Abstract: The purpose of the study was to determine the perceptions of the faculty members at LPU-Cavite on their curriculum development competencies and to propose a program that will help them to enhance those competencies in making a comprehensive and effective curriculum. The descriptive research design was used in this study to establish a concrete basis of conclusions. The researchers used a survey instrument to determine the employment profile of the respondents and perceptions on their curriculum development competencies. On the other hand, the comparative research method was used to determine if a significant difference exists in the perception of the respondents on their curriculum development competencies when grouped according to the profile of respondents. The study utilized the non-probability sampling method using purposive sampling with the following criteria: teaching personnel and currently employed in LPU-Cavite for AY 2018-2019. The majority of the respondents’ highest educational attainment is a “college degree” (50.0%) and with only 4.05% already having a “post-doctoral degree.” For their employment status, the majority of the respondents are “contractual” (78.38%) while the remaining 21.62% are already “regular.” It appears that 41.89% of the respondents’ length of service in the institution is “less than a year,” with only 24.32% of them being in the university for more than five years. Lastly, most of the respondents came from the College of Business Administration and the International School, with each department having a total of 21.62% of the respondents each. The results revealed that the competency “Instructional Strategies Skills” has the highest mean of 4.2389 which means that the respondents perceived that they are “Very Good” in their ability to create and select different strategies related to instruction in order to help their students learn, accomplish tasks or meet goals while the competency “Instructional Materials Development Skills" ranked third and has the lowest mean of 4.1638 which means that there is a need to further improve that competency in order to enhance the quality of their lessons. The quality of the instructional materials have a direct impact on the quality of teaching. Generally, the overall mean of 4.1898 means that the respondents perceived themselves as “Very Good” when it comes to their curriculum development competencies. However, being rate as “Very Good” means that there are still rooms for improvement to achieve greater efficiencies and effectiveness in delivering customer value for their students. It is recommended that LPU-Cavite will consider the proposed program of the study.
Keywords: Curriculum Development Competencies, Faculty, LPU-Cavite, Proposed Program.
Title: Faculty Members’ Curriculum Development Competencies: The Case of LPU-Cavite
Author: Dr. Mary Grace A. Berico, Arzell Aterrado
International Journal of Management and Commerce Innovations
ISSN 2348-7585 (Online)
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