“An Evaluation of the Effectiveness of BulSU BAMC Broadcasting Curriculum as Perceived by its Faculty, Faculty-Practitioners, and Media Practitioners”

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CHAPTER I

The Problem and Its Background

“If changing is really learning, if effective organizations need more and more

intelligent people, if careers are shorter and more changeable, above all, if more people need

to be more self-sufficient for more of their lives, then education has to become the single

most important investment that any person can make in their own destiny. It will not be

education as most of us have known it, the old fashioned learning…” (Handy, 1989 in

Castor, et al., 2012).

Introduction

Education is essential. It serves as a strong foundation of every people’s lives and is

seen as a pattern of self development (Plato, 380 BC). It is a formal way of learning that is

also considered as a basis for the country’s economic growth and progress. “In a global

economy where the most valuable skill you can sell is your knowledge, a good education is

no longer just a pathway to opportunity – it is a pre-requisite” (Obama, 2009).

Everyone desires to learn and to experience education. Every people wanted to

develop intellectually to be prepared in their actual lives (Wells, 1922). Education makes

individuals more independent and knowledgeable of what is in the world today. It offers

greater understanding of one’s capability and potential as well (Durrant, 1965).

Rogers (1983) believed that all people wanted significant learning that will let them

grow. Their desire is strong enough to go thru alluring distractions of true learning. This

learning will help them develop and be effective professionals.

Society, among citizens, demands that its educational system should produce the

right kind of graduates that are necessary for national development. To do so, students must

have an accurate content of education. That content refers to curriculum (Coemb, 1986 in

Malacat, 1994).



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The word curriculum is derived from the Latin word “curere” which means to run.

Thus, curriculum means a run-way, a track that one runs to reach a goal. It is the backbone

of education. It provides a set of knowledge composing an area of specialization (Marsh,

2009). According to Oliva (2005), curriculum is defined as a number of plans, in written

form of varying scope, that delineate the desired learning experience. Curriculum is maybe a

unit, a course, a sequence of courses, or the school’s entire program of studies.

Hass (1961) provided a broader definition stating that a curriculum includes “all of

the experiences that individual learners have in a program of education whose purpose is to

achieve broad goals and related specific objectives, which is planned in terms of a

framework of theory and research or past and present professional practice”.

In media education, curriculum is still an argument in the betterment of future

practitioners. It is necessary for them to obtain right education for the viewers’ welfare,

because media is conceived as means of information wherein it is something that should be

rightfully obtained (Morgan, 2000).

Communication and media practice should be professional. It is specialized, esoteric,

complex and discretionary, requires theoretical knowledge, and skill and judgment that

ordinary people do not possess, may not comprehend and cannot readily evaluate (Freidson,

1994).

In the Philippines, Bulacan State University (BulSU) is one of the State Universities

and Colleges (SUCs) that offer media education. It has been almost eight (8) years of honing

students with a Bachelor’s Degree in Mass Communication (BAMC) major in Broadcasting

under the College of Arts and Letters (CAL). In that period of time of providing this

program, it is still on its developing process.

One of the goals of CAL is to produce graduates who are well grounded on their chosen careers through quality and relevant program. Theroux (1960) in Morgan (2006)

cited that curriculum is the key for the success of producing competent professionals and for

the progress of society. In order to reach this, the researchers reviewed and evaluated the

effectiveness of the BulSU BAMC Broadcasting curriculum.



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Last 2010, Apostol, et al. conducted a study entitled “An Evaluation of the

Curriculum of the Course Mass Communication Major in Broadcasting” where they focused

in the lineup of subject courses per year level. A study entitled “An Assessment on the

Implementation of CMO No. 44, Series of 1997: Implications for Reinforcing BAMC

Broadcasting Curriculum” was conducted by Castor, et al. last 2012. It focused on the

perception of graduates from batch 2007-2008 to 2010-2011 in the significance of the

subjects under CHED Memorandum Order (CMO) No. 44, Series of 1997 in the working

field of broadcast media. For this year, the researchers conducted a study that focused in the

effectiveness of BulSU BAMC Broadcasting curriculum. It was responded by its Faculty,

Faculty-Practitioners, and Media Practitioners. The researchers believe that the given

respondents could also determine what objectives the learners should achieve. The Faculty,

who educates, can measure the importance of the subjects. The Faculty-Practitioners, who

practice and educate, know the purpose of the subject. And the Media Practitioners, who

dedicate themselves in the field, can contribute in enhancing the course of study based on

their experiences.

This study could be of great help in developing the strong foundation in producing

quality and effective graduates in the field of Broadcasting. This could also help the students

fully meet their needs and be well prepared for their future careers.

Statement of the Problem

This study answered the general question, “How do its Faculty, Faculty-

Practitioners, and Media Practitioners perceive the effectiveness of BulSU BAMC

Broadcasting curriculum?”

Specifically, this study answered:

1. How may the profile of the respondents be described?

1.1 Faculty

1.1.1 Broadcasting subject/s handles/handled



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1.1.2 Length of service

1.2 Faculty-Practitioners

1.2.1 Broadcasting subject/s handles/handled

1.2.2 Length of service (university)

1.2.3 Line of work (media)

1.2.4 Length of service (media)

1.3 Media Practitioners

1.3.1 Position

1.3.2 Company

1.3.3 Length of service

2. What is the level of usefulness of BulSU BAMC Broadcasting curriculum for future

careers in the field of broadcast media as perceived by its Faculty, Faculty-Practitioners, and

Media Practitioners?

3. What is the level of clearness of BulSU BAMC Broadcasting subjects as perceived

by its Faculty and Faculty-Practitioners?

4. What is the level of efficiency of BulSU BAMC Broadcasting curriculum in meeting

the learning needs of the students as perceived by its Faculty and Faculty-Practitioners?

5. How much of the goals are met by the college in honing students under BulSU

BAMC Broadcasting curriculum as perceived by its Faculty and Faculty-Practitioners?

6. What is the level of usefulness of BulSU BAMC Broadcasting facilities as perceived

by its Faculty, Faculty-Practitioners, and Media Practitioners?

7. What is the level of importance for the teaching staff to have professional media

experience as perceived by Faculty-Practitioners?



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8. How much of the involvement of Media Practitioners in teaching enhances the

students’ learning as perceived by Faculty-Practitioners?

9. Are there significant differences among the perception of the Faculty, Faculty-

Practitioners, and Media Practitioners regarding the level of effectiveness of BulSU BAMC

Broadcasting curriculum?

Significance of the Study

Bulacan State University. This study aimed to uphold the University’s philosophy to

further establish a strong foundation in producing quality and effective graduates in the field

of broadcast media.

College of Arts and Letters. This study could help the college to fulfill its goals and

objectives.

Mass Communication Major in Broadcasting Students. This study could help them

fully meet their needs as broadcasting students and earn quality education. This could let

them know and understand the importance of the curriculum and its relevance to their future

careers.

Faculty. This study could strengthen their ways in shaping the students’ knowledge,

skills, and abilities.

Media Practitioners. This study could let them contribute in enhancing the

curriculum based on their experiences.

Future Researchers. This study could serve as a reference for their further research

regarding the topic and provide them wider understanding.



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Scope and Delimitation

This study covered the perception of the Faculty, Faculty-Practitioners, and Media

Practitioners regarding the effectiveness of BulSU BAMC Broadcasting curriculum.

This study was composed and limited to Faculty members of Mass Communication

and Performing Arts Department of batch 2012-2013 who handles and handled Broadcasting

subjects. They were classified into two (2): (1) Faculty; and (2) Faculty-Practitioners. The

study was also responded by Media Practitioners who supervised broadcasting interns last

summer 2012.



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Definition of Terms

BAMC Broadcasting Curriculum (Bachelor of Arts in Mass Communication Major in

Broadcasting)

(1) A course that offers the chance to develop skills and knowledge in related fieldsof study at the intersection of media, information, and new communication

technologies. It offers contextual study of history, theory, ethics and criticism of the

various practices, institutions and discourses of media, and communication and

information. Foundation skills and knowledge for work in the corporate media and

information field is provided with considerable breadth of expertise;(From: http://www.bulsu.edu.ph)

(2) Includes the courses, facilities and educators.

BulSU (Bulacan State University)

A state-funded institution of higher learning established in 1904 and converted into auniversity in 1993 by virtue of Republic Act 7665.(From: http://www.bulsu.edu.ph)

Effectiveness

The capability of producing a desired result. When something is deemed effective, it

means it has an intended or expected outcome, or produces a deep, vivid impression.(From: Dictionary.com, LLC. "Effectiveness | Define Effectiveness at Dictionary.com." Dictionary.com | Find the

Meanings and Definitions of Words at Dictionary.com. 2011. Web. 28 Sept. 2011.

