Bachelor of Secondary Education Major in English Curriculum Vis-a-vis Employment and LET Performance of Graduates

Abstract

Curriculum mismatch between academe and industry is considered a global phenomenon, thus evaluating the curriculum after its implementation is vital to check its usefulness. Curriculum evaluation can identify which parts of the curriculum are working well, and which parts ought to be better (McQuerade and Champagne, 1995). Moreover, due to changes in the educational system of our country, a forthcoming revision of Bachelor of Secondary Education major in English and other teacher education programs has started. These are the reasons that moved the researcher to conduct an in-depth evaluation of BSED English curriculum of Polytechnic University of the Philippines vis-à-vis employment and LET performance of the graduates. The study is anchored on Daniel Stufflebeam’s Context, Input, Process, and Product (CIPP) Model, which is the comprehensive curriculum evaluation model according to Rabe (2011). A modified and validated survey-questionnaire was used to gather the data. A total of 151 BSED English graduates who were LET passers participated in the e-survey using Google form. The results showed that Speech Communication, Practice Teaching, and English and American Literature and The Teaching of Speaking were the most useful courses in their employment, while World Literature, Practice Teaching, and Structure of the English Language were the most useful courses in relation to their LET performance. Also, it revealed that those who are employed as online tutors got the highest P-value and found their curriculum most useful as Mercado (2018) mentioned that one of the competencies in online tutoring is content knowledge, which is included in the curriculum.