Implementation of Information Technology Programs of Selected Private HEIs in NCR: Input to Curriculum Enhancement in Response to ASEAN Integration

Abstract

The study aimed to determine the current status of the Information Technology Program in Higher Education Institutions (HEIs) in NCR. Specifically, it sought answers about the relationship of the profile of the ITE faculty to the ITE program implementation and the possible intervention effort proposed to the school to enrich ITE programs in response to ASEAN Integration. The respondents consisted of 104 faculty members, the dean, and the program heads from selected HEIs in the National Capital Region. The researcher used descriptive research using the survey method to determine the status of the Information Technology Program in HEIs. Further, the CHED memo no. 25, series of 2015, Curriculum from top ASEAN IT University, current IT curriculum, and the tracer study of each school were the basis for developing the survey questionnaire. The researcher used the Likert scale to evaluate the relevance of the curriculum, quality of instruction, faculty teaching competencies, utilization of computer laboratory and equipment, and faculty best practices. The research used multiple regression to analyze the hypothesis. The dean and the faculty respondents described the Information Technology programs as very relevant, with the weighted mean scores of 4.23 and 3.63, respectively. Both the department head and faculty respondents described the quality of instruction as very relevant with weighted mean scores of 4.23 and 4.17, respectively. The utilization of computer laboratory was described as very relevant by the department head and faculty respondents with weighted mean scores of 3.93 and 3.98, respectively. The faculty teaching competencies were described as very relevant by the department head and faculty respondents, with weighted mean scores of 4.31 and 3.98, respectively. Both the department head and faculty respondents described the faculty best practices as very relevant with weighted mean scores of 4.32 and 4.06, respectively. The predictors of the relevance of the curriculum were highest educational attainment (β=-0.3606) and field of specialization (β=.157); quality of instruction were age (β=0.0583) and years and service (β=0.0877); faculty teaching competencies were age (β=0.0559) and gender (β=-02527). The best practices were educational attainment (β=0.2623) and utilization of computer laboratories (β=-.2502). On the basis of statistical findings, the study partly sustains the hypothesis that the HEI’s profile and the ITE Faculty profile significantly predict the implementation of ITE programs in selected HEIs in the NCR when taken singly or in combination.