The College Modular Scheduling Program of Saint Mary's University; an Evaluation of a Curricular Innovation

Manila Bulletin, March 6, 2005 | Go to article overview

The College Modular Scheduling Program of Saint Mary's University; an Evaluation of a Curricular Innovation


TWO years ago in this same column, I wrote about the Modular Scheduling Program (MSP) of Saint Marys University in Bayombong, Nueva Vizcaya. A unique curricular innovation, the MSP was first implemented in Saint Marys University in school year 2002-2003 and since then, has been part of the educational system of the institution. It has been applied to all degree courses at the undergraduate level as well as to some programs in the graduate school.

In the modular scheduling program a semester of 18 weeks is divided into 3 terms, with each term comprising 31 class days. In each term, students are allowed to take at most only 3 subjects or a total of 9 units per term. If a student carries a regular 24-unit load (or 8 subjects), he/she can spread the load into 3 subjects in the first term, 3 subjects in the 2nd term, and 2 subjects in the third term. Or she can divide the load into a combination of 2 subjects in the first term, 3 subjects in the second term, and 3 subjects in the third term. Students or faculty members carrying a lesser load of 18 units have better chances of having a whole term (31 days) free, enabling them to do some other work or to take a respite from work. As a matter of fact, a number of faculty members arrange their schedules in a way that they would have one term free for them to attend to very pressing matters, to finish their theses, or, for some, to teach as visiting professors in some local or foreign colleges or universities.

In this program, the students attend the same class daily for 31 class days and take the final exams after the end of the 31 days or term. A regular 3-unit subject is allotted one hour and 45 minutes (1 unit is equivalent to 35-minute contact time). Subjects with bigger number of units (more than 4 units) and those with laboratory units are taken in two or three terms depending on the requirements and demands of the subjects. Students enroll at the beginning of the school year, but instead of having their subjects divided into the traditional MWF/TThS mode, subjects are divided into the 1st, 2nd, and 3rd term mode. Teachers loading follows the pattern as the students.

An institutional evaluation of the modular program was done in June 2004 two years after the programs first implementation in SY 2002-2003. Tasked for this purpose was the universitys research center, which floated the formative evaluation questionnaire, also called the Modular Scheduling Evaluation Inventory (MSEI), to a large sample of students, faculty and staff. This was followed by focus group discussions with representative samples of the aforementioned three groups in attendance.

After several months of gathering, analyzing and interpreting the voluminous data gathered, a final report has been made. The result in summary form of the formal institutional formative evaluation of the modular scheduling program of Saint Marys University is presented below:

The evaluative study reveals that incremental and positive changes have been noted in the performance of students, faculty and staff along the institutional indicators/goals of creativity, competence and commitment during the modular program implementation years. This signifies that the students, faculty and staff have performed relatively better during the modular program years than during their pre-modular years. Among the positive changes noted are the following: 1. Increase in the general percentage average of students, 2. Decrease in the dropout rate of students, 3. Decrease in the number of absences of students, faculty and staff, 4. Increase in the number of students frequenting the library, 5. Increase in the number of academic scholars, 6. Increase in the evaluation average point of faculty and staff.

As to the extent of effectiveness of the modular scheduling program in attaining the universitys goals as perceived by the respondents, the study shows that the modular program is moderately effective in attaining the three institutional goals. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The College Modular Scheduling Program of Saint Mary's University; an Evaluation of a Curricular Innovation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.