COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)

INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

Semester Adopted : FIRST SEM. 2024-2025
Revision Status : 1_____________
COURSE PACKAGE FOR: CONTENT AND PEDAGOGY FOR THE DATA STRUCTURE AND ALGORITHM Revision Date : Mar 2024_______
Recommended by : Dean ___________
Approved by : Prof. Al-din A. Ismah

MIT Vision/Mission/Core Values Information and Communication Technology Department Goals & Philosophy
SCT VISION Vision:
To become a center of excellence in Information and Communications Technology,
Sulu College of Technology Inc. envisions an educational institution in developing producing God-fearing, socially responsible, and innovative BSIT graduates who
God-fearing men and women with balanced personalities; to serve as change contribute to nation-building and global digital transformation.
catalysts for a harmonious and prosperous community, nation and humanity. Mission:
The ICT Department is committed to:
SCT MISSION
 Providing quality education in Information Technology grounded in ethics and
Developed the potential of men and women in a comprehensive, wholesome and Islamic values
integrated manner so that they become harmonious and balanced people in  Developing the intellectual, technical, and problem-solving skills of students
intellectual, spiritual, emotional, and physical aspect. through real-world applications in programming, networking, systems
development, and emerging technologies
The Vision and Mission of SCT is anchored on the verse of the HOLY QUR’AN,  Strengthening spiritual awareness, good moral character, and respect for
Surah Al-an’am (6:162) social norms
 Enhancing creativity, emotional intelligence, and leadership in digital
collaboration
“Truly my prayer, and my service of sacrifice, my life and my death are all for  Promoting physical well-being, productivity, and practical ICT skills for lifelong
God, the Cherisher of the Worlds.” learning and success
 Preparing BSIT graduates to become globally competitive professionals with
CORE VALUES a strong sense of purpose and community service
Goals:
Resilience Empowerment Fortitude Respect 1. To establish a globally competitive ICT curriculum that integrates Islamic
Excellence Service values and ethical responsibility.
2. To cultivate industry-ready graduates equipped with technical proficiency and
social consciousness.
3. To foster innovation and research that address local and global ICT
challenges.
4. To build partnerships with academia, industry, and government for
collaborative development.
Philosophy:
The ICT Department believes that Information and Communications Technology is not
only a tool for innovation and progress but also a means to serve humanity and
uphold moral integrity. Rooted in Islamic values and ethical principles, the department
upholds that true excellence in the field of ICT is achieved through the integration of
 COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)
INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

technical expertise, social responsibility, and spiritual grounding.

We commit to nurturing God-fearing, competent, and compassionate ICT
professionals who are prepared to lead in an ever-evolving digital world. Our
philosophy is to develop well-rounded individuals who possess not only critical and
creative thinking but also a strong moral compass, a sense of community, and a
passion for nation-building and global impact.
Guided by faith, inspired by knowledge, and driven by purpose, we strive to empower
every BSIT student to become a catalyst for change — embracing lifelong learning,
innovation, and service to others in alignment with the divine purpose:
“Truly my prayer, and my service of sacrifice, my life and my
death are all for God, the Cherisher of the Worlds.”
— Holy Qur’an, Surah Al-An’am (6:162)

Course Title CONTENT AND PEDAGOGY FOR THE DATA STRUCTURE AND ALGORITHM
Course No. SIA 301
Course Description This unit provides the concepts and principles of basic operation of platform technologies, including general purpose computers and peripherals,
and communication infrastructure such as transmission systems (copper, wireless, optical fibre), networking and networking devices. In addition,
this unit introduces digital data representation, including number systems and character encodings.
A practical "hands-on" component will develop essential skills to install, use, and support PC hardware and software by providing the training to
ensure the necessary proficiency. This unit also develops skills to be able to identify and diagnose possible problems and troubleshoot personal
computer systems.
Course credit 3
Placement: 1st Semester A.Y. 2025-2026
Co – requisites N/A
Schedules PT 201 A -
PT 201 B –
PT 201 C –
PT 201 D –
Program Outcomes At the end of the course, the students should be able to:

a. Apply knowledge of computing, science, and mathematics appropriate to the discipline.

b. Understand best practices and standards and their applications.
c. Analyze complex problems, and to identify and define the computing requirements appropriate to its solution.
d. Design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs and requirements
under various constraints.
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INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

e. Integrate IT-based solutions into the user environment effectively.

