Education Department (BED)

On one hand, this study observed that from the past three

academic years, (A) refund request that arises from (A1) dropping of all

subjects and; (A2) late filing of discount have substantially decreased i.e.

A1. Dropping of Subjects

a. From AY 2014-2015 of 50% to 32% AY 2015-2016

A2. Late Filing of Discount

a. From AY 2013-2014 of 50% to 29% AY 2014-2015 to 21% AY 2015-

2016

As discussed on figure 1, the two major causes of refund request

are dropping of subjects and late filing of discount. However, the above

data as shown on figure 2, discussed that although these two major causes

cited in this study have been frequent for the past three years, trend analysis

Causes

AY

2013-

2014

AY

2014-

2015

AY

2015-

2016

Weighted

Ave.

Dropped All

Subjects 17% 50% 32% 33%*

ESC/FAPE

Grants 0% 14% 32% 15%

Discount 50% 29% 21% 33%**

Check

Overpayment 33% 7% 16% 19%

Total 100% 100% 100% 100%

(1) Dropping of Subjects

(2) Discount**


shows that these causes are being monitored thus show decreasing rate of

frequency.

More so, this study observed that from the past three academic

years, refund request that arises from ESC/FAPE Grants, and Check

Overpayment have substantially increased i.e.

Figure 2. Trend Analysis of Frequency Percentage of Refund Request

in Basic Education Department for Academic Year 2013-2016

As illustrated in Table 1, the top 3 refund requests from the

Collegiate Department was caused by (1st )Check Overpayment, which

usually comes from student SSS loan, PVAO assistance, Company

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educational loan, etc., (2nd)Retreat Fees and Dropped Subjects and

(3rd)CHED Scholarship and Discount that should have been claimed but

have not been claimed. The main reason for such is late filling of discounts.

On the other side, the filing of discount as dean’s lister has

lessened due to updated encoding of grades by the faculty members.

Table 1. Hierarchical Illustration of Refund Request from Collegiate Department for Academic Year

2013-2016

CAUSES W. Ave

AY 2013-

2014

AY 2014-

2015

AY 2015-

2016

1st Check overpayment 28% 23% 31% 30%

2nd

Retreat Fee 14% 15% 13% 15%

2nd

Dropped Subject/s 14% 18% 13% 11%

3rd

CHED Scholarship 12% 8% 16% 13%

3rd

Discount 12% 13% 12% 11%

4th

SA/Working Student 10% 8% 13% 9%

5th

COMELEC III - Software Application 4% 11% 0% 0%

6th

Dean's Lister 2% 3% 2% 1%

6th

Free Elective III 2% 0% 0% 6%

7th

External Org. Grants i.e., Company

Scholarships and the like 1% 0% 0% 4%

TOTAL 100% 100% 100% 100%


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Figure 3. Collegiate Department Refund Request for Academic Year 2013-

2016

Conclusions

Major Causes of Student Refund Request

A. Basic Education Department (BED)

Based on the reasons for student refund, for Basic Education

Department, For Academic Year 2013-2016 the top three (3) reasons for

student refund processing were dropped all subjects, discount, and check

overpayment.

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B. Collegiate Department

For Collegiate Department, For Academic Year 2013-2016 the

top three (3) causes of refund request:

Three-Year Trend Analysis


a. As illustrated by this study, frequency of refund requests

due to:

i. ESC/FAPE Grant

ii. Check Overpayment

have substantially increased. Thus, these causes should

be monitored.


a. As illustrated by this study, frequency of refund requests

due to:

i. Retreat Fee

ii. Fee Elective III

iii. External Organization Grants i.e., Company Scholarship

have substantially increased. Thus, these causes should

be monitored.

This study revealed that; one of the major reasons of refund

requests for both BED and Collegiate Department were discount that

should have been applied upon enrollment, but have not been processed,

Further review revealed that this was due to late filling of discounts.

Recommendations


1. This study suggests a further analysis discussing the reasons

behind the late filling of discounts. The policy has been amended

to address the issue, which states that ” Filing of discount is within

the enrollment period as specified by the Record’s


Office/Registrar’s Department, which means that it is from start of

enrollment until the first two weeks of classes”.

2. Further studies maybe conducted pertaining to the reasons for

dropping.

3. It is proposed that outright deduction of ESC/FAPE grants during

enrolment assessment for old student-grantee should be done.


1. The Accounting Department should collaborate with the Campus

Ministry Department to identify measures or procedures for

retreat fee charging during enrolment.

2. Detailed description of additional fee inclusion request by the

Academic Head, particularly on student/program that will be

affected by the request, should be forwarded ahead of time to

the Accounting Department

References Cited

Accounting Department Quality Procedures QMS Level 3

http://www.fape.org.ph/articles/view/24

http://www.gov.ph/2012/05/23/deped-ups-subsidy-for-students-in-private-

high-schools/

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Analysis of New College Students’ Source of Information

and Reasons For Applying In Letran Calamba

AILEEN KIARA V. GUARINA

Auxiliary Business Department

Background

The Auxiliary Business Department facilitates the marketing

strategies and activities of the Colegio. Throughout the academic year, the

department conducts continuous activities and produces marketing

materials that would help strengthen the visibility and image of Letran

Calamba.

One of these activities is the Career Orientation. It is a whole year

continuous activity that the Admissions and Scholarship Office (AdScO)

facilitates, wherein they visit different schools to introduce and encourage

students to enroll in Letran Calamba. Aside from this, the Colegio constantly

uses billboards, streamers, flyers or any print materials, as well as, the social

networking sites such as Facebook, Twitter, and its Website. Moreover,

through the efforts and participation of the employees, students and

alumni of the Letran Calamba in the Student Referral Program, the Colegio

aimed to reach a wide array of market. This program is also an internal

collaboration of ABD and AdScO as part of the marketing activities for the

enrollment in AY 2016-2017. New students were given a discount of Php

1,000 upon his/her admission and at the same time, the referrer (a person

who referred the new student to enroll at Letran) will be given a reward

worth Php 1,000.

Likewise, upon admission of the newly enrolled students, they

were asked which among the activities and strategies employed by the

Colegio became their source of information and their reasons for applying.

This data analysis covered only the newly enrolled college students for the

1st Semester of AY 2016-2017. Results of the data gathered were

summarized and analyzed to further assess the activities to draw out

implications for inputs in marketing plan.


Objectives

This data analysis aimed to:

1. Summarize and chart the data on the sources of information

and reasons of the new college students for applying in

Letran

2. Draw out implications based on the results; and

3. Construct recommendations and create future action plan


All new college students of AY 2016-2017 (1st Semester) were

asked their source of information and their reasons for applying in the

Colegio. The data was culled from the AdSco. The choices indicated in the

form are the following:

a. Billboards

b. Career Orientation/Talk

c. Employees of Letran

d. Faculty of Letran

e. Newspaper Ads

f. Other forms

g. Streamers

h. Students of Letran

Students were also asked to identify their reasons for choosing to

enroll in the Colegio. The data was culled from the above-mentioned form.

Below is the list of the choices:

a. Affordability

b. Alumnus

c. Availability of Program

d. Campus Environment

e. Competent Professors

f. Good Facilities

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g. Prestigious School

h. Proximity

i. Recommended by

Out of 161 applicants who answered the questionnaire, 145

enrolled in Letran Calamba for 1st Semester of AY 2016-2017.

Table 1. Percentage of Responses in Sources of Information

Table 2. Percentage of Responses in Reasons for Applying in Letran

Calamba

# Medium Percentage

1 Students of Letran 56.55%

2 Employees of Letran 11.03%

3 Faculty of Letran 6.90%

4 Career Orientation / Talk 6.21%

4 Others 6.21%

5 Newspaper Ads 5.52%

5 Billboard 5.52%

6 Streamers 2.07%

Total 100%

# Category Percentage

1 Quality Education 26.77%

2 Availability of Program 13.55%

3 Recommended by 12.26%

3 Good Facilities 12.26%

4 Campus Environment 9.68%

5 Prestigious School 8.39%

6 Affordability 7.42%

7 Proximity 3.87%

8 Alumnus 3.23%

9 Competent Professors 2.58%

Total 100%


Conclusions and Recommendations

In line with the results of the data gathered, it primarily shows that

Letranites play a vital role in strengthening the visibility and image of Letran

into a wide array of market. It also certifies that the participation of the

students, employees and alumni in the Student Referral Program during the

enrolment period also added to the fulfillment to ABDs mission for the

Colegio.

Generally, results showed the efficacy of word-of-mouth

marketing, for 74.48% of the results is non-media. Its function

predominantly exclaims that Letranites are satisfied with the service given

by the Colegio (www.entrepreneur.com/encyclopedia/word-of-mouth-

advertising, retrieved on December 6, 2016). Their satisfaction,

recommendation and credibility as Letranites can persuade more students

to choose or enrol in Letran Calamba. Thus, the new college students’ main

reason for choosing to enroll in the Colegio is because of its Quality

Education. Results validated that the Colegio is able to fulfil its mission to

its students.

Recommendation for marketing plan inputs:

1. Boost or Maximize the Use of Tri-Media - Based on the

results, the Colegio can invest more on the use of tri-media

marketing to strengthen its media marketing to reach wide

range of market. Letran Calamba could also make use of other

mediums aside from print such as television and radio

(traditional tri-media marketing). However, from time to time,

the traditional tri-media marketing (print, radio, and

television) become more expensive. Thus, the institution also

can make us of the new tri-media marketing, such as the

internet, mobile devices and digital place-based media

(http://www.mediamagnet.biz/the-new-tri-media-new-rules-

for-a-new-age, retrieved on December 6, 2016). With the vast

growth of technology and emergence of new trends in the

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digital world, this is the most accessible, affordable, and

complex form of media.

a. Internet - As people get to engage more on

cyberspace, a lot of entrepreneurs prefer to use

social media marketing because it’s free, user-friendly

and multi-functional, and most of the social networking

sites (such as Facebook, Instagram, and Twitter) are

designed for entrepreneurs for an easy business

transactions and marketing purposes

(http://www.webpagefx.com/internet-marketing/social

media-marketing-advantages-and-disadvantages.html,

retrieved by December 6, 2016).

In simple ways, the Colegio can make use these

social networking sites to strengthen its image and

visibility not just in the Laguna but also across the

country. Through creative content with a valuable

information, it can catch the attention of internet users.

Letran Calamba can make use of pictures, infographics

and videos that can be posted in all of its social media

accounts periodically.

b. Mobile Devices - Mobile devices is one of the gadgets

that users most of the time carry, especially at the present

time due to the fast innovation of smart phones. Through

this, everything is accessible for everyone particularly for

information dissemination. At any moment, one person

can receive a text message and can instantly check it,

which makes information free flowing. Thus, most

businesses such as banks, telecommunications, and

other companies also use of this form of marketing. It can

easily inform consumers about their products and

announcements in a manner of time and wide range of

receivers (https://www.lifewire.com/advantages-and-

disadvantages-of-mobile-marketing-2373124, retrieved

on December 6, 2016).

http://www.webpagefx.com/internet-marketing/social

http://www.webpagefx.com/internet-marketing/social


In line with the Career Orientation being done

by the AdScO, for every school that visit they, were able to

get each of the participants’ profile and contact number. The

Colegio employ direct marketing and periodically send a text

message to these students about promotions and upcoming

activities in the Colegio.

c. Digital-place based Media - As everything turns to be

digital, the Colegio can opt to invest in digital-place based

media for it is one of the emerging trends in marketing

(https://adexchanger.com/ad-exchange-news/digital-place-

based-advertising-primed-programmatic-growth/,) retrieved

by December 6, 2016). Over the upcoming years, malls and

other establishments will eventually outgrow in nearby areas

and cities such as Sta. Rosa and Biñan, which can be a good

location to put up advertisements.

2. Branding - Branding is one of the vital parts of a company or

any business establishment (https://www.entrepreneur.com

/article/77408, retrieved on December 7, 2016). It caters what

image it will portray to the eyes of its consumers or target

market. Other nearby schools and competitors were able to

establish their own branding such as Malayan College, De La

Salle University, San Sebastian College, FAITH, and University

of Perpetual Help. These schools were able also to address

their niche and best practices.

While Letran Calamba, is lacking in its branding and

students did not know what the Colegio known is for, Letran

does need identify its core strength as an academe to be able

to build a branding. The Colegio may coordinate with its other

campuses to create an image as one Letran community.

Perhaps, Letran can utilize the proposed marketing plan of Dr.

Nina G. San Miguel, a collaborative marketing program of all

16

https://adexchanger.com/ad-exchange-news/digital-place-based-advertising-primed-programmatic-growth/

https://adexchanger.com/ad-exchange-news/digital-place-based-advertising-primed-programmatic-growth/

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the campuses of Letran that aimed to reach a larger array of

market. With this program, Letran may able to create a

consistent branding with the other campuses instead of being

separate entities. Consistency in branding is a must when it

comes to marketing, for it will help Letran to make its core

identity (http://www.wordstream.com/social-media-

marketing, retrieved on December 6, 2016).

3. Revision for the Application Form of AdSco

a. To include Internet as one of the sources of information

for Letran, since everyone can view its website

(www.letran-calamba.edu.ph) and Facebook account (I am

Letran)

b. In line with the students’ reasons for applying in Letran,

the inclusion of the Competence of the professors

contradicts the Quality of Education.

c. To analyze and review how to improve the question and

its choices given in the application form to be able to

gather better results.

4. Review and eye track the location of billboards and streamers.

This is to further assess the efficacy of these locations such as

its visibility, roads connected to the location and if it provides

valuable insights (http://www.tobiipro.com/fields-of-

use/marketing-consumer-research/advertising/, retrieved on

December 6, 2016)


References Cited

www.entrepreneur.com/encyclopedia/word-of-mouth-advertising,

retrieved December 6, 2016

http://www.mediamagnet.biz/the-new-tri-media-new-rules-for-a-new-

age, retrieved by December 6, 2016

http://www.wordstream.com/social-media-marketing, retrieved by

December 6, 2016

https://www.lifewire.com/advantages-and-disadvantages-of-mobile-

marketing-2373124, retrieved by December 6, 2016

http://www.tobiipro.com/fields-of-use/marketing-consumer-

research/advertising/, retrieved by December 6, 2016

https://adexchanger.com/ad-exchange-news/digital-place-based-

advertising-primed-programmatic-growth/, retrieved by

December 6, 2016

https://www.entrepreneur.com/article/77408, retrieved by December 7,

2016

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Analysis of the Recognition Day Program

Evaluation Results AY 2015-2016

JORI LACE R. BASBAS AND ROSELYN A. PADILLA

Basic Education Department

Background

Every learner has strengths, abilities, and knowledge that should

be nurtured, encouraged, and celebrated. School activities and festivities,

which recognize students’ endeavor, are important in the academe to

motivate them to strive for excellence while learning inside the classroom.

Moreover, school affirmation in student performance supports their total

development and gives them a collaborative environment where they can

grow and be successful in their chosen field.

Awards given during recognition are designed to formally

recognize the outstanding performance and achievement of learners in

academics, leadership, and social responsibility, among other aspects of

student progress and development. These awards are given to encourage

learners to strive for excellence and to become proactive members of the

school and community.

With the Colegio’s endeavor to formally recognize the

outstanding performance of students, the Basic Education Department

(BED) annually holds a Recognition Ceremony for Nursery, Kindergarten

and Preparatory (NKP), Grade School, and High School students who

exemplify in the following measures: Academics, Christian Living Education

(CLE) and Character Education, Conduct, Math, Science, English, Filipino,

Computer, Arts, Sports, Service, and Attendance.

The following measures are described based on the Student

Handbook of Academic Year 2015-2016:

Academic Awards are given to those students who have no grade

below 87% in all subjects, including MAKABAYAN, no component grade of

which is lower than 85% and must obtain a General Average of 90% and

above for the particular grading period.


St. Lorenzo Ruiz Award is entitled to each grade level for a

catholic pupil who gets the highest rating in CLE and Character Education

and at least 86% in his/her conduct grade.

St. Vincent Liem dela Paz Award is entitled to each grade level

of award in Conduct.

Special Awards is given to any pupil who obtained the highest

grade in the areas of Mathematics, Science, English, Filipino, and Computer.

Arts Award is given to students who fulfill the minimum

requirements in all subjects. S/he must have performed with distinction, as

an individual or as a member of a team capping any of the first three places

in any of the following: literature, speech, music, painting, and sculpture as

official participant of the class or school, district, regional, or national

competition. S/he must have participated with distinction as an active

member, performer, or director in school authorized drama, dance

production, or choral production as determined by the person-in-charge.

Sports Award is given to a student who meets the following

requirements:

S/he fulfils the minimum requirements prescribed in all his/her

subjects. S/he is a member of good standing in the varsity. S/he has not

been subjected to any disciplinary action regarding his/her participation in

any sports activity or competition during the academic year. As attested to

in writing by his/her coach, he/she must have performed with distinction in

a sport competition as an official participant of his/her class or school.

Service Award is given to any pupil for his/her

outstanding/distinct service rendered to the school with evident

accomplishments signed by his/her class adviser as: Barangayette or LSBO

Officer, Knights of the Altar, Mass Lector & Commentator, Class Monitor,

Peer Facilitator, Boy and Girl Scout, Class Officer, and The Page Publication

Staff.

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Attendance Award is given to any pupil who has never been

absent, late, nor cut the class during the current academic year in all-

curricular and co-curricular activities that require his/her presence including

the Field Trip, Intramurals, Recollection, Daily Morning Routine, and Family

Day Celebration.

Candidates for awards are screened based on the policy and

guidelines of the Colegio. Assessment and deliberation are conducted by

Teachers and Academic Chairs. Thus, results were discussed to the Assistant

Principal and approved by the Principal. The Basic Education Recognition

Ceremonies for AY 2015-2016 were held last March 18, 2016 for Nursery,

Kinder, and Preparatory (NKP) and March 29, 2016 for Grade School and

High School.

Evaluation forms were distributed among the teachers and

Academic Chairs of the department. Feedbacks and improvements that

came from the evaluation results were helpful to let the facilitators innovate

and enhance the activities, which give importance to the effort of our pupils

such as the Recognition day.

Thus, matters which arise from this analysis pointed out areas

which needed to be given attention. It will also help in the decision making

process of the administrators and other department who will facilitate such

programs in the future.

Objectives


1. Analyze the activity evaluation results;

2. Ascertain the observation about Recognition Day program

ceremonies; and

3. Provide recommendation and suggestions for improvement.



Recognition Ceremonies are spearheaded by Basic Education

Principal’s Office with the help of Academic Chairs and teachers as part of

the Recognition Committee. A total of 50 evaluation forms were given and

43 were retrieved. Table 1 summarizes the evaluation results.

Departmental Activity Evaluation Form (AR: 08-00-FO-21 rev 01

062215) was used for this data analysis. The form consists of quantitative

and qualitative areas. For the quantitative part, a five point scale was used

in answering each criterion with 5 as Excellent, 4 as Very Satisfactory, 3 as

Satisfactory, 2 as Fair, 1 as Needs Improvement and N/A for Not Applicable.

Six criteria are rated with corresponding sub-criteria as follows:

The first criterion is (A) Quality of the event/presentation/activity which

includes (A.1) Objectives attained, (A.2) Relevance, and (A.3) Cost. Second

criterion is the (B) Participation with sub-criteria (B.1) Opportunity to gain

new information, (B.2) Engaging, and (B.3) Interactive. Third criterion is (C)

Non-technical Aspect with five sub-criteria (C.1) Registration Process, (C.2)

Audio Visual

Presentation, (C.3) Venue Set-up/Decor, (C.4) Sound System, (C.5)

Lighting. Fourth is (D) Time Management with two sub-criteria (D.1) Time

allotment, (D.2) Schedule and flow of session.

Fifth is (E) Meals with four sub-criteria (E.1) Quality, (E.2) Adequacy, (E.3)

Manner of Serving, and (E.4) Promptness of Serving and lastly, (F) Resource

Speaker

Most of the respondents rated each criterion with Excellent

(ranging from 16 to 35 out of 43 or 37%-81%). The lowest criterion rated as

excellent is the Resource Speaker, wherein mostly answered N/A or not

applicable because at that time, the Recognition only had an Emcee. The

highest criterion rated as excellent is Relevance, which indicates that

majority of the teachers and Chairs values the importance of the event.

22

SUBIR VOLUME 1

Table 1. Evaluation result for Recognition Program AY 2015-2016

The qualitative area of the survey was subjected to thematic

analysis. Three categories came significant in this analysis namely, (1) Photo

Documentation, (2) Logistics, and (3) Flow of the Program. Observations,

Weaknesses, and Strengths wore clustered per category.

5-

Excellent

4-Very

Satisfactory

3-

Satisfactory

2-

Fair

1-Needs

Improve-

ment

N/A- Not

Applicable

A. Quality of the

event/presentation/

activity

A.1 Objectives

attained

34

9

A.2 Relevance 35 8

A.3 Cost 27 9 1 6

B. Participation

B.1 Opportunity to

gain new

information

24

11

2

6

B.2 Engaging 25 16 2

B.3 Interactive 27 13 3

C. Non-technical Aspect

C.1 Registration

Process

20

9

1

13

C.2 Audio/Visual

Presentation

23 16 2 2

C.3 Venue Set-

up/Decor

29 12 1 1

C.4 Sound System 23 14 5 1

C.5 Lighting 23 16 1 3

D. Time Management

D.1 Time allotment

23

19

1

D.2 Schedule and flow

of session

24 19

E. Meals

E.1 Quality

23

12

4

4

E.2 Adequacy 23 11 4 5

E.3 Manner of Serving 22 12 4 5

E.4 Promptness of

Serving

22 12 4 5

F. Resource Speaker (if

applicable)

16 4 23

G. Overall Rating 29 14


Photo Documentation

The following are recommendations with regard to photo

documentation:

One of the most important factors in an event is capturing

memories through pictures. People everywhere bring their own cameras to

document experiences and occasions such as in a recognition program.

Since picture is significant in the event, procedure of documentation should

be organized. 1) During the program, students should be guided by people

in charge on their way to the photo wall. 2) Photographers and people who

will handle the documentation should come on time. 3) At least two

photographers are expected to accommodate students and parents. 4)

Long lines should also be avoided by designating 2 lines to maintain the

orderliness of the program. 5) Students and parents should be given

enough time during the picture taking. 6) The quality of pictures that will

be produced needs to be in high quality and resolution.

The following are feedbacks coming from the respondents:

“Improve the procedure in taking photos”

“There should be 2 photographers for photo op to avoid

waiting in long line”

“Documentation team (video) MIS arrived late despite

the letter sent to their office”

“The documentation team should come on time. They

are always late despite the letter given to them”

“Picture taking/photo area”

“Long line for photo op”

24

SUBIR VOLUME 1

“Photo op”

Logistics

The following are recommendations with regard to logistics:

Materials needed for the program should be well coordinated with

the Budget Officer. The food should be requested in a buffet style because

diners opt to help themselves on the food being offered in a designated

table or area.

The quality of audio and sound system should be improved.

Sounds should be amplified to reach every corner of the venue and the

quality of sound produced must be clearly understood by the audience.

Budget for the purchase of additional or enhanced sound system should be

allocated for the next Recognition Program. Coordination with the MIS and

PMGSD should be established to be able to make necessary preparations

with regard to audio task.

The following are feedback coming from the respondents:

“Materials should be given on time”

“Buffet food for teachers”

“List of achievers (released by Records for the program)”

“Microphone sounds”

“Sound system

Flow of the Program

The following are recommendations with regard to the flow of the

program:

Based on the evaluation results, it could be concluded that most

of the teachers were satisfied with the flow of the program. Although there

were few negative comments such as long line for photo op, it can be seen

that the program was appreciated.


To take action on the comments, it is advisable to discuss the

results of the evaluation among the Basic Education Administrators. For the

next Basic Education Recognition, evaluation results of this data analysis

could be used to improve the program procedure.

The following are feedback coming from the respondents:

“Flow of program”

“Recognize the students’ works for the A.Y.”

“On time”

Conclusions

Based on the evaluation results, it could be concluded that most

of the teachers were satisfied with the flow of the program. Although there

were few negative comments, it can be seen that the program was

appreciated.

To take action on the comments, it is advisable to discuss the

results of the evaluation among the Basic Education Administrators. For the

next Basic Education Recognition, evaluation results of this data analysis

could be used to improve the program procedure. An action plan is

included for this data analysis.

References Cited

Grade School and High School Student Handbook A.Y. 2015-2016

AR:08-00-FO-21 rev 01 062215 Departmental Activity Evaluation Form.

http://www.deped.gov.ph/sites/default/files/order/2016/DO_s2016_036.pdf

26

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Paghayo Continuing Formation Program for Graduating

College Students of Colegio De San Juan De Letran Calamba

(Academic Years 2013-2014, 2014-2015, and 2015-2016)

ROMEO D. BANATLAO

Campus Ministry Department

Background

Letran Calamba, through the Campus Ministry Department,

facilitates the PAGHAYO annual retreat for graduating college students

held at Caleruega Retreat Center, Batulao, Nasugbu, Batangas. The three-

day retreat aims 1to prepare the students for their professional life in the

context of prayers, reflections, and community celebrations. Likewise, the

formation Program2 is a venue for commissioning and sending–off for

students to be preachers of faith, hope, and love to their future workplace.

Retreat can be the ideal venue to explore and address

fundamental life concerns and raise new approaches of profound

comprehension and commitment to new life’s directions.

Analyzing data will help the department to learn what the data tell

and will help obtain interpretation of the evaluations. The data will be used

for exploring the meaning of the programs and design concrete actions for

the improvement of the programs. Data are considered summaries of

thousand stories and personal experiences.

Objectives

1. To analyze the evaluation results of Paghayo Cantinuing Formation

Program from AY. 2013-2014 to 2014-2015, and 2015-2016;

2. To identify the best practices of the program;

3. To verify if the set objectives of the program are met; and

4. To craft action plans that would strengthen the areas for

improvement of the program.



The Paghayo Continuing Formation Program is organized,

conceptualized, and implemented by the personnel of the Campus Ministry

Department in coordination with the different schools and as well as the

office of the chaplaincy of the Colegio. This Program is effective for retreats

offer a meaningful interplay between concepts and actual experiences in

life. The program is treated as a vital component of their journey and

towards personal growth.

The program is significant because it provides a shared context for

students to interact and share sacred stories and personal experiences in a

manner that bridges understanding, realizations, and dialogue. Participants

are convinced that a well-designed retreat will lead them to personal

growth.

Based on the evaluation results and the qualitative comments, the

program received a consistent excellent rating from academic years 2013-

2014, 2014-2015, and 2015-2016.

28

SUBIR VOLUME 1

Table 1. Evaluation results of participants

AREA CRITERIA

Academic Years

AY. 2013-

2014

751

participants

AY. 2014-

2015

734

participants

AY. 2015-

2016

679

participants

General

Average

Theme a) The Recollection theme was

adequate for the participants and

responsive to their spiritual needs.

3.9 3.9 3.9 3.9

Opening

Segment

b) The emcee was confident and able

to establish rapport with the

audience.

3.9 3.9 3.9 3.9

1. The emcee explained well what

the recollection is about. 3.9 3.9 3.9 3.9

c) The animation song/ice breaker

activity was effective in creating a

communal atmosphere.

3.8 3.9 3.9 3.9

d) The opening prayer (and song) was

reflective of the personal prayer of

each participant.

3.9 3.9 3.9 3.9

e) The entire opening activity was

helpful in preparing the

participants for the talk.

3.8 3.9 3.9 3.9

Talk/Session f) The speaker was well-prepared. 3.9 4.0 3.9 3.9

g) The speaker was well-

groomed/well-dressed and

appeared pleasant on stage.

3.9 3.9 3.9 3.9

h) The speaker conveyed the message

clearly and with direction. 3.9 3.9 3.9 3.9

i) The speaker delivered the talk with

enthusiasm and adequate humor. 3.9 3.9 3.9 3.9

j) The content of the talk was in line

with the general theme of the

recollection.

3.9 3.9 3.9 3.9

k) The content of the talk was

inspiring, challenging, and

thought-provoking.

3.9 3.9 3.9 3.9

l) Visual aids (PowerPoint, etc. were

used to enhance the presentation

of the talk.

3.9 3.9 3.9 3.9

m) The Solidarity Night provided

opportunity for participants to

participate in and celebrate in the

spirit of unity and thanksgiving.

3.8 3.9 3.9 3.9


Legend: 0.5 – 1.4 STRONGLY DISAGREE

1.5 - 2.4 DISAGREE

2.5 - 3.4 AGREE

3.5 – 4.0 STRONGLY AGREE


AREA CRITERIA

Academic Years

AY. 2013-

2014

751

participants

AY. 2014-

2015

734

participants

AY. 2015-

2016

679

participants

General

Average

Confession

a) Sufficient information was given

regarding the Sacrament of

Reconciliation

3.9 3.9 3.9 3.9

b) Adequate time was given to prepare

for examination of conscience 3.9 3.9 3.9 3.9

c) The confessions were done in an

orderly manner. 3.9 3.9 3.9 3.9

d) The ambience during confession was

solemn and prayerful.

3.9

3.9 3.9 3.9

Holy Mass e) The Holy Mass was a fitting

culmination of the Recollection. 3.9 4.0 3.9 3.9

f) The Mass Presider was prepared and

gave a good homily. 3.9 3.9 3.9 3.9

g) Those who assisted at Mass as readers

and servers did their ministry well. 3.9 3.9 4.0 3.9

h) The Mass songs were appropriate and

inspiring. 3.9 3.9 4.0 3.9

Venue i) The venue was suitable for the activity. 3.9 3.9 3.9 3.9

j) The venue was comfortable. 3.9 3.9 3.9 3.9

k) The room/hall itself conveys a message

that a spiritual activity was going on. 3.9 3.9 3.9 3.9

l) The sound system was adequate. 3.9 3.8 3.9 3.9

m) The lighting was contributive to

creating a solemn ambiance.

3.8

3.9 3.9 3.9

n) The audio visual equipment were

functional. 3.8 3.8 3.8 3.8

The

Recollection

in General

o) The recollection was well-organized. 3.9 3.8 3.9 3.9

p) The Recollection Journal was an

adequate source of information and a

good material for reflection.

3.9 3.9 3.9 3.9

q) The recollection flowed smoothly. 3.8 3.9 3.8 3.9

r) All the activities during the recollection

were thematically linked. 3.9 3.9 3.9 3.9

s) Recollection was over-all a success. 3.9 3.9 3.9 3.9

GENERAL AVERAGE 3.9 3.9 3.9 3.9

30

SUBIR VOLUME 1

The following data will ensure the constructive alignment of the

Programs objectives, major findings, conclusion, and recommendation.

CRITERIA DATA

(Major Findings and Comments)

CONCLUSION RECOMMEN-

DATION

Objective 1

To analyze

the evaluation

results of

Paghayo

Continuing

Formation

from AY.

2013-2014,

2014-2015,

and 2015-

2016.

Received a strongly agree

rating from the students for

three (3) consecutive Academic

Years

“Thank you very much for giving

us the opportunity to have this

retreat for about years, this was

very helpful and very inspirational

remembrance to our lives. Hope

that this will continue until the

new generation of Letranites .I

was been very glad, I feel happy

and complete. I renew all my

commitments with God and

people behind this everlasting

program without them this could

have been happen. God Bless.

Love You God.”- Class 2014

“Thank you! For this wonderful

experience. I will surely remember

it for the rest of my whole life!

Again, thank you very much.”-

Class 2015

“It was a blast! Definitely won’t

forget these days. Sana po may

retreat para sa mga alumni.

Maraming salamat po.

Thank you so much had a great

time. I will cherish all the

memories since day I until the last

day”- Class 2016

“Paghayo is more than just a

retreat , it’s a memory that can

never be forgotten”- Class 2016

The Program is considered

as one of the Best

Practices of the Colegio.

The following Factors are

considered for the

excellent rating for

Well-conceptualized

program

Competent and

efficient facilitators

Conducive venue for

individual and

communal activities

Systematic and

methodical flow of

activities

Empowered students

and facilitators

Appropriate

preparations of

human and material

resources

Sustain the

Program


CRITERIA DATA



DATION

Objective 2

To identify

the best

practices of

the

program.

“Thank you for giving us a

memorable college life! God

bless! Please continue giving

Letranites this kind of

extraordinary experience that

will be remembered forever.”-

Class 2014

“I had a great time. I was able

to reflect and learn a lot.

Indeed, Paghayo 2015 is one

of the most memorable

experiences that I had during

my stay in Letran. This retreat

is so fun and I will forever

treasure this. Wonderful

experience. Good Job CMD!”-

Class 2015

“I will never forget those

special days I spent with my

friends, the facilitators, batch,

and the rest of the people who

are present on the retreat.

Thank you so much! So many

great memories to treasure

forever. Arriba Letran! I love

Paghayo 2016!”- Class 2016

The Paghayo

Continuing

Formation for

Graduating Students

is considered one of

the Best Practices of

the Colegio.

Sustain the

Program

32

SUBIR VOLUME 1

CRITERIA DATA



DATION

Objective 3

To verify if

the set

objectives of

the program

are met; and

“salamat po sa campus

ministry for serving or being

an instrument of God to the

letranites. Im so blessed and

grateful of being part of letran

community! All praises and

glory to him! Thank you very

much :) I will always miss

letran, my second family!”

Class 2014

“Thank you for giving us the

"One of the best 3 days ever.”-

Class 2015

“mas sobra akong napalapit

kay God kaya sobrang

sobrang salamat sa retreat na

ito hindi ko makakalimutan

to.”-Class 2016

“All lessons, values, and

experiences from Paghayo will

surely help me to define my

life as professionals.”- Class

2014

“Perfect experienced before I

moved out of Letran to a great

professional career.”-class

2016

“All the Recollections and

Retreats I have attended in

Letran are all worth-

remembering and uplifting”-

Class 2015

The Program is

considered as a

fitting preparation

for their professional

life and an

affirmation of their

mission as preachers

of faith, hope, and

love.

Sustain the

existing

Program


CRITERIA DATA



DATION

Objective 4

To craft

action plans

that would

strengthen

the areas of

improvement

of the

program.

More spiritual activity, sharing

of thought, more talks from

the priest etc. but it was a

successful retreat. Thank you ”

- Class 2014

“I wish the retreat was longer

than 3 days.”- Class 2015

“make the other participants

w/ other religions be in home

w/ the whole”- class 2016

Constant review of

the program in terms

of content and

methodology

Collaborative

processes are

encouraged to

share their

insight and

reflections and

be more

assertive to

exchange of

faith

experience.

Design a

structured

separate

activity for

other faith

traditions that

would enrich

their faith

experience.

REFERENCES CITED

Campbell, Shiela et al. Retreats that work: Designing and Conducting

Effective Offsites for Groups and Organizations. California: Jossey-

Bass/ Pfeiffer Publish Inc., 2003.

Silf, Margaret. Going on Retreat: A Beginners’ guide to the Christian Retreat

Experience. Chicago: Loyola Press, 2002.

34

SUBIR VOLUME 1

Training Needs Assessment for Library Services Personnel

Academic Year 2016-2017

MARIANNE G. GONZALES

Human Resource Department

Background

For a training and development to be effective, knowing what is

required – for the individual, the department, and the organization as a

whole, is a relevant requirement. Training Needs Assessment (TNA) is a

process of identifying training needs in an organization for the purpose of

improving employee job performance. In today’s changing workplace,

effective TNA is predominantly essential as new technologies and flexible

working practices are becoming widespread, leading to corresponding

changes in the skills and abilities needed.

Today’s work environment entails personnel to be skilled in

performing complex tasks in an efficient and cost-effective manner.

Librarians and library services personnel must re-assess their roles and

responsibilities as the electronic information era further direct the course of

libraries, archives, and information and media center. They have to

completely accept the fact that there is a need to realign their competencies

with the requirements of the electronic age (Fernandez and Buenrostro Jr.,

2015).

This Training Needs Assessment (TNA) was conducted to identify

competencies and training needs of the Library Services Personnel for the

purpose of enhancing employee job performance. Accordingly, conducting

training needs assessment for library staff is also one of the suggested areas

for improvement of the PACUCOA. The result of the training needs

assessment will be used as basis for crafting the Personnel Development

Plan (PDP) of the Library Services Department.


Objectives

Generally, this assessment sought to determine training needs of

the Library Services Personnel. Specifically, it will also shed light to the

following:

1. ascertain the competencies of the library personnel that need

to be strengthened;

2. verify the degree of competency that the Library Services

Personnel currently have;

3. identify the degree of competency that the Library Services

Personnel currently needed to accomplish their work;

4. establish the degree of competency that the Library Services

Personnel believe will be required in the future to accomplish

their work; and

5. serve as basis for crafting the Personnel Development Plan

(PDP) of the Library Services Department.


The TNA for Library Services Personnel was specially developed to

assess the degree of competencies of the said personnel in accomplishing

their work. The TNA tool is comprised of predefined competencies, areas,

and sub-areas developed by the Professional Regulatory Board for

Librarians in 2013. The core competencies were grouped into two parts:

professional and personal, patterned after the Special Libraries Association

(SLA) model. Professional competencies include managing information

resources, managing information services, managing information tools and

technologies, and managing information organizations. Personal

competencies include communication, customer service, leadership,

lifelong learning and personal growth, ethics and values, and interpersonal.

However, as per the Chief Librarian’s recommendation, only two of the

personal competencies – communication and customer service, were

included in the TNA tool.

36

SUBIR VOLUME 1

The TNA tool is a self-assessment tool with list of core

competencies of a library personnel needed to effectively perform one’s

job. From the list of competencies, the library personnel assess the degree

of competency that they currently have, currently needed to accomplish

their work, and they believe will be required in the future to accomplish

their work. To ensure accuracy of assessment, validation was done by the

Chief Librarian and Director of the Research Department. Following is the

rating scale used for this purpose.

Table 1. TNA for Library Services Personnel rating scale

Data collected were analyzed using percentage and weighted

mean. To determine the library personnel’s degree of competency, mean

rating was computed for each of the standard competencies. A mean rating

of 2.49 and below would mean that their competency is on Basic and

Awareness level only, thus such competency needs to be strengthened and

be included in their Personnel Development Plan (PDP). However, as to the

Chief Librarian, since most of her standard competencies are on the

advance and expert levels, those competencies that fall on the Intermediate

level will be the basis for her PDP.

The following statements shed light on the stated objectives of the

study. Assessment of the library personnel competencies that need to be

strengthen as shown in Table 2 revealed that majority of them (58.33%)

need to further enhance their competencies on e-resources management

and information literacy under managing information resources and

managing information services respectively. This result can be attributed

to the fact that as the new millennium ushered the continuous and rapid

changes that transform information captured in print format to digital

format, the library services personnel must be adept in e-resources

management and information literacy (Fernandez and Buenrostro Jr., 2015).

Likewise, 50% of the library personnel also need to develop their

1= Awareness 2= Basic 3= Intermediate 4= Advanced 5= Expert

Knows the

concepts and

processes

Needs close and

extensive

supervision

Is familiar with

the concepts

and processes

Needs frequent

supervision

Understands the

concepts and

processes

Needs occasional

supervision

Fully

understands the

concepts and

processes

Generally needs

little or no

supervision

Has broad and

deeper

understanding of

concepts and

processes

Serves as a key

resource and

advises others


competencies on collection management under managing information

resources, core application of information tools and technologies under

managing information tools and technologies (core skills), and project

management/research under managing information organization. As

Fernandez and Buenrostro Jr. (2015) have stated, the role of the librarian

dealing with digital resources should extend beyond the reactive librarian

to the proactive consultant and colleague. In the expanded role of librarian

as information consultant and colleague, the major value-added

contribution is the provision of a more precise and relevant search output

desired by their clients/customers.

As to other competencies under the managing information

resources, 41.67% of the library personnel need to reinforce their

competency on selection and acquisition. Moreover, four (33.33%) of the

library personnel need to be more equipped on cataloging and three

(25.00%) need to develop their competency on preservation.

On managing information services, minority of the library

personnel need to enhance their competencies on access services,

reference/information, patron training, public services/outreach, and

children’s/young adults services. This implies that majority of the library

personnel have already mastered the needed competencies under

managing information services thus they just have to continuously update

themselves on the current trends on library management.

Similarly, a small number of library personnel also need to

reinforce their managing information tools and technologies competencies

specifically on core email, core hardware, core internet, core operating

systems, core software applications, and core web tools. In the same way,

only some of the library personnel need to intensify their managing

information organization competencies as to strategic planning/policy

formulation, financial management/budgeting and funding, public

relations/marketing and promotion, collaboration/networking, and

facilities management.

38

SUBIR VOLUME 1

Majority of the library personnel’s personal competencies, which

include communications and customer service, are already on Intermediate

and Advanced level thus no further training is immediately needed.

Table 2. Library personnel competencies that need to be

strengthened

Standard Competencies Frequency Percentage

I. Professional Competencies

A. Managing Information Resources

1. Selection and Acquisition 5 41.67

2. Cataloging 4 33.33

3. Collection Management 6 50.00

4. E-Resources Management 7 58.33

5. Preservation 3 25.00

B. Managing Information Services

1. Access services 1 8.33

2. Reader’s Advisory 0 0.00

3. Reference/Information 1 8.33

4. Patron Training 3 25.00

5. Information Literacy 7 58.33

6. Public Services /Outreach 2 16.67

7. Children’s/Young Adults Services 1 8.33

C. Managing Information Tools

and Technologies

(Core Skills)

1. Core Email 2 16.67

2. Core Hardware 2 16.67

3. Core Internet 3 25.00

4. Core operating Systems 3 25.00

5. Core Software Applications 3 25.00

6. Core Web Tools 3 25.00

7. Core Application of Information Tools

and Technologies 6 50.00

D. Managing Information Organization

1. Strategic Planning/Policy Formulation 4 33.33

2. Financial Management/Budgeting and

Funding 5 41.67

3. Project Management/Research 6 50.00

4. Personnel management 0 0.00

5. Public Relations/Marketing and

Promotion 2 16.67

6. Collaboration/Networking 3 25.00


Standard Competencies Frequency Percentage

7. Facilities Management 1 8.33

II. Personal Competencies

1. Communication 1 8.33

2. Customer Service 0 0.00

Assessing the overall degree of competency of the library services

personnel as to the skills that they currently have revealed that their

professional competencies, which include Managing Information

Resources, Managing Information Service, and Managing Information

Organization, are on the Basic level. Whereas, the overall degree of

personal competencies, which include Communication and Customer

service and professional competency on Managing Information Tools and

Technologies of the library services personnel, are classified on the

Intermediate level. This further implies that the library services personnel

recognize the need to enhance necessary skills to perform their job.

