Republic of the Philippines

TALISAY CITY COLLEGE

Poblacion, Talisay City, Cebu

COLLEGE OF EDUCATION
COURSE SYLLABUS
VISION Talisay City College is a globally competitive academic institution committed to meet the need and challenges of times through excellent
implementation of holistic curricular programs.

MISSION This mission is propelled by the institution’s commitment to:

 Provide quality education through affordable tertiary education
 Involve actively in community outreach projects aligned in the colleges thrusts
 Engage in research-based activities relevant to socio-economic development

GOALS Talisay City College commits itself to the following directions:

 Strengthen teacher education, industrial technology, hospitality management and other envisioned programs for the total development of
students making them productive members of the growing society
 Inculcate the values of honesty, integrity, industry, and service thereby transforming students into disciplined individuals
 Equip and enhance instructional facilities for the enrichment of teaching-learning process
 Immerse one’s self in service to the community
 Maintain an efficient management operation for the attainment of goals and objectives under the atmosphere of accountability and
transparency
CORE VALUES (C.A.R.E.S.)
Character– the desire to transform students into value-driven individuals.
Altruism – the willingness to give of one’s self for the welfare of the entire society.
Responsibility – the readiness to respond diligently with accountability.
Excellence – the passion to sharpen competent and well-grounded professionals.
Stewardship – the ability to govern and uphold the principles and the moral standards of students in particular and the academic institution in
general.
 INSTRUCTOR’S PROFILE
Name MICHAEL J. ABE Contact Number 0933-035-2076
Email Address [email protected] Consultation Hours Friday : (8:00 - 10:00)
COURSE INFORMATION
Course Number ICT Course Title Basic Essential Skills Credit Units 3
The course is an introduction to descriptive statistics, probability, sampling, estimation, hypothesis testing, correlation, and regression. It
Course deals with the methods of collecting, organizing, summarizing, analyzing and interpreting data.
Description

Course Pre- Basic Mathematics Course Schedule Tuesday: ( 10:30- 12:00 )

requisites
PROGRAM OUTCOMES
Graduates of the BEED and BSED programs are teachers who:
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach;
5. Can apply a wide range of teaching process skills including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches;
6. Have direct experience in the field/classroom e. g. classroom observations, teaching assistance, practice teaching;
7. Can demonstrate and practice the professional and ethical requirements of the teaching profession;
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
10. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning;
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers;
12. Can conceptualize educational pedagogies in accordance to historical, social, cultural, economic and political awareness in pursuing life – long learning in the
Teacher Education Program;
13. Have sustained higher level thinking skills in relation to different types of a dynamic learning environment;
14. Can design useful and relevant instructional materials to cater the learners’ needs, abilities, potentials, learning styles and experiences;
15. Will engage on research project development aligned to local, national and international concerns;
16. Can practice professional and ethical teaching in accordance to the National Competency – Based Teacher Standards;
17. Will reflect on the importance of understanding the nature of the learners in teaching – learning process in order to develop the learners holistically;
18. Will pursue life – long learning for personal and professional growth.
 COURSE OUTCOMES

At the end of the semester, the students expected to;

1. Develop basic and higher level literacy, numeracy, communication and critical thinking skills for diverse learners.
2. Develop an in-depth learning through comprehensive understanding of the different approaches and teaching methodologies.
3. Demonstrate various scopes of teaching methods, strategies and techniques that facilitate learning suited to the needs of the different types of learners.
4. Conceptualize educational pedagogies in accordance to historical, social, cultural, economic and political awareness in pursuing life-long learning in the Teacher
Educational Program.
5. Substantiate higher level thinking skills on relation to different types of a dynamic learning environment.
6. Apply a wide range of process skills including curriculum development, lesson planning, instructional material development and educational assessment.
7. Design useful and relevant instructional materials to cater the learner’s needs, abilities, potentials, learning styles and experiences.
8. Engage on research project development aligned to local, national and international concerns.
9. Reflect on the importance of understanding the nature of the learners in teaching-learning process in order to develop the learners holistically.
10. Innovate and evaluate the effectiveness of alternative teaching approaches in honing student learning.
11. Pursue lifelong learning for personal and professional growth.
 Intended Learning Outcomes Subject Content Teaching-Learning Activities Time Frame Outcome-based Assessment

At the end of the pre- midterm, the students CHAPTER 1 : Direct Instruction Written Examinatiion
are expected to : INTRODUCTION
Cooperative Learning Board work
st _ th
1.1. What is Statistics? 1 4 week
1. explain the history of Statistics and its 1.2. Types of Statistics Problem Solving Seat work
importance to one’s life 1.3. Population versus
Sample Lecture Group activity/exercises
2. Differentiate the methods of presenting a 1.4. Basic Terms
data 1.5. Types of Variables Inter-active Discussion Quizzes
1.6. Sampling
3. Classify the different sampling techniques Techniques Group sharing Periodic test
1.7. Summation
4. Construct a frequency distribution table of Notation
given data
Chapter 2: ORGANIZING
5. Compute the value of the different DATA
measures of central tendency of each of the
given data 2.1. Raw Data
2.2. Organizing and
6. Exhibit mastery and carefulness in Graphing Qualitative
answering the given activity Data
2.3. Organizing and
7.Show cooperation in making their group Graphing Quantitative
output presentable Data
2.4. Cumulative Frequency
8.Appreciate the importance of learning Distribution
Statistics by participating actively in class

