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List of Papers to be presented at the 2017 PACRE Research Conference

The following are abstracts of papers which will be presented at the 2017 PACRE Research Conference.

ABSTRACT: RETHINKING CATHOLIC EDUCATION: EXPERIENCES OF TEACHERS OF A CATHOLIC UNIVERSITY. Catholic education is closely linked to the evangelical mission of the Church. As such, the primary intent of Catholic education is to proclaim the message of salvation to all men. Accordingly, Catholic education aims to provide an integral formation with a religious dimension that will equip the human person to become life, work, and mission ready and attain his salvation. But given the contemporary socio-economic, cultural, political, and technological milieu characterized by the secular and consumerist view and praxis, the value of Catholic education may have been obscured or affected.  Thus, the paper aims to investigate and analyze the views and practices of the faculty of a Catholic University about Catholic education. Purposive sampling method was used to determine the participants in the study. Using a qualitative research design, the data were gathered from the participants using the interview. Aided by the phenomenological method, the findings discovered semblance in the participants’ views and practices of Catholic education with that of Church. Despite the observed undesirable elements that obscure and marginalize it, Catholic education is still Catholic as viewed and experienced by college teachers. The presence of certain undesirable elements may obscure and marginalize its character and mission. Nevertheless, Catholic education as an ecclesial enterprise will continually mold and empower students of Catholic schools through academic and faith formation they received so that they may become work, life, and mission ready. Making religion as the core of the curriculum of Catholic education remains to be a great challenge for the Catholic University under study. Thus, the collaboration of all stakeholders is vitally needed to address this perennial challenge in Catholic education. In the light of the findings, the researcher recommends the re-emphasizing of the evangelical mission of the Catholic university through the alignment of its programs and activities to the vision, mission, goals, and objectives. Likewise, there is a need to re-strengthen of the religious education and campus ministry with a special focus on non-Catholics for a more multicultural approach to Catholic education. Also, the re-tooling of the faculty and non-teaching personnel on the nature and purpose of the Catholic university as well as on the charismatic identity, spirituality, and mission of the institution is a must. The re-assessment of the quality Catholic education of Catholic school in the areas of administration, curriculum, personnel, student services, religious education and campus ministry, community extension, and research is also in order.

Keywords: Catholic Education, Catholic University, Evangelization, Teachers

Author: Dennis V. Madrigal PhD (dennis_madrigal@yahoo.com)

 

ABSTRACT: RELIGIOUS KNOWLEDGE AND BEHAVIOR OF FIRST YEAR COLLEGE STUDENTS OF THE UNIVERSITY OF ST. LA SALLE – BACOLOD: BASIS FOR RELIGIOUS STUDIES MODULE 1 DEVELOPMENT. The role of education is vital and is recognized as valuable in the formation of the students in all aspects, and in the full actualization of their faculties and potentialities. Realizing this, the Church is concerned with the realities and developments in the academe specifically in the teaching of religious instruction among Catholic schools and the manner on how religion teachers and catechists transmit the ideals of faith, namely: doctrine, moral and prayer-worship. The purpose of this research is to determine and compare the level of religious knowledge and behavior of first year college students of the University of St. La Salle, Bacolod. Descriptive research design was utilized, employing researcher-made survey questionnaire. Participants were freshmen students coming from the five (5) colleges, namely: Arts and Sciences, Nursing, Business and Accountancy, Engineering, and Education. Multi-stage random sampling was used to determine the number of participants. There were 350 students of the 2,431 student population. Frequency count and percentage were used to determine the profile of the participants. To determine the level of religious knowledge and behavior of students when they are taken as a whole and grouped according to their profile variables, the mean was computed. T-test and One-Way ANOVA were used to establish if there is a significant difference in their levels of religious knowledge and behavior. Moreover, the Pearson Product Moment of Coefficient of Correlation was utilized to test the significant relationship between the two levels. In general, the findings showed the majority of the first year college students were females, mostly were Catholics and graduates of private schools, and many were from the College of Business and Accountancy. Their level of religious knowledge in the aspects of doctrine, morals, and prayer-worship, whether taken as a whole or grouped according to their profile variables, was very high; except for non-Catholics whose level in the aspect of prayer-worship was only high. Results for religious behavior registered high level in the aspects of moralizing and sacramental but obtained low level in the area of parish involvement. The significant difference is found in the level of religious knowledge when grouped according to their sex, religious affiliation, and college; but not significant according to their school of origin. As to their religious behavior, no significant difference was registered for all the profile variables. Likewise, this study revealed that there is a significant relationship between students’ level of religious knowledge and behavior. It can be inferred, in the light of the findings that the research participants learned very well from their religious instructions. However, though they may be very knowledgeable in the Church’s doctrine, moral and prayer-worship; they have not fully realized and put into practice their faith, and become less engaged in the different activities and programs of their respective parishes.