<http://dictionary.reference.com/browse/effectiveness)

Evaluation

A systematic, rigorous, and meticulous application of scientific methods to assess the

design, implementation, improvement or outcomes of a program.(From: Rossi, P.H.; Lipsey, M.W., & Freeman, H.E. (2004). Evaluation: A systematic approach (7th ed.).

Thousand Oaks: Sage. ISBN978-0-7619-0894-4.)

Faculty

The teaching personnel of Mass Communication and Performing Arts Department

who handles and handled broadcasting subjects of batch 2012-2013.

Faculty-PractitionersThe teaching personnel of Mass Communication and Performing Arts Department

who handles and handled broadcasting subjects of batch 2012-2013 and currently

working in the field of media.



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Media Practitioners

The custodians of broadcasting on-the-job trainees last summer 2012.

Perceived

An interpretation or insight towards something.



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CHAPTER II

Review of Related Studies and Literature

This chapter contains the researchers’ readings on the topic under study.

Related Theories

Hilda Taba’s Approach

Taba (1962) was very influential in taking part in an innovative curriculum

movement. She strongly believed that the teachers who apply or implement the curriculum

should participate in developing it. Her advocacy is commonly called “Grassroots

Approach.”

Many of Ta ba’s ideas on curriculum design can be considered as a further

elaboration of Ralph Tyler’s rather psychological principles of curriculum development:

attributing to them a more pedagogical and practical nature. This is well evidenced by

reconsidering the meaning and nature of Tyler’s rationale of curriculum design: (1) stating

educational objectives; (2) selecting; (3) organizing learning experience; and (4) assessing

the achievement of objectives. She introduced notions of multiple educational objectives and

four (4) distinct categories of objectives (basic knowledge, thinking skills, attitudes, and

academic skills). This approach allowed her to relate specific teaching and learning

strategies to each category of objectives.

Taba (1962) included seven (7) major steps: (1) educator’s must first identify the

students’ needs for the development of the curriculum; (2) objectives should be specific; (3)

the content matches the objectives, as well as validity; (4) curriculum content is designed

based on students’ interest, development and achievement; (5) instructional methods are

selected by teachers; (6) the organization of the learning activities is determined by the

teacher; and (7) evaluation procedures are determined by students and teachers.



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Taba (1962) designed a curriculum process in which most of the steps are similar to

the researchers’ study. She stressed that teachers should be involved in planning the

curriculum which was also conceived by the researchers. She also explained the process that

should be applied in reviewing the curriculum. The researchers based on Taba’s process to

achieve the purposes and goals of the present study which was an assessment of the

effectiveness of the Bachelor of Arts in Mass Communication Major in Broadcasting

curriculum in Bulacan State University.

Figure 1. Three Interacting Processes in Curriculum Development

Ralph Tyler’s Approach

The Tyler’s theory is in particular on the field of testing. It transformed the idea of

measurement into a grander concept called “Evaluation”. It is often referred to as the

“Objective Model” because of its objective approach to educational evaluation.

In the field of curriculum, Tyler (1976) designed a rationale for curriculum planning

that is vital today. He continued to cultivate his ideas on the rationale using it in a syllabus

for his course on curriculum and instruction. In that principle, he conceived of school action

Planning

ImplementingEvaluating



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as moving across a range of concerns that speaks to school purposes, the organization of

experiences and the evaluation of experiences.

Tyler (1976) stated four (4) basic questions in developing curriculum which are: (1)

what educational purposes should the school seek to attain; (2) what educational experiences

can be provided that are likely to attain these purposes; (3) how can these educational

experiences be effectively organized; and (4) how can we determine whether these purposes

are being attained.

The rationale also emphasized an important set of factors to be weighed against the

questions. Tyler (1976) believed that the structure of the school curriculum should also be

responsive to these three (3) central factors that represent the main elements of an educative

experience: (1) the nature of the learner (developmental factors, learner interests and needs,

life experiences, etc.); (2) the values and aims of the society (democratizing principles,

values and attitudes); and (3) knowledge of subject matter (what is believed to be worthy

and useful knowledge).

Tyler (1976) began to solidify his belief that true learning is a process which results

in new patterns of behavior. This reasoning reveals the hidden distinction between learning

specific bits and pieces of information, and understanding the unifying concepts that

underlie the information. He stressed the need for educational objectives to go beyond mere

memorization and regurgitation. Indeed, learning involves not just talking about subjects but

a demonstration of what we can do with these subjects. Tyler (1976) said, “A truly educated

person has not only acquired certain factual information but has also modified his/her

behavior patterns as a result.”

On Tyler’s approach, the researchers have seen that curriculum as product model is

heavily dependent on the setting of behavioral objectives. In relation to the researchers’

study, curriculum is not just a pattern but also an interaction among the other components of

the program: Teachers, Facilities and Students. Tyler’s rationale was considered and applied

in cultivating the Bachelor of Arts in Mass Communication major in Broadcasting

curriculum in Bulacan State University.



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Figure 2. Tyler Goal-based Model

Stufflebeam’s CIPP Model

Stufflebeam’s framework was developed as means of associating evaluation with

program decision-making. This aims to provide an analytic and rational basis based on cycle

of planning, structuring, implementing, reviewing, and revising decisions. Each is examined

through different aspect of evaluation – Context, Input, Process, and Product.

Context evaluation helps decision makers to assess needs, problems, assets, and

opportunities while defining goals and actions. Decision makers need to consider the

selection of problem components and set priorities in terms of importance. They also need to

determine the strategies that will be used to overcome these problem components.

Input evaluation lets decision makers to assess plans for their feasibility and cost-

effectiveness for achieving planning objectives. It implies structuring decisions and action

plans depending on design information. Input evaluation generally sees decision makers

setting up and confirming plans before actions are undertaken.

Process evaluation sees decision makers to assess actions and implementations of

plans that are being achieved. The design has been structured and put on trial. Evidence is

collected to determine the effectiveness of the objectives and to help designers and

evaluators to gauge the success of the process.

Objectives

Processes

Products

Processes



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Product evaluation aids in identifying and assessing outcomes. The product

information gathered from testing the completed designs contain evidence about the

effectiveness in attaining short and long range goals. Moreover, it can be compared with

another program and design.

CIPP approach defines evaluation as “…the systematic collection of information

about the activities, characteristics, and outcome of program for use by specific people to

reduce uncertainties, improve effectiveness, and make decisions with regard to what those

programs are doing and affecting” (Patton, 1986).

Stufflebeam (1966) conceived evaluation aiming to assist the improvement of

policies and programs through an organized framework. This provides decision-makers with

information about how well the program is being implemented. His idea was also believed

by the researchers as their study was an evaluation of the effectiveness of Bachelor of Arts

in Mass Communication Major in Broadcasting curriculum in Bulacan State University. The

study aimed to contribute on the development of all factors and components engaged in the

program.

Figure 3. CIPP Evaluation Model

Input Evaluation

(Plans)

Context Evaluation

(Goals)

Product Evaluation

(Outcomes)

Process Evaluation

(Actions)



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Related Studies

Comprehensive Curriculum Reform in Higher Education: Collaborative Engagement of

Faculty and Administrator (Ashland University - United States)

Oliver (2008) viewed curricular review and revisions not focusing on the content

rather on its process. It deepens the understanding of the collaborative process between

faculty and administrators throughout the procedures. It explored two (2) questions: (1) how

did the curriculum review team experience the comprehensive curriculum review process;

and (2) how did the faculty and administrators collaborated during the comprehensive

review process.

His study discussed that a key factor contributing to the institutional level

comprehensive review process is collectively shared vision built by both faculty and

administrators. Higher education institutions should embrace curriculum as a shared

responsibility among them. The involvement of variety of people in the curriculum review

process proved to be fruitful. However, cultural issues surrounding these people might

obstruct the process. But even cultural issues and barriers exist, there is still sense of

community and connectedness among one another that will contribute positively to the

procedures.

The researcher s’ study is comparable to the perspectives of Oliver (2008) on his

vision that there should be collaboration among teachers and administrators in reviewing the

curriculum. The researchers’ study was an evaluation on the effectiveness of Bachelor of

Arts in Mass Communication major in Broadcasting curriculum in Bulacan State University.

This was assessed by its Faculty members of Mass Communication and Performing Arts

Department of batch 2012-2013 who handles and handled Broadcasting subjects. But, the

researchers’ study was not only responded by its Faculty but also by selected Media

Practitioners who supervised broadcasting on-the-job trainees last summer.



