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THE INTEGRATION OF

THE IGNATIAN PEDAGOGICAL PARADIGM


IN TEACHING AT COLÉGIO DE SANTO INÁCIO DE
LOIOLA,
SCHOOL YEAR 2013

A Thesis
Presented to The Faculty of the Graduate School
Xavier University, Cagayan de Oro City

In Partial Fulfillment of the Requirements for the
Degree
Master of Arts in Education By
SIDELIZIO ORNAI PEREIRA
Major in School Management August 2013
*STUDENTS’
CHARACTERISTICS *THE INTEGRATION OF
-Gender IGNATIAN PEDAGOGICAL
PARADIGM (IPP) IN
-Grade Point Average (GPA) TEACHING
-General Scholastic Aptitude
(GSA/Entrance Exams Result)
-Family income - Context
- Experience
TEACHER'S CHARACTERITCS - Reflection
-Teaching Experience - Action
-Educational Qualification - Evaluation

-Attitude towards teaching

Figure 1.5 A Schema that shows the Relationship of the Variables of the Study
Problem 1

Problem 1. What is the profile of the following:


1.1 Students
1.1.1 Gender
1.1.2 Grade Point Average (Grade 7)
1.1.3 General Scholastic Aptitude (Entrance Test)
1.1.4 Family Income
1.2 Teachers
1.2.1 Teaching Experience
1.2.2 Educational Qualification
1.2.3 Attitude towards Teaching

Problem 1 is hypothesis-free. The findings are illustrated


in
tables 1.1 and 1.2. Table
Table 1.1 Distribution of Student-Respondents by
some characteristics

Table 1.1 shows that majority


(69%) of the students are
boys in terms of gender.
Forty-one percent of the
student obtained a poor GPA
rating. This is nearly half of
the students. Only 5% of the
students got an excellent
GPA.
Table 1.2 Distribution of Student-Respondents by
their additional
characteristics.
Table 1.3 Distribution of Teachers
by Some Characteristics [n=7]
Problem 2:

Problem 2. What is the teacher’s level of Integration of


Ignatian Pedagogical Paradigm (IPP) in Teaching in terms
of the following:
2.1 Context
2.2 Experience
2.3 Reflection
2.4 Action
2.5 Evaluation

Problem 2 is hypothesis-free. The findings are illustrated in
Tables 2.1 to 2.5.
Table 2.1 Distribution of Student-Respondents by
Their Evaluation on the Integration of CONTEXT –
IPP in Teaching at CSIL

v  and the other 10 items, such as ends the


class on time (item 2), starts the class
with a prayer (item 3), ends the class wi
a prayer (items 4), is friendly and
approachable (item 6), verifies the
lesson (item 8), involves me in talking
about the last topics (item 9), knows how
v  From the indicators of table 2.1, item 12 is neat to adjust to my intellectual capability
and dresses well (mean = 3.87, very high), were (item 11), discusses with me about my
rated very high; weak and strong point (13), does not
scold me in front of other students in the
v  the other indicators stating starts class on time class item (item 14), keeps confidential
(item1), comes to class well prepared (item 6), matter about myself (item 15) were rate
high.
presents the objectives of the lesson (item 7),
understands and guides me well (item 10) were
also rated very high,
Meanwhile, item 15 gives me
appropriate assignment to follow-up
topics taken in the class is rated as very
high (mean = 3.72).

Table 2.2 shows evaluation of the teachers


by student-correspondents on IPP in terms The overall rated of items 1 to 16 as
of experience. The finding implies that the high is a good reflection of the
majority of the teachers of Colégio de per formance of the teachers in
Santo Inácio de Loiola delivered well in teaching.
their teaching.