Keywords: Religious Knowledge, Religious Behavior, University of St. La Salle

Author: Barry John Belen PhD (b.belen@usls.edu.ph)

 

ABSTRACT: PARISH IMMERSION AS RELIGIOUS EDUCATION SERVICE LEARNING EXPERIENCE. Effective learning results from the integrative process of experiential learning in which students can progress in a cycle that stems from experience to reflection, to conceptualization, to application. The student parish immersion program is a form of service learning that is anchored in the Kolbian Experiential Learning Theory. This theory states that in the learning process, knowledge is acquired by the transformation of experiences through the four-stage cycle. With the use of descriptive research design, this paper determines the level of engagement and performance of college students in their parish immersion and the lessons they gained from the services they rendered. A combination of qualitative and quantitative techniques was employed in data gathering and processing. Participants include 300 college students who have gone through the 33-hour immersion program from a comprehensive Catholic university in the Philippines, and the data were collected using self-administered questionnaires. These were distributed to and accomplished by students and their respective parish immersion coordinators who assessed their engagement and performance. In general, the results showed that the students have very high level of engagement and high level of performance in their immersion activities. Students enrolled in service-oriented programs showed higher levels of engagement, but overall, no significant difference was seen in the students’ levels of engagement and performance regarding their profile. However, there is significant difference in the assessment of the students and that of their coordinators as evidenced by the consistently higher assessment given by the coordinators to the participants. The parish community immersion program allowed the students to engage in religious, educational, social and environmental activities which supplemented their classroom learning. The lessons they learned manifested that they have internalized the core values of the immersion program which includes spirituality, service, community life, moral integrity, and education. The recommendations given by the students and their parish coordinators along with the other findings of the study are used to strengthen the community immersion program of the university.

Keywords: Parish Immersion, Experiential Learning, Service-Learning

Authors: Dennis V. Madrigal PhD, Enrique G. Oracion PhD, Glene May Lusares

 

ABSTRACT: COMPLIANCE WITH POLICIES AND GUIDELINES ON STUDENT AFFAIRS AND SERVICES. Evangelization in educational setting plays a vital role in the areas of Student Affairs and Services. Student Affairs and Services provide opportunities and programs to develop students’ academic competence, skills, and values to become well-rounded leaders and citizens. It is indispensable that institutions deliver the requirements to address the needs of the students to make themselves evangelizers according to their field of interests and endeavor.  Thus, this study aims to measure the extent of compliance with the Policies and Guidelines on Student Affairs and Services as assessed by the implementers and the recipients and gain the insights and implications to the students’ holistic development which is a central basis of being an evangelizer.  It used mixed methods sequential explanatory design. The quantitative phase utilized the descriptive analysis, and the qualitative phase used the phenomenological design.  The participants were the implementers of the offices related to Student Affairs and Services, and the recipients were the graduating students of all colleges. The survey form was adapted from the framework of CMO 9, series of 2013. It consists of three academic support services; namely, Student Welfare, Student Development, and Institutional Student Programs and Services. The researcher conducted interviews with the implementers and among selected recipients until the desired answers were acquired and saturated. A rigorous descriptive analysis through systematic approaches to analyzing qualitative data was employed.  The weighted mean was used to determine the extent of compliance, and the two-way ANOVA was used to determine the significant difference when they are grouped according to colleges. The results revealed a high extent of compliance where the provisions of Student Affairs and Services are complied moderately extensive and are functioning well. There was no significant difference in the assessments between the implementers and recipients. Student Affairs and Services addressed the needs and interests of the students through the quality of service delivery and the opportunities to develop their academic and extra-curricular interests. They provided opportunities for the conduct of activities, discipline, and other services that promote a positive learning environment and the formation of values. Thus, the Policies and Guidelines on Student Affairs and Services mold the students not only in the intellectual formation but also in a balanced personality capable of being witnesses of Christian values and laden with academic competence and life skills. To attain the best quality of student activities, discipline, and services, a positive learning environment, and the formation of values, the findings of this study recommended the intensification of Student Affairs and Services through the religious administrators, student affairs practitioners, academic deans, faculty, office staff, and students.  The collaborative effort of the whole community should be incorporated into the development of mechanisms and programs in the compliance with the policies and guidelines to fortify the individual’s foundation as an educated evangelizer now and in the future.