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An Evaluation of the Curriculum of the Course Mass Communication Major in

Broadcasting

Apostol, et al. (2010) conducted this study focusing on the line up of subjects per

year level. The respondents are composed of broadcasting students and graduates, their

parents, and professors of the department. They believe that it is too early for the curriculum

to meet the educational philosophy of the university, for the reason that the course has been

established only six (6) years. Despite the fact that the curriculum seems appropriate, their

study suggested a curriculum review and revision. Most of the students and graduates

believed that there is lack of attention on their major courses. Subjects and activities that

lead to good oral communication skills and English proficiency are inadequate. Oppositely,

the professors believed that the subjects in the course programming are sufficient to provide

on the needs of the students.

Their study corresponds to the researchers’ study in assessing the Bachelor of Arts in

Mass Communication major in Broadcasting curriculum in Bulacan State University.

However, the researchers’ study was not just an evaluation but an evaluation on the

effectiveness of the program. Like Apostol, et al.’s study, the researcher’s study was

responded by its Faculty members, but the Faculty members evaluated the program are

under the Mass Communication and Performing Arts Department of batch 2012-2013 who

handles and handled Broadcasting subjects. It was not only responded by the Faculty but

also by selected Media Practitioners who supervised broadcasting on-the-job trainees last

summer 2012.

Assessment on the Implementation of CMO No. 44, s. 1997: Implications for Reinforcing

BAMC Broadcasting Curriculum

Castor, et al., (2012) conducted this study that focused in the subjects listed on the

CMO No. 44, s. 1997, under AB Broadcasting, which are relevantly used in the field. It is

responded by the broadcasting graduates of four (4) batches from 2007-2008 up to 2010-

2011. Less than 20 percent of them are working in the broadcast media industry, either

television or radio. The study resulted to very satisfied respondents regarding the subjects



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that are mostly applied to their professions. The subject courses: Video Procedures and

Operation, Internship, Fundamentals of TV Writing, Development Broadcasting and

Broadcast Research are found to be effective in the field of Broadcast Media.

Their study is comparable to the researchers’ study in evaluating the Bachelor of

Arts in Mass Communication major in Broadcasting curriculum in Bulacan State University.

However, the researchers’ study was not only focused on the subjects but also on the other

components of program. Castor, et al.’s study was only responded by broadcasting

graduates who are working in the field, but the researchers’ study was assessed by the

Faculty members of Mass Communication and Performing Arts Department of batch 2012-

2013 who handles and handled Broadcasting subjects, and by selected Media Practitioners

who supervised broadcasting on-the-job trainees last summer 2012.

Related Literature

Recipes for Success: Curriculum for Professional Media Education

“Serious attention needs to be given to increase the provision of curricula that will

enable more individuals to plot their own courses toward professional practice in this field,

for which formal academic qualifications are neither necessary nor sufficient” (Morgan,

2000).

Morgan (2000) argues for a new approach to curriculum that would strengthen the

professional education of media and communication practitioners by taking due account of

what is to be learned, who is to learn it and the context in which they have to do so.

University-based curricula need to provide: (1) contextual studies of communication

and media; (2) professional studies in communication and media; and (3) substantial studies

in a field of content such as science, economics, law, or politics.

The demand for high quality curriculum to prepare and refresh professional

practitioners must therefore be met locally and nationally. The challenge to global projects,



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like JourNet (the global network for professional education in journalism and media

launched by UNESCO in 1999) can create their own courses. If there are any universal

conclusions to be drawn, they seem to be that curriculum for practitioners in communication

and media professions need to be grounded in: (1) a complete and thorough understanding

of the economic, social, political, technological and cultural environment in which they are

to be offered; (2) a clear identification and understanding of the people who will undertake

this curriculum; and (3) a clear identification of the content to be learned expressed in terms

of abstract knowledge and technical skill but in terms of professional capability.

The researchers believe on Morgan’s idea that professional education for media

learners should be given more attention. It is important that media educators maintain

themselves as media practitioners, not only continually exploring the actualities of current

professional practice but also documenting them for others. In relation to the researchers’

study, they evaluated the Bachelor of Arts in Mass Communication major in Broadcasting

curriculum in Bulacan State University to examine its capability on the field of Broadcast

Media.



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Conceptual Framework

Figure 4. Evaluation Diagram

The conceptual framework is hypothetically designed to carry out the entire study.

The researchers have formulated and conceptualized an Evaluation Diagram that best

illustrates the similarities of the variables. The Faculty and Faculty-Practitioners are similar

as they both work in theories and apply the curriculum. The Faculty-Practitioners and Media

Practitioners are alike since they both practice in the field of media. The Media Practitioners

and the Faculty are similar in guiding and leading the students. And as the Faculty, Faculty-

Practitioners, and Media Practitioners assessed the BulSU BAMC Broadcasting curriculum,their responses were organized and the results were analyzed and evaluated.

E – EvaluationR – Recommendation

R

FACULTY

MEDIA

PRACTITIONERS

FACULTY-

PRACTITIONERS

EE

E



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Theoretical Framework

R – Recommendation

Figure 5. Theoretical Diagram

The researchers have formulated and conceptualized a Theoretical Diagram that best

illustrates the similarities of the theories related to the study. Hilda Taba’s Theory and Ralph

Tyler ’s Theory are both concern in implementing curriculum. Ralph Tyler ’s Theory and

Stufflebeam’s CIPP both pertains to evaluation process. Stufflebeam’s CIPP and Hilda

Taba’s Theory both refers to planning. And these theories supported the results and

objectives of the study.

Hilda Taba

CIPP Ralph Tyler

PlanningImplementing

Evaluating

R



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CHAPTER III

Methods of Research

This chapter includes the methods of research, sampling techniques, instruments, and data

gathering procedures that are applied throughout the study.

Respondents and Sampling

The respondents of the study were the Faculty members of Mass Communication

and Performing Arts Department who handles and handled Broadcasting subjects of batch

2012-2013. They were classified into two categories: (1) Faculty and (2) Faculty-

Practitioners.

Purposive sampling was applied by the researchers in determining the Faculty

respondents for the study. Purposive sampling is a common non-probability method that

selects the subjects based on judgment. This is used primarily when there are limited

numbers of people that have expertise in the area being researched.

The Media Practitioners - custodians of the broadcasting on-the-job trainee last

summer 2012 were also considered by the researchers as respondents. The affiliated

network of the media practitioners were considered based on the number of on-the-job

trainees trained.

Methods and Techniques of the Study

Research is often defined as either quantitative or qualitative. Studies which involve

the collection and analysis of numerical data are known as quantitative research.

Quantitative research adopts the scientific method and focuses on controlling variables,

gathering measurable evidence and coming to generalized conclusions. Dominick and

Wimmer (2011) defined quantitative research as a research that uses static or standardized



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questions. All respondents will be asked with the same questions and there is no opportunity

for additional clarifications or information.

On the other hand, qualitative research consists of an investigation that: seeks

answers to a question; systematically uses predefined set of procedures to answer the

questions; collects evidence; and produces findings that are not determined and that

applicable beyond the immediate boundaries of the study. Moreover, it seeks to understand a

given research problem from the perspectives of the population it involves. This research is

effective in obtaining culturally specific information about the values, opinions, behaviors’,

and social contexts of particular populations.

The researchers used both quantitative and qualitative research methods. Under the

quantitative research, the researchers generated a hypothesis based from the problem that

was tested. Specifically, a descriptive survey was utilized and included the following

process: induction; analysis; classification; enumeration; measurement; and assessment of

the data. In qualitative research, the researchers used pre-arranged questions.

Instruments

The researchers used survey questionnaires which were divided into three (3) sets:

(1) Set I (Appendix A); (2) Set II (Appendix B); and (3) Set III (Appendix C).

The first set and second set were composed of three (3) parts. The first part consists

of questions that described the demographic profile of the Faculty and Faculty-Practitioners.

The second part contains questions that were answerable through rating with allotted range.

And the third part includes open-ended questions that allowed free responses.

The third set was composed of two (2) parts. The first part contains questions that

were answerable through rating with allotted range. And the second part includes open-

ended questions that allowed free responses.

The instruments were composed of questions evaluating the following components

of the Broadcasting program: Prospectus, Teachers, Students, and Facilities.



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Table 1

Determining the Parameters of the Mean

1 1.0 - 1.79

2 1.80 - 2.59

3 2.60 - 3.39

4 3.40 - 4.19

5 4.20 - 5.0

(Castor, et al., 2012 )

Verbal Interpretations:

1 – Very Useful/ Very Clear/ Very Efficient/ Very Satisfied/ Very Important

2 – Useful/ Clear/ Efficient/ Satisfied/ Important

3 – Moderately Useful/ Moderately Clear/ Moderately Efficient/ Moderately

Satisfied/ Moderately Important

4 – Less Useful/ Less Clear/ Less Efficient/ Less Satisfied/ Less Important

5 – Not At All

The Lickert scale is the scaling that was used in ordering the survey questionnaire; a

one dimensional scale from which the respondents chose the number that best aligns with

their perception. It is used to obtain participant’s preferences or degree of agreement with setof statements.



