ABSTRACT

TITLE: THE TECHNOLOGY COURSES OF THE ENGINEERING PROGRAM OF THE POLYTECHNIC INSTITUTE OF AQUINAS
UNIVERSITY OF LEGAZPI
AUTHOR: MAPE, MARY ANN A.

Mape, Mary Ann A., “THE TECHNOLOGY COURSES OF THE ENGINEERING PROGRAM OF THE POLYTECHNIC INSTITUTE OF AQUINAS UNIVERSITY OF LEGAZPI,” (Unpublished Dissertation, Graduate school, Aquinas University of Legazpi, 2008).

This study assessed the technology courses offered in the Engineering Program of the Polytechnic Institute of Aquinas University. In particular the study sought to shed light on the following: 1) the status of the technology courses in the engineering program of the Polytechnic Institute of Aquinas University in terms of laboratory facilities and equipment, faculty and instruction; 2) the curricular relevance of the technology courses; 3) the strengths and weaknesses of the technology courses; 4)the challenges that would strength the technology courses; 5) the developmental strategies that may be drawn to strengthen the technology course; 5) the developmental strategies that may be drawn to strengthen the technology course; and 6) the implication that may be drawn for developmental education.
This study utilized the descriptive-evaluative type of research. It made use of the questionnaire checklist to gather the needed data. On- site inspections of the laboratory and informal interviews with the faculty, students and laboratory technician were conducted to verify the gathered data. Engineers who were actively involved in their field of specialization were also asked to participate in the survey to verify the curricular relevance of the technology courses.

There were four sets of respondents who were the primary sources of data: 108 students, 15 faculty members, 2 laboratory technicians and 58 engineers, making up a total of 183 respondents.

Secondary data were likewise utilized. These were the list of students, faculty members and laboratory technician used in determining the respondents of the study and list of industries. Other sources of data were the faculty profile, administrator’s faculty performance evaluation records 2003-2007, laboratory technician’s profile, Engineering Curriculum 2004, the syllabus of the technology courses, TESDA Training Regulations, CHED Policies standards and guidelines for engineering education and Aquinas University’s Strategic Plan 2006-2016.

Statistical tools used in the analysis of data were: frequency count, weighted mean and percentage.

Findings
The Study revealed the following findings.
1. The status of the technology courses along laboratory rooms, equipment and supplies, maintenance and
improvement and safety were as follows.

The laboratory rooms used for the technology courses of BSCoE and BSECE were very good. The laboratory
rooms of the masonry and re-bar fixing had mean ratings of good, with the machining and welding laboratory having the lowest mean of only 2.95.

The equipment and supplies of BSCE, BSCoE, and BSECE were rated very good, while the BSIE was rated only good. The maintenance and improvement of the laboratory facilities and equipment of the four courses drew out mean ratings of very good. In terms of laboratory safety, the mean ratings for BSCE and BSECE were very good, while for BSIE and BSCoE were only good.

The status of faculty in terms of all the provisions under academic qualifications was rated very good to excellent. Hiring only the qualified instructors and aiming to hire the best people were among the practices of the University. Such practices which were vividly seen by the respondents, promted them to rate recruitment policy excellent.
Along teaching assignment, the respondents’ ratings vacillated from very good to excellent. It was also found out that the teaching performance of the faculty handling technology courses was very good.

The status of instruction in the different technology courses in the four Engineering programs was effective. The overall mean of very good support this claim. The evaluation of academic performance of students was rated very good. Administrative measures for effective instruction which include monitoring of attendance and punctuality, provision for faculty substitution, periodic faculty evaluation by academic head and students, dialogues involving administrators, faculty and students, and make-up class provision for missed classes, were rated very good.

2. The curricular relevance of the technology courses were assessed through the responses of the engineers
representing the industries. The survey revealed that the technology course masonry and re-bar fixer were found very relevant (2.4) to civil engineering. Computer Technology was found very relevant (3.0) to computer engineering and electronics technology was likewise found very relevant (2.3) to electronics and communications engineering. Machining and welding were only found to be relevant (2.0) to industrial engineering.

