AREA III-B. Instructional Processes, Methodologies and Learning Enhancement Opportunities-V2

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1
Central Mindanao University

SYSTEM-INPUTS AND PROCESSES
Syllabus and Instructional Materials
S.1.
There is an institutional outcomes-based
standard format in the preparation of the
course syllabi.
➢ OBE Template
➢OBE-FL Template

*Note: This format and some content is revised by Engr. Emmie G. Reyes. January 7, 2020.

S.2.The syllabus includes a list of suggested
readings and references of print and
electronic resources within the last ten (10)
years.
➢ Sample Syllabi

For the Marketing Management Syllabus
SY 2020-2021

For the Advertising Syllabus
SY 2020-2021

For the Business Report Writing Syllabus
SY 2019-2020

For the Business Policy and Strategy Syllabus
SY 2019-2020

S.3. Copies of all course syllabi during the
term are available at the Dean’s office or in
any other appropriate repository.
➢ Course Syllabi Portfolio is properly stored in
their appropriate areas

Course Syllabi per year are stored in the two areas in the college.
In the Dean’s Office and the Department cabinets,


S.4. Copies of course syllabi in previous terms
are filed for reference purposes.
➢ Course Syllabi Portfolio is properly stored in
their appropriate areas



S.5. There is a provision for remedial
measures to strengthen the basic skills in
Mathematics and English and other “tool”
subjects.
➢ Approved Communications for Tutorial
Activities
➢ Officers, members and Accomplishments of
the SSC Academic and Educational Affairs
Committee with the CMU Tutorial Club
S.6. There is a mechanism to facilitate the
teaching-learning process.
➢Consultations are stipulated in the Faculty
Teaching Load
➢Coaching/Consultation with students

IMPLEMENTATION
I.1. The Dean or official concerned approves

the updated syllabus for each subject.
➢ Summary on Faculty Submitted Syllabi
➢Acknowledge Receipt of Syllabus
submitted/approved
➢ Faculty Compliance Monitoring Form
➢ Sample of an Approved Syllabus

I.2. The faculty prepare syllabi with
comprehensive contents.
➢ Sample of Syllabi

I.3. The faculty revise and enhance their
syllabi preferably every two years and as
needed.
➢Syllabi from year 2016 to 2020

Year 2016

Year 2017

Year 2018

Year 2019
Year 2020

I.4. The faculty distribute a copy of the
syllabus to each student.
➢ Acknowledgement Form
➢ Virtual Discussion of Syllabus

Virtual Class Acknowledgement of Syllabus

I.5. Teaching strategies stimulate the
development of the students’ Higher-Order
Thinking Skills (HOTS) such as critical
thinking, analytical thinking, creative thinking
and problem-solving.
➢ Teaching Strategies (Group Work, Case
Study Analysis, and Problem Solving
Exams)

I.6. Teaching Classroom instruction is enriched
through the following strategies:

I.6.1. Symposia, seminars, workshops,
professional lectures;
➢ Approved Communication Letter
➢ Documentation of Activities

The Lecture about Intellectual Property Rights with the GEE16 Students.

During the Open Forum with the Lecture.
Awarding of Certificates to our Lecture Speakers.

I.6.2. Educational tours/learning
visits/other co-curricular activities;
➢ Certificate of Compliance for Local Off-
Campus Activities
➢ Educational Field Trip Request Approval

Educational Plant Site Tour

I.6.3. Peer teaching/cooperative
learning;and
➢ CBM goTutor conducts tutorial activities

I.6.4. Computer-assisted instruction
(CAI) and computer-assisted
learning (CAL).
➢ Computer and Online-based learning
➢ Google Classroom
➢ Use of Social Blogging Sites

Google Classroom

Class Journeys in the GEE16 course are done online through blogging.
BACHELOR OF SCIENCE IN BUSINESSbA ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESSbA ADMINISTRATION Level III – Phase 1
Indicators
I.7. At least three (3) of the following

course requirements are used:

I.7.1. Group/individual projects;
➢ Sales Proposal for Consumer Behaviour
Subject
➢ Christmas Bazaar
➢Documentation

Opening Ceremony of the
Christmas Bazaar

I.7.2. Group/individual reports;
➢ Sample Group & Individual Report Rating

I.7.3. Group/individual term papers;
Supplied the following:
➢ Group and Individual Rating
➢ Market Research Study

I.7.4. Performance activities;
➢ GEE16 Demo Day and Pitching

Demo Day and Pitching Documentation

I.7.5. Learning contract;
➢ OJT Memorandum

I.7.6. Portfolio;
➢ Portfolio in BA47 Advertising

I.7.7. Research study;
➢ Marketing Research
➢ Business Research

In the old curriculum, the students do the
research on their 4th year.

