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University of Santo Tomas

College of Education

España, Manila

An Analysis of the List of Courses


of the
University of Santo Tomas
Bachelor of Arts in Communication Arts

In Partial Fulfillment of the Requirements


In
EDUC 208
(Curriculum Development)

Submitted by:
Buban, Henry Raphael
Tarun, Ma. Fatima

Submitted to:
Prof. Jose Dakila N. Espiritu, Ph.D.

May 13, 2016


I. BACKGROUND OF THE STUDY

The study aims to evaluate the efficiency and effectivity of the curriculum of the

Bachelor of Arts in Communication Arts by the University of Santo Tomas. The study

also expounds on how the implemented curriculum aligns itself with the objectives of

the program as it produces competent professionals. In observing its adequacy, a

transcript of records taken from Mr. Jedd Christian Tiburcio was used to examine the

curriculum of the said program.

The study familiarizes us future teachers with the different kinds of curriculum we

can encounter. From the study, we expect to learn about designing and implementing

the curriculum and how the courses included in it may help the students of the

program attain their desired outcomes. We would also like to find out how effective a

curriculum is based on how the subjects are arranged and why it is important to do

so.

II. TRANSCRIPT ANALYSIS

A. CRITERIA IN THE SELECTION OF THE SUBJECT MATTER CONTENT

(FLUVISS)

FEASIBILITY-

LEARNABILITY-

UTILITY-

VALIDITY-

INTEREST-

SIGNIFICANCE-

SELF-SUFFICIENCY-

B. ORGANIZATION OF THE LEARNING CONTENTS (BASIC) (PALMA 2002)

BALANCE – The student’s AY 2011-2012 consisted of 18 courses; the 1 st and 2nd

Terms had 9 courses each. The 1st Term had the courses ENG 1, MATH 101, PGC,

PHL 1/101, LIT 101A, and THY 1 for the General Education; CA 1 and CWG for the

Major subjects; and Korfball for PE. The 2nd Term had ENG 2, ETAR, PHL 2/102, LIT

102A, HST 101, and THY 2 for the General Education; SCL 101 and CA 2 for the

Major subjects; and Social Dancing for PE. The student’s AY 2012-2013 consisted of

20 courses; the 1st and 2nd Terms had 10 courses each. The 1 st Term had the courses

ENG 3, MATH 600A, NS 101, PSY 1, HIST 102, and PHL 5 for the General
Education; CA 3 and CA 4 for the Major subjects; Badminton for PE, and CWS for

NSTP. The 2nd Term had FIL 1, ENG 4, NS 201, PHIST, RC, and SCL 3 for the

General Education; PHL 103 and CA 5 for the Major subjects; Basic Volleyball for

PE, and CWS for NSTP. AY 2013-2014 consisted of 16 courses; the 1 st and 2nd

Terms had 8 courses each. The 1st Term had the courses SNP 1, FIL 2, COMP, and

LIT 103 for the General Education; CA 6, CA 7, CA 8, and CA 9 for the Major

subjects. The 2nd Term had the courses FIL 3, SPN 2, HUM 1, and LIT 104 for the

General Education; CA 10, CA 11, CA 12, and CA 13 for the Major subjects. AY

2014-2015 consisted of 14 courses; the 1st and 2nd Terms had 7 courses each. The

1st Term had SCL 9 for the General Education; CA 14, CA 15, CA 16, CA 17, PRACT,

and THESIS 1 for the Major subjects. The 2nd Term had PHL 104 for the General

education; CA 18, CA 19, CA 20, CA 21, CA 22, and THESIS 2 for the Major

subjects.

ARTICULATION – The courses offered in the B.A. in Communication Arts curriculum

advance in a logical order, with its major subjects aptly coded from 1-22. The

introductory and first major subject of the program was already established in the

First Year, First Semester. The succeeding major (CA 2) was offered in the First Year,

Second Semester. The next two Communication Arts subjects (CA 4 & CA 5) were

offered in the Second Year, Second Semester, a deviation from the first two

semesters where the CA subjects were offered one by one. However, in the next

semester, there was only one CA course again. The remaining 12 CA subjects were

then divided and distributed within the remaining four semesters, each having 4 CA

subjects. The organization and scaffolding of one another of the major subjects

assures the progression and development of the students’ knowledge and skills in

the program.

SEQUENCE – There is a sequencing of the courses from fundamental to advance,

and is evident in the curriculum of the program. From the first major course (CA 1) up

to the last (CA 22), the complexity of the content is apparent. The two thesis courses

are reinforced by the practicum and all the other major subjects from the current and

past semesters. The pattern or sequence of the courses were appropriate so as not

to compromise the quality and quantity of what the students should learn from the

program.
INTEGRATION – All of the courses are reinforcements and pre-requisites of the

succeeding courses in the next semesters. It follows a progression from basic to

complex. This ensures the relevance and quality of what the students should learn.

Having finished the theoretical courses in the earlier semesters, the students are

well-prepared for the practice and application in the latter semester.

CONTINUITY – Based on the records, the student had been responsible and diligent

enough as he did not fail any subject and his grades are all above average since the

first semester of the first year. He has continued to uphold his competence as he

advanced toward the last stages in his education, bringing with him the knowledge,

skills, and values he has learned in his four-year program.

C. CURRICULUM DESIGN

The Bachelor of Arts in Communication Arts program is designed to provide a

student of Communication Arts with the fundamental knowledge and skills as

they prepare to serve the community and the country. The students are also

expected to be responsible in the utilization of media. The curriculum is problem-

centered and is focused on the learners, their capabilities, needs, and interests. It

centers on the life situations, contemporary life problems, areas of living and

many others.

D. DIMENSIONS OF CURRICULUM DESIGN)

The scope of the curriculum of the Bachelor of Arts in Communication Arts is

divided into eight semesters, two semesters per year level. The curriculum is

sequenced and patterned according to the content of the courses. The pre-

requisite courses sustain the continuity of the subjects and support the

succeeding subject areas. These courses scaffold and reinforce each other, from

the fundamental to the complex, as the students advance in knowledge and skills

and achieve the learning objectives set by each course in the curriculum.

III. RECOMMENDATIONS
From the observation of the curriculum and the information stated in the transcript of

records, the curriculum is highly likely to produce skilled Communication Arts majors

who uphold the core values of the University of Santo Tomas—committed,

compassionate, and competent—and are responsible enough in their extensive use

of the media in their field of work. However, it is recommended that there should be a

balanced distribution on the major subjects as it varies per semester. The curriculum

should also adapt to the changing times and trends by innovating the courses

already present to cater to the needs of the modern world, students, and industry.