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100			_e _e _aLopez, Joseph P. _d _b4 _u _c0 _q16
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245		0	_a _aIndustry demands and the computer science curriculum of selected universities in Metro Manila : _d _bbasis for a revitalized curriculum / _n _cJoseph P. Lopez. _h6 _p
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300			_e _e _c28 cm. _axi, 105 pages _b
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336			_b _atext _2rdacontent
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500			_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2006.;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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520			_b _b _c _aABSTRACT: STATEMENT OF THE PROBLEM: The study described the Computer Science Curriculum offered in the five selected universities in Metro Manila based on relevance and responsiveness to manpower requirements of business and industry. The Computer Science Curriculum was described according to subject offerings, knowledge competence, performance competence which covers communication, problem-solving and management skills, facilities, equipment, supplies and On-the-Job Training/ Practicum. METHODOLOGY: The descriptive-analytical approach/method was used with a questionnaire of the Likert type as its main data-gathering instrument. The data obtained from students, instructors, and representative/expert from CHED and the business/industry sectors. Responses to the questionnaire were described in five categories, from very highly relevant/ responsive to not at all with correspondingly weights of 5, 4, 3, 2, and 1. STATISTICAL TREATMENT: To determine if there are no significant differences in perceptions regarding the relevance and responsiveness of the Computer Science Program to the manpower demands of business/industry, a test on analysis of variance (ANOVA) was applied at 5% level of significance. SUMMARY OF FINDINGS: There are 22 different subjects in the Computer Science Curriculum which aim to develop knowledge, competence, skills, and on-the-job training (OJT), highly relevant and responsive to manpower requirements as perceived by students, instructors and the business/ industry sector. The respondents have differences in perceptions on certain indicators and in priorities based on the rank of their weighted average of their response. The results of the statistical tests reveal that differences in perceptions on the following indicators of the Computer Science curriculum are significant at 5% level: subject offerings, knowledge or performance competence, problem-solving, communication and management skills, adequacy of facilities and OJT. CONCLUSIONS: All universities involved in the study offer similar if not the same subjects that develop specific knowledge and performance competence, skills to include OJT. 1. The Computer Science Programs offered in the five universities are very highly relevant to the manpower requirements of business / industry based on their subject offerings. 2. Students, instructors and representatives of business and industry differed in their priorities of relevance of components of each indicator of the programs. 3. Instructors and business and industry have higher levels of perception regarding relevance of the program than that of the students. 4. Statistical tests on analysis of variance show that there exist significant differences at .05 level on the following indicators: Subject Offerings Knowledge and Performance Competence Skills in Problem Solving, Communication, Management, Libraries, Laboratories and On-the-Job Training, however, there is no significant difference in their perceptions regarding Computer Facilities. RECOMMENDATIONS: The academe should be motivated to conduct assessment on the causes/reasons of their differences in perceptions that have an effect on instructional outputs. The following are suggested: 1. Curriculum revision to determine the need of upgrading enriching curriculum content of the different subject offerings based on goals of the course offered and their responsiveness to the needs of business/industry for employability. 2. Academe takes the initiative to make business and industry as an active participant in curriculum revision and the yearly evaluation of the Computer Science Programs. This could result to teamwork, decision making, persuasive communication skills, etc., thus making Computer Science education progressive and attuned to the demands of science, technology and economy. 3. On-the-Job Training is perceived as highly relevant to the Computer Science program by both respondents and it is suggested that On-the-Job Training be made part/component of the course. A workable and comprehensive On-the-Job Training can be planned cooperatively and collaboratively through the partnership of the academe, business/industry with student and parent representations and participants. This could make clear links with employees to help the academe identify and adopt strategies to overcome any skill shortages. 4. A committee of curriculum writers/experts in collaboration with CHED be created or commissioned to evaluate the current curriculum programs on Computer Science and adopt changes, revisions to make the course more responsive to demands of employment and national economy. 5. Adopt programs for developing teachers with strong educational background, continuous disposition towards professional growth and development, teaching effectiveness and industrial practices and experience through staff development programs, scholarship grants, sabbatical leaves and other extrinsic motivations/rewards. 6. The universities could conceive a program to monitor employment of their graduates and their performance in the jobs. This strategy or technique could serve as an input for a revitalized curriculum which both education and industry could benefit. _u
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