I.7.8. Learning modules; and
➢ Business and Management Integrals
Learning Module

I.8. Instruction is enriched through
at least, 10 of the following strategies:

I.8.1. Film showing;
➢ Reflection Paper

I.8.2. Projects;
➢ Student Project Outputs

I.8.3. Group dynamics;
➢ Business Innovation Index was taken before
forming a team
➢ Group Activity Rubric

BII: Berkeley Innovation Index

I.8.4. Case study;
➢ Sample Case Study

I.8.5. Workshops;
➢ Workshop on Basic Programming
Documentation

APPS MAKING 2019
Theme : "Transforming Knowledge through Technological Innovation"

I.8.6. Simulations;
➢ Wisdom Festival Documentation

WISDOM FESTIVAL 2019
Theme: "Celebrating Knowledge towards innovations Excellence."
Students showcase their projects and compete with business administration programs.

I.8.7. Dimensional question approach;
➢ Documentation

I.8.8. Brainstorming;
➢ Entrepreneurial Journey Documentation
for GEE16

Brainstorming by students for GEE16

I.8.9. Buzz sessions/panel discussions;

The program instruction has enriched and encompasses the suggested teaching strategies, wherein 19 out of 22
where utilized to hone student performance.
Teaching Strategies Used Teaching Strategies
1. Film Showing ✔
2. Projects ✔
3. Group Dynamics ✔
4. Case Study ✔
5. Workshop ✔
6. Simulations ✔
7. Dimensional Question Approach ✔
8. Brainstorming ✔
9. Buzz Sessions/Panel Discussions
10. Informal Creative Groups ✔
11. Interactive Learning ✔
12. Team Teaching ✔
13. Micro Teaching ✔
14. Macro Teaching ✔
15. Tandem Teaching ✔
16. Peer-Teaching ✔
17. Multi-media/Courseware/Teachware
18. Experiments ✔
19. Problem-solving ✔
20. Type Study Methods
21. Reporting ✔
22. Others: Demo and Pitching ✔

I.8.11. Interactive learning;
➢ Virtual Class Interactive Discussion

I.8.12. Team teaching;
➢ Teaching Load

I.8.13. Micro teaching;
➢ Virtual Class per Group

In this time of the pandemic, students were divided in groups for micro teaching is adopted
given that not all students have the access and capacity to join a synchronous class. Micro
teaching allowed lesser crowd yet the class must be recorded for other students who can be
online later on.

I.8.14. Macro teaching;
➢ Virtual Teaching in large groups

I.8.15. Tandem teaching;
➢ The GEE16 Faculties utilized the Tandem
Teaching Strategy

The GEE16 Faculties utilized the Tandem Teaching Strategy
in the GEE16 Virtual Class.

I.8.16. Peer teaching;
➢ The CBM goTutor

I.8.17. Multi- media/courseware/teachware;

Teaching Strategies Used Teaching

Strategies
23. Film Showing ✔
24. Projects ✔
26. Case Study ✔
27. Workshop ✔
28. Simulations ✔
40. Experiments ✔
43. Reporting ✔

I.8.18. Experiments;
➢ Rejection Therapy

Rejection Therapy
The students were encouraged to conduct Rejection Therapy as part of their entrepreneurial journey. This activity/experiment is a social self-help at the same
time a self-assessment where in students will formulate hard questions that must be asked to a stranger. Through this activity, students were able to help
themselves in overcoming rejection and assess themselves on how long they can extend their patience and strategize to convince.

I.8.19. Problem-solving
➢ Sample Exams

.8.20. Type study methods;

Teaching Strategies Used Teaching

Strategies
45. Film Showing ✔
46. Projects ✔
48. Case Study ✔
49. Workshop ✔
50. Simulations ✔
62. Experiments ✔
65. Reporting ✔

I.8.21. Reporting;
➢ Class Reporting
➢ Virtual Reporting

Virtual Class Reporting in the course BA65 – Advertising

I.8.22. Others, (please specify) __.
➢ Demo Day and Pitching

Twenty-One (21) Selected Teams pitched to the panels in our GEE16 Course.