Table 3. Degree of competency that the Library Services Personnel

currently have

Standard Competencies Mean Rating Interpretation

I. Professional Competencies 2.35 Basic

A. Managing Information

Resources

B. Managing Information Service

C. Managing Information Tools and

Technologies (Core Skills)

D. Managing Information

Organization

2.08

2.43

2.58

2.29

Basic

Basic

Intermediate

Basic

II. Personal Competencies 2.92 Intermediate

A. Communication

B. Customer Service

2.58

3.25

Intermediate

Intermediate

Recognizing the need to enrich their professional and personal

competencies, the library services personnel rated their degree of

competency as Intermediate and Advanced levels for professional and

40

SUBIR VOLUME 1

personal competencies, respectively in terms of what they currently needed

to accomplish their work. Although they are professionally and personally

competent, they are acknowledging the fact that they need some

intervention to enable them to gain confidence in demonstrating their

competencies.


currently needed to accomplish their work


I. Professional Competencies 3.06 Intermediate

A. Managing Information Resources





Organization

2.83

3.25

3.08

3.09

Intermediate

Intermediate

Intermediate

Intermediate

II. Personal Competencies 3.79 Advanced

A. Communication

B. Customer Service

3.67

3.91

Advanced

Advanced

Library services personnel are also aware that they need to

enhance and maintain high ethical, moral, and professional standards of

librarianship. Their professional and personal competencies should adapt

to the demands of their work. Acknowledging the stated fact, the library

services personnel perceived that their professional competencies should

be in Advanced level, while their personal competencies should be in Expert

level. The library services personnel believe that those stated degrees of

competencies will be required in the future to effectively accomplish their

work.


believe will be required in the future to accomplish their

work


I. Professional Competencies 3.95 Advanced

A. Managing Information

Resources




3.90

4.20

3.77

Advanced

Advanced

Advanced



Organization

3.91 Advanced

II. Personal Competencies 4.68 Expert

A. Communication

B. Customer Service

4.64

4.73

Expert

Expert

Conclusions

The Training Needs Assessment (TNA) is conducted to identify

competencies and training needs of the Library Services Personnel and will

serve as basis for developing the Personnel Development Plan of the Library

Services Department.

The results revealed that some of the librarians and library

assistants need to strengthen their professional competencies on

managing information resources, managing information tools and

technologies, managing information services, and managing information

organization. These competencies are essential skills that the librarian and

library assistants need to develop. As to personal competencies, which

include skills on communications and customer service, the library services

personnel competencies are on Intermediate and Advanced level thus no

immediate training or skills enhancement is needed.

The library services personnel acknowledge their limitations and

recognize that they need to further their professional competencies. As to

personal competencies, library services personnel should sustain their high

level of communication skills and customer service, thereby needing only

minimal interceptive assistance.

Gathered TNA result shall be the basis for developing the

Personnel Development Plan (PDP) of the Library Services Personnel

starting this academic year 2016-2017.

42

SUBIR VOLUME 1

References Cited

Fernandez, L.M & Buenrostro, J.C (2015). Competencies of professional

librarians in northern Luzon, Philippines: Basis for building

capacities and continuing professional development.

Needs Analysis: How to determine training needs (2015). Retrieved online

http://www.hr-guide.com/data/G510.htm

Professional Regulatory Board for Librarians. Prescription, Adoption, and

Promulgation of a National Competency – Based Standards for

Filipino Librarians. Resolution No. 03 S. 2015

Training Needs Analysis (2006). Retrieved online

http://www.london.ac.uk/fileadmin/documents/staff/staff_develo

pment/tna.pdf

http://www.hr-guide.com/data/G510.htm

http://www.london.ac.uk/fileadmin/documents/staff/staff_development/tna.pdf

http://www.london.ac.uk/fileadmin/documents/staff/staff_development/tna.pdf


Analysis of Turn-over Rate of Letran Calamba Personnel

JELHEN F. FAYLON

Human Resource Department

Background

In human resource terms, personnel turn-over is a measurement

of how long personnel stay with the organization and how often will have

to replace them. Turn-over or Separation is when personnel leave an

organization and have to be replaced. It cannot be avoided that some

personnel will always leave the workforce due to new job offers, pursue

higher education, relocation, and job dissatisfaction, or retirement

(compulsory or optional).

In general, organization with low turn-over is quite productive.

This is because the personnel know and trust one anothe and are better at

their specific roles than a group of personnel that sees more turn-over

would be. Personnel are likely to be more loyal to the organization and

more willing to devote their personal energy to the job. Low turn-over

makes it easier for the organization to focus its time and energy on the

business at hand rather than adapting to new personnel. In contrast, high

turn-over means the organization is losing a relatively high percentage of

personnel each year compared with the number of personnel that is hired

and employed. This unavoidable level of turn-over can somehow be

beneficial because it brings new people into the organization with new

ideas and a fresh perspective.

To manage personnel turn-over, the human resource has to

monitor personnel retention and job satisfaction. With this, the human

resource can understand why personnel leave and what information can be

used to address personnel losses. Towards this end, HRD Letran Calamba

conducts an Exit Interview to all personnel ending their contracts, applying

for resignation, and availing of compulsory and optional retirement. For

44

SUBIR VOLUME 1

this paper, the focus is on the personnel who resigned from the Colegio for

two (2) Academic Years 2014-2015 and 2015-2016.

Objectives

Generally, this paper sought to identify and improve personnel

retention and reduce turn-over within Letran Calamba. Specifically, it also

aimed to know the following:

1. Determine the top three reasons of separation from Letran

Calamba;

2. Ascertain the top five considerations for accepting offers of other

organizations;

3. Determine the desirable and undesirable factors of job in Letran

Calamba; and

4. Provide recommendations to sustain the retention rate of Letran

Calamba


For AY 2014-2015, the Human Resource Department (HRD)

obtained the retention rate of permanent personnel using the formula in

Table 1.

Table 1 reveals that for AY 2014-2015, the retention rate or the

number of retained personnel was 270 (91.53%), therefore the turn-over

rate or the number of personnel who left the Colegio was 25 or 8.47%.


TA

BLE 1

. R

ET

EN

TIO

N R

AT

E O

F P

ER

MA

NEN

T/R

EG

ULA

R P

ER

SO

NN

EL

AY

20

14

-20

15

Fir

st

Sem

est

er,

AY

20

14

-20

15

To

tal

Nu

mb

er

of

Perm

an

en

t/

Reg

ula

r

Pers

on

nel

EN

D O

F EM

PLO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t/R

eg

ula

r

Pers

on

nel

Resi

gn

ed

R

eti

red

D

eath

Op

tio

nal

Co

mp

uls

ory

294

100%

9

3.0

6%

2

0.6

8%

0

0.0

0%

0

0.0

0%

283

96

%

Seco

nd

Sem

est

er,

AY

20

14

-20

15

To

tal

Nu

mb

er

of

Perm

an

en

t/

Reg

ula

r

Pers

on

nel

EN

D O

F EM

PLO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t/R

eg

ula

r

Pers

on

nel

Resi

gn

ed

R

eti

red

D

eath

Op

tio

nal

Co

mp

uls

ory

295

100%

7

2.3

7%

4

1.3

6%

2

0.6

8%

1

0.3

4%

281

95

.25

%

AY

20

14

-

20

15

To

tal

Nu

mb

er

of

Perm

an

en

t/

Reg

ula

r

Pers

on

nel

EN

D O

F EM

PLO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t/R

eg

ula

r

Pers

on

nel

Resi

gn

ed

R

eti

red

D

eath

Op

tio

nal

Co

mp

uls

ory

295

100%

16

5.4

2%

6

2.0

3%

2

0.6

8%

1

0.3

4%

270

91

.53

%

46

SUBIR VOLUME 1

Also, using the same formula, the retention rate of permanent

personnel for AY 2015-2016 was computed based on Table 2.

For AY 2015-2016, Table 2 shows that the turn-over rate was 31 or

5% while the retention rate was 253 or 95%.

In this paper, the focus was based on the personnel who voluntary

resigned from the Colegio. A total of 15 out of 16 resigned personnel served

as the respondents for AY 2014-2015 and 18 out of 21 resigned personnel

served as the respondents for AY 2015-2016. One personnel for AY 2014-

2015 and three personnel for AY 2015-2016 were not able to undergo the

process because they already left the country while, others have yet to

complete.


TA

BLE 2

. R

ET

EN

TIO

N R

AT

E O

F P

ER

MA

NEN

T/R

EG

ULA

R P

ER

SO

NN

EL

AY

20

15

-20

16

Fir

st

Sem

est

er

AY

20

15

-20

16

To

tal

Nu

mb

er

of

Perm

an

en

t

Pers

on

nel

EN

D O

F E

MP

LO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t

Pers

on

nel

Resi

gn

ed

R

eti

red

Op

tio

nal

Co

mp

uls

ory

288

100%

9

3.1

3%

1

0.3

5%

0

0.0

0%

278

97

%

Seco

nd

Sem

est

er

AY

20

15

-20

16

To

tal

Nu

mb

er

of

Perm

an

en

t

Pers

on

nel

EN

D O

F E

MP

LO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t

Pers

on

nel

Resi

gn

ed

R

eti

red

Op

tio

nal

Co

mp

uls

ory

279

100%

12

4.3

0%

5

1.7

9%

4

1.4

3%

258

92

%

AY

20

15

-20

16

To

tal

Nu

mb

er

of

Perm

an

en

t

Pers

on

nel

EN

D O

F E

MP

LO

YM

EN

T

Nu

mb

er

of

Reta

ined

Perm

an

en

t

Pers

on

nel

Resi

gn

ed

R

eti

red

Op

tio

nal

Co

mp

uls

ory

284

100%

21

7.3

9%

6

2.1

1%

4

1.4

1%

253

95

%

48

SUBIR VOLUME 1

To gather the information, exit interview form was developed in

order to identify the factors that influence a decision of an individual to

leave Letran Calamba. These personnel can help HRD in gathering

information that would serve as a guide for Letran Calamba to become a

better institution. Aside from the exit interview form, HRD also conducts

one-on-one interview in order to verify the answers from the personnel. It

is always reiterated that the answers and comments during interview shall

be dealt with utmost confidentiality.

Basically, the exit interview focuses on the following: reasons for

personnel separation, personnel satisfaction, and on three factors, namely,

job related, working relations, and Letran Calamba related factors. It has a

combination of open-ended and closed-ended questions in order to get

various and honest answers.

To determine and compare the reasons for personnel separation

and satisfaction, HRD tabulated the exit interview conducted last Academic

Year 2014-2015 and 2015-2016.

For AY 2014-2015, Figure 1 shows the top three reasons for

resigning are the following: (1) to go abroad; (2) due to personal reasons

such as having more time for their family and for personal growth; and (3)

the personnel accepted another job.


Figure 1. Reasons for resigning, AY 2014-2015

On the other hand, Figure 2 shows that for AY 2015-2016 the top

three reasons for resigning are the following: (1) to go abroad; (2) due to

personal reasons like family related concerns; and (3) the personnel

accepted another job. It was clearly determined that those three reasons

are consistent in both Academic Years 2014-2015 and 2015-2016, which is

to go abroad, wherein three went to Bahrain and two went to Korea to

pursue their teaching profession. Personal reasons such as providing more

time for family and professional growth were also mentioned. Lastly,

personnel who were resigned from the Colegio accepted another job.

Figure 2. Reasons for resigning, AY 2015-2016

Figure 3 shows that the top five factors that were considered for

accepting other jobs of resigned personnel for AY 2014-2015 where the

following: (1) higher salary (9 or 35%); (2) higher position (4 or 15%); (3)

greater opportunity for promotion (4 or 15%); (4) job more suited to lone

of interest (3 or 11%); and (5) more convenient location (3 or 12%)

50

SUBIR VOLUME 1

Figure 3. Factors considered to take other jobs, AY 2014-2015

For AY 2015-2016, Figure 4 shows the top five factors that were

considered for accepting other jobs of resigned personnel where the

following: (1) higher salary (7 or 32%); (2) greater opportunity for promotion

(4 or 18%); (3) job more suited to lone of interest (4 or 18%); (4) others such

as better retirement benefits, security of tenure, and to sustain the medical

needs of immediate family (4 or 18%); and (5) higher position (2 or 9%).


Figure 4. Factors considered to take other jobs, AY 2015-2016

Figure 5 displays that in AY 2014-2015, the most liked job related

factor was the relationship with co-employees with 11 respondents,

followed by the nature of work with 9 respondents, and 2 respondents each

for ample trainings and others (i.e. superior and students). While in AY

2015-2016, the most liked job related factors were the following: nature of

work (n=11), relations with co-employees (n=6), ample trainings (n=5), and

others such as benefits (n=2).

Figure 5. Job Related Factors for AY 2014-2015 versus AY 2015-2016

(Most Like about job)

Figure 6 reveals that for AY 2014-2015, the least liked job related

factors were the following: favoritism and others such as too much

unnecessary paperworks, confusing job description, school system, nature

of work, poor communication, and unprofessional approaches got a rating

of six; five respondents answered too much work load; and one chooses the

answer of no harmonious relationship among employees/supervisor. While

in AY 2015-2016, the highest factor that was least liked on their job was too

52

SUBIR VOLUME 1

much work load (n=8); others like paper works/ forms, some incompetent

administrators, PACUCOA accreditation, duplication of job function,

attitude of heads/employees, and managemnt matters (n=6); and three

ratings in favoritism and no harmonious relationship among

employees/supervisor.

Figure 6. Job Related Factors for AY 2014-2015 versus AY 2015-2016

(Least Like about job)

Based on the figure below, the most liked Letran Calamba related

factors in AY 2014-2015 was the office environment/working condition with

8 respondents, followed by others specifically the students & colleagues

with 4 respondents, 3 respondents for activities (such as Formation

Programs, Internal trainings/seminars, Binyag Arriba, Gawad Parangal,

Christmas Lighting, and Faculty Follies). Moreover, the most liked Letran

Calamba related factors in AY 2015-2016 is still the office

environment/working condition (n=10); activities like teambuildings &

recollections (n=6), others specifically the benefits, co-workers, research

modules, books, and other writings (n=5).


Figure 7. Letran Calamba Related Factors for AY 2014-2015 versus AY

2015-2016 (Most Like about Letran Calamba)

Based on Figure 8, the least liked Letran Calamba related factors

for AY 2014-2015 were the following: slow promotion obtained seven

responses; six respondents answered others such as strong politics, gossips,

forms, defective communication system, unrelated/redundant paperworks,

and Department Head; and five chooses the answer of low salary. In AY

2015-2016, the highest factor that was least liked on Letran Calamba were

the following: slow promotion (n=9); low salary (n=8); and three ratings

both in office environment/working condition and others which includes

too muck workload, changing management plans, basic pay, and other

requirements for promotion.

54

SUBIR VOLUME 1

Figure 8. Letran Calamba Related Factors for AY 2014-2015 versus AY

2015-2016 (Least Like about Letran Calamba)

Conclusions

The following conclusions were revealed by the paper:

1. Based on the given data, the top three reasons of separation from

Letran Calamba were the following: (1) to go abroad because of

the rate of pay that they are going to receive; (2) due to personal

reasons such as for personal development & family related

concerns; and (3) the personnel accepted another job. Although

many things were considered by the resigned personnel such as

the nature of work, relations with co-employees, office

environment/working conditions, benefits, and activities but due

to the demand for higher salary and personal growth and

development they tend to resign from the Colegio. Also, almost

all of the resigned personnel (or 8 out of 15 respondents from AY

2014-2015 and 10 out of 18) respondents from AY 2015-2016

answered that the rate of pay they received was a bit low although

acceptable. Even resigned personnel left the Colegio, they are still

recommending the Colegio to their friends as a place to work for.


2. The top five considerations for accepting offers of other

organizations were: (1) Higher salary, (2) Higher position, (3)

Greater opportunity for promotion, (4) Job more suited to lone of

interest, and (5) More convenient location.

3. The most liked job related factors were as follows: (1) the

relationship with co-employees, (2) followed by the nature of

work, (3) ample trainings and others (i.e. superior, students, and

benefits). While the least liked job related factors were the

following: (1) too much work load; (2) others such as too much

unnecessary paperworks/forms, confusing job description,

duplication of job function, school system, PACUCOA

accreditation, nature of work, poor communication, some

incompetent administrators, attitude of heads/employees, and

unprofessional approaches; and (3) favoritism.

4. The most liked Letran Calamba related factors were the following:

(1) office environment/working condition; (2) others specifically

the students, colleagues, benefits, research modules, books, and

other writings ; and (3) activities (such as Formation

Programs/Recollections, Teambuildings, Internal

trainings/seminars, Binyag Arriba, Gawad Parangal, Christmas

Lighting, and Faculty Follies).

Recommendations

In line with the findings and conclusions, the following

recommendations are suggested in order to help the Colegio maintain its

personnel:

1. Emphasize the desirable aspects of the Colegio’s work

environment to future applicants;

2. Benchmark with other nearby schools on the current salary

levels ;

56

SUBIR VOLUME 1

3. Revisit of existing salary scale of the Colegio through the

Economic Council; and

4. Continuing review of internal processes like communication

system and personnel workload/ paperworks.

References Cited

http://study.com/academy/lesson/what-is-employee-turnover-definition-

cost-reasons.html

https://www.qualtrics.com/support/research-resources/create-employee-

exit-interview-survey/


Learning, Unlearning, and Relearning: An Evaluation of the

Departmental Data Analysis Training Series and Its Inputs to

Personnel Research Engagement

JUAN GERRICK B. MALLARI

Knowledge Management Department

Background

Research is the careful and diligent search or inquiry of new facts

or discoveries, whether to accept or reject theories in the existence of new

facts that can be used in practical application (http://www.merriam-

webster.com/dictionary/research.dov; July 26, 2016). Further, it involves the

systematic or step-by-step process of investigating the truth of a certain

phenomenon. Therefore, it is imperative that basis for process

enhancement and decision-making should be guided by research. One of

the common research undertakings in which it is embedded in Knowledge

Management Department’s departmental practices is the analyses of

department data. But before analysing, these are the questions that need

to be clarified: How do we classify data from information? What’s the

difference between knowledge and wisdom? When and how are you going

to use your data or information? Data, according to Schumaker (2011, p.

40) as cited from Boisot and Canals (2004) is the observable, concrete states

which are products of our response to a stimuli. It involves the use of our

human senses. When we are able to interpret these responses, then it

becomes information. The value of information depends on the need for a

particular data (Choo, 1996; Schumaker, 2011, p. 40.) Information per se, is

determined by the level of importance of the data. Hence, the use of

information results to gained knowledge. Knowledge pertains to the “how”

of using information and the “when” and “why” are you going to use

knowledge is referred to as wisdom (Jifa, 2013, p. 714).

Recommendations based from the audit results of the Philippine

Quality Award Site Visit showed that the Colegio has rich sources of data

58

http://www.merriam-webster.com/dictionary/research.dov

http://www.merriam-webster.com/dictionary/research.dov

SUBIR VOLUME 1

and information, which are not being utilized. Moreover, most of the non-

teaching personnel of the Colegio are not fully engaged in research-related

activities. Thus, with the recent birth of the Knowledge Management

Department, it assists all departments in analysing their departmental data

and help promote the culture of curiosity and inquiry, which has been set

by the Research and Development Division through the Research

Department. The department conducted series of trainings on analysing

department data for employees represented by different offices and

divisions last May 12, 17, and 19, 2016. More so, it also gave focus on

enhancing the participants’ writing and grammar skills. Similarly, a review

on collecting, reviewing, and analysing departmental data dubbed as

“Learning, Unlearning, and Relearning” was organized for selected faculty

members among schools last June 3, 2016. Evaluation Forms on

Trainings/Seminars (RE:03-00-FO-14) was used to evaluate the perception

of the participants to the overall training experience. Hence, this paper

focused on the results of the evaluation tool as perceived by the

participants during their training session.

Objectives

This study was guided by the following objectives:

1. To determine the mean ratings of the activity as given by the

participants in terms of:

a. The Speaker;

b. The Presentation;

c. Venue; and

d. Training Session; and

2. To recognize the implications of the training series among

participants.



This paper used a 5-point rating scale of interpretation:

Mean

range

Interpretation

4.51-5.00 Excellent

3.51-4.50 Very Good

2.51-3.50 Good

1.51-2.50 Fair

1.00-1.50 Poor

The following are the criteria evaluated by the participants:

The Speakers: Ms. Sharon A. Malaiba

Dr. Roberto DV. Revilla

Dr. John Jesus D. Meneses

a. spoke loud enough, clearly, and at a good pace

b. was sensitive to the learning adaptability of the participants

c. was prepared and knowledgeable on the topic

The Presentation

d. topic was useful and of interest to me personally

e. materials were well organized and easy to follow

f. audio-visual aids were effective and contributed to the

presentation

g. audio-visual aids were of excellent quality

h. audio-visual aids were integrated into the content of the

presentation

Venue

60

SUBIR VOLUME 1

i. suitable for the training

Training session

j. well organized

k. met my expectations

Based on the results of the retrieved evaluation forms, it showed

that the overall experience in the departmental data analysis training series

for employees obtained excellent ratings. Ms. Sharon A. Malaiba as the

resource speaker received an Excellent rating of 4.97 for sharing her

knowledge and expertise in the topic. On the other hand, the presentation

also garnered an Excellent rating of 4.98. The participants viewed the topic

as useful and relevant to their department’s operations. They also find the

venue suitable for training, with an Excellent rating of 4.95. The training

session received an overall mean rating of 4.96 for being organized and

have met the set expectations. The presentation showed the highest mean

rating, while venue has the lowest mean rating still with Excellent ratings.

In a study conducted by Jehanzeb and Bashir (2013) on Training

and development program and its benefits to employee and organization: A

conceptual study, results showed that there are direct and indirect benefits

in the employee performance. Given that employees perform well, it also

improves profitability, efficiency, and output in organizational performance.

Figure 1. Summary of evaluation from employees

4.97 4.98 4.95 4.96

1.002.003.004.005.00

Departmental Data Analysis Training

Series for Employees

The Speaker: Ms. Sharon A. Malaiba

The Presentation

Venue

Training session


Qualitative comments from the employees were also given as follows:

“Really appreciate the training given to us by KMD. We

need a lot of this.”

“another more days for training a day is not enough”

“Good job KMD! (n=2)”

“more of these for continuous improvement of data

analysis and related skills.”

“Thank you! (n=12)”

“additional knowledge in learning research.”

“This seminar is very helpful!”

“more session please! (n=2)”

“I've learned something new!! =)”

“The training is very informative”

“the training is very relevant to the department's

operation. I appreciate it a lot.”

“Very useful. (n=2)”

In terms of the responses from the faculty members, it showed

positive results based from the garnered ratings. Prof. Roberto DV. Revilla

got the highest Excellent rating of 5.00, which reflects the participants’

appreciation of his knowledge and expertise in the topic of qualitative

research.

62

SUBIR VOLUME 1

Meanwhile, Dr. John Jesus D. Meneses received a mean rating of

4.97 (Excellent) as viewed by the participants on his expertise in the field of

quantitative research. Both venue and training session got 4.92 (Excellent)

mean ratings. Despite of the limited space, the faculty members still viewed

the venue and flow of the session conducive for the training. Lastly, the

presentation got the lowest mean rating of 4.88, still an Excellent rate.

Figure 1. Summary of evaluation from faculty members

Qualitative comments from the faculty members are as follows:

“time constraints”

“Congrats & keep up the good work!”

“Very informative”

“Thanks for the useful input.”

“Very good.”

A post-activity interview was also done among purposively

selected participants from the five divisions in the data analysis training

5.00 4.97 4.88 4.92 4.92

1.00

2.00

3.00

4.00

5.00

Learning, Unlearning, and Relearning

The Speaker: Dr. Roberto DV. Revilla

The Speaker: Dr. John Jesus D. Meneses

The Presentation

Venue

Training session


series to gained additional insights, aside from the ones mentioned in the

evaluation forms. Guide questions were lifted from Form for Capturing Tacit

Knowledge (RE:03-00-FO-19). Table 1 presents the summary of responses

from the interview:

64

SUBIR VOLUME 1

Tab

le 1

. S

um

mary

of

inte

rvie

w r

esp

on

ses

Inte

rvie

w Q

ues

tio

ns

Aca

dem

ics

Div

isio

n

A&

P D

ivis

ion

F

inan

ce D

ivis

ion

R

&D

Div

isio

n

RE

MI D

ivis

ion

1.

Wh

at w

ent

wel

l?

Yun

g gr

amm

ar r

evie

w. K

ung

papa

no y

ung

pag

cons

truc

t ng

tam

ang

sent

ence

.

Cla

rific

atio

n sy

a sa

laha

t ng

kn

owle

dge

ko s

a re

sear

ch.

I ap

prec

iate

how

we

can

cons

truc

t dat

a an

alys

is. Y

ung

esse

nce

nya,

not

on

mer

e co

mpl

ianc

e bu

t mor

e on

an

alys

ing.

Yun

g ap

prec

iatio

n ng

pur

pose

nya

.

Com

fort

able

ang

fee

ling

sa

trai

ning

. H

indi

nak

akak

aba,

cl

assr

oom

set

ting.

Fee

ling

mo

stud

ent k

a, g

uide

d. N

agus

tuha

n ko

yun

g gr

amm

ar r

evie

w,

na-

refr

eshe

d ak

o. L

agi m

o sy

ang

gina

gam

it, p

ero

hind

i mo

alam

na

mal

i na

pala

yon

.

Oka

y na

man

. Mag

anda

sy

a na

rem

inde

r. 1

01

sya

bago

ka

mak

abuo

ng

pap

el,

alam

mo

na

pano

sya

i-co

nduc

t. W

orth

it a

ng in

puts

.

2.

Wh

at d

idn

’t g

o

wel

l or

had

u

nin

ten

ded

co

nse

qu

ence

s?

San

a yu

ng

follo

w-u

p co

nsis

tent

at c

onsu

ltatio

n sc

hedu

le. S

ana

may

as

sign

ed d

in n

a fa

culty

na

mag

ass

ist s

a re

sear

ch.

Sm

ooth

nam

an a

ng n

agin

g tr

aini

ng k

aya

lang

dur

ing

the

impl

emen

tatio

n nu

ng r

esea

rch,

su

mab

ay s

ya s

a w

ork

load

, sa

ka ti

me

cons

trai

nt f

or

com

plia

nce.

Sig

uro

kung

yun

g da

ta

anal

ysis

as

a re

quire

men

t,

kung

nee

d ba

tal

aga

ng

empl

oyee

s na

mag

ana

lyse

? N

ot o

n m

ere

com

plia

nce

kasi

to

xic

bar

in s

a w

ork

load

. P

ati

yung

ava

ilabi

lity

ng d

ata.

May

mga

big

laan

g ac

tiviti

es

durin

g th

e tr

aini

ng.

Na

kaila

ngan

pal

a pr

epar

ed k

a to

do

dat

a an

alys

is p

ero

at le

ast

nasi

mul

an m

o na

.

Con

flict

in s

ched

ule

3.

If y

ou

had

to

do

it

ove

r ag

ain

, w

hat

wo

uld

yo

u

do

dif

fere

ntl

y?

San

a m

ay s

ugge

sted

top

ics

na f

or d

ata

anal

ysis

. M

ore

on s

a pa

ano

gum

awa

ng

gra

phs,

paa

no m

ag a

naly

se.

Mor

e on

fol

low

-up

gaw

a ng

a ka

si n

g w

ork

load

and

tim

e co

nstr

aint

. Mag

anda

sig

uro

kung

tw

ice

sya

i-run

per

o di

ffer

ent t

opic

s. Y

ung

para

bag

o m

ag p

ropo

sal a

nd f

inal

. Par

ang

sa r

esea

rch

clas

s.

Sig

uro

kung

mag

cos

t be

nefit

an

alys

is a

ko, s

ana

may

1

sess

ion

lang

na

annu

al

trai

ning

. B

igge

r gr

oup.

We

can

also

invi

te e

xter

nal e

xper

ts.

Mor

e gr

amm

ar a

ctiv

ities

. Oka

y sy

ang

prim

er.

Mas

mar

amin

g ex

ampl

es,

inpu

ts.

4.

Wh

at

reco

mm

end

atio

ns

wo

uld

yo

u

mak

e to

oth

er

do

ing

sim

ilar

pro

ject

s?

Yun

nga

san

a m

ay

sugg

este

d to

pics

na

for

data

an

alys

is. M

ay c

onsu

ltatio

n sc

hedu

le. F

acul

ty n

a m

ag

act

as m

oder

ator

s. A

t sak

a in

cent

ive

para

ma-

mot

ivat

e an

g m

ga e

mpl

eyad

o m

ag

rese

arch

.

Sig

uro

dapa

t i-c

onsi

der

din

yung

will

ingn

ess

ng m

ga

part

icip

ants

. Yun

g hi

ndi s

ila

napi

litan

. Im

ulat

at i

nten

sify

ang

re

sear

ch c

ultu

re s

a at

in.

Mag

karo

on d

in s

ana

ng t

rain

ing

on r

esea

rch

pres

enta

tion

and

oral

com

mun

icat

ion.

San

a ku

ng m

agka

karo

on t

ayo

ng d

atab

ank

stor

age

ng la

hat

ng d

ata

anal

ysis

tapo

s m

ay

pers

onne

l-in-

char

ge n

a m

ag-

anal

yze

ng d

ata.

Mak

apag

-invi

te d

in n

g ex

tern

al

reso

urce

spe

aker

. Mas

oka

y an

g sm

all g

roup

, na

tutu

tuka

n.

San

a m

ay s

urve

y m

una

sa s

ched

ule

para

sa

avai

labi

lity

ng t

rain

ees.

S

ana

mas

mal

akin

g ve

nue.


Participants who were interviewed when asked ‘what went well?’

responded that they appreciated the subject on grammar review and the

purpose of the training. It has given some clarifications with regard to

knowledge or research. However, on the part of ‘what didn’t go well?’ some

mentioned conflict in the training schedule, availability of data, and work

load concerns. But when they were asked if ‘If you had to do it over again,

what would you do differently?’, some responded that if they already have

suggested topics for data analysis, more examples, grammar activities and

how to analyse and prepare graphs, more sessions as compared to research

classes of the Colegio, bigger groups, and if we can also invite external

resource person. And when they were asked ‘What recommendations

would you make to other doing similar projects?’, participants would like to

have faculty members as research moderators, willingness and availability

of the participants, bigger venue, invite external resource speakers, and

trainings on research presentation and oral communication, and databank

storage for data analysis.

Conclusions

In summary, the departmental data analysis training series for

employees and faculty members showed overall positive results. The

employees and faculty members appreciated the resource speakers with

regard to the shared knowledge and expertise. The quality of the

presentation also helps to capture the interest of the participants.

Given the limited space, the participants still viewed the venue

suitable for the training. The training session also showed positive results

in terms of organization and setting the expectations of the participants.

However, one of the qualitative comments from the faculty members

indicated ‘time constraint.’ In the study conducted by Borg (2007, p. 732),

he mentioned the factors why teachers cannot sustain their research

engagement: (1) lack of external pressures; (2) lack of time; and (3)

differences in personal disposition. In another study on research culture, it

showed that ‘investment in time’ was identified as an important criteria to

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SUBIR VOLUME 1

establish a research culture among schools (Ebbutt, 2001; Borg, 2007, p.

745.)

Hence, this supports the purpose of conducting trainings among

teaching and non-teaching personnel in analyzing their departmental data

which will help personnel to become engage in doing research. A proposed

action plan was formulated to further enhance and sustain the research

capability of Letran Calamba personnel.

References Cited

Schumaker, R. P. (2014). From Data to Wisdom: The Progression of

Computational Learning in Text Mining. Communications of the

IIMA, 11(1), 4.

http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=115

5&context=ciima (dov: July 28, 2016)

Jifa, G. (2013). Data, Information, Knowledge, wisdom and meta-synthesis

of wisdom-comment on wisdom global and wisdom cities.

Procedia Computer Science, 17, 713-719.

http://www.sciencedirect.com/science/article/pii/S187705091300

2251 (dov: July 28, 2016)

Borg, S. (2007). Research engagement in English language teaching.

Teaching and Teacher Education, 23(5), 731-747.

http://www.education.leeds.ac.uk/assets/files/staff/papers/Borg-

2006-TATE.pdf (dov: July 29, 2016)

Jehanzeb, K., & Bashir, N. A. (2013). Training and development program

and its benefits to employee and organization: A conceptual

study. European Journal of Business and Management, 5(2).

http://s3.amazonaws.com/academia.edu.documents/32182244/3

947-5999-1-

PB.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=14

79898353&Signature=GOilo4lF9wbtmgeo2r2SOlaVuiU%3D&res

ponse-content-

disposition=inline%3B%20filename%3DTraining_and_Developme

nt_Program_and_Its.pdf (dov: November 23, 2016)

http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1155&context=ciima

http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1155&context=ciima



http://www.education.leeds.ac.uk/assets/files/staff/papers/Borg-2006-TATE.pdf

http://www.education.leeds.ac.uk/assets/files/staff/papers/Borg-2006-TATE.pdf

http://s3.amazonaws.com/academia.edu.documents/32182244/3947-5999-1-PB.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1479898353&Signature=GOilo4lF9wbtmgeo2r2SOlaVuiU%3D&response-content-disposition=inline%3B%20filename%3DTraining_and_Development_Program_and_Its.pdf








A Comparative Analysis of the AY 2013-2014 and AY 2014-

2015 Library Customer Satisfaction

LESLIE JOYCE G. LARITA

EVELYN P. NABUS, RL

Library Services Department

Background

Last Academic Years 2013-2014 and 2014-2015, the Library

Services Department (LSD) administered a satisfaction survey among library

users to assess their level of satisfaction of the library services. Evaluating

customer satisfaction in the long-term is an essential part of quality

management in libraries. According to Ball (2008), quality is defined as “all

of the characteristics and features of a product or a service, which relate to

their suitability for fulfilling fixed or given requirements” and it is

determined by the subjective evaluation of the customer. In which, this

survey is used to gather the users’ opinions and degree of satisfaction,

which then served as the basis for an analysis of strengths and weaknesses

of the services within the department.

The four (4) dimensions of Library Quality (LibQUAL) were used as

a parameter to measure the extent by which library users, in particular the

graduating students who perceived/experienced library services. It was also

used to make future improvements based on the results. Likewise, this

analysis aimed to measure and compare the results of the two academic

years on how the use of library facilities, resources, services, and personnel

fulfill the needs of the library users.

The survey questionnaire was composed of four parts: the first

part consists of 26 questions (question no. 16 same as no.14) that formed

the four dimensions, and within each dimension, questioned were

distributed as follows:

Personal Control: Six questions

Access to Information: Five questions

68

SUBIR VOLUME 1

Library as Place: Six questions

Affect of Service: Eight questions

The second part consists of five questions on the degree of users’

satisfaction, while part three indicates the usage pattern of the respondents;

finally the last part consists of users’ profile, rate of the overall quality of

service, and comments and suggestions. Data collection was scheduled

before the end of second semester of AY 2013-2014 and AY 2014-2015.

Responses were converted using the five-point Likert scale. To

determine more comprehensively the degree of perceptions of the

respondents, certain criteria were established as basis for the interpretation

of the results.

Interpretation of perceived/experience degree of satisfaction of

achieving service

Perceived degree of satisfaction Rating

Always Satisfied 5

Often Satisfied 4

Sometime Satisfied 3

Rarely Satisfied 2

Never Satisfied 1

Interpretations of perceived degree of attainment

Perceived degree Rating

Strongly agree 5

Somewhat agree 4

Neutral 3

Somewhat disagree 2

Strongly disagree 1

Descriptive method was used to analyze data such as percentage,

mean, frequencies, and differences. Descriptive statistics was used to

determine the extent to which library users perceived/ experienced library


services. Also, the results of the said Academic years are presented in tables

to compare the data collected.

To interpret the results, the following scale was used.

Rating Range Degree of satisfaction /Degree of Attainment

5 4.50-5.00 Always Satisfied / Strongly Agree

4 3.50-4.49 Often Satisfied / Somewhat Agree

3 2.50-3.49 Sometime Satisfied / Neutral

2 1.50-2.49 Rarely Satisfied / Somewhat Disagree

1 1.00-1.49 Never Satisfied / Strongly Disagree

Objectives

The results of this data aimed to 1) determine the perceived

degree of satisfaction of the library user with regard to the following

dimensions: Personal Control, Access to Information, Library as Place, and

Affect of Services; 2) measure the perceived degree of attainment of the

library services; 3) determine the overall satisfaction on the quality services

provided by the library; and 4) determine and compare the differences of

the data collected from AY 2013-2014 and AY 2014-2015.

The findings of this study can be used to enhance and improve

the library services and facilities.


I. Perceived Degree of Satisfaction per Dimension

Personal Control

This dimension is related to the ability of the respondents to use

the available library resources, facilities, and services independently and

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SUBIR VOLUME 1

conveniently without assistance from library staff. This section assessed the

users’ perceived degree of satisfaction with the convenience, usability, and

availability of library resources.

The attribute “OPAC’s are usable and updated” (mean=14.36 and 24.33) was rated the highest in terms of degree of satisfaction by the

respondents in this dimension. This shows that respondents used OPAC

before retrieving books needed on the shelves. On the other hand, this item

has a difference of -0.03, which shows that in AY 2014-2015 there was a

decrease in its degree of satisfaction. This may be congruent with the Client

Satisfaction Survey Result in which a comment stated that the OPAC is not

easy to use or they lack of knowledge on how to use it. These findings are

similar to the study of Thanuskodi (2012), in which 95% of the respondents’

reasons on why they never use the OPAC is due to their lack of knowledge

in using it.

Likewise, results show that the attribute concerning internet

facilities (mean= 13.8 and 23.93), was rated the lowest. The availability of

electronic resources and internet accessibility within the library is essential

but the slow internet connection affects the delivery of quality service

among library users. On the other hand, an increase of 0.13 was seen in the

degree of satisfaction in AY 2014-2015. This may be due to the increase in

the available computer units which the students can use. This result is also

parallel to the study of Devi and Singh (n.d.) that 47.56% of the respondents

were partially satisfied with the internet facilities in Manipur University

Library. Majority of their respondents answered that the most common

problem cited was slow internet speed followed by the limited number of

computers. These findings were agreed and congruent to the comments

and suggestions of the graduating students.

_______________________________

Mean Scores of 1AY 2013-2014 and 2AY 2014-2015


Table 1. Comparative data of the perceived degree of satisfaction on

personal control in AY 2013-2014 and AY 2014-2015

Personal

Control

Question

No.

Question Text

AY

2013-

2014

AY

2014-

2015

Difference

1 OPAC’s are usable and

updated

4.36 4.33 -0.03

2 Making electronic

resources accessible

from home

4.13 4.23 0.10

6 Availability of print

and/or electronic

journal collection

(EBSCO)

4.13 4.31 0.18

8 Availability of

computer facilities

4.19 4.32 0.13

9 Quality of computing

facilities

3.94 4.16 0.22

10 Internet access is in

good working

condition

3.8 3.93 0.13

Access to Information

This section assessed the users regarding their perceived

satisfaction on the accessibility of provided library resources and services,

and convenient service hours.

The findings revealed that respondents were always satisfied

(mean=14.78 and 24.56) with the convenience of library operation hours.

But this item has a difference of -0.22 which shows that in AY 2014-2015 a

decrease in its degree of satisfaction occurred. This result shows that the

library hours during AY 2013-2014 which is 7:00am to 6:00pm (Program

Reference Section) and 9:00am-6:00pm (other sections) are much suitable

72

SUBIR VOLUME 1

to the respondents’ class schedule rather than during AY 2014-2015 which

is 7:00am to 7:00pm (Program Reference Section) and 10:00am to 7:00pm

(other sections). Library hours are extended but then the opening of some

sections were also affected because these were opened on a later time.

Most of the students preferred for it to open earlier. It is supported by

the study of Walton and Leahy (2013) that most of the respondents rated

the opening hours with highest satisfaction level in which the

Loughborough University Library changed its opening hours for years 2002,

2009, and 2012.

Moreover, in spite of the effort of the LSD to continuously acquire

additional library materials, respondents were only satisfied (mean=14.04

and 24.06) with the sufficient copies of books and it has a difference of 0.02.

It showed that graduating students from AY 2014-2015 were more satisfied

with the library collections rather than the previous AY. Students always

request for more updated books. Stated on the qualitative results,

respondents want more copies of the books used in the classrooms rather

than more titles. Also, based on the report generated from the system,

students use books below the five years recency. It was also observed that

only one book is used by the students even though the required number

of references to be listed in the course syllabi is five.


access to information in AY 2013-2014 and AY 2014-2015 Access to

Information Question No.

Question Text AY 2013-

2014 AY 2014-

2015 Difference

3 Availability of books 4.34 4.24 -0.10

4 Library materials are systematically arranged and can be located easily

4.16

4.42 0.26

5 Sufficient copies of books 4.04 4.06 0.02

7 Library materials relevant to the course

4.54

4.48 -0.06

12 Convenient library hours 4.78 4.56 -0.22



Library as Place

This dimension is about the physical facilities, equipment, and

library environment. This section asked the users’ perceived degree of

satisfaction with regards to the service level of the library as a space for

learning, studying, or researching.

Findings revealed that respondents were always satisfied with the

following attributes: lighting and ventilation (mean=14.75 and 24.61),

signages (mean=14.74 and 24.53), and provision of laptop area (mean=14.63

and 24.52).

In AY 2013-2014, the attributes which obtained the highest and

lowest mean scores are the following: Library is a place conducive to study

(mean=4.80) and There are places where to use a laptop computer within

the library building (mean=4.63), respectively.