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Procedures

The main purpose of this evaluation was to determine the strength of effectiveness of

the Bachelor of Arts in Mass Communication Major in Broadcasting curriculum in Bulacan

State University through the perspectives of its Faculty, Faculty-Practitioners, and Media

Practitioners. The researchers used the College of Arts and Letters’ data files for the list of

Faculty members of the Department of Mass Communication and Performing Arts who has

been working and have worked from batch 2009-2010 to 2012-2013 and the list of students

who undergone their on-the-job training last summer 2012. The Media Practitioners were

determined with consideration to the number of student trainees accommodated by their

network . After gathering the respondents’ profile, they were categorized and the instruments

to be used were determined.

The three (3) sets of instruments were distributed to the respondents personally and

through e-mails. For those respondents that were readily available, retrieval of the

instruments was within a week. Instruments which were answered through e-mails were

gathered within two (2) weeks. After collecting the tools, the responses were organized and

processed with suitable statistical treatments.

As the results were gathered, these were interpreted to meet with the objectives of

the study.

Statistical Analysis

The researchers used this formula to determine the demographic profile of the

respondents:

Р



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The frequency will be divided by the number of sample population and will be

multiplied to 100% to get the percentage. The effectiveness perceived by the respondents

was measured through the weighted mean. To compute the weighted mean, the formula is:

∑

∑

Where:

Wi = Weight of the sample

Xi = Representation of the sample

∑ Wi = Total number of weight

The formula can be simplified to,

∑

∑

To measure the difference among the Faculty, Faculty-Practitioners, and Media

Practitioners, the researchers used the ANOVA (Analysis of Variables). ANOVA is a

statistical method for making simultaneous comparisons between two or more means.



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CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents and interprets the gathered data which are essential upon

determining and answering the problems rose on the first chapter of the study. Statistics

were applied for the analysis of data and for the interpretation of research findings. The

presentation was done part by part in accordance with the specific problems presented in

Chapter I.

Table 1. Determining the Parameters of the Mean

1 1.0 - 1.79

2 1.80 - 2.59

3 2.60 - 3.39

4 3.40 - 4.19

5 4.20 - 5.0

Verbal Interpretations:

1 – Very Useful/ Very Clear/ Very Efficient/ Very Satisfied/ Very Important

2 – Useful/ Clear/ Efficient/ Satisfied/ Important

3 – Moderately Useful/ Moderately Clear/ Moderately Efficient/ Moderately

Satisfied/ Moderately Important

4 – Less Useful/ Less Clear/ Less Efficient/ Less Satisfied/ Less Important

5 – Not At All



26

Table 1 shows the parameters used by the researchers. 1 corresponds to 1.0 - 1.79

and interpreted as Very Useful/ Very Clear/ Very Efficient/ Very Satisfied/ Very Important.

2 is equivalent to 1.80 - 2.59 and interpreted as Useful/ Clear/ Efficient/ Satisfied/ Important.

3 represents 2.60 - 3.39 and interpreted as Moderately Useful/ Moderately Clear/

Moderately Efficient/ Moderately Satisfied/ Moderately Important. 4 is equal to 3.40 - 4.19

and interpreted as Less Useful/ Less Clear/ Less Efficient/ Less Satisfied/ Less Important.

And 5 correspond to 4.20 - 5.0 and interpreted as Not At All.

Table 2. Broadcasting subject/s handles/handled by the Faculty

Subject Code Subject Description Frequency

BC 213 Introduction to Communication Theory 1

BC 223 A Interpersonal Communication 2

BC 423 B Internship 1

BC 423 C Thesis or Projects in Broadcasting 1

BC 223 B Introduction to Broadcasting 2

BC 313 A Mass Media and Society 2

BC 413 B Development Broadcasting 1BC 413 C Broadcast Research 1

BC 323 E Elective II 2

BC 413 E Elective III 1

BC 423 A Elective IV 1

Table 2 shows the broadcasting subject/s handles/handled by the Faculty. The

column of the frequency represents the number of Faculty who handles/handled

broadcasting subject/s. The subjects Interpersonal Communication, Introduction to

Broadcasting, Mass Media and Society, and Elective II have been handled twice by different

Faculty members. While the subjects Introduction to Communication Theory, Internship,



27

Thesis or Projects in Broadcasting, Development Broadcasting, Broadcast Research,

Elective III, and Elective IV are handled once by different Faculty members.

Table 3. Length of Service of the Faculty

Length of Service Frequency Percentage

1 year 1 16.67 %

2 years 1 16.67 %

3 years 1 16.67 %

4 years 3 50.00 %

Table 3 shows the length of service of the Faculty in Mass Communication and

Performing Arts Department. 3 Faculty members with a percentage of 50% worked in the

Mass Communication and Performing Arts Department for 4 years. 1 Faculty member with

a percentage of 16.67% worked for 3 years, 1 Faculty member with a percentage of 16.67%

worked for 2 years, and 1 Faculty member with a percentage of 16.67% worked for 1 year.

Table 4. Broadcasting subject/s handles/handled by the Faculty-Practitioners

Subject Code Subject Description Frequency

BC 423 C Thesis or Projects in Broadcasting 1

BC 313 A Mass Media and Society 1

BC 313 B Audio Procedures and Operations 1

BC 313 C Fundamentals of Radio Writing 1

BC 313 D Radio Production Direction 1

BC 323 A Broadcast Law and Ethics 1

BC 323 B Video Procedures and Operation 1

BC 323 C Fundamentals of TV Writing 1

BC 323 D TV Production Direction 1



28

BC 413 A Program Planning and Building 1

BC 413 B Development Broadcasting 1

BC 323 E Elective II 2

BC 413 E Elective III 1

Table 4 shows broadcasting subject/s handles/handled by the Faculty-Practitioners.

The frequency column represents the number of Faculty-Practitioners who handles/handled

broadcasting subject/s. The subject Elective II is handled twice by different Faculty-

Practitioners. While the subjects Thesis or Projects in Broadcasting, Mass Media and

Society, Audio Procedures and Operations, Fundamentals of Radio Writing, Radio

Production Direction, Broadcast Law and Ethics, Video Procedures and Operation,

Fundamentals of TV Writing, TV Production Direction, Program Planning and Building,

Development Broadcasting, and Elective III are handled once by different Faculty-

Practitioners.

Table 5. Length of Service of the Faculty-Practitioners in the university


2 years 1 25.00 %

3 years 1 25.00 %

4 years 2 50.00 %

Table 5 shows the length of service of the Faculty-Practitioners in Mass

Communication and Performing Arts Department. 2 Faculty-Practitioners with an average of

50% worked in the university for 4 years. 1 Faculty – Practitioner with an average of 25%

worked in the university for 3 years and 1 Faculty-Practitioner with an average of 25%

worked in the university for 2 years.



29

Table 6. Line of work of the Faculty-Practitioners in the media industry

Work Frequency

Television 3

Radio 2

Print 2

Videographer 1

Table 6 shows the line of work of the Faculty-Practitioners in the industry. There are

3 working for Television, 2 for Radio, 2 for Print and 1 as a Videographer.

Table 7. Length of Service of the Faculty-Practitioners in the media industry


1-3 years 2 50.00 %

8-10 years 2 50.00 %

Table 7 shows the length of service of Faculty-Practitioners in the media industry. 2

Faculty-Practitioners with an average of 50% are working in media for 8-10 years while the

other 2 Faculty-Practitioners with an average of 50% are working in media for 1-3 years.

Table 8. Position of the Media Practitioners

Position Frequency

Radio Announcer 4

Technical Staff 1

Reporter 2

Executive Producer 1



30

Account Executive 1

OIC 2

Segment Producer 1

Production Assistant 2

Producer 1

Associate Producer 1

Manager 3

Clerk 2

Provincial Information

Officer 1

Researcher 1

Program Staff 2

Public Service 2

Traffic Assistant 1

Writer 1

Production Specialist 1

Table 8 shows the position of the Media Practitioners in their fields of expertise. Of

the 30 respondents, 4 are Radio Announcers, 1 is working as A Technical Staff, 2 are

Reporters, 1 is an Executive Producer, 1 is an Account Executive, 2 are working as OICs, 1

is a Segment Producer, 2 are working as Production Assistants, 1 is a Producer, 1 is working

as Associate Producer, 3 are working as Managers, 2 are working as Clerks, 1 is a Provincial

Information Officer, 1 is a Researcher, 2 are working as Program Staff, 2 are working as

Public Servants, 1 is working as Traffic Assistant, 1 is working as a Writer, and 1 is working

as a Production Specialist.



