Assessment of Bachelor of Secondary Education (BSED) Course Learning Outcomes: Insights for Program Enrichment

Jerlyn D. Pama
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Jerlyn D. Pama: Iloilo State University of Fisheries Science and Technology (ISUFST)- Tiwi Campus, Brgy. Tiwi, Barotac Nuevo, Iloilo, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 3790-3808

Abstract: This study assessed the alignment of course learning outcomes (CLOs) of the Bachelor of Secondary Education (BSED) major in English, Filipino, Mathematics, Science, and Social Studies with the Program Outcomes (POs) in CHED Memorandum Order (CMO) No. 75, s. 2017. Likewise, it profiled the assessment strategies utilized by the teachers. Only available syllabi in the BSED program were used in the study. Frequency counts and ranks were employed in data analyses. The study showed that fewer English teachers created CLOs for POs 6.3.1.f, 6.3.1.g, and 6.3.1.c, and majority for POs 6.3.1.a, 6.3.1.b, and 6.3.1.h. Filipino teachers developed a few CLOs that aligned with POs 6.3.2.e and 6.3.2.c, but many for POs 6.3.2.a, 6.3.2.b, 6.3.2.d, and 6.3.2.f. Math teachers formulated less CLOs for POs 6.3.3.d and 6.3.3.g, but more for POs 6.3.3.a, 6.3.3.b, and 6.3.3.f. Science teachers wrote many CLOs that focused on achieving PO 6.3.4.a, but few for POs 6.3.4.b, 6.3.4.c, and 6.3.4.d. Social Studies crafted fewer CLOs corresponding to POs 6.3.5.f, 6.3.5.c, and 6.3.5.b, but more CLOs on POs 6.3.5.d, 6.3.5.a, and 6.3.5.g. The teachers used various assessment techniques but should keep abreast of summative and formative assessment methods to strengthen them. The findings gave insights for program enrichment.

Date: 2025
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