Keywords: Student Affairs, Student Services, Compliance, Learning Environment, Values

Author: Dexter Paul D. Dioso PhD (dsaunor2015@gmail.com)

 

ABSTRACT: TEACHING STANDARDS COMPETENCE OF CATHOLIC BASIC EDUCATION TEACHERS. The quality of the teachers determines the quality of education, hence, to ensure the quality education there must be competence among teachers. UNO-R Basic Education department claims to offer quality Christian education; thus, this study is conducted to investigate on the teaching standards competence of teachers to quantify their claim and to gain insights on how to strengthen the quality of teaching-learning processes in the department. Specifically, this study investigated on the level of teaching standards competence of teachers as assessed by teachers themselves and their academic heads regarding the different domains. Qualitatively, it investigated their lived experiences regarding teaching competence. Accordingly, this study is grounded on the theory of constructivism since its purpose is to look into the possible aspects to develop the teachers, enhance their strengths and overcome their weaknesses concerning their competency through their learning experiences. Further, the theories of growth and development and educational productivity are seen very significant to this study. Also, this study is anchored on Republic Act No. 7784, an Act Strengthening Teacher Education in the Philippines, which aims to equip teachers with the appropriate knowledge, skills, and attitude which are found in the National Competency-Based Teacher Standards (NCBTS) which provides a framework that identifies the competency standards for teachers. Correspondingly, this study is anchored in the vision-mission of the university that is committed to the integral formation of the human person through Catholic education. This study utilized the sequential explanatory mixed method. Quantitatively, the researcher used the descriptive analysis method to describe the level of teaching standards competence. Qualitatively, the researcher used the phenomenological research design to investigate the participants’ description of their life experiences regarding teaching competence. The participants of this study were the seventy-seven (77) Catholic teachers and seventeen (17) academic heads of the Basic Education Department of the UNO- Recoletos for the school year 2016- 2017. Quantitatively, it covered the whole population of participants. Qualitatively, the researcher used the maximal variation purposeful sampling. Furthermore, the data were generated using NCBTS, written and face-to-face individual interview. Inferential statistics to test the significant difference in the different domains used independent samples T-test. The findings revealed that teachers have an experienced teaching standards competence.  Moreover, results showed only no significant difference in the domain of Social Regard for Learning. From the narratives of the participants, it was revealed that teaching standards competence is an indicator of the quality of instruction among teachers. The teaching standards competence of teachers is affected by intrinsic factors including knowledge, skills, and attitudes. Further, attitude is the prevailing determinant of the strengths and weaknesses of teachers concerning teaching standards competence. Based on the findings of the study, the school administrators, Human Resource Management officers, and teachers have to create a plan to strengthen the teachers through the provision of varied opportunities and privileges like seminars, training, and graduate studies in local, national and international levels.