3. The strengths and weaknesses of the technology courses of the engineering program of Polytechnic Institute of
Aquinas University as perceived by the respondents along the area of laboratory, faculty and instruction are as follows.
The electronics and computer technology classes were using the same room for their laboratory class. The room provided an area at least 2 sq.m per student. The sound level did not exceed to 80 decibels. It had adequate ventilation and the illumination level inside the room was adequate and conformed to existing building code.
The tools and equipment for the technology courses masonry, re-bar fixing, computer technology and electronics technology were available and sufficient and functioning well. Essential services needed for masonry and re-bar fixing courses such as water and gas outlet were present.
For computer and electronics technology, the materials and resources were well provided while the equipment, apparatus and supplies were up-to-date and adequate for small groups of 2-5 students.
There was one full time lab technician or assistant for maintenance and distribution of apparatus and equipment. There was storage room to store or shelf all equipment, apparatus and supplies when not in use. There was an inventory equipment which was updated annually.
The safety practices considered well implemented were the checking of the electrical connections of equipment before connecting to power supply and the availability of fire extinguishers with proper specifications.
The strengths of the technology courses along the area of faculty were on academic qualification, teaching experience, professional experience, recruitment policy, teaching assignment and teaching performance.
All faculty members found the recruitment policy of the university in terms of its content, implementation and procedure as extensive and functioning very well. The study found that the teaching assignment and responsibility of the faculty members were limited within the area of their specific training or field experience. The teachers made good use of the course syllabi.
The status of technology courses along instruction was assesses through the faculty’s classroom management system, evaluation of academic performance of the student and administrative measures for effective instruction. It was also found that the method of the student’s evaluation of academic performance was very good.
The strength of administrative measures to ensure effective instruction was shown on the following strategies. Adequate measures were taken to ensure punctual attendance of the faculty and students in their respective classes. There was a periodic faculty evaluation by the academic head and students. A provision for teachers to make up for missed classes was in place. It shown through the faculty substitution program of the college.
The technology courses also showed weaknesses in a certain areas of the laboratory, faculty and instruction. There were as follows:
The technology laboratory classes of the civil engineering students and industrial engineering were conducted in the same room. There was a limited space for the workshop, equipment, circulation of the students and faculty and it also doubled as lecture room. The tools and equipment for machining and welding were inadequate. Safety devices such as: First aid kit, safety goggle, safety shield, fire extinguisher, safety shoes were found inadequate. The equipment, apparatus and supplies used were not up-to date and adequate for small groups of 2-5 students.
The computer technology laboratory class has yet to satisfy a 1:1 student to computer radio at one-time,in its assembling and disassembling activities. Likewise the electronics technology laboratory class has yet to satisfy a 1:1 student to electronics product ratio at one-time, for its assembling and dissembling activities. In addition, the equipment, apparatus and supplies used were not up-to-date and adequate for small groups of 2.5 students.
Students, faculty and the laboratory technicians observed that the safety rules, regulations and evacuation procedures were not posted in conspicuous places. The respondents of the machining,welding,masonry and re-bar fixing also noted that there was no provision for the removal of dust and fumes.Niether was there annual training program in laboratory safety for those using or working in the laboratory nor an annual training or orientation on fire and earthquake evacuation procedures including evacuation drills for students and staff.
In terms of the faculty of the technology courses, the weakness noted was in the teaching performance. It was found that the faculty made limited use of audio visual resources in teaching. All the indicated items in the area of instructional process were rated only within 3.36 to 3.96 as compared to other areas of instruction which rated within 3.97 to 4.37.
Finally, along the area of administrative measure for effective instruction, the study revealed that dialogues involving the administration, faculty and students were not encouraged. This item was the weakness point of this category.

4. Challenges to strengthen the technology courses are presented as opportunities and threats. The challenges lie on how to take advantage of the opportunities and how to address the threats.
The availability of tools and equipment in masonry, re-bar fixer, computer and electronics technology guarantee that students have a hands-on learning or experience. The available tools and equipment for the machining and welding can also be utilized in the repair and maintenance of service vehicle, repair and or fabrication of steel windows and steel gates, repair of laboratory equipment and tools and support equipment for the maintenance department.
Students would have a better chance to pass the practical skills assessment test of TESDA. In terms of enrollment this could be a come-on for students to enroll in the college and thereby increase the university population.
The following are the threats identified along the area of laboratory.
The limited space for the working area and equipment area of the machining welding, masonry and re-bar fixer diminish learning. Effective learning is sacrificed in a crowded room.
Along the area of faculty, the following opportunities were noted based on the strengths of the faculty.
The faculty members teaching technology course were professionally and educationally qualified. The faculty can be tapped in conducting masonry, re-bar fixing, maching, welding, computer and electronics technology to interested personnel of the university as an extension activity of the college for the internal community.
With qualified faculty to teach technology courses, the university can consider the idea of putting up short-term vocational courses.
The following are the threats based on the weaknesses identified along the area of faculty.
The percentage of the faculty teaching technology courses, hired on a part-time basis is seventy five percent. This indicates an unstable faculty line-up as the university has no hold on them after each close of the semester.
The following are the opportunities based on the strengths identified along the area of Instruction.
The noted strength of the technology course along the area of instruction is that, quality students would be attracted to enroll in the university thus augmenting the enrollment.
A quality instruction would project high regard for the graduates. Industry partnerships would be encouraged thereby widening the university’s linkages.
The threat based on the weaknesses identified along the area of Instruction.
Graduates of engineering end up being employed as technicians rather than as engineers due to the high demand of jobs requiring competence on technology courses. The objectives of the engineering curriculum are then compromised.