While in AY 2014-2015, results show that the library being well-

lighted and ventilated obtained the highest mean score (4.61); the lowest

mean score is 4.43, which is the comfortable furniture. Based on the results

of these 2 academic years, the 6 items in this dimension had decrease in

the degree of satisfaction in AY 2014-2015, it validated the qualitative data

that stated that the library has to improve its facilities, provide more seats

in the laptop area and to have spacious library. The findings agree with the

study by Norliya (2009) which showed that based on the mean score of 3.50

and above, the respondents are satisfied with the lighting, the washrooms,

convenient location, and security/safety and that they consider the library

as a good place to concentrate on their studies and work. This shows that

these attributes affect the delivery of quality library services and it proves

that the library environment plays a vital role in studying and research

preparation of the library users.

__________________________

Mean Scores of 1AY 2013-2014 and 2AY 2014-2015, and 3 Statements no. 14 and no.

16 were the same in the questionnaire. The researcher did not include statement no.

16 in the results and discussion (Table 7) to avoid confusion.

74

SUBIR VOLUME 1

The attribute with the highest number of difference (-0.32) is the

“Library is a place conducive to study”. In AY 2013-2014, this attribute has

the highest mean score of 4.80, while in AY 2014-2015 it has a mean score

of 4.48. This may be affected by the increase of number of students who

stay in the library premises during their free time due to the areas, which

enables students to use their laptops and do their academic requirements.

In line with this, group discussions are inevitable inside the library premises,

which results to an increase in the noise, therefore, affects the other users

of the library.

Table 3. Comparative data of the perceived degree of satisfaction on library as

place in AY 2013-2014 and AY 2014-2015 Library as Place

Question No.

Question Text AY 2013-

2014 AY 2014-

2015 Difference

11 The library is well lighted and well ventilated

4.75 4.61 -0.14

13 Signage are clear and helpful 4.74 4.53 -0.21

14 Sufficient seating capacity3 4.71 4.48 -0.23

15 There are places where to use a laptop computer within the library building

4.63 4.52 -0.11

17 Comfortable furniture 4.68 4.43 -0.25

18 Library is a place conducive to study 4.80 4.48 -0.32

Affect of Service

This dimension is about the library staff’s attitude towards the users

and their willingness to help and respond to users’ needs. This section

probed on the respondents’ perceived degree of satisfaction with regards

to the aforementioned.

Results show that the respondents were always satisfied with the

library staff are knowledgeable (mean=1 4.71and 24.52).

__________________________



This attribute obtained a difference of -0.19 but then it implies that

the said attribute is significantly affected by the library services. Majority of

the attributes had decrease its With this data, we could conclude that users

feel assured that the information needed will be handled and solved

efficiently and effectively. It also shows that the attitude of library staff

towards users are significant factors that can contribute to the increase in

library usage and user satisfaction. These findings are in line with the study

of Otieno, Otike & Rotich (2015) wherein it was observed that 67% of

students strongly agree that the library staff were essential to the use of

library services and that 87% of the respondents believed that library staff

attitude had influence on use of library services.


affect of service in AY 2013-2014 and AY 2014-2015

Affect of Service

Question No.

Question Text AY

2013-2014

AY 2014-2015

Difference

19 Library staff are courteous and approachable

4.58 4.48 -0.10

20 Library staff offer alternative references if the needed books are not available

4.44 4.38 -0.06

21 Library staff provide orientation programs

4.49 4.46 -0.03

22 Library staff are knowledgeable 4.71 4.52 -0.19

23 Library staff are willing to leave the desk area to assist the users

4.52 4.45 -0.07

24 Library staff serve users with care and enthusiasm

4.52 4.43 -0.09

25 Library staff assist the users in the use of the OPAC

4.23 4.42 0.19

26 Library staff respond to user’s queries 4.61 4.51 -0.10

Results by Dimension

The dimension library as place was rated the highest (mean=14.72

and 24.51) perceived level of satisfaction by the respondents. This shows

76

SUBIR VOLUME 1

that an environment that provides a place for the students to concentrate

with their studies, research, and work is essential in delivering quality

service. However, with the changing environment where learning commons

become apparent and new generation user behavior and skills improve,

library environment need to transform to provide multifunctional learning

space.

The dimension personal control is rated the lowest (mean=14.09

and 24.21) among the respondents. The results revealed that the

respondents would like to avail the services and resources independently

and conveniently. Also, it shows that the respondents still seek for the

usability and availability of the services. This dimension has a significant

impact on the degree of satisfaction of the respondents.

In the advent of technology, library users can access any information from

any location, but internet accessibility within the library affects the delivery

of quality services such as accessing e-journals and other resources.

Table 5. Comparative data of the perceived degree of satisfaction by

dimension in AY 2013-2014 and AY 2014-2015

Dimension AY 2013-2014 AY 2014-2015

Personal Control 4.09 4.21

Access to Information 4.37 4.35

Library As Place 4.72 4.51

Affect of Service 4.51 4.46

Degree of Attainment of Library Services

Findings revealed that the support of the library on being able to

extend help for one’s learning, research, and teaching needs is the most

achieved attribute according to the respondents (mean=14.59 and 24.48).

The result showed that the dimension Affect of Service (mean=14.51 and 24.46) has a significant impact to the attainment of this attribute. Based on

the study of Otieno, et.al (2015), most of the respondents believed that

library staff attitude is the most important role in the service provision of

library resources and also, the study established that 71% of the

respondents experienced that it was significant to have approachable

library staff.


On the other hand, the issuance of referral letters to library users

for access to other library institution obtained a mean score of 14.18 and

the ability of the library to update its clientele on library holdings and

concerns (mean=24.35) are given the lowest perceived degree of

attainment. Even though the library has already exerted effort to promote

library resources such as new acquisition, print journals, online journal, and

non-print resources, and provide referral letters for an interlibrary service

still has the lowest perceived degree of attainment.

Likewise, the item “The library provides me referral letter to other

library institution” had a difference of 0.21, which occurred an increase of

degree of attainment. This result validates the data of Summary of issuance

of referral letters, in AY 2013-2014, 115 library users requested referral

letters, while in AY 2014-2015 there were only 114 library users. It shows

that the library users are more satisfied in the services in AY 2014-2015 even

though there were lesser number of library users who requested.

Table 6. Comparative data of the perceived degree of attainment of

library service in AY 2013-2014 and AY 2014-2015

Question No.

Question Text AY

2013-2014

AY 2014-2015

Difference

27 The library keeps me updated in my field of interest.

4.21 4.35 0.14

28 The library helps me choose reliable information 4.41 4.41 0

29 The library provides me referral letter to other library institution

4.18 4.39 0.21

30 In general, I am satisfied with the way the library deal with me and my needs

4.56 4.46 -0.10

31 In general, I am satisfied with the support library is extending for my learning, research, and teaching needs

4.59 4.48 -0.11

_________________


78

SUBIR VOLUME 1

Quality of Service Provided by the Library

A greater number of respondents (48.75%1 and 50.85%2) find the

quality of the services the library delivered as moderately good. In AY 2014-

2015, 1 (0.31%) of the respondents rated the library services as moderately

poor. With this result, the library staff encouraged and planned for

interactive promotional activities to provide to the library users especially

to the students who are doing their research works, thus these promotional

activities will be more appreciated and be beneficial to them.

Table 7. Comparative data of overall rates on the quality of service provided by the library

in AY 2013-2014 and AY 2014-2015

Rate of Quality Service Frequency Percentage

AY 2013-2014 AY 2014-2015 AY 2013-2014 AY 2014-2015

Extremely Good 31 115 38.75% 35.38%

Moderately Good 39 179 48.75% 50.85%

Good 10 30 1.25 9.23%

Extremely Poor 0 0 0 0%

Moderately Poor 0 1 0 0.31%

Poor 0 0 0 0%

Comments and Suggestions

Qualitative results were grouped based on the following

dimensions: Personal Control (4 and 8) Access to Information (5 and 10)

Library as Place (2 and 4) and Affect of Service (2).

Majority of the comments included the need for a reliable and

consistent internet service and the updated and sufficient copies of

collections. Other comments included the need for additional computer

units and space for laptop usage.

________________

Mean Scores 1AY 2013-2014 and 2AY 2014-2015


Here are the sample comments of the graduating students:

“Library is very organized”

“Continuous looking for excellent book”

“More internet accessibility within the library premises”

“Need faster internet connection”

“It will be helpful if internet connection will be improved”

“Make more space for the laptop users inside the library”

“more seats in the laptop area”

“Enhance OPAC”

“Library staff are approachable to the students keep it up! :)”

“More books for the hospitality industry must be provided,

computer systems should also be updated must be provided

to provide better service”

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Figure 1. Comparative Data of Qualitative Results in AY 2013-2014 and

AY 2014-2015


This study presented information on the library users’ satisfaction

towards the library services, space, and collection. The study found that

library users were satisfied regarding the services, facilities as well as the

collection. Also, the graduating students were highly satisfied with the

library staff who are knowledgeable and can respond to their queries.

Based on the qualitative data, the graduating students admitted

that the library is an essential facility and conducive for learning. The study

concluded that the library users are dependable on the library staff services

for the delivery of library services and the quality and quantity of the

collections and facilities. It is hoped that the information gathered through

this study will be used as for the improvement of library services, and serve

as a contribution to the body of knowledge in the area of user satisfaction

on libraries’ contribution and their services to users.

Moreover, findings of the survey shall be discussed to the library

staff during meetings to address the issues and concerns. The LSD should


coordinate and inform the concerned departments regarding the results

like internet access and facilities. The LSD should develop a program that

enhances students’ research skills and strengthen the discussion and

explanation about the Online Public Access Catalogue thru Destiny Library

Manager. Faculty members shall recommend other books listed in the

syllabus to their students as reference for the certain subject. Lastly,

comments and suggestions of the graduating students will motivate and it

will give encouragement and appreciation to the work of the library staff to

provide them better quality services.

References

Ball, R. (n.d.). User satisfaction – the key to a library’s success. Retrieved on

November 29, 2016 from

http://skryba.inib.uj.edu.pl/wydawnictwa/e05/ball-n.pdf.

Devi, T. P. & Singh, Y. H. (n.d.). Internet users: a study of Manipur university

library. Retrieved on November 29, 2016 from

http://crl.du.ac.in/ical09/papers/index_files/ical-

94_160_346_1_RV.pdf.

Norliya, A.K. (2009). Evaluating users’ satisfaction on academic library

performance. Malaysian Journal of Library & Information Science,

14(2): 101-115 Retrieved from

http://9icsts2014.um.edu.my/filebank/published_article/2396/750

.pdf.

Otieno, P.O, Otike, J. & Rotich, D. (2015). The effect of library staff attitude

to work on the use of information services in public university

libraries in Kenya. Asia Pacific Journal of Education, Arts and

Sciences, 2 (4). Retrieved from http://apjeas.apjmr.com/wp-

content/uploads/2015/11/APJEAS-2015-2.4.1.12.pdf.

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Thanuskodi, S. (2012). Use of online public access catalogue at Annamalai

university library. International Journal of Information Science,

2(6): 70-74.doi: 10.5923/j.ijis.20120206.01

Walton, G. & Leahy, F. (2013). Loughborough university library users’

satisfaction survey: 2012. Retrieved from

http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/

downloads/

surveyresults/Library%20general%20user%20survey%20%282012

%29.pdf.


Importance and Value of Library Services: Users Perception

EVELYN P. NABUS, RL

LESLIE JOYCE LARITA

Library Services Department

Background

The Library Services Department (LSD) has conducted satisfaction

survey since 2008 to assess the perceive degree of satisfaction of the users.

Qualitative and quantitative results for the last two years has been analyzed

and acted upon.

This academic year, LSD once again administered a survey last

March 2016 to graduating students to measure the quality of services

delivered and the level of importance of the services. This survey

concentrate on the performance, important, and value of the services as

perceive by the users, compare to the previous survey, wherein user

satisfaction was assessed.

The survey questionnaire was customized focused on the specific

services delivered. The questionnaire was shown to Research Department

Director for checking and validation.

The questionnaire used was composed of six parts with two open

ended questions. The following were asked:

1. Performance of the services delivered;

2. Important of the services delivered;

3. Reasons in using the library;

4. Materials/facilities used in the library;

5. Usage pattern.

The respondents were mainly limited to graduating students for

the reason that they were the ones who practically availed the listed

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services. Roughly, 75% (480) of graduating students (644) took the survey.

The study used the stratified non-random sampling to identify the

respondents.

The results were analyzed using descriptive statistics such as

frequency and percentages.

Objectives

The results of this data aims to 1) assess how this group of

respondents perceived the performance of the library services provided; 2)

determine the level of importance of the services provided to the clients; 3)

establish the reason in using the library; and 4) discover what

sources/facilities are being used to satisfy the respondents needs.


Library Usage Pattern

Users visit in the library differ from each other. This statement

proves to be true with the different findings of the study. Walton and Leahy

(2012) study revealed that 44% of the respondents, which is a large

percentage, visit the library weekly compare to 16% who visit on daily basis.

In the study conducted by Shrestha (2008) wherein the respondents were

from three different colleges in Nepal, the findings revealed that 28% of the

students from three colleges visits their respective library on daily basis, and

majority (38%) of them visiting it weekly. On the other hand, the study

conducted by Ijiekhuamhen, Aghojare, and Omosekejimi, (2015) revealed

that majority (71%) of the respondents visit the library every day, 7% once

a week, and the others (22%) once a month or twice a week.

In this study, users were asked how often they use the library to

determine their familiarization with the library services provided. The results

shown in Figure 1, 57% of the respondents visit the library in weekly basis.

However, 6% say that, they visit the library less than once a month. The

findings of this study support the findings of Walton and Leahy and

Shrestha.


Different study revealed reasons why student use the library less.

According to Unomah in Omehia & Obi (1998), students use or lack of use

of the library rest in the faculty member. Faculty members or lecturer who

rarely use or no library training cannot inspire student to use the library.

Another study by Osinulu in Simisaye (1980) show that the low library

services usage is associated to the reason that students do not realized the

value of the library in attainment of academic success. With this findings,

librarians’ should make every effort to educate the students on the value of

using the library services regularly.

Figure 1. Percentage of Library Visit

Reasons in using the library services

Different studies reveal that users access the library services for

different purposes. Oyesiku and Oduwole in Onifade, Oguiyi, and Omeluzor

(2004) study revealed that library is typically used by students during

examination period. On the other hand, in the study conducted by Shrestha

(2008), wherein the respondents were from three different colleges in

Nepal, the findings revealed that 42% of the students from these colleges

visit their respective library to do assigned readings and 27% to update

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their knowledge. The study of Ijiekhuamhen, Aghojare, and Omosekejimi

(2015) shows that 92% of the respondents purpose in using the library is

due to the availability of the internet and 56% to borrow/return library

materials.

In this study, the top three reasons of the respondents in using the

library in descending order as shown in figure below are: doing research,

for assignment, and borrowing books. For the reason that the respondents

were graduating students, it is evident that they use the library for writing

their research paper.

Figure 2. Reasons in using the library

I. Materials /Facilities use in the library

Different materials or facilities are used to satisfy the purpose or

reason of the user in using the library services. In the study of Mwatela

(2013), in which the respondent were divided in four groups, the findings

revealed that majority of them used print materials and small percentage

used E-resources. Another study conducted by Shrestha (2008), wherein the

respondents were from three different colleges in Nepal, the findings

revealed that 35% of the students used the particular library to borrow

books, and 29% used electronic resources.


In this study, the respondents were asked what materials/facilities

they used when visiting the library, to establish if their purpose or reason in

using the library were satisfy. Books was the top most materials use by the

respondents, followed by research papers and computers, while print

journals/magazines, electronic resources, and newspaper clippings were

the least materials used by the respondents as shown in Figure 3. This

finding agrees with the study of Mwatela (2013) and Shrestha (2008),

wherein majority of the students use books or printed materials rather than

electronic resources.

It can be concluded that most of the review of related literature by

the respondents was derived from books, and available research paper

(thesis) in the library since the top reason of the respondent for using the

library was doing research, as shown in Figure 2. With these findings, the

librarian should collaborate with the research department.

Figure 3. Materials/facilities used in the library

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Perceived Performance of the Library Services

The degree of performance of the library services varies on the

users actual services received.

In this study, users were asked to rate the performance of the

library services. The findings show that out of 480 respondents, 70% rated

excellence the lighting and ventilation of the library. This finding

corroborates with the study of Johari and Zainab (2007). In the study,

students are very satisfied with the library ambience such as, the library is

spacious, comfortable, and have no difficulty in finding a place to sit. This

findings is also congruent with the previous results of the Letran Library

Satisfaction.

With the result, it can be concluded that library as place is an

essential elements in the learning and research purposes of the users.

In all services provided, two services got the least percentage of

excellence rating from the respondents, with only 45% rating for computers

or “excellent” and only 41% of the respondents rated Internet access as

excellent. For computers, 45% and Internet access 41% of respondents.

Also, 1% and 5% of respondents rated this service poor respectively.

Internet access is a recurring findings in the institutional Clients Satisfaction

Survey and Library Satisfaction Survey for the last two years. Even though

we upgraded our computer facilities last year and additional bandwidth was

subscribe by the MISD, still Internet access is slow in the library.

The overall perceived performance of the library services provided

was excellence.

Table 1. Perceived performance of the library services

Services Excellence Good Fair Poor N/A

f % f % f % f % f %

Lighting and

ventilation

337 70 129 27 11 2 2 0.4 1 0.2

Reader’s

Services

325 68 152 32 3 1 0 0 0 0

Collections 287 60 166 35 26 5 1 0.2 0 0


Orientation 275 57 180 38 24 5 0 0 0 0

Referral 270 56 185 39 19 4 3 1 1 0.2

Hours of

Operation

264 55 172 36 14 3 0 0 0 0

Online

Database

248 52 186 39 43 9 3 1 0 0

Computers 218 45 200 42 56 12 5 1 1 0.2

Internet

Access

199 41 188 39 69 14 24 5 0 0

Overall

Rating

277 58 190 40 13 3 0 0 0 0

Level of importance of the library services

Since the library is the central learning place in the institution, it

plays an important role in supporting the learning, teaching, and research

needs of the academic community. The respondents were asked to rate

the level of importance of the library services to them.

The findings show that all library services provided were very

important to the majority (78%) of respondents.

Out of 480 respondents, 80% rated Internet access very important.

The result of this study confirmed the statement of Misra and Satyanarayan

in Devi and Singh (2001) that with the emerging of technology, a vast of

information is available on the web that can support the research activity

of the students. The findings of Devi and Singh (nd) indicated that internet

is very useful in meeting the needed information of the respondents on

their research requirements.

In all services provided, 61% of the respondents rated

magazines/journals as very important, and 58% gave the same rating to

newspaper clippings. These findings agree with the result of the study

conducted by Walton (2012), wherein print journals and newspaper

clippings rank the lowest level of importance to the respondents. The low

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importance of newspaper clippings could be expected, as students are not

familiar with the service. The results in Table 2 validate the results in Figure

3, wherein the same materials were least used.

With the findings, it can be concluded that students were not

informed where to get needed and reliable related studies for their Review

of Related Literature or Chapter 2 of the research paper. Also, the librarian

should promote journals articles and newspaper clippings as one resources

for literature readings.

Table 2. Level of Importance of the Services

Services

Very important (N=480)

Important (N=480)

Somewhat

important (N=480)

Not Important (N=480)

NA (N=480)

f % f % f % f % f %

Reading areas 388 81 83 17 8 2 1 0.2 0 0

Internet Access 382 80 88 18 9 2 1 0.2 0 0

Reader’s Services 381 79 94 20 5 1 0 0 0 0

Laptop/Drawing Areas

377 79 86 18 16 3 1 0.2 0 0

Research Assistance

369 77 100 21 11 2 0 0 0 0

Computers 367 76 105 22 8 2 0 0 0 0

Online Databases 364 76 107 22 9 2 0 0 0 0

Orientation 338 70 129 27 13 3 0 0 0 0

Referral 307 64 156 33 12 3 1 0.2 4 1

Magazines and Journals

292 61 168 35 20 4 0 0 0 0

Newspaper Clippings

277 58 171 36 31 6 1 0.2 0 0

Overall Rating 375 78 98 20 7 1 0 0 0 0

II. Open ended questions

Respondent were ask about what they value most in the library.

The following were their responses:

The service and the books

aircon


General Collection Section and College Program

Reference (n=2)

books

I don't have idea!

Best place to study and to borrow books

Books, best place to study

Books

The internet connection, the books, and the lighting

and ventilation

hmmmm. The quiet place.

The books that I borrowed and respect on the

employees/staff inside the library

Books, computers, table, seats and air-conditioning

Everything (n=2)

Books and the internet

Access for education

Book, facilities, aircon and computer

The books, internet, tables and chairs (study area), and

research papers

Based on the comments, the respondents’ value most about the

library focused on the resources, especially books and library as place.

These comments were in line with the respondents’ suggestion in the study

conducted by Norliya and Khasiah (2006), wherein library must provide

updated collections. The findings of Shrestha (2008) shows that 56% of the

respondents was motivated with the collections in different format, while

25% by the quiet place. The groupings of the comments is shown in the

figure.

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Figure 4. Value most about the library

Respondents were asked for suggestions for the improvement of

library services. The following were forwarded:

More computer

More accounting books

Useful and knowledgeable books, up-to-date books. More books

More space and books. Free WI-FI

More books

More collection of books, make free WI-FI inside to minimize the

hassles and make internet access more much faster

Fast internet connection Please

More books for research papers

They needed to add more computers and the internet connection

must be fast

Don’t be so strict about referrals

Majority of the respondents’ suggestion for improvement of the

library services focused on the resources, especially books. Despite the fact

that the library continuously acquire updated books, students always

clamor for more updated books. Based on the qualitative results,

respondents want more copies of the books used in the classrooms rather

than more titles.


For facilities improvement, respondents’ suggestions focused on

the faster internet connection and additional computers. These findings

validate the previous result in Table 2, wherein internet access and

computer were very important to the students. The groupings of the

suggested improvement are shown in the figure.

Figure 5. Suggestions for Improvement

III. Conclusions

Brophy (2006) stated that performance measures are essential to

library management. It is important that there is definite objective of what

library really wants to achieve for improvement of services. Also, using

different measuring assessment tools provides a clear view of the

importance of library services to users.

Based on the findings, it can be concluded that majority of the

respondents used books for their writing of research paper and computers

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to access online resources or website. Internet access and computers are

the top very important for the respondents. Thus, the need to continuously

improve and upgrade the library facilities and collection is very vital.

IV. Recommendations

It is recommended that during research class, the teachers should

stress use of journals/magazine as possible materials that student

researcher can use for their review of related literature. Librarian should

promote newspaper clippings as possible research materials. Findings on

facilities can be communicated to concerned department for possible

action. Lastly, faculty members should recommend different books listed in

the syllabus to the students as references for the subject being taught.

References

Brophy, Peter. (Ed). (2006). Measuring Library Performance: Principles and

Techniques. London, UK: Facet Publishing.

Devi, T. P. & Singh, Y. H. (n.d.). Internet users: a study of Manipur University

Library. Retrieved on November 29, 2016 from

http://crl.du.ac.in/ical09/papers/index_files/ical-

94_160_346_1_RV.pdf

Ijiekhuamhen, O.P., Aghojare, B., and Omosekejimi, A.F. (2015). Assess users’

satisfaction on academic library performance: a study.

International Journal of Academic Research and Reflection. 3(4)

67-77. Retrieved on November 29, 2016 from

http://www.idpublications.org/wp-

content/uploads/2015/05/ASSESS-USERS%E2%80%99-

SATISFACTION-ON-ACADEMIC-LIBRARY-PERFORMANCE-A-

STUDY.pdf

Johari, R. and Zainab, A.N. (2007). Measuring the Library Service

Performance Using SERVPERF. ICOLIS. Kuala Lumpur. Retrieved

on November 29, 2016 from

http://dspace.fsktm.um.edu.my/xmlui/bitstream/handle/1812/26

8/19MY_Roslah_OK.pdf?sequence=1

http://crl.du.ac.in/ical09/papers/index_files/ical-94_160_346_1_RV.pdf

http://crl.du.ac.in/ical09/papers/index_files/ical-94_160_346_1_RV.pdf


Misra J. & Satyanarayana N. (2001). Users of Internet in the University

Library : A Case Study. ILA BULL., 37 (4)

Mwatela, W.M. (2013) Factors Influencing Utilization of Library Services and

Resources: The Case of University of Nairobi Mombasa Campus

Library. Unpublished Research Project. Retrieved on

November 29, 2016 from

http://erepository.uonbi.ac.ke/bitstream/handle/11295/63088/M

watela%2cWilly%20M_%20Factors%20influencing%20utilization

%20of%20library%20services%20and%20resources%20the%20ca

se%20of%20university%20of%20nairobi%20mombasa%20campu

s%20library.pdf?sequence=3&isAllowed=y

Onifade, F.N., Ogbuiyi, S.U. and Omeluzor, S.U. (2013). Library Resources

and Service Utilization by Postgraduate Students in Nigerian

Private University. International Journal of Library and Information

Science. 5 (9) DOI: 10.5897/IJLIS2012.054

Retrieved on November 29, 2016 from

http://www.academicjournals.org/article/article1379701165_Onif

ade%20et%20al.pdf

Osinulu, L.E. (1998). Library Use in Ogun State University: A Survey. Gateway

Journal, 1 (2), 81-87. Retrieved on November 29, 2016 from

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2060

&context=libphilprac

Oyesiku F.A, Oduwole, A.A. (2004). Use of an Academic Library : A Survey

on the Olabisi Onabanjo University Libraries. Lagos J. Inform. Sci.

2:96-101

Shrestha, N. (2008). A Study on Student Use of Library Resources and Self –

Efficacy. Katmandu, Nepal. Unpublished Research Paper (Thesis)

Retrieved on November 29, 2016 from

http://eprints.rclis.org/22623/1/NinaShrestha.pdf

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Simisaye, A.O. (2012). Faculty Use of University Library Resources: A Study

of Tai Solarin University of Education, Ijagun, Ogun State, Nigeria.

Library Philosophy and Practice. Retrieved on November 29, 2016

from

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2060

&context=libphilprac

Unomah, J. I (1998). Students Use of Academic Libraries in Nigeria: The

Example of Two Universities. Nigerian Library and Information

Science Review. 8 (2) 51-57. Retrieved on November 29, 2016 from

http://www.webpages.uidaho.edu/~mbolin/omehia-obi-

okon.htm

Walton, G. and Leahy, F. (2012). Loughborough University Library Users’

Satisfaction Survey 2012. Retrieved on November 29, 2016 from

http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/do

wnloads/surveyresults/Library%20general%20user%20survey%20

%282012%29.pdf

http://www.lboro.ac.uk/media/wwwlboroacuk/content/library/downloads/surveyresults/Library%20general%20user%20survey%20%282012%29.pdf




Analysis of Submitted Requisitions (PSRF) for A.Y. 2015-2016

MONETTE K. BAYLON, CPA

Management Accounting and Finance Services Department

Background

One of the critical offices in Management Accounting and Finance

Services Department is the Budget Office that handles all the requisitions

of the Colegio. The office is responsible for maintaining and controlling the

resources of Letran Calamba. The myriad needs of the institution are being

addressed through the use of requisition form commonly known as

“Purchase/Service Requisition Form (PSRF)”. Requisition includes, but not

limited to, goods and services indicated in PSRF for the Colegio’s operations

and/or other legal purposes. These requisitions will undergo several

processes such as budget clearance, MAFSD Director pre-approval, and VP

for Finance approval. Hence, there is a need to monitor the status of each

requisition of all the departments/offices as to compliance with the

required lead time set by MAFSD. Analyzing these requisitions will benefit

the Colegio as the Budget Officer will be able to discuss well the status to

the requestors enabling them to be more knowledgeable of their various

requests.

Knowing this process will contribute to effective management of

the institution’s operation. According to Koontz & O’Donell (2015),

controlling is the measurement and correction of performance activities in

order to make sure that the objectives and plans desired to obtain them as

being accomplished.

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Objectives


1. Identify and assess the percentage of requisitions that complied

with the required timetable for A.Y. 2015-2016; and

2. Identify reasons for non-compliance of requestors with required

lead time.

3.


For Academic Year 2015-2016, the Budget Office received a total

of 3,036 PSRFs, out of which, 62% (1,894) was submitted on-time and 38%

(1,142) was submitted late. This figure pertains to the requisitions of all the

departments/offices of the institution. Table 1 on the next page shows the

detailed statistics on requisitions (PSRF) that complied with the required

timetable.

The table shows that there are 25 departments/offices with more

than 50% of on-time requisition, while 11 departments/offices manifested

less than 50% of on-time requisition.

The top three departments/offices that complied with the lead

time are the Medical and Dental Clinic, Accounting Department, and

Management Accounting and Finance Services Department with

percentages of 95, 94, and 92, respectively.

The requestors were not able to comply with the required lead

time set by MAFSD due to some common reasons as indicated below:

1. Memo was finalized late;

2. The schedule was finalized late;

3. Late request due to finalization of program details;

4. The office overlooked the request;

5. The communication was received late; and

6. Confirmation of the target schools was late.


Table 1. Statistics on requisitions (PSRF) that complied with the

required timetable

Percentage

Department On-Time Urgent/ Rush/ Late

Clinic 95% 5%

Accounting 94% 6%

MAFSD 92% 8%

Auxiliary 85% 15%

MISD 85% 15%

Records 84% 16%

STHM 83% 17%

Library 82% 18%

PMGSD 78% 22%

QMPD 74% 26%

Registrar 69% 31%

Finance 68% 32%

CES 67% 33%

BED-HS 65% 35%

BED-GS 65% 35%

CMD 63% 37%

CAD 63% 37%

SN 60% 40%

SEAS 58% 42%

RD 56% 44%

HRD 56% 44%

SE 55% 45%

KMD 54% 46%

Guidance 53% 47%

SCST 51% 49%

OVPA 43% 58%

StADD 42% 58%

RDD 40% 60%

SBMA 39% 61%

Athletics 38% 62%

Admissions 35% 65%

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Percentage

Department On-Time Urgent/ Rush/ Late

GSPS 33% 67%

OVPAP 20% 80%

Rector's 19% 81%

REMI 13% 87%

RelEd 10% 90%

It can be noticed that the first four reasons of the requestors can

be resolved through proper monitoring of activities and consistent

reminder of the requisition lead times. However, the fifth reason is

uncontrollable if the communications came from external organization and

the sixth reason is obviously beyond the control of the requestor as he/she

is only dependent with the schedules given by other schools.

The MAFSD strives to improve its process to deliver services

effectively and efficiently. This is true with the recently concluded review of

requisition quality policies and procedures. It was deliberated among

MAFSD personnel that certain lead times can be shorten like requests of

cash allowance, courier, Letran token, notarization, and materials/supplies

as per Quality Procedure of Requisition (FD:05-00-QP-04).

During the budget hearing, the Budget Officer also personally

gave a letter to the departments heads on the status of their submitted

requisitions indicating their compliance with the required lead times. The

revised timetable of requisition was also indicated in the letter so the

requestors will be more aware and may use it for future reference.

Conclusions

The data presented shows that 71.43% (25/35) of the total number

of Letran’s departments/offices were able to submit more than half of their

requisitions on-time. However, the remaining 28.57% (10/35) was unable to

comply with the required lead times. This small percentage of non-

compliance may still affect the operation of MAFSD. There are regular

schedules of processing the requests but the occurrence of rush/urgent

requisition may result to late delivery of goods/services. As such, it hampers

the process of requisition which may also result to dissatisfied clients.


Recommendations

Proper assessment of each lead time should be conducted every

academic year by the offices of MAFSD such as the Purchasing Office,

Cashier’s Office, Payroll Office, and General Finance Services Office. The

revised lead times should be consistently reminded to the Letran

community. Also, calendared activities should be strictly monitored by the

departments/offices.

With this scenario, the requestors may get their requests

effectively and efficiently.

References Cited

Koontz, H. & O’Donnell, C. (2015). Principles of Management. Retrieved

from http://www.managementstudyguide.com/management_

functions.htm 05 December 2016.

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Analysis of Promissory Note on Back Account

MELINDA S. TANDANG


Background

A culture of conscience, discipline, and excellence is the principle

lived by the Colegio. Hence, providing quality education that is accessible

to all is given an utmost importance for the development of locally and

globally competitive individuals in the future.

Since the Colegio is an educational institution, the primary source

of its fund is from the tuition fees being paid by the students, but given the

economic crisis THE country is facing in, some students were not able to

settle their tuition fees on the set deadline. Thus, this resulted to the

emergence of their back accounts. In line with this, the Colegio gives

consideration to those students who cannot comply with the needed

amount for enrollment. They extend their consideration to the parents and

guardians by implementing the promissory note process every enrollment

period to ensure the attainment of the objective in providing quality

education for all. As stated in the Policy on Promissory Note (FD-05-00-

QP-02) page 3 of 4, paragraph 5.1b.2 “The parent/legal guardian is required

to pay at least half of their back account balance. When payment is less than

the half of the balance, parent/legal guardian should proceed first to MAFSD

for clearance”.

Thus, this paper discussED a descriptive analysis of the promissory

note processes from AY 2014-2015 and AY 2015-2016.

Objectives

The main objective of this paper was to provide a descriptive

analysis of the implementation of the Promissory Note Quality Procedure

for back account from AY 2014-2015 and AY 2015-2016.

Specifically, it aimed to:


1. Identify and assess the compliance of Basic Education and

Collegiate students on paying 50% of their back account for

Academic Years 2014-2015 and 2015-2016.

2. Determine the trend on the total number of students who

complied with the policy on Promissory Note.


Last July 2013, the Management Accounting and Finance Services

Department (MAFSD) started to implement its policy in the promissory note

process, which required the students to settle 50% of their back account.

This, had been implemented as it was observed that there was an increase

in the account receivables of the students. Also, this is a way of ensuring

that quality education will be provided by the Colegio for its stakeholders.

For Academic Year 2014-2015, a total of 416 students with back

account had undergone with the process of promissory note during the

enrollment on June 2014. Among the 416 students, 30 students (7.21%)

were able to comply with the said policy and 386 students (92.79%) were

not able to comply. Table 1 provides the summary of the said data.

Table 1. Summary of students with back account for AY 2014-2015

On the other hand, a total of 346 students had undergone the

process of promissory note for the Academic Year 2015-2016 enrollment.

From the total, 181 students (52.31%) from Basic Education and College

Departments complied with the policy required for filing promissory note.

Conversely, a total of 165 students (47.69%) were not able to comply with

the said policy. Table 2 presents the aforementioned data.

Number Percentage Number Percentage Number Percentage

Basic Education 5 16.67% 110 28.50% 115 27.64%

College 25 83.33% 276 71.50% 301 72.36%

Total 30 100.00% 386 100.00% 416 100.00%

With 50% and above payment With below 50% paymentDepartment

Total

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Table 2. Summary of students with back account for AY 2015-2016

Comparing the data for the last two academic years, it can be

observed that there is a significant increase in the number of students who

were able to comply with the policy of paying 50% of their back account.

This is a good indication that the students take seriously the

implementation of the policy on Promissory Note Quality Procedure as they

are now more aware and familiar with the said QP.

It can also be concluded that the implementation of the QP by the

MAFSD was effective, as evident by the increase with the compliance rate

of students from AY 2014-2015 to AY 2015-2016. Thus, the MAFSD Office

must be consistent in monitoring the implementation of their policy to

achieve full compliance and to receive positive outcomes.

Table 3. Summary of students with back accounts from AY 2014-2015

to AY 2015-2016

Conclusions

From the analyzed and findings derived, it can be concluded that

the students are now more aware of the new policies and procedures in

settling their outstanding back accounts. This is evident with the increase in

the compliance rate of the students on the policy of Promissory Note

Quality Procedure.

Consequently, this increase is very significant for the Colegio as

this signifies an excellent cooperation between the school administration

Number Percentage Number Percentage Number Percentage

Basic Education 63 34.81% 5 3.03% 68 19.65%

College 118 65.19% 160 96.97% 278 80.35%

Total 181 100.00% 165 100.00% 346 100.00%

DepartmentWith 50% and above payment With below 50% payment Total

Academic Year With 50% and above payment With below 50% payment Total

2014-2015 7.21% 92.79% 100%

2015-2016 52.31% 47.69% 100%


and the stakeholders in the objective of providing quality education for the

development of locally and globally competitive individuals.

Recommendations

MAFSD may continuously strengthen its policies and procedures

through strict implementation of securing back account’s promissory note.

This will benefit the Colegio and the parents/guardian in such a way that

the former will decrease its receivables and the latter will be able to settle

their accounts in their most convenient way through time-to-time

coordination with MAFSD.

MAFSD should also ensure that all students with outstanding back

accounts will secure promissory note and will comply with the proper

policies and procedures. Constantly monitoring the status of the file

promissory notes of those students with back accounts should also be

made.

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Suppliers’ Evaluation Analysis

JOSEPH ELIAS C. DE GRANO


Background

To ensure that the performance of the accredited suppliers of the

Colegio is being monitored, the Purchasing Office of the Management

Accounting and Finance Services Department is conducting an evaluation

after each requested item and service has been served. Each supplier will

be evaluated by the End Users and the Purchasing Officer. The result that

will be gathered from both parties will be summarized and assessed as to

the performance of the suppliers. Also, this served as the basis for the

issuance of Supplier’s Action Plan through which the suppliers provide a

course of action to address their negative evaluation findings.

Consequently, this paper sought to discuss a descriptive analysis

of the suppliers’ performance for AY 2014-2015 and AY 2015-2016.

Objectives

The main objective of this paper was to provide a descriptive

analysis of the results of the suppliers’ evaluation for the past two academic

years, 2014-2015 and 2015-2016.

Specifically, it aimed to:

1. Analyze the results of the suppliers’ evaluation based on the

assessment of the End Users and the Purchasing Office;

2. Make sense of the qualitative comments of the end users; and

3. Ascertain if there is an improvement on the performance of the

suppliers that were given a Supplier Action Plan last AY 2014-2015.



End-User Evaluation Results

For AY 2014-2015, a total of 94 suppliers were evaluated by the

end users. Among the 94 suppliers, 44 suppliers (46.81%) got an ”excellent”

rating, 47 suppliers (50%) got a “very good” rating, 2 suppliers (2.13%) got

a “good” rating, and only 1 supplier (1.06%) got a “fair” rating. Summarized

below are the results of the said data.

Table 1. Summary of suppliers’ evaluation by end User for AY 2014-

2015

Evaluation Number Percentage

Excellent 44 46.81

Very Good 47 50.00

Good 2 2.13

Fair 1 1.06

Total 94 100

Comparatively, a total of 105 suppliers were evaluated by the end

users for AY 2015-2016. There are 55 suppliers (52.38%) who were given

“excellent” ratings, 46 suppliers (43.81%) who were given “very good”

ratings, 3 suppliers (2.86%) who were given “good” ratings, and 1 supplier

(0.95%) who was given a “fair” rating. Analyzing the given data, it can be

concluded that there is a significant increase in the number of suppliers that

were given “excellent” ratings from AY 2014-2015 (46.81%) to AY 2015-

2016 (52.38%). This is clearly a good indication that the suppliers take

seriously their oath in providing quality products and services that will gain

satisfaction from the end users of the Colegio. Table 2 presents the

summary of suppliers’ evaluation by end users for AY 2015-2016.

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Table 2. Summary of suppliers’ evaluation by end user for AY 2015-

2016


Excellent 55 52.38

Very Good 46 43.81

Good 3 2.86

Fair 1 0.95

Total 105 100

Consequently, there are suppliers who consistently received

“excellent” ratings from the end users for the past two academic years.

Table 3 shows the list of the said suppliers.

Table 3. List of suppliers who consistently received “excellent” ratings

from the end users for the past two academic years

Supplier Rating

Advance Computer Forms, Inc. Excellent

All Around Services & Merchandising Corp. Excellent

Alpha Laboratory Calamba Philippines Corp. Excellent

CGPS Enterprises Excellent

Copylandia Office Systems Corp. Excellent

DCK Omnibus Trading Excellent

DJ’s Educational Tours Excellent

Gakken Philippines, Inc. Excellent

Grandeur Security Services Corporation Excellent

Infinite Horizons Travel and Tours Excellent

La Limariza Printing Press Excellent

Le Voyageur International Travel Excellent

Aside from the numerical rating given to the suppliers, comments

from the end users were also consolidated. It is of utmost importance to

consider such feedbacks to ensure the quality of products and services and

to prevent possible problems that may occur. Thus, a thematic analysis was

made with regard to the comments received from the end users. Based on

the thematic analysis, a total of four themes were created. These are Quality

of Service, Quantity of Products, Price, and Delivery Time.

First Theme: Quality of Products and Services


The first theme Quality of Products and Services centers on how

responsive the suppliers are in providing the needs of the clients by

providing high quality products and services that will meet the clients’

expectations and give them satisfaction. This also includes the precision of

the products and services delivered based on the requests of the end users.

The following are the solicited feedbacks from the end users for

the past two academic years indicating the quality of products and services

rendered by the suppliers.

Table 4. Feedbacks raised by end users based on the quality of

rendered products and services for AY 2014-2015

Supplier Feedback Quantitative

Rating

Artech Scientific

Trading Company

There are errors in the

certificate. P.S. look for other

provider.

Very Good

C&E Publishing, Inc. The electronic journals cannot

be access outside Letran

Very Good

DCK Ominibus

Trading

(M.M. Kalaw

Trading)

The quality of the medal is good

but the lace and the metal that

connects them are not properly

fixed. The medal has the

tendency to fall.

Excellent

EBMS Eco-Cooling

System

No electricity installation Very good

Specialist Service

Center

Keep up

Good service, improve finishing

of chipped concrete after

Installation

eCopy Corporation Pls. consider a replacement for

the machine

Very good

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Rating

Electronic

Information

Solutions Inc.

Include with holes please Very good

Eliza and Frankie

Trading

Improve services by checking all

defects of F.E.