Keywords: Teaching Standard Competence, Catholic School, Basic Education Teachers

Author: Marisa B. Petalla PhD (marshe112582@gmail.com)

 

ABSTRACT: COMPLIANCE WITH THE CHILD PROTECTION POLICY: A CASE OF AN AUGUSTINIAN ACADEMIC INSTITUTION OF HIGHER EDUCATION IN THE PHILIPPINES.  Child protection policy is a statement of commitment of schools to safeguard children from harm and foster their holistic development and welfare. The Child Protection Policy of an organization serves as the quality of protection it affords to children to guarantee their safety, healthy growth and development, and success in life. The international legal system and child developmental studies are heading towards the right-based system approach which promotes the dignity and welfare of children as individuals with human rights. This investigation is anchored on a study that the implementation of child protection has gaps and weak due to the ambiguity of its extent, interpretation, and execution. In the Philippines, the 1987 Constitution guarantees child protection, but concerns about its implementation still exist. Thus, the government mandated all schools to implement Dep.Ed. 40 Series of 2012 or commonly known as The Child Protection Policy. This study assessed the compliance of the Catholic school under study with the Child Protection Policy by Dep. Ed. Order No.40, Series of 2012 in the areas of the school environment and admission policy, school personnel, information and procedures, safety measures for children, prevention and intervention programs, and personnel training and development. Likewise, it determined the significant difference in the assessment of the assessor as to school’s compliance with the child protection policy. Furthermore, this study determined the insights of the participants into the Child Protection Policy practices of the school. The study used sequential explanatory mixed method design. Accordingly, for the quantitative phase, descriptive analysis survey method was used in this study and recursive textual data analysis for its qualitative phase. The participants of the study are the school heads and personnel, and parents of the Basic Education Department who assessed the extent of the school’s compliance with the Child Protection Policy in the areas of the school environment and admission policy, school personnel, information and procedures, safety measures for children, prevention and intervention programs, and personnel training and development, based on Dep.Ed. 40 Series of 2012. The data were gathered using a validated researcher-made questionnaire and a semi-structured interview. The self-made questionnaire was subjected to face validity evaluation of five experts using the criteria by Good and Scates. Also, Cronbach Alpha was used to get the 0.972 reliability index of the survey tool before its utilization in this study. Additionally, the quantitative results were further strengthened by the narratives of the participants which were taken from their respective interview. The findings show that the Augustinian educational institution fully complied the provisions of the child protection policy. Regarding areas, the personnel training and development was partially complied by the school. A significant difference was found in the extent of compliance of the Augustinian academic institution with the child protection policy when the assessors are grouped according to their classification. It is recommended that child protection should be integrated into the quality management system of the school to establish quality assurance measure in dealing with child protection related matters.

Keywords: Augustinian Academic Institution, Child Protection, Compliance, School Children

Authors: Karen L. Zamora PhD, Dennis V. Madrigal PhD, and Araceli C. Doromal, EdD

2nd Annual PACRE Research Conference Call for Papers on the theme “Education as Evangelization”

CALL FOR PAPERS

2nd Annual PACRE Research Conference on the theme “Education as Evangelization”

December 2, 2017 at the President’s Hall, University of Negros Occidental – Recoletos

 

The research conference aims to provide a platform for Catholic religion professors, educators, and researchers to engage in critical discussion and exchange of ideas and issues related to the conference theme. Likewise, it also seeks to promote and strengthen the culture of research in Catholic schools by enhancing the research competence of religion teachers.

Students, teachers and researchers in religious education and related disciplines are invited to submit papers and proposals that cover any of the following themes: Religious Education Curriculum and Methodology, Spirituality of Religious Educators, Campus Ministry, Engagement in School/Community Religious Activities, Catholic Education in the Philippines, Management of Catholic Schools, Current Trends, Issues, and Challenges in Catholic Education, and other related topics.  Special consideration will be given to articles that present analyses and interpretation of empirical data.

GUIDELINES FOR SUBMISSION OF PAPERS

For individual or multiple authors, please submit an abstract (max. 500 words), including three keywords that provide a synthesis of the paper to the Philippine Association of Catholic Religious Educators (PACRE), Inc. through Dr. Dennis V. Madrigal at the University of Negros Occidental – Recoletos (Email address: dennis_madrigal@yahoo.com). Deadline for submission of abstract is on July 30, 2017.

All submissions will undergo a multiple blind review process. All review results will be shared to the author(s). Those who have had their abstracts accepted will submit the full paper on or before September 15, 2017.