31

Table 9. Company of the Media Practitioners

Company Frequency

MBC 4

RTV 2

PTV 4 3

PPAO 3

ABS CBN 1

TV 5 5

CLTV 36 3

MCDN 3

RMN DZXL 3

Radyo Veritas 1

DZMM 2

Table 9 shows the company wherein the Media Practitioners work. Of the 30

respondents, 4 are working in MBC. 2 are working in RTV. 3 are working in PTV 4. 3 are

working in PPAO. 1 is working in ABS CBN. 5 are working in TV 5. 3 are working in

CLTV 36. 3 are working in MCDN. 3 are working in RMN DZXL. 1 is working in Radyo

Veritas and 2 are working in DZMM.

Table 10. Length of Service of the Media Practitioners


3 years 1 3.33 %

1.5 years 5 16.66 %

.5 year 1 3.33 %

8 years 3 10.00 %



32

7 years 2 6.66 %

1 year 3 10.00 %

2 years 3 10.00 %

32 years 1 3.33 %

14 years 1 3.33 %

12 years 1 3.33 %

5 years 5 16.66 %

10 years 1 3.33 %

4.5 years 1 3.33 %

15 years 1 3.33 %

13 years 1 3.33 %

Table 10 shows the length of service of the Media Practitioners in their field of

expertise. Of the 30 respondents, 1 has been in service for 3 years with a percentage of 3.33

%. 5 have been in service for 1 year and 6 months with a percentage of 16.66 %. 1 has been

in service for 6 months with a percentage of 3.33 %. 3 have been in service for 8 years with

a percentage of 10.00 %. 2 have been in service for 7 years with a percentage of 6.66 %. 3

have been in service for 1 year with a percentage of 10.00 %. 3 have been in service for 2

years with a percentage of 10.00 %. 1 has been in service for 32 years with a percentage of

3.33 %. 1 has been in service for 14 years with a percentage of 3.33 %. 1 has been in service

for 12 years with a percentage of 3.33 %. 5 have been in service for 5 years with a

percentage of 16.66 %. 1 has been in service for 10 years with a percentage of 3.33 %. 1 has

been in service for 4 years and 6 months with a percentage of 3.33 %. 1 has been in service

for 15 years with a percentage of 3.33 %. And 1 has been in service for 13 years with a

percentage of 3.33 %.



33

Table 11. The level of usefulness of BulSU BAMC Broadcasting curriculum for future

careers in the field of broadcast media as perceived by its Faculty

Subject Code AverageStandard

Deviation Interpretation

Introduction to Communication Theory 1.67 1.21 Very useful

Interpersonal Communication 1.83 1.33 Useful

Internship 1.67 1.63 Very useful

Thesis or Projects in Broadcasting 1.83 1.60 Useful

Introduction to Broadcasting 1.67 1.21 Very useful

Mass Media and Society 1.83 1.17 Useful

Audio Procedures and Operations 1.67 1.63 Very useful

Fundamentals of Radio Writing 1.67 1.63 Very useful

Radio Production Direction 1.67 1.63 Very useful

Broadcast Law and Ethics 2.00 1.67 Useful

Video Procedures and Operations 1.50 1.22 Very useful

Fundamentals of TV Writing 1.67 1.63 Very useful

TV Production Direction 1.67 1.63 Very useful

Program Planning and Building 1.83 1.60 Useful

Development Broadcasting 1.67 1.21 Very useful

Broadcast Research 1.67 1.63 Very useful

Elective I 1.67 1.21 Very useful

Elective II 1.83 1.60 Useful

Elective III 1.67 1.21 Very useful

Elective IV 1.67 1.21 Very useful

Table 11 shows the level of usefulness of BulSU BAMC Broadcasting curriculum

for future careers in the field of broadcast media as perceived by its Faculty. The subject

Video Procedures and Operations with an average of 1.50 is viewed to be “Very useful”.

The subjects Introduction to Communication Theory, Internship, Introduction to



34

Broadcasting, Audio Procedures and Operations, Fundamentals of Radio Writing, Radio

Production Direction, Fundamentals of TV Writing, TV Production Direction, Development

Broadcasting, Broadcast Research, Elective I, Elective III, and Elective IV with an average

of 1.67 are deemed to be “Very useful”. The subjects Interpersonal Communication, Thesis

or Projects in Broadcasting, Mass Media and Society, Program Planning and Building, and

Elective II with an average of 1.83 are believed to be “Useful”. And the subject Broadcast

Law and Ethics with an average of 2.00 is considered to be “Useful”.

These results emerged since the Faculty focuses in the theoretical degree. They are

less engage in the field of media; hence, they mostly observe the subjects which are

introductory and basic.

On the other hand, According to the study of Castor, et al. entitled “Assessment on

the Implementation of CMO No.44, s, 1997: Implications for Reinforcing the BAMC

Broadcasting Curriculum”, their respondents also deemed that the subjects Video

Procedures and Operations, Internship, Fundamentals of TV Writing, Broadcast Research,

Elective III, and Elective IV are very useful and related to the current profession of the

graduates.


careers in the field of broadcast media as perceived by its Faculty-Practitioners



Introduction to Communication Theory 1.25 0.50 Very useful

Interpersonal Communication 1.50 0.58 Very useful


Thesis or Projects in Broadcasting 1.75 0.96 Very useful


Mass Media and Society 1.50 0.58 Very useful




35



Broadcast Law and Ethics 1.25 0.50 Very useful




Program Planning and Building 1.25 0.50 Very useful



Elective I 2.00 0.82 Useful

Elective II 1.25 0.50 Very useful

Elective III 1.50 0.58 Very useful

Elective IV 1.75 0.96 Very useful


for future careers in the field of broadcast media as perceived by its Faculty-Practitioners.

The subjects Introduction to Communication Theory, Internship, Broadcast Law and Ethics,

Video Procedures and Operations, Fundamentals of TV Writing, TV Production Direction,

Program Planning and Building, and Elective II are viewed to be “Very useful” with an

average of 1.25. The subjects Interpersonal Communication, Introduction to Broadcasting,

Mass Media and Society, Fundamentals of Radio Writing, Radio Production Direction,

Development Broadcasting, Broadcast Research, and Elective III are deemed to be “Very

useful” with an average of 1.50. The subjects Thesis or Projects in Broadcasting, Audio

Procedures and Operations, and Elective IV are believed to be “Very useful” with an

average of 1.75. And the subject Elective I is considered to be “Useful” with an average of

2.00.



36

These results appeared because the Faculty-Practitioners are working on theories and

applying the knowledge concurrently. As they educate, they could also determine the

purpose of the subjects which are supported by their experiences.

And based on the study of Castor, et al. entitled “Assessment on the Implementation

of CMO No.44, s, 1997: Implications for Reinforcing the BAMC Broadcasting Curriculum”,

their respondents also believed that the subjects Video Procedures and Operations,

Internship, Fundamentals of TV Writing, Development Broadcasting, Broadcast Research,

Elective III, and Elective IV are Very Useful and related to the current profession of the

graduates.


careers in the field of broadcast media as perceived by Media Practitioners



Introduction to Communication Theory 1.90 0.88 Useful

Interpersonal Communication 1.33 0.66 Very useful


Thesis or Projects in Broadcasting 1.77 0.68 Very useful


Mass Media and Society 1.33 0.71 Very useful




Broadcast Law and Ethics 1.20 0.48 Very useful




Program Planning and Building 1.47 0.63 Very useful




37


Elective I 1.83 0.79 Useful

Elective II 1.37 0.56 Very useful

Elective III 1.47 0.68 Very usefulElective IV 1.53 0.63 Very useful


for future careers in the field of broadcast media as perceived by Media Practitioners. The

subject Broadcast Law and Ethics is viewed to be “Very Useful” with an average of 1.20.

The subjects Audio Procedures and Operations and Fundamentals of Radio Writing are

believed to be “Very useful” with an average of 1.23. The subjects Video Procedures andOperations and Fundamentals of TV Writing are deemed to be “Very useful” with an

average of 1.27. The subjects Introduction to Broadcasting, Radio Production Direction, and

TV Production Direction are viewed to be “Very Useful” with an average of 1.30. The

subjects Interpersonal Communication and Mass Media and Society are believed to be

“Very useful” with an average of 1.33. The subject Elective II is considered to be “Very

useful” with an average of 1.37. The subject Internship is viewed to be “Very useful” with

an average 1.43. The subjects Program Planning and Building and Elective III are deemed to

be “Very Useful” with an average of 1.47. The subjects Development Broadcasting and

Broadcast Research are believed to be “Very useful” with an average of 1.50. The subject

Thesis or Projects in Broadcasting is considered to be “Very useful” with an average of 1.77.

