DOCTOR OF PHILOSOPHY

MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

SUMMER FINAL EXAMINATION
ANSWER SHEET

LASTNAME: MUNAR
FIRSTNAME: MARK FRANCIS
MIDDLE NAME: ESTRADA
ID NUMBER: 18-7404-338
SUBJECT: EDUCATIONAL INQUIRY AND FOUNDATIONS
PROFESSOR: DR. RHEA B. MADAMBA
DATE SUBMITTED: JULY 25, 2020

1. Teachers plan explicit teaching activities that stimulate students' interest.

In the classroom, teachers must get the interest of the students so that they
will listen on what you are going to teach of course by means of injecting
interesting activities that will boost their willingness to learn your lesson.
2. Inquiry learning — an approach for deeper understanding

Inquiry is the dynamic process of being open to wonder and puzzlement and

coming to know and understand the world. Inquiry learning is an investigation
into a topic, idea, problem, or issue with a focus on students constructing
their own learning and meanings.

An inquiry approach encourages students to:

 ask thought-provoking questions

 investigate widely and deeply
 make sense of information to build new knowledge
 develop a solution or formulate opinions
 present or share their new understanding with others
 have a valuable learning experience that leads to taking some form of
action
 reflect on what they learned and how they learned it.

3. We are living amidst what is potentially one of the greatest threats in our lifetime to global
education, a gigantic educational crisis. As of March 28, 2020, the COVID-19 pandemic is
causing more than 1.6 billion children and youth to be out of school in 161 countries. This is
close to 80% of the world’s enrolled students.  We were already experiencing a global
leaning crisis, as many students were in school, but were not learning the fundamental skills
needed for life. The World Bank’s “Learning Poverty” indicator – the % of children who
cannot read and understand at age 10 – stood at 53% of children in low- and middle-income
countries – before the outbreak started. This pandemic has the potential to worsen these
outcomes even more if we do not act fast.
 DOCTOR OF PHILOSOPHY
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
 SUMMER FINAL EXAMINATION
ANSWER SHEET

LASTNAME: MUNAR
FIRSTNAME: MARK FRANCIS
MIDDLE NAME: ESTRADA
ID NUMBER: 18-7404-338
SUBJECT: METHODS OF QUANTITATIVE RESEARCH
PROFESSOR: DR. RHEA B. MADAMBA
DATE SUBMITTED: JULY 24, 2020

Quantitative Research involves the use of computational, statistical,

1. and mathematical tools to derive results.
It is conclusive in its purpose as it tries to quantify the problem and understand
how prevalent it is by looking for projectable results to a larger population.

On the other hand, qualitative research is generally more explorative, a type of

research that is dependent on the collection of verbal, behavioral or observational
data that can be interpreted in a subjective manner. It has a wide scope and is
typically used to explore the causes of potential problems that may exist.
Qualitative research typically provides insights on several aspects of a marketing
problem. It often either precede or be conducted after quantitative research,
depending on the study’s objectives.

Companies who use quantitative research rather than qualitative are typically
looking to measure extent and looking for statistical results that are interpreted
objectively. While the results of qualitative research can vary according to the skills
of observer, the results of quantitative research are interpreted in an almost similar
manner by all experts.

2. Quantitative methods emphasize objective measurements and the  statistical,

mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data
using computational techniques. Quantitative research focuses on gathering
numerical data and generalizing it across groups of people or to explain a
particular phenomenon.

3.
 A jug of milk holds one gallon.
 The painting is 14 inches wide and 12 inches long.
 The new baby weighs six pounds and five ounces.
 A bag of broccoli crowns weighs four pounds.
 A coffee mug holds 10 ounces.
 John is six feet tall.
 DOCTOR OF PHILOSOPHY
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
SUMMER FINAL EXAMINATION
ANSWER SHEET

LASTNAME: MUNAR
FIRSTNAME: MARK FRANCIS
MIDDLE NAME: ESTRADA
ID NUMBER: 18-7634-105
SUBJECT: ISSUES IN EDUCATIONAL LEADERSHIP AND
MANAGEMENT
PROFESSOR: DR. RHEA B. MADAMBA
DATE SUBMITTED: JULY 25, 2020

1 a. the situation where you find yourself into;

. When it comes to influence, the educational system of the Philippines has
been affected immensely by the country's colonial history including the
Spanish period, American period, and Japanese rule and occupation.
Although having been significantly influenced by all its colonizers with regard
to the educational system, the most influential and deep-rooted contributions
arose during the American occupation (1898); it was during this
aforementioned period that 1. English was introduced as the primary
language of instruction and 2. A public education system was first
established - a system specifically patterned after the United States school
system and further administered by the newly established Department of
Instruction. Similar to the United States of America, the Philippines has had
an extensive and extremely inclusive system of education including features
such as higher education.