To some extent, they show the mastery of the The finding implies that the majority of
subject matter (mean = 3.68); employed the teachers of Colégio de Santo Inácio
student-centered technique (mean = 3.66); de Loiola teach well and provide good
encourages group work, class activity, group atmosphere according to the Ignatian
discussion and cooperative learning (mean = Paradigm because of their experiences
3.64), gives enough time for lecture and allows of IPP in the previous school.
students to perform activities (mean = 3.64)
are rated as high.
Table 2.3 Distribution of Student-Respondents by
Their Evaluation on the Integration of REFLECTION –
IPP in Teaching CSIL

The value of self-discipline (mean = 3.67


the value of sensitivity to the needs of
others (mean = 3.55); the value of open-
mindedness (mean = 3.59); the value of
perseveration (mean = 3.55); and the
value of respect (mean = 3.75).

The following indicators in table 2.3 which


These findings indicate that the majority
were rated high support such result: the
of the respondents have observed,
value of team work (mean = 3.69); the
identified and recognized the importanc
value of self honesty (mean = 3.60); the
of the teacher’s consistency in giving
value of self-activity (mean = 3.63); the
them the significance of values in
value of hard work (mean = 3.60); the
learning.
value of critical thinking (mean = 3.68);
Table 2.4 Distribution of Student-Respondents by
Their Evaluation on the Integration of Action –
IPP in Teaching CSIL
Table 2.4 presents the evaluation of th
teachers by student-correspondents on IPP
terms of Action. Table 2.4.1 presents th
summery of the results in GRASPS (Goal, Role
Audience, Situation, Product, an
Standards) rated as very good to excellen
It implies that students are very active an
Table 2.4.1 presents the summery creative in carrying out the task.
of the results in GRASPS
performed by student-respondents
All the indicators in table 2.4 were rated hig

These finding implies that the doing part of


IPP is present both in substance and form.
The act of motivating and living out the
Ignatian values are deep.
Table 2.5 Distribution of Student – respondents by
their Evaluation on the Integration of IPP –
Evaluation in Teaching at CSIL

The data revealed that 56 percent of The finding implies that in terms of
the student-respondents evaluated assessment and analysis of
the teachers as very high, while 36
student’s achievements, beliefs,
percent rated as high, and 4 percent
rated as moderate and another 4 and value system, the present
percent rated as low. practices are adequate.
Problem 3:
Problem 3. How do students and Hypothesis: There is no significant difference in
teacher respondents compare in their student-respondents evaluation on the Integration
evaluation of the Integration of Ignatian Ignatian Pedagogical Paradigm in Teaching at C
Pedagogical Paradigm in Teaching when grouped according the following variables:
when grouped according:
3.3.1 Gender
3.1 Students 3.3.2 Grade Point Average (Grade 7)
3.3.1 Gender 3.3.3 General Scholastic Aptitude (Entrance Tes
3.3.2 Grade Point Average (Grade 7) 3.3.4 Family Income
3.3.3 General Scholastic Aptitude
(Entrance Test) 3.2 Teachers
3.3.4 Family Income 3.3.1 Teaching Experience
3.3.2 Educational Qualification
3.2 Teachers 3.3.3 Attitude towards Teaching
3.3.1 Teaching Experience
3.3.2 Educational Qualification The finding of problems 3 are shown in tables 3.1
3.3.3 Attitude towards Teaching to 3.3.4. Problem 3 is hypothesis-free.
Table 3.1 Distribution of Statistics on the
Student-Respondents Evaluation on IPP Integration
in Teaching When Grouped According to Their Gender

Although it was almost


significant at (0.10 level) which
means that the evaluation
results of the respondents near
to significant in terms of
gender. However, female is
slightly higher in all of the
elements than males because
in the context of Timor Leste,
females are more diligent and
disciplines in their studies.
Table 3.2 Distribution of Statistics on the Student-
Respondents’ Evaluation on IPP Integration in Teaching
When Grouped According to their GPA

As clearly shown in the table tha


there is no significant difference
in the respondents’ evaluation on
the integration of IPP when
grouped according to GPA.
Although the majority of the
performance of teachers in the
classroom that is in line with the
Ignatian Paradigm is rated high,
the GPA of the majority of the
students discussed in the
problems 1 is still very low.
Table 3.3 Distribution of Statistics on the Student-
Respondents’ Evaluation on IPP Integration in Teaching When
Grouped According to GSA