Excellent

G-Line Trading The color of the folder is not

consistent

(dissolved)

Excellent

Grandeur Security

Services

Corporation

Improve quality of service by

motivating personnel

Excellent

Halamanan ni San

Antonio

Make necessary improvements

to enhance landscapes of Letran

Very Good

Hazchem, Inc. Thanks for the good service Excellent

Highbreed Audio

Visual Concept

Enterprises

Please offer after sales service,

such as maintenance

Very Good

Holy Family

Builders

Improve installation of acoustics Very Good

Hyatt Elevators &

Escalators

Suggestion for improvement is

very limited

Very Good

Isabel Lao Satisfied!

No problem! Anything will do.

Very Good

Kel Signs &

Graphics

Sana mas matingkad yung kulay

ng printing;

The printing of the program

tarpaulins is too small;

specifications were not followed.

Excellent

La Suerte Multi-

Sales, Inc.

Improve time of delivery and

offer high quality products

Very Good

Lilian Lazareto Improve the taste of the

food;

If we could get another supplier;

Excellent quality of food

preparation

Very Good



Rating

Mercury Drug

Corporation

Provide medicine /supplies

with at least 3 years before

expiry date

Students and Facilitators prefer

branded medicines

Very Good

Netlink Advance

Solutions, Inc.

So far it's ok Very Good

Reichelle's

Enterprises

-T-shirt is nice especially the

materials used.

-Provide us with another

supplier

Very Good

Science Gear

Enterprises

Most of the head sets are still

not working though they were

during the demonstration

Very Good

Star Foto Packaging must be improved

and delivery must be on time

Very Good

TGM Precision Tool

Fabrication

Good service Excellent

Xin Networks Phils.,

Inc.

Good service improve finishing

work like painting, etc.

Very Good

Table 5. Feedbacks raised by end users based on the quality of

rendered products and services for AY 2015-2016


Rating

Atchie Dress Shop

and Sportswear

The supplier actually helped us

achieved the date of delivery.

However, kindly consider the

quality of the material and

correctness of the request.

Very Good

Casa Lavada Paki-ikayin po paglalaba may

hindi po naaalis na dumi There

Very Good

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Rating

are stained that are not totally

removed.

DCK Omnibus

Trading

Please look for and personalized

ribbon (medals) with Letran

marks

Very Good

Electronic

Information

Solutions, Inc.

Too thin and soft. Improve it

next time.

Good

Infinite Horizons

Travel and Tours

Very reliable Excellent

Isabel Lao Thank you very much!;

Very good service;

Please provide additional/new

menu;

Thanks!!! God bless;

Introduce new variety of foods

and drinks;

Walang katumbas;

Thank you po :);

Masarap po;

Salamat po;

Excellent

Kel Signs &

Graphics

Sana magdeliver kayo sa school

hindi puro pick-up;

They should see or the MAFSD

should refer to the size of the

tarp written in PSRF or the file

name of the requested size of

tarp and not on the size of the

saved document. The employee

of the Kel Signs & Graphics will

adjust it as I experienced with

this supplier when I ordered tarp

for personal use. Sorry but 2

times happened that we ordered

tarps but delivered wrong size.

Pls. refer to our PSRF because we

Very Good



Rating

explained the details of the tarp

in our PSRF. TY.

La Limariza Printing

Press

Masyadong sagad sa side ang

print sa loob ng folder, on the

left portion. Pa-improve na lang

po next time. Thank you.

Excellent

Let Me Style Gifts &

Giveaways

Good quality-presentable; very

good service

Excellent

Lilian Lazareto Thank you

Thanks!!! God bless

Excellent

LMMF Clothing

Shop

Please be specific with the sizing

for children

Very Good

Reichelle's

Enterprises

Some shirts have damaged and

the color fades easy. (Please

check before/prior to the

delivery)

Very Good

Ronel Sportswear Retain as supplier Very Good

Sonju Engineering

Services

Unsafe delivery of machines and

equipment

Unsafe delivery

Search a good and quality

calibrator

Not good in terms of handling

and transferring of tools and

equipment. Not secure and safe

Good

Tita Elvie Javier

Trading

Please do not delay parts of the

bag

Very Good

Additionally, under this theme also includes how accommodating,

responsive, and professional the personnel involved in the transaction

process are in providing the requests of the end users, since the quality of

products and services can also be affected by their attitude and dedication

toward work. Table 6 and 7 show feedbacks of the end users from the past

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two academic years based on how the personnel involved in the process

responded and rendered the requested item or service.

Table 6. Feedbacks raised by end users based on how the personnel

involved in the process responded and rendered the

requested item or service for AY 2014-2015


Rating

All Around

Services &

Merchandising

Corp.



Excellent

Casa Lavada Very accommodating, supplies

delivered on time

Very Good

DJ's Educational

Tours

They are kind providers.

Sensitive to customer needs;

Very accommodating;

The provider sees to it that the

needs of the clients are

provided.

Excellent

Gakken Philippines,

Inc.

Gakken representative is very

kind. He explains the status of

the machine.

Excellent

Grandeur Security

Services

Corporation



Excellent


Press

Mr. Ramil is very

accommodating. He adjusts

his timeline based on the

required task

Excellent

Le Voyageur

International Travel

Please consider the needs of

others first before enjoying the

places visited

Excellent

Lilian Lazareto Waiters were kind and

accommodating;

The waiters are not well-

groomed.

Very Good



Rating

Septillion Builders Poor delivery of services, lack

monitoring of their personnel

Fair

Table 7. Feedback raised by end users based on how the personnel

involved in the process responded and rendered the

requested item or service for AY 2015-2016


Rating

Atchie Dress

Shop and

Sportswear



However, kindly consider the

quality of the material and

correctness of the request.

Very Good

Casa Lavada Paki-ikayin po paglalaba may

hindi po naaalis na dumi There

are stained that are not totally

removed.

Very Good

CDM Trading During the 1st photo shoot, 4

makeup artists used only one hair

iron until the 4th day which caused

delay.

During the 2nd photo shoot, a

commotion happened between

their two personnel; one of the

said personnel displayed

unprofessionalism, he arrived late

and left early CDM Management

decided on a retake issue without

informing the photo shoot in-

charge which caused

noncompliance in the procedure

and miscommunication. Selected

Good

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formal shots were not given

proper assistance during the

shoot.

Photographers deployed during

graduation time were not

following some of the

instructions.

Based on the previously presented data, it can be concluded that

the personnel’s manner and professionalism in attending to the request of

the clients affected the quality of the rendered products and services, thus

affected their performance as well. This is evident in the cases of DJ’s

Educational Tours, La Limariza Printing Press, CDM Trading, among others.

Second Theme: Quantity of Products and Services

The second theme refers to the completeness in quantity of the

products delivered based on the requests of the clients as this is one of the

factors that contribute to obtaining their satisfaction on the performance

of the suppliers. This also includes the completeness of the rendered service

done by the suppliers as response to the clients’ requests. Presented below

are the comments of the end users with regard to the quantity and

completeness of the rendered products and services.

Table 8. Feedbacks raised by end users based on the quantity and

completeness of the rendered products and services for AY

2014-2015


Rating

Artech Scientific

Trading Company

We have not received most of

last year's certificates of

calibration

Very Good

EBMS Eco-Cooling

System Specialist

Service Center

No electricity installation Very good

Hayuma Multi

Purpose

Cooperative

Other parts of the curtain was

not yet delivered

Very good


Curtains for Ana/Phy Lab were

not yet installed

Key of glass door is not given

to SEAS office; tables and

curtain rods is not yet

delivered at c310

Table 9. Feedbacks raised by end users based on the quantity and

completeness of the rendered products and services for AY

2015-2016


Rating

CDM Trading Some graduates received

incomplete graduation rite

photos (said issue was observed

last year and was communicated

prior the graduation events).

Good

Tita Elvie Javier

Trading

Please do not delay the parts of

the bag.

Very Good

Third Theme: Price or Cost of the Products and Services

Aside from high quality and completeness, one factor that is of

utmost importance for customer satisfaction is the price or cost of the

products and services. Hence, suppliers must ensure to suffice the needs of

the clients by offering and providing their requests that are within the

allotted budget. Table 10 provides the data regarding the feedbacks of the

end users on the price or cost of the products and services for the past two

academic years.

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Table 10. Feedback raised by end users on the price or cost of

products and services for AY 2014-2015


Rating

EBMS Eco-Cooling

System Specialist

Service Center

More discounts and free

training for technicians

Very good

Greenpole Industrial &

Trading Corp.

Product too expensive Very Good

Manuel Lara (JRL

Enterprises)

Thanks for the good service

might need recheck prices

for recyclable

Excellent

TGM Precision Tool

Fabrication

Good price Excellent

Table 11. Feedback raised by end users on the price or cost of

products and services for AY 2015-2016


Rating

Humil International

Corporation

Too much high cost of

service provided.

Very Good

Fourth Theme: Delivery Time

Delivery Time refers to how immediate the suppliers respond and

provide the requested items and services of their clients on the date

needed. It also refers on how they adjust their timeline to meet the requests

of the clients within the set time frame. Suppliers gain high rate of customer

satisfaction if products and services are provided on time. Presented below

are the feedbacks raised by the end users on the delivery time of the

suppliers.


Table 12. Feedback raised by end users on the delivery time of the

suppliers for AY 2014-2015


Rating

Artech Scientific

Trading Company

They should promptly

issue certificate and

calibration

Very Good

Artline Printing &

Publishing

On-time delivery of Nexo

journals in time for

PACUCOA visit. Thank you!

Excellent

DCK Ominibus Trading

(M.M. Kalaw Trading)

Additional Recognition

medals have been delivered

on time. Thank you Mrs.

Kalaw

Excellent

Gakken Philippines,

Inc.

Late delivery of the drum Excellent

Gomeco Metal

Corporation

Matagal puntahan ang

client kahit super need na

ang service nila

Very Good

Hayuma Multi

Purpose Cooperative

Should be on time on the

specific date needed.

Very Good

Holy Family Builders Check how to improve

timeframe of delivering

project

Very Good


Press

On time delivery

Late delivery

Mr. Ramil is very

accommodating. He adjusts

his timeline based on the

required task

Excellent

La Suerte Multi-Sales,

Inc.

Improve time of delivery

and offer high quality

products

Very Good

Laguna Well Drilling

and Construction

Thank for accommodating

repair ahead of DP

Excellent

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Lilian Lazareto The delivery of the lunch

(3rd day) was late.

Very Good

Reichelle's Enterprises Please deliver the items on

time Late delivery - Thanks!

Very Good

Silverstar Pest

Management Services

Ensure to respond

immediately to the request

of Letran for revisit

Very Good

Star Foto Packaging must be

improved and delivery must

be on time

Very Good

Tita Elvie Javier

Trading

Very late delivery Very Good

Table 13. Feedback raised by end users on the delivery time of the

suppliers for AY 2015-2016


Rating

Atchie Dress Shop

and Sportswear



Very Good

Eyelectric

Incorporated

Late delivery Very Good

Humil International

Corporation

Service not provided on-time

(License)

Very Good

Isabel Lao

They delivered the food early.

Good job.

Very on time and delicious

food

Excellent

Kel Signs & Graphics

Thank you for immediately

looking into our request! :)

Very Good


Press

Masyadong sagad sa side ang

print sa loob ng folder, on the

left portion. Pa-improve na

lang po next time. Thank you.

Excellent

Lilian Lazareto

Food delivered on time

Please deliver needed

materials ahead of time.

Excellent

LMMF Clothing Shop Please deliver on time Very Good



Rating

Delivery should be done on

time

The polo shirts were not

delivered on the time that

supplier promised.

Mercury Drug

Corporation

Suggest to purchase

medicine/supplies on time.

Date needed: Sept 23, 2015,

while received items last Oct. 1

Thanks po.

Very Good

Sonju Engineering

Services

Should calibrate within office

hours

Was delivered late

Good

Based on the thematic analysis done, it is noticeable that although

“excellent” and “very good” ratings were given to some suppliers, it does

not assert that they will not receive comments or feedbacks for

improvement of the quality of products and services they have delivered

and rendered. This is shown in the cases of All Around Services &

Merchandising Corp., Artech Scientific Trading Company, C&E Publishing.

Inc.,DCK Omnibus Trading, among others. One factor that may had

influenced this scenario is the form used by the end users in evaluating the

performance of the suppliers. Since the criteria in the evaluation tool are

too general, an inconsistency between the quantitative rating and the

qualitative comment was formed. Moreover, this caused the end users to

be effusive in giving their feedbacks and insights

In connection with this, the Purchasing Office released a Supplier

Action Plan to suppliers who received comments or complaints from the

end users. As previously stated, this action plan seeks to ensure that the

suppliers will address their respective findings and guarantee their

commitment for the improvement of their performance by providing

specific courses of actions.

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Last AY 2014-2015, a total of 12 suppliers was issued a Supplier

Action Plan. Consequently, the Purchasing Office monitored the compliance

of the said suppliers to ensure that there is an improvement on their

performance. Table 14 provides data regarding the evaluation of the said

suppliers for AY 2015-2016.

Table 14. Academic year 2015-2016 evaluation of suppliers who were

given a supplier action plan

Supplier AY 2014-2015 AY 2015-2016

All Around Services &

Merchandising Corp.

Excellent Very Good

EBMS Eco-Cooling System

Specialist Service Center

Excellent Very Good

Eliza and Frankie Trading Very Good No Data

Gakken Philippines, Inc. Very Good Very Good

Grandeur Security and Services

Corporation

Excellent Excellent

Halamanan ni San Antonio Very Good No Transaction

Holy Family Builders Very Good Excellent

La Suerte Multi-Sales, Inc. Very Good Very Good

Manuel Lara (JRL Enterprises) Excellent No Transaction

Septillion Builders Good No Transaction

Silverstar Pest Management

Services

Very Good No Transaction

Tita Elvie Javier Trading Excellent Very Good

In accordance with the data presented above, it can be observed

that only Holy Family Builders received an increase in its evaluation for AY

2015-2016, from “very good” to “excellent”. Moreover, two suppliers

namely, Gakken Philippines, Inc. and La Suerte Multi-Sales, Inc. consistenly

received a “very good” rating for two consecutive academic years. Contrary

to this, evaluation for three suppliers namely, All Around Services &

Merchandising Corp, EBMS Eco-Cooling System Specialist Service Center,

and Tita Elvie Javier Trading experienced decreased in rating from

“excellent” to “very good”. Although there is decline in the ratings of the

said suppliers, they were still able to provide a quality service for the end

users and met the criteria required for being continuously accredited


suppliers of the Colegio. On the other hand, Grandeur Security and Services

Corporation consistently received an “excellent” rating for the past two

consecutive academic years.

Conversely, evaluation for suppliers such as Halamanan ni San

Antonio, JRL Enterprises, and Septillion Builders were not provided since

there were no transactions made for AY 2015-2016. With regard to

Silverstar Pest Management Services, their contract with the Colegio was

for two years; thus evaluation for their performance for the previous

academic year was not provided. Consequently, transactions were made

with Eliza and Frankie Trading, but there was no evaluation made for their

performance; thus no data was presented above.

Comparing the evaluation of the aforementioned suppliers for two

consecutive academic years, it can be inferred that the Purchasing Office

was able to strictly monitor the performance of the said suppliers as they

were able to dutifully complied with the agreed upon action plan; hence

delivering a quality service to the end users.

Purchasing Officer Evaluation Results

Aside from the assessment of the end users, assessment of the

Purchasing Officer is also an important factor in the over-all performance

evaluation of the accredited suppliers of the Colegio. Unlike with the two-

criteria assessment tool used by the end users in evaluating the suppliers,

the assessment tool used by the Purchasing Officer is more analytic and

provides more thorough evaluation of the suppliers.


Purchasing Officer. From the total number, 82 suppliers (72.57%) obtained

“excellent” ratings, while 30 suppliers (26.55%) were rated “very good.” A

lone supplier (0.88%) was given a good rating. Table 15 summarizes these

data.

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Table 15. Summary of purchasing officer’s evaluation for AY 2014-

2015


Excellent 82 73

Very Good 30 26

Good 1 1

Total 113 100


Purchasing Officer. From the total number, 66 suppliers (62.86%) received

“excellent” ratings, while 37 suppliers (35.24%) obtained “very good”

ratings, and 2 suppliers (1.90%) got “good” ratings. Table 16 shows the

summary of the said data.

Table 16. Summary of purchasing officer’s evaluation for AY 2015-

2016


Excellent 66 62.86

Very Good 37 35.24

Good 2 1.90

Total 105 100

Comparatively, it can be observed that there has been a decrease

in the number of suppliers who were rated “excellent” from AY 2014-2015

to AY 2015-2016. This is contrary with the result of the evaluation of the

end users to the suppliers for the past two academic years, wherein more

suppliers were rated “excellent” from AY 2014-2015 to AY 2015-2016.

Summary of Suppliers’ Evaluation of End Users and Purchasing Officer

For the past two academic years, a total of 105 suppliers were

assessed and evaluated by the end users and the Purchasing Officer.

Summarizing the results of the evaluation, it is noticeable that there has

been an extensive decrease in the number of suppliers that were given

“excellent” ratings from AY 2014-2015 (48%) to AY 2015-2016 (17.14%).

Table 17 shows the said data.


Table 17. Summarized suppliers’ evaluation for AY 2014-2015 and AY

2015-2016

Evaluation AY 2014-2015 AY 2015-2016

Excellent 50 (48%) 18 (17.14%)

Very Good 51 (49%) 82 (78.10%)

Good 3 (2%) 5 (4.76%)

Fair 1 (0.95%) 0

Total 105 (100%) 105 (100%)

Among the 50 suppliers who previously received “excellent”

ratings from AY 2014-2015, 33 of them (94.29%) received “very good”

ratings and 2 of them (5.71%) received “good” ratings for AY 2015-2016.

This indicates that the end users became keener and more comprehensive

in evaluating the performance of the suppliers with regard to providing the

requested products and services. Therefore, advice to monitor and improve

the performance of the suppliers must strictly be implemented. Table 18

shows the comparison of ratings for the aforementioned suppliers.

Table 18. Suppliers who received lower ratings from “excellent” to

“very good” and “good”

Supplier Rating

(AY 2014-2015)

Rating

(AY 2015-2016)

Academic Book Sales, Inc. Excellent Very Good

All Around Services &

Merchandising Corp Excellent Very Good

Alpha Laboratory Calamba

Philippines Corp. Excellent Very Good

Apostolate of the

Rosary/Corporacion de Padres

Dominicos

Excellent Very Good

Atchie Dress Shop and

Sportswear Excellent Very Good

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SUBIR VOLUME 1

Supplier Rating

(AY 2014-2015)

Rating

(AY 2015-2016)

C&E Publishing Inc. Excellent Very Good

CAL Philippines Excellent Very Good

Casa Lavada Excellent Very Good

CD Books International, Inc. Excellent Very Good

Copylandia Office Systems Corp. Excellent Very Good

Creative Mind Books Center Excellent Very Good

DIWA Learning Systems, Inc. Excellent Very Good

Don Bosco Press Excellent Very Good

EBMS Eco-Cooling Specialist

Service Center Excellent Very Good

EDCA Publishing and

Distributing Corp. Excellent Very Good

Ephesians Publishing, Inc. Excellent Very Good

Fastbook Educational Supply,

Inc. Excellent Very Good

GMP Philippines (Commerce

Asia Inc.) Excellent Very Good

Golden Books Services, Inc. Excellent Very Good

Goodwill Trading Co., Inc. Excellent Very Good

IBC Book Consolidators, Inc. Excellent Very Good

Info-Ed Marketing Corp, Excellent Very Good

Jardy Marketing Excellent Very Good

JO-ES Publishing House, Inc. Excellent Very Good

KATHA Publishing Excellent Very Good

Le Vygr International Travel Excellent Very Good

Mapfre Insular Insurance

Corporation Excellent Very Good

National Bookstore, Inc. Excellent Very Good

Science Gear Enterprises Excellent Very Good

SIBS Publishing House, Inc. Excellent Good

The Bookmark, Inc. Excellent Very Good

Tita Elvie Javier Trading Excellent Very Good

Toner Works Enterprises Excellent Good

Vibal Publishing House, Inc. Excellent Very Good

Zenaida Vera Cruz Manuel Excellent Very Good


On the other hand, there are still suppliers who consistently

received “excellent” ratings from the end users and the Purchasing Officer

for the past two academic years, indicating their commitment in attaining

quality standards in rendering their products and services for the benefit of

the Colegio. Table 19 shows the list of the said suppliers.

Table 19. List of suppliers who consistently received “excellent” ratings

from end users and Purchasing Officer for the past two

academic years

Supplier Rating

DJ's Educational Tours Excellent

F & J de Jesus, Inc. Excellent

Forefront Book Co., Inc. Excellent

Grandeur Security Services Corporation Excellent

Infinite Horizons Travel and Tours Excellent

Isabel Lao Excellent

Lilian Lazareto Excellent

Neil Castle Print Services Excellent

Phoenix Educational Systems Inc. Excellent

Phoenix Publishing House Excellent

Conclusions

Based on the results of the evaluation for the past two academic

years, majority of the accredited suppliers were still able to meet the set

standards of the clients despite the lower ratings received by some

suppliers. This indicated that they were still able to satisfy the end users in

providing quality products and services to the Colegio.

Relative to this, one factor that may have greatly affected the

suppliers’ evaluation result for AY 2015-2016 is the implementation of

monthly evaluation of end users a the performance of the suppliers with

regard to the products and services they rendered. This is in contrast with

the end user evaluation for the past years, which was done every end of the

academic year. With this new policy, suppliers were evaluated more sternly

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SUBIR VOLUME 1

as the end users became more thorough and perceptive in assessing their

performance. Therefore, suppliers should be more committed in providing

quality products and services with their clients to adhere with the set criteria

and standards.

Moreover, it can also be concluded that the Purchasing Office was

able to strictly monitor the performance of the suppliers especially those

who were given a Supplier Action Plan last AY 2014-2015. Those said

suppliers were able to dutifully comply with the agreed upon action plan in

improving their performance for AY 2015-2016. Thus, continuous

implementation of the said action plan could be of great help in providing

a more quality service that will satisfy the standards of the end users.

Recommendations

In the light of the findings and conclusions derived, the following

recommendations were drawn for the continuous improvement of the

evaluation process of the Purchasing Office with the accredited suppliers of

the Colegio:

1. Revise the existing evaluation form utilized by the end users in

assessing the performance of the suppliers to provide a more

analytic and comprehensive evaluation this AY 2016-2017;

2. Revise the existing evaluation tool utilized by the Purchasing

Officer and align its criteria with the evaluation tool used by the

end users to provide a more reliable evaluation; and

3. Conduct a Focus Group Discussion among end users to solicit an

in-depth view of the suppliers’ performance, identify strengths

and weakness, and be able to address issues properly.


Effectiveness of Integrated Letran School System in the

Colegio

ELA ROSE B. NAGPALA

Management Information System Department

Background

The Letran School System (LSS) is an integrated school system that

caters most of the Colegio’s core processes, particularly in the Academic

and Financial areas. It is designed using a System Development Lifecycle

(SDLC) and Rapid Application Development (RAD) Approach. It is vital for

the department because it is one of the major functions of the Management

Information System and to the Colegio as well, since almost most the

processes of the Departments/Offices were already incorporated in the LSS.

All active personnel of the Colegio are directly and indirectly using the LSS,

as well as its clientele, such as students, parents, and alumni.

The LSS is being utilized all over the Colegio since 2005. It is

recognized and applied by the end-users (students and personnel of the

Colegio) since it is customized to the Quality Procedures (QPs) and Process

Maps and Work Instructions (PWs) of every department/office.

Several school systems are being widely used worldwide, but what

makes the LSS unique is that it is customized to the needs of the Colegio

and has a front-end maintenance that makes the end-user independent in

managing the system. System enhancement is being done to continuously

attain high level of productivity and vigorously assist in the decision support

system from micro to macro level of the institution.

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SUBIR VOLUME 1

Objectives

Generally, this analysis aimed to determine the effectiveness of the

Integrated Letran School System in the Colegioin terms of people, process

and technology.

Specifically, it also intends to answer the following:

1. What are the challenges encountered in the implementation of

LSS and how are they addressed?

2. What are the common feedbacks and observations in the

implementation of LSS and how they are treated?

3. What are the factors that sustain the utilization of LSS and how

they are maintained?

4. What are the identified strengths and weaknesses of LSS and how

they are considered?

5. What are the outcomes of having an assessment in the

effectiveness of Integrated Letran School System in the Colegio?


1. What are the challenges encountered in the implementation of

LSS and how they are addressed?

People –Since the initial information system developed on 2005

were the enrolment system and assessment and billing system was

observed that most of the LSS users were not willing to embrace the new

system due to the following reasons:

a. Used to manual process;

b. Unlike excel that can be easily changed;

c. They are not ready to give up their usual process

d. Check and balance approach is not welcome

e. Defining the new system as an additional workload.

This is in congruent with the study of (Buencillo 2005) – MM-ITM

with the title Students Information Management System of Colegio de San

Juan de Letram( SIMS-CSJL).


Process - During the client requirement specification (CRS)

meetings, most processes are not yet clearly defined, since automation

requires the whole flow of the entire process including the conditions,

filtering, and criteria. Most of the identified processes were the basic need

of the students such as enrolment, adjustment, and faculty loading,

sectioning and room loading for the schools. Some procedures were

defined through continuous simulation of different scenarios that were

encountered by the students such as overloading, pre-requisites, and

simultaneous enrolment. Most of the identified process/procedures were

not yet supported with complete documentation.

One example of the usual process done by the students is the

enrolment. All course offerings were posted in a bulletin board, and the

students will just manually copy their schedule in their advising slip and

proceed to their respective advisers for their chosen courses evaluation and

approval. Once signed as approved by the adviser, the advising slip will be

forwarded to the MIS Department (formerly EDP Department) for encoding

and printing.

There were also forms for every services rendered by offices.

Technology - The IT infrastructure before were just a local area

network that supports the main building, specifically the Cashier Office and

the MIS Department. The cabling of all the offices was then assessed for

recommendation based on the needs per department/office.

Since the ITCC building as well as the IT Surfing laboratories was

newly constructed and utilized, enrolment was done in that building.

2. What are the common feedbacks and observations in the

implementation of LSS and how they are treated?

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SUBIR VOLUME 1

People

a. Users tend to disown some of the tasks in a process.

b. It is hard for the users to admit some of the tasks done that

sometimes resulted to wrong output.

c. Process owners were still not completely identified.

d.

Process

a. Process per system module was not yet clearly defined.

b. Based on the processes identified during the initial CRS, it was

commonly observed that one process is dependent to

another process.

Technology

a. There are instances that network downtime is evident.

b. Difficulty in installing updates per system/module.

3. What are the factors that sustain the utilization of LSS and how

they are maintained?

People

a. The Finance Division, in coordination with the MIS

Department, tapped IT experts in the field of project

management.

b. The IT expert trained aspiring systems analysts and system

developers.

c. Continuous end-user’s training

Process

a. Assistance were given in defining accordingly the processes

involve per system module during CRS meeting.

b. Proper documentation were encouraged.

c. Evaluation of implemented process were done through

feedback mechanism.

Technology

a. Continuous testing in a test Live database is implemented.


b. System Launcher and System Audit Trailing were also

introduced.

c. Server time is implemented in the whole Letran School

System.

4. What are the identified strengths and weaknesses of LSS and how

they are considered?

People

a. Dependent Employees. Productivity of a personnel is affected.

This is a strength to all those who can perform more efficiently

and effectively due to the availability of data. On the other

hand, this can be a weakness to all those who continuously

depend on the system output.

b. Changes in the Organizational Structure. Re-alignment of

personnel requires re—orientation of the LSS being handled

by the personnel’s post.

c. The end-users willingness and cooperation in terms of the

confidentiality of access is also the major strength and also

the major weakness of the school system.

Process

a. In terms of process, system integration provides information

support from the rank and file up to the executive level.

b. Garbage-in will always be garbage-out.

Technology

a. Real-time data is implemented in the whole school system.

b. Network downtimes are a factor that may entails delay in the

update of the whole school system.

c. Security of the system from user access and database

maintenance and monitoring.

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SUBIR VOLUME 1

5. What are the outcomes of having an assessment in the

effectiveness of Integrated Letran School System in the Colegio?

a. In terms of people, it reminds and re-orients the

implementers, the needs for improvement both for the

developers, analysts and the system owners.

b. In terms of process, revisiting the policies and procedures in

relation to the MIS systems Helpdesk requisitions as well as

the feedback through evaluation both from system owners

and end-users maintains and support the purpose of having

an integrated school system.

c. In terms of technology, it was also observed through MIS

systems Helpdesk requisitions the need for improvement

both for network, back-up storage and installed applications.

Conclusions

Implementation of Integrated Letran School System plays a major

role in the operations of the Colegio. It serves as the Enterprise Resource

Planning since it provides start-to-end processes that include more than

half of the services. The implementation of the integration of all processes

considering its common feedbacks, observations, strengths, weaknesses

and how it is sustained by the project developers, implementers and end-

users play a vital role in the Colegio’s operations. Therefore, the integrity of

the whole output of the system should always be considered and

maintained. Enhancement in all areas should always be monitored in

people, process and technology. In this integrated school system,

dependencies are present and whatever is the input it will be processed and

from that activity, the system will based its output. As the saying goes,

Garbage In-Garbage Out.

Awareness of all the involved users and implementers should be

the priority. Realizing every detail of the system will surely provide

continuous support to the academe.

References Cited

Systems Evaluation (2014-2015, 2015-2016)


Interview with the MIS Director

MIS Systems Helpdesk Requisitions (2014-2015, 2015-2016)

MM-ITM SIMS-CSJL 2005

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Analysis on Letran Calamba Grade School and High School

Alumni Who Continued Studies In Higher Level

(Academic Years 2010-2011 – 2015-2016)

GLORIA C. BATOON

Alumni Office, Academics Division

Background

In the Philippine Education System, education is given importance,

which can be seen by sending children to formal school to attend pre-

school, primary, secondary (Junior and Senior High School), and

tertiary/higher education. Per se, it is interesting to note that the first 21 or

22 years of the lives of every individual are spent in schools, colleges, and/or

universities.

It can be said that having good education can lead to a better,

more rewarding, fulfilling, and prosperous life, not only for the individuals

but also for the community. In going to school, students learn the real

world they live in and also the necessities to succeed in life. Teenagers are

forever being told that they need good education so that they can have the

career they want. It is important to remember that schooling, no matter

how long it may be, lasts for a just a few short years compared to the rest

of years of life ahead. It is better to sacrifice a little bit of fun now in order

to find happiness in later life (Retrieved from

http://www.scholaradvisor.com/essay-examples/ benefits-of-going-to-

school/ on 12 December 2016). To be able to fulfill one’s dream, take one

step at a time, and the first step has got to be through education (Retrieved

from http://www.indigenous.gov.au/david-peachey-shares-importance-of-

going-to school/ on 12 December 2016).

As such, the Colegio, through the Alumni Office, includes in its key

performance indicators (KPIs) the tracking of its Grade School and High

School graduates who continued studies in higher level. The data from this

study may elicit significant information that the Colegio may consider in

motivating the graduates to continue higher studies in the secondary

(Junior and Senior High School) and tertiary/higher education.

http://www.scholaradvisor.com/essay-examples/%20benefits-of-going-to-school/



http://www.indigenous.gov.au/david-peachey-shares-importance-of-going-to%20school/

http://www.indigenous.gov.au/david-peachey-shares-importance-of-going-to%20school/


Objectives

1. To present the percentage of the grade school and high school

graduates who continued studies in higher level; and

2. To suggest plan of actions using the available data that may help

the Colegio in some ways.


As shown in Table 1/Figure 1, all Grade School alumni from AYs

2010-2011 to 2014-2015 continued their studies in High School level.

Moreover, it shows that 85% or more of the graduates continued their

higher studies in Letran Calamba.

Table 1/Figure 1 also reveals that for AY 2015-2016, only 86% of

the graduates were tracked but all of them continued their high school

education. Compared with 85%-87% for the last five years, only 78% of AY

2015-2016 graduates continued their high school education in the Colegio.

The tracking of the remaining 14% is in progress.

The drop in the percentage of graduates who patronized Letran

Calamba Grade School is a good area for study on retention trend in the

Colegio. Similarly, the other schools where the Letran Grade School alumni

transferred (Table 2) will what factors were considered.

The KPI for the last six years is to maintain the percentage rating

of previous years target of 100%. Although the tracking for AY 2015-2016

is still ongoing, the Colegio expects that all Grade School alumni continue

with their High School education. The BED Records Office may follow-up

the graduates to know the reasons for absence of request of school records.

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SUBIR VOLUME 1

Table 1. Grade School Alumni who Continued Studies in Higher Level,

AYs 2010-2011 – 2015-2016

Academic

Year

Number

of

Graduates

Continued Studies in Higher Level

Letran

Calamba

Other

Schools

No Data

Yet

f % f % f %

2010-2011 127 110 87 17 13 - -

2011-2012 127 108 85 19 15 - -

2012-2013 120 102 85 18 15 - -

2013-2014 110 95 86 15 14 - -

2014-2015 134 114 85 20 15 - -

2015-2016 128 100 78* 10 8* 18 14

*Total = 86%

Figure 1. Grade School Alumni who Continued Studies in Higher

Level, AYs 2010-2011 – 2015-2016

Considering that 8%-15% of the Grade School alumni continued

their High School education in other schools, Table 2 shows the list of 42

schools where those other graduates enrolled. More graduates continued

their High School education in Calamba City Science High School (13

graduates), followed by De La Salle Canlubang (12 graduates), Lyceum of

the Philippines Laguna (9 graduates), Calamba Institute (8 graduates), and

Don Bosco College (6 graduates). The schools are still in the Laguna area,


hence, a follow-up study on the reasons for transfer will be helpful in

knowing the expectations of graduates for a high school.

Table 2. Schools/Colleges where Other Grade School Alumni


Other Schools

Academic Years

Total 2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

2015

-16

Calamba City

Science High

School

5 1 3 1 3 - 13

De La Salle

Canlubang - 3 1 2 1 5 12

Lyceum of the

Philippines Laguna - - 1 2 1 5 9

Calamba Institute 2 2 2 - 2 - 8

Don Bosco College 3 - 2 - 1 - 6

Laguna College of

Business and Arts - 1 - 1 3 - 5

Philippine Science

High School –

Main Campus

1 1 1 - - - 3

St. Benilde

International

School (Calamba)

Inc.

- 1 - 1 1 - 3

UP Rural High

School - 1 - 1 1 - 3

Christian School

International - 1 - - 1 - 2

Laguna Science

National High

School

1 - - 1 - - 2

Lecheria National

HS - - 1 - 1 - 2

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SUBIR VOLUME 1

Other Schools

Academic Years

Total 2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

2015

-16

St. Scholastica’s

College 1 - 1 - - - 2

Affordable

Philippine

Education Center

- - - 1 - - 1

Asian Computer

College (Mayapa) - 1 - - - - 1

Canada - - 1 - - - 1

Canossa Academy - - 1 - - - 1

Caritas Don Bosco

School - - - 1 - - 1

Castor Alviar

National High

School

- 1 - - - - 1

Don Manuel

Rivera Memorial

National HS

- - - - 1 - 1

Green Fields

Integrated School

of Laguna

- - - 1 - - 1

Holy Spirit

Academy of Laoag 1 - - - - - 1

Immaculate

Conception

Catholic School-

Calamba

1 - - - - - 1

Integrated

Montessori

Center(Taguig

City)

- 1 - - - - 1

Italy - 1 - - - - 1

Liceo De Bay - - - 1 - - 1

Los Baños

National High

School (Poblacion)

- - - - 1 - 1


Other Schools

Academic Years

Total 2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

2015

-16

Mabuhay City

Academy Inc. - - - - 1 - 1

Makiling National

High School - 1 - - - - 1

Maranatha

Christian Academy

(Calamba City)

- 1 - - - - 1

Mary Belle

Montessori - - 1 - - - 1

Mary Help of

Christians College-

Salesian Sisters,

Inc.

- - - - 1 - 1

Pedro Guevara

Memorial National

High School

- 1 - - - - 1

Philippine High

School for the Arts - - 1 - - - 1

San Sebastian

College-Recoletos - - - 1 - - 1

St. John Colleges 1 - - - - - 1

St. Joseph College

- Olongapo Inc. - - - 1 - - 1

St. Vincent College - - 1 - - - 1

System Plus

Computer College

(Caloocan)

- 1 - - - - 1

The Philippines

School 1 - - - - - 1

University of

Perpetual Help - - 1 - - - 1

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SUBIR VOLUME 1

Other Schools

Academic Years

Total 2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

2015

-16

Zenith

International

School

1 - - - - - 1

No TOR Request - - - - - 18 18

Total 17 19 18 15 20 28 117

Table 3/Figure 3 presents that more than 90% of the High School

graduates under the Basic Education Curriculum (BEC) from AYs 2010-2011

to 2014-2015 continued their studies in the tertiary level. This is much

higher than the national trend of students moving-up to college. According

to CHED data for 2010, two out of five high school graduates (or about 40

percent) did not proceed to college (Retrieved from

http://www.gmanetwork.com/.../ched-more-hs-grads-may-not-go-to-

college-due-to-high-tuition/ on 13 December 2016). It also shows that

more than 50% of them enrolled in other schools, except for the graduates

of AY 2011-2012, 49% of whom continued their bachelors’ degree in Letran

Calamba as compared to 47% who enrolled in other schools. This is a good

area of study by the Marketing Office to check on the factors that keep

students in Letran Calamba.

The column on “no data yet” may indicate no continuance of

education of the graduates or no communication yet for the school where

they transferred. Again, this could be an area of study to check on the

graduates’ status.

Table 3. BEC High School Alumni who Continued Studies in Higher

Level, AYs 2010-2011 – 2014-2015

Academic

Year

Number of

Graduates


Letran

Calamba

Other

Schools

No Data

Yet

f % f % f %

2010-2011 202 91 45 106 52 5 2

2011-2012 205 100 49 97 47 8 4

2012-2013 194 81 42 98 51 15 8

2013-2014 187 64 34 111 59 12 6


2014-2015 276 105 38 148 54 23 8

Average - - 42 - 53 - 6

Figure 3. BEC High School Alumni who Continued Studies in Higher

Level, AYs 2010-2011 – 2014-2015

For High School graduates under the Special Science Curriculum

(SSC) from AYs 2010-2011 to 2014-2015, 92%-100% continued their studies

in the tertiary level. It also reveals that 81%-90% of them enrolled in other

schools compared to only 10%-14% who continued studies in higher level

in Letran Calamba. The figures may indicate a desire for other courses not

offered by Letran Calamba or a change of environment especially for those

who have been in Letran Calamba from pre-school. Again, this can be a

good study by the Admissions and Scholarships Office, BED Records Office,

or Academics Office.

Table 4. SSC High School Alumni Who Continued Studies in Higher

Level, AYs 2010-2011 – 2014-2015

Academic

Year

Number of

Graduates


Letran

Calamba

Other

Schools

No Data

Yet

f % f % f %

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SUBIR VOLUME 1

2010-2011 49 5 10 44 90 - -

2011-2012 36 5 14 31 86 - -

2012-2013 67 9 13 57 85 1 1

2013-2014 78 9 12 63 80 6 8

2014-2015 54 6 11 48 89 - -

Average - - 12 - 86 - 4.50

Figure 4. SSC High School Alumni Who Continued Studies in Higher

Level, AYs 2010-2011 – 2014-2015

As to where the BEC high school graduates continued studies in

higher level, Table 5 shows the ranking of the 64

schools/colleges/universities giving more emphasis to the top five. First is

Colegio de San Juan de Letran Calamba (41.45%); second, Malayan Colleges

Laguna (12.03%); third, University of Santo Tomas (3.76%); fourth, University

of Perpetual Help Laguna (3.57%); and fifth, Mapua Institute of Technology

and University of Philippines Los Baños (3.01%). A study on the courses

enrolled in the tertiary level will rationalize the transfer of students to other

schools.


Table 5. Schools/Colleges/Universities where BEC High School

Alumni Continued Studies in Higher Level, AYs 2010-2011 –

2014-2015

SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

Colegio de San Juan

de Letran Calamba 91

10

0 80 64

10

5 440 41.35 1st

Malayan Colleges

Laguna 25 17 22 31 33 128 12.03 2nd

University of Santo

Tomas 12 13 1 3 11 40 3.76 3rd

University of Perpetual

Help System Laguna 12 7 8 8 3 38 3.57 4th

Mapua Institute of

Technology 3 9 10 1 9 32 3.01

5th University of the

Philippines Los Baños 7 7 9 1 8 32 3.01

Lyceum of the

Philippines Laguna 5 5 5 2 8 25 2.35 6th

De La Salle Lipa 7 2 3 4 5 21 1.97 7th

De La Salle

Dasmariñas 2 3 1 8 6 20 1.88 8th

Far Eastern University 4 4 5 2 3 18 1.69 9th

San Beda College

Alabang 1 10 2 2 15 1.41 10th

PATTS College of

Aeronautics 3 1 1 5 4 14 1.32 11th

De La Salle - College

of Saint Benilde 3 2 2 5 1 13 1.22 12th

Lyceum of the

Philippines Manila 1 5 6 12 1.13 13th

Centro Escolar

University 2 2 2 5 11 1.03

14th

De La Salle University 2 1 4 2 2 11 1.03

De La Salle Health

Sciences Institute 1 1 4 2 1 9 0.85 15th

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SUBIR VOLUME 1

SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

Polytechnic University

of the Philippines, Sto.

Tomas Campus

1 1 3 4 9 0.85


Help 1 1 5 7 0.66 16th


Help Calamba 6 6 0.56 17th

Calamba Doctors

College 1 1 1 2 5 0.47 18th

Air Link International

Aviation College 1 1 2 4 0.38

19th

Batangas State

University, JPLPC

Campus

1 3 4 0.38

Philippine Merchant

Marine School 4 4 0.38

San Sebastian College

Recoletos 1 3 4 0.38

Saint Louis University 1 3 4 0.38

University of the East 2 2 4 0.38

Adamson University 1 1 1 3 0.28

20th

Colegio de San Juan

de Letran Intramuros 2 1 3 0.28

De La Salle Canlubang 1 2 3 0.28

Philippine State

College of Aeronautics 1 2 3 0.28

St. Scholastica's

College 2 1 3 0.28

Adventist University of

the Philippines 1 1 2 0.19

21st

Ateneo de Davao

University 2 2 0.19

Don Bosco College 2 2 0.19

Lyceum of the

Philippines Batangas 1 1 2 0.19

Miriam College 1 1 2 0.19

San Beda College 2 2 0.19


SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

St. Paul University

Manila 2 2 0.19

University of the

Philippines Diliman 1 1 2 0.19

West Bay Colleges Inc.

