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The Performance of Agricultural Education Program (AEP) of CHED-supervised Colleges and its Implication to Modernizing Agriculture
Thesis Abstract:
The performance of AEP in four Commission on Higher Education (CHED)- supervised colleges in the province of Iloilo was evaluated using an “output-oriented” evaluation model. This model was used to determine the performance of the program (AEP) and the performance of the output of the program (graduates) from 1995 to 1999.
There were 357 respondents, 152 of whom were AEP graduates, 64 fourth year BS Agricultural Education students, 78 college instructors, 49 employers, four college registrars, six vocational instruction supervisors and/or college heads, and four vocational school superintendents. The graduates were randomly selected while the rest of the respondents were totally enumerated. Structured questionnaires were distributed to the respondents while interviews were conducted by trained enumerators among college registrars, graduates, and employers under the direction of the present researcher. All the data gathered were based on the indicators of internal and external efficiency. Chi-square (χ2), F-test, Friedman’s two-way ANOVA, and Kruskal- Wallis (kw) one-way ANOVA were used to analyze the variation performance while Spearman Rank Correlation Coefficient (RHO) was used to analyze the relationships of the variable of study.
The results of the study revealed that in internal efficiency, the AEP of four CHEDsupervised colleges had “low” enrollment, and “very low” in dropout, transfer and retention rates but “very high” in cohort survival and graduation rates. The grade point average of AEP graduates of these colleges was “good.” In external efficiency, AEP graduates were “above average” in the Philippine Board Examination for Teachers (PBET) passing percentage, “average” in career professional passing percentage and employment percentage, “very satisfactory” in their work performance rating, and “moderate” in their contribution to employers’ productivity.
The analysis of variance showed significant variation in course enrollment, cohort survival and graduation rates, grade point average, and PBET passing percentage in four colleges. Moreover, the test of relationship revealed that cohort survival and graduation rates were significantly related to resources and support services, and to the objectives of the learners and health condition. The grade point average and work performance rating were significantly related to school ethos and family income.
Apparently, there were problems encountered in the implementation of AEP. Recommendations were presented for the solution of such problems. What is important is for the CHED-supervised colleges and their graduates to perform their roles in helping to modernize the agriculture sector. Such modernization process must first take its root through AEP and then be channelled through the school system. Any efforts from the government in improving, strengthening and extending funding support to AEP will mean a better performance of its stakeholders whose effective services are needed as catalyst to modernizing agriculture in the country.