5. Developmental Strategies to strengthen the technology courses were incorporated in the Strategic Development Plan as an output of this research.
The thrust of the strategic plan developed was on the transformative education. It incorporates the vision of the university to be the dynamic and proficient center of education.
The strategic development plan for the technology courses delved on the areas of laboratory, faculty and instruction. It also had plans for the linkages, environment and resource generation.

6. The implication of technology courses for developmental education is summarized as follows. Technology courses aid developmental education in achieving its aims at helping engineering students achieve their maximum potential and enhance their chances for obtaining gainful employment. Technology courses become relevant to learning when learners become culturally, temporally and contextually trained. In making education real the curriculum should incorporate the integration of instruction with research, extension and production, a curriculum that is meaningful and relevant to an individual’s life and helps provide sustainable livelihood.

Conclusions
Based on the summary of findings of the study, the conclusions drawn are the following:
1. The status of the laboratory in terms of the room, equipment and facilities, maintenance and improvement as well as safety for all the technology courses was generally very good. The maintenance and improvement aspect of equipment and facilities had the highest numerical mean rating.
The status of technology course along faculty was found to be very a very good feature of the college of engineering. The aspect of recruitment policy, teaching assignment was also assessed as very good with the numerical rating going in the borderline of excellent. Of the four aspects of faculty, teaching performance had the lowest numerical mean.
The study showed that the faculty effiency manages a class, reliable in the evaluation of the academic performance of students and there is a provision for control and monitoring to ensure the faithful delivery of instruction is observed.

2. The technology courses embedded in the civil engineering, computer engineering and ECE curriculum were found to be very relevant in terms of satisfying some of the job requirements of these engineering courses.However, the machining and welding courses of the BSIE were rated only “relevant.”

3. The strengths and weaknesses of the technology courses along laboratory, faculty and instruction were identified based on the computed mean of the responses. The strengths and weaknesses varied for each technology course offered.

4. The challenges identified were meant to strength the technology courses. The challenges were actually the perceived opportunities and threats based on the strengths and weaknesses.

5. The developmental strategies to strengthen the technology courses were incorporated in the strategic development plan which was consistent with the strategic goal of the university.

6. The implication of the technology courses for developmental education were elucidated through the successful transformation and development from layperson to a “skilled engineer” over the course of the degree program. It further explained that the technology courses aid developmental education is achieving its aims at helping engineering students achieve their maximum potential and enhance their chances for obtaining gainful employment.

Recommendation
Guided by the findings and conlusion, the following recommendations are offered:
1.1 A laboratory subject should be added to a technical subject especially for engineering courses to provide the venue for validation of theories, conduct of experiments and for practical hand-on activities. The status of the laboratory of the technology subjects must be adequate in terms of the workshops area, tools, equipment, supplies, materials and resources.
1.2 A scheme on differentiated tuition and compensation package for faculty teaching technology and professional subjects should be studied to reduce the fast turn-over of faculty.
1.3 A program for upgrading, retooling and training of teachers for technology courses must be in place to ensure a constant availability of teachers further development of the faculty.

2. For the curriculum to be relevant, the study recommends the following strategies.
2.1 A regular assessment of its curriculum to ensure its relevance to the needs of education and society locally
and globally. There must be needs assessment as far as curriculum should conform to the needs of the
industry. Hence, representatives from industries, alumni and community must be invited to gather input.
2.2 Representatives of the industry may be regularly invited in the campus for dialogues or conference for
linkages and networking and secure grants for our laboratory upgrading.
2.3 The study recommends recreating the program such as adopting a ladderized engineering course to provide
the students the means to work and study at the same time.
2.4 The incorporation of the technology courses in engineering curriculum is a response to the needs of business
industry and provides educational pathways emphasizing on skills and competencies instead of just
managerial theory.

3.to ensure that the strengths of the technology courses are sustained, there must be a periodic evaluation of the policies, plans and programs of the university.