BIBLIOGRAPHY CALANZO, LESLIE ANN B. APRIL...
BIBLIOGRAPHY
CALANZO, LESLIE ANN B. APRIL 2007. Perception of BSU Faculty Members
on Development Communication As a Program. Benguet State University La Trinidad,
Benguet.
Adviser: Anna Liza B. Wakat, BSc
ABSTRACT
The study was conducted to determined the perception of the BSU faculty
members on Development Communication as a concept and as a course, identify the
perceived jobs of the BSDC students, determined how the faculty members perceived the
academic performance and their expectations to the BSDC students.
An interview schedule was used to gather the needed information from the 47
respondents. The respondents are taken as the 30 percent of the over all total of the
faculty members of College of Agriculture (22) and college of Arts and Sciences (25).
Most of the respondents belonged to the age bracket 41-50. Majority were
married and females.
The respondents have different definitions of Development Communication,
definitions are as follows; a way of relating new researches, while others said that it is as
away of dealing with rural people to promote development.
Regarding the course, some of the respondents understand that Development
Communication is the same as Mass Communication. Others said that it is a way to
update everybody in relation to the field and it is where the students learn the systematic
way of social science.
Coming to school late, being noisy, hard-up in expressing themselves through
writing and not so good in sentence construction are some of the weaknesses of the
BSDC students while being active and artistic are some of their strength. Likewise, the
respondents expect the BSDC students to be attentive computer literate and excellent in
communication.
On the other hand, though majority of the respondents have related definition on
Development Communication as a concept, some claimed that they are not well-informed
on Development Communication as a course.
Therefore, it is recommended that there is need for an information campaign about
the course. It is also suggested that a similar study should be conducted having students
as its respondents.
ii
TABLE OF CONTENTS
Page
Bibliography …………………………………………………………….… i
Abstract ……………………………………………………………………... i
Table of Contents …………………………………………………………... iii
INTRODUCTION …………………………………………………………. 1
REVIEW OF LITERATURE ……………………………………………… 4
METHODOLOGY
Locale of the Study ………………………………………………….. 6
Respondents of the Study …………………………………………... 6
Data Collection ……………………………………………………... 6
Data to be Gathered ………………………………………………… 6
Data Analysis ……………………………………………………….. 8
RESULTS AND DISCUSSION
Socio-demographic Profile of the Respondents ……………………….. 9
Perceptions
of
Faculty Members of BSU on
Communication as a Concept and as a Course ……………………….. 10
Perceived Jobs of a Development
Communication Graduate ……………………………………………... 12
Perceived academic Performance of BSDC Students …………………. 17
Expectations of the Respondents to the BSDC Students ………………. 19
iii
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ………………………………………………………………. 20
Conclusions ……………………………………………………………. 21
Recommendations …………………………………………………….. 21
LITERATURE CITED …………………………………………………….. 22
APPENDIX …………………………………………………………………. 23
iv
1
INTRODUCTION
Rationale
Development communications are organized efforts to use communication
processes and media to bring social and economic improvements, generally in developing
countries. The field emerged in the late 1950's amid high hopes that radio and television
could be put to use in the world's most disadvantaged countries to bring about dramatic
progress. Early communications theorists like Wilbur Schramm and Daniel Lerner based
their high expectations upon the apparent success of World War II propaganda, to which
academia and Hollywood had contributed (Peterson, 2003).
The Bachelor of Science in Development Communication started as an
undergraduate course in the University of the Philippines Los Banos in the early 60’s. In
Benguet State University, it was first offered in 1999 with one faculty member and 42
students.
With its almost six years of existence in Benguet State University, students and
faculty members in and out the university have different perceptions on the course. Some
non-Dev Com faculty members expect much while others expect less from Dev Com
students they handle.
This may lead to the disappointment of both faculty member and student if the
expectations failed.
With this, there is a need to know the perceptions of faculty members of BSU
regarding Development Communication as a concept, as a course, and their expectations
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
2
on Dev Com students to determine their knowledge level on the course to avoid
disappointments and misunderstandings.
Statement of the Problem
The study tried to answer the following questions:
1. What are the socio-demographic profiles of the respondents?
2. What is the perception of faculty members of BSU on Development
Communication as a concept and as course?
3. What are the perceived jobs of a Development Communication graduate?
4. What are the perceived strength and weaknesses of the BSDC students?
5. What are the perceived skills of the BSDC students?
6. How do faculty members perceive the academic performance of Dev Com
Students?
7. What are the expectations of faculty members to the students of Development
Communication?
Objectives of the Study
The study aimed to:
1. characterize the respondents;
2. determine the knowledge level of BSU faculty members on
Development Communication as a concept and as a course;
3. identify the perceived weaknesses and strengths of the BSDC students;
4. enumerate perceived the skills of the BSDC students
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
3
5. identify the perceived jobs of a Development Communication graduate;
6. determine how faculty members perceived the academic performance of