PRELIM EXAMINATION
 Intended learning Outcomes Subject Content Teaching-Learning Activities Time Frame Outcome-based Assessment
At the end of the midterm, the student are CHAPTER 3 : NUMERICAL Direct Instruction Written Examinatiion
expected to: DESCRIPTIVE MESURES
Cooperative Learning Board work
1. Be familiar with the different formulas 3.1. Measures of Central th th
5 - 9 week
on the measures of central tendency Tendency for Ungrouped
Problem Solving Seat work
(group data), Data
measures of variability, and measures of
location, 3.2. Measures of Central Lecture Group activity/exercises
Tendency for Grouped
2.Determine the value of the standards Data Inter-active Discussion Quizzes
normal distribution,
3.3. Measures of Dispersion Group sharing Periodic test
3.Draw the standard normal curve and for Ungrouped Data
shade the given area,
3.4. Mean, Variance, and
4.Enumerate and differentiate the Standard Deviation for
sampling distribution, Grouped Data

5.Solve for the mean of sampling 3.5. Use of Standard

distribution Deviation

3.6. Measures of Position

MIDTERM EXAMINATION
 Intended-learning Outcomes Subject Content Teaching-Learning Activities Time Frame Outcome-based Assessment
At the end of the semifinal, the students are CHAPTER 4 : THE NORMAL Direct Instruction Written Examinatiion
expected to : DISTRIBUTION
Cooperative Learning Board work
4.1. The Normal Distribution 10 th _ th
14 week
1. Explain how to estimate the mean of large
Problem Solving Seat work
samples and proportion 4.2. The Standard Normal
Distribution
2. 2. define hypothesis testing and the statistical Lecture Group activity/exercises
hypothesis 4.3. Standardizing a Normal
Distribution Inter-active Discussion Quizzes
3. Determine the appropriate test statistic in a
given data 4.4. Applications of the Group sharing Periodic test
Normal Distribution
4. Solve problems involving variance of the given
data 4.5. Determining the z and x
Values When an Area
5. participate actively in the class discussion and Under the Normal
activity Distribution Curve is
Known

SEMI FINAL EXAMINATION

 Intended-learning Outcomes Subject Content Teaching-Learning Activities Time Frame Outcome-based Assessment
At the end of the finals, the students are expected CHAPTER 5 : HYPOTHESIS Direct Instruction Written Examinatiion
to : TESTING
5.1. Hypothesis Tests : An Cooperative Learning Board work
1. compare each of the different test of statistic introduction 15 th _ th
18 week
Problem Solving Seat work
2. distinguish when use Chi square test, Spearman 5.2. Hypothesis Tests about µ
rank, and Pearson product-moment coefficient for Large Samples Using
the p – Value Approach Lecture Group activity/exercises
3. apply the concepts learned in answering the
given class activity 5.3. Hypothesis Tests about a Inter-active Discussion Quizzes
Population Mean: Large
4. solve problems involving probability of an event Samples Group sharing Periodic test

5. appreciate the importance of learning the topic 5.4. Hypothesis Tests about a
by participating actively in class Population Mean: Small
Samples

FINAL EXAMINATION
 COURSE REQUIREMENTS AND CLASS POLICY

Graphical Presentation of Data

Performance task
Student’s Portfolio
COURSE REQUIREMENTS

 In this course students are required to be punctual and should avoid making unnecessary absences in the class. They are
CLASS POLICY required to report on their assigned topics and should submit all the requirements of the subject. During class hours they
are prohibited from using their cellular phones unless needed in the discussion. They must wear complete school uniform
in coming to class. Cheating is a major offense. If a student is caught cheating they will be reported to the SAO for
appropriate sanction.

GRADING SYSTEM Talisay City College unified grading system.

TEXTBOOK AND SUPPLEMENTARY READINGS

Reyes, F.C. (2011). Applied Basic Statistics

Healey, j. (2012). Statistics: A Tool for Social Science Research, 6th Ed.

Corol, I.C. (2011). Mathematics and Integrated Approach

Introduction to Probability and Statistics. Retrieved from ocw.mit.edu/courses/mathematics/18

Introduction to Probability and Statistics. Retrieved from www.coedo.usf.edu/main/department

Prepared by: Checked by: Approved by:

MICHAEL J. ABE DELETAH DG. POLINAR, Ed. D. RICHEL N. BACALTOS, Ed. D.

INSTRUCTOR Dean, College of Education College President