Alabang 2 2 0.19

Allied Health Sciences

in Nursing 1 1 0.09

22nd

AMA 1 1 0.09

Arellano University 1 1 0.09

Asian Institute of

Maritime Studies 1 1 0.09

Camarines Sur

Polytechnic College 1 1 0.09

Center For Culinary

And Arts 1 1 0.09

De La Salle University

Araneta 1 1 0.09

Emilio Aguinaldo

College 1 1 0.09

I Academy, Makati 1 1 0.09

IKON College 1 1 0.09

Inter-Global College

Foundation, Inc. 1 1 0.09

Laguna College of

Business and Arts 1 1 0.09

Laguna State

Polytechnic University 1 1 0.09

Magsaysay Culinary

School 1 1 0.09

Pamantasan ng

Cabuyao 1 1 0.09

Pamantasan ng

Lungsod ng Maynila 1 1 0.09

148

SUBIR VOLUME 1

SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

Philippine Military

Academy 1 1 0.09

Philippine School of

Interior Design 1 1 0.09

Philippine Marine

Institute 1 1 0.09

San Pedro College of

Business

Administration

1 1 0.09

SOFA Design Institute 1 1 0.09

System Plus College 1 1 0.09

Trace College 1 1 0.09

Abroad 6 1 1 1 5 14 1.32 -

no TOR request 5 8 15 12 23 63 5.92 -

TOTAL 202 205 194 187 276 1064 100.00 -

For SSC High School graduates who continued their studies in

higher level, Table 6 shows the ranking of the 39

schools/colleges/universities highlighting the top five. First is the University

of the Philippines Los Baños (34.28%); second, University of Santo Tomas

(13.78%); third, Colegio de San Juan de Letran Calamba (12.01%); fourth,

Malayan Colleges Laguna (5.65%); and fifth, University of the Philippines

Diliman (4.24%). Again, a study on their baccalaureate degrees will reveal

the reasons for the transfer.

Table 6. Schools/Colleges/Universities where SSC High School Alumni

Continued Studies in Higher Level, AYs 2010-2011 – 2014-

2015

SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

University of the

Philippines Los Baños 24 10 23 22 18 97 34.28 1st

University of Santo

Tomas 3 4 12 13 7 39 13.78 2nd


SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

Colegio de San Juan de

Letran Calamba 5 5 9 9 6 34 12.01 3rd

Malayan Colleges

Laguna 2 2 3 7 2 16 5.65 4th

University of the

Philippines Diliman 1 3 2 1 5 12 4.24 5th

Mapua Institute of

Technology 2 1 5 2 10 3.53 6th

De La Salle Dasmariñas 1 2 2 5 1.77 7th

De La Salle University 1 4 5 1.77

Centro Escolar

University 1 1 1 1 4 1.41

8th

San Beda College 1 1 2 4 1.41

Ateneo de Manila

University 2 1 3 1.06

9th

De La Salle - College of

Saint Benilde 2 1 3 1.06

De La Salle Lipa 2 1 3 1.06

Far Eastern University 2 1 3 1.06


Help System Laguna 1 1 1 3 1.06

University of the

Philippines Manila 1 1 1 3 1.06

De La Salle Health

Sciences 2 2 0.71

10th

Lyceum of the

Philippines - Laguna 1 1 2 0.71

Maritime Academy of

Asia and the Pacific 1 1 2 0.71

Philippine State College

of Aeronautics 1 1 2 0.71

Saint Louis University 2 2 0.71

Calamba Doctors'

College 1 1 0.35

11th

Cavite State University 1 1 0.35

150

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SCHOOLS/

COLLEGES/

UNIVERSITIES

Academic Year

TOTAL % Rank 10

-

11

11

-

12

12

-

13

13

-

14

14

-

15

City College of Calamba 1 1 0.35


Araneta 1 1 0.35

De La Salle Canlubang 1 1 0.35


Science & Technology 1 1 0.35

Laguna State

Polytechnic University 1 1 0.35

Miriam College 1 1 0.35

New Era University 1 1 0.35

NYK - TDG Maritime

Academy 1 1 0.35

Polytechnic University

of the Philippines, Sto.

Tomas Campus

1 1 0.35

Saint's John and Paul

Colleges 1 1 0.35

STI College – Calamba 1 1 0.35

University of Asia and

the Pacific 1 1 0.35

University of Cordilleras 1 1 0.35

University of the

Philippines Baguio 1 1 0.35

University of the

Phillipines Visayas 1 1 0.35

Abroad 1 1 2 1 5 1.77

no TOR request 1 1 6 8 2.83

TOTAL 49 36 67 78 54 284 100.35

Summary of Findings

1. All Grade School alumni from AY 2010-2011 to AY 2014-2015

continued studies in higher level.

2. For the last six years, an average of 84% of Grade School alumni

continued their studies in higher level in Colegio de San Juan de

Letran Calamba.


3. More than 90% of the High School graduates under the Basic

Curriculum Education (BEC) from AYs 2010-2011 to 2014-2015

continued studies in higher level.

4. An average of 53% of the BEC graduates for the last five years

continued their studies in higher level in other

schools/colleges/universities.

5. For High School graduates under the Special Science Curriculum

(SSC) from AYs 2010-2011 to 2014-2015, 92%-100% continued

studies in higher level.

6. An average of 86% of the SSC graduates for the last five years

continued their studies in higher level in other

schools/colleges/universities.

7. Suggested follow-up studies on the data will help the Colegio in

furthering its interests and thrusts.

Conclusions

1. Majority of the grade school and high school graduates continued

their studies in higher level, hence, Letranites and their

parents/guardians give importance to education.

2. Majority of the grade school alumni continued their high school

in the Colegio, hence, they continue to patronize the Letran

Calamba education.

3. Majority of the high school graduates continued their studies in

higher level in other schools/colleges/universities, thus, Letran

Calamba became a school feeder to other institutions.

4. The data gathered provide baseline data for use by the BED

Records Office, Admissions and Scholarships Office,

Principal/Dean’s Office, or other concerned offices.

Recommendations

1. The BED Records Office and the Alumni Office must continue

tracking the alumni to achieve the target key performance

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indicators with regard to continued studies in higher level and the

reasons for the change of school or patronage of Letran Calamba.

2. Findings of this study may be considered for a full-blown research,

which may assist other departments/offices such as

Auxiliary/Marketing, Admissions, Basic Education, Academics, and

others in achieving their key performance indicators or

departmental projects and activities, if applicable.

3. As the KPI of maintaining percentage rating of 100% is unrealistic,

the department and division should review the set target for the

next or succeeding academic year/s.

References Cited

http://www.scholaradvisor.com/essay-examples/benefits-of-going-to-

school/ Retrieved on 12 December 2016

http://www.sindigenous.gov.au/david-peachey-shares-importance-of-

going-to school/ Retrieved on 12 December 2016

http://www.gmanetwork.com/.../ched-more-hs-grads-may-not-go-to-

college-due-to-high-tuition/ Retrieved on 13 December 2016


Analysis of Schools’ Syllabi Submittal

JEJOMAR T. VICENCIO

Academics Division

Background

The syllabus is a descriptive summary of topics and teaching-

learning strategies and assessment to be covered in a course or subject and

is prepared by the Departmental Syllabus Committee. The review of the

syllabus intends to facilitate its development and enhancement so as to

standardize the basics for effective teaching and learning activities and

assessment tasks. The syllabus serves as the blueprint for the course

expectations, requirements, ground rules, readings, assignments, exams,

and learning projects.

The respective Academic Head’s offices are required to submit the

soft copies of all approved OBE Syllabus per program/cluster to the Office

of the Vice President for Academics not later than one week after the

distribution of course outline to the students. This is part of the operational

plan and accomplishment report under Key Result Area (KRA), quality

instructional programs and Key Performance Indicator (KPI) on percentage

of on-time and approved OBE Syllabi per level.

According to the article of “The Purposes of a Syllabus” by Jay

Parkes and Mary B. Harris of the University of New Mexico (2002), there are

three major roles that syllabi may serve with subsequent implications for

syllabus content. These significant functions comprise (a) serving as a

contract, (b) serving as a permanent record, and (c) serving as an aid to

student learning.

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Objectives

This paper aims to:

1. Determine the status of on-time syllabus submittal of the

departments in 1st semester AY 2016 – 2017 in terms of KPI target;

2. Review the status of syllabi submittal in the first semester 2016 –

2017 at the start of the Second semester AY 2016 – 2017;

3. Determine the status of syllabi submittal of departments due for

accreditation visit in February 2017; and

4. Analyze the factors affecting the on-time and delayed submittal

of the syllabus.


Some of the stated roles and purposes of the syllabus in the article

of “The Purposes of a Syllabus” by Jay Parkes and Mary B. Harris (2002),

which have contributed to this concern on syllabi, are the following:

(a) As a contract – the syllabus is a formal agreement between the

students and the instructors, it includes a clear and accurate

delineation and responsibilities for various tasks such as policies

on attendance, assignments, examinations, and grading systems

among others.

(b) As a permanent record – the syllabus is useful as a permanent

record of most academic programs and institutions that choose to

undergo accreditation reviews by professional organizations.

(c) As an aid to student learning – a well-designed syllabus can

provide information that assists students to become more

effective learners in areas that go beyond the opportunity of their

courses. Equally important is the description of how the course will

develop the student’s life.

Letran Calamba is an educational institution that provides quality

instruction to the students in the form of Outcomes-Based Education (OBE),

through which the necessary knowledge, skills, and behavior, which the

global community requires are met. The instruction requires the

department to form syllabus committees to ensure that a fair review,

design, and assessment of the content of each syllabus considered the


current demand of the profession or discipline vis-à-vis the set Mission,

Vision, Quality Objectives, Program Educational Objectives (PEO), Program

Outcomes (PO), and Graduate Attributes (GA). In terms of the accreditation

efforts of the Colegio through PACUCOA, each academic program is

acknowledged to pursue and meet the expectations of excellence. This will

ensure the delivery of quality education and services to the students and

stakeholders to sustain their needs to reach maximum potential in their

chosen career or field. The syllabus may be considered as an evidence of

knowledge of pedagogy and fairness in evaluation of students’ learning.

On-time and complete submittal of syllabi will aid the respective area and

core area specifically the programs under accreditation in preparing for the

supporting evidences and exhibits for the accreditation visit. Lastly, a

detailed syllabus can play an essential role in authenticating what a specific

course contains. In some universities and colleges, they use it when

students request to transfer credits or equivalency from one institution to

another.

Last May 2016, a meeting with the Academic Heads and

Chairs/Co-Chairs was done and it was agreed that the Syllabus Committee

shall be formed per cluster/program to review the current syllabi or develop

new ones in the case of new courses or absence of the required syllabi. The

effectivity of the syllabi shall be for 3 years, although enhancement may be

done as required. A communication was circulated to the parties concerned

dated June 02, 2016 about the new timeline to be followed just to provide

the transition stage for the full implementation of the revised QP and in

preparation for the Quality Visit. Prior to the implementation, the OVPA

filed the DRF to the QPMD to promote more concise and clear

process/procedure and which took effect on June 22, 2016 in full-force. The

deadline set in all levels was August 09 & 10, 2016.

Table 1 shows that the Basic Education Department got the

highest number of on-time submission of syllabi and they hit the target of

90% although the SHS had 76.92% submittal only and 0% submittal in

Religious Education Christian Living Education (CLE). On the other hand, the

collegiate schools garnered only an overall rating of 34% versus the 90%

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target, a deficit of (56%). It must be noted that SBMA, SCST, and SEAS were

not able to submit any syllabus on-time. Similarly, no on-time syllabi were

made by the GSPS versus the 70% target.

Table 1. On time submission of OBE Syllabus per Level

Schools &

Department

Total No.

of

Course

Syllabi

No. of

Syllabi

Submitted

on time

Percentage

(%)

of on time

Submission

KPI

Target

GSPS Masteral 31 0 0 70%

GSPS Doctoral 6 0 0

Overall GSPS 37 0 0

SBMA 54 0 0

90%

SCST 42 0 0

SE 112 93 83.04

SEAS 124 0 0

SN 16 7 43.75

STHM 31 27 87.10

RED College 4 2 50

Overall College 383 129 34

BED GS 54 54 100

90% BED JHS BEC 54 53 98.15

BED JHS SSC 63 62 98.41

SHS 13 10 76.92

RED CLE 15 0 0

Overall BED 199 179 90


Figure 1. Graphical Presentation of On time submission of OBE

Syllabus per Level

Table 2 shows the ranking of on-time submission of syllabi in all

levels. The Grade School reached beyond the 90% target and achieved the

100% on-time and completed syllabi. It had the first rank among the rest

which signifies that adherence to the set timeline was greatly observed,

manifesting a sense of urgency and priority despite the voluminous

demands and other activities and tasks. The Junior High School Special

Science Curriculum (SSC) ranked second (2nd) and JHS Basic Education

Curriculum (BEC) ranked third (3rd) respectively; still hitting beyond the

target of 90%. In collegiate schools, the School of Tourism and Hospitality

Management (STHM) got the fourth (4th) rank although the data revealed

that 87.10% versus the 90% target was attained, a deficiency of 12.90% was

noted, but in terms of professional courses for both programs under the

BSHRM (16/16) and BSTM (11/11) they completed the required syllabi.

STHM is still conscious of the set timeline and the obligation to comply with

the requirement since the school is preparing for accreditation visit in

February 2017.

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The following are below the target of 90% but still part of the

ranking: School of Engineering (SE) ranked fifth (5th), BED Senior High

School (SHS), ranked sixth (6th), RED College (RelEd courses) ranked seventh

(7th), and the School of Nursing concluded with rank eight (8th). The other

programs were not able to submit their syllabi on-time in any course on the

deadline of submittal. It must be noted that the SBMA, SEAS, and SCST are

due for accreditation visit in February 2017. However, they failed to comply

with the on-time submission.

Table 2. Ranking Schools’ On-time Syllabi Submitted

Schools &

Department

Percentage

(%) of On-

time

submittal

Rank

Remarks

BED GS 100 1st Not for accreditation visit

BED JHS-SSC 98.41 2nd Not for accreditation visit

BED JHS-BEC 98.15 3rd Not for accreditation visit

STHM 87.10

*100

4th For Accreditation visit

SE 83.04 5th Not for accreditation visit

BED SHS 76.92 6th Not for accreditation visit

RED College 50 7th Not for accreditation visit

SN 43.75 8th Not for accreditation visit

SBMA 0 N/A For Accreditation visit

SCST 0 N/A For Accreditation visit

SEAS 0 N/A For Accreditation visit

GSPS 0 N/A Not for accreditation visit

RED CLE 0 N/A Not for accreditation visit

*professional courses


Table 3 shows that 5 out of 14 completed their syllabi in BED GS,

BED JHS-SSC, BED JHS-BEC, BED SHS, and SN. Majority of the completed

syllabi are from the BED and one from the collegiate schools. The schools

that were able to submit less than 10% of deficiencies are SE (2.58%), SEAS

and STHM (6.45%), and SCST (9.52%). A deficiency of 25% is revealed in the

RED (College RelEd). However, there are still 4 with more than 50%

deficiencies in the RED CLE (53.33%), GSPS Masteral (54.84%), GSPS

Doctoral (66.67%) and SBMA with the highest number of deficiency of

69.44%. The graphical presentation is also shown below. The concerned

schools/departments are closely monitored to submit their deficiencies

since syllabi will be submitted every 3 years starting this academic year 2016

– 2017 and subject for revision/review depending upon the mandatory

requirement of CHED, DepEd, and industry. The electronic file of syllabi

must have to be completed and kept securely as part of the OVPA

permanent record.

Figure 2. Graphical Presentation of Ranking of Percentage with On-time

syllabi per Level

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Table 3. Status of Syllabi Submittal in First Semester AY 2016 – 2017 at

start of Second semester AY 2016 – 2017

Schools &

Department

Percentage

(%) of

submittal

Percentage

(%) of

submittal

deficiency

Remarks

BED GS 100 0 Completed

BED JHS-SSC 100 0 Completed

BED JHS-BEC 100 0 Completed

BED SHS 100 0 Completed

RED CLE 46.67 53.33 Incomplete

SBMA 30.56 69.44 Incomplete

SCST 90.48 9.52 Incomplete

SEAS 93.55 6.45 Incomplete

SE 97.32 2.58 Incomplete

SN 100 0 Completed

STHM 93.55 6.45 Incomplete

RED College 75 25 Incomplete

GSPS Masteral 45.16 54.84 Incomplete

GSPS Doctorate 33.33 66.67 Incomplete

Figure 3. Graphical Presentation of Status of Syllabi Submittal in First

Semester AY 2016 – 2017 at start of Second semester AY 2016 – 2017


Table 4 shows the status of syllabi submittal for accreditation visit

in February 2017. In the Professional Education, 5 programs achieved 100%

completed syllabi submittal. They are AB Communication, BS Information

Technology, BS Computer Science, BS Hotel and Restaurant Management,

and BS Tourism Management. It is noted that 3 from the 5 (BSIT, BSCS, and

BSHRM) are preparing for Level III accreditation visit which is somewhat

crucial because the concerned committee areas must oversee the readiness

and availability of documents/evidences for exhibits ahead of time or earlier

than the set timeline. The other 2 programs (ABComm and BSTM) among

the 5 are preparing for candidate status accreditation visit. On the other

hand, the BS Psychology program has completed 80% of the syllabi.

However, the BSBA in HRDM and MKM finished less than 50% of the syllabi.

(HRDM with 37.50% and MKM with 40%).

In terms of General Education, the SEAS as a servicing department

to all schools achieved 100% completed syllabi in Languages, Mathematics

and Sciences, and Social Sciences. In GE Physical Education only 33.33%

submitted the syllabi. In the SBMA Basic Business and Business Education

(BB/BE) which includes the core and fundamental courses of all business

program offerings of the school, only 34.21% of submittals is recorded. For

the IT Education from SCST only 25% of the syllabi were submitted.

Moreover, the Religious Education Department had majority (75%) of the

syllabi completed.

Table 4. Status of Syllabi Submittal for Accreditation Visit

Schools &

Department

Program Percentage

(%) of

submittal

Percentage

(%) of

submittal

deficiency

Remarks

A. Professional Education

SEAS ABComm 100 0 Completed

SEAS BSPsy 80 20 Incomplete

SBMA BSBA-HRDM 37.50 62.50 Incomplete

SBMA BSBA-MKM 40 60 Incomplete

SCST BSIT 100 0 Completed

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SCST BSCS 100 0 Completed

STHM BSHRM 100 0 Completed

STHM BSTM 100 0 Completed

B. General Education

SEAS Languages 100 0 Completed

SEAS Math and

Science

100 0 Completed

SEAS Social

Sciences

100 0 Completed

SEAS Physical

Education

33.33 66.67 Incomplete

SCST IT Education 25 75 Incomplete

SBMA Basic

Business &

Business

Education

34.21 65.79 Incomplete

RED Religious

Education

75 25 Incomplete

Figure 4. Graphical Presentation of Status of Syllabi Submittal for

Accreditation Visit (A. Professional Education)


Figure 5. Graphical Presentation of Status of Syllabi Submittal for

Accreditation Visit (B. General Education)

To come up with data analysis that will fully assist the in-charge/parties

concerned on the development of certain duties/office functions, the

department assistant conducted an interview among selected faculty

members on the causes of on-time and delayed submission of the syllabi.

Based on the interview, the following are the contributing and

impeding factors affecting on-time submittal of syllabi:

Contributing factors consist of the following:

Assignments of courses depend on the faculty’s expertise;

Having common time to convene and discuss during the

scheduled syllabi committee conference.

Use of spare time to discuss and collaborate on how to integrate

new trends in syllabus making (usually during scheduled out of

town seminar/conference.

Set deadline by the OVPA; faculty manages time to review and

take appropriate action accordingly prior to submission.

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Posting of chairs’ announcement in the faculty room to remind the

faculty.

Consistent monitoring of the submittal by the Chairs and Admin

Assistant prior to the set deadline.

Strict implementation of deadline of submittal by the Chairs/Co-

Chairs.

Willingness of the Academic Heads/Chairs/Co-Chairs to assist

faculty members, and mentor the new ones in preparing and

enhancing the syllabi.

The following are the impeding factors to the on-time submittal of the

syllabus:

Faculty 1

Deferment of instructional materials needed, limited budget to

comply with the minimum requirements/standards of CHED

which have to be integrated in the syllabi, and limited references

in the library.

Faculty 2

Lack of readiness on how to make necessary actions on the

revisions of the syllabi

Semestral demands of modification in the syllabus like Integration

of values inculcation that will have to be manifested by the

students, making rubrics that should be reflected on the last part

of the syllabi, and changes in the teaching learning activities (TLA)

and assessment tasks that may cause repetition of activities.

Faculty 3

Difficulty of faculty to secure the signature of the Chief Librarian

due to unavailable references in the library

Faculty 4

Ineffective communication process

Faculty 5

Lack of time to revise necessary changes in the topics that will have

to be integrated in the syllabus.


Wrong use of format even though the syllabi are almost done;

need to transfer to the latest version or format of the syllabus.

Lack of available resources in the library

Faculty 6

New procedure for new faculty. Lack of proper orientation, lack of

time, lack of references in the library, delay of release from the

library, lack of common time of faculty who teaches the same

subject to meet and discusses their syllabus.

Faculty 7

Process of communication delays submittal although there are

lots of means on how to reach. Many tasks of the faculty, and

unable to use their social media or email.

Faculty 8

Cascading of information is not properly executed by the

department.

Faculty 9

Difficulty of getting references from the library services

department.

Faculty 10

Delayed composition of the syllabi committee might be a reason

for the delay of modification of syllabi and uncommon time to

convene with their respective syllabi committee.

Conclusions

To sum it up, majority of the schools were not able to meet the

KPI target of prompt submittal except for the Basic Education Department

with an overall rating of 90% against 90% divisional target. It is noted that

the programs under SEAS (AB Communication and BS Psychology), SBMA

(BSBA in HRDM and MKM), and SCST (BSIT and BSCS) which are scheduled

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for PACUCOA accreditation visit in February 2017 were not able to meet the

departmental and divisional target of on-time submittal.

As to the status of syllabi submittal verified last November 30,

2016, there are 5 programs with 100% completed syllabi in Basic Education

Department (GS, JHS-SSC, JHS-BEC, and SHS) and in the Collegiate (SN).

The remaining 9 programs revealed deficiencies of less than 10% (SE, SEAS,

STHM, and STHM); 25% in RED (College RelEd); and more than 50% in RED

CLE (BED), GSPS Masteral, GSPS Doctoral, and SBMA.

With regard to the status of syllabi of programs for accreditation

visit in February 2017, the Professional Education programs under AB

Communication, BS Information Technology, BS Computer Science, BS

Hotel and Restaurant Management and BS Tourism Management attained

100% complete syllabi while the BS Psychology garnered 80%, BSBA

Marketing Management 40%, and BSBA Human Resource Development

Management with only 37.50%. On the other hand, in General Education,

only 3 clusters completed the submittal from SEAS (Languages, Math and

Sciences, and Social Sciences). The rest had deficiencies ranging from 25%

to 75%.

In terms of factors affecting the on-time submittal of syllabi based

on selected interview among faculty members, despite their multiple duties

and responsibilities, they still manifest a sense of responsibility and

discipline to contribute to the achievement of the respective department.

However, the impeding factors affecting submittal revealed that majority

cited the lack of references from the Library and the process of

communication within the department.

If the pattern of submittal is not arrested in the college, the same

problem and issues will occur.

Recommendations

1. The academic schools should analyse the root-cause of not-

attaining the prompt submittal of the syllabi. (i.e. a timeline for

submission of electronic copies for submittal in cooperation of

teachers)


2. The academic departments must prepare the syllabi on-time

considering the review and approval of parties concerned.

3. BED should sustain the prompt submittal of syllabi by tapping on

their strengths and lessening the weakness.

4. The general education syllabi have to be prepared early so as not

to affect the overall syllabi submittal of programs.

5. The Library should provide a list of references for each

school/department per program/cluster to aid them in utilizing all

references in order to meet the departmental and divisional KPI

target and also to comply with accreditation standards and

requirements.

6. The concerned department should plan earlier the composition of

the syllabi committee and secure the common time for the

committee to discuss the content of the syllabi through the help

of technology (i.e. online conference in social media, group chat

in messenger) or other ways of communication as agreed by the

committee.

Reference

http://jan.ucc.nau.edu/~coesyl-p/syllabus_cline_article_2.pdf

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Trend Analysis of Faculty Development Activities

(AY 2014-2015 to AY 2016-2017)

RODELYN A. BADULIS

Academics Division

Background

The Faculty Development Activities (FDA) aims to provide a venue

for faculty to improve one’s career and vocation as a teacher. The Colegio,

guided by its Institutional Principles, provides a development plan through

FDA to support personal and teaching effectiveness of faculty members and

for the benefits of the students as well.

All full time faculty members in the Collegiate and Basic Education

Department (BED) are covered by FDA. The activities that can be applied for

FDA are the following:

1. Graduate studies (one FDA unit for every graduate unit enrolled).

The program must be aligned with the personnel development

plan of the faculty.

2. Academic Consultation and/or Section Advising

3. Research Related activities such as Research Project, Instructional

Materials

4. Community and Extension Services

In the Academic Consultation and Section Advising, all FT faculty

are mandated to conduct these activities every semester.

The permanent faculty members receive corresponding payment

based on the activity applied and the approved faculty load equivalency.

The probationary and full-time substitute faculty members shall be given

merit through the faculty merit system under Human Resource Department

(HRD). The faculty Load Equivalency is the load equivalent to the approved

FDA to be rendered by a qualified full time faculty member in addition to a

regular load assignment of 18 hours or units. A maximum load of six

hours/units per semester is credited to FDA that is not under the personnel

development program and fund assistance or scholarship program of


Human Resource Department (HRD) or external agency, including research

assistance under the Research Department (RD) and Graduate Research

(AR:00-00-QP-02 Faculty Development Activities for BED and College, page

1).

All full-time faculty members shall accomplish the FDA application

form (AR:00-00-FO-07) within one month after the start of the semester.

Only complete application shall be processed by the Office of the VP for

Academics (OVPA), for the final approval, who shall then make the

endorsement to the VP for Finance for corresponding remuneration (for

permanent faculty) or HRD for inclusion in the faculty merit system (for

probationary faculty). For a complete application, FDA form must be

properly filled out, with necessary attachment such as HRD endorsement

for Graduate Studies, approved Research Topic Proposal Form (RE:00-00-

FO-14), etc., reviewed by their respective Chair/Co-Chairs, and endorsed by

their Academic Head. Application that fails to satisfy all the requirements

will be returned to the concerned faculty member through the Academic

Heads and/or Chairs/Co-Chair who shall inform them of the deficiency

noted by the VP for Academics (VPA) as indicated in the FDA Application

Assessment Report (AR:00-00-159). The submission of application after the

set deadline must be justified for reconsideration. Also, the faculty must

have successfully submitted the accomplishment report of the previously

approved FDA before applying in the succeeding semester/AY.

Towards the end of AY 2015-2016, the OVPA reviewed the process

of FDA application and the submission of FDA accomplishment reports to

address the issues and concerns that were observed by the office during

the said year. Such concerns were mostly related to the quality of

application and accomplishment report submitted to OVPA. In view of the

OVPA’s continuous effort to gradually build a culture of quality output, the

office set a clear standards and guidelines of the application process as well

as the submission of the accomplishment report through the revision of

AR:00-00-QP-02 Faculty Development Activities for College and BED and

AR:00-00-FO-07 in preparation for AY 2016-2017. This aim to establish

common understanding of the step by step process of FDA between the

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faculty and all offices concerned since it involves different processes

depending on the activity that the faculty would want to apply. The process

improvement addressed the following:

• Clarified the process involving the concerned offices such as HRD,

CES, and RD in the processing of Graduate Studies certification,

CES Activities, and Research Project

• Clarified process and timeline of FDA application and

accomplishment report submission

• Added provision on the non-completion of FDA on-time.

Objectives


1. Determine the number of faculty who satisfied the application

requirements on-time from AY 2014-2015 to AY 2016-2017.

2. Determine the distribution of involvement of full-time faculty in

Faculty Development Activity from AY 2014-2015 to AY 2016-

2017.

3. Analyze the three-year trend of on-time submission and faculty

involvement in FDA activities from AY 2014-2015 to AY 2016-2017.


The OVPA, as the supervising office, monitors the whole process

of FDA and coordinates with the various departments such as Academic

Heads’ Office, Community and Extension Office (CES), Research Department

(RD), Human Resource Department (HRD), and Payroll Office. The

monitoring includes the on-time submission of application, conformance

to the FDA quality procedure, coordination with various offices to ensure

the processes are properly implemented, and provision of necessary

assistance and appropriate action if needed.

Quality submission of FDA application is vital in meeting the

objectives of the activity applied and approved. It is also vital on the part of

the students who will need academic consultation in the early part of the

semester. The faculty, on the other hand, should have at least 2 hours of


academic consultation with the students every week of the whole semester.

As to the other FDA activities such as research, the duration of research

depends on the evaluation of the Research Department.

Table 1 below shows the total number of full time faculty per

department, academic year, and semester who had approved FDA for the

past three years. It also shows the total number and percentage of faculty

who submitted their FDA application to OVPA within the set deadline or

one month after the start of classes. For AY 2014-2015, the collegiate

classes started on June 23, 2014 (1st semester) and November 12, 2014 (2nd

semester); for AY 2015-2016 the 1st semester began on June 22, 2015 while

the 2nd semester was on November 11, 2015, and for the 1st semester of AY

2016-2017 the classes began on June 13, 2016 and November 7, 2016 for

2nd semester. Moreover, for BED, the classes for AY 2014-2015 began on

June 16, 2014, June 8, 2015 for AY 2015-2016, and June 06, 2016 for the

current Academic Year.

In every year performance, the BED had the most number of

faculty with FDA and also the top department that was able to have the

approval of FDA on-time. The SE and BED had more than 50% of the faculty

who satisfied the requirements of on-time submission per Academic Year

for the last 3 years.

Overall, it was in the 1st semester of AY 2016-2017 when the

highest number of faculty (76%) who satisfied the application requirements

on-time was observed and the lowest was 26% in the 2nd Semester of AY

2015-2016. The highest percentage of on-time submission per department

was 100% and the lowest was 0%. Among all the collegiate departments,

SE got the overall highest percentage of 81% and 69% of quality submission

of FDA application in 1st semester and 2nd semester, respectively, average

of the last 3 years. However, SN got the overall lowest average of on –time

submission in the 1st semester and RED in the 2nd semesters.

Table 1: On-time Submission of FDA application to OVPA

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As to the top performing school in terms of percentage of on-time

submission and approval of FDA application versus the total application for

each AY, the BED was the 1st in AY 2014-2015, SE in AY 2015-2017, and BED

again for AY 2016-2017.

Below is the graphical presentation of school performance on the

quality submission of application requirements to the OVPA. It shows that

for the last 3 years, most of the schools had higher percentage of on-time

submission during 1st semester than 2nd semester. Also, the SE, RED and

SEAS had upward trend of quality submission in AY 2016-2017.


Table 2 shows the total number of quality submission of all faculty

with FDA, in 3 years performance, that were approved before the set

deadline. In a three-year trend, the 1st semester had the higher quality

submission that was approved on time than 2nd semester. It was in AY 2015-

2016 when the lowest on-time submission of all application was observed

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in both semester. However, in AY 2016-2017, the on-time approval was set

higher than the average performance of AY 2014-2015.

Tables 2.1, 2.1.1, 2.2, 2.2.1 2.3, 2.3.1 show the distribution of the

involvement of faculty (in percentage and graphical presentation) per

semester and AY in the different areas of FDA. All faculty members with FDA

are required to have Academic Consultation activity while other activities

are optional. The research project is being monitored by Research

Department and should follow the process in the quality procedures of

research under FDA, the CES activity follows the CES implementation of

extension activities under CES Office, for the graduate studies the alignment

with the Personnel Development Program of faculty is being checked by

the HRD, while the OVPA as the process owner of FDA coordinates with all

these departments to ensure that all requirements and procedure are

followed prior to the approval of the VPA.

In the AY 2014-2015 (Table 2.1), there were 13 or 12% of the total

faculty with approved graduate studies in the 1st semester and 11 or 12%

in the 2nd semester. For Research Project, there were 30 or 28% involved in

research activity during the 1st semester and 25 or 26% of total faculty with

FDA in the 2nd semester. As to the CES involvement of faculty, there were 8

faculty with extension activities or 7% in the 1st semester and 5 faculty or

5% in the 2nd semester. As to the other activities such as Alumni

Moderatorship, Substitution, Review Class, and Mentoring, there were 54


faculty or 50% involved in FDA other activities in the 1st semester and 49 or

52% in the 2nd semester.

The BED High School had the highest number of faculty with

approved graduate studies (7 or 29%) in AY 2014-2015 as well as the

department with highest number of faculty (11 or 35%) involved in research

project. For CES activities, the Nursing got the highest number with CES

involvement (3 or 60%) while the BED got 26 or 84% of their faculty involved

in other FDA activities.

Among the collegiate departments, only 4 departments had

faculty enrolled in graduate studies and SEAS had the most number or 12%

of faculty with FDA. In research project, SE got 7 or 78% involvement. As to

the extension activities, only SBMA did not have faculty representative in

extension services in both semesters.

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The table below is the graphical presentation of the involvement

of faculty in FDA for AY 2014-2016 per department and semester.

In the AY 2015-2016 (Table 2.2), there were 11 or 10% of the total

faculty with approved graduate studies in the 1st semester and 2nd semester.

For Research Project, there were 12 or 11% involved in research activity

during the 1st semester and 15 or 14% of total faculty in the 2nd semester.

As to the CES involvement of faculty there were 16 faculty with extension

activities or 14% in the 1st semester and 14 faculty, or 13% in the semester.

As to the other activities such as Alumni Moderatorship, Substitution,

Review Class, there were 52 faculty or 49% involved in FDA other activities

in the 1st semester and 50 or 53% in the 2nd semester.

In total, the BED Grade School had the highest number of faculty

with approved graduate studies (7 or 29%) in AY 2015-2016 while the BED

High School got the highest number of faculty involved in research project

(8 or 18%), extension activities (6 or 14%), and other FDA activities (31 or

70%)

Among the collegiate departments, only the SEAS and RED had

faculty involved in graduate studies. In research project, only SE, SEAS, and

STHM had research activities. While for the extension activities, the RED and

SE did not have faculty representative in extension services.


Table 2.2.1 is the graphical presentation of the distribution of

activities among the faculty with approved FDA in AY 2016-2017.

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In both semesters of AY 2016-2017 (Table 2.3), there were 12 or

14% of the total faculty with approved graduate studies and 2 or 2%

involved in research activities. As for the CES, 4 or 5% were involved in

extension activities in the 1st semester, and 3 or 4% in the 2nd semester.

While for the other activities such as Alumni Moderatorship, Substitution,

Review Class, there were 45 faculty or 54% involvement in the 1st semester

and 45 or 53 % in the 2nd semester.

Among the three departments (SEAS, BED GS, BED HS) with

applied graduate studies, the BED Grade School has the highest number of

faculty pursuing graduate studies (6 or 30%). In research involvement, only

one faculty from SEAS and one from SBMA are having research activity in

the current year. As to the CES activity, only SEAS, SN, and SBMA are having

involvement in extension projects. Majority of the BED faculty from GS and

HS, with 85% to 96% respectively, are involved in other FDA activities such

as substitution, mentoring, etc.


The table below is the graphical presentation of faculty

involvement in FDA activities in AY 2016-2017.

Table 2.3.1 AY 2016-2017 Distribution of Faculty Involvement in FDA

Table 3 shows the three-year trend of quality FDA application,

research activity, graduates studies, CES and other FDA activities. The

highest percentage of FDA research activity was recorded in AY 2014-2015

and went down in AY 2015-2016 and AY 2016-2017. While it is noticeable

that in AY 2015-2016, a sudden decrease of on-time submission was

recorded compared to AY 2014-2015, the CES activity was at its peak in AY

2015-2016 and had a sudden down trend in AY 2016-2017. As to the

graduate studies, the AY when the faculty had the most number of

application was in AY 2016-2017.

The AY 2016-2017, in the average, has the highest number of FDA

approval within the set deadline.

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Table 3. On-Time Submission and Faculty Involvement

The graph below shows the downtrend performance of on time

submission and approval of FDA applications from AY 2014-2015 to AY

2015-2016 and upward trend from AY 2015-2016 to AY 2016-2017. The

faculty involvement in FDA research continued to decrease from AY 2014-

2015 to 1st Semester of AY 2016-2017. The other FDA activities had almost

the same number of faculty participation, same with graduate studies, while

the extension activities had its peak in 1st Semester AY 2015-2016.

Since FDA application passes trough different processes and

secures signature of the respective process owner, prior to the final

approval of the VPA, the office recognizes the importance of documenting

the reasons for non-approval and returning of application to the respective

Dean’s Office that were submitted to OVPA. Those were the following:


• Accomplishment Report on Research Project and CES activities

• HR Endorsement of Graduate Studies

• Incomplete details of application (i.e # of units being applied not

indicated)

• No attached requirements (i.e registration form for graduate

studies, accomplished make up form, ect)

• Wrong form

• Wrong use of form

The documented FDA transactions and the OVPA observations

became the bases of the course of actions made to improve the application

process and approval of FDA and later on to continue improve culture of

quality submission. After the 1st semester of AY 2015-2016, the OVPA

reviewed the quality procedure of FDA and integrated the observations

noted. In May 2015, the revised QP was approved and made effective in

June 2016 for AY 2016-2017. The FDA Application Form (AR:00-00-FO-07)

was also revised accordingly and added additional details that would guide

the faculty when applying the FDA as well as signatories when reviewing

the application.

In January 2015, the OVPA released a memorandum (AR:00-00-

ME-02 dated January 02, 2016) that contained step by step guide of the

submission of the 2nd semester accomplishment report (for AY 2015-2016)

and for the FDA application in the succeeding semester (1st semester Ay

2016-2017). The OVPA also strengthened the coordination and

communication efforts with the other concerned offices.

With regard to the downtrend involvement of the faculty in

research activity, the following were the solicited reasons during the

random inquiries of the Administrative Assistant of the OVPA to the faculty

who conducted research activity under FDA:

1. Rigorous requirements of research which overlapped with

teaching requirements

2. Full teaching load

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3. Other workload assignments of faculty such as modertorship, etc

As to the downtrend involvement of faculty in CES moderatorship,

the rigorous requirements of CES moderators specifically the submission of

accomplishment reports was the main reason for them not to choose CES

moderatorship as FDA activity in the succeeding semesters.

Table 2 shows the drastic increase of the average number of on-

time submission and approval of FDA from AY 2015-2016 (43%) to AY 2016-

2017 (71%). The AY 2016-2017 set the highest record of on-time

submission for the last 3 years.

Conclusions

1. Overall, it was in the 1st semester of AY 2016-2017 when the

highest number of faculty (76%) who satisfied the application

requirements on-time was observed and the lowest was 26% in

the 2nd Semester of AY 2015-2016.

2. Among all the collegiate departments, SE got the overall highest

percentage of 81% and 79% of quality submission of FDA

application in 1st semester and 2nd semester, respectively, the

average for the last 3 years.

3. Among all the departments, the BED had the most number of

faculty with FDA and also the top department that was able to

have the approval of FDA on-time.

4. In AY 2016-2017, the on-time approval is set higher than the

average performance for the last two years.

5. There was a downtrend performance of on time submission and

approval of FDA application from AY 2014-2015 to AY 2015-2016

and upward trend from AY 2015-2016 to Ay 2016-2017.

6. The faculty involvement in FDA research continued to decrease

from AY 2014- 2015 to 1st Semester of AY 2016-2017. The other

FDA activities had almost the same number of faculty

participation, same with graduate studies, while the extension

activities had its peak in 1st Semester AY 2015-2016.

7. The downtrend of research and CES involvement of faculty is due

to rigorous requirements of research that overlap with teaching

requirements and full faculty load assignment.


8. The OVPA’s effort to address the downtrend submission and

approval of FDA in AY 2015-2017 was successfully addressed in

AY 2016-2017 despite the strict implementation of no processing

of incomplete application details/requirements and the setting of

quality documentation practice. The drastic increase in the

average number of the on-time submission and approval of FDA

from AY 2015-2016 (43%) to AY 2016-2017 (71%) was evident in

Table 2 (page 7).

9. The AY 2016-2017 set the highest record of on-time submission

for the last 3 years.

Recommendations

The following are recommended:

1. That the OVPA will continue to strengthen the communication and

coordination efforts to further improve the FDA process.

2. To have a mechanism that would collect feedback from the faculty

and clients (for Academic consultation) that may be used in the

evaluation and improvement of the process.

To further study the balance of faculty workload, who, at the same

time given other activities such as research or moderatorship.

References Cited

AR:00-00-QP-02 Faculty Development Activities for BED and College, page

1 FDA Approved Application, AY 2014-2015

FDA Approved Application, AY 2015-2016

FDA Approved Application, AY 2016-2017 AR:00-00-LB-04, AY 2015-2016

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AP:03-00-FO-01 rev4 060115 Document Request Form (DRF) Transaction

No.665 (FO) AP:03-00-FO-01 rev4 060115 Document Request

Form (DRF) Transaction No.690 (QP)


Data Analysis of the Graduation Rate of School of Education

Arts and Sciences of Colegio de San Juan de Letran Calamba

JENNIFER R. DORADO

Registrar’s Department

Background

Education is one of the cornerstones of development, particularly

in a country where majority of the population is of school age.