f. Apply current techniques, skills and tools necessary for the IT practice.
g. Function effectively as an individual and as a member or leader in diverse teams and in multidisciplinary settings.
h. Communicate effectively with the computing community and with society a large about complex computing activities by being able to
comprehend and write effective reports, design documentation, make effective presentations, and give and understand clear instructions.
i. Understand professional, ethical, legal, security, and social issues and responsibilities in the utilization of information technology.
j. Recognize the need for and engage in independent learning and lifelong development in the IT discipline.
k. Analyze the local and global impact of computing and information technology on individuals, organizations, and society.
l. Understand professional, ethical, legal, and security and social issues and responsibilities in the utilization of information technology.
m. Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing professional
development.
Level Outcomes a. Design, implement, test, and debug a program based on a given specification that uses and implements abstract data types (stacks,
queues, priority queues, sets, maps)
b. Argue strengths and weaknesses among multiple implementations for a problem (i.e..on the aspects of iterative vs recursive solutions and
on the aspects of abstraction encapsulation and information hiding.)
Course Outcomes At the end of the course, the students should be able to:
a. Describe, explain, and use abstract data types including stacks, queues, lists, sets, maps and graphs.
b. Read and write recursive algorithms and understand when recursion is, and is not, appropriate.
c. Analyze the time and space efficiency of data structures and algorithms and apply this analysis to select the best tools for solving particular
problems.
d. Implement those data types using both contiguous and linked representations.
e. Implement a variety of algorithms for searching and sorting, including linear search, binary search, insertion sort, selection sort, merge sort,
quicksort, and heap sort

9.1 Curriculum Map Program Outcomes

Program Outcomes
Course
PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO 10 PO 11 PO 12 PO 13
SIA I P P P P P P P P P P P D

Legend: I – Introduce concepts/principles related to the program outcome.

P – Practice students to develop and practice the program outcome.
D – Demonstrate mastery of the program outcome through assessment.

9.2 Alignment Matrix of Program Outcomes, Course Outcomes, and Learning Outcomes
Program Outcomes Course Outcomes Learning Outcomes
a. Apply knowledge of computing, science, and a. Describe, explain, and use abstract data types a. Define Algorithm; understand the fundamental
mathematics appropriate to the discipline. including stacks, queues, lists, sets, maps and questions about algorithms.
 COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)
INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

b. Understand best practices and standards and graphs. b. Define data structures; identify the different
their applications. b. Read and write recursive algorithms and data types.
c. Analyze complex problems, and to identify and understand when recursion is, and is not, c. Define Array; discuss the process of loops and
define the computing requirements appropriate appropriate.
iteration.
to its solution. c. Analyze the time and space efficiency of data
d. Design, implement, and evaluate a computer- structures and algorithms and apply this d. Define linked list; know the graphical
based system, process, component, or analysis to select the best tools for solving representation of linked list.
program to meet desired needs and particular problems.
requirements under various constraints. d. Implement those data types using both
e. Understand professional, ethical, legal, contiguous and linked representations.
security, and social issues and responsibilities
in the utilization of information technology.
a. Apply knowledge of computing, science, and a. Describe, explain, and use abstract data types a. Define recursion; explain the process of stacks.
mathematics appropriate to the discipline. including stacks, queues, lists, sets, maps and b. Define queue and doubly-linked list; know the
b. Understand best practices and standards and graphs. process of queue graphical representation.
their applications. b. Read and write recursive algorithms and
c. Define searching; explain the requirements for
c. Analyze complex problems, and to identify and understand when recursion is, and is not,
define the computing requirements appropriate appropriate. searching.
to its solution. c. Implement those data types using both
contiguous and linked representations.
d. Implement a variety of algorithms for searching
and sorting, including linear search, binary
search, insertion sort, selection sort, merge
sort, quicksort, and heap sort
a. Understand best practices and standards and a. Analyze the time and space efficiency of data a. Define efficiency and complexity; differentiate
their applications. structures and algorithms and apply this time versus space complexity.
b. Design, implement, and evaluate a computer- analysis to select the best tools for solving b. Define the word “TREES”, understand the
based system, process, component, or particular problems.
general specification of trees.
program to meet desired needs and b. Describe, explain, and use abstract data types
requirements under various constraints. including stacks, queues, lists, sets, maps and
c. Apply knowledge of computing, science, and graphs.
mathematics appropriate to the discipline.
d. Understand professional, ethical, legal,
security, and social issues and responsibilities
in the utilization of information technology.
a. Apply knowledge of computing, science, and a. Describe, explain, and use abstract data types a. Define binary search trees; know the concept
mathematics appropriate to the discipline. including stacks, queues, lists, sets, maps and of binary search trees.
b. Understand best practices and standards and graphs. b. Differentiate priority queues and heap trees;
their applications. b. Implement a variety of algorithms for searching identify the disadvantages or limitations of the
 COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)
INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

c. Understand professional, ethical, legal, and sorting, including linear search, binary use of queue and heap trees.
security, and social issues and responsibilities search, insertion sort, selection sort, merge c. Define sorting; identify the problem of sorting;
in the utilization of information technology. sort, quicksort, and heap sort. enumerate the common sorting strategies.
d. Know the concept of hash tables; understand
the concept of abstract data types.
e. Define graph

1. Learning Plan
Learning Outcomes Content/Topic Outcomes-Based Teaching and Learning Assessment
 COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)
INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