The subject Elective I is deemed to be “Useful” with an average of 1.83. And the subject

Introduction to Communication Theory is considered to be “Useful” with an average of

1.90.

These results came out since the Media Practitioners are more in the application

degree. They could observe the importance of each subjects based on their experiences.

Additionally, in relation to the study of Castor, et al. entitled “Assessment on the

Implementation of CMO No. 44, s, 1997: Implications for Reinforcing the BAMC

Broadcasting Curriculum”, their respondents also viewed that the subjects Video Procedures



38

and Operations, Internship, Fundamentals of TV Writing, Development Broadcasting,

Broadcast Research, Elective III, and Elective IV are very useful and related to the current

profession of the graduates.

Table 14. The level of clearness of BulSU BAMC Broadcasting subjects as perceived by its

Faculty



Introduction to Communication Theory 2.33 0.52 Clear

Interpersonal Communication 2.00 0.63 Clear

Internship 1.83 0.41 Clear

Thesis or Projects in Broadcasting 2.00 0.00 Clear

Introduction to Broadcasting 1.83 0.41 Clear

Mass Media and Society 2.00 0.63 Clear

Audio Procedures and Operations 1.67 0.52 Very clear

Fundamentals of Radio Writing 2.00 0.00 Clear

Radio Production Direction 1.83 0.41 Clear

Broadcast Law and Ethics 2.17 0.41 Clear

Video Procedures and Operations 1.83 0.41 Clear

Fundamentals of TV Writing 1.83 0.41 Clear

TV Production Direction 2.00 0.00 Clear

Program Planning and Building 2.33 0.52 Clear

Development Broadcasting 2.00 0.00 Clear

Broadcast Research 2.00 0.63 Clear

Elective I 1.83 0.41 Clear

Elective II 1.67 0.52 Very clear

Elective III 1.83 0.41 Clear

Elective IV 1.83 0.41 Clear



39

Table 14 shows the level of clearness of BulSU BAMC Broadcasting subjects as

perceived by its Faculty. The subjects Audio Procedures and Operations and Elective II are

viewed to be “Very clear ” with an average of 1.67. The subjects Internship, Introduction to

Broadcasting, Radio Production Direction, Video Procedures and Operations, Fundamentals

of TV Writing, Elective I, Elective III, and Elective IV are deemed to be “Clear ” with an

average of 1.83. The subjects Interpersonal Communication, Thesis or Projects in

Broadcasting, Mass Media and Society, Fundamentals of Radio Writing, TV Production

Direction, Development Broadcasting, and Broadcast Research are considered to be “Clear ”

with an average of 2.00. The subject Broadcast Law and Ethics is considered to be “Clear ”

with an average of 2.17. And the subjects Introduction to Communication Theory and

Program Planning and Building are viewed to be “Clear ” with an average of 2.33.

These results appeared since the Faculty are less engaged in the field of media. They

mostly observe the subjects in theoretical aspect.

Table 15. The level of clearness of BulSU BAMC Broadcasting subjects as perceived by its

Faculty-Practitioners

Subject Code Average Standard Deviation

Interpretation

Introduction to Communication Theory 1.75 0.96 Very clear

Interpersonal Communication 1.50 0.58 Very clear

Internship 1.25 0.50 Very clear

Thesis or Projects in Broadcasting 1.75 0.50 Very clear

Introduction to Broadcasting 1.50 0.58 Very clear

Mass Media and Society 1.50 0.58 Very clear

Audio Procedures and Operations 1.50 0.58 Very clear

Fundamentals of Radio Writing 1.50 0.58 Very clear

Radio Production Direction 1.50 0.58 Very clear

Broadcast Law and Ethics 1.50 0.58 Very clear

Video Procedures and Operations 1.50 0.58 Very clear



40

Fundamentals of TV Writing 1.50 0.58 Very clear

TV Production Direction 1.50 0.58 Very clear

Program Planning and Building 1.75 0.96 Very clear

Development Broadcasting 1.50 0.58 Very clear

Broadcast Research 1.75 0.96 Very clear

Elective I 1.50 0.58 Very clear

Elective II 1.50 0.58 Very clear

Elective III 1.50 0.58 Very clear

Elective IV 1.75 0.96 Very clear

Table 15 shows the level of clearness of BulSU BAMC Broadcasting subjects as perceived by its Faculty-Practitioners. The subjects Introduction to Communication Theory,

Thesis or Projects in Broadcasting, Program Planning and Building, Broadcast Research,

and Elective IV are viewed to be “Very clear ” with an average of 1.75. The subjects

Interpersonal Communication, Introduction to Broadcasting, Mass Media and Society,

Audio Procedures and Operations, Fundamentals of Radio Writing, Radio Production

Direction, Broadcast Law and Ethics, Video Procedures and Operations, Fundamentals of

TV Writing, TV Production Direction, Development Broadcasting, Elective I, Elective II,

and Elective III are deemed to be “Very clear ” with an average of 1.50. And the subject

Internship is considered to be “Very clear ” with an average of 1.25.

These results emerged since the Faculty-Practitioners are exposed in the field of

media which supports their knowledge about the subjects.

Table 16. The level of efficiency of BulSU Broadcasting curriculum in meeting thelearning needs of the students as perceived by its Faculty

AverageStandard


2.17 0.41 Efficient



41

Table 16 shows the level of efficiency of BulSU Broadcasting curriculum in meeting

the learning needs of the students by its Faculty. It is believed to be “Efficient” with an

average of 2.17.

These results emerged since the Faculty focuses in the theoretical degree. They are

less engaged in the field of media.

Furthermore, the BulSU BAMC Broadcasting curriculum is based on CMO No. 44,

s, 1997. And according to the study of Castor, et al., The subjects listed in CMO No. 44, s,

1997 are very appropriate to the profession of the graduates.

Table 17. The level of efficiency of BulSU Broadcasting curriculum in meeting the

learning needs of the students as perceived by its Faculty-Practitioners

AverageStandard


1.75 0.50 Very efficient

Table 17 shows the level of efficiency of BulSU Broadcasting curriculum in meetingthe learning needs of the students by its Faculty-Practitioners. It is believed to be “Very

efficient” with an average of 1.75.

These results came out because the Faculty-Practitioners are exposed in both theories

and application.

In addition, the BulSU BAMC Broadcasting curriculum is based on CMO No. 44, s,

1997. And based from the study of Castor, et al., the subjects listed in CMO No. 44, s, 1997

are very suitable to the profession of the graduates.



42

Table 18. The goals met by the college in honing students under BulSU BAMC

Broadcasting curriculum as perceived by its Faculty

Table 18 shows the goals met by the college in honing students under BAMC

Broadcasting Program as perceived by its Faculty. The respondents are “Satisfied” in

Providing Quality Instructions with an average of 2.17. The respondents are “Moderately

satisfied” in Developing / Providing a Culture of Research with an average of 2.67. The

respondents are “Satisfied” in Promoting Social Responsibility with an average of 2.00. And

the respondents are “Satisfied” in Producing Globally Sensitive Graduates with an average

of 2.50. Overall, the respondents are “Satisfied” with an average of 2.33.

These results are supported by the study of Castor, et al. entitled “Assessment on the


Broadcasting Curriculum”. The graduates are very satisfied with their overall performance

in their respective jobs.

Table 19. The goals met by the college in honing students under BulSU BAMCBroadcasting curriculum as perceived by its Faculty-Practitioners

Goals AverageStandard


Providing Quality Instructions 2.00 0.00 Satisfied

Goals AverageStandard


Providing Quality Instructions 2.17 0.41 Satisfied

Developing / Providing a Culture of Research 2.67 0.82 Moderately satisfied

Promoting Social Responsibility 2.00 0.63 Satisfied

Producing Glocally Sensitive Graduates 2.50 0.84 Satisfied

Overall 2.33 0.70 Satisfied



43

Developing / Providing a Culture of Research 2.50 1.00 Satisfied

Promoting Social Responsibility 2.75 0.96 Moderately satisfied

Producing Glocally Sensitive Graduates 2.00 0.82 Satisfied

Overall 2.31 0.79 Satisfied

Table 19 shows the goals met by the college in honing students under BAMC

Broadcasting Program as perceived by its Faculty-Practitioners. The respondents are

“Satisfied” in Providing Quality Instructions and Producing Globally Sensitive Graduates

with an average of 2.00. The respondents are “Satisfied” in Developing / Providing a

Culture of Research with an average of 2.50. And the respondents are “Moderately satisfied”

in Promoting Social Responsibility with an average of 2.75. Overall, the respondents are

“Satisfied” with an average of 2.31.