As shown in problem 1, their


rates in GSA are very poor.
This implies the realistic qualit
of the primary schools where
the students come from. The
students were not trained wel
in math and basic
understanding of primary
education.
Table 3.4 Distribution of Statistics on the Student-Respondents’
Evaluation on IPP Integration in Teaching When Grouped
According to their Family Monthly Income (FMI)

The result shows that there is n


significant deference in th
respondents’ evaluation on IP
integration in teaching whe
grouped according to famil
monthly income. The majority o
the students live under 500 USD
per month. In Timor Leste, th
minimum salary of the first yea
is only 115 USD according to th
law. This has had some impac
on the life of some of th
student-respondents.
Problem 4. What are the results of the focus group
discussion conducted to the following:
4.1 Top 5 and Lowest 5 students on the integration of
IPP on the 5 elements
4.2 7 Teachers on their attitude towards teaching.

Problem 4 is hypothesis-free.

The discussion of the students shows how they have difficulties in their first year as the first
students of CSIL. The students also realize that there are some weaknesses that still need
improvement. Their concern serves as a reflection how the school should move from now
on. It is true that there are a lot of difficulties which cannot be denied. Taking one step at
time to solve what is the most priority and the slowly build up what needs to be done first.
 
The discussion of the teachers shows deeper Ignatian Spirituality they have imbibed. They
have experienced Ignatian Spirituality in teaching for the past 10 years. Their knowledge
of the Ignatian Spirituality is their advantage.

THE SETTING PHOTOS
SUMMERY, FINDING, CONCLUSIONS AND
RESOMENDATIONS

The purpose of the study was to determine the Integration of


the five elements of Ignatian Pedagogical Paradigm, namely
Context, Experience, Reflection, Action and Evaluation in
Teaching at Colégio de Santo Inácio de Loiola.

The study used descriptive research design. The respondents


were asked to answer questionnaire to evaluate the
Integration of five elements of IPP. The four points scale was
used in the treatment of the responses. To analyze the data
gathered, descriptive statistics such as frequencies,
percentages, means and standard deviation were used to
describe the evaluation of the students. F-test and T-test were
used to test the hull hypothesis at 0.05 level of significance.
The respondents’ overall evaluation on the Integration
of Ignatian Pedagogical Paradigm in Teaching Colégio
de Santo Inácio de Loiola was high. The following
elements of IPP got the following ratings:

Context, high;
Experience, high;
Reflection, high;
Action, high; and
Evaluation, high.
There is no significant difference in the respondents’ evaluation
on the integration of IPP when grouped according to gender.
 
There is no significant difference in the respondents’ evaluation
on the integration of IPP when grouped according to GPA.
 
There is no significant difference in the respondents’ evaluation
on the integration of IPP when grouped according to GSA.
 
There is no significant difference in the respondents’ evaluation
on the integration of IPP when grouped according to Family
Monthly Income.
The Integration of Ignatian Pedagogical
Paradigm in Teaching CSIL was generally high.
The results revealed that there were observed
adequacies in the integration of all of the five
elements of IPP; especially all got the
description of high. However, there is still much
room for improving the integration more
profoundly, contextually and academically
with integrity.
GPA and GSA already serve as the basis for
teachers to work hard in helping the students.
It is true that both students and teachers are
still adjusting to each other in this new school,
however, extra effort needs to be taken into
consideration for academic purposes. This is
really a ministry that is beyond careerism and
professionalism.
On the basis of the findings, conclusions and
implications formulated, the following
recommendations are strongly endorsed:

v Find ways and means to encourage all teachers to undergo


retreat in Ignatian Spirituality more deeply. Provide
trainings on how to integrate IPP in teaching every year;
v F ind better ways or methods in monitoring the
implementation of the IPP as a teaching methodology and
philosophy.
v The teachers to be fully supportive and cooperative in the
articulation of the Ignatian Pedagogical Paradigm in their
daily integration with the students.