The Lived Experiences of Graduate School Students on the Implementation of Innovative Classes
Jonathan P. Diokno1, Jeofrey F. Robles2, Jayson Amber T. Ong3,
Francis Arman T. Cos4, Rene M. Colocar5
https://orcid.org/0000-0002-8813-02421, https://orcid.org/0000-0003-4963-41542, https://orcid.org/0000-0003-1710-874X3, https://orcid.org/0000-0002-4887-671X4, https://orcid.org/0000-0002-7090-97845
diokno.jp@mpc.edu.ph1, jeofrey.robles@deped.gov.ph2, jayamberr23@gmail.com3, francisarmanc@gmail.com4
Institute of Graduate Studies
Marikina Polytechnic College, Sta. Elena, Marikina City, Philippines1-5
DOI: https://doi.org/10.54476/ioer-imrj/293423
ABSTRACT
Educational paradigms have shifted from face-to-face to distance learning due to the impact brought by the COVID-19 pandemic. This shift is inevitable from the preparatory to the graduate level of education. Various improvements to adapt to this change are inevitable. One of which are the innovative classes implemented in the graduate school of Marikina Polytechnic College. Like any other program, evaluation is necessary based on the lens of key actors for its improvement. To evaluate the innovative class program implemented in the College, this study utilized phenomenological research design as lived experiences of the key actors play major roles in the evaluation process. Purposive sampling was utilized in the study and data were gathered through focus group discussion. Gathered data went through two-layered qualitative data analysis following the TPACK model as a priori. It was revealed that the availability of internet connection and appropriate devices, and familiarization of application were the subthemes under the Technology aspect; Appropriateness of pedagogy to content, teacher-centered discussion, a grouping of students, and research-based approach on Pedagogical aspect; Assessment and Evaluation Planning, Reflection-based assessment and Feedback mechanism are the sub-themes under Assessment Aspect; the integrated curriculum is the subtheme of Content Knowledge aspect.
Keywords: TPACK, innovative class, graduate school, phenomenology, education adaptation