This study was designed to determine the effectiveness of lecture-laboratory alternate exposure schedule on the Field Study competencies of Education students.
This study involved 60 second year Education students of the Technological Institute of the Philippines, Quezon City enrolled in the course of Field Study during the second semester of school year 2007-2008.
The experimental method of research was used in this study, dividing the subjects into two groups: control and experimental. The instrument used was a standardized test, a self-rating checklist which lists the 18 competencies expected of Education students as mandated by CHED. It specifically sought to find out the Field Study competencies of control and experimental groups before undertaking lecture and laboratory Field Study activities and after having been exposed to two different exposure schedules in the Field Study course. It also aimed to determine if a significant difference exists between the post-test results of the control and experimental groups.
It was found out that both the control and experimental groups are in the learning stage of displaying the Field Study competencies before undertaking the lecture and laboratory activities in the Field Study course, control group (X = 2.00) and experimental group (X=2.27). After being exposed to two different exposure schedules in Field Study course, the control group are still in the learning stage of displaying the Field Study competencies although with a slight increase in the level of mastery (X=2.48). The experimental group increased their level of mastery of competencies elevating from learning stage to being able to display the competencies with a need for more learning and improvement (X-2.93). It was also found out that a significant difference exists between the post-test result of control and experimental groups as revealed by the computed t-value of 10.95 which is higher than the critical value of 1.671 thus resulting in the acceptance of the alternate hypothesis.
In view of the findings of the study, the following conclusions are drawn: First, all of the students enrolled in Field Study course are initially ready to undergo the lecture and laboratory activities since they are in the learning stage of displaying the competencies expected of them. Second, lecture-laboratory alternate exposure schedule is deemed more effective than the conventional method where the students attend first all the lecture sessions before undergoing actual field work. Third, a significant difference exists between the two exposure schedules. Those who belong to experimental group exposed to lecture-laboratory alternate schedule display a higher level of mastery of the competencies than those who belong to control group exposed to conventional method. This result therefore proves the effectiveness of lecture-laboratory alternate exposure schedule on the students’ Field Study competencies.
ISSN 1908-4056 (Print)
Philippine E-Journals
