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Customer satisfaction based framework in evaluating the curriculum in industrial psychology / Bernardino C. Ofalia. 6

By: Ofalia, Bernardino C. 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. viii, 138 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 purpose of this study is to create and propose a framework in evaluating the curriculum in industrial psychology. Patterned from the Six Sigma, DMAIC model in a achieving total customer satisfaction, this proposed framework aims to aid educational administrators decide empirically which subjects are commendable for inclusion in the revision the psychology curriculum. The outcome would serve as the answer to appeal of the Commission for Higher Education for the change of the (industrial) psychology curriculum in preparation for the licensure examination. Utilizing the quantitative methodology and employing the Descriptive-Cross-sectional design, respondents (customers ) i.e. psychology student/recent graduate of psychology and the curriculum developers were made to answer a researcher-made instrument called the Human Resources Competency Index Indicator (HRC2i). The instrument intends to measure which HR competency the customer perceive to be relevant. Each perceived relevant HR competency is theoretically equated also to be their degree of learning satisfaction. For according to the pragmatic educational philosophy, learning can only be satisfying if the learning is said to be meaningful or relevant. Test for difference was used to determine disparity of perceptions among the group of respondents. Results show that there is a significant difference among the three groups of respondents. This finding can now aid future curriculum developers which subjects should be appropriately included in the final revision of the curriculum through further analysis of individual competencies. 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 .O33 2011 (Browse shelf)	Available		G1163

Total holds: 0

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 purpose of this study is to create and propose a framework in evaluating the curriculum in industrial psychology. Patterned from the Six Sigma, DMAIC model in a achieving total customer satisfaction, this proposed framework aims to aid educational administrators decide empirically which subjects are commendable for inclusion in the revision the psychology curriculum. The outcome would serve as the answer to appeal of the Commission for Higher Education for the change of the (industrial) psychology curriculum in preparation for the licensure examination. Utilizing the quantitative methodology and employing the Descriptive-Cross-sectional design, respondents (customers ) i.e. psychology student/recent graduate of psychology and the curriculum developers were made to answer a researcher-made instrument called the Human Resources Competency Index Indicator (HRC2i). The instrument intends to measure which HR competency the customer perceive to be relevant. Each perceived relevant HR competency is theoretically equated also to be their degree of learning satisfaction. For according to the pragmatic educational philosophy, learning can only be satisfying if the learning is said to be meaningful or relevant. Test for difference was used to determine disparity of perceptions among the group of respondents. Results show that there is a significant difference among the three groups of respondents. This finding can now aid future curriculum developers which subjects should be appropriately included in the final revision of the curriculum through further analysis of individual competencies.

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