Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
DESIGN OF PEDAGOGICAL E-PORTFOLIO TO LEVEL UP
WITH THE UNIVERSITY’S AUTONOMOUS STATUS
Leila R. Gano1 and Rodman F. Manalang2
University of the East, Philippines (1leilagano@yahoo.com, 2rodmanmanalang@yahoo.com)
ABSTRACT
This study came up with an innovative pedagogical electronic materials depicting the Social Identity theory in a
way that the output (e -portfolio) is compliant to the accreditation requirements under the area of Instruction
placing the Department of Mathematics and Statistics and the proponents of this study as faculty members of the
department in full congruence with the thrust of the University for Quality Education. Specifically, the
researchers developed an e-portfolio of instructional and testing materials that covered the syllabi of two
courses, College Algebra and Basic Statistics. Said e-portfolio was 1) evaluated by mathematics experts based
on the sufficiency of the content in each topic in the developed e -portfolio, and 2) gauged by 18 faculty
members of other disciplines/departments based on its connote worth for the Department of Mathematics and
Statistics to “level up” with the University’s vie for higher level of accreditation and the CHED granted
autonomous status. Results revealed the Excellent level of accreditation evaluation for the Department of
Mathematics and Statistics and the e-portfolio’s sufficiency of the content in terms of Level of Discussion,
Level of Demonstration, Viewing Experiences and Level of Functionality.
KEYWORDS
E-portpolio, pedagogy, autonomous, mathematics, level-up, design
INTRODUCTION
Schools play an important role in shaping the future of society. Therefore, quality schools
will mean better society. This is why the Philippine government is pushing for the
improvement and strengthening of higher education. Different laws and regulations have
been issued to this effect.
In 1972, the late President Ferdinand Marcos issued Presidential Decree 6-A, known as the
Educational Development Act of 1972, which makes accreditation one of the means of
upgrading Philippine education. Lately, CHED Order 1, s. 2005 and the 2008 Manual of
Regulations for Private Schools specified voluntary accreditation as a means of ensuring
quality education.
The Philippine Association of Colleges and Universities Commission On Accreditation
(PACUCOA)i defined accreditation as a framework/approach to improve the quality of an
educational institution along the nine (9) areas of operations namely; philosophy, vision and
mission, faculty, instruction, library, laboratories, physical plant and facilities, student
personnel services, social orientation and community involvement, and organization and
administration where quality specifications and quality standards are set. If the school would
be able to comply with set requirements under these 9 areas, it will achieve the level of
excellence.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
The University of the East or Pamantasan ng Silangan in Filipino and commonly
abbreviated as (UE) is a private nonsectarian university located at the University Belt Area,
district of Sampaloc, Manila, Philippines. The university was founded in 1946 as a
coeducational institution. Several colleges of UE - Manila have each been accredited the
Level II and III status by the PACUCOA and Philippine Accrediting Agency of Schools,
Colleges and Universities (PAASCU). The Commission on Higher Education (CHED) has
identified the Information Technology Department as a Center of Development in
Information Technology Education for the period starting March 1, 2007 to December 31,
2010.ii
Figure 1. Image from the UE Official Website Announcing the University’s Autonomous Status
Source: www.ue.edu.ph
On October 6, 2009, the University of the East-Manila campus was granted by the
Commission on Higher Education with an AUTONOMOUS STATUS that was given to few
tertiary institutions in terms of Quality Education.iii This is CHED's highest recognition of
UE's accomplishments, adherence to quality assurance and commitment to public
responsibility and accountability.
In line with the University’s thrust of quality education, the proponents of this research
proposal conducted a study that came up with innovative pedagogical electronic materials for
the Department of Mathematics and Statistics. Specifically, the researchers developed an eportfolio of instructional and testing materials that covered the syllabi of two courses, College
Algebra and Basic Statistics.
An electronic portfolioiv, also known as an e-portfolio or digital portfolio, is a collection of
electronic evidence assembled and managed by a user. An e-portfolio can be seen as a type
of pedagogical materials compilation.