The notification of acceptance of the full paper will be on October 30, 2017.  Those who have their full revised papers accepted for presentation will be formally invited by the program committee via email. Papers will only be included in the conference program after paying the conference fee.

 

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2nd PACRE Annual Research Conference Call for Papers

The research conference aims to provide a platform for Catholic religion professors, educators, and researchers to engage in critical discussion and exchange of ideas and issues related to the conference theme. Likewise, it also seeks to promote and strengthen the culture of research in Catholic schools by enhancing the research competence of religion teachers.

Students, teachers, and researchers in religious education and related disciplines are invited to submit papers and proposals that cover any of the following themes: Religious Education Curriculum and Methodology, Spirituality of Religious Educators, Campus Ministry, Engagement in School/Community Religious Activities, Catholic Education in the Philippines, Management of Catholic Schools, Current Trends, Issues, and Challenges in Catholic Education, and other related topics.  Special consideration will be given to articles that present analyses and interpretation of empirical data.

 

SUBMISSION DEADLINES:

Submission of Abstract – July 30, 2017

Notification of Acceptance of the Abstract – October 30, 2017

Submission of Full Revised Paper – November 15, 2017

Conference – December 9, 2017

 

GUIDELINES FOR SUBMISSION OF ABSTRACT AND FULL PAPERS

For individual or multiple authors, please submit an abstract (max. 500 words) with three keywords that provide a synthesis of the paper to the Philippine Association of Catholic Religious Educators (PACRE), Inc. through Dr. Dennis V. Madrigal at the University of Negros Occidental – Recoletos (Email address: dennis_madrigal@yahoo.com). Deadline for submission of abstract is on July 30, 2017.

All submissions will undergo a multiple blind review process. All review results will be shared to the author(s). Those who have had their abstracts accepted will submit the full paper on or before September 15, 2017.

The submission of the full paper will be on November 15, 2017.  Those who have their full revised papers accepted for presentation will be formally invited by the program committee via email. Papers will only be included in the conference program after paying the conference fee.

 

PROTOCOL FOR FULL-LENGTH PAPERS

**Adapted from SEAAIR Protocols for Full Paper (2015) 

 1. The full paper should follow the standard format set for international publication.

2. Manuscripts should be single-spacing throughout. The orientation of the page is to be portrait only.

3. Manuscripts should have a 2.5 cm (1 inch) of margin at each side of the page.

4. Headings should be Times New Roman 12 point bold.

5. Text should be Times New Roman 11 point. Text should be left aligned. Italics may be used to emphasize any points the authors wish to. Please do not use underline.

6. The full paper manuscripts should be no longer than 5000 words (or 10 pages, whichever comes first), inclusive of abstracts, graphs, tables, and references. Papers with more than 10 pages will not be reviewed but requested for re-submission.

7. The manuscript should incorporate all tables and figures where appropriate and displayed in the main body of the paper itself.

8. Tables and figures should be in word processing format, void of colors or fancy formats.

9. The manuscripts should be structured in the following order:

 The Title of the Paper – The title of the paper should be in Times New Roman 14 pt, bold, and the first letter of each main word is capitalized.

 Author and Contact Details – Contact details should include affiliation and email in italics.

 Abstract – Abstracts are required for all papers. It should approximately between 150-250 words and contain the following: background of the study, methodology, results, and conclusions.

 Keywords – Three to five keywords should be included for indexing purposes.

 The Body of the Paper – In the text of the paper, page numbering must start from the beginning of the text, at the bottom center of each page. It should include the introduction or the rationale of the study, statement of the problem, framework of the study, methodology (design, participants, data collection, data treatment, and analysis), results and discussion, implication, conclusions, and recommendations.

References Cited – Use the newest edition of the American Psychological Association (APA) for format and style.

 

CONFERENCE FEE

Presentors: Php3,000.00 (PACRE Members), Php5,000.00 (Non-PACRE Members)

Attendees: Php350.00 (PACRE Members), Php500.00 (Non-PACRE Members)

The conference fee is inclusive of snacks, lunch, and certificates.

For your inquiries, you can reach me at this mobile number 09183401443.