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| 005 | 20250920174310.0 | ||
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_e _e _aMaog, Walthur F. _d _b4 _u _c0 _q16 |
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_a _aQuality education system for controlled and non-controlled maritime schools: basis for maritime curriculum enhancement / _d _b _n _cWalthor F. Maog. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axv, 201 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_a _aThesis (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. _d _b _c56 |
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_b _b _c _aABSTRACT: 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. _u |
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