Research Article
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Year 2021, Volume: 6 Issue: 3, 194 - 207, 01.07.2021

Abstract

References

  • 1 Amerson, R. (2012). The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and Their Subsequent Practice. International Journal Of Teaching And Learning In Higher Education, 24(1), 6-15.
  • 2 Campbell, E.M. (2013). Implementing service-learning into a graduate social work course: A step- by-step guide. Journal of Teaching in Social Work, 32(3): 300-313. DOI: 10.1044/1059- 0889(2011/11-0005).
  • 3 Chupp M. (2010). Getting the Most of Service Learning: Maximizing Student, University and Community Impact. Journal of Community Practice 18 (2-3): 190-212. DOI: 10. 1080/10705422.2010.487045. 4 King, J.T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of Collaboration, Caring, And Defamiliarization Across Borders. Journal of Experiential Education, 26(3). 121-137. DOI: 10.5901/mjss.2015.v6n212471.
  • 5 Mendoza, L.P. et.al. 2018). National Service Training Pogram in the University of Northern Philippines. International Journal of Scientific & Engineering Research Volume 9, Issue 11, November-2018.
  • 6 Nunagchalerm P. et.al. (2014c). Service-learning in science teacher preparation program: Concepts and practices. Chemistry: Bulgarian Journal of Science Education, 23(6):815-828. DOI: 10.2139/ssrn.2562411.
  • 7 Prasertsang P. & Nunagchalerm P. (2013). The development of service-learning instructional model for pre- service teachers. Higher Education of Social Sciences, 4(3): 54-58. 8 Schelbe L. et.al. (2014). Benefits and challenges of service-learning in Baccalaureate Social Work Programs. Journal of Teaching in Social Work, 34(5):480-495.
  • 9 Smith, H. H. (2018). Service-learning with students with exceptionalities: A commitment to inclusion in general education teacher preparation. In T.D. Meidi & M.-M. Sulentic Dowell (Eds.), Handbook of research on service- learning initiatives in teacher education programs (pp. 182-202).
  • 10 Stoecker, R. (2014). Extension and higher education service-learning: Toward a community Development service-learning model. Journal of Higher Education Outreach and Engagement, 18(1):15-42.
  • 11 Ver Beek, K. (2002). International Service Learning: A Call to Caution. In Gunst-Heffner, G. & DeVries- Beversluis, C. (Eds.), Commitment and Connection (55-69). New York: University Press of America. 12 Woodside, M., Carruth, E., Clapp, S. & Robertson, J. (2006). “I could not have been more wrongin my preconceived notions”: The experience of service learning. Human Services Education, 26(1), 5-24.

The Implementation of National Service Training Program

Year 2021, Volume: 6 Issue: 3, 194 - 207, 01.07.2021

Abstract

The aim of the current study is to ascertain the level of operation of NSTP also the degree of weightiness of complications encountered by the respondents along choices of anxiety as program aims, management and operation, program activity workforce and personnel expansion, civic packaged, resource management in addition data organization then database assessment. Within the scope of this general aim the following question is sought an answer: Do degree of weightiness of complications encountered by the respondents in joining the activities change significantly in terms of (1) gender, (2) age (3) civil status, (4) ethnic affiliation (5) educational attainment (6) number of years of experience in NSTP variables? The present study has the characteristics of descriptive model. The participants include 286 implementers and students who take weightiness of complications at 2014- 2015 Academic year at Quirino State University. Questionnaire was used to gather evidence from the respondents. Facts were statistically evaluated by means of mean, t-test also F-test: all were employed in SPSS. According to results, areas of concern of the program should be fully implemented, supervised, and monitored. Sex, age, civil status, ethnic affiliation, highest educational attainment, and years in NSTP affects the degree of weightiness of complications encountered by the respondents in joining the activities.

References

  • 1 Amerson, R. (2012). The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and Their Subsequent Practice. International Journal Of Teaching And Learning In Higher Education, 24(1), 6-15.
  • 2 Campbell, E.M. (2013). Implementing service-learning into a graduate social work course: A step- by-step guide. Journal of Teaching in Social Work, 32(3): 300-313. DOI: 10.1044/1059- 0889(2011/11-0005).
  • 3 Chupp M. (2010). Getting the Most of Service Learning: Maximizing Student, University and Community Impact. Journal of Community Practice 18 (2-3): 190-212. DOI: 10. 1080/10705422.2010.487045. 4 King, J.T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of Collaboration, Caring, And Defamiliarization Across Borders. Journal of Experiential Education, 26(3). 121-137. DOI: 10.5901/mjss.2015.v6n212471.
  • 5 Mendoza, L.P. et.al. 2018). National Service Training Pogram in the University of Northern Philippines. International Journal of Scientific & Engineering Research Volume 9, Issue 11, November-2018.
  • 6 Nunagchalerm P. et.al. (2014c). Service-learning in science teacher preparation program: Concepts and practices. Chemistry: Bulgarian Journal of Science Education, 23(6):815-828. DOI: 10.2139/ssrn.2562411.
  • 7 Prasertsang P. & Nunagchalerm P. (2013). The development of service-learning instructional model for pre- service teachers. Higher Education of Social Sciences, 4(3): 54-58. 8 Schelbe L. et.al. (2014). Benefits and challenges of service-learning in Baccalaureate Social Work Programs. Journal of Teaching in Social Work, 34(5):480-495.
  • 9 Smith, H. H. (2018). Service-learning with students with exceptionalities: A commitment to inclusion in general education teacher preparation. In T.D. Meidi & M.-M. Sulentic Dowell (Eds.), Handbook of research on service- learning initiatives in teacher education programs (pp. 182-202).
  • 10 Stoecker, R. (2014). Extension and higher education service-learning: Toward a community Development service-learning model. Journal of Higher Education Outreach and Engagement, 18(1):15-42.
  • 11 Ver Beek, K. (2002). International Service Learning: A Call to Caution. In Gunst-Heffner, G. & DeVries- Beversluis, C. (Eds.), Commitment and Connection (55-69). New York: University Press of America. 12 Woodside, M., Carruth, E., Clapp, S. & Robertson, J. (2006). “I could not have been more wrongin my preconceived notions”: The experience of service learning. Human Services Education, 26(1), 5-24.
There are 9 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Eleanor Garıngan 0000-0001-9051-7254

Publication Date July 1, 2021
Published in Issue Year 2021 Volume: 6 Issue: 3

Cite

APA Garıngan, E. (2021). The Implementation of National Service Training Program. International Journal of Educational Research Review, 6(3), 194-207.
AMA Garıngan E. The Implementation of National Service Training Program. IJERE. July 2021;6(3):194-207.
Chicago Garıngan, Eleanor. “The Implementation of National Service Training Program”. International Journal of Educational Research Review 6, no. 3 (July 2021): 194-207.
EndNote Garıngan E (July 1, 2021) The Implementation of National Service Training Program. International Journal of Educational Research Review 6 3 194–207.
IEEE E. Garıngan, “The Implementation of National Service Training Program”, IJERE, vol. 6, no. 3, pp. 194–207, 2021.
ISNAD Garıngan, Eleanor. “The Implementation of National Service Training Program”. International Journal of Educational Research Review 6/3 (July 2021), 194-207.
JAMA Garıngan E. The Implementation of National Service Training Program. IJERE. 2021;6:194–207.
MLA Garıngan, Eleanor. “The Implementation of National Service Training Program”. International Journal of Educational Research Review, vol. 6, no. 3, 2021, pp. 194-07.
Vancouver Garıngan E. The Implementation of National Service Training Program. IJERE. 2021;6(3):194-207.

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