MASTER OF ARTS IN EDUCATION PROGRAM (MA)
Thrust of Master of Arts in Education Program
The MA programs in education aim to develop the competencies of classroom teachers and other education professionals to undertake research in specific areas within the broad field of educational Science and practice. Such programs shall focus on replication, verification, validation, contextualization, and/ or application of theoretical knowledge about the different aspects of the educational process.
Program Specification
Degree Name: Master of Arts in Education (major in Educational Administration; Science Education; English Language Teaching; and Religious Education)
Objectives: The program aims to develop in students:
- update and enrich teachers’ content knowledge in a specific subject area or professional area;
- enhance and expand teachers’ theoretical and technical knowledge for teaching a specific subject area or professional area; and
- develop the teachers’ research capabilities for replicating, verifying, validating, contextualizing, and/ or applying theoretical and practical knowledge about the different aspects of the educational process.
Competency Standards
An individual who completes a master’s degree in education is able to demonstrate:
- in-depth understanding of a complex and coherent body of knowledge and skills in an area of study in education, which may be applied in many types of schools or other educational environments;
- a higher order level of skills in the analysis, critical assessment, and application and communication of knowledge in the field;
- an ability to apply knowledge and skills in the field of new situations in more creative and flexible ways, and to solve complex problems in the field in ways that involve rigorous thinking and independent work.
Curriculum
A. The course work of thirty (30) units shall be research-based as evidenced by the course reference materials, course requirements, and the assessment systems.
1. Reference materials should be specialized and research-based journal articles, book chapters, and monographs.
2. Course learning activities and requirements should develop specific aspects of research competencies.
3. Assessment systems should involve performance-based activities that require students to demonstrate higher order thinking skills.
2. Course learning activities and requirements should develop specific aspects of research competencies.
3. Assessment systems should involve performance-based activities that require students to demonstrate higher order thinking skills.
B. Master’s program shall require comprehensive examination to assess the students’ ability to analyze, integrate, evaluate, and apply the different knowledge and skills developed in the various courses.
C. The culminating project shall be a thesis or an action research (MARE Non-thesis Program) that shows the students’ independent research work and significant contribution to the Science and profession of education that is consistent with the program thrusts and competencies.
Curriculum Outline: (MA major in Educational Administration; Science Education; and English Language Teaching)
Types of Courses
|
Units
|
| Enrichment Courses (No Maximum Requirements Needed) |
(9)
|
| Core Courses |
9
|
| Specialization Courses |
15
|
| Cognates |
6
|
| Comprehensive Examination |
Required
|
| Culminating Requirements: Thesis Seminar Thesis Writing |
(3)
|
6
|
Curriculum Outline: (MA major in Religious Education: Thesis and Non-thesis Programs)
Types of Courses
|
Thesis
(Units)
|
Non-Thesis
(Units)
|
| Basic & Core Courses (12 units) |
12
|
12
|
| Specialization Courses |
18
|
21
|
| Enrichment Courses (No Maximum Requirements Needed) |
(6)
|
6
|
| Comprehensive Examination |
Required
|
Required
|
| Culminating Requirements: Thesis Seminar Thesis Writing/ Action Research |
(3)
| |
6
|
6
|
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