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TEACHING(Input and process)

What (NTEC & NCBTS Standards and Expectations)•Content (Theory and Practice)•Delivery (Theory and Practice)How (TEIs)•Content (Theory and Practice)•Delivery (Theory and Practice

LEARNING(Outcome)

Experimental Learning SuccessWhat•Content (Theory and Practice)•Delivery (Theory and Content)How•Content (Theory and Practice)•Delivery (Theory and Practice)Success in LET

Assessment on

Congruency

Validation Process• Development•Confirmation•Reflection

SUCCESSOR

FAILURE

IDEA LEVELTHEORYSources:• Facilitating of learning• Child and Adolescent development•Principles of teaching•Etc.

PRAGMATIC LEVELPRACTICEBest Classroom Practices• Effective Teaching• Experiential learning success based NTEC and NCBTS Standards

EXPECTEDStandards for experiential Learning success

Levels of Actual Experiential Learning success

ExpectedStandard one:

NTEC by CHED

THEORETICAL SUCCESS

PRACTICAL SUCCESS

ExpectedStandard two:

NTEC by CHED

THEORETICAL SUCCESS

PRACTICAL SUCCESS

PARTNERSHIPActual EXPERIENTIAL LEARNINGS SUCCESS [TEIs]

Level one

Projection of Success in LET (PRC)

THEORETICAL SUCCESS

PRACTICAL SUCCESS

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Variables

Major Areas (content)

Levels of Cognitive Development

Pedagogical (Professional Education) Areas

Level one:

Knowledge of content in major courses

Knowledge of the pedagogy of teaching and learning

Level two:

Understanding of the application of content

Understanding of the application of pedagogy in teaching and learning

Level Three:

Demonstration of teaching competence both in content and pedagogy

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Identification Number of the TEIs

RESPONDENTS

MathematicsBiological Science

English

TOTAL

1

2

3

TOTAL

74

22

26

122

68

21

23

112 134

89

24

21

231

67

70

368

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Specific Areas Explored Data Sources Data Gathering Methods Data Analysis

Achievements of general synthesis in the form of theoretical as well as practical in sights from the partnership of the three major stakeholders to reveal congruency success

Comparison and Description of specific and general competency achievements of the pre-service teachers from the distribution of scores

Relation of the pre-service teachers’theoretical to practical knowledge in both major area contents and content delivery system

Projection of a trajectory level of experiential learning success from the relationship of pre-service teachers’ theoretical to practical knowledge in the five major area contents, and to content delivery system

Ascertaining the actual experiential learning success achieved by the pre-service teachers based on the results of actual observations and interview with the NCBTS standards as criterion reference

Assessment of the pre-service teachers’ level of success in the incoming LET based on the qualitative analysis on their actual experiential learning

Extent of demonstration of the teaching competencies in five major area contents, and content delivery systems.

TESTS to measure the theoretical and practical knowledge of the pre-service teachers in the content areas and content delivery

The same set of TESTS

Computation of test scores to reveal correlation of variables

Computation of Forecasting Efficiency of Correlationalcoefficient values

Analysis of:•Interview results (concerned faculty and pre service teachers)

•Interview results (concerned faculty and pre-service teachers)

•Test Results and Test Documents

•Interview results (concerned faculty and pre-service teachers)

Construction of tests congruent to the standards of the NTEC and NCBTS reflected in the Table of Specifications

Administration of the same set of tests

Sorting of test scores

Sorting of coefficient values

Focus Interviews

Item and Content analysis

•Deduction

•Induction

Analysis of:•Interview results (concerned faculty and pre-service teachers

Analysis of test scores via descriptive and correlationalstatistics

Analysis of forecasting effeciencyvalues

•Free listing•Pile-sorting•Categorizing•Content Analysis

Analysis of Test Scores via Descriptive Statistics

Further Analysis of:•Interview results (concerned faculty and pre-service teachers)

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-0.82214.2551.5967.56Average Mean

-1.0698.6154.90 (100 items)

54.90Major Courses

-0.81920.0147.91 (200 items)

95.82Professional Education Courses

-0.57814.1451.95 (100 items)

51.95General Education Courses

SkewnessStandard

Deviation

Description @ 75 percent Criterion ReferenceMeanComponents

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-1.325104937.8675.13Average Mean

-1.18013.7251.54 (200 items)

103.09Major Courses

-0.06412.6543.75 (200 items)


-0.0815.1034.79 (100 items)


SkewnessStandard

Deviation


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-1.70514.3451.6787.44Average Mean

-1.04512.6743.18 (200 items)

86.35Major Courses

-0.07820.7448.86 (200 items)


-0.5829.6262.98 (125 items)


SkewnessStandard

Deviation


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Comparative Academic Performance in General Education by the Three Groups

51.95

34.79

62.98

0

10

20

30

40

50

60

70

Math Biological Science English

Comparative Academic Performance in Professional Education by the Three Groups

47.91

43.75

48.86

41.00

42.00

43.00

44.00

45.00

46.00

47.00

48.00

49.00

50.00

Math BiologicalScience

English

Comparative Academic Performance in Major Courses by the Three Groups

54.9051.54

43.18

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10.00

20.00

30.00

40.00

50.00

60.00

Math BiologicalScience

English

Comparative General Academic Performance in the Three Components by the Three Groups

50.1546.77

61.24

0

10

20

30

40

50

60

70

General Education ProfessionalEducation

Major Courses

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0.0190.5900.0210.658English Major Courses

0.0180.840.0200.653Biological Science Major Courses

0.0010.3430.0490.749Math Major Courses

T-test Significance @ 1

percent

Pearson rT-test Significance @ 1

percent

Pearson r

Professional EducationGeneral Education

Independent Variables

Dependent Variable

(Major Courses)

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0.361 or 36.1%0.639General Trajectory Level

0.409 or 40.90.591Average

0.41 or 41%0.590• Professional Education to English Major Courses

0.16 or 16%0.84• Professional Education to Biology Major Courses

0.657 or 65.7%0.343• Professional Education to Math Major Courses

Trajectory 2: From Professional Education to Major Courses

0.313 or 31.3%0.687Average

0.342 or 34.2%0.658• General English to English Major Courses

0.347 or 34.7%0.653• General Biology to Biology Major Courses

0.25 or 25%0.749• General Math to Math Major Courses

Trajectory 1: From General Education to Major Courses

EComputed Pearson rTrajectories of Experiential Learning Success

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