Faculty Member – Technological University of the Philippines
Online published on 10 April, 2015.
This study evaluates the improvement and possible application of new practices in teaching of subjects related to Bachelor of Entrepreneurship (BEM) Course in the College of Liberal Arts (CLA). The study identifies the extent to how teaching practices influence student performance. Some techniques that enhances students learning-performance are being reviewed. Techniques employed are based on the present practices. The research will serve as guide for professional educators particularly in the entrepreneurial management educational framework for curriculum development.
The survey utilized questionnaire was organized into four (4) domains such as: (1) capability, organization and respect for students; (2) classroom management; (3) dynamic and reflective teaching; and (4) affective teaching.
Weighted mean scores of not less than 4.51 from the scale of 1 to 5 where 4.51 to 5.0 was used as indicator in determining the practices considered as "Strongly manifested practices." Based from the respondent's perceptions, leading among those manifested practices include mastery and competence, clear expectation of the outcomes of assignments, confidence in the use of teaching strategies, students welfare, and teachers are well prepared. Among the 31 considered "Strongly manifested practices": 35% are rooted from the "capability, organization and respect for the student"; 23% in the "classroom management"; 23% in the "dynamic and reflective teaching"; and 19% in the "affective teaching."
Findings of the research study concluded that almost the same practices indentified by Reyes (2002) are almost the same and it confirmed that adherence to the teaching domains are manifested on the actual classroom teaching in the Bachelor of Entrepreneurial Management of the College of Liberal Arts of the Technological University of the Philippines.
