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The development of learning modules on the city of Manila / |
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Daisy P. Hicarte. |
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xvii, 186 pages : |
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illustrations |
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of the Graduate School of Arts, Sciences and Education, 1993.;Includes bibliographical references. |
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Statement of the Problem The study attempted to develop a set of learning modules on the City of Manila based on the identified needs of college freshmen students and faculty members at the Pamantasan ng Lungsod ng Maynila (PLM) SY 1991-1992. Specifically, it sought answers to the following questions: A. Learning Module Development Process Component 1. What is the awereness leveland prevailing values of the PLM students and faculty members regarding the City of Manila on the following aspects of needs: 1.1. Physical environment 1.2. Historical environment 1.3. Socio-demographic nad cultural aspects 1.4. Economical aspects 1.5. Political aspects 1.6. Manila's local, regional, national and international linkages 1.7. Manila's future 2. What are the perceptions of the parents, barangay officials, student and PLM faculty, academic administrators and non-academic personnel regarding the Study of Manila as a curricular offering at Pamantasan? B. Learning modules Development content Component 3. What modules may be developed in response to the identifies needs and values of students taking into consideration the following: 3.1 instructional objectives 3.2 values that can be integrated in the modules to help carry out the identifies instructional objectives 3.3 learning activities to attain the instructional objectives set 3.4 evaluation modes that can be designed to assess the attainment of identified instructional objectives Methodology This investigation utilized the descriptive survey method with the need assessment survey questionnaire as the basic instrument for gathering data. Perceptions of students, faculty members, academic administrators and non academic personnel of Pamantasan ng Lungsod ng Maynila, parents and brangay officials were solicited through Part I (on the choice) of the questionnaire and through spot interview to find out the extent of their awareness about the City of Manila. This was also done to substantiate the finding s of the study. Documentary analyses on articles, books, brochures and other records were examined for the production of the modules on the City of Manila. Results of the analyses, where found relevant, were incorporated in the modules. A total of 385 respondents participated in the study broken down as follows: 11 academic administrators, 66 faculty members, 64 non academic personnel, 82 freshmen students, 82 parents and 80 barangay officials. Treatment of Data Frequency with the corresponding percentages was used in establishing students', faculty members' awareness level, and the parents, PLM students, faculty members. barangay officials, academic administrators, and non academic personnel's perception regarding the City of Manila. Ranking was used for the perception regarding values considered relevant in the study on the City of Manila, the level of awareness and aspects/areas that should be given emphasis. Treatment of data on the modules were on superficial basiss so as to cover a wide array of aspects of needs. Findings Phase 1 1. Considering all the aspects of needs, the level of awareness of students and faculty members regarding the City of Manila showed 37.24% and 51.99% moderate familiarity respectively with 62.76% of the students and 48.01% of the faculty members moderately interested to know more about the City respectively. 2. The prevailing values of PLM students and faculty members regarding the City of Manila revealed the following: Commonly ranked: 2.1. Physical environment values: cooperation (#1), cleanliness (#2) and conservation of resources (#3). 2.2. Historical values: bayanihan spirit/solidarity (#2) 2.3. Socio-cultural values: critical/creative thinking (#14) 2.4. Economical values: marketability (#9) 2.5. Values in relation to Manila's local, regional, national and international linkages: sharing of expertise (#1), respect for others (#5), peace/active non-violence (#6). 2.6. Values related to Manila's future industry (#8) All the rest of the values in the above mentioned aspect were ranked variedly. 3. On the respondents' perceptions regarding the study of Manila: 3.1. 