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Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement

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- by Ijasrw editor
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- 4
  Content Analysis, CHED, Curricular Enhancement, Purposive communication

Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement

The exponential growth of text in different media is inevitable in this technological era. Text can be found in different sources from newspapers, magazines, textbooks, electronic sources, and even in social media. In the perimeter of the educational institution, still, the most common source of text in the state colleges and universities in the Philippines was textbooks. Professors utilize textbooks to supplement the need for instruction to carry out their respective modified syllabus which is in consonance to the prescribed course content by the Commission of Higher Education (CHED)-responsible for the higher education institution in the Philippines. The study examined the sufficiency of the textbooks and teachers' syllabi in Purposive Communication about CHED's standards. Specifically, it sought to determine the congruency of the following standards through analysis of the textbooks' sufficiency, assessment of teachers' syllabi, and proposal of appropriate course framework and prototype syllabus as an output. The study utilized the qualitative research method using content analysis of the three textbooks which sought answers to the given sub-problems. Results revealed that the three textbooks when analyzed as to curricular sufficiency with the prescribed CHED's standards in terms of "knowledge" were dominantly rated 'explicitly stated' out of the five characteristics, in terms of "skills" were dominantly rated 'manifested' out of four characteristics and in terms of values, were 'learned', 'practiced' and 'opportunity to learn' out of the four characteristics respectively. The course appropriately adhered to language communication principles and ideas in multiple contexts. Syllabi were all rated 'complied' in determining the teachers' compliance to established CHED's guidelines as to multimodal tasks and activities. Then, an appropriate course framework was proposed for ideal authors and a prototype syllabus was considered for further curriculum enhancement.

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- by Ijasrw editor and +1
  Joefel Libo-on
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- 4
  Content Analysis, CHED, Curricular Enhancement, Purposive communication

ENG 3A COURSE SYLLABUS 1 PURPOSIVE COMMUNICATION

This course syllabus on purposive communication recognizes that communication does not just take place within a small community – communication has gone global, intercultural, and digitalized where people interact with others across cultures and physical boundaries through technology. We are living in the ‘age of advancing communications’. Revolutionary changes in communications have marked recent decades, and are likely to do so for the foreseeable future. Changes in technology are on important aspect of this revolution that inevitable cause changes in our perceptions and consciousness about life and the world. The teaching of purposive communication in the secondary as well as in the tertiary level is made for the compliance of the K-12 learning system. This is a newly established subject that is relevant and timely with the 21st century learning. Since more and more connections in other countries are being made in the Philippines, the strive for growth and progress in the educational system is a must. Learners have to keep up with the rising global qualifications for local and global employment. Thus, effective purposive communication will help them meet a lot of challenges such as advances in technology, the need to access vast amounts of information, the growth of globalization and culturally - diverse workforce, the increasing use of teams in the workplace, and ethical issues on verbal and non-verbal communication in the workplace, such as sexual harassment. The transmission of information between one person or group and another person or group in an organization through digital technology and multi-modal materials has found it necessary to make communication in the workplace efficient, productive, culturally sensitive, and purposive.

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- by Cecilia L . Calub
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- Purposive communication

Purposive Communication is Not Enough: Exploring English Language Learning from the perspectives of English majors in a Philippine Higher Education Institution

The structural changes brought by the K to 12 basic education program significantly impact not only ELT and ELL in basic education but ELT and ELL in higher education as well. English language courses in the higher education general education domain were phased out, or for the majority of HEIs in the Philippines, reduced to a course called Purposive Communication. Using data from students who had taken Purposive Communication in their year 1 in the university, this paper argues that Purposive Communication is not enough to reinforce all the English language skills expected for higher education students to perform during and after their time in the university. This paper invokes policy implementers to consider the inclusion of additional Englishlanguage courses in higher education to provide avenues for students to practice their communication skills in English and address the country's declining proficiency in using the English language.

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Affective Language Learning and English Language Competence of Purposive Communication Students

The English language is significant and useful in the academic life of students. The correlational study was designed to determine the significant relationship between affective language learning and English language competence of Purposive Communication students. After the data being gathered, the results showed that the respondents have a very high level of affective language learning with a mean score of 4.55. While the English language competence has 4.33 mean score which also has a very high description. When it comes to determining the acceptance or rejection of the hypothesis, it was found out that there is a great significant relationship between the two variables with a p-value of 0.003, hence the rejection of the hypothesis at the 0.05 level of significance. The results of the study can be used to design strategies to expand students' English language competence in order to support their affective language learning and succeed in school and in their chosen profession. Therefore, the institution must ensure that the teaching strategies and authentic activities for increasing students' English language competence are effectively incorporated into the undergraduate program. Teaching the curricular subject and having competence in the language used for instruction surges the learner's exposure and opportunity to understand the content of instruction, resulting in enhanced student control over what is taught in class and favorable academic outcomes.

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Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement

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- by Joefel Libo-on
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  Content Analysis, CHED, Curricular Enhancement, Purposive communication

Purposive Communication: CHED Standards, Teachers' Syllabi, and Curricular Enhancement

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- by Erwyn Valencia
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  Content Analysis, CHED, Curricular Enhancement, Purposive communication

Purposive communication

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