Strategies
Classroom TA
a. Define Algorithm; understand the UNIT 1  Interactive discussion 6 hours  Short quiz
fundamental questions about with PPT presentation (week 1)  Participation in
algorithms. Chapter 1  Class Sharing of discussion
I. Algorithms as opposed to Experiences 6 hours  Activities/Projects:
b. Define data structures; identify
programs  Brainstorming (week 2) Submission of the
the different data types. II. Data structures, abstract data  Reporting THREE-BY-THREE
c. Define Array; discuss the process types, design patterns 3 hours WORKSHEET and
of loops and iteration. III. Arrays and Iteration (week 3) Venn diagram activity.
d. Define linked list; know the IV. Linked list  Periodic/Term
graphical representation of linked Examination:
list. Covering Prelim
topics
a. Define recursion; explain the UNIT 2  Group Report 6 hours  Quizzes: On recursion
process of stacks. Chapter 5  Oral Recitation (week 6) concepts,
b. Define queue and doubly-linked I. RECURSION  Interactive Discussion stack/queue
list; know the process of queue
II. QUEUES  Lecture 6 hours operations
III. SEARCHING  Quizzes/Activities (week 7)  Activities/Projects:
graphical representation. Completion of “I
c. Define searching; explain the (week 8) WONDER
requirements for searching. QUESTION” and
KWL Chart.
 Periodic/Term
Examination: Midterm
Exam, covering all
topics up to this point.
a. Define efficiency and complexity; UNIT 3
differentiate time versus space Chapter 8  Individual Report 9 hours  Quizzes: On Big O
complexity. I. Efficiency and Complexity  Lecture/ Discussion (week 9) notation, different
 Quiz on the lectures types of complexity,
b. Define the word “TREES”,
II. TREES  Recitation tree terminology.
understand the general (week 10)  Unit/Summary Test:
specification of trees. Covering Pre-Final
topics.

a. Define binary search trees; know Unit 4

 COURSE DESIGN/ TEACHERS’ INSTRUCTIONAL PLAN (TIP)
INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

the concept of binary search Chapter 9  Lecture/Discussion 9 hours

trees. I. Binary Search Trees  Oral Recitation (week 11)  Quizzes: on
b. Differentiate priority queues and II. Priority Queues and Heap Trees  Reading of clipped properties of specific
heap trees; identify the III. Sorting videos and articles data structure
disadvantages or limitations of IV. Hash Tables (week 12)  Activities/Projects:
the use of queue and heap trees. V. GRAPHS  Lecture/Discussion Independent practices
c. Define sorting; identify the  Oral Recitation exercises, review of
problem of sorting; enumerate the  Reading of clipped video
common sorting strategies. videos and articles  Periodic/Term Exam:
d. Know the concept of hash tables; Final Exam, covering
understand the concept of final topics.
abstract data types.
e. Define graph.

Learning environment:
Classroom:
 The ratio of faculty to students is 1:33-36
 Room is properly ventilated and conducive for learning and instruction.
 Students are safe and comfortably seated.

2. Course Requirements
 Interactive participation inside the classroom.
 Collaborative Approaches
 Tests and Examinations
 Performances and Presentation
 Written works and Outputs
 Projects
 Community Engagement
 Instructional Plan in Teaching the Macro Skills of the Mother Tongue
 Demonstration Teaching (Using Self-Developed Instructional Plan and IM’s)

3. Grading System
Pre- Pre-
Sources of scores Mid Final Weight
mid final % EQUIVALENT FINAL GRADE DESCRIPTION
1. Term examinations 95 – 100 1.0
Excellent
2. Quizzes/ Oral Presentation 92 – 94 1.25
(Individual/Group) 91 – 90 1.5 Very good
3. Attendance/Participation/Decorum 87 – 89 1.75
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INFORMATION COMMUNICATION TECHNOLOGY DEPARTMENT

4. Course requirements 84 – 86 2.0

81 – 83 2.25
Good
79 – 80 2.5
Classroom policies: 78 – 76 2.75
Passed
 Allowable absences: less than 20% of total contact hours for the course. A 75 3.0
learner who has incurred absences of 20% of the total course-hours shall not be No course requirement or final
given credit. exam but had satisfactorily
 2 consecutive incident of tardiness is equivalent to 1 absent. The learner may be INC Conditional
completed at least 75% of the
referred to Guidance Office for counselling and appropriate intervention. total course requirements
 Observance of proper decorum and becoming behavior is expected. 74 and below 5.0 Failed
 Maintenance of classroom cleanliness and orderliness. Dropped from class for non-
 Start and end class session with Islamic prayer. attendance / non-appearance for 5.0 Failed
20% of prescribed attendance
Officially Dropped Dropped Dropped

4. References
Textbooks
Author/s Title Ed/Copyright
Bullinaria, John (2019)
University of Birmingham, Data Structures and Algorithms
Birmingham, UK.

Prepared by: Recommending approval: Approved:

WASHIMA T. NURHASAN, LPT, MPA PROF. SIBAR T. JULHASIRIN

_________________________ WILLY D. HUNAIN, MPA AVP for Academic Affairs
Facilitator ___________________________
_________________________ Dean, BSIT Program
Facilitator