THESIS TITLE:
A COMPARATIVE STUDY OF TRANSFORMATIVE EDUCATION (TE) AND UNDERSTANDING BY DESIGN (UBD) BY FACULTY MEMBERS OF THE UNIVERSITY OF MANILA
Chapter 1 THE PROBLEM AND ITS BACKGROUND
The school is the institution that fulfills the social responsibility of preparing the future generations of any society. More than the family, it is what molds the youth as future, responsible citizens of society. Education can be an instrument for social transformation and become an over-all social movement for democracy and development. The challenge of education is how it can become an effective agent towards ending poverty. It, therefore, must not simply be relevant – but be committed and responsive to actual problems of society. In transformative education, the educator recognizes his or her capacity not only to start changing the Philippine education system but also to mold his or her students into conscious, active citizens who constantly aspire for a democratic and modern Philippines. The vision of transformative education is to provide the students with the necessary skills, knowledge and values to become productive citizens, but also seeks to open the minds of the students and provide them with skills for critical thinking and social awareness. The school administration plays a key role in unifying the whole school for transformative education, and in inspiring everyone, not just the teachers, in participating in a process of personal and collective transformation and commitment. To do this effectively, the administration must practice an open, evocative, democratic leadership that seeks to draw all the staff to participate in solving the problems of the school and improving it further.
STATEMENT OF THE PROBLEM
This study is about a comparative study of Transformative Education and Understanding By Design by faculty members in the University of Manila. Specifically, the study seeks to answer the following questions: 1. How may the Understanding by Design (UBD) and Transformative Education (TE), as a tool in teaching, be described as to: objectives, content, strategies and evaluation? 2. In what areas do the two educational tools differ? 3. What problems are encountered in implementing UBD and TE? 4. What are possible solutions to eliminate these problems? 5.
How may the results be utilized in preparing an educational tool?
ASSUMPTION
1. The information obtained is reliable and valid.
2. The UBD and TE may be described differently as to objectives, content, strategies and evaluation. 3. Different problems are encountered in implementing UBD and TE. 4. There are valid solutions to eliminate problems in UBD and TE.
SIGNIFICANCE OF THE STUDY
This study may be deemed significant to the following: school administrators, curriculum planners, teachers and students. The School Administrators and Department Heads – The result of this study will help them understand that they are one of the key components in realizing transformative education, by providing better and proper support to teachers and students to realize the goals of their school The Curriculum Planners – The study poses a challenge for modern curriculum planners to be pro-active in creating avenues for students to develop critical thinking and social awareness. The Teachers and Parents – This study will help them realize that progressive education goes beyond effectively providing skills, knowledge and values but covers the whole process of providing social conscience and social commitment, in order to develop the youth as responsible, committed citizens for social transformation. The Students – This study will inspire them to become better citizens of the country who are prepared to meet the demands of modern living and the complexities of the fast changing world.
SCOPE AND DELIMITATION
The study deals with a comparative assessment of Transformative Education (TE) and Understanding by Design (UBD) by faculty members of the University of Manila in the Academic Year 2011 - 2012
DEFINITION OF TERMS
The following terms are defined contextually and operationally or as used in the study: Education – Refers to the process of imparting knowledge or developing skills, understanding, attitudes, character or behavior; the process of acquiring knowledge; the field of study concerned with teaching and learning Curriculum - a complete course of study offered by a school; a syllabus is the outline of a single course Transformative Education - Transformative education is the continuing process of bringing out the best in students at all levels of schooling. Transformed learners are skilled in knowing, doing, being, and living together Understanding by Design - is a framework for designing curriculum, assessments, and instruction. It allows teachers to: Teach for understanding, unpack content standards to identify the important big ideas, know how students truly understand and can apply their understanding in a meaningful way, design courses and units to emphasize understanding rather than coverage engage instructional practices that are effective for developing student understanding
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
In the review of related literature and studies, there were no studies that dealt with A Comparative Study on Transformative Teaching and Understanding by Design as Assessed by the Faculty Members of the University of Manila but literature are available discussing the concept, principles and paradigm of both.
Chapter III
METHODS OF RESEARCH
Research Design This study used the comparative and descriptive method of research. The study is concerned with a situation or condition existing at present. The researchers examined carefully the relationships-similarities and differences between UBD and TE. Comparative research depends on knowledge generated from descriptive research. The descriptive research method is concerned with the description of the present phenomena using qualitative data in interpreting the existing condition of the problem under investigation. In describing the existing conditions of the problem involved, it does not use only data that simply described the condition. It can be somewhat statistically measured to analyze the data because it is not entirely statistics-free, it may also apply simple statistics to present the profile of th e respondents.
The Respondents The respondents of the study are the professors of the University of Manila. Sampling procedure and random sampling are the procedures applied in getting the member of the respondents needed in the study. There are 76
faculty members. The respondents for the study were selected
randomly from the list of faculty members where their names are listed, using the odd-even scheme. Out of 76 faculty members, 16 of them became the respondents which are 20% of the total population. Sampling Technique The researchers used random sampling. The respondents were selected on odd-even scheme based on the list of faculty members. Statistical Treatment of Data To solve the problems raised in the study, the following statistical techniques were used: Percent distribution was used to find the ratio of the frequency of responses to the total member of respondents in percent, applying this formula P = f/n x 100% Where
P- percentrage f- frequency n- total number of respondents
To rate the difference of the two educational tools, the researchers used the criteria adopted by ABBAS which were evaluated to be as follows:
4.2 – 5
Excellent
3.4 – 4.1
Very Good
2.6 – 3.3
Good
1.8 – 2.5
Fair
1 – 1.7
Poor