The present Philippine Educational system firstly covers six years of

compulsory education (from grades 1 to 6), divided informally into two levels
- both composed of three years. The first level is known as the Primary Level
and the second level is known as the Intermediate Level.

b. the activities/tasks you are involved in; and,

Assigning tasks to small groups during class can have many benefits, such as involving
students in their own learning, making course topics come to life, deepening students’
knowledge, and developing particular skills. Groups thrive most when their task is
challenging and closely related to the course content, course objectives, and students’
experiences and interests. The following are some sample tasks that you can adapt to your
discipline. For more information about the types of small groups (e.g., Buzz Groups,
Snowball) discussed in this tip sheet, see our “Group Work in the Classroom: Types of Small
Groups” teaching tip.

Getting students involved early in the course

Break the ice or build a team atmosphere 

If you want significant student participation during your course, spend time at the beginning
of the term helping students to get to know and develop trust in one another. Ask students in
subgroups to share something about themselves, such as their names; a personal triumph,
trial, or challenge; what is foremost on their minds at the moment; or one reason they are
taking the course. Or, if you’d like them to move around and meet many students, have
them develop a list of ten things they would take with them to a deserted island and look for
others who have similar items on their lists. For more ideas, see Race (2000)
and Silberman (1996).

Discuss the syllabus

 In the first class of the term, before handing out the syllabus, ask subgroups to generate a
list of at least eight questions they have about the course (e.g., assignments, topics covered,
grading policy). Then hand out the syllabus, and give the groups time to find the answers to
their questions. End the activity by answering the questions for which groups found no
answer.

Develop assessment criteria 

Have small groups develop a list of assessment criteria that they think would
be appropriate for a specific assignment (e.g., essay) or for a particular component of their
course grade (e.g., participation). Conclude the small group activity with a plenary
discussion in which the class comes to consensus about which criteria to use. This task
could work well with snowball/pyramid groups.

c. the people you interact and work with?

Teachers who have positive interaction with their students create

classroom environments more helpful to learning and meet students'
developmental, emotional and educational needs. Teacher-student
interaction is important for many reasons.

Positive parent-school communications benefit parents. The manner in which

schools communicate and interact with parents affects the extent and quality
of parents' home involvement with their children's learning. For example,
schools that communicate bad news about student performance more often
than recognizing students' excellence will discourage parent involvement by
making parents feel they cannot effectively help their children.

Parents also benefit from being involved in their children's education by

getting ideas from school on how to help and support their children, and by
learning more about the school's academic program and how it works.
Perhaps most important, parents benefit by becoming more confident about
the value of their school involvement. Parents develop a greater appreciation
for the important role they play in their children's education.

2 Students learn not to fear mistakes, but to value them.

. Experiential learning is designed to engage students' emotions as well as
enhancing their knowledge and skills. Playing an active role in
the learning process can lead to students experiencing greater gratification
in learning.

3 The strategy - formulation process is more of a science, whereas strategy implementation is more of an art.
. Strategy implementation involves motivating employees. However, neither strategy formulation nor strategy
implementation is a pure science or art because, for example, intuition and good subjective judgment are always
essential in strategy formulation
 Managers and leaders are critical to the success of a business, and so are effective
coaching skills. Consistent coaching helps with employee onboarding
and retention, performance improvement, skill improvement, and knowledge transfer. On top
of these benefits, coaching others is an effective method for reinforcing and transferring
learning.