These results are confirmed by the study of Castor, et al. entitled “Assessment on the


Broadcasting Curriculum”. The graduates are very pleased with their overall performance in

their respective jobs.

Table 20. The level of usefulness of BulSU BAMC Broadcasting facilities as perceived by

its Faculty

Facilities AverageStandard


Radio Booth 2.00 0.89 Useful

Television Booth 2.00 0.89 Useful

Speech Laboratory 2.33 1.03 Useful

Rooms W/Projector 1.67 0.82 Very useful

Ventilation 1.50 0.84 Very useful

Multimedia Room (30 Units) 1.83 1.17 Useful



44

Table 20 shows the level of usefulness of BulSU BAMC Broadcasting facilities as

perceived by its Faculty. The Radio Booth and Television Booth are viewed to be “Useful”

with an average of 2.00. The Speech Laboratory is believed to be “Useful” with an average

of 2.33. Rooms W/Projector is considered to be “Very useful” with an average of 1.67.

Ventilation is deemed to be “Very useful” with an average of 1.50. The Multimedia Room

(30 Units) is viewed to be “Useful” with an average of 1.83. And the Library is considered

to be “Moderately useful” with an average of 2.33.

These results can be based on the fact that the Faculty focuses more on the theories

and less observes the direct relevance of the facilities in the field of media. Possibly, they

have not experienced working in actual laboratories in networks, thus, they more notice the

limitations of the available facilities.


its Faculty-Practitioners


perceived by its Faculty-Practitioners. The Radio Booth and Rooms W/Projector are deemed

Library 2.33 1.37 Moderately useful



Radio Booth 1.25 0.50 Very useful

Television Booth 1.75 0.96 Very useful

Speech Laboratory 2.25 0.96 Useful



Multimedia Room (30 Units) 2.50 1.29 Useful

Library 2.50 1.29 Useful



45

to be “Very useful” with an average of 1.25. The Television Booth is viewed to be “Very

useful” with an average of 1.75. The Speech Laboratory is considered to be “Useful” with an

average of 2.25. Ventilation is believed to be “Very useful” with an average of 1.50. And

Multimedia Room (30 Units) and Library are viewed to be “Useful” with an average of 2.50.

These results appeared since the Faculty-Practitioners could compare the advantage

and limitations of the available facilities on their working field.


Media Practitioners


perceived by Media Practitioners. All facilities are viewed to be “Very useful” with an

average of 1.57 for Radio Booth and Speech Laboratory, 1.43 for Television Booth and

Ventilation, 1.71 for Rooms W/Projector and Library, and 1.54 for Multimedia Room (30

Units).

These results emerged because the Media Practitioners are engaged in the field of

media and are more exposed with the facilities listed above.



Radio Booth 1.57 0.74 Very useful

Television Booth 1.43 0.57 Very useful

Speech Laboratory 1.57 0.69 Very useful



Multimedia Room (30 Units) 1.54 0.58 Very useful

Library 1.71 0.85 Very useful



46

Table 23. The level of importance for the teaching staff to have professional media

experience as perceived by Faculty-Practitioners

AverageStandard


1.25 0.50 Very important

Table 23 shows the level of importance for the teaching staff to have professional

media experience as perceived by Faculty-Practitioners. It is deemed to be “Very important”

with an average of 1.25.

These results are supported by Morgan (2000) with his belief that it is important that

media educators maintain themselves as media practitioners, not only continually exploring

the actualities of current professional practice but also documenting them for others.

Table 24. Involvement of Media Practitioners in teaching enhances the students learning

as perceived by Faculty-Practitioners

Average Standard Deviation

Interpretation

1.50 0.58 Very effective

Table 24 shows the Involvement of Media Practitioners in teaching enhances the

students learning as perceived by Faculty-Practitioners. It is deemed to be “Very effective”

with an average of 1.50.

These results are supported by Morgan (2000) with his belief that new approach

would strengthen the professional media education by taking due account of what is to be

learned.



47

Table 25 and 26. The significant differences among the perception of the Faculty,

Faculty-Practitioners, and Media Practitioners regarding the level of effectiveness of

BulSU BAMC Broadcasting curriculum

Table 25 shows the analysis of variance. The Faculty has an average of 1.72 and a

variance of 1.97. The Faculty-Practitioners have an average of 1.46 and a variance of 0.19.

And the Media Practitioners have an average of 1.43 and a variance of 1.17. These results

were used to compute the P-value that will be applied to assess if there are significant

differences among the perception of the Faculty, Faculty-Practitioners, and Media

Practitioners regarding the level of effectiveness of BulSU BAMC Broadcasting curriculum.

Table 26 shows the P-value. The P-value is 0.61 which is higher than the

predetermined significant level 0.05. It shows that there is no sufficient evidence to say that

there are significant differences among the perceptions of the respondents.

These data yielded such results because of the limited number of Faculty and

Faculty-Practitioners which is poorly balanced with the population of the Media

Practitioners.

Groups Count Sum Average Variance

Faculty 6 10.30 1.716667 1.966667

Faculty-Practitioners 4 5.85 1.4625 0.185625

Media Practitioners 30 42.80 1.426667 0.172195

Source of Variation P-value

Between Groups 0.606806



48

Definition of Terms

Clearness

The comprehensibility of the subject descriptions.



49

Chapter V

Conclusions and Recommendations

Findings of the Study

1. How may the profile of the respondents be described?

1.1 Faculty

1.1.1 Broadcasting subject/s handles/handled.

The data gathered showed that there are 4 subjects more frequently handled by the

Faculty members compared to the other 7 subjects.

1.1.2 Length of service.

The results of the study reflected that there are more faculty members that have been

serving the college for 4 years represented by the 50% of the respondents, compared to those

who have served less than 4 years.

1.2 Faculty-Practitioners

1.2.1 Broadcasting subject/s handles/handled.

The data shows that there is 1 subject which is more frequently handled by theFaculty-Practitioners compared to the other 12 subjects.



50

1.2.2 Length of service (university).

The results of the study show that 50.00 % of the respondents have been in service in

the Mass Communication and Performing Arts Department for 4 years while 25.00 % of the

respondents have been in service for 2 years and 25.00 % of the respondents have been in

service for 3 years.

1.2.3 Line of work (media).

The results of the study show that most of the Faculty-Practitioners worked in

Television with a frequency of 3 out of 4. 2 out of 4 worked in Radio, 2 out of 4 worked in

Print, and 1 out of 4 worked as a Videographer.

1.2.4 Length of service (media).

The results of the study show that 50.00 % of the Faculty-Practitioners have been in

service in the media industry within 1-3 years while 50.00 % of the respondents have been

in service within 8-10 years. The study also found that there are no respondents who have

been in service within 4-7 years.

1.3 Media Practitioners

1.3.1 Position.

The results of the study show that most of the respondents are Radio Announcers

with a frequency of 4 out of 30. 3 out of 30 are Managers, 2 out 30 are Reporters, 2 out 30

are OICs, 2 out 30 are Production Assistants, 2 out 30 are Clerks, 2 out 30 are Program

Staffs, and 2 out 30 are in Public Service. 1 out of 30 is Technical Staff, 1 out of 30 is

Executive Producer, 1 out of 30 is Account Executive, 1 out of 30 is Segment Producer, 1out of 30 is Producer, 1 out of 30 is Associate Producer, 1 out of 30 is Provincial

Information Officer, 1 out of 30 is Researcher, 1 out of 30 is Traffic Assistant, 1 out of 30 is

Writer, and 1 out of 30 is Production Specialist.



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1.3.2 Company.

The results of the study show that most of the respondents are from TV 5 with a

frequency of 5 out of 30. 4 out of 30 are from MBC. 3 out of 30 are from PTV 4, 3 out of 30

are from PPAO, 3 out of 30 are from CLTV 36, 3 out of 30 are from MCDN, and 3 out of 30

are from RMN DZXL. 2 out of 4 are from RTV and 2 out of 4 are from DZMM. 1 out of 30

is from ABS CBN and 1 out of 30 is from Radyo Veritas.

1.3.3 Length of service.

The results of the study show that 16.66 % of the respondents have been in service

for 5 years as well as in 1 year and 6 months. 10.00 % of the respondents of the respondents

have been in service for 8 years, 10.00 % of the respondents of the respondents have been in

service for 2 years as well as in 1 year. 6.66 % of the respondents of the respondents have

been in service for 7 years. 3.33 % of the respondents of the respondents have been in

service for 3 years, 3.33 % of the respondents of the respondents have been in service for 6

months, 3.33 % of the respondents of the respondents have been in service for 32 years, 3.33

% of the respondents of the respondents have been in service for 14 years, 3.33 % of the

respondents of the respondents have been in service for 12 years, 3.33 % of the respondents

of the respondents have been in service for 10 years, 3.33 % of the respondents of therespondents have been in service for 4 years and 6 months, and 3.33 % of the respondents of

the respondents have been in service for 15 years and as well as in 13 years.

