A thesis presented to the Faculty of the Graduate School, Xavier University, Cagayang de Oro City

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A thesis presented to the Faculty of the Graduate School, Xavier University, Cagayang de Oro City

© All Rights Reserved

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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

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

in

tables 1.1 and 1.2. Table

Table 1.1 Distribution of Student-Respondents by

some characteristics

(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:

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

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).

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 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).

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

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

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

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

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)

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 five elements of Ignatian Pedagogical Paradigm, namely

Context, Experience, Reflection, Action and Evaluation in

Teaching at Colégio de Santo Inácio de Loiola.

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:

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.

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