The students displayed their technology and science-based startup ideas and products.

I.9. Instructional strategies provide for student
individual needs and multiple intelligences.
➢ Human Resource Management Class
Activity

I.10. Instruction is enhanced through the
following:

I.10.1. Submission of approved and updated
syllabus for every subject/course.
➢ Summary of Faculty Submitted Course
Syllabi
➢ Approved Syllabi
➢ Attached the receipt of the submitted
syllabi

I.10.2. Regular classroom
observation/supervision;
➢Faculty Evaluation
➢Classroom Attendance
➢Faculty Room Assignments
➢Faculty Compliance Monitoring Form

I.10.3. Regular faculty meetings
with the College/Academic Unit
Dean/Department Chair;
➢ Minutes of the Meetings and Attendances

I.10.4. Regular faculty performance evaluation;
➢ Faculty Evaluation

2nd Sem 2019-
1st Sem 2019-2020 2nd Sem 2018-2019 1st Sem 2018-2019 2nd Sem 2017-2018 1st Sem 2017-2018
2020
Freque
% Frequency % Frequency % Frequency % Frequency % Frequency %
ncy
Outstanding 10 100 10 100 5 100 6 100 5 100 7 100
Very Satisfactory 1 90 0 0 2 90 0 0 2 90 0 0
Satisfactory 0 0 0 0 0 0 0 0 0 0 0 0
Fair 0 0 0 0 0 0 0 0 0 0 0 0
Poor 0 0 0 0 0 0 0 0 0 0 0 0
Total 11 99 10 100 3 100 4 100 7 98.5 7 100

I.10.5. Attendance/participation of faculty in
in-service training; and
➢ Faculty Participation

I.10.6. Conduct of experimental classes; and
➢ Market Research Syllabus & Output

I.10.7. Adoption of alternative instructional
delivery modes such as modular instruction, e-
learning and on-line study, etc.
➢ Business and Management Integrals
Learning Module
➢ E-learning Strategies for GEE16
➢ University’s Page used for publication for
Class Demo Day and Pitching

Adoption of the e-learning during the outbreak of the pandemic and online platforms were used to
channel learning materials and videos.

The GEE16 course made use of the University’s Online Page to disseminate Demo Day and Pitching
Competition which showcased the student startup projects.

I.11. Instructional materials (IMs) are reviewed
and recommended by an Instructional
Materials Committee (IMC).
➢ Listing from CMU Press
➢ ISBN Certificate

I.12. Varied, multi-sensory materials and
computer programs are utilized.
➢ Software used and Computer Laboratories

I.13. The College/Academic Unit maintains
consortia and linkages with other learning
institutions for academic exchange of
instructional materials.
➢ Consortia with other universities

I.14. The faculty are encouraged to produce
their own instructional materials such as
modules, software, visual aids, manuals, and
textbooks.
➢ Faculty Seminar Series 1

OUTCOMES
O.1. Course syllabi are updated and

approved by concerned authorities.
➢ Approved Syllabus

O.2. Varied teaching strategies are efficiently
and effectively used.
➢ Approved Communication of
Entrepreneurial Activities
➢ Faculty Performance Evaluation

Demo Area

The Pitching Event

Documentation: Field Trip

O.3. Instructional materials produced by the
faculty are copyrighted/ patented.
➢ Instructional material in Accounting
Essentials in published and copyrighter

BEST PRACTICES
The Business Administration Department continuously adopts new trends and

technologies in class activities and requirements.
a. Blog contests for advertising.
b. Maximizing online tools for entrepreneurial journeys of the students.
c. Students were required to attend workshops on digital marketing programming

and were required to submit their produced applications.
d. The GEE16 Entrepreneurial Mind is incorporated in all programs of the colleges

in the university.
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION


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BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

Central Mindanao University

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

I.1. The Dean or official concerned approves

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

Awarding of Certificates to our Lecture Speakers.

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESSbA ADMINISTRATION Level III – Phase 1

I.7. At least three (3) of the following

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Level III – Phase 1