(http://www.gmanetwork.com/news/story/534610/scitech/science/a-look-

at-dropout-rates-in-the-philippines#sthash.eS4YRxHc.dpuf)

In private HEIs, the number of graduates produced increased by

0.48% from 289,317 in AY 2009-2010 to 290,696 in AY 2010-2011

(http://www.ched.gov.ph/index.php/higher-education-in-numbers/

graduates/). As per the Commission on Higher Education (CHED),

graduation rate refers to the percentage of 1st year baccalaureate students

who are able to graduate on time. The rate is defined as the percentage of

enrollees at the beginning year in a given school year that reached the final

year of the college level and graduated on time.

To monitor the Colegio’s graduation rates, the Registrar’s

Department analyzes the graduation rate of the Colegio by focusing on the

School of Education, Arts, and Sciences (SEAS) program offerings from

Academic Year 2012 to 2016.

It also intends to monitor the movement of the students (shifting

to another program, transferring to other school, or on-leave) within the

number of years prescribed for their respective programs. The results can

be used to recommend departmental intervention programs to improve the

graduation rate of the Colegio.

Objectives

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1. To determine the trend in graduation rates of School of Education,

Arts, and Sciences program offerings of Colegio de San Juan de

Letran Calamba from Academic Year 2012 to 2016.

2. To determine the average graduation rate of the School of

Education, Arts, and Sciences program offerings of the Colegio in

the past five years.

3. To identify the factors affecting the students who were not able

to graduate on time based on secondary records.


The analysis focused on the graduation rate or survival rate of

Letran first year students for Academic Year 2008-2009 to Academic Year

2012-2013 of the following program offerings of the School of Education,

Arts, and Sciences of Colegio de San Juan de Letran Calamba:

Bachelor of Arts in Communication (ABCOMM);

Bachelor of Science in Psychology (BSPSY);

Bachelor of Elementary Education w/ Specialization in Early

Childhood Education (BEED);

Bachelor of Secondary Education major in English (BSE-Eng); and

Bachelor of Secondary Education major in Math (BSE-Math).

In preparing this report, the following system generated reports

were utilized:

Enrollment list from Academic Year 2008-2009 to Academic Year

2012-2013;

List of Dismissed Students from Academic Year 2008-2009 to

Academic Year 2015-2016;

List of Graduates from the year 2012 to 2016;

List of Shiftees from Academic Year 2008-2009 to Academic Year

2015-2016;

List of Students who filed for Leave of Absence from Academic

Year 2008-2009 to Academic Year 2015-2016; and

Academic Evaluation Report.


TREND IN GRADUATION RATES

Bachelor of Arts in Communication

A positive trend was observed in the graduation rates of ABCOMM

for the past five years. From 36.59% (15 out of 41) in the year 2012, the

graduation rate consistently increased to 61.82% (34 out of 55) in year 2016.

The positive trend is shown in the Figure 1 below:

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

2012 2013 2014 2015 2016

GR

AD

UA

TIO

N R

ATE

ABCOMM

ABCOMM

Figure 1. Trend analysis on graduation rates of Bachelor of Arts in

Communication

Bachelor of Science in Psychology

An erratic trend in the graduation rates of Bachelor of Science in

Psychology was observed from 2012-2016. In 2012, only 32.08% (17 out of

53) of Bachelor of Science in Psychology students were able to graduate on

time. The percentage slightly decreased to 29.87% in 2013. (Out of 77 only

23 students completed the program on time, 14.29% or 11 students were

still enrolled, 5.19% or 4 students filed for certificate of eligibility to transfer,

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6.49% or 5 students shifted to another course and 49.35% or 34 students

stopped schooling without filed application for leave of absence (LOA) ). A

significant increase in the graduation rate was observed in 2014, having 32

or 62.75% graduates (32 out of 51). However, it fluctuated to 59.46% (44

out of 74) on the following year and rose again on the next year to 80.49%

(33 out of 41) in 2016. The erratic trend is shown in the Figure 2 below.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

2012 2013 2014 2015 2016

GR

AD

UA

TIO

N R

ATE

BSPSY

BSPSY

Figure 2. Trend analysis on graduation rates of Bachelor of Science in

Psychology


Childhood Education

In 2012, no Bachelor of Elementary Education w/ Specialization in

Early Childhood Education student was able to graduate on time because

of failures and academic deficiencies. The percentage increased to 25% (1

out of 4) in 2013 and further rose to 66.67% (6 out of 9) in 2014. However,

it declined in 2015 and 2016 to 28.57% (2 out of 7) and 16.67% (1 out of 6),

respectively. The trend is shown in Figure 3 next page.


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

2012 2013 2014 2015 2016

GR

AD

UA

TIO

N R

ATE

BEED

BEED

Figure 3. Trend analysis on Graduation rates of Bachelor of

Elementary Education w/ Specialization in Early Childhood Education

Bachelor of Secondary Education major in English

In 2012, only 80% (4 out of 5) of the Bachelor of Secondary

Education major in English students were able to graduate on time. The

percentage declined to 46.15% in 2013. Out of 13 students, only 6 students

completed the program on time, 15.38% or 2 students were still enrolled at

the end of the 4 year cohort period, 15.38% or 2 students filed for a

certificate of eligibility to transfer, 7.69% or 1 student shifted to another

program, and 15.38% or 2 students stopped schooling without filed

application for leave of absence (LOA)). In 2014, it further decreased to 20%

(2 out of 10). By 2015, the graduation rate picked up to 25% (1 out of 4).

The rate continually improved in 2016 and significantly increased to 72.73%

(8 out of 11). The trend is shown in Figure 4 next page.

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0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

2012 2013 2014 2015 2016

GR

AD

UA

TIO

N R

ATE

BSE-ENGLISH

BSE-ENGLISH

Figure 4. Trend analysis on graduation of Bachelor of Secondary

Education major in English

Bachelor of Secondary Education major in Math

A total of 66.67% (4 out of 6) of Bachelor of Secondary Education

major in Math students were able to graduate on time last 2012. The

percentage decreased to 50% (1 out of 2) in 2013 and 2014. Unfortunately

in 2015, there was no graduate in the said program since there was also no

enrollee in 2011. Come 2016, the graduation rate rose to 66.67% (2 out of

3). The trend is shown in Figure 5 next page.


0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

2012 2013 2014 2016

GR

AD

UA

TIO

N R

ATE

BSE-MATH

BSE-MATH

Figure 5. Trend analysis on graduation of Bachelor of Secondary

Education major in Math

AVERAGE GRADUATION RATES

Graduation Rates of the Program of School of Education, Arts and

Sciences.

The Bachelor of Science in Psychology and Bachelor of Secondary

Education major in English achieved the highest graduation rate of 80.49%

(33 out of 41) and 80.00% (4 out of 5) in the year 2016 and 2012,

respectively. The lowest graduation rate of 0% was posted in 2012 for the

Bachelor of Elementary Education w/ Specialization in Early Childhood

Education. Of its 5 students, nobody was able to graduate or finish the

program on time, 60% or 3 students were still enrolled at the end of the 4

year cohort period while the remaining 2 students stopped schooling

without filing for application for leave of absence (LOA) ). The graduation

rate is shown in Figure 6.

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2012 2013 2014 2015 2016

GR

AD

UA

TIO

N R

ATE

School of Education Arts and Sciences

ABCOMM

BSPSY

BEED

BSE-ENGLISH

BSE-MATH

Figure 6. Graduation Rates of the Program of School of Education,

Arts and Sciences.

Comparison of Program Average Graduation Rates

On the average, among the program offerings of the SEAS, the

BSE Math has the highest graduation rate with 58.34% followed by Bachelor

of Arts in Communication with 53.48%, Bachelor of Science in Psychology

with 52.93%, and Bachelor of Secondary Education major in English with

48.78%. Bachelor of Elementary Education w/ Specialization in Early

Childhood Education got the lowest graduation rate with 27.38% (Table 1).

Table 1. Comparison of Program Average Graduation Rates

Course Average

ABCOMM 53.48%

BSPSY 52.93%

BEED 27.38%

BSE-ENGLISH 48.78%

BSE-MATH 58.34%


Average Graduation Rate of School of Education Arts and Sciences

For the past five years, the average graduation rate (AGR) of the

program offerings of the SEAS was 48.18%. It was in 2016 then the school

had the highest AGR of 59.68% and the lowest was in year 2013 at 40.20%.

The average graduation rate (AGR) is shown in the Table 2 below.

Table 2. Average Graduation Rate of School of Education Arts and

Sciences

Year Average Graduation Rate

2012 43.07%

2013 40.20%

2014 51.68%

2015 43.26%

2016 59.68%

Average 48.18%

FACTORS AFFECTING THE STUDENTS WHO WERE NOT ABLE TO

GRADUATE ON TIME

Graduation rates have increasingly become a key component of

the higher education accountability conversation. (Cook, B and Pullaro N

2010), One of the most pressing issues facing American universities is the

number of students who fail to graduate (Creighton). Nearly one of five

four year institutions graduate fewer than one- third of its first time, full

time degree seeking first year students within six years (Casey, 2004).

Although there are many factors that can affect students timetable for

completing their programs on time.

According to College Parents of America (2011) the common

factors that might affect the student’s time to complete their degree are:

(1) taking a light course load, (2) a change of direction, (3) failing too many

classes, (4) withdrawing too many classes, (5) not keeping tracks of

requirements, (6) taking time off, (7) lack of direction, (8) transferring to

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another college, (9) completing one (or several) internship, (10) study

abroad, (11) competing a double major, (12) low GPA, and (13) taking

extra classes.

Bachelor of Arts in Communication

Table 3 shows on the next page the factors for not graduating on

time of the Bachelor of Arts in Communication for the year 2012-2016. On

the average, the prominent factor that affected the students’ timetable for

completing their programs were the following unknown reason for not

filing of leave of absence (LOA) with 42.24%, followed by 31.90% students’

request to dismissed, thirdly 13.79% of students shifted to other programs;

and the lowest factors were 12.07% students had academic failures and

deficiencies.

Table 3. Factors for not graduating on time of Bachelor of Arts in

Communication

FACTORS 2012

Frequency and %

2013 Frequency

and %

2014 Frequency

and %

2015 Frequency

and %

2016 Frequency

and %

TOTAL Frequency and %

STILL ENROLLED

2 7.69 0 0 3 18.7

5 8 26.67 1 4.76

14 (12.07%)

DISMISSED:

Changed of Interest

1 3.85 1 (0.86%)

Changed of residence

1 4.35 1 3.33 1 4.76 3 (2.59%)

Financial problem

1 4.35 1 6.25 3 10.00 6 28.57 11

(9.48%)

Low grades 1 4.35 1 (0.86%)

Lower tuition fee in other school

1 4.76 1 (0.86%)

No subject offerings

1 3.33 1 (0.86%)

Parent’s choice 1 4.35 1 (0.86%)

School location/travel time

1 3.85 2 6.67 4 19.05 7 (6.03%)

Study abroad 1 6.25 2 6.67 1 4.76 4 (3.45%)

Transfer of family residence

1 3.33 1 (0.86%)

Transfer to other school

1 3.85 2 8.70 3 18.7

5 6 (5.17%)


FACTORS 2012

Frequency and %

2013 Frequency

and %

2014 Frequency

and %

2015 Frequency

and %

2016 Frequency

and %


TOTAL 37

(31.90%)

SHIFTED TO OTHER PROGRAMS

BAMKM 3 13.04 3 (2.59%)

BEED 1 6.25 1 (0.86%)

BSCS 1 3.85 1 4.35 1 4.76 3 (2.59%)

BSEE 1 4.76 1 (0.86%)

BSE-ENG 1 6.25 1 (0.86%)

BSHRM 1 4.35 1 (0.86%)

BSME 1 3.85 1 (0.86%)

BSPSY 1 6.25 1 (0.86%)

BSTM 2 12.5

0 1 4.76 3 (2.59%)

DCP 1 4.35 1 (0.86%)

TOTAL 16

(13.79%)

WITHOUT APPLICATION FOR LOA

19 73.0

8 11 47.83 3

18.75

12 40.00 4 19.05 49

(42.24%)

GRAND TOTAL

26 100 23 100 16 100 30 100 21 100 116

(100%)

Bachelor of Science in Psychology


time of the Bachelor of Science in Psychology for the year 2012-2016. On

the average, the prominent factors affected the students who were not able

to graduate on time based on secondary records were the following:

unknown due to non filing of leave of absence (LOA) with 52.03%, followed

by 19.59% students’ request to dismissed, thirdly 18.92% of students still

enrolled at the end of the 4 year cohort period due to academic failures

and deficiencies and 9.46% of students shifted to other programs

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Table 4. Factors for not graduating on time of Bachelor of Science in

Psychology FACTORS

2012 Frequency

and %

2013 Frequency

and %

2014 Frequency

and %

2015 Frequency

and %

2016 Frequency

and %


STILL ENROLLED

6 16.67 11 20.37 4 21.05 2 6.45 5 62.50 28

(18.92%)

DISMISSED:

Changed of Interest

1 12.50 1 (0.68%)

Changed of residence

1 3.23 1 (0.68%)

Financial problem

1 2.78 1 1.85 1 5.26 2 6.45 5 (3.38%)

Go abroad/travel

1 5.26 1 (0.68%)

Low grades 1 3.23 1 (0.68%)

Moved to Manila

2 10.53 1 12.50 3 (2.03%)


1 2.78 1 5.26 1 12.50 3 (2.03%)

Study abroad 1 1.85 1 (0.68%)

Transfer of family residence

1 1.85 1 (0.68%)


2 5.56 1 1.85 1 5.26 8 12

(8.11%)

TOTAL 29

(19.59%)


BAMKM 1 3.23 1 (0.68%)

BAHRDM 1 2.78 2 6.45 3 (2.03%)

BEED 1 5.26 1 3.23 2 (1.35%)

BSGC 1 3.23 1 (0.68%)

BSIT 1 3.23 1 (0.68%)

BSHRM 2 3.70 2 (1.35%)

BSTM 3 5.56 1 5.26 4 (2.70%)

TOTAL 14

(13.79%) WITHOUT APPLICATION FOR LOA

25 69.44 34 62.96 7 36.84 11 35.48 77

(52.03%)

GRAND TOTAL

36 100 54 100 19 100 31 100 8 100 148

(100%)



Childhood Education


time of the Bachelor of Elementary Education w/ Specialization in Early

Childhood Education for the year 2012-2016. On the average, the highest

factors that affected the students’ timetable for completing their programs

were the following: students who stopped schooling without filed

application for leave of absence (LOA) with 42.86%, students still enrolled

at the end of the 4 year cohort period due to academic failures and

deficiencies with 38.10%, 14.28% of students request to dismissed and

4.76% shifted to another program.

Table 5. Factors for not graduating on time of Bachelor of

Elementary Education w/ Specialization in Early Childhood Education FACTORS

2012 Frequency

and %

2013 Frequency and %





STILL ENROLLED

3 60.00 0 0 0 0 3 60 2 40 8

(38.10%)

DISMISSED:

Financial problem 2 40 2 (9.52%)


1 20 1 (4.76%)

TOTAL 3

(14.28%)


BSE-ENG 1 20 1 (4.76%)


2 40.00 3 100 3 100 1 20 9

(42.86%)

GRAND TOTAL 5 100 3 100 3 100 5 100 5 100 21

(100.00%)

Bachelor of Secondary Education major in English

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time of the Bachelor of Secondary Education major in English for the year

2012-2016. On the average, the highest factors affected the students’ who

were not able to graduate on time based on secondary records were

students still enrolled at the end of the 4 year cohort period due to

academic failures and deficiencies with 31.82% followed by 27.27% of

students shifted to other programs; thirdly 22.73% students request to

dismissed and the lowest factors were 18.18% students who stopped

schooling without filed application for leave of absence (LOA).

Table 6. Factors for not graduating on time of Bachelor of Secondary

Education major in English

FACTORS 2012

Frequency and %

2013 Frequency

and %

2014 Frequency

and %

2015 Frequency

and %

2016 Frequency

and %


STILL ENROLLED

0 0 2 28.57 2 25.00 1 33.33 2 66.67 7

(31.82%)

DISMISSED:

Changed of Interest

1 33.33 1 (4.55%)

Financial problem

1 14.29 2 25.00 3

(13.64%)


1 14.29 1 (4.55%)

TOTAL 5

(22.73%)


ABCOMM 1 33.33 1 (4.55%)

BEED 1 12.50 1 (4.55%)

BSE-ENG

BSE-MATH 1 14.29 1 12.50 2 (9.09%)

BSIT 1 33.33 1 (4.55%)

BSHRM 1 100 1 (4.55%)

TOTAL 6

(27.27%)


0 0 2 15.38 2 25.00 4

(18.18%)

GRAND TOTAL 1 100 7 100 8 100 3 100 3 100 22

(100%)

Bachelor of Secondary Education major in Math


time of the Bachelor of Secondary Education major in Math for the year

2012-2016. On the average the highest factors that affected the students


timetable for completing their programs were students who stopped from

schooling without filed application for leave of absence (LOA) with 40%,

and the lowest were students still enrolled at the end of the 4 year cohort

period due to academic failures and deficiencies, dismissed students due to

parent’s decision, and transfer to other school with 1%.

Table 7. Factors for not graduating on time of Bachelor of Secondary

Education major in Math

FACTORS

2012 Frequency

and %


2014 Frequency and

%

2015 Frequency

and %

2016 Frequency and

%


STILL ENROLLED

1 100 N/A N/A 0 0 1

(20.00%)

DISMISSED:

Parent’s decision N/A N/A 1 100 1

(20.00%)


1 50.00 N/A N/A 1

(20.00%)


1 50.00 1 100 N/A N/A 0 0 2

(40.00%)

Grand Total 2 100 1 100 1 100 N/A N/A 1 100 5 (100%)

Programs preferred by Shiftees

Another factor that affected the graduation rate of SEAS is shifting

to another program. Among the 22 college programs offered by Letran

Calamba, only 15 programs were indicated in the shifting of SEAS students

(Table 8). The programs with highest number of shiftees were Bachelor of

Science in Tourism Management (19%), followed by Bachelor of Science in

Hotel and Restaurant Management (11%), Bachelor of Science in Business

Administration major in Marketing Management (11%) and BEED (11%).

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Table 8. Programs preferred by Shiftees PROGRAM

ABCOM BSPSY BEED BSE-ENG BSE-MATH

Total

AB COM 0 0% 0 0% 0 0% 1 17% 0 0% 1 3%

BAMKM 3 19% 1 7% 0 0% 0 0% 0 0% 4 11%

BAHRDM 0 0% 3 21% 0 0% 0 0% 0 0% 3 8%

BSCS 3 19% 0 0% 0 0% 0 0% 0 0% 3 8%

BSEE 1 6% 0 0% 0 0% 0 0% 0 0% 1 3%

BSE-ENG 1 6% 0 0% 1 100 0 0% 0 0% 2 5%

BSE MATH

0 0% 0 0% 0 0% 2 33% 0 0% 2 5%

BEED 1 6% 2 14% 0 0% 1 17% 0 0% 4 11%

BSGC 0 0% 1 7% 0 0% 0 0% 0 0% 1 3%

BSIT 0 0% 1 7% 0 0% 1 17% 0 0% 2 5%

BSHRM 1 6% 2 14% 0 0% 1 17% 0 0% 4 11%

BSTM 3 19 4 29% 0 0% 0 0% 0 0% 7 19%

BSPSY 1 6% 0 0% 0 0% 0 0% 0 0% 1 3%

BSME 1 6% 0 0% 0 0% 0 0% 0 0% 1 3%

DCP 1 6% 0 0% 0 0% 0 0% 0 0% 1 3%

Total 16 100% 14 100% 1 100% 6 100% 0 0% 37 100%

Student’s Reasons for Shifting

Based on the secondary data of the Registrar’s office from

Academic Year 2008 – 2009 to Academic Year 2012-2013, 73% of the SEAS

students shifted to other program because of their personal issues

specifically their change of interest (32%) and personal interest/choice

(41%) of their academic programs. This confirm the statement of Pegano

(2015), “That half (50%) of her respondents pointed out to personal issues

specifically personal choice/interest and change of interest as the cause of

shifting, dropping out with leave of absence, and transferring.)”


Table 9. Reasons for Shifting


Conclusions

1. Among the programs of offering of the School of Education, Arts

and Sciences, majority of BSE-Math (58.34%), Bachelor of Arts in

Communication (53.48%) and Bachelor of Science in Psychology

(52.93%) students graduated on time while Bachelor of Elementary

Education w/ Specialization in Early Childhood Education got the

lowest graduation rate with 27.38%.

2. In 2016, the School of Education, Arts and Sciences had the

highest average graduation rate of 59.68% and the lowest was in

year 2013 with 40.20%. Only 2 among the 5 years of study did

majority of students graduate on time.

CATEGORIES ABCOMM BSPSY BEED BSE-ENG BSE-MATH

TOTAL

PERSONAL ISSUES

Change of Interest

3 19% 4 29% 1 100% 4 67% 0 0 12 32%

Personal Interest / Choice

6 38% 7 50% 0 0 2 33% 0 0 15 41%

Total 9 56% 11 79% 1 100% 6 100% 0 0 27 73%

LIFE ISSUES

Parents Choice / Decision

5 31% 1 0 0 0 0 0 0 0 6 16%

Sick 1 6% 0 0 0 0 0 0 0 0 1 3%

Job Opportunities 0 0 1 0 0 0 0 0 0 0 1 3%

Total 6 38% 2 0 0 0 0 0 0 0 8 22%

ACADEMIC ISSUES

Failing grades/Difficulty of the previous program

1 6% 1 7 0 0 0 0 0 0 0 0

Total 1 6% 1 7 0 0 0 0 0 0 2 5%

GRAND TOTAL 16 100% 14 100%

1 100% 6 100% 0 0 37 100

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3. The major factors that affected the students who were not able to

graduate on time based on secondary records, were unknown

(without filed application for leave of absence with 45.19%,

student dismissal due to financial problem and transfer to other

school with 24.36%, academic failures and deficiencies with

18.59% and shifted to other programs with 11.86%.

Recommendations

1. Academic heads should intensify the monitoring of students at

risk of dropping out by provide them with interventions such as

counseling, academic consultation, academic advising and

expanded tutoring services.

2. Academic heads should follow up the students who stopped

schooling without filed application for leave of absence with

coordination with the Guidance and Counseling office.

3. The school must improve its scholarship program in order to

help those who meet financial difficulties in the course of their

study.

4. The Admission and Guidance and Counseling office must provide

career orientation so that the students can be well guided and

oriented on their preferred career or program of study before

they enroll in order to minimize shifting of programs in the

middle of the academic year.

5. Academic heads should strengthen the early intervention,

beginning in the first year and effective instruction practices by

monitoring student academic progress in school.

6. Academic heads should strictly monitor the academic

consultation and advising to assist students who are at risk.

7. A Comprehensive guidance and counseling program must be

planned to address the needs of students in all areas of

academics, personal, social and career development

8. Collaborative efforts on how to improve the graduation rate

must be done by the Dean, Program Chairs, faculty members,

and support services.


References Cited

WWW Sites (World Wide Web)

Carey, K. (2004). A matter of degrees: Improving four-year colleges and

universities. Washington, DC, Education Trust.

http://edtrust.org/wp-content/uploads/2013/10/highered.pdf (November

21, 2016)

College Parents of America (2011), Why Your College Student Might not

Graduate in Four Years. Jan. 21, 2011, from College Parents of

America

http://www.collegeparents.org/blog/2010/12/12/reasons-why-

your-college-student-might-not-graduate-four-years (July 16,

2016)

Cook, Bryan. and Pullaro Natalie. (2010), College Graduation Rates: Behind

the Numbers

http://www.acenet.edu/news-room/Documents/College-Graduation-

Rates-Behind-the-Numbers.pdf (November 21, 2016)

Creighton, Linda M. Factors Affecting the Graduation Rates of University

Students from Underrepresented Populations

http://files.eric.ed.gov/fulltext/EJ987305.pdf (November 21, 2016)

http://www.ched.gov.ph/index.php/higher-education-in-

numbers/graduates/

(July 15, 2016)

http://www.gmanetwork.com/news/story/534610/scitech/science/a-look-

at-dropout-rates-in-the-philippines#sthash.eS4YRxHc.dpuf

(November 21, 2016)

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Unpublished Thesis

Pegano, Elizabeth B. (2015), A Student Integration Framework for Potential

Shiftees, Drop-outs, and Transferees of Colegio de San Juan de

Letran Calamba


Barangay Letran the Official Newsletter (AY 2014-2015)

ALYSSA CAMILLE N. AZANZA

Research and Development Division

Background

Barangay Letran is the official newsletter of Colegio de San Juan

de Letran Calamba. It is composed of articles and photos from different

offices and departments. The said newsletter is distributed in the whole

Colegio.

A newsletter can be a vital tool in sending a message and provide

awareness to its intended audience (extension-purdue-

edu/extmedia/FNR/.FNR-269-w.pdf, May 17, 2016). The articles in Barangay

Letran cover the events and accomplishments of the Colegio. Through

Barangay Letran, members of the Letran community are informed of the

events within the Colegio. The Research and Development Division edits,

designs, and packages the whole newsletter.

Barangay Letran started as an institutional newsletter. It comes out

every semester and aims to promote familial spirit among members of

Letran community through communication exchange of information that is

why the newsletter is named as such. The first issues of Barangay Letran was

published by the Office of the Secretary-General.

The first few issues of Barangay Letran are printed in regular paper

and are in black and white. In 2003, the newsletter started to be printed in

glossy paper and in full color. In 2005, Barangay Letran was titled as the

flagship newsletter and was under the Publications Office. In 2008,

Barangay Letran was named as the flagship magazine under the Alumni and

Public Affairs. Now, it is under the management of the Research and

Development Division.

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Barangay Letran is also used as an information tool in the Colegio.

As the newsletter contains reports and achievements of the departments,

Barangay Letran becomes a tool for information dissemination. It is also

used for marketing wherein if people outside the Letran community get to

read Bangay Letran, they will have an overview on what the Colegio is like.

After Barangay Letran has been circulated, an evaluation form will

be accomplished by the departments and offices of the Colegio. The results

of the evaluation will be summarized, which will serve as a basis of

assessment of the feedbacks for the current Barangay Letran issue and the

improvement of upcoming issues.

Objectives


1. Analyze the evaluation results of Barangay Letran, and

2. Create an action plan for the future Barangay Letran issues.


For Academic Year 2014-2015, the theme of the newsletter is

“Tayo na sa Tahanan ni Juan” as it features success stories of Letran

Calamba alumni, students, and

offices.

The Barangay Letran evaluation form (RE:00-00-FO-02) was

circulated among the offices of the Colegio. Out of the 38 evaluation forms

distributed, 32 were retrieved. Barangay Letran was evaluated based on

consistency, credibility, clarity, content, and credibility.


Figure 1. Barangay Letran Evaluation Form RE:00-00-FO-02

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Table 1 presents the evaluation results of Barangay Letran. Each of

the categories obtained an “Agree” rating.

Table 1. Evaluation Results

Category Rating

Consistency (The magazine speaks with “one clear

voice”.)

4.44 (Agree)

Credibility (The magazine’s message/look promotes

a better image for Letran.)

4.5 (Agree)

Clarity (As a marketing material, the magazine

conveys a clear, positive overall message about

Letran.)

4.41 (Agree)

Content (The articles are well written by specific

readers.)

4.16 (Agree)

Creativity (The layout, inserts, school ads show

artistry and imagination.)

4.25 (Agree)

When an evaluator was interviewed about the latest issue of

Barangay Letran, he said that the newsletter is intended for marketing as it

features holistic information about events in the Colegio. The newsletter

has already established its credibility. When it comes to content, the

interviewee suggested that the articles should not be lengthy and the size

of font bigger.

Some of the comments on Barangay Letran included: the photo in

pages 68-70 were too low in resolution and it would be better if the

newsletter was published on time. There were also positive comments such

as the newsletter was creative and well-informed.

Barangay Letran got high ratings in the evaluation. This showed

that Barangay Letran is still relevant in the Letran community.



From the evaluation results and the qualitative comments, it could

be concluded that most of the readers of Barangay Letran were satisfied of

the publication. Although there were a few negative comments, it can be

seen that the Letran community reads and appreciates Barangay Letran.

Based on this data analysis, it is recommended that the upcoming

Barangay Letran issues should have better quality photos and articles that

best fit the theme of the newsletter.

It is also recommended to revisit the Barangay Letran Evaluation

Form to review if there is the need to change or update the form.

To take an action on the comments, it is advisable to discuss the

results of the evaluation among the editorial board. For the upcoming

issues of Barangay Letran, the evaluation results could be used to improve

the features and design (visuals included) of this publication material.

References Cited

(extension-purdue-edu/extmedia/FNR/.FNR-269-w.pdf) retrieved

May 17, 2016.

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Seminar/Workshop on Teaching Rizal Course

ELIZABETH B. PEGANO

Research and Development Division

Background

Dr. Jose Rizal is the national hero of the Republic of the

Philippines. As Filipino, it is vital to learn the biography of the heroes who

fought for the country. The Republic Act No. 1425 of June 12, 1956 is an act

to include in the curricula of all public and private schools, colleges, and

universities courses on the Life, Works, and Writings of Dr. Jose Rizal,

particularly the novels Noli Me Tangere and El Filibusterismo

(www.gov.ph/1956/06/12/republic-act-no-1425/ retrieved June 17, 2016).

The Commission on Higher Education (CHEd) circulated a Memorandum

Order No. 59, series of 1996, stating Life and Works of Rizal as one of the

two mandated subjects to be included in the college curriculum

(ched.gov.ph, retrieved June 17, 2016).

The said Rizal course aims to teach the life and works of Rizal

among students so that they can apply these in their daily living. Rizal’s

influence to the Filipino people during his time up to the present

generations continuously serves as an inspiration on how Rizal loved his

country.

Data were gathered from the accomplished copies of evaluation

form and attendance sheets accomplished by the attendees.

Reported results of this training included the faculty acquiring

additional knowledge on teaching Rizal course, motivating students of the

course, and inspiring teachers to develop effective methodologies and

strategies in teaching Rizal’s life and works.


Objectives


1. Analyze the evaluation results of training on Teaching Rizal

course;

2. Ascertain the effectiveness or efficacy of the training in terms of:

a. Impact on Participants;

b. Speaker Competencies; and

b. Logistics;

3. Recommend effective methodologies and strategies so as to

improve teaching Rizal course.


The seminar/workshop or training on Rizal course was organized

by the Research and Development Division, Research Department, and

Knowledge Management Department in coordination or collaboration with

the School of Educations, Arts, and Sciences (specifically, the Social Sciences

Cluster).

Out of 30 schools invited, only 16 schools attended/participated.

The total number of attendees were 37 within CALABARZON Region. Table

1 shows the summary of schools and number of attendees during the said

training course.

Gulamhussein (2013) conducted a research entitled “Teaching the

Teachers: Effective Professional Development in an Era of High Stake

Accountability.” Teachers could not only provide basic knowledge in

teaching effective methodology, but also search for professional growth to

enhance the knowledge that can contribute to student learning. Teachers

need to learn and adopt new techniques for instructions through regular

practice and training as part of their professional development.

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Table 1. Total Number of Schools and Participants

No. Name of Schools Number of

Attendees

1 Calamba Doctors College – Calamba City 2

2 Canossa College – Calamba City 1

3 Colegio de San Juan de Letran Calamba –

Calamba City 13

4 DualTeach Canlubang – Calamba City 2

5 FAITH – Tanauan, Batangas 1

6 Imus Institute of Science and Technology – Imus

Cavite 4

7 International Peace Leadership College – Tanay

Rizal 2

8 Kolehiyo ng Lungsod ng Lipa – Lipa City 1

9 Lyceum of the Philippines University Batangas –

Batangas City 1

10 Lyceum of the Philippines University Laguna –

Calamba City 1

11 Pamantasan ng Cabuyao – Cabuyao City 2

12 Paref Southridge School – Muntinlupa City 2

13 Rogationist College – Silang Cavite 1

14 San Pablo Colleges – San Pablo City 1

15 Southbay Montessori – Sta. Cruz, Laguna 1

16 University of Perpetual help System Dalta - Las

Piñas City 2

Total 16 Schools 37

Attendees

Table 2 presents the evaluation results (with the attendees as

raters or evaluators). There were three categories. These are Impact on

Participants, Speaker Competencies, and Logistics. Each of these categories

obtained a “Very Good” rating. Overall, the Rizal training received an

average rating of (4.24) “Very Good.”

Schreiber, Paul, and Shibley, (2012) developed Public Speaking

Competence Rubric as the standards for evaluating a variety of presentation


at every level of mastery. There are 11 speaking competencies the speaker

should possess. First, the topic should be suited to the attendees and be

discussed clearly by the speaker. Second, orient the attendees about the

speakers and topics emphasizing the knowledge and experience, which the

attendees get interesting. Memorable information from the speaker that

attendees can relate to their own lives or field of experience. Third, main

points of the speaker deliberately organized, directed, and cleared to the

attendees. Fourth, all supporting materials should be credible and clearly

cited. Fifth, the topic discussed by the speaker should have a conclusion at

the end. Sixth, the words to be used should be adequate and clear to

understand. Seventh, communication and vocal expressions should be

natural, clear, and audible. Eighth, speaker demonstrates good personality,

posture, gesture, facial expressions, avoiding destructive mannerism and

maintaining eye contact.

High level of poise and confidence can boost the total personality.

Ninth, presentation shows the importance of the topic to the audience with

shared experiences related to values, beliefs, and attitudes. Tenth, high

quality of visual presentation is very useful in discussing the topics related

to the topics. Lastly, the eleventh, convincing power of the speaker to the

audience can contribute solutions to the problem in a compelling and clear

manner.

These implied that the speakers possessed public speaking

competence since they got the highest rating in the three sub-categories

under speaker competencies except for clarity of presentation showed

lowest rating 3.86 (very good) and participation of audience during event

was rated 3.64 (very good) under the impact on participants. This is

opposed to Schreiber et al. (2012), stated that the main points of the

speakers were deliberately organized, directed, and cleared to the

attendees. Nevertheless, the speakers were rated very good. The evaluation

results also revealed that the attendees gained more knowledge/ideas in

teaching Rizal course from the experts/speakers.

Table 2. Evaluation Results of the Attendees

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A. Impact on Participants Rating

1. Interest in the topic 4.14 Very Good

2. Participation during event 3.64 Very Good

3. Knowledge gained from the activity 4.00 Very Good

Average 3.93 Very Good

B. Speaker Competencies

1. Expertise/Authority on the topic 4.57 Excellent

2. Preparedness of the speaker 4.57 Excellent

3. Ability to answer questions 4.43 Very Good

4. Clarity of Presentation 3.86 Very Good


C. Logistics

1. Adequacy of the venue 4.69 Excellent

2. Quality of presentation equipment 4.08 Very Good

3. Quality of other materials (e.g. tables and

chairs)

4.69 Excellent

4. Food 4.21 Very Good

5. Facilitator’s assistance 4.46 Very Good


Overall Average 4.24 Very Good

Legend: Excellent 4.51-5.00 Very Good 3.51-4.50 Good 2.51-3.50

Fair 1.51-2.50 Poor 1.00-1.50

The qualitative comments on the resource speakers included

those that said the training was very much appreciated by the attendees

because of the informative knowledge imparted to them.

Comments on the resource speaker (Dr. Paul Dumol and Dr.

Camposano)

“Informative and excellent speaker. God bless!”

“I learned more knowledge about Rizal life and works.”

“Thank you very much! God bless!”

“They are both good.”

“Excellent”


Out of 37 attendees, only four noted negative comments about

the training. These are the following comments:

“The contents of the training are not in congruence with its title,

Training on Teaching Rizal Course.”

“No training is done.”

“We are expecting teaching strategies and there is none.”

“The seminar was not able to meet all the objectives. I was

looking for the workshop and training/learning more effective

practices and strategies in teaching the course. I am quite

disappointed.”

The rest of the attendees were appreciative and thankful. Most of

them asked for a follow-up seminar. Some attendees suggested that the

speaker should provide handouts and a longer time for interaction. A Rizal

training course should also include High School Faculty who handle a

related subject.

Overall comments on the training:

“Very informative and very relevant.”

“Over-all very good.”

“An education of Rizal as a subject the research and presentation

of both speakers are indeed very useful, informative and

beneficial especially in teaching the course.”

“I personally would like to make things clear. The title of today’s

event is Training Workshop on Teaching Rizal Course. I was

looking for suggestions, steps or methods in teaching Rizal. But I

acknowledge and I admire the two speakers in their lectures.”

“Hope there will be next time. Focusing on the methods and

techniques in teaching the course. God bless and

congratulations.”

“Highly recommended.”

“Highly recommended to have seminar on Rizal’s Teaching in

High School/College education.”

“Thank you very much! God bless!”

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“Sana longer time is given to the plenary sessions because

insights and studies of speaker like them will help us to properly

treat/tackle the subject in the right context. Thank you for your

invitation. Keep up.”

“Sana notes from the speakers have been provided too or

included in the kit.”

“Have another Rizal Teaching Seminar.”

Conclusions

Based on the evaluation results and the qualitative comments, the

attendees were satisfied with resource speakers and the training conducted

on teaching Rizal course. Majority of the attendees were able to meet their

expectations of the training that it could be applied to their students on

teaching Rizal course. Role play or simulation as a technique could be

considered by the faculty.

As for recommendations, feeder schools could be invited to

increase the number of attendees. Also, during registration, copy of the

handouts could be distributed to the attendees. Longer time allocation for

the interaction between the attendees and speaker must be considered as

well. Finally, new teaching methodologies and strategies must be proposed;

faculty must apply creative techniques so students would go beyond

paper-and-pencil technique. Students must also role play or act out the

Life, Works, and Writing of Rizal every end of the periodical period (prelim,

midterm, and finals) in the classroom settings. Or, situational scenario could

be given among the students so they could relate their daily experiences

on the Life, Works, and Writing of Rizal. Glover (2014) stated that role play

is one technique of learning that allows students to explore situational or

realistic scenarios by interacting with their other classmates. Students can

create situations based on their own learning and understanding in a

different point of view. Proposed methodologies and strategies could be

used by the faculty in classroom settings or applied in bigger venues.

For the next round of seminar on teaching Rizal course, the high

school faculty in (Grade 9 and Grade 10) from CALABARZON area, who

teach El Filibusterismo and Noli Me Tangere, which are integrated in the

Filipino subjects, could be invited.


References Cited

(www.gov.ph/1956/06/12/republic-act-no-1425/) retrieved June 17, 2016.

Commission on Higher Education (CHEd) pursuant a Memorandum Order

No. 59, series

of 1996, (ched.gov.ph) retrieved June 17, 2016.

Gulamhussein, Allison, 2013 “Teaching the Teachers: Effective Professional

Development in an Era of High Stake Accountability”

http://www.centerforpubliceducation.org/Main-

Menu/Staffingstudents/Teaching-the-Teachers-Effective-

Professional-Development-in-an-Era-of-High-Stakes-

Accountability/Teaching-the-Teachers-Full-Report.pdf retrieved

August 25, 2016.

Schreiber, L., Paul, G. & Shibley, L. R., 2012 Public Speaking Competence

Rubric

https://courses.lumenlearning.com/publicspeaking/chapter/spea

king-competencies/ retrieved September 2, 2016

Glover, Ian, 2014 Role-play: An Approach to Teaching and Learning

https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-

teaching-and-learning/ retrieved December 7, 2016

218

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SUBIR VOLUME 1

Assessment of the 7S Implementation in Colegio de San Juan

de Letran Calamba, AY 2015-2016

MARINELA L. QUINTO

Quality Management and Planning Department

Background

5S is one of the quality tools to achieve performance excellence. It

is used to establish and maintain a quality environment that helps in

reducing waste and maintain a high degree of cleanliness and orderliness

in the work place (Hoissen, 2011). It intends to organize, order, clean,

standardize and continuously improve a work area. The name “5S” was

derived from five Japanese words namely, Seiri, Seiton, Seiso, Seiketsu, and

Shitsuke, which when translated mean Sort, Set in Order, Shining,

Standardize, and Sustain, respectively.

Sort helps to categories items into “necessary,” “unnecessary, “and

“not necessary now but may be needed in the future.” It intends to remove

all unnecessary items. Set establishes locations and quantities needed for

efficient operation. Shine represents cleaning through inspection.

Standardize implements visual displays and controls. Sustain helps to keep

the organization effort in place through training and total employee

involvement (Ab Aziz, Jaafar, and Mat, 2015).

Recognizing the importance of reducing waste and optimizing

productivity through maintaining an orderly workplace, the Colegio,

through the Quality Management and Planning Department and Property

Management and General Services Department, implemented the modified

5S or the 7S Methodology in AY 2014-2015. Letran Calamba observes the

mantra of 7S i.e. “A place for everything and everything in its place.” This

method encourages the personnel to improve their working conditions and

help them to learn to reduce waste, streamlined services, and optimize

efficiencies (AP:03-00-QP-16 7S Methodology).

7S refers to Sort, Set in Order, Systematize, Standardize, Maintain

Safety, Promote Security, and Sustain Self-Discipline.


To facilitate its implementation, the QMPD spearheaded training

activities on August 14, 16, and 19, 2014. Appointed 7S Managers,

Administrative Staff and Employees, Outsourced Personnel (Janitors,

Concessionaires, and Security Guards), Officers of Recognized Student

Organizations, and Faculty Members attended the said training sessions.

Every quarter within the school year, QMPD facilitates 7S

evaluation visits. These include external visit wherein only those

departments which were consistently excellent in rating shall be qualified

for evaluation. Department heads of various offices of the Colegio are

informed of the schedule of visits at least two months ahead of the visit.

To check the department/office’s compliance with the 7S principles, the

evaluator shall use the 7S Work Area Evaluation Form (AP:03-00-FO-62). For

the student’s area, the evaluator shall use the 7S Student Area Evaluation

Instrument (AP:03-00-FO-61) instead. Each of the 7S principles are

incorporated in the form of criteria embedded on these two forms.

The ratings observed by the evaluators are given below.

