Written by Lea Ysabel Q. Evangelista, Reine Amabel J. Jaruda, and Carolyn Grace B. Tongco
As part of Mapúa University’s (MU) Outcome-Based Education (OBE) initiative aimed to help in expanding the students’ opportunities, the University is implementing a modular system for the delivery and grading of courses for Batch 2018 students and the succeeding batches starting on the Academic Year 2020-2021.
About the modular system
Under the modular system, courses will be divided into modules according to the number and type of units. A three-unit undergraduate lecture course will have three modules, with the first two lasting for four weeks each and the third module for three. Meanwhile, four-unit, two-unit, and one-unit undergraduate courses – as well as three-unit graduate courses – will be bisected into six and five-week modules.
Exceptions are thesis, on-the-job training (OJT), correlation courses, plant visits, seminars, and the National Service Training Program (NSTP), which will all still follow the former system.
As for the curriculum and number of required units needed for completion, External Vice President for Academic Affairs (EVPAA) Dr. Bonifacio T. Doma said that these will not change.
The University is also integrating the OBE Principle of Extended Opportunity with the shift to a modular system. “It means that you are giving the student multiple [chances and] multiple platforms for [them] to achieve the outcome,” Dr. Doma remarked.
Under this granular delivery system, a student needs only to pass one module in each course as to not fail or incur a grade of 5.00. An in-progress grade (IP) will be given to a student who fails a module but is allowed to convert this to a maximum passing grade of 3.00 until the end of the term using completion modules. If a module remains unaccomplished until the end of the term, a student will have to re-enroll the module as a remedial module the following term.
However, an incomplete grade (I) will be given to a student that could not submit some course activities due to medical or emergency reasons. Incomplete grades may be converted to any passing mark from 3.00 to 1.00 upon completion of requirements.
The module grades that a student incurs will be averaged as their final course grade and transmuted based on the given table of equivalent course grade. If they fail a module, they will be allowed to take the succeeding one. Additionally, the qualification to not fail the entire course is to at least have a passing grade in one module, and course grades will be considered for academic status review.
A student should not have a course grade of IP or 5.00 in modular courses or a course grade of IP, I, 5.00 or F in non-modular courses to qualify for academic scholarships. However, only IP or 5.00 in modular courses and 5.00 or F will mean disqualification from any academic honors.
Changes brought by the shift
With the modularization of courses, the administration has revoked the “can pass, cannot fail” academic policy, which was implemented to give consideration to students suffering under the restrictions of the community quarantine. This academic policy was replaced to improve the delivery of online education.
Batch 2018, 2019, and 2020 students will be subject to this change starting the first term for A.Y. 2020-2021. However, Dr. Doma noted that the decision for modularization of courses for Batch 2017 and prior is still subject for discussion within the Academic Council and will be announced as soon as possible. Moreover, for Batch 2012 and prior students who took a leave of absence will be taking classes in a modular scheme as well.
Benefits of the modular system
Through a granular delivery of courses, a student would be able to experience online classes through a more focused delivery of lessons. It will also prevent the students from receiving a failing grade of 5.00 and repeating an entire course.
Dr. Doma also mentioned the advantage of spending less on tuition fees as extreme cases, those who fail two modules in one course, have one term to finish the course requirements without having to re-enroll the full course. Students will be taking remedial modules if they fail to accomplish their tasks within the allotted time frame. Updates on the new guidelines for payments and structure of remedial modules will be announced later.
With the modular system, professors can opt to maximize the use of different delivery modes in each module, which may be face-to-face, blended, or fully online. This will take into effect depending on the policies of the local and national governments. Courses may also adopt a team-teaching mode with a different professor per module.
Dr. Doma said that given the extended chances, “the student is [expected] to demonstrate the outcomes by the time of graduation.” As OBE focuses on one’s efficiency in the application of their lessons, this system will enable the students to excel in their chosen fields.
Student body qualms
Most students were alarmed given the sudden announcement of the implementation of the modular system. To address this, the different schools and departments held orientations that explained the new system for the affected batches at the start of the first term.
Last May 2020, one of the Central Student Council (CSC)’s advisers and a member of the Academic Council, Mr. Rex Aurelius C. Robielos, first introduced the proposal of the modular system to the CSC.
With this, Dr. Doma acknowledged the CSC’s support of the curriculum shift. “According to [the] CSC, the modular system is a good replacement for the ‘can pass, cannot fail’ policy that was implemented for the previous terms,” he said.
Despite this, CSC President Gerardo Jose B. Catangui argued that the student representatives were not fully informed of the totality of the then “proposed” curriculum change. “The discussion was only limited to the feature on grading, the ability to cross enroll and be able to earn certificates,” he shared. “There were no specifics that were discussed as to how the students and professors are able to adjust to such change, and the cost of tuition fees […] and other concerns raised by the students reps.”
Catangui added that when they requested for a prototype of the modular curriculum to cross-check and validate the system, they received nothing.
“Student representation does not end with a single meeting or consultation,” the CSC President emphasized. “It is a series of dialogues with stakeholders (students) to hold the administration accountable and transparent. It is a process to create a student-centric progressive education,” he remarked, highlighting the right to genuine representation not only on the discussions about the modular system but also on all concerns that affect students.
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