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Quality education system for controlled and non-controlled maritime schools: basis for maritime curriculum enhancement / Walthor F. Maog. 6

By: Maog, Walthur F. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. xv, 201 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: The study aimed to ascertain and describe the status of Quality Education System as implemented in controlled and non-controlled maritime schools. The controlled schools are the Maritime Academy of Asia and Pacific (MAAP) and the Philippine Merchant Marine Academy (PMMA) and the non-controlled schools are the Asian Institute of Maritime Studies (AIMS) and the Philippine Maritime Institute (PMI). They are represented by a random sample of their administrators, teachers and students as respondents. The descriptive-correlational method of research was adopted with a questionnaire checklist of the Likert type on a five-point scale as its main data-gathering instrument. Responses to each question are interpreted according to the weighted means and equivalent descriptive ratings and subjected to statistical test on difference/ relationship at 0.05 level of significance. In implementing their plans, both schools adopted and implemented the principles of the Plan-Do-Check-Act (PDCA) paradigm in the context of Quality Education System (QES) re: Planning, Organizing, Controlling and Assessment of the outcomes of their plan based on Faculty's Performance, Administrator's Performance and Students Performance based on knowledge, skills and proficiency. Similarities exist in their assessments on the following aspects of their programs: Planning, Organizing, and Directing their plan of activities. On the other hand, they differ in their in their assessment on controlling their plan of scheduled activities. Faculties and students agree that there is mastery of subject matter, in delivery as well as methods of assessment. Significant difference exists in assessment on mastery, delivery of subject matter and method of assessment. On students performance, both students and faculty agree on the knowledge, skills and proficiency acquired by students. No significant difference exists in their assessment about knowledge. On the other hand, assessment on students' skills and proficiency is significantly different. It is researcher's hope that the results/ findings of this study may serve as bases of programs for improvement towards quality educational services in the field of Maritime education. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2372.E3 .M36 2011 (Browse shelf)	Available		G1162

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Previous	LB 2372.E3 .M36 1986 The implementation of the New Elementary School Curriculum (NESC) in Grade I, Division City Schools, Manila : an evaluation /	LB 2372.E3 .M36 1986 The implementation of the New Elementary School Curriculum (NESC) in Grade I, Division City Schools, Manila : an evaluation /	LB 2372.E3 .M36 1988 On the job training and the PRC board examination performance of selected maritime graduates from 1982-1986 /	LB 2372.E3 .M36 2011 Quality education system for controlled and non-controlled maritime schools: basis for maritime curriculum enhancement /	LB 2372.E3 .M37 2015 Level of compliance of registered nurses to national core competency standards for a transformed professional care service program /	LB 2372.E3 .M47 2014 Profile, aspirations, and satisfaction on government support for Filipino athletes : basis for alternative career program /	LB 2372.E3 .M47 2014 Profile, aspirations, and satisfaction on government support for Filipino athletes : basis for alternative career program /	Next

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2011.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

ABSTRACT: The study aimed to ascertain and describe the status of Quality Education System as implemented in controlled and non-controlled maritime schools. The controlled schools are the Maritime Academy of Asia and Pacific (MAAP) and the Philippine Merchant Marine Academy (PMMA) and the non-controlled schools are the Asian Institute of Maritime Studies (AIMS) and the Philippine Maritime Institute (PMI). They are represented by a random sample of their administrators, teachers and students as respondents. The descriptive-correlational method of research was adopted with a questionnaire checklist of the Likert type on a five-point scale as its main data-gathering instrument. Responses to each question are interpreted according to the weighted means and equivalent descriptive ratings and subjected to statistical test on difference/ relationship at 0.05 level of significance. In implementing their plans, both schools adopted and implemented the principles of the Plan-Do-Check-Act (PDCA) paradigm in the context of Quality Education System (QES) re: Planning, Organizing, Controlling and Assessment of the outcomes of their plan based on Faculty's Performance, Administrator's Performance and Students Performance based on knowledge, skills and proficiency. Similarities exist in their assessments on the following aspects of their programs: Planning, Organizing, and Directing their plan of activities. On the other hand, they differ in their in their assessment on controlling their plan of scheduled activities. Faculties and students agree that there is mastery of subject matter, in delivery as well as methods of assessment. Significant difference exists in assessment on mastery, delivery of subject matter and method of assessment. On students performance, both students and faculty agree on the knowledge, skills and proficiency acquired by students. No significant difference exists in their assessment about knowledge. On the other hand, assessment on students' skills and proficiency is significantly different. It is researcher's hope that the results/ findings of this study may serve as bases of programs for improvement towards quality educational services in the field of Maritime education.

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