Score Range of

values

Adjectival

Rating

Conditions

5 4.50-5.00 Excellent 100% compliance

4 3.50-4.49 Very Good 1-3 instance of non-

compliance

3 2.50-3.49 Good 4-6 instances of non-

compliance

2 1.50-2.49 Fair 7-9 instances of non-

compliance

1 1.00-1.49 Poor More than 10 instances of

non-compliance

The evaluator shall accomplish two copies of the evaluation form

used. One forwarded to the evaluated department/office, the other to

QMPD not later than two days after the scheduled visit.

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Result of the evaluation visits are then reported to the top

management by the Quality Management Representative.

In AY 2015-2016, four 7S audits were conducted. Announced visits

were scheduled on July 13, 2015 and January 26, 2016 and an unannounced

visit was scheduled on October 26, 2015. Only qualifying departments were

visited on April 19, 2016, unannounced. External auditors were invited to

facilitate the said audits.

Objectives

With the background previously given, this paper intends to

address the following objectives:

1. To analyze the performance of departments in all the scheduled 7S

audit visits;

2. To compare the results of announced and unannounced 7S Audit;

3. To identify the created changes in student and work areas of the

four audit cycles;

4. To summarize the items left unaddressed by the departments and

offices; and

5. To determine possible implications of the findings to the Letran

system.

Presentation of Data

As previously mentioned, evaluators shall use either or both

evaluation forms (AP:03-00-FO-61 and AP:03-00-FO-62) as tool/s for audit.

For this series of evaluation visits, the evaluators used the 7S Student Area

Evaluation Instrument (FO-61) for faculty rooms, classrooms and

laboratories and the 7S Work Area Evaluation Form (FO-62) for the offices.

Data were mainly extracted from submitted forms for AY 2015-2016.


A. Performance of Departments

On July 13, 2015 7S Audit.

Generally, the Colegio achieved a general mean rating of 4.08

(Very Good). The Research and Development topped the First 7S Audit,

with a mean rating of 4.61. It was followed by Administration and

Planning Division and Religious Education, Mission, and Identity

Division with 4.32 and 4.26, respectively. Meanwhile, the Academics

Division and Finance Division got 3.94 and 3.91, respectively. LCFEA got

a mean rating of 3.45. Figure 1 shows the evaluation result.

Figure 1. Evaluation Result, July 13, 2015

Academics Division, Finance Division and LCFEA reached a mean

rating lower than 4.0 and were the least among the divisions of the

Colegio. Academics division has considerably large area of

responsibility as the schools were under their care. Two of these

schools, identified below, did not meet the required lower control limit

and thus may have affected the generated mean rating. PMGSD,

however, was in-charge of and was partly responsible for overall

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property-related concerns of the Colegio. And since the former was

under the Finance Division, its mean rating was thus influenced. LCFEA,

on the other hand, was not being strictly urged to conform in the

Colegio’s quality management system. Proper observance of 7S

principles may have been prioritized less.

The following departments and offices received an excellent rating:

1. Knowledge Management Department (mean = 4.84);

2. School of Computer Studies and Technology (mean = 4.80);

3. Athletics and Sports Office(mean = 4.73);

4. Office of the Vice President for Administration and Planning (mean

= 4.69);

5. Research Department (mean = 4.67);

6. Registrar's Department (mean = 4.64);

7. Admissions and Scholarships Office (mean = 4.53); and

8. Accounting Department (mean = 4.51).

The following departments were given Corrective Action Notification

for not meeting the required lower control limit i.e. 3.50.

1. School of Engineering (mean = 3.41);

2. Property Management and General Services Department (mean

= 3.37);

3. Safety and Security Office (mean = 3.16); and

4. School of Business, Management, and Accountancy (mean =

3.05).

Issuance of Corrective Action Notification challenges the concerned

departments to perform well for the next evaluation visit by presenting that

the previously recorded findings were addressed. Recipients of CAN could

positively view this as room for improvement and, in turn, develop a greater

sense of commitment to the 7S mantra.

On October 26, 2015 7S Audit.


(Very Good). It was 0.21 lower than the July 2015 7S Audit results.


Once again, the Research and Development topped the 2nd 7S

Audit, with a mean rating of 4.40. It was followed by Finance Division and

Administration and Planning Division with 4.18 and 4.15, respectively.

Meanwhile, the REMI Division and Academics Division got 4.11 and 4.03,

respectively. LCFEA got a mean rating of 2.36. Figure 2 shows the evaluation

result.

Figure 2. Evaluation Result, October 26, 2015

Finance Division has made a big improvement from being one of

the least ranks to top 2. Evaluators noted the progress of the departments

under the division indicating almost all observations from previous visit

were properly addressed. Most of the offices impressed the evaluators by

taking the initiative to make improvements in the workplace that were not

identified during the last 7S visit. LCFEA, despite receiving

recommendations from the assigned evaluator, failed to improve its rating.

Generally, LCFEA is composed of members that were also occupied with

work as officers, others as faculty members. Also, LCFEA has just transferred

for renovation purposes and thus have not managed to put things in proper

places by the time of the visit.

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The following departments and offices received an excellent rating:

1. School of Computer Studies and Technology (4.91);

2. Medical and Dental Clinic (4.85);

3. Auxiliary Business Department (4.78);

4. Accounting Department (4.62);

5. Knowledge Management Department (4.58); and

6. Guidance and Counseling Services Office (4.54).

The evaluating rating of the following department slide down from

Excellent to Very Good.

1. Registrar's Department (0.71; from 4.64 to 3.93);

2. Admissions and Scholarships Office (0.65; from 4.53 to 3.88);

3. Office of the Vice President for Administration and Planning

(0.57; from 4.69 to 4.12);

4. Research Department (0.19; from 4.67 to 4.48); and

5. Athletics and Sports Office (0.49; from 4.73 to 4.24).

Also, the following evaluation result of the following departments improved

from Good to Very Good.

1. School of Business, Management, and Accountancy (0.96; from

3.05 to 4.01);

2. Safety and Security Office (0.54; from 3.16 to 3.70); and

3. Property Management and General Services Department (0.9;

from 3.37 to 4.27).

Only the School of Engineering (mean=2.99) achieved below

rating. Evaluation result for SE has been affected by the accumulation of

findings from each laboratory within their premises. Though the deans, the

employees and the faculty members have embraced the 7S mantra, the

students have found to be unsupportive of observing 7S principles in their

respective classrooms.

On January 26, 2016 7S Audit.



(Very Good). It was 0.52 higher than the October 2015 7S Audit results.

Once again, the Research and Development topped the 3rd 7S

Audit, with a mean rating of 4.88. It was followed by Finance Division and

Academics Division with 4.61 and 4.59, respectively. Meanwhile, the REMI

Division and Administration and Planning Division got 4.58 and 4.52,

respectively. LCFEA got a mean rating of 3.13.

Figure 3 shows the evaluation result.

Figure 3. Evaluation Result, January 26, 2016

Figures 2 and 3 obviously show that all divisions improved

implying total adherence of administrations, employees, faculty and

students in maintaining order in their respective work area.

On April 19, 2016 7S Audit.

Only those departments with consistent excellent ratings were

audited. Generally, the Colegio achieved a general mean rating of 4.68

(Excellent). The Accounting Department topped the 4th 7S audit, with a

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SUBIR VOLUME 1

mean rating of 4.70 (Excellent). Knowledge Management Department and

School of Computer Studies and Technology got a rating of 4.69 and 4.66,

respectively.

Given the fact that more than one department performed

excellently during the first series of audits and were qualified to be

candidates for the annual quality award, the Colegio are deemed

responsive to the call for cleanness and order.

B. Comparative Data of Announced and Unannounced Visit

Figure 4 shows the comparative data of announced visit scheduled

on July 13, 2015 and January 26, 2016 and unannounced visits scheduled

on October 26, 2015 and April 19, 2016.

Generally, an average of 0.09 increase is noted from the results of

announced versus the unannounced visit. Only the Office of the Letran

Calamba Employees Association had a decrease of 0.16.

Figure 4. Comparative data of announced and unannounced 7S Audit,

AY 2015-2016

Moreover, the performance of the following departments has

decreased from announced to unannounced visit.


1. Athletics and Sports Office (from 4.45 to 4.18; 0.28↓);

2. Registrar's Department (from 4.41 to 4.19; 0.23↓);

3. Knowledge Management Department (from 4.89 to 4.67; 0.22↓);

4. Office of the Vice President for Administration and Planning (from

4.53 to 4.36; 0.17↓);

5. LeCFEA (from 3.29 to 3.13; 0.16↓); and

6. Community and Extension Services Department (from 4.15

to 4.04; 0.11↓).

Also, the following evaluation result of the following departments

improved from Very Good to Excellent based on announced and

unannounced ratings.

1. School of Business, Management, and Accountancy (from 3.77 to

4.50; 0.73↑);

2. School of Engineering (from 4.07 to 4.74; 0.66↑);

3. School of Nursing (from 4.37 to 4.92; 0.56↑);

4. Library Services Department (from 4.38 to 4.93; 0.55↑);

5. Graduate School and Professional Services (from 4.42 to 4.92;

0.50↑);

6. Management Information Systems Department (from 4.14 to

4.63; 0.49↑); and

7. Basic Education Department (from 4.10 to 4.53; 0.43↑).

Having been excellent, these departments were expected to

motivate other departments through sharing of best 7S practices while

maintaining individual dedication for cleanness ad order.

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C. Created changes in Student and Work Areas

Following are the core created changes in student and work areas

brought by the implementation of 7S in Letran Calamba in AY 2015-2016.

On Student Areas.

1. Cabinets and drawers are properly labeled (Set in Order).

2. A designated place for personal blessings was arranged (Set in

Order).

3. Cleanliness was maintained. Dusts and dirt were frequently

removed and cleaned (Systematize).

4. Damaged/defective equipment was reported for repair,

replacement, and disposal (Standardize).

5. Signages were made visible (Standardize).

6. Labeling were standardized (Standardize).

7. Wires were arranged (Maintain Safety).

8. Obstructing items were removed from the doors (Maintain Safety).

9. Defective sockets and plugs were reported and removed (Maintain

Safety).

On Work Areas.

1. Cabinets, Bins, Trays, and Bookshelves were labeled (Set in

Order).

2. Supplies and equipment were labeled (Set in Order).

3. Equipment, documents, and furniture for disposal were tagged

(Set in Order).

4. Large things (sofa, tables, and water containers) were set in place

(put out of the way) (Set in Order).

5. Personal items were put in a designated place (Set in

Order).

6. Removes masking/scotch tape sticked on walls/drawers

(Systematize).

7. Maintains cleanliness of the work area (removes dust and dirt)

(Systematize).

8. Old and dirty curtains were replaced (Systematize).


9. Maintenance or repair of broken floor tile, walls, etc. were

requested and acted upon (Systematize).

10. Clean hour were periodically conducted and monitored

(Systematize).

11. 7S materials were posted on bulletin board (Systematize).

12. Consistent filing/labeling system is implemented (Systematize).

13. Labels or locators for specific areas were made (Systematize).

14. Damaged cabinets were fixed (Systematize).

15. Metal detectors were checked every month (Systematize).

16. Frequent reminder on fire extinguisher replacement, repair,

maintenance etc was made (Maintain Safety).

17. Exit labels/signages were provided (Maintain Safety).

18. Wires were arranged (Maintain Safety).

19. Alternative exit in case of emergency was designated (Maintain

Safety).

20. Obstruction from the fire exit was removed (Maintain Safety).

21. Locks on exit windows were limited (Maintain Safety).

22. Damaged sockets/plugs were replaced (Maintain Safety).

23. Insect repellants such as Baygon and Raid are no longer used

(Maintain Safety).

24. Building layout/emergency or evacuation plans were posted

(Maintain Safety).

D. Unaddressed Findings of Departments and Offices

Following are the core findings in student and work areas which were

left unaddressed in AY 2015-2016.

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On Student Areas.

UNADDRESSED AREAS DEPARTMENT/S

exposed wires on walls SBMA, SCST, SEAS, SE, STHM

tripping hazard (electrical) BED, StAdD


litters (plastic, candy wrappers,

crumpled paper, used tissue)

SBMA,SEAS, SE, STHM

bulletin board disengaged/not

properly posted

SBMA

outdated bulletin boards SBMA, SN

chairs unorganized/unarranged SBMA, SEAS, SE

vandalism SBMA, SEAS

unlabeled cabinets/drawers/lockers SCST, SEAS, BED, StAdD

windows open (waste of electricity) SCST

students unaware of the 7S program SCST

dusty equipment, windows, chairs, … SCST, SEAS, BED

defective items not tagged for

disposal

SEAS, STHM, BED

Preventive maintenance not observed SEAS

no 7S bulletin board or posted

materials

SEAS

wastes not segregated SEAS

no designated drawers for personal

belongings

SEAS

no/improvised trash bin

(inappropriate use of trash bin)

SEAS, STHM

presence of cobwebs SEAS, SN

CLAYGO is not practiced by students SE, STHM

uneven support for curtain rods SN

dirty cubicle SN



materials not properly placed in order SN

no knowledge of 7S BED

water flow box dirty BED

needs discipline of students using the

area

StAdD

locker not utilized StAdD

On Work Areas.


Assorted files (cluttered, not

organized)

OVPAP,SEAS, SBMA, SE, SN,

BED, REGD, BELRC, Technical

Library, OVPF, PMGSD, SSO,

LCFEA

Label of key box OVPAP-Information Office

no turnover letters PMS Equipment

Maintenance

OVPAP Information Office,

MDC, OVPA, STAdD


wires and cables as tripping hazard,

or exposed on walls

OVPAP-Information office,

OVPA, SBMA,SCST, SN, STHM,

REGD, LSD, Technical Library,

RD, KMD, PMGSD, SSO, MISD,

LCFEA

personal things (e.g. bags, sandals,

etc) on/under the table/work station

OVPAP-Information Office,

HRD, GSPS, SBMA,SN,BED,

LSD, Graduate Library, OVPRD,

KMD, StAdD, GSPO, AsPO,

AdSCO

(open/unlabeled/empty) fire hose

cabinet/fire equipment

HRD, SN

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exit door has obstruction HRD, AD, MAFSD

Unlabeled file boxes/equipments on

the floor

HRD, MDC, OVPA, REGD,

MISD, AdsCO, LCFEA

Unlabeled cabinets/drawers SBMA, STHM, OVPRD, RD,

OVPF, PMGSD, CESD, GSPO,

AsPO

Labels mismatch HRD

Unused materials/equipments not

stored in proper places

untagged for disposal (tagging not

practiced)

HRD, QMPD, SCST, SE, STHM,

REGD, LSD, ABD, SSO, CESD

dirty sink (stains) -need repainting MDC

labeling system inconsistent/ labels

are not visible

MDC, SN, LSD, OVPRD, RD,

OVPF, GSPO

Misplaced files, supplies QMPD, OVPA, SCST, SBMA

No designated area for drinking

water

QMPD

Wastes not segregated QMPD, SE, SN, LCFEA

Uncovered trash bin/inappropriate

location

QMPD, SE

Suggestion box is hidden OVPA

Large things blocking the way or not

in proper location

(plant/decors/fixtures)

OVPA, PMGSD

defective equipments (projector,

monitor, computer hardware)

GSPS, STHM

electronic files not properly sorted SBMA, AsPO



needs refresher about 7S;

minimal/negligible amount of time

and resources for 7S implementation

SBMA, LCFEA

Unupdated bulletin boards/outdated

memos, announcements still posted

SBMA, LSD, RD

Back-up all documents to a hard drive

/offsite

SEAS, MISD, GSPO

No 7S collaterals displayed on

bulletin board

SEAS, STHM, BELRC, LCFEA

incomplete clean up day monitoring/

uncollected

SE, REGD, PMGSD, MAFSD

drainage area with stagnant water SE

dusty machines, cabinets, windows,

tables, chairs, floor area

SE, BELRC, RD, KMD, AD, ABD,

OVPREMI, AsPO

presence of cobwebs SN, BELRC

dirty cubicle SN

traces of tapes on wall/window glass STHM, CAD

teachers are unaware of the clean-up

hour monitoring chart

BED

worn-out labels LSD

dying plant near the pantry station BELRC

keep safe confidential files/files not

for public viewing

OVPRD, GSPO, LCFEA

materials on the floor RD, SSO

computer not locked/ logged off KMD, AsPO

no standard for cabinet/drawer

capacity

KMD

processes such as Photocopying are

not known to all staff

AD

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no designated place to store other

materials

SSO, CAD

emergency response team and maps

not displayed

SSO

no presented documents on

debriefing or orientation of personnel

SSO

no business continuity plan MISD

not fire proof storage room MAFSD

phone calls unanswered within 3 rings MAFSD

no record for authorized person who

can modify

AsPO

no fixed asset movement AsPO

dirty water flow RED

Other findings were considered ‘out of the department’s control’,

as stated on most of submitted 7S Audit Feedback (AP:03-00-FO-76) forms.

Since PMGSD co-manages the implementation of 7S in the Colegio, it is

partly held responsible in ensuring that recommendations on property-

related findings are acted upon by the concerned department. What follows

were areas remained unaddressed that were clustered for coordination with

PMGSD.

On Student Areas.


on general properties

platform safeguard removed, broken,

misaligned

SBMA

broken floor tiles/wall/window glass SBMA, SEAS, SE, SN, STHM

ceiling drained with rainwater/ have

stains/ open

SBMA, SEAS, BED

damaged chairs/tables/drawers SEAS, STHM, BED, StAdD

on safety/emergency devices

outdated/expired fire extinguisher SEAS, BED

no fire exit SEAS, SE (CPE lab), BED


no/missing fire extinguisher SEAS

no proper ventilation SEAS

inappropriate location for fire

extinguisher

SEAS

doors have no signage, other

signages (caution, wet floor)

SEAS, STHM

On Work Areas.


on general properties

2nd floor has no aircon MDC

no signage on doors or areas (other than

the exit)/rooms (storage, restroom)

HRD, MDC, OVPA, SN, STHM,

REGD, PMGSD, CAD, LCFEA

broken floor tile, walls, window etc. (out of

department's control)

MDC, STHM, LSD, PMGSD, MISD,

OVPREMI

poor ventilation/lighting SEAS, REGD, AD, ABD, CAD

open ceiling SE

water dripping from tube extended from the

roof

HRD

uncovered walkway CAD

damaged drawers/chairs/tables HRD, GSPS, SCST, STHM, LSD,

BELRC, Graduate Library, PMGSD,

CMD, CAD

unsafe aluminum material above the door OVPRD, RD

on safety /emergency devices

No fire exit OVPAP, OVPAP-Information

Office

Inappropriate location for fire extinguisher OVPA, STHM, CESD

expired/unmaintained/unupdated fire

extinguisher

BED, REGD, OVPF

No/missing/insufficient fire extinguisher GSPS, STHM, ABD, OVPREMI

no safety plans SE

no fire exit signage RD, SSO, CESD, AsPO

signages not visible BELRC

unreplaced/unfixed light switch, electrical

outlets, plugs, open sockets

OVPRD, KMD, SSO, CAD

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E. Implications of Analysis to the Existing Letran 7S System

The assessment of the 7S Implementation in the Colegio for AY 2015-

2016 uncovers both asset and downside of the four audit cycles. The

following were the implications drawn from the analysis:

1. Some progresses have not been recorded though noticed.

Utilization of the use of the evaluation forms as tools for audit is

encouraged both for the evaluator and the evaluated office for 7S

implementation, AY 2016-2017.

2. Property-related concerns have consistently become a significant

demand for most offices. The Colegio, as support for 7S

implementation, may take into account discussing this issue in

planning for the allocation of funds for the next school year.

3. Findings may be clustered as to what department or division may

the evaluated office coordinate with for addressing particular

concerns (i.e. electrical wirings, damaged equipments, chemical

spills, emergency devices, property management, etc.). This leads

to cooperation and removes individuality, if there is.


The following were drawn from the 7S findings:

1. The Colegio’s rating in 7S implementation is maintained at Very

Good from June 2015 to April 2016. It could be deduced that the

departments took the challenge of maintaining the areas clean

and orderly seriously. Positive results also led to achievement of

higher levels of accreditation and passing the Philippine Quality

Award and Global Performance Excellence Award standards.

2. Performance ratings of the department increase by 0.09 from

announced to unannounced visit. It could be deduced that the 7S

principles have been embraced and implemented by the

stakeholders beyond compliance level.


Analysis shows that the Colegio gave its full support and

commitment to observe the 7S mantra. In fact, this has led the first series

of audits to conclude with satisfying results. However, the Colegio’s aim for

continual improvement calls for new ideas and strategies in the form of

recommendations or suggestions. Some were as follow:

1. Activities such as but not limited to mentoring or coaching and

reorientation that may improve the performance of LCFEA and

Academics Division may be crafted.

2. Unaddressed items will be communicated to the concerned

departments and offices. Also, it will be given to 7S Auditors for

audit in AY 2016-2017.

References

Hossein Hojjati, S. M. (2011). Implementing 5S System in Persia Noor

Factory. International Journal of Industrial Engineering, 18(8), 425-

431.

Wan Asri Wan Ab Aziz, Nurlidaini Jaafar, and Azman Che Mat (2015).

Implementation of 5s Practices At 3k Elite Schools In Terengganu.

Academic Journal, 4(1), 62

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Evaluation of Student Research Colloquia (AY 2015-2016) as a

Research Dissemination Strategy

MARIA MORENA M. TAMAYO

Research Department

Background

Dissemination of research findings is a significant step in the

research process. Research dissemination involves communication of

investigation results and innovations. Effective communication is important

to effectively disseminate research outcomes (Crosswaite & Curtis, 2016).

The main objective of research dissemination is to increase awareness

leading to research utilization. According to Brigham Research Institute

(n.d.), creating a sound research dissemination strategy results in increased

research awareness, which helps to maximize the utilization of research

outcomes.

Research outcomes, when properly communicated, could trigger

policy makers to improve current practices. In the Colegio, the Student

Research Unit (SRU) of the Research Department (RD) disseminates

research outcomes through the conduct of annual Student Research

Colloquium. Student Research Colloquium is an academic activity wherein

student-researchers share the results of research studies to the academic

community. This activity aims to provide proper forum for the

dissemination of significant research findings and to serve as a venue for

the academic community to critique relevant research outcomes. In this

manner, research outcomes of the students become more worthwhile, as

these are communicated to the stakeholders.

Yearly, RD selects student-researchers to present research

outcomes during the Research Colloquium. Presenters are determined

based on the final defense grades obtained by the students. The top two

groups who got the highest final defense grade excluding re-defense group

per program are selected as presenters except for SE and SCST Programs).

Each group are given 15 minutes to present their research studies. The

target audiences are the incoming student researchers the following

academic year including respective faculty members, program chairs, and


academic head of the Colegio. An open forum type of discussion ensues

after the research presentation. There will be no invited reactors for this

colloquium. In addition, student research colloquium usually coincides with

the selection of best research but in no way will it influence the process.

Those who would present during the colloquium do not automatically

qualify as awardees for best research paper. Student research colloquium is

held before the 2nd semester ends (Handbook for Student Research, 2015).

Student Research Colloquium for AY 2015-2016 was conducted

on March 8, 2016, 8 a.m. to 1:30 p.m. in parallel sessions. A total of 21

groups from the School of Tourism and Hospitality Management (STHM),

School of Business, Management, and Accountancy (SBMA), School of

Nursing (SN), and School of Education, Arts, and Sciences (SEAS) presented

their research outcomes. RD conducted an evaluation after the said activity.

The student-researchers under the STHM and SBMA presented their

research outcomes at room M301 (Session A), while student-researchers

under the SN and SEAS had their research presentation at NSL3 (Session B).

In light of this, the AY 2015-2016 Student Research Colloquium, as

a dissemination strategy, was evaluated to ascertain the perception of the

participants whether the said activity met its objectives. Brigham Research

Institute (n.d.) noted that evaluation of dissemination strategies can give a

clear understanding of its effectiveness as well as identifying the barriers to

properly communicate research results. Research dissemination is done for

the purpose of dissemination for awareness, understanding, and action

(http://www.innovations.ac.uk/btg/resources/publications/dissemination.p

df, Retrieved on July 29, 2016).

Objectives

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This study generally aimed to analyze the perception of the

participants on the Student Research Colloquium for AY 2015-2016.

Specifically, this study intended to:

analyze the feedback of the participants on the conduct of Student

Research Colloquium; and

outline action plans to improve the conduct of Student Research

Colloquium, as a research dissemination strategy.


The RD personnel distributed the evaluation form to the

participants of the Student Research Colloquium. The criteria being

evaluated were attainability of the objectives, clarity of the presentation,

ability to answer questions, adequacy of the venue, quality of presentation

equipment, quality of other equipment (tables, chairs, and sound system)

using the 5-point scale rating (Likert scale).

The participants were also asked to write their comments and

suggestions in the evaluation form.

Feedback of the Participants

There were a total of 182 and 96 participants in Session A and B,

respectively. Attendees included administrators and administrative staff,

presenters, faculty members, employees, parents, and students.

For Session A, 57 evaluation forms were accomplished and

retrieved. It was noted that only 31% of the participants evaluated the

Mean range Interpretation

1.00-1.50 Poor

1.51-2.50 Fair

2.51-3.50 Good

3.51-4.50 Very Good

4.51-5.00 Excellent


activity. Each set of student presenters invited their audience/participants.

Some of the invited participants left the session hall after each presentation.

The RD staff were not able to distribute the evaluation form earlier, thus,

only the viewers of the last presenters were able to answer the evaluation

form. Based on the result, it was noted that all criteria received a Very Good

rating. Adequacy of the venue garnered the highest mean rating of 4.36,

while clarity of the presentation got the lowest mean value of 4.11 (Fig. 1).

Figure 1. Evaluation rating made by the participants in Session A.

In addition, nine participants expressed their observations on the

conduct of the colloquium. Some participants had positive view on the

conduct of the event. Below were their comments:

“Thank you very much :)”

“Thank you!”

“Thank you very much!”

“Thank you :)”

“Nice!”

“Thank you”

A.1 B.1 B.2 C.1 C.2 C.3.1 C.3.2 C.3.3Gen.Ave.

Average 4.32 4.11 4.16 4.36 4.27 4.16 4.14 4.25 4.22

1.00

2.00

3.00

4.00

5.00

Rati

ng

Criteria

Session A, M301STHM and SBMA

Legend:

A. Activity A.1. Attainability of the objectives

B. Speaker B.1. Clarity of the

presentation B.2. Ability to answer questions

C. Logistics C.1. Adequacy of the

venue

C.2. Quality of presentation equipment

C.3. Quality of other equipment

3.1. tables 3.2 chairs 3.3 sound system

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Such comments indicate that these participants appreciate the way

research outcomes were disseminated to the stakeholders. Moreover, other

participants gave suggestions for further improvement of the activity:

“Lakasan po yung aircon ang init :)”

“Lakasan pa po yung aircon dahil summer na at sobrang init. “

“Chairs must be comfortable to audience and safe. (Baka po

magtaob yung seat ng audience)”

For Session A, it could be noted that the venue is the utmost

concern of the participants. Hence, physical structure should be given extra

consideration when planning for a research conference.

For Session B, 36 out of 96 participants accomplished the

evaluation forms. It was observed that only 38% of the participants

accomplished the evaluation form. Only the participants of the last

presenters evaluated the activity.

In this session, the conduct of the activity also got a general rating

of Very Good. It showed that the quality of the presentation equipment

obtained the highest rating of 4.62 (Excellent). However, it was noted that

adequacy of the venue received a very low rating of 3.97 (Fig. 2), although

it was still got a Very good rating.

Figure 2. Evaluation rating made by the participants in Session B.

A.1 B.1 B.2 C.1 C.2 C.3.1 C.3.2 C.3.3Gen.Ave

Average 4.58 4.50 4.53 3.97 4.62 4.28 4.20 4.37 4.37

1.00

2.00

3.00

4.00

5.00

Rat

ing

Criteria

Session B, NSL3SN and SEAS

Legend:

A. Activity A.1. Attainability of the objectives

B. Speaker B.1. Clarity of the

presentation B.2. Ability to answer

questions C. Logistics

C.1. Adequacy of the venue

C.2. Quality of presentation equipment

C.3. Quality of other equipment 3.1. tables 3.2 chairs 3.3 sound system


Some of the participants appreciated the effort of conducting the activity.

Here are the qualitative feedbacks of the participants towards the

preparation and conduct of the activity. Positive feedbacks are as follows:

Excellent and good job!

Thank you po :) Sa opportunity upang ipresenta at ibahagi ang

aming kakayahan, mga natutunan at ang aming pinaghirapan

Further, venue was the main concern of the participants. NSL3 is

smaller compared to M301. The low evaluation rating in the venue was

affirmed by the qualitative response of the participants. They suggested for

a larger venue to accommodate more audience. Below are the comments:

Bigger Venue

Different Venue

Bigger room from other students to observe and longer time to

encourage question and answers particularly from students or

future researchers

To a larger venues so that interested school or program can

participate to attend/ to presentation. Thank you po so much for

the support in this dept.

Include foods next time :)

The objective is to just disseminate/ showcase research outputs/

topics - however, some persons in the open forum did scrutinize

the said outputs. Constructive indeed, but the presenters were

somehow fried in front of the many. Overall, a very meaningful

program.

The research colloquium should be formal, intimate, and, well-

prepared. Let the student-researchers feel that their efforts were

worth showcasing to a larger audience.

The revised title should be written in the program

Figure 3 showed the summary of evaluation of the two sessions.

Overall, the evaluation rating was Very Good with a mean score of 4.30. The

participants agreed that objective of the activity was met as manifested in

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SUBIR VOLUME 1

the evaluation. Also, quality of presentation equipment was appreciated by

the attendees. These two criteria received the highest rating of 4.45.

Moreover, the general average on adequacy of the venue obtained the

lowest rating of 4.16, although this criterion received the highest rating in

Session A.

Figure 3. Summary of Evaluation.

The objectives of the Student Research Colloquium were to

provide proper forum for the dissemination of significant research findings

and to serve as a venue for the academic community to critique relevant

research outcomes. The colloquium was able to create awareness and

understanding among the participants.

Legend: A. Activity

A.1. Attainability of the objectives B. Speaker

B.1. Clarity of the presentation B.2. Ability to answer questions

C. Logistics C.1. Adequacy of the venue C.2. Quality of presentation equipment C.3. Quality of other equipment

3.1. tables 3.2 chairs 3.3 sound system


Dissemination for action is the next thing to be considered. It

pertains to a change of practice resulting from the adoption of research

project’s concepts or approaches. In this regard, the target audience shall

include those who are in a position to “influence” and “bring about change”

within their organisations

(http://www.innovations.ac.uk/btg/resources/publications/dissemination.p

df, Retrieved on July 29, 2016).

Conclusions

Given the quantitative and qualitative feedbacks, it is noteworthy

that the conduct of the Student Research Colloquium was perceived to be

Very Good. It could be concluded that the objectives of the Student

Research Colloquium were achieved. The presenters were able to present

publicly their research outputs for a wider dissemination of significant

research findings. For the colloquium to be more effective, adequacy of the

venue has to be considered. Careful scheduling of the activity is necessary

to secure an appropriate venue.

Recommendations

To address the concerns raised by the participants, RD recommended

the following to further improve the conduct of Student Research

Colloquium.

1. Report the feedbacks relative to air condition and fixtures status

to Property Management and General Services Department for

appropriate action.

2. Schedule of colloquium should not overlap with other institutional

activities so that bigger venue could be utilized.

3. If the budget would permit, food for the audience could be

considered.

246

http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf


SUBIR VOLUME 1

4. Orient the student-presenters that there will be an open forum

during the colloquium. Inform them to be prepared and get ready

for the possible questions.

5. Schedule of colloquium should not be coincided with other

institutional activities like Intrams and Foundation Week so that

potential audience could attend the colloquium.

6. Double check the program before finalization to ensure that

updated title is reflected in the program.

7. Review and revise the evaluation tool to ensure that the

instrument is appropriate in the activity.

Literature Cited

Birgham Research Institute (n.d.). Research Dissemination Best Practices

Resource Document. Patient-Centered Comparative Effectiveness Research

Center (PCERC).http://bwhresearch.org/wp-

content/uploads/2015/10/PCERC-Dissemination-Best-Practices-

Resource-Document.pdf

Crosswaite, C. and Curtice. L. (2016). Health Promotion International. Vol 9

(4).

http://heapro.oxfordjournals.org/

Creating an Effective Dissemination Strategy.

http://www.innovations.ac.uk/btg/resources/publications/dissemination.p

df

Handbook for Student Research (2015). Colegio de San Juan de Letran

Calamba.

http://bwhresearch.org/wp-%20%20%20%20content/uploads/2015/10/PCERC-Dissemination-Best-Practices-Resource-Document.pdf



http://heapro.oxfordjournals.org/




Evaluation of the Conduct of the Student Research Defense

(Proposal and Final Oral Defense, A.Y. 2015-2016)

JENNIFER V. TABUZO

Research Department

Background

Research investigates ideas and discovers valuable knowledge.

Good research reflects a genuine intention to investigate the truth, based

on available information. It provides a comprehensive overview of an issue

and discusses its context (Litman, 2012).

Research has to undergo the scrutiny of the experts to validate its

significance. The primary goal of evaluating research outcomes is to provide

useful feedback. Evaluation is the systematic acquisition and assessment of

information to provide valuable feedback (Trochim, 2006). According to

Langfeldt (2001), research outcomes are evaluated by the researchers that

are competent in the field under review.

Oral defense serves as a venue to examine the research outcomes

of the students. Graham and Graham (n.d), stated that the oral defense

provides the researchers the opportunity to present the highlight of their

research in a professional manner. Likewise, it gives the evaluator the

chance to query on any areas that are not clear to them.

The Research Department (RD) organizes the Research Defense

for the student-researchers. The oral defense is done through panel

evaluation. The Proposal Defense is conducted towards the end of the first

semester and student-researchers are required to finish the proposal stage

of their research paper, while the Final Oral Defense is conducted towards

the end of the second semester and the student-researchers need to pass

the final oral defense and submit the terminal requirements as pre-requisite

of the final grade. The RD convenes a panel of three members to evaluate

the proposal and the final research papers submitted by the students. The

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SUBIR VOLUME 1

Research Moderators facilitate and monitor the conduct of the defense.

Each group is given one hour to present and defend their proposal.

The RD designed an evaluation tool to assess the conduct of the

Research Defense. The evaluation tool consisted of items relative to the

attainment of objectives, scheduling of the defense, clarity and

implementation of the policies, and performance of the implementers.

Likewise, the tool had a provision for the student-researchers to write their

comments and suggestions. The evaluation forms were given to the

student-researchers immediately after the oral defense. Analysis of such

data is necessary to ascertain the student-researchers’ feedback. It could

serve as a basis for crafting action plan to further improve the conduct of

the oral defense.

Objectives

This study generally aimed to determine the student-researchers’

perception on the conduct of the proposal and final oral defense.

Specifically, this study intended to:

Analyze the feedback of the student-researchers on the

conduct of the proposal and final oral defense; and

Outline action plans to improve the conduct of the proposal

and final oral defense


Conduct of the Proposal Defense

The Proposal Defense was conducted on October 5, 2015 to

December 8, 2015. Out of the 207 groups of student-researchers who

defended the research proposals, 185 groups (89.37%) got an approved

rating, 20 groups (9.66%) got a re-defense status, and 2 groups (0.97%) did

not submit their manuscript.

The conduct of the Proposal Defense was generally rated as

Excellent. Table 1 revealed that among the criteria, the research moderators’

adequacy of the services provided to the students (4.84), responsiveness to


the needs of the students (4.82), and professional dealing with the students

(4.80) had the top three highest mean scores.

The role of the research moderators is vital, as they act as liaison

between the RD and the students. The RD gives orientation to the

moderators before the start of the oral defense, for them to be

knowledgeable of the RD policies. The Student Research Unit (SRU) officer

closely coordinates with the research moderators regarding the details of

the research defense. Part of the functions of the moderators is to clarify

the comments of the panel of evaluators and explain it clearly to the

student-researchers.

Table 1. Students’ evaluation on the conduct of the Proposal Defense

Evaluation criteria Mean Rating Interpretation

Objectives of the activity

Objectives are well

understood

4.65

Excellent

Objectives were attained 4.69 Excellent

Schedule

The schedule is posted

at least three days prior

the

actual activity

The schedule is well

disseminated through

RD bulletin board and I

am Letran page

4.79

4.71

Excellent

Excellent

Guidelines/Policies

Clarity of guidelines and

policies

4.66 Excellent

Effective implementation

of the guidelines and

policies

4.62 Excellent

Implementers

RD Staff

Responsiveness to the

needs of the students

4.65 Excellent

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Adequacy of services

provided

4.65 Excellent

Professional dealing with

the students

Research Moderator

4.68 Excellent



4.80 Excellent


provided

4.82 Excellent

Professional dealing with

the students

4.84 Excellent

Some students were grateful on the assistance provided to them

by the research moderators. They were appreciative of their moderators for

assisting them during the research defense. They stated:

“……thank you for all your guidance. We learned a lot of things in

writing the manuscript.”

“Thank you for being our guide”

“He is a very good moderator, he even accommodates us after his

class hours.”

The research moderators exhibited professional dealing with the

student-researchers. According to ACCA (2015), professionalism and

integrity are essential attributes of a true professional. An essential part of

being a professional is being able to maintain standards. A true professional

acts in a responsible manner in whatever situation that he/she might be

encountered.

The implementation of policies and guidelines got the lowest

rating. Although the rating is excellent (4.62), still there is a need to

determine the factors affecting the effective implementation of policies and

guidelines. Seemingly, there are student-researchers that were not fully

clarified about the RD guidelines even if the guidelines on the conduct of

the research defense were presented to them during the orientation. One

student-researcher commented:


“Please make the guidelines stated on the handbook more specific

because it's too confusing.”

The RD allotted one class meeting to orient the student-

researchers on the guidelines and procedures of the oral defense. The RD

policies and guidelines are being reviewed annually, however a comment

on the lack of specificity on the guidelines could prompt the RD to further

review the guidelines written in the handbook.

Conduct of the Final Oral Defense

The Final Oral defense was conducted on February 3, 2016 to April

25, 2016. Defense results showed that out of 207 groups of student-

researchers, 187 groups (90.34%) passed, 18 groups (8.70%) got a re-

defense status, and 2 groups (0.97%) did not submit their final manuscript.

The student-researchers rated the conduct of the Final Oral

Defense as Excellent. The top three criteria (Table 2) which got the highest

mean rating are the research moderators’ adequacy of the services

provided to the students (4.83), responsiveness to the needs of the students

(4.80), and professional dealing with the students (4.79). The result is the

same as the evaluation results of the conduct of the Proposal Defense. This

suggests that the research moderators performed well, and that the

student-researchers value the assistance provided to them by the

moderators. According to PennState (2012), being responsive to the needs

of the students is one of the key elements in providing quality service to

the students. Likewise, giving students clear directions on how to address

their queries is necessary.

Some student-researchers noted the good attributes of the

panelists. Such included:

“Great set of panellists”

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“Stay professional, keep it up”

The RD carefully selected the panel of evaluators. The panel of

evaluators were selected based on their field of expertise and research

experience. RD also invited experts from the industry to serve as panellists

particularly for the company-based researches.

During the defense, the panelists needed to be reminded of the

objectives of the oral defense. A student-researcher mentioned “Please

orient the panelists about the objectives of the final oral defense.” Student-

researchers probably felt that they were bombarded with so much

questions, which made them feel that panellists were becoming

demanding. Further, one student-researcher stated:

“We were expecting na makakauwi kami by 1 p.m.,

instead, nakauwi kami at 4 p.m. It's not good. It was like torture

in our part. Para kaming ini-interrogate. Please po, kapag one

hour lang, dapat exactly one hour.”

Table 2. Students’ evaluation on the conduct of Final Oral Defense


Objectives of the activity

Objectives are well

understood

4.68

Excellent

Objectives were

attained

4.66 Excellent

Schedule

The schedule is

posted at least three

days prior the

actual activity

The schedule is well

disseminated through

RD bulletin board and

I am Letran page

4.64

4.61

Excellent

Excellent

Guidelines/Policies

Clarity of guidelines

and policies

4.56 Excellent



Effective

implementation of

the guidelines and

policies

4.59 Excellent

Implementers

RD Staff



4.63 Excellent


provided

4.63 Excellent

Professional dealing

with the students

Research Moderator

4.60 Excellent



4.80 Excellent


provided

4.83 Excellent

Professional dealing

with the students

4.79 Excellent

Meanwhile, student-researchers recognized the efforts of the RD.

Some of them commented:

“Thank you for a well-organized final oral defense.”

“Very good!”

“Thank you (n=7)”

“Our group appreciated the seminars conducted for the

student research”

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SUBIR VOLUME 1

On the other hand, it could be noted that among the criteria, the

clarity of guidelines and policies got the lowest mean rating (4.56). In terms

of scheduling the defense, one commented that “the researchers must be

informed of the time of defense.” Although there were mechanisms

whereby the RD communicated the schedule of the defense, yet other

students were unaware of their defense schedule. The RD posted the

schedule of the defense in the RD bulletin board and uploaded it in the I

am Letran FB page. The students were given the orientation that they need

to check the schedule of the defense in the RD bulletin board and FB page,

from time to time.

Conclusions

Based the findings, the following conclusions were deduced:

1. The objective of the Research Defense was understood and

attained.

2. There is a need to strengthen the dissemination of schedule of the

defense.

3. Not all student-researchers clearly understood the Research

Defense policies and guidelines

4. The implementers (i.e. RD staff and research moderators)

manifested professionalism. Likewise, they provided adequate

service and were responsive to the needs of the student-

researchers.

Recommendation

To further improve the conduct of Student Research defense, the

following recommendations are forwarded:

1. There is a need to have a thorough orientation of the student-

researchers through the moderators regarding specific

procedures on the conduct of the defense and defense schedule.

2. The RD should forward the feedback relative to the facilities and

fixtures to the Property Management and General Services

Department, for appropriate action.


3. There is a need to revisit and/or revise the evaluation form for the

defense.

