Evaluation of the Bachelor of Physical Education program at Rizal Technological University anchored on the Engagement Theory Program Quality
DOI:
https://doi.org/10.48017/dj.v9i3.3053Palabras clave:
Evaluation, Mixed-Method, Program improvement, Physical EducationResumen
This study evaluated the Bachelor of Physical Education (BPED) program at Rizal Technological University by applying the Engagement Theory Program Quality (ETPQ) framework. The study utilized a mixed-methods approach, namely an explanatory sequential design, which involved conducting surveys and interviews with both students and the program chair.
The findings revealed that the BPE program is perceived as highly important, concrete, and effective overall. The university's strengths are found in its faculty and student body, which are diverse. Additionally, the teaching and learning methods are engaging, and the program requirements are well-connected and supported by the faculty. Areas that could be enhanced are cultivating a more robust sense of community, promoting student engagement in research, and optimizing administrative procedures.
The investigation revealed a substantial positive correlation between the amount of importance, concreteness, and effectiveness of ETPQ features. The study emphasizes the vital significance of concreteness and effectiveness in increasing the perceived value of program items.
The recommendations derived from the findings suggest making adjustments to the curriculum to place greater emphasis on research and individual projects, increasing faculty participation in research activities, and enhancing communication about residency experiences. Additionally, streamlining administrative procedures to optimize resource allocation is suggested.
This research offers useful insights for enhancing the BPE curriculum at Rizal Technological University and contributes to the comprehension of ETPQ application in evaluating physical education programs
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