Assessment of Wright Vocational School Graduates from 1982-1987: Its Implications for Curriculum Redirection
Keywords:
Assessment, Curriculum Redirection, GraduatesAbstract
This study attempted to evaluate the secondary graduates of Wright Vocational School for five school years from 1982-1983 to 1986-1987 in order to draw implications for curriculum redirections. The study employed the normative-descriptive research method using a questionnaire as the principal instrument in gathering data. Among the problems in school enumerated were: need for better approaches or teaching strategies, how to cope with requirements in subject classes, need for improvement and qualification of shop tools and equipment for use in laboratory activities, difficulty in improving study habits, no time for library work as classes were for the whole day, too many school requirements, difficulty on comprehension skills, and apathy of staff to the plight of students. The education training had brought “uncertain success” to the social and “moderate success” to the economic lives of secondary graduates. Overall assessment on the degree of achievement, these graduates perceived that they are at halfway threading the hierarchical path to self-actualization, an ultimate goal which is characterized by one’s life fulfillment. Most problems felt by the graduates suggested that realigning and improvement in curriculum is necessary. It includes the following: Master of effective teaching strategies, objective and systematic evaluation, qualification of learning tools and equipment, and improvement of teaching and learning conditions. Thus, bringing to application all these, the school will likely achieve better outputs and the potential of the students will develop further.
References
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