THEORETICAL FRAMEWORK
This study is inspired by the Social Identity Theory. This theory illustrates the concept of
organizational identification. Mael and Ashforthv (1992) define it as “a perceived oneness
with an organization and the experience of the organization’s successes and failures as one’s
own.” (p103). In their research on college alumni’s identification with their former college,
they developed a set of organizational and individual antecedents that they proposed
influenced the extent to which former students would still identify with their college. From
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
these a causal model was developed linking the combined effects of both the organizational
and individual antecedents to some degree of organizational identification. This was then
proposed to lead support for the organization.
This present study depicts the Social Identity theory in a way that the output (e-portfolio) is
compliant to the accreditation requirements under the area of Instruction placing the
Department of Mathematics and Statistics and the proponents of this study as faculty
members of the department in full congruence with the thrust of the University for Quality
Education.
STATEMENT OF PURPOSE
This study developed a complete electronic portfolio (e-portfolio) for the Department of
Mathematics and Statistics pedagogical use. Said e-portfolio included electronic instructional
materials (video CD, power point, etc.) and complete (prelim to finals – quizzes, seatworks
and examinations) testing materials that covered the syllabi for the courses College Algebra
and Basic Statistics.
This study also evaluated the e-portfolio (instructional and testing materials) of the two
(Algebra and Statistics) mathematics courses by presenting it to the Department of
Mathematics and Statistics faculty members in a forum for their perusal.
ASSUMPTION
It is assumed for this study that the use of electronic materials compiled in an e-portfolio as
teacher’s additional aid in instruction will enhance students’ academic performance resulting
in a better learning outcome. Learning theories and several studies have been conducted to
support this claim.
Liz Kolbvi in her Developing Everyday Technology Pedagogy in Preservice Teachers pointed
out students’ everyday use of technology and that acknowledging the presence of these
technologies can benefit classroom instruction. She conducted a qualitative study that looks
at how teacher educators can foster “everyday technology pedagogy” in preservice teachers.
Basturkvii in his study discussed the educational benefits of Computer Assisted Instruction
(CAI). The following are findings/advantages of CAI as discussed in his lecture: 1) Learning
capacity of a student could be improved successfully when CAI is used as a supplement to
regular teaching, 2) CAI emphasizes on the enrichment of collaborative learning,
encouragement of greater students independence and task-based teaching, 3) Computerized
study guides can impact and improve students’ overall level of mastery (Worthington et al.
1996), and 4) CAI also highlights’ that testing may be improved if students complete tests on
computer screens and receive immediate feedback about their performance.
Richardson and Rhaviii on their study examined the effectiveness of computer assisted
instruction on math achievement of fourth graders. The study was conducted for an Indiana
school corporation which had recently installed a computer lab in one of four elementary
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
buildings. The following findings were found 1) Results indicated that the control groups
show a greater gain in achievement, and 2) Calculation skills also increased due to the results
of the CAI control groups.
The research findings mentioned by Bastrurk, Richardson and Rha both resulted in the same
direction wherein improved academic achievement is manifested by the students.
Accreditationix is a concept of self-regulation which focuses on self-study and evaluation
and on the continuing improvement of educational quality. It is both a process and a result.
As a process, it is a form of peer review in which an association of schools and colleges
establishes sets of criteria and procedures to encourage high maintenance of standards of
education among its affiliate members.
As a result, it is a form of certification granted by a recognized and authorized accrediting
agency to an educational program or to an educational institution as possessing certain
standards of quality which are over and above those prescribed as minimum requirements for
government recognition. Accreditation is based upon an analysis of the merits of educational
operations in the context of the institution's philosophy and objectives.
DATA GATHERING PROCEDURE AND INSTRUMENT
The development of the e -portfolio was done during the 1st semester of SY 2010-2011. The
e -portfolio was expert validated during the 2nd semester SY 2010-2011:
1. The expected output of the study is the e -portfolio containing the electronic instructional
materials (video CD, power point, etc.) and complete testing materials (prelim to finals –
quizzes, seatworks and examinations) that covered the syllabi for the courses College
Algebra and Basic Statistics. The sufficiency of the content in each topic in the developed e portfolio was expert validated during the 2nd semester SY 2010-2011. It was presented to the
Department of Mathematics and Statistics faculty members. A questionnaire was used for this
purpose.
2. The development of the e -portfolio and it’s connote worth for the Department of
Mathematics and Statistics to “level up” with the University’s vie for higher level of
accreditation and the CHED granted autonomous status was gauged by faculty members of
different disciplines/departments in another forum. The Self-Evaluation questionnaire in the
“Instruction” portion of the Accreditation Tool was used for this purpose.
