Published
2024-03-12
Issue
Section
Research Articles
License
Copyright (c) 2024 Narhuda H. Unga

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Confidence of implementation of new BSND curriculum among program administrators and faculty
Narhuda H. Unga
College of Home Economics, Western Mindanao State University
DOI: https://doi.org/10.54517/esp.v9i6.2128
Keywords: implementation confidence, instruction, instructional resources, nutrition and dietetics curriculum, program administration
Abstract
The curriculum has been developed and implemented in accordance with the regulatory guidelines set by the Commission on Higher Education. This ensures that the education provided to students in the field of nutrition and dietetics meets the expected standards and quality benchmarks, ultimately benefiting the students and the field. The purpose of this study was to assess the confidence of implementation of the new nutrition and dietetics curriculum as evaluated by the program administrators and the faculty. The program administrators (n = 5) and faculty (n = 37) were taken from 4 randomly sampled higher education institution in Mindanao, Philippines. There were 7 metrics developed in this study used to evaluate the confidence of the participants based on the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. The participants were highly confident that the new curriculum adhered to the mandates stipulated in the order. Among the 7 metrics, the participants were highly confident on the curriculum instruction and admission of students while improvements shall be done on facilities and library resources. The findings have important impacts on higher education as it highlighted the necessary areas to be improved and focused. Professional development also mediated the confidence of the participants showing those with higher education, i.e., master’s and doctorate level, were more confident on instruction, faculty, internship, admission, and facilities available in the new curriculum. The confidence of the participants evaluated the status of the implementation indicating positive direction and further development of facilities and academic resources.
References
[1]. Alam I, Jan A, Noushad S, et al. Nutrition & Dietetics Curriculum for Bs Study Program-Assessment and Evaluation. International Journal of Endorsing Health Science Research (IJEHSR). 2017, 5(3): 04. doi: 10.29052/ijehsr.v5.i3.2017.04-16
[2]. Karakuş G. A Literary Review on Curriculum Implementation Problems. Shanlax International Journal of Education. 2021, 9(3): 201-220. doi: 10.34293/education.v9i3.3983
[3]. Penuel WR, Phillips RS, Harris CJ. Analysing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies. 2014, 46(6): 751-777. doi: 10.1080/00220272.2014.921841
[4]. Chavez JV. Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences. 2023, 19(1): 9-17.
[5]. Murro RA, Lobo JG, Inso ARC, Chavez JV. Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology. 2023, 9(1).
[6]. Chavez JV, Ceneciro CC. Discourse analysis on same-sex relationship through the lens of religious and social belief systems. Environment and Social Psychology. 2023, 9(1).
[7]. Duhaylungsod AV, Jason V. Chavez. ChatGPT and other AI Users: Innovative and Creative Utilitarian Value and Mindset Shift. Journal of Namibian Studies: History Politics Culture. 2023, 33. doi: 10.59670/jns.v33i.2791
[8]. Ceneciro CC, Marivic R. Estoque, Jason V. Chavez. Analysis of Debate Skills to the Learners’ Confidence and Anxiety in the Use of the English Language in Academic Engagements. Journal of Namibian Studies: History Politics Culture. 2023, 33: 4544-4569. doi: 10.59670/jns.v33i.2812
[9]. Chavez J, Lamorinas DD. Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education. 2023, 10(1): 160-174. doi: 10.21449/ijate.1094589
[10]. Reyes RBD, Tongkoh AL, Chavez JV. Transitional Challenges And Factors Affecting English-Speaking Learners In Learning The Filipino Language. Journal of Namibian Studies: History Politics Culture. 2023, 33, 1720-1744.
[11]. University of Santo Tomas (UST). Bachelor of science in nutrition and dietetics (4 years). Available online: https://www.ust.edu.ph/education/department-of-nutrition-and-dietetics/ (accessed on 23 July 2022).
[12]. Bediako S. Models and concepts of curriculum implementation, some definitions and influence of implementation. Unpublished Manuscript, University of Cape Coast. 2019.
[13]. Chaudhary GK. Factors affecting curriculum implementation for students. International journal of applied research. 2015, 1(12): 984-986.
[14]. CHED. CHED Memo Order No. 14 S, 2017 on Policies, Standards, and guidelines for the Bachelor of Science in nutrition and dietetics (BSND) program. Available online: https://chedro1.com/wp-content/uploads/2019/07/CMO-14-s-2017.pdf (accessed on 23 July 2022).
[15]. Patius OM. Factors influencing implementation of Curriculum in Public Primary Schools in Ukwa Division of Siaya County [Master’s thesis]. University of Nairobi. 2014.
[16]. Barber C, Blair M, McCaffrey TA, et al. Employability and employment outcomes of nutrition science graduates: A qualitative exploration. Nutrition & Dietetics. 2022, 80(3): 253-261. doi: 10.1111/1747-0080.12777
[17]. Adanza EG. Research Methods: Principles and Applications. Rex. Bookstore, Inc., Philippines. 2004.
[18]. Zafer ÜNAL, Aslihan ÜNAL. The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International journal of Instruction. 2012, 5(2).
[19]. Kini T, Podolsky A. Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute, 2016. doi: 10.54300/625.642
[20]. Haugen RDF. Remote Learning–The Future of Education: Effective Instructional Strategies Used by Parent Educators and Recommendations for Building Capacity [PhD thesis]. University of Massachusetts Global. 2022.
[21]. Murillo JC, Tan RG. Design, Design, Development, and Validation of Humorous Instructional Videos for the Least Mastered Competencies in Mathematics. American Journal of Educational Research. 2022, 10(12): 654-662. doi: 10.12691/education-10-12-1
[22]. Palestina RL, Pangan AD, Ancho IV. Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context. International Journal of Education. 2020, 13(2): 91-104. doi: 10.17509/ije.v13i2.25340
[23]. Alsubaie MA. Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice. 2016, 7(9): 106-107.
[24]. Hussain A, Dogar AH, Azeem M, Shakoor A. Evaluation of curriculum development process. International Journal of Humanities and Social Science. 2011, 1(14): 263-271.
[25]. Chavez JV. Academic and health insecurities of indigent students during pandemic: Study on adaptive strategies under learning constraints. Proceedings of ADVED 2020-6th International Conference on Advances in Education. Published online September 7, 2020. doi: 10.47696/adved.202035
[26]. Chavez JV. Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum. Arab World English Journal. 2022, 13(3): 325-338. doi: 10.24093/awej/vol13no3.21
[27]. Chavez JV, Libre JM, Gregorio MW, Cabral NP. Human resource profiling for post-pandemic curriculum reconfiguration in higher education. Journal of Infrastructure, Policy and Development. 2023, 7(2), 1975.
[28]. Chavez JV. Impact of Massive Open Online Course on the Teacher-Enrollees’ Personal Growth and Professional Development. Solid State Technology. 2020, 63(4), 1575-1590.
[29]. Kuroda N, Suzuki A, Ozawa K, et al. Predicting the effectiveness of the online clinical clerkship curriculum: Development of a multivariate prediction model and validation study. PLOS ONE. 2022, 17(1): e0263182. doi: 10.1371/journal.pone.0263182
[30]. Mandukwini N. Challenges towards curriculum implementation in high schools in Mount Fletcher District, Eastern Cape [PhD thesis]. 2016.
[31]. Vreuls J, Koeslag-Kreunen M, van der Klink M, et al. Responsive curriculum development for professional education: Different teams, different tales. The Curriculum Journal. 2022, 33(4): 636-659. doi: 10.1002/curj.155
[32]. Yang W, Li H. The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood. 2020, 23(1): 48-67. doi: 10.1177/1463949119900359