Literature Cited

ACCA (2015).Ten Ways to be Professional. Retrieved from

http://www.accaglobal.com/pk/en/student/sa/professional-skills/10-ways-

to-be-professional.html

Langfeldt. L. (2001). Decision-making in expert panels evaluating research:

Constraints, processes and bias. Retrieved from

http://www.nifu.no/files/2012/11/NIFUrapport2002-6.pdf

Litman, T (2012). Evaluating Research Quality. Retrieved from

http://www.vtpi.org/resqual.pdf

PennState (2012). Customer Service in Higher Education. Retrieved from

https://dus.psu.edu/mentor/2012/06/customer-service-in-higher-

education/.

Trochim, W. (2006). Introduction to Evaluation. Retrieved from

http://www.socialresearchmethods.net/kb/intreval.php

256

http://www.accaglobal.com/pk/en/student/sa/professional-skills/10-ways-to-be-

http://www.accaglobal.com/pk/en/student/sa/professional-skills/10-ways-to-be-

http://www.nifu.no/files/2012/11/NIFUrapport2002-6.pdf

http://www.vtpi.org/resqual.pdf

https://dus.psu.edu/mentor/2012/06/customer-service-in-higher-education/

https://dus.psu.edu/mentor/2012/06/customer-service-in-higher-education/

http://www.socialresearchmethods.net/kb/intreval.php

SUBIR VOLUME 1

CSJLC Graduates Employability: A Tracer Report on Bachelor of

Science in Business Administration major in Marketing

Management Bachelor of Science in Business Administration

major Human Resource Development Management from

Academic Years

2006-2007 to 2015-2016

MARIFE M. MAGSINO

MARIFE P. SARMIENTO

ALMA GRACE Y. CID

School of Business, Management and Accountancy and

Auxiliary Business Department

Background

The strength of any academic program lies in the employability

and involvement in the community of its graduates. As such it is imperative

that the career that the alumni pursued be established including the level

their involvement of involvement. In this respect, the Alumni Office which

is under the Office of the Vice President for Academics and serves as the

link between the Colegio and its graduates, tracks and gather information

on their whereabouts.

Alumni tracking pertains to tracing the destination of the

graduates after they left the Colegio with emphasis on their employability

that will gauge the success of Letran Calamba. The tracking also shows the

involvement of graduates in the Colegio’s departmental/institutional

activities and as well as their community/professional engagements to

determine if the service to community or profession has taken roots. This

tracking is facilitated through the accomplishment of the Alumni

Profile/Tracking Form. The alumni data are then organized according to

the three applicable key performance indicators (KPI's) of the Alumni Office,

such as:

1. Percentage of college graduates per school employed/self-

employed within one year as determined through tracer studies

2. Percentage of graduates employed in related field within one year

after graduation


3. Percentage of college graduates per school with

leadership/supervisory roles in their workplace/community within

two years after graduation

For accreditation purposes, those who were covered by the ATR

are graduates of BSBA major in Marketing Management from 2011 to 2015,

and BS Commerce major in Marketing (former nomenclature of BSBA-

MKM) 2006 to 2010 including those who completed the course after 2010.

In 2007 complying with CMO No. 39 series of 2006, the Colegio applied for

change in nomenclature of BS Commerce major in Marketing to BS Business

Administration major in Marketing Management (BSBA-MKM). The first

graduation of BSBA – MKM was in 2011.

Also included in the ATR are graduates of BSBA major in Human

Resource Development Management (BSBA-HRDM) from 2011 to 2015.

Since the adoption of CMO No. 39 series of 2006, specialization tract in

Human Resource Development Management was included. The first batch

graduates in 2011.

Overtime, some data could indicate the impact of the curriculum

program over the career/professional status of graduates. The attainment

of the program educational objectives is part of the alumni tracer three to

five years after graduation.

Objectives


1. Find out the employability of Colegio de San Juan de Letran

Calamba graduates.

2. Provide an opportunity to examine if the jobs of the alumni are

related to their field.

3. Determine the graduates’ job and level position through

leadership/ supervisory roles in the workplace/community

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The data of the alumni tracer report came from the Alumni Office

in coordination with the School of Business, Management and

Accountancy. There is a total of four hundred sixty eight (468) BSBA –MKM

/ BSC-Marketing graduates within a span of ten (10) years from 2006-2007

to 2015-2016. And there were one hundred seventy-one (171) BSBA-

HRDM graduates from 2006-2007 to 2015-2016.

Bachelor of Science in Business Administration major in Marketing

Management (BSBA-MKM)

The number of graduates per academic year ranged from 16 to

74. As shown in Table 1, about 85% graduated from AY 2010-2011 to 2015-

2016. About 84% of the graduates are BSBA-MKM.

Table 1. Composition of Marketing Graduates

Year Graduated

Number of Graduates % of

Graduates

Traced

BSBA-MKM

BSC - Marketing

Total No. %

2015-2016 73 1 74 16% 15 20%

2014-2015 74 74 16% 51 69%

2013-2014 72 1 73 16% 40 55%

2012-2013 73 73 16% 57 78%

2011-2012 62 1 63 13% 38 60%

2010-2011 37 6 43 9% 31 72%

2009-2010 16 16 3% 2 13%

2008-2009 10 10 2% 5 50%

2007-2008 19 19 4% 4 21%

2006-2007 23 23 5% 2 9%

391 77 468 100% 245 52%


Figure 1. Traced BSBA-MKM Alumni

About 52% of the graduates from 2006-2007 to 2015-2016

graduates (Table 1) were traced. As reflected in Figure 1, AY 2012-2013 is

the academic year with the highest percentage (78%) of Marketing alumni

traced (57 out of 73 graduates), followed by 2010-2011 at 72% (31 out of

43 graduates). This can be attributed to the efforts of the both the Alumni

Office and the assigned SBMA Alumni Moderator who constantly followed

up the alumni.

20%

69%

55%

78%

60%

72%

13%

50%

21%

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007

260

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Figure 2. Employment Status of BSBA – MKM Graduates

About 80% of those traced were employed either in domestic and

multinational corporations or managing their own businesses. Data in

Figure 2 shows a high employability rating of the BSBA – MKM graduates

ranging from 50% to 100%. About 91% of them were able to land a job

within one year after graduation. It is noteworthy to mention that 2015-

2016 graduates were employed within six month after graduation (Figure

3). Among those who were traced, an average of 78% are performing

program related work (Figure 4) in marketing and logistics.

73% 75%

68%

82%

89%87%

100% 100%

75%

50%

27% 25%

33%

18%

11%13%

0% 0%

25%

50%

0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007

Employed/Self Employed

Not Employed


Figure 3. Employability of BSBA – MKM

Figure 4. BSBA – MKM in Related Field

100% 100%

93%

83%

88% 89%

100%

80%

100% 100%

0% 0%

7%

17%

12% 11%

0%

20%

0% 0%0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007

Employed within 1 year

Employed after 1 yr

100%

76%

85%

74%

71%

74%

100% 100%

67%

100%

0%

24%

15%

26%

29%

26%

0% 0%

33%

0%0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007

Related

Not Related

262

SUBIR VOLUME 1

Figure 5. BSBA – MKM Job Level Position

An average of 19% of the employed graduates are already in the

supervisory or managerial position. About 16%-26% of graduates from

2011-2012 to 2014-2015 are already performing supervisory roles in their

companies. The data reflected that even one year after graduation, the

graduates are ready to assume supervisory and/or managerial positions.

Bachelor of Science in Business Administration major in Human

Resource Develoment Management (BSBA-HRDM)

The BSBA - Human Resource Development Management (HRDM)

specialization tract was established in 2007 having its first graduates in

2011. In a span of six years, that is, from AY 2010-2011 to AY 2015-2016,

there were about 171 graduates (Table 2). An average of 52% of the

graduates were traced.

0%

16%

26%

21%

15%

11%

100%

60%

33%

100%100%

84%

74%

79%

85%

89%

0%

40%

67%

0%0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 2007-2008 2006-2007

Supervisory/ Managerial Level

Rank and File


Year Graduated No. of

Graduates

Traced

Graduates % Traced

2016 47 4 9%

2015 36 34 94%

2014 30 17 57%

2013 17 11 65%

2012 27 16 59%

2011 14 7 50%

Total 171 89 52%

Table 2. BSBA-HRDM Graduates

Data in Figure 6 showed that the highest percentage of HRDM alumni

traced were those from AY 2014-2015. Similar to the BSBA-MKM, this is

attributed to the consolidated efforts of the Alumni Office and SBMA thru

its alumni moderator, and constant communication between the graduates

and the HRDM Cluster Chair through its social media account.

Figure 6. Traced BSBA-HRDM Alumni

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011

% of Graduates Traced

264

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Among those who were traced, 74% are employed (Figure 7) in

domestic and multinational companies both here and abroad.

Figure 7. Employment Status of BSBA – HRDM Graduates

About 92% were hired or absorbed in their businesses within one

year after graduation. It is shown in Figure 8 that all traced graduates of

AY 2010-2011 and AY 2014-2015 are able to land a job within one year

while those from AY 2015-2016 are able to get employment within six

month from graduation.

4%

72%

23%

59%56%

43%

96%

28%

77%

41%44%

57%

0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011

Employed/Self Employed

Not Employed

100% 100%

71%

90%87%

100%

0% 0%

29%

10%13%

0%0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011

Employed within 1 year

Employed after 1 yr


Figure 8. Employability of BSBA – HRDM Graduates

An average of 56% of those employed BSBA-HRDM graduates are doing

HR and HR related functions here in the Philippines and abroad. To name

a few, some are HR officers in Canada and Abu Dhabi which shows that the

BSBA – HRDM graduates are globally competitive. Other positions where

BSBA-HRDM graduates are engaged into include HR recruitment assistants,

HR assistants/ staff, HR manager, corporate trainers, operations manager,

in process checkers, administrative assistants and payroll staff. Those who

are doing non-HR functions are account officers, stewardess, CSR officer,

bank staff/ teller, corporate treasurer/ secretary, and marketing executives

while some are managing their own businesses. It is observed that the

graduates of AY 2014-2015 have the highest HR related work (Figure 9).

Figure 9. BSBA-HRDM Employment in Related Field

Data in Figure 10 showed that although majority of the graduates

are still in the rank and file positions, it is noted that recent graduates are

also ready to assume supervisory roles. 12% of AY 2014-2015 graduates are

already performing supervisory and/or managerial functions.

50%

81%

57%

60%

33%

67%

50%

19%

43%

40%

67%

33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011

Related

Not Related

266

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Figure 5. BSBA – HRDM Job Level Position


Based on the data gathered and presented it can be concluded that:

1. More than 70% of the traced alumni for BSBA-MKM and BSBA-

HRDM programs are employed.

2. More than 70% and 60% of employed traced alumni for BSBA-

MKM and BSBA-HRDM, respectively, are performing functions

related to their programs which are evident on the kind of

positions that they have in the companies.

3. Majority of the alumni of BSBA-MKM and BSBA-HRDM graduates

hold rank and file position in the companies. However, those who

have graduated for at least one year are ready to assume

supervisory positions as observed in the AY 2014-2015 graduates

with 12%-16% in the supervisory and/or managerial positions.

0%

12%14%

10%7%

33%

100%

88%86%

90%93%

67%

0%

20%

40%

60%

80%

100%

120%

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011

Supervisory/ Managerial Level

Rank and File


With these findings, the following recommendations are forwarded:

1. There is a need to continually strengthen the tracking of alumni

because the data gathered can be used by the department in

improving its instruction.

2. The delivery of instruction will be strengthened especially on

building skills and values required in securing jobs related to the

graduates’ field.

3. Continuous cooperation between and the department, alumni

office and the alumni should be nurtured to continually update

the alumni database.

268

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A Comparative Analysis of the School of Computer Studies

and Technology Software Expo Students Seminar for

Academic Year 2013 – 2014 and 2014 – 2015

MARIA LUISA E. REYES

School of Computer Studies and Technology

Background

Software Expo is a co-curricular activity of the School of Computer

Studies and Technology (SCST) showcasing the students’ learning through

software output from the following courses: C Programming, Introduction

to Information Technology, Visual Basic Programming, Webpage

Development, Database Enabled, Digital Design, Adobe After Effects, and

Object Oriented Programming. In addition, quiz bee and programming

contests are activities during the second day of the software expo, which

intends to measure the capability of the department’s best students.

Furthermore, the last activity of the three day event is a number seminar for

students.

Yearly, SCST ensures that there will be seminars for the students,

which intend to expose the students to industry set up and to a have

additional and updated knowledge on technology trends. In addition to

this, the objective of this activity is to motivate and inspire the students to

do their best in their academic endeavours. Usually, this activity is held in

Letran Calamba gymnasium to cater to the whole student population of

SCST. The committee invites competent guest speakers from industry to

share their expertise on topics based on the theme the committee selected.

The first thing that SCST considers is the theme of the activity. They think

of a theme that will give a big impact, trending and that will get the interest

of the students enrolled in computer technology.

For AY 2013 – 2014, the theme was “Mobile Technology Shift for

Borderless Opportunities” and the resource speakers were Mr. Pao Deveza

from Smart Communication for first and second year students and Ms. Rita

Maquincio, our industry partner from ESET, for third and fourth year levels.


For AY 2014 – 2015, “SELFIE – Software Enthusiast, Leaders of Innovative

Multimedia Computing” was the selected theme and the resource speakers

were Mr. Mark Aquino from Experts Academy and Ms. Irene C. Taguinod,

a faculty member from AMA, Quezon City.

The number of attendees in the seminar during AY 2013 – 2014 is

significantly higher than on AY 2014 – 2015. 404 students out of 497

enrolled which is 81.29% evaluated the seminar on AY 2013 – 2014 while a

students’ lower response during AY 2014 – 2015. Only 198 students out of

433 enrolled which is 45.73% participated in the seminar for AY 2014 – 2015.

These seminars and trainings help the students to learn not from

the book but from the experiences of the speakers. They got the chance to

meet different personalities that will introduce them to the world of careers

and professionalism. In view of this, this study intends to find out the result

of the previous seminars held as well as find ways on it can be improved.

Objectives


1. Analyze and compare the evaluation results of the Software Expo

students’ training for the last two academic years 2013 – 2014 and

2014 – 2015.

2. Determine if the objectives of the activity were attained.

3. Recommend suggestion for the improvement of students’

seminar for the next Software Expo.


Table 1 shows that there were 497 students enrolled last AY 2013

– 2014, while 433 students on AY 2014-2015. It can be noted that there

were 404 students or 81.29% who attended the seminars for AY 2013 –

2014. This considered a good students attendance turn out. However, for

270

SUBIR VOLUME 1

AY 2014 – 2015 there were a significant drop of attendees as shown on the

table below. There were only 198 out of 433 enrolled students who

attended the seminar. This turn out maybe attributed to different factors

one of which is the strict implementation of the attendance to the students

by the faculty.

Table 1. Comparison of Students’ Attendance during the Software

Expo Students’ Seminar for AY 2013-2014 and 2014 – 2015.

Academic

Year

Enrolled

Students

Number of Students

who evaluated the

Software Expo

Students’ Seminar

Percentage

total

AY 2013 - 2014 497 404 81.29%

AY 2014 - 2014 433 198 45.73%

As shown on Table 2 the Activity Objectives for AY 2013 – 2014

got an average of 80.86% for excellent and very good while 86.2% rated it

very good and excellent which implies that the committee were able to set

a clear program objective for both academic years.

The flow of the program recorded a total of very good and

excellent ratings of 90.34% for AY 2013 – 2014 and an average of 84.34%

got a very good and excellent ratings for AY 2014 – 2015 which means the

attendees of AY 2013 – 2014 students’ seminar were more satisfied with the

flow of the program to compare with the attendees of AY 2014 – 2015.

During AY 2013 – 2014, a total of 85.14% gave excellent and very

good rates while 77.78% rated excellent and very good for AY 2014 – 2015.

It means that the attendees were more satisfied how the time was managed

during the seminar on AY 2013 – 2014 to compare with seminar on AY 2014

– 2015.

The totality of resource speaker’s ability to handle the seminar

which includes expertise, preparedness, ability to answer questions, clarity

of presentation during AY 2014 – 2014 got a total average of 91.28% very

good and excellent rate while an average of 89.2% very good and excellent

rate on AY 2014 – 2015. This means that the student attendees more liked


the resource speakers during the AY 2013 – 2014 rather than during AY

2014 – 2015.

Applicability to students learning academic growth got an average

of 86.39% very good and excellent rate during AY 2013 – 2014 while 88.38%

for AY 2014 – 2015. The attendees gave less than 0.50% poor rate for AY

2013 – 2014 and 2.27% poor for AY 2014 – 2015. It implies that student

attendees believed that they will be benefited in the seminar in terms of

learning and academic growth during AY 2014 – 2015 but a relevant

number of students rated it poor during AY 2014 – 2015.

The Logistics which include adequacy of the venue, quality of the

presentation equipment and quality of sound system got a total of

84.77% excellent and very good ratings for AY 2013 – 2014 while for AY

2014 – 2015, a total ratings of 88.38% for very good and excellent which

means that majority of the attendees during AY 2014 – 2015 liked the

venue and equipment used more than the attendees of AY 2013 – 2014.

The emcees and facilitators during AY 2013 – 2014 got a total

average of 82.34% more than what the emcees and facilitators of AY 2014

– 2015 had an 86/87% very good and excellent ratings which means the

attendees were satisfied with the performance of the emcees and

facilitators of AY 2013 – 2014 more than the emcees and facilitators last

AY 2014 – 2015.

272

SUBIR VOLUME 1

Table 2. Evaluation results of the student attendees ( based on

percentage)

The table 3 shows that the resource speakers for AY 2013 – 2014

and AY 2014 – 2015 got more positive comments from the attendees. Based

on the positive comments generated, it can be concluded that the

objectives of this activity were met.

Some of the comments of the students were “The speaker is very

knowledgeable to the topic .”. This comment implies that authority of the

resource person on the topic. Another comment given by the students is

“Very nice speech especially when it come to our future.” This shows that

5 - Excellent 4 – Very Good 3 - Good 2 - Fair 1 - Poor No Answer

AY

2013- 2014

AY 2014- 2015

AY 2013- 2014

AY 2014- 2015

AY 2013- 2014

AY 2014- 2015

AY 2013- 2014

AY 2014- 2015

AY 2013- 2014

AY 2014- 2015

AY 2013- 2014

AY 2014- 2015

% % % % % % % % % % % %

A. Activity Objectives 1. Clarity of Objectives 2. Relevance of Objectives 3. Attainment of objectives

63.36 59.65 64.85

49.49 49.50 45.96

25.0 29.95 27.47

36.36 38.38 38.89

7.92 9.41 5.45

9.09 10.61 12.63

0.74 0.74 1.24

1.01 0.51 0.50

0.74 0.25 0.99

1.52 1.0 2.02

0.20

0 0

2.53

0 0

B. Flow of the Program

57.17 51.01 33.17 33.33 7.18 11.11 2.23 1.01 0 1.52 0.25 2.02

C. Time Management

55.20 47.98 30.94 29.80 9.90 16.16 2.72 1.52 0.74 3.03 0.50 1.51

D. Resource Speaker(s) 1. Expertise/authority on the topic 2. Preparedness of the speaker 3. Ability to answer questions (if there is a forum) 4. Clarity of Presentation

71.53

69.80 59.16

63.86

63.13

63.13 56.06

63.13

21.29

23.02 28.96

27.48

28.79

28.79 29.29

24.75

5.69

6.19 8.91

6.93

7.07

7.07 11.11

10.10

0.74

0.74 0.99

1.48

0

1.52 0.51

0

0 0

0.50 0

1.01

1.01 1.01

1.52

0.74

0.25 1.48

0.25

0 0 0

0.50

E. Applicability to your: For Students: 1. Learning 2. Academic Growth

57.42 54.45

56.06 57.57

30.20 30.69

32.32 30.81

9.16 6.19

8.08 8.08

1.24 1.48

1.01 1.01

0.74 0.25

1.52 1.52

1.23 6.93

1.01 1.01

F. Logistics 1. Adequacy of the venue 2. Quality of the presentation equipment 3, Quality of other equipment

a. Table/Chair b. Sound

System

54.20 51.73

50.49 55.69

53.54 53.54

46.46 54.54

33.17 30.44

35.89 32.42

30.81 30.81

32.83 31.31

10.40 13.61

10.40 8.91

12.63 12.63

14.64 10.61

0.99 2.47

2.97 2.72

1.51 1.51

2.53 1.01

1.25 0.99

0.25 0

1.51 1.51

2.53 2.53

0

0.75 0

0.25

0 0

1.01 0

G. Emcees/Facilitators

63.13 60.61 29.21 26.26 5.94 6.56 0.74 0.51 0.25 1.01 0 5.05


the speakers did not just focus on the content of their topic but instead

gave direction on where the student’s future can be headed.

Another student commented that “Sana next software expo ganito

ka interesadong topic and itackle sa seminar and Very interesting topic and

I want more to hear.” This kind of comment is a boost to the moreale of the

department because it is an implication of a job well done.

Similarly, for AY 2014 – 2015 some of the positive comments

mentioned by the students are “I’ve learned many lesson to success. I liked

it.” This comment implies that the speaker of the seminar was effective in

imparting the knowledge to the students. It was also commented by the

student that “It is like I can be successful.” This somehow shows the positive

effect of the conducted seminar to the students because it uplifted the

perception of student to him/herself. Another comment was “It is very

helpful. Nice job so clear”. Hearing this from the student make the

department to strive more in providing more seminar that would uplift the

student’s level of learning.

However, for AY 2013 – 2014, there were comments from the

faculty members regarding the conducted seminar. One of which is “the

energy level of the second speaker were lightly went down.” This may be

attributed to the fact the first speaker was very energetic and since the

second speaker is not that highly energetic there have been comparison

but as mentioned both have expertise on their chosen topic.

Unfortunately, the organizer for both AY 2013 – 2014 and AY 2014

– 2015 got many negative comments than the positive comments. The

negative comments are related to food, venue, prizes and projectors. Some

of these negative comments like the availability of projectors can easily be

remedied by the department. However, comments on providing food/snack

and prizes cannot be immediately addressed by the department.

274

SUBIR VOLUME 1

Table 3. Positive and Negative Comments of the students’ seminar

attendees for AY 2013 -2014 and AY 2014 - 2015

Comments related to

AY 2013 - 2014 AY 2014 - 2015 Positive

Comments Negative

Comments Positive

Comments Negative

Comments Resource Speakers

Good delivery of the topic

Be more lively and discussion was not clear

I’ve learned many lesson to success

More questions

Keep up the good work

Manage your time I liked it . It is like I can be successful

Ok lang

Good job Good for new learning

Come incorrect information about the regime of Marcos

Nice one I gained knowledge

Mejo boring yung speaker

Excellent! A very good speaker and taught a lot. I really like this kind of seminar. It is very helpful.

So inspiring! Nice! More! The speaker is very knowledgeable to the topic

Keep up the good work

Very good Good Very nice speech especially when it comes to our future

Clear

Sana next software expo ganito ka interesadong topic ang itackle sa seminar

Nice and very friendly

Good work Thank you Well explained Thank you for coming (have learned many things)

Nice job so clear

Thank you for visiting here in Letran and share about IPV6 Migration and Transformation

Very good

Thank you for coming here in Letran we learned a


Comments related to

AY 2013 - 2014 AY 2014 - 2015 Positive

Comments Negative

Comments Positive

Comments Negative

Comments

lot in your presentation Very interesting topic and I want more to hear

Entertaining question

Organizers Thank you for letting

us experience this event “Till next time”

Foods!! Keep up the good work

Would be more interesting seminar if the entire BSCS dept were together not just first and second year

Success Chuck Norris is not satisfied

I like the seminar

More activities and more fun next time

Thank you! Free snacks! The seminar were presented smoothly

More prizes

The seminar is very helpful

Snacks Keep up the good work. Be on time in dismissal

No breaktime?

God bless! Thank you

Medyo kula pos a mga upuan at maliit ang venue

Ang lamig ng aircon

Food? Snacks

The seminar is very helpful

Snacks for the next seminar please

Free food while the program is ongoing

God bless! Thank you

Please give snacks if there are seminars

No food no breaktime

Walang pagkain Meryenda po para sa lahat

NA .. Nakakagutom

Nakakgutom

Clean the speaker Clean the projector Clearer display

please

Excellent but was unsatisfying

276

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Comments related to

AY 2013 - 2014 AY 2014 - 2015 Positive

Comments Negative

Comments Positive

Comments Negative

Comments Not connected comments

More power to smart payagan nyo na kaming 3rd year mag enrol

I miss my dad for this

GG well played

Conclusions

Based on the evaluation result and qualitative comments it can be

concluded that:

1. The students had learned many things that will give them idea of

what lies ahead of them after graduation.

2. The resource speakers’ sharing of experiences in industry set up

somewhat exposed the students to do their best for the

application of all what they have learned from school.

3. It also revealed that selecting resource speaker is not the only

important thing to be considered in organizing seminar but also

to give consideration on the venue, the equipment to be used and

the comfort of the attendees as well.

With these findings, the following recommendations are to be

considered:

1. There is a need to intensify the selection of seminar resource

speakers to have well experienced personality in industry and an

expert in the field of Technology.

According to Clive Cochrane, the following research findings listed

below are to be considered to meet the expectation of students

and to facilitate learning in seminar the speaker should:

- Develop clear aims and objectives for each seminar.

- Aim to achieve the objectives.

- Create a good learning atmosphere.

- Encourage social interaction between students in the

seminar.

- Be well organized.


- Link theory with practice where appropriate.

- Encourage all students to participate.

- Enhance student understanding on the topic.

- Encourage and stimulate participation among students.

- Provide information/learning material in advance of the

seminar.

2. A bigger venue and a good quality of equipment to be used

will be given consideration during planning. According to

Clive Cochrane, the learning environment and facilities are

also a big factor for a successful seminar even the students

value the knowledge that they will get from attending it. This

means that we should give consideration not only for the

selection of speakers but also for the comfort of the attendees

as well.

3. Strengthen the students participation and attendance during

this kind of activity through the help of the faculty members

and section advisers.

4. To make an ideal evaluation instrument for all the Software

Expo activities. The software expo has selected activities like,

programming contest, exhibit, quiz bee, student seminar and

conference with parents and guardians of students. The only

available evaluation instrument in the SCST is the evaluation

of seminar. It is suggested to recommend the use of ideal

instrument for other software expo activities.

Reference Cited

Cochrane, Clive, The attitudes of undergraduate information management

students to seminars: A qualitative and a quantitative analysis.

Retrieved from

http://web.a.ebscohost.com/ehost/detail/detail?vid=10&sid=a4ef

70ab-f1a1-4f93-

8d1296f06186c406%40sessionmgr4006&hid=4002&bdata=JnNp

dGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=1462877&db=aph

278

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Data Analysis on the Turn-Over Rate of Faculty of

School of Education, Arts, and Sciences

GERALDINE L. DELA VEGA

School of Education, Arts, and Sciences

Background

Sufficient faculty bandwidth ensures adequate manpower support

for each School and their respective departments. This also secures that all

classes in the Colegio are handled accordingly by a delegated faculty-in-

charge. The School of Education, Arts, and Sciences hosts the biggest

headcount of faculty members in the Colegio’s college level, and most of

the time, is at a higher risk on teacher shortage. Such shortages may cause

deeper implications to actual school operations, eventually affecting the

class level.

This study focuses on the attrition trends among and within the

Faculty of the School of Education, Arts, and Sciences. It examines the

increase (and vice versa) of the turnover rate, and investigates on the factors

which might have affected such. Further, it also presents implications on

manpower and faculty bandwidth, correspondent to each of the year

covered. Data were gathered from secondary sources using the Exit

Interview Form (AP:02-00-FO-16) of the Human Resource Department.

Finally, it will attempt to provide recommendations that could effectively

manage engagement among current faculty members, thus encouraging

retention and loyalty to the Institution.

Objectives

1. Determine the SEAS turn-over rate of the SEAS faculty per year for

the past five (5) years

2. Analyse the recurring trend/s of turn-over rates

3. Ascertain on historical factors that might have affected attrition

based on HR exit interviews


4. Recommend ways to effectively manage engagement and

encourage faculty retention

5.


For the presentation and discussion of data, we have identified the

different status of faculty like we have the Newly Hired Faculty (NHF); the

Internal Full-time; and the External Part-time Faculty.

Table 1 shows that out of 26 faculty discontinued their teaching

services, 1 of which retired, 11 resigned, 4 of ended their contract, 2 faculty

members transferred to Senior High School, and 4 of did not accept the

given load due to conflict with their work schedule.

Table 1

Table 2 shows that for AY 2015 – 2016, 11 faculty discontinued

their services, 4 of which resigned, 2 faculty were not renewed, 3 faculty has

no available load and 2 of them had conflict with their work schedule.

Academic Year

Inventory of Faculty

before the end of the

current term

Number of Faculty who discontinued their services at the end of

the term

Start of the

Academic Year

Beginning Inventory of Faculty

for the current term

Newly "hired" faculty for the term

Total Faculty for

the Academic

Year

2nd sem 2015-16 75 26

1st sem 2016-17 49 13 62

Retired 1 NHF 9

Resigned 11 IFT 2

Non-Renewal 4

EPT 2

No Load Available 4

Transferred to SHS 2

Conflict of Schedule 4

280

SUBIR VOLUME 1

Table 2.

Table 3 shows that for AY 2014 – 2015, out of 26 who did not

continue their teaching services, 1 was retired, 13 resigned, 4 faculty

contracts were not renewed, 6 faculty discontinued due to lack of available

toad, and 2 of had conflict with their work schedule

Table 3

.

Table 4 shows that 1 faculty retired, 6 faculty resigned, another 6

faculty were not given load, thus their contracts were not renewed, and 2

Academic Year



current term

Number of Faculty who discontinued their services at the end of the

term

Start of the

Academic Year

Beginning Inventory of Faculty for the current

term


Total Faculty for the

Academic Year

2nd sem 2014-15 70 11

1st sem 2015-16 59 22 81

Retired 0 NHF 9

Resigned 4 IFT 7

Non-Renewal 2 EPT 6

No Load Available 3

Transferred to SHS 0

Conflict of Schedule 2

Academic Year

Inventory of Faculty before the end of the

current term

Number of Faculty who discontinued their services at the end of

the term

Start of the

Academic Year


term



Academic Year

2nd sem 2013-14

74 26 1st sem 2014-15

48 30 78

Retired 1 NHF 6

Resigned 13 IFT 16

Non-Renewal 4 EPT 8

No Load Available

6

Transferred

to SHS 0

Conflict of Schedule

2


had conflict with their schedule. Thus, a total of 15 faculty discontinued their

teaching services in the Colegio.

Table 4

Table 5 shows the number of faculty turn-over rate of SEAS for the

past five (5) academic years and specifies the detailed status per faculty to

show the trend of hiring. The different status and reason for the

discontinued teaching is also reflected in the said matrix.

Table 5

Academic Year



current term


term

Start of the

Academic Year


term



Academic Year

2nd sem 2012-13

77 15 1st sem 2013-14

62 16 78

Retired 1 NHF 1

Resigned 6 IFT 10

Non-Renewal 6 EPT 5

No Load Available

0

Transferred

to SHS 0


2

Academic Year



current term


term

Start of the

Academic Year


term



Academic Year

2nd sem 2011-12

83 22 1st sem 2012-13

68 14 82

Retired 0 NHF 5

Resigned 5 IFT 3

Non-Renewal 7 EPT 6

No Load Available

7

Transferred

to SHS 0


3

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Below are the reasons gathered for the resignations, as well as the

measures that are being done by the Colegio to retain as much qualified

faculty members for each Academic Year.:

2013

Reasons for leaving:

Cannot work with superiors who are one sided and use politics to

avoid admitting mistakes

Higher salary offered in another school/company

Employee Recommendations:

If only superiors would humble themselves and admit their

faults/mistake and avoid politicizing

Reasonable teaching and administrative schedule, as well as

lesser paper works so that once can give more time to my own

families

2014

Reasons for Leaving

Better opportunities in other school (lesser load; higher pay;

more time)

Teaching abroad/other school

Family reason

Higher salary offered from another school/company

Employee Recommendations

Reinstatement of my film subject and information and discussion

about the teaching of subjects especially

Open forum and take action in concerns regarding the current

administration and system

2015

Reasons for Leaving

Felt the lack professional growth. After returning from the

exchange program, was eager to share my experiences for the

growth of the Colegio, however was not given any chance to do

so.

Family reason

High salary offered from another school/company


Health reason

2016

Reasons for Leaving

Management could have explained/discussed their plans for

probationary instructors. was recently hired but the possibility of

not having teaching loads for the next years due to K to 12

program, was never discussed during the hiring process.

Higher position in a foundation

High salary offered from another school/company

Family reason

Conclusion

Most of those who resigned have other personal reasons other

than employment concerns. These include family reasons, change

of residence and health concerns.

Most of the external faculty part-timers who decided not to

continue with their contracts had had conflicts with their own

schedules outside the Colegio.

Other faculty members were not renewed based on the lack of

available load and unavailabilty of courses offered.

After evaluation of performance and behaviour, there were faculty

members whose employement contracts were not renewed.

Most of the the faculty members who decided to discontinue their

services were vying for better opportunities outside the Colegio.

Some of the reasons stated tackled the lack of effective

communication between and among SEAS management and

faculty members.

Reasons, such as the lack of providing employement expectations

for faculty members, affect the employee’s motivation to pursue a

career in the Colegio.

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Recommendations

Considering that some of the reasons for leaving were to find

better opportunities outside the Colegio, it is recommended that

we re-assess our salary scale and ranking for our faculty members.

Further, a more structured communication program between and

among SEAS management (deans, department chairs, etc.), is

recommended to further strengthen employee relations. This will

allow opportunities for both parties to forecast their future in the

Colegio, as well as provide a meaningful venue for leaders to

examine the current needs and challenges of their faculty

members.

One notable reason stated in the reasons for leaving was the need

to further encourage faculty members who would want to intiate

newer methodologies and approaches in teaching based on a

Colegio-sponsored program. Having an aligned

communication/coaching program between management and

faculty members will ensure that faculty members are given the

appropriate academic freedom for their classes, thus encouraging

a healthier venue for professional growth and student

development.

Some of the faculty discontinued their teaching in the Colegio for

greener pasture, thou it may sound a cliché but it’s the reality.

Teachers look for other opportunities with higher compensation,

wherein this issue, I think we should review our salary scale and at

the same time we may do benchmarking on other institutions if

our scale is really not competitive from theirs.

It is also recommended that SEAS management cultivate a culture

that encourages faculty members to participate in

faculty/employee activities, so as to inspire participating members

and imbibe fun, association, teamwork and the Dominican culture.


School of Engineering Board Exam Result Data Analysis

MARY KIMBERLY M. MOLINA

School of Engineering

Background

Passing the licensure examinations given by the Professional

Regulation Commission (PRC) can be one of the greatest professional

achievements in a college graduate’s life. The examination is intended to

prove the graduates’ knowledge, progress, skills and qualifications in a

particular profession. Moreover, the performance of the graduates in an

institution who take the licensure examination determines the quality of

education the school provides, which eventually guarantees the efficiency

and effectiveness of its graduate’s application of the things he or she has

learned in his or her chosen profession or career

(https://www.ijlter.org/index.php/ijlter/article/viewFile/676/295, 2016

November 11)

In the Colegio, board examination result is one of the key

performance indicators of different School such as School of Business,

Management and Accountancy, School of Education, Arts and Sciences,

School of Nursing and School of Engineering. Each Schools has its target

board exam passing percentage as per declared in its yearly

accomplishment report. The target of the School of Engineering is to obtain

50% of NPP.

It has been observed that every year there are two batches of

Electrical Engineering, Electronics Engineering and Mechanical Engineering

graduates who are willing to take the board exam, which would grant them

the title of “Registered Electrical Engineer” “Electronics Engineer” and

“Mechanical Engineer”. The results of the board exam might influence the

School of Engineering number of enrollees as well as the confidence of the

future engineering board examiners. Moreover, obtaining 100% passing

percentage for all of the examinees is one of the school’s biggest

accomplishments that may help the school to promote itself and be listed

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https://www.ijlter.org/index.php/ijlter/article/viewFile/676/295

SUBIR VOLUME 1

as one of the Schools who have an excellent performance in terms of board

program. This is a sign that quality education is rendered by the school. This

data analysis focused on School of Engineering board exam overall passing

percentage versus the national passing percentage result of the Electrical

Engineering, Electronics Engineering and Mechanical Engineering program

from year 2008 to 2016.

Objectives

The objectives of this paper are as follows:

1. To analyze the School of Engineering board exam overall passing

percentage versus the national passing percentage result of the

Electrical Engineering, Electronics Engineering and Mechanical

Engineering program from year 2010 to 2016.

2. To ascertain trends that has been observed; and

3. To draft an action plan that will address the reasons for the trends

observed.


Figure 1 shows the Letran Calamba Mechanical Engineering

Overall Passing Percentage versus National Passing Percentage for the past

nine years. The graph shows in consistent results of Letran Calamba Overall

Passing Percentage from Year 2008-2016. Moreover, Letran Calamba has

maintained the higher overall passing percentage than National passing

percentage for two consecutive years from April 2008 to April 2009 and it

was regained in September 2011. Overall, findings shows that the Colegio

attained its target KPI of 50% overall passing percentage versus the national

passing percentage for Mechanical Engineering program.


Figure 1. Letran Calamba Mechanical Engineering Overall Passing

Percentage vs. National Passing Percentage (2008-2016).

Figure 2 showsthe inconsistent results of LetranCalamba Overall

Passing Percentage from Year 2008-2016.In the past nine years,

LetranCalamba obtained higher overall passing percentage than the

National passing percentage last September 2009, April 2011 and

September 2016. The Electrical Engineering obtains its highest overall

passing percentage last April 2011 and it was followed in September 2016.

Overall, findings shows that the Colegio attained its target KPI of 50%

overall passing percentage versus the national passing percentage for

Electrical Engineering program.

Figure 2. Letran Calamba Electrical Engineering Overall Passing

Percentage vs. National Passing Percentage (2008-2016

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Figure 3. Letran Calamba Electronics Engineering Overall Passing

Percentage vs. National Passing Percentage (2008-2016)

Figure 3 shows the graphical presentation of fluctuating results of

Letran Calamba Overall Passing Percentage for the past nine years from

Year 2008-2016. Letran Calamba obtained higher overall passing

percentage than Nation passing percentage last March 2008, April and

November 2010, and October 2012. Moreover, the Electronics Engineering

highest overall passing percentage was obtained last April 2010wherein it

was beyond 50% above rating compared to National passing percentage.

Overall, findings shows that the Colegio attained its target KPI of 50%

overall passing percentage versus the national passing percentage for

Electronics Engineering program.

Informal interviews were conducted by the previous program

chairs and co-chairs and academic head from year 2011 up to present. The

interviews emphasized several factors which affected the Colegio’s passing

percentage. It was observed that some of the examinees are currently

working while enrolled in the review centers. They also experience hardship

on the new environment during their review. Time management was one of

the hardest practice to do when they were in Manila, some have weekday

review schedule that affected their emotional state and got home-sick but

it did not affect their study habits. Others prefer to have weekend review

classes where their focus was not exerted too much compared to the

weekday review classes.

The examinees also emphasized that the passing percentage were

influenced by the coverage of examination, format of questions, and degree


of difficulty of the exams. There were situational questions in professional

subjects included on the exam and some topics were not given emphasis

during the review. The examinees also focused on the presumed difficult

subject at the expense of the other subjects.

Moreover, the incorporation of in-house review to the curriculum

helped the examinees to refresh their minds on the topics during their early

years in College. The Zero Based Grading System was also implemented in

the In-house review and the examinees that performed well in the review

center tend to have a high possibility in passing the board exam. However,

some of the examinees for the Electronics Engineering have difficulty in

areas which covered the current trends in Electronics Engineering that was

not discussed in the courses during college.

Conclusions

The analysis has shown fluctuating results of the School of

Engineering overall passing percentage versus the national passing

percentage. The gathered data from informal interviews of the program

chairs and co-chairs from year 2011up to present shows that the passing

percentage were influenced by the following factors such as reviewer’s

study habit, In-house review performance during college, review center

performances review center visitation and program curriculum. These

factors affect the confidence of the examinees to perform better or less in

taking the board exams.

The reviewer’s study habit should be enhanced during their early

years in college. It will adapt by the examinees and improve their board

exam performances. In-house review was offered on the last year in college

along with their thesis. This can be a factor on how well a student can

manage to perform well on both courses. Some examinees might not exert

effort on performing well in the In-house review due to the thinking that

they will be having their review after they graduated. There are a lot of

review centers which offers different kind of review sessions. The review

sessions may be during weekdays or weekends. The examinees have their

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SUBIR VOLUME 1

rights to choose which review center they prefer to attend. During the

review, the examinees that prefer to have weekdays review have to rent an

apartment near the review centers where they might encounter emotional

difficulties such as home-sickness. Moreover, a week prior to the scheduled

board exam, the academic head together with the respective program

chairs and co-chairs conduct a review center visitation to observe the

performance of the examinees. This visitation boosts the confidence of the

examinees to perform better.

The findings were also indicative of the need for the faculty

members handling the courses which are the focused areas in the board

exam to keep on improving the content of the subject being delivered to

the students, the teaching strategy that would lead to better retention and

provide comprehensive evaluation through exercises and board type

examination. The Colegio must also enhance learning facilities and reading

material on the latest trends related on the courses. Moreover, a research

should be conducted related on the Table of Specifications used by the PRC

in making board questions and implement the results in the future.

Moreover, the data analysis shows that the School of Engineering

attained its target KPI of 50% Colegio’s overall passing percentage versus

the national passing percentage from the previous years. This indicates that

the efforts given by the School of Engineering reflect on the attainability to

meet its target KPI for the institution.

References Cited

Baang, M. A. Investigating the Macro Perspective Affecting the Passing Rate in Board

Examinations: A Take-off Point in Designing a Causal Model. International

Journal of Learning, Teaching and Educational Research, Vol. 15 (Issue

No.4), pp. 108-120. Retrieved from:

https://www.ijlter.org/index.php/ijlter/article/viewFile/676/295

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