The study also found that the longest length of service is 32 years while the shortest

length of service is 6 months.



52

2. What is the level of usefulness of BulSU BAMC Broadcasting curriculum for future

careers in the field of broadcast media as perceived by its Faculty, Faculty-Practitioners,

and Media Practitioners?

2.1 Faculty.

The results of the study show that 14 out of 20 subjects are deemed to be Very

Useful while 6 out of 20 subjects are believed to be Useful.

2.2 Faculty-Practitioners.

The results of the study show that 19 out of 20 subjects are viewed to be Very Useful

while 1 out of 20 subjects are conceived to be Useful.

2.3 Media Practitioners.

The results of the study show that 18 out of 20 subjects are believed to be Very

Useful while 2 out of 18 subjects are considered to be Useful.

3. What is the level of clearness of BulSU BAMC Broadcasting subjects as perceived by its

Faculty and Faculty-Practitioners?

3.1 Faculty.

The results of the study show that 18 out of 20 subjects are believed to be Clear

while 2 out of 20 subjects are considered to be Very Clear.


The results of the study show that all subjects are viewed to be Very Clear.



53

4. What is the level of efficiency of BulSU BAMC Broadcasting curriculum in meeting the

learning needs of the students as perceived by its Faculty and Faculty-Practitioners?

4.1 Faculty.

The results of the study show that the BulSU BAMC Broadcasting curriculum is

Efficient in meeting the learning needs of the students.


The results of the study show that the BulSU BAMC Broadcasting curriculum is

Very Efficient in meeting the learning needs of the students.

5. How much of the goals are met by the college in honing students under BulSU BAMC

Broadcasting curriculum as perceived by its Faculty and Faculty-Practitioners?

5.1 Faculty.

The results of the study show that the respondents are Satisfied with the goals of the

college in honing students under the BulSU BAMC Broadcasting curriculum.


The results of the study show that the respondents are Satisfied with the goals met by

the college in honing students under the BulSU BAMC Broadcasting curriculum.



54

6. What is the level of usefulness of BulSU BAMC Broadcasting facilities as perceived by its

Faculty, Faculty-Practitioners, and Media Practitioners?

6.1 Faculty.

The results of the study show that 4 facilities, Radio Booth, Television Booth,

Speech Laboratory and Multimedia Room, are deemed to be Useful. 2 facilities, Rooms with

Projector and Ventilation, are believed to be Very Useful while the Library is considered to

be Moderately Useful.


The results of the study show that 4 facilities, Radio Booth, Television Booth,

Rooms with Projector and Ventilation are viewed to be Very Useful while 3 facilities,

Speech Laboratory, Multimedia Room and Library are conceived to be Useful.

6.3 Media Practitioners.

According to the response of the media practitioners, all the facilities provided by the

college are all very useful.

7. What is the level of importance for the teaching staff to have professional media

experience as perceived by Faculty-Practitioners?

The results of the study show that it is Very Important for the teaching staff to have

professional media experience.



55

8. How much of the involvement of Media Practitioners in teaching enhances the students

learning as perceived by Faculty-Practitioners?

The results of the study show that the involvement of Media Practitioners in teaching

is Very Effective in enhancing the students learning.

9. Are there significant differences among the perception of the Faculty, Faculty-


Broadcasting curriculum?

There are no significant differences among the perception of the Faculty, Faculty-


Broadcasting curriculum. Moreover, the study also found that there is no sufficient evidence

to say that there are significant differences among the respondents.

Conclusions

After analyzing and interpreting the findings, the researchers revealed and were able

to obtain the following conclusions:

1. Majority of the Faculty and Faculty-Practitioners for the program have served the

college ever since the curriculum has been implemented. They have been provided

with equal opportunities to teach subjects that are of their expertise.

2. Internship, Introduction to Broadcasting, Audio Procedures and Operation,

Fundamentals of Radio Writing, Radio Production Direction, Video Procedures and

Operation, Fundamentals of TV Writing, TV Production Direction, Development

Broadcasting, Broadcast Research, Elective III and Elective IV are the subjects that

are perceived to be Very Useful for future careers in the field of broadcast media by

the Faculty, Faculty-Practitioners, and Media Practitioners.



56

3. With the course descriptions provided by the College of Arts and Letters, the

subjects Audio Procedures and Operation and Elective II are perceived to be Very

Clear by the Faculty and Faculty-Practitioners. Furthermore, the researchers have

concluded that the Faculty and Faculty-Practitioners viewed the course descriptions

differently. For the Faculty, most of the subjects are Clear while the Faculty-

Practitioners deemed most of the subjects as Very Clear.

4. The Faculty and Faculty-Practitioners viewed the level of efficiency of the BulSU

BAMC Broadcasting curriculum in a different manner. For the Faculty, it is Efficient

in meeting the learning needs of the students while the Faculty-Practitioners believed

it to be Very Efficient.

5. Both of the Faculty and Faculty-Practitioners are Satisfied with the goals of the

College of Arts and Letters in honing students under the BulSU BAMC Broadcasting

curriculum. Specifically, they are satisfied in Providing Quality Instructions and

Producing Globally Sensitive Graduates.

6. Most of the facilities are deemed by the Faculty to be Useful while the Faculty-

Practitioners believed them to be Very Useful. On the other hand, all of the facilities

are viewed by the Media Practitioners to be Very Useful. Specifically, Rooms with

Projector and Ventilation are the facilities that are perceived to be Very Useful by

the Faculty, Faculty-Practitioners, and Media Practitioners.

7. The Faculty-Practitioners perceived that it is Very Important for the teaching staff to

have professional media experience.

8. The Faculty-Practitioners perceived that the involvement of Media Practitioners in

teaching is Very Effective in enhancing the students’ learning.

9. The Faculty, Faculty-Practitioners, and Media Practitioners do not differ on their

perceptions regarding the effectiveness of BulSU BAMC Broadcasting curriculum.



57

Recommendations

1. The Department Chair may consider the expertise, teaching capability, and

length/depth of service in assigning faculty in handling a particular subject.

2. The Department Chair may be very careful in appointing faculty who would handle

the subjects which are believed to be crucial and essential to the field of broadcast

media. The subjects must be thoroughly analyzed and examined if they are definitely

in line in the field of broadcast media and to be at pace with the fast changing

demands of time, further making the program and its subjects more effective and

relevant to the development of the future media practitioners. Writing subjects

resulted to be Very Useful, hence, these should be given more attention and

offer more subjects that are related. Elective subjects could also be separated. The

subjects Introduction to Theater Arts, Introduction to Journalism, Introduction to

Communication Research, Radio Speech and Performance, Television Speech and

Performance, Television Production Design, Video Post Production, Broadcast

Journalism, Music in Broadcasting, Broadcast Advertising, Educational

Broadcasting, and Broadcast Management may be studied and possibly offered

individually.

3. The Mass Communication and Performing Arts Department may conduct an

orientation for the Faculty and Faculty-Practitioners concerning the subjects

offered under BAMC Broadcasting. The College of Arts and Letters may also

provide a more specific course description for the educators and students.

4. The Mass Communication and Performing Arts Department may give regular

seminars and trainings to the Faculty to keep their knowledge up to date in the field

of broadcast media.

5. The Mass Communication and Performing Arts Department may review its goals

and thoroughly evaluate if they are in line with the curriculum of BAMC

Broadcasting.



58

6. The Radio Booth, Television Booth, Speech Laboratory, Multimedia Room, and

Library should also be part of the evaluation for further innovation.

7. The College of Arts and Letters may invite and engage more practitioners that may

enhance students’ learning to be part of Communication and Performing Arts

Department. The practitioners may also serve as link for the networks, students, and

graduates.

8. Future researchers may conduct a study involving the perceptions of Media

Practitioners about the BAMC Broadcasting curriculum. They may use in-depth

interview to get their deep insights, ideas and suggestions.

9. Further research may be conducted regarding the performance evaluation of the on-

the-job trainees and a tracer study to further evaluate the effectiveness of the BAMC

Broadcasting curriculum.

10. Future researchers may conduct a study concerning on the alignment of the goals of

College of Arts and Letters with the BulSU BAMC Broadcasting curriculum.



59

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“An Evaluation of the Effectiveness of BulSU BAMC Broadcasting Curriculum as Perceived by its Faculty, Faculty-Practitioners, and Media Practitioners”