DOCTOR OF PHILOSOPHY
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
SUMMER FINAL EXAMINATION
ANSWER SHEET

LASTNAME: MUNAR
FIRSTNAME: MARK FRNACIS
MIDDLE NAME: ESTRADA
ID NUMBER: 18-7404-338
SUBJECT: CURRICULUM, INSTRUCTION AND ASSESSMENT
PROFESSOR: DR. RHEA B. MADAMBA
DATE SUBMITTED: JULY 25, 2020

1. The COVID-19 pandemic is a huge challenge to education systems. This

Viewpoint offers guidance to teachers, institutional heads, and officials on
addressing the crisis. What preparations should institutions make in the
short time available and how do they address students’ needs by level and
field of study? Reassuring students and parents is a vital element of
 institutional response. In ramping up capacity to teach remotely, schools
and colleges should take advantage of asynchronous learning, which works
best in digital formats. As well as the normal classroom subjects, teaching
should include varied assignments and work that puts COVID-19 in a global
and historical context.
2. I. RATIONALE FOR FLEXIBLE LEARNING

The emergence of COVID-19 pandemic brought unprecedented disruptions

in the lives of people all over the world. It came so unexpectedly where no
one was ready enough to brace its impact to society. The Philippines, in
particular, faced a critical situation due to the rise of said health crisis. For
higher education institutions, avoiding and limiting the risks of infection of
the academic community has become a primordial concern. Hence, with the
implementation of community quarantine, conduct of classes needed to be
immediately suspended. The herculean challenge then was how to continue
teaching and learning beyond the usual face to face instruction. Thus, it has
become an urgent need to explore other innovative learning modalities that
will facilitate migration from traditional to flexible teaching and learning
options. As learners are differently situated in terms of time, pace and place,
these options allow customization of delivery modes responsive to students’
need for access to quality education. This shall also give students the option
to choose the delivery mode most convenient to them as early as the time of
their enrollment. The paradigm shift therefore in the teaching and learning
process in Philippine higher education necessitates collaboration among
stakeholders and strengthening the culture of sharing of knowledge,
resources, and best practices. Everyone is called to be part of this
transition / transformation towards new normal. To achieve this, “humanity
needs leadership and solidarity to defeat the coronavirus.”

II. SCOPE AND COVERAGE

This contains the general guidelines on the implementation of flexible

learning

and teaching options, approaches, strategies, systems, pedagogies and

modalities

in the higher education environment, which may be adopted by all public

and private

HEIs in the country for Academic Year 2020-2021 only. It covers all on-
going students
of the HEIs, including the incoming first year students of the said academic
year.

However, HEIs adopting these guidelines which were not previously

included in

the list of HEIs offering Distance Education programs, but will opt to become
Distance

Education providers in the ensuing academic years shall be evaluated

based on the

requirements, laws, policies, and procedures of the Commission and that of

the State.

Further, this guideline on FL should not be construed as an authority to

operate

Transnational Education as provided in RA 11448, Transnational Higher

Education

Act and CMO No. 62, s. 2016, Policies, Standards and Guidelines for
Transnational

Education (TNE) Programs.

III. DEFINITION

Flexible Learning is the design and delivery of programs, courses, and

learning

interventions that address learners’ unique needs in terms of place, pace,

process,

and products of learning. It involves the use of digital and non-digital

technology, and

covers both face-to-face/in-person learning and out-of-classroom learning

modes of

delivery or a combination of modes of delivery. It ensures the continuity of

inclusive

and accessible education when the use of traditional modes of teaching is

not

feasible, as in the occurrence of national emergencies.

Flexible Learning is a pedagogical approach allowing flexibility of time, place

and audience including, but not solely focused on, the use of technology.
Although it

commonly uses the delivery methods of distance education and facilities of

education

technology, this may vary depending on the levels of technology, availability

of

devices, internet connectivity, level of digital literacy and approaches.

(SEAMEO)

IV. GENERAL GUIDELINES

In the implementation of flexible learning, HEIs shall be guided by the

following:

1. Considering that a flexible learning teaching and learning design

perspective is

deeply rooted in the needs of the students, the main objective should be to
provide

learners with the most flexibility on the learning content, schedules, access,
and

innovative assessment, making use of digital and non-digital tools.

2. HEIs shall continue to exercise their judgment/academic freedom in the

deployment

of available flexible learning and other alternative modes of delivery in lieu of

incampus learning/face-to-face modality. The exercise of discretion by the
HEIs and

DRAFT FOR PUBLIC CONSULTATION

their faculty must be reasonable, transparent, and outcomes-based

validated. (Ref:

CHED COVID Advisory No. 6)

3. HEIs shall decide on the most viable form of flexible learning and
teaching that they

will utilize based on their capability, existing condition, national government

agency

guidelines and local government unit advisories.

