Student-Centered Curriculum And Its Dimensions In Bachelor Of Science In Interior Design (BSID): Basis For A Proposed Development Plan
Keywords:
Student-centered curriculum, Curriculum evaluation and assessment effectiveness, quantitative-descriptive, Bachelor of Science in Interior Design (BSIDAbstract
The Commission on Higher Education (CHED) Memorandum Order 2016 on the Bachelor of Science in Interior Design (BSID) curriculum advocates for curriculum improvement, emphasizing the necessity of a systematic evaluation mechanism in meeting educational goals. This study examines student-centered curriculum in interior design, focusing on demographics, evaluation, and assessment effectiveness. It uses a quantitative-descriptive research design and Pearson Correlation Coefficient to analyze responses. 278 respondents evaluated their achievements in interior design. Welch's t-test and Mann-Whitney U Test were used to see whether there was a significant difference between students and teachers on any of the factors. The student-centered curriculum had the highest mean, indicating widespread support. The dimension of curriculum evaluation had the highest mean and standard deviation. The curriculum philosophy component had the highest mean, with strong support from both students and teachers. The findings show a positive correlation between a student-centered curriculum and perceptions of curriculum evaluation dimensions, and a small but genuine link between the two. Finally, there are no statistically significant differences between students and teachers in terms of student-centered curriculum or curriculum assessment efficacy. This study includes conclusions and a proposed development plan.
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