FINDINGS OF THE STUDY
This study developed a complete electronic portfolio (e-portfolio) for the Department of
Mathematics and Statistics’ pedagogical use. Said e-portfolio included electronic
instructional materials (video CD, power point, etc.) and complete testing materials (prelim to
finals – quizzes, seat works and examinations) that covered the syllabi for the courses
College Algebra and Statistics.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
The expert validation of the e-portfolio was done during the 2nd semester SY 2010-2011,
wherein:
1. the sufficiency of the content in each topic in the developed e-portfolio were validated by
three (3) Mathematics experts each for the courses College Algebra and Basic Statistics. A
questionnaire was used for this purpose.
2. the e-portfolio’s connote worth for the Department of Mathematics and Statistics to “level
up” with the University’s vie for higher level of accreditation and the CHED granted
autonomous status was gauged by eighteen (18) faculty members from other
disciplines/departments in a forum. The Self-Evaluation questionnaire in the “Instruction”
portion of the Accreditation tool was used for this purpose.
1. The Sufficiency Of The Content
1.) How sufficient were the information contained in the lessons about the different course
topics?
Table 7. Level of Discussion
Level of Discussion
Very well
Discussed
College
Algebra
Basic
Statistics
33%
Well
Discussed.
Just enough,
moderately
Discussed.
Very little.
More information is
needed.
Not
Discussed.
67%
100%
Sixty seven percent (67%) of the College Algebra experts opined that the information
contained in the lessons about the different course topics were sufficiently well discussed.
The same evaluation was given by 100 percent of the experts on the Basic Statistics eportfolio.
This shows that the discourse on a topic is well done, and every aspect of the lesson is given
consideration paving way for teacher’s well delivery of the lesson to students.
2.) Were concepts/processes sufficiently demonstrated/illustrated?
Table 8. Level of Demonstration
Level of Demonstration
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
College
Algebra
Basic
Statistics
Very well
Demonstrated
Well
Demonstrated
33%
67%
Moderately
Demonstrated
Slightly
Demonstrated
Not
Demonstrated
100%
Sixty seven percent (67%) of the College Algebra experts confirmed that the
concepts/processes sufficiently demonstrated were sufficiently well demonstrated, while
100% of the experts have the same opinion on the Basic Statistics e-portfolio.
It reveals that the manner of presenting the evidence of discussion, the way the concepts and
processes are illustrated is well done as perceived by the Mathematics experts.
3.) Thinking back to your experiences while viewing the media, please indicate whether you
agree or disagree with the statements below.
Table 9. College Algebra
INDICATORS
1 The materials were able to capture and
hold my attention.
2. The materials are concise (no unnecessary
words or graphics).
3. The language used was clear and easy to
understand.
4. I was comfortable with the pace of the
discussion.
5. Information was presented in a wellorganized manner.
6. The visuals were sharp and attractive.
8. There is mental involvement; it has the
ability to make me think.
9. The amount and kind of information given
was appropriate to the needs of the
students.
10. There is clear demonstration of concepts
and processes through step-by-step
sequences.
Viewing Experiences
Strongly
Agree
Agree
33%
67%
33%
67%
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
100%
100%
100%
67%
33%
100%
100%
67%
33%
One hundred percent (100%) of the College Algebra experts strongly agreed that the
language used in the e-portfolio was clear and easy to understand, the pace of the discussion
was comfortable, the information was presented in a well-organized manner and was
appropriate to the needs of the students.
Also, sixty-seven percent strongly agreed that the visuals were sharp and attractive and there
is clear demonstration of concepts and processes through step-by-step sequences.
On the other hand, sixty seven percent (67%) of the College Algebra experts agreed that the
materials were concise and were able to capture and hold attention.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
It may be concluded that the experts’ agreement to strong agreement on the ten criteria given
in the questionnaire revealed that the electronic instructional materials included in the eportfolio are acceptable to them.
Table 10. Basic Statistics
INDICATORS
Viewing Experiences
1 The materials were able to capture and
hold my attention.
2. The materials are concise (no unnecessary
words or graphics).
3. The language used was clear and easy to
understand.
4. I was comfortable with the pace of the
discussion.