4. HEIs shall develop their learning continuity plan which shall reflect the
framework

and system for the transition and integration of flexible learning approaches

anchored on the existing tools and resources of the institution, capability of

staff and

faculty members, and capacity of students to be submitted to CHED thru the

respective Regional Offices. The Basic Description of the Learning

Continuity Plan

Implementation, may include, among others, the following:

a. executive summary

b. systems and procedures for the transition to Flexible Learning

c. project implementation description (including key people such as the

project
director/coordinator, what modality of flexible learning options to use, and

objectives amongst others)

d. curricular modifications reflecting flexible learning strategies on content

and use

of learning materials and objects, teaching and learning activities and

requirements, evaluation/assessment, including that for OJT and practicum

e. resources and support services for students and faculty

f. policies on Intellectual Property Rights (IPR), OER plagiarism, attendance,

reporting and updating, teaching complement

g. Constant dialogue with the LGU, Regional IATF and other relevant
stakeholders

to be updated and a possible partner in the preparation during the COVID

crisis

situation considering the different situation of the Regions in the Philippines.

h. health and safety protocols in accordance with the Inter-Agency Task

Force and

Local Government Unit advisories

i. overview and orientation Guide for Students and Teachers

j. mechanisms for continuous quality improvement

5. Flexible Learning should complement outcomes-based education

approach which

allows flexibility for the HEIs to employ various means of delivery and
assessment

as long as they can show the achievement of the set learning outcomes for
each
course/subject for the program.

6. In terms of Learning Content, HEIs shall review all their curricular

offerings and make

the necessary adjustments or modifications in the course

contents/requirements,

determine alternative options in the design, delivery, pedagogy, and

assessment

mechanisms that can be delivered to the students through various

modalities.

7. On the management of learners, HEIs shall provide mechanisms to

inform and orient

learners on the learning system to be implemented, which may be in a form

of course

packages for students and are accessible through off-line and online modes.
Course

packages may include course syllabi, study guides, learning activities,

available

repository of learning resources, schedule of lessons/ consultations,

assessments,

monitoring of students engagement, schedule and mechanics of submission

of

DRAFT FOR PUBLIC CONSULTATION

4 requirements, grading system, feedback portals, student support systems,

etc., to assist students in managing their study time and maximizing their
learning. The systems and procedures for the transition to Flexible Learning
should be disseminated to all students, officials, teaching and non-teaching
staff which may be in the form of a policy document such as a
guidebook/manual/briefer, etc. or may be incorporated in the institution’s
student handbook. HEIs should implement mechanisms for students to
receive/access printed or digital course packages/instructional materials
through courier, designated pick up points or through digital platforms.

8. HEIs shall establish means for student and teacher engagement/

communication which may include Short Message Service (SMS), electronic
mail (email), chat, instant messaging, and other means whichever is
convenient, appropriate, and available in order to ensure personalized,
effective, efficient, and timely mentoring and feedback mechanisms.

9. HEIs shall explore partnerships with relevant agencies and organizations

to strengthen and/or complement existing resources, infrastructure or
connectivity to ensure undisrupted learning of the students.
References:

http://www.lakes.nsw.edu.au/our-beliefs-about-teaching-and-learning

https://natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-
learning/supporting-inquiry-learning/understanding-inquiry-
learning#:~:text=Inquiry%20learning%20%E2%80%94%20an%20approach
%20for,know%20and%20understand%20the%20world.&text=Inquiry%20learning
%20is%20an%20investigation,their%20own%20learning%20and%20meanings.

https://blogs.worldbank.org/education/educational-challenges-and-opportunities-
covid-19-pandemic

https://www.surveygizmo.com/resources/blog/quantitative-qualitative-
research/#:~:text=When%20and%20How%20to%20Use,to%20the%20problem
%20at%20hand.

http://www.emgo.nl/kc/qual-data-collection/

https://uk.sagepub.com/en-gb/eur/qualitative-research-methods-in-
education/book233479

https://www.k12academics.com/Education%20Worldwide/Education%20in
%20the%20Philippines/issues-regarding-educational-system

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/group-work/group-work-classroom-small-group-
tasks