Browsing by Author "Eisma, Delia V."

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    Assessing graduates’ attributes and job performance for program curriculum enhancement
    (International Journal of Evaluation and Research in Education, 2024-08) Albay, Eduard M.; Aquino, Ronald L.; Alambra, Ralph Vincent E.; Eisma, Delia V.; Quiambao, Raquel D.
    Graduate tracer studies are essential for higher education institutions (HEIs) as valuable information can be uncovered and derived that is useful for curriculum development, revision, or enhancement. This descriptive research study, using a questionnaire as the main data-gathering tool, determined the job attributes and job performance of the Bachelor of Science (BS) Mathematics graduates from 2013 to 2017 from a state university in the Philippines. Results revealed that the graduates were currently employed in various positions in both private and government institutions, with either permanent or contractual status. The graduates identified skills in mathematics, communication, computer, human relations, entrepreneurship, problem-solving, and critical thinking as vital in performing their duties and obligations in the workplace. Overall, the graduates’ job performance is outstanding. Based on the findings, suggestions to improve the BS Mathematics curriculum of the concerned HEIs were discussed to make it more relevant, responsive, adaptive, and inclusive.
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    Performance task assessment supported by the design thinking process:
    (Elsevier Ltd, 2021) Albay, Eduard M.; Eisma, Delia V.
    Providing students with a responsive classroom and relevant learning activities are vital in developing among them the 21st century skills and competences. Because schools are viewed as a compulsory place to hone these, undergraduate students must be provided with tasks and assessment that equip them with skills to facilitate a 21st century classroom. This posttest-only true experimental research study was conducted to analyze the performance of the respondents in a performance task assessment as supported by the principles of the design thinking process. Particularly, it examined and compared the performances of the experimental group and the control group in demonstration teaching. The results showed that the experimental group posted remarkably higher mean scores in the performance task and they significantly outperformed the control group. The study concluded that the implementation of the design thinking process can facilitate teachers in creating a creative, interactive, engaging and learner-centered classroom. © 2021 The Authors