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Performance of Faculty and Students in the Implementation of Information Technology (IT) Business Process Outsourcing (BPO) Curriculum in the College of Computer Studies

Author Affiliations

  • 1 Laguna State Polytechnic University, Los Banos, Laguna, PHILIPPINES

Int. Res. J. Social Sci., Volume 4, Issue (8), Pages 32-39, August,14 (2015)

Abstract

This study sought to determine the performance of students and faculty in the implementation of IT-BPO curriculum in the College of Computer Studies of Laguna State Polytechnic University System (LSPU) for the Academic Year (A.Y.) 2014-2015. The study pursued the following hypotheses: there is no significant relationship between faculty-related factors and their mean self-evaluation in the implementation of the new curriculum; there is no significant relationship between studentís age and their performance in different tracks; there is no significant difference between the mean performance in the different tracts of male and female respondents; there is no significant difference between faculty members self-evaluation and studentsí evaluation in the implementation of the new curriculum; there is no significant difference among the mean performance of faculty in four campuses in terms of instructional supervision, curriculum implementation and adequacy of facilities and there is no significant difference among the mean performance of students in four campuses in terms of business communication, service culture, business process outsourcing 1 &2 and principles of systems thinking. The study utilized the descriptive correlational research design and the respondents are the faculty members who attended the Commission on Higher Education-Business Processing Association of the Philippines (CHED-BPAP) and students who took up the IT-BPO curriculum at LSPU System. Findings revealed that the age of the faculty has significant relationship in their self-evaluation in the implementation of the new curriculum. Meanwhile, there is no significant difference between the performance of the male and female respondents in the different tracks. More so, Teacher respondents and student respondents mean self- evaluation are not significantly different. Apparently, the teacher-respondentsí mean self-evaluation in the implementation of the new curriculum in the four campuses of LSPU differs significantly at 0.5 level of significance. Faculty/trainers need to apply innovative teaching strategies and methodologies in teaching the different tracks specially business communication.

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