52.73% favor that the study of Manila be integrated with existing social science subjects as against 47.27% opting that it be offered s a separate subject in the general education program 3.2. Reasons for their preference of having it integrated are two: 3.2.1. Economic, for it will entail additional tuition fee, time and effort (14.69% response) 3.2.2. Practical, for it will prolong studies (10.38% responses) and students already loaded with subjects (9.64% responses) 3.3. Reasons advanced for their preference to have it separated are: 3.3.1. For in depth discussion/attention (13.36% responses) 3.3.2. Be aware of and concerned with what is happening in the City (12.11%) 3.3.3. As additional knowledge/specialization (11.90%) 3.3.4. To preserve the City's importance and cultural heritage (10.54%) and 3.3.5. To enable students to actively participate in solving Manila's problems (10.13%) Phase II 1. Anent the respondents' suggested aspects/areas to be given emphasis, findings revealed that: 1.1. Suggested aspects given by the respondents and classified by the researcher under sub-headings physical environment, history, socio-cultural aspects, economic aspects, political aspects, relationships or linkages and plans and programs cross validated the different aspects of needs pre-empted in the questionnaire given earlier to students and faculty. The learning modules developed in response to the identified needs and values of students, faculty members, academic administrators, non academic personnel, parents and barangay officials took into consideration the following: 1. Instructional objectives 2. Values 3. Learning activities 4. Evaluation modes There were seven (7) modules developed with their corresponding sub-topics treated under sub-headings called learning unit. There were a total of tywenty-one (21) learning units and these were broken down as follows: Module I - Physical Environment Learning Unit 1 - Manila Geography Learning Unit 2 - Landmarks of Manila: Then and Now Learning Unit 3 - The Environmental Situation Learning Unit 4 - Physical Infrastructure Program, Transportation and Communication Networks Module II - Historical Background Learning Unit 1 - Manila: Pre-Colonial Period Learning Unit 2 - Colonial Period: Manila During the Spanish Period Learning Unit 3 - Colonial Period: Manila During the American Period Learning Unit 4 - Colonial Period: The Japanese Occupation of Manila Learning Unit 5 - Manila Through the Era of the Republics Module III - Socio-Demographic and Cultural Aspects Learning Unit 1 - People, Population and Housing Learning Unit 2 - Health, Nutrition and Sanitation Learning Unit 3 - Education and Culture, Religion Learning Unit 4 - Peace and Order Module IV - Economical Aspects Learning Unit 1 - Trade, Industries and Other Business Establishments Learning Unit 2 - The Underground Economy Module V - Political Aspects Learning Unit 1 - The Internal Organizational Structures Learning Unit 2 - Politics in the City of Manila Module VI - Manila's Linkages Learning Unit 1 - Local, Regional and National Linkages Learning Unit 2 - International Linkages; and Module VII - Manila's Future Learning Unit 1 - The City's Vision, Mission and Goals and; Learning Unit 2 - Specific Plans to Carry Out the Vision To safeguard the intellectual property rights of the researcher, the modules were separated and considered as Part II of this paper. No part of the modules can be copied without the permission of this researcher. |
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Hence: Part I - contained the Learning Modules Development Process Component Part II - contained the Learning modules Development Content Component Conclusions 1. Overall, the level of awareness of PLM students as regards the City of Manila on the different aspects of needs can still be improved and their interest to know more about the City of Manila on the different aspects of needs can still be improved and their interest to know more about the City of Manila be increased or drummed up. The same is true with the faculty members. 2. Indeed, values are relative. The prevailing values of the students vary with that of the faculty members, some to a lesser extent while others to a great extent, except for a few where the twain met, particularly in the physical environment issues. Moreover, values of students tend to be idealistic while those of the faculty tend to veer towards the practical and real. This is but natural and is more or less expected. 3. The difference between those who favor that the study of manila be integrated with existing social science subjects and those who favor that this be offered as a separate subject is not so great. Hence, both students and faculty respondents are convinced that the study of Manila is needed except that both have valid reasons. 4. However, the dominance of the economic and practical reasons for the respondents' preference for the study of Manila to be integrated with the social science subject cannot be ignored. Recommendations 1. That the PLM management should take action on the use of the modules on the City of Manila as an integrated component of any social science course in the college where found relevant. 2. That the modules be empirically tried out to PLM college freshmen or sophomore students in order to establish validity, reliability and readability, of the modules. This will complete the third stage of the Modules Development Process which was not within the parameter of the present study. 3. That a continuous update of information about the City of Manila be pursued by future researchers in the fields of Sociology, H |
| Uniform Resource Identifier |
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| Number of part/section of a work |
|
| Name of part/section of a work |
|
| Date of a work |
|
| Language of a work |
|
| Form subheading |
|
| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE |
|---|
| -- |
|
| -- |
|
| Uncontrolled related/analytical title |
|
| -- |
|
| -- |
|
| Number of part/section of a work |
|
| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |