Institutional quality indicators and faculty morale; their influence upon the knowledge of agricultural graduates

Issue Date

2020

Abstract

The study sought to assess the educational quality indicators of public Agricultural Schools, and to determine their degree of contribution to the knowledge level of farming graduates. It also aimed to compare the knowledge level in two categories of schools. A total of 247 faculty members and 129 farming graduates were randomly selected as respondents. Selected school officials were also included. The data were gathered by administering a 100-item knowledge test, questionnaire on faculty morale and review of secondary data. Data were analysed with frequency counts, percentage, mean scores, t-test, multiple and simple linear regression analyses, and Pearson Product Moment Correlation Coefficient (r). The findings revealed that the faculty morale of seven Agricultural Schools was perceived by the faculty respondents as "average". Overall, 71.33% of the minimum requirements of school facilities were compiled by the State Universities and Colleges (SUCs), and only 69.52% by the Non-Chartered Schools. The graduation rates of SUCs were "very low" while the Non-Chartered institutions were only "low. " However, both schools produced "very high" retention rates and these have resulted to a "very low" percentage of dropout rates. On average, the cost per student and the number of teachers assigned to student in SUCs were higher compared to the Non-Chartered Schools. The percentages of "high achievers" and "low achievers" were equal. However, the knowledge level of the farming graduates from the SUCs was significantly higher than the respondents from Non-Chartered institutions. Based on the Pearson Product Moment Coefficient of Correlation, only school facilities, retention rates, teacher-student ratio, and the per-student expenditure were positively related to the knowledge level. Likewise, multiple regression analysis using the reduced model revealed that faculty morale, school facilities, graduation and dropout rates, and teacher-student ration explained the highest contribution in the variability of the knowledge level with an R of 81.92%. However, the observed variations were not significant at 5% level. Similarly, the simple linear regression analysis revealed that all independent variables, if taken alone, were also found to have made no significant contribution. Although, the stepwise regression analysis further showed that teacher-student ratios and dropout rates, entered together, would make the contribution of the former significant. However, their combined contribution of R equal to 72.30% was also found non-significant.

Source or Periodical Title

International Journal of Innovation, Creativity and Change

ISSN

2201-1315

Volume

11

Issue

11

Page

1-10

Document Type

Article

Physical Description

table, references

Language

English

Subject

Faculty moral, Farming, Institutional quality indicators, Knowledge level, Laguna, Los baños, Philippines, Tawi-tawi regional agricultural college, University of the philippines

Digital Copy

Yes

Link to Full Text

Share

COinS