ABSTRACT
The study aimed to assess the performance in the comprehensive examination of the graduate students in the Master of Arts in Education program. It involved the MAED graduate students who took the comprehensive examination for the last five (5) years from 2017 to 2022. Using the corpus from the graduate school office, the data were analyzed according to the intentions as reflected in the objectives of the study. The results revealed that majority of the takers (251 out of 298 or 84%) have had “satisfactory” performance in the comprehensive examination for the last five years. It further revealed that in research, the students generally have a satisfactory rating of 2.43 and interpreted as an “average level”. As to the indicators, organization has the highest mean of 2.51 and in “average level” and the conceptualization of the research problem and questions have the lowest mean of 2.34 and is interpreted as in “average level”. The writing skills of the graduate students in educational management has an overall mean of 2.01 and interpreted as “satisfactory” and on the “average level.” In terms of the indicators, spelling and grammar has the highest mean (2.52) and interpreted as “satisfactory” while organization has the lowest mean of 1.69 and interpreted as “poor”. It is recommended to strengthen the review for the research component of the comprehensive examination focusing on how to formulate the research problem and research questions and giving a longer time allotment for it.
Keywords: Performance, Comprehensive examination, graduate students, MAED Program
INTRODUCTION
Education is an influential step in staying competitive and enhancing one’s skills. Whether starting out a career or returning, to continue to build upon years of experience, pursuing educational training helps one keep moving forward. By pursuing a graduate degree, one is expected to be equipped with practical skills and knowledge acquired from previous studies. This knowledge can be both factual and practical which means that the knowledge and skills will be of great use in the current role as a graduate student. These skills can broaden one’s skills in communication, critical thinking, and problem-solving.
Graduate students face challenges such as time management, work-life balance, and the accompanying stress brought about by other factors. They often struggle with the perceived need to constantly be studying while maintaining a social life. In addition, the students are expected to balance class, studying, teaching/research, professional development, and job/job-searching obligations. It can be easy for them to feel overworked, and isolated like they are not good enough, and like they do not belong inside or outside of the institution.
After finishing the academic requirements for the master’s degree program, students take the comprehensive examination which is the culmination of the students’ advanced studies that evaluates the knowledge covered throughout the entire program. The examination offers each student the opportunity to demonstrate new learning, emerging skill sets and accomplishments. The questions are closely tied to the learning objectives of the program; hence, materials learned from the previous subjects will be relevant for the comprehensive examination It is for this reason the study was undertaken to determine the performance of the graduate students in the comprehensive examination for the last five (5) years as a means of supporting the students in their quest for advancing professional life and pursuing education that can advance their career for the next level.
Review of Literature and Studies
Brew et al. (2021) posited that it is highly significant that a human being’s entire existence is commonly based on the amount of knowledge he/she acquires, and how this knowledge is utilized in developing himself/herself personally and professionally. This simply explains the reason underlying the need for education in which the basic thing that one gets from education is knowledge. The knowledge gained from education plays a great role in one’s future life that will likely help the person to understand the happenings in a much more cohesive manner.
Ultimately, knowledge and skills are both essential foundations for a robust education that challenges students and pushes them to achieve their potential. According to Dhamdher (2015) every academic institution contributes to knowledge. The generated information and knowledge are to be compiled at a central place and disseminated among the society for further growth.
It has been observed that the generated knowledge in the academic institute is not stored or captured properly and not even known to anyone but remains as a grey literature. Dhamdher (2015) added that the main source of generation of knowledge is human efforts which are developed through conducting good educational activities, research activities, and generating innovative concepts in interest. All knowledge-generating organizations like industries, R and D centers, and higher education academics from colleges to universities are in search of new concepts in their subject of interest and contribute to knowledge through various means.
According to Somervell (2015), among the many techniques for performing an assessment for student outcomes, a comprehensive examination is considered an excellent choice. It is highly adaptable, easily manageable, and directly related to assessment. In a case study, he described the implementation, use, and adaptability of the comprehensive examination
On the other hand, Kadhi and Bunagan (2015) presented the importance of a well – established assessment and evaluation process to improve program delivery. They cited the success factors that included the appropriateness and coherence of the assessment process, careful design of the assessment tools, involvement of the stakeholders in the assessment process, availability of resources, periodicity and effective documentation of the assessment process and utilization of assessment information and dissemination of evaluation results. They added that the success factors led to the successful program delivery of the College of Engineering in Oman.
Meanwhile, Banta (2009) in a study, examined the assessment programs of nearly 150 colleges and found that only 6 percent provided evidence that their processes actually advanced student learning. The vast majority of outcomes assessment programs fell short of "closing the loop," that is, turning assessment findings into effective educational change. While still evolving and far from perfect, LaGuardia's outcomes assessment system has developed a set of approaches that effectively closed the loop. Grounded in the classroom-generated artifacts of student learning, LaGuardia's outcomes assessment process engages faculty in a process of inquiry and reflection, which helps them identify the changes in pedagogy and curricula that would improve student learning.
Moreover, Kuncel, Hezlett, & Ones (2019) using meta-analysis examined the validity of the Graduate Record Examinations (GRE) and undergraduate grade point average (UGPA) as predictors of graduate school performance. The study included samples from multiple disciplines, considered different criterion measures, and corrected for statistical artifacts. The results indicated that the GRE and UGPA are generalizable valid predictors of graduate grade point average, 1st-year graduate grade point average, comprehensive examination scores, publication citation counts, and faculty ratings. GRE correlations with degree attainment and research productivity were consistently positive; however, some lower 90% credibility intervals included 0. Subject tests tended to be better predictors than the verbal, quantitative, and analytical tests.
Furthermore, Keenan and Stewart-Wells (2021) explored how a Midwestern Christian university’s doctoral program aligns an authentic assessment process of evaluation, in lieu of comprehensive exams. The process of assessing “authentically” comes from the belief that evaluating students on skills they enact outside of the classroom will better reflect what they need to master for their chosen field or vocation. Although comprehensive exams are a staple of many doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study, literature reviewed on the benefits/challenges of comps reflects a theme questioning the true assessment value of these exams. Through these authentic assessments, doctoral students are shaping not only their lives, but also the lives of those they touch through their doctoral work.
see PDF attachment for more information