Purposive Communication Learning Competency of General Education Subject of Students in Private Higher Education Institution (Hei)

Abstract

The study aims to examine the assessment of purposive communication learning competency of the General Education Subject of student respondents in the area of course expected learning outcome, core competency, student-centered teaching and learning, and general education principles. Likewise, to identify the delivery mode of teaching purposive communication and learning competency of student respondents in terms of digital literacy, effective communication, critical thinking framework, outcome-based learning, inquiry and collaborative learning, authentic assessment learning, blended learning, and independent learning. The research employs a quantitative research design which utilize random sampling in gathering the sample size to provide equal opportunity for the participants to be included in the study. The study comprised four hundred (400) respondents only. Results show that expected learning outcome explores students' critical thinking, and decision-making through oral presentation such as individual, in pair, group discussion, and small group discussion, core competency shows to present different purposes in the learning process for students as center of learning through proper teaching inside the classroom, student-centered teaching and learning shows to play a role in purposive communication and demands for the improved skills of students in both soft and hard skills, and general education principles allow students to actively and interactively participate in the discussion intended for the learning activity, reaction, reflection on the issues, and process of teaching and appreciation. Similarly, the delivery mode of teaching in terms of digital literacy, effective communication, and critical thinking framework enhances to identify the needs of the learners content and reliable sources of materials and relevant information for teaching and learning, outcome-based learning shows to establish a standard challenging performance on student engagement learning success and ideas, inquiry and collaborative learning promotes classroom and instill independence value of cooperative learning in a class dynamic teaching, authentic assessment learning shows to monitor and observe students on participation progress of learning process assessment, blended learning shows to adopt the concept that caters the challenges and needs of the learners in the newest trends of teaching, and independent learning shows to create a sense of learning for students in building essential relationship learning process and outcome. Findings show that there is a significant correlation between the assessment of purposive communication learning competency of the General Education Subject of student respondents and the delivery mode of teaching purposive communication and learning competency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0828/a.php" alt="Hit counter" /></p>

Educational Progress and Prospect Theory for Teaching Pedagogy

“…On the other hand, the contribution of educational progress and prospect theory for teaching pedagogy in terms of expected learning outcome is based on Specific, Measurable, Attainment, Realistic, and Time-bounded (SMART) which is needed in teaching pedagogy principle where it creates and develops teaching and learning program for instruction management module course path in actionable learning outcome, (Mallillin, & Mallillin, 2019). This can provide competency skills and performance of faculty in various educational institutions.…”

Educational Leadership Management Practices: A Perspective to Educational Transformation

“…The least in rank is "It employs a leadership model to communicate regarding the related goals and achievement of students", with a weighted mean of 3.10 or Moderately Agree, (Lazcano, Guerrero, & Volante, 2022, pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] influences the leader and retention in school instructional leadership. It represents the instructional leader in solving various issues in the school system and level.…”

“…It organizes the educational management and practices to analyze functions and responsibilities for the system. The system of carrying responsibility on kind, state and in action, (Mallillin, & Mallillin, 2019). The educational leadership influences the act of goals in the educational setting.…”

“…It indicates perspective transformation of effective leadership styles, (Da'as, 2022, pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18].…”

Professional Faculty Development Formation Through Course Refresher in Assessing and Facilitating Teaching Learning

“…It collaborates formation of professional faculty development on competency level such as values, skills, attitude, knowledge, and mind. It influences a distinct discipline for success and interaction through coaching, pastoring, tutoring, training, and conflict, (Mallillin, & Mallillin, 2019). Hence, formation and professional development among faculty examines the educational setting on teaching and intervention as to student performance, learning activities, student interest, direct instruction, and learning reflection.…”