5. Information was presented in a wellorganized manner.
6. The visuals were sharp and attractive.
8. There is mental involvement; it has the
ability to make me think.
9. The amount and kind of information given
was appropriate to the needs of the
students.
10. There is clear demonstration of concepts
and processes through step-by-step
sequences.
Strongly
Agree
Agree
33%
67%
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
100%
33%
67%
33%
67%
33%
67%
33%
67%
33%
67%
33%
67%
33%
67%
One hundred percent of the Basic Statistics experts agreed that the materials are concise and
were able to capture and hold attention. While, 67 percent of the experts consistently
perceived agreement on the rest of the criteria in the questionnaire in terms of viewing
experiences.
The result of this survey is consistent with the evaluation given by the College Algebra
experts. The researcher is also quick to conclude that the electronic instructional materials
included in the Basic Statistics e-portfolio are acceptable to the experts.
4.) In your opinion, how functional was the e-portfolio materials in teaching
mathematics concepts/skills?
Table 11. Level of Functionality
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Level of Functionality
College
Algebra
Basic
Statistics
Very
Functional.
The e-portfolio
will be very
useful to
teachers’
pedagogical
works
Quite
Functional.
The e-portfolio
will be quite
useful to
teachers’
pedagogical
works.
33%
67%
67%
33%
Moderately
Functional. The eportfolio will be
moderately useful
to teachers’
pedagogical works
Slightly
Functional. The
e-portfolio will be
slightly useful to
teachers’
pedagogical
works.
Not Functional.
The e-portfolio
will not be
slightly useful to
teachers’
pedagogical
works.
Sixty seven percent (67%) of the College Algebra experts opined that in terms of
functionality of the e -portfolio materials in teaching mathematics concepts/skills, the eportfolio will be quite useful to teachers’ pedagogical works.
67 percent of Basic Statistics experts mentioned that the e-portfolio materials are very
functional in the teaching of mathematics concepts/skills, and will be quite useful to teachers’
pedagogical works.
5.) How could the e -portfolio be further improved?
For the course College Algebra, the following are the suggestions given by the Experts:
Expert 1:
Check for grammatical differences.
Expert 2:
To give comments after the first implementation.
Expert 3:
 To construct the number line on lessons regarding absolute value of a number.
For the course Basic statistics, the following are the suggestions given by the Experts:
Expert 1:
There should be implementation first so that needed corrections could be detected at the same
time it is being used.
Expert 2:
None.
Expert 3:
 “At the end of the lesson, the students are expected to . “ should be used.
 Give additional examples on hypothesis testing, specifically t-test.
 Present table for interpreting the coefficient of r (correlation).
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
6.) Please write down any other comments/suggestions that you may have.
For the course College Algebra, the following are the suggestions given by the Experts:
Expert 1:
The e-portfolio is a very nice material, easy to use and user-friendly.
Expert 2:
To give comments after the first implementation.
Expert 3:
 “At the end of the lesson, the students are expected to . . “ should be used.
 Avoid using the symbol (&) for the word and.
 Choices for the matching type of test should contain similar terms.
 Observe one question per number for multiple choice type tests.
 Include answer keys for the activities and quizzes.
For the course Basic statistics, the following are the suggestions given by the Experts:
Expert 1:
Implementation first so that needed corrections could be detected.
Expert 2:
None.
Expert 3:
 “use percentages (%) in constructing pie chart.
 Use Php whenever possible.
 Give realistic examples such as ages of ABS-CBN contract artists.
 Use the class boundaries in constructing the histogram.
 Add more data in solving the measure of kurtosis.
2. The e-portfolio’s Connote Worth For The Department Of Mathematics And Statistics To
“Level Up” With The University’s Vie For Higher Level Of Accreditation And The
CHED Granted Autonomous Status
Accreditation as a process, looks into the compliance of affiliate members of the association
of schools and colleges to the sets of established criteria and procedures along the nine (9)
areas starting from the philosophy, vision and mission, in the context of which, the other
aspects of operations of a school are evaluated such as faculty, instruction, library,
laboratories, physical plant and facilities, student personnel services, social orientation and
community involvement and organization and administration. Its aim is to assure quality
education.
Each of the 9 areas contains numerous criteria/attributes of an ideal school. In terms of
Instruction, its contents include Program of Studies, Co-curricular Activities, Instructional
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Process, Classroom Management, Academic Performance of Students, Administrative
Measures for Effective Instruction, and Additional Information/Exhibits.
