ACCESSIBLE, COMPREHENSIVE, CONTINUOUS, EXPERIENTIAL, AND REFLECTIVE (ACCER) STUDENT LEARNING FRAMEWORK OF PARANAQUE CITY COLLEGE

Alejandro D. Magnaye, Ethel Reyes-Chua, Ed.D.

DOI: 10.26480/ess.02.2022.28.32

ABSTRACT
Paranaque City College (PCC) in the Philippines has no existing Student Learning Framework that will enhance the teaching and learning process and the quality of student learning. This study discusses about the significance of the Student Learning Framework called ACCER or Accessible, Comprehensive, Continuous, Experiential and Reflective. ACCER is an acronym for Accessible, Comprehensive, Continuous, Experiential and Reflective Student Learning Framework. This study was conducted to determine the current status of the quality of teaching and learning at Paranaque City College. Specifically, it aimed to: (1) determine the demographic profiles of both educators and students in terms of age, gender, employment status/year level, length of service/student status; (2) find out the level of assessment in the current learning framework in PCC as perceived both by educators and students in terms of the following descriptions: a. accessible b. comprehensive c. continuous d. experiential e. reflective. This study utilized the quantitative method of research. Researchers use mathematical frameworks and ideas that relate to the amount under consideration in this technique of inquiry. Objective, detailed, and in many cases investigative, quantitative research frameworks are characteristics of the discipline. This style of investigation yields logical, statistical, and unbiased results. Structured data collection was carried out utilizing samples that represent the 10% of the population. There were 187 student participants and 30 faculty members in this quantitative investigation. The ACCER Student Learning Framework’s criteria, such as level of agreeableness, were found to be helpful in determining the current status of educators and students. Educators may find that students’ self-reflection is at its maximum point when using a holistic approach. Faculty members, on the other hand, must work together to improve their methods of teaching. According to the findings of the study, educators must update their teaching materials to make resources more readily available. ACCER Student Learning Framework, developed by PCC’s current President/College Administrator, has crucial indicators that can help all of PCC’s faculty members think more deeply on their teaching methods. This study is limited only to the student learning framework to improve the teaching and learning process at Paranaque City College. The Student Learning Framework was originally developed by the main author and its uniqueness will improve the teaching and learning process and student performance of Paranaque City College students.

KEYWORDS
Ched, Accer, Paranaque City College

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12 June 2018
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