This research study, anchors in the Instructional Process. It is all about the methods used in
imparting instruction with a view to guiding the students’ self-realization through the
development of his analytical and critical judgment and the stimulation of his social awareness.
They are adapted to subject matter, situational needs and individual differences, and are
conducted on a collegiate level. A variety of instructional procedures is normally to be
expected, such as lectures, team- teaching, group techniques, etc. The college should make
judicious use of a number of teaching devices, such as audio- visual aids, modern information
technology, etc. To assess an institution’s compliance to the set standard, an officially approved
evaluative criteria and instrument prescribed by the accrediting agency is used and a SelfSurvey and Evaluation is conducted.
Table 12. e-Portfolio as Instructional Process Evaluation Result
WEIGHTED
MEAN
VERBAL
DESCRIPTION
4.72
4.78
4.61
4.50
4.27
Excellent
Excellent
Excellent
Excellent
Excellent
a. adapted to the subject matter.
b. stimulate students to think.
c. encourage students to participate in group work
d. arouse the spirit of inquiry
e. make use of team teaching
f. are sufficiently varied
g. are conducive to independent study.
The school make judicious use of . .
4.78
4.78
4.38
4.56
4.27
4.61
4.83
Excellent
Excellent
Very Good
Excellent
Very Good
Excellent
Excellent
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
4.78
4.61
4.06
4.67
3.89
4.56
4.72
4.78
4.78
4.33
4.61
Excellent
Excellent
Very Good
Excellent
Very Good
Excellent
Excellent
Excellent
Excellent
Excellent
4.83
Excellent
AREA 3: INSTRUCTION
The instructional process as a whole is directed toward the
total development of the student. It therefore promotes
a.
analytical and critical judgment
b. scholarly effort
c. the attitude and techniques of investigation.
d. awareness of institutional values
e. social awareness and other values.
The teaching method used . .
textbooks
reference and supplementary materials
student researches and reports
audio-visual materials
team teaching
group activities
programmed instructional materials
modern information technology
on-line learning, hybrid instruction
require a reasonable amount of library work
are relevant and adapted to existing conditions or situations
and thereby develop social consciousness
l. conform to collegiate instructional standards
Excellent
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
m. encourage resourcefulness and creativity
n. are congruent with the objectives of the program
Evaluation of student performance is done through
appropriate tests and examinations.
OVERALL WEIGHTED MEAN
4.61
4.83
4.83
4.52
Excellent
Excellent
Excellent
Excellent
Legend:
4.50 – 5.00
3.50 – 4.49
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
-
Excellent
Very Good
Good
Fair
Poor
The respondents gave excellent rating to the Department Of Mathematics And Statistics as it
“leveled” with the University’s higher level of accreditation and the CHED granted
autonomous status due to the projected contribution of the developed e-portfolio. The result
of questionnaire ratings by the eighteen (18) faculty members belonging to the other
departments/discipline revealed that in all aspects of the Accreditation tool in the area of
Instruction the Mathematics Department will be of excellent level.
REFERENCES
www.pacucoa.ph
"CHED grants UE as “Center of Development in Information Technology Education”".
Commission on Higher Education. http://www.ched.gov.ph/hei_dir/index.html. Retrieved
2010-03-24.
"CHED grants UE with an AUTONOMOUS STATUS". Commission on Higher Education.
http://www.ched.gov.ph/hei_dir/index.html. Retrieved 2010-03-25.
www.wikipedia.org
Mael, F., Asforth, B.E., 1992. Alumni and the alma mater: A partial test of the reformulated
model of organisational identification. Journal of Organisational Behaviour 13, 103-123.
Kolb, Liz. Developing Everyday Technology Pedagogy In Pre-service Teachers. University
of Michigan, elikeren@umich.edu
Basturk, Ramazan Ph.D. The Effectiveness of Computer-Assisted Instruction in Teaching
Introductory Statistics. http://www.ifets.info/journals/8_2/16.pdf
Richardson, Kay and Rha Ilju, The Effect of Computer-Assisted Instruction on Mathematics
Achievement of Fourth Graders. http://www.indiana.edu/~jopeng/Y603/rep2.html
www.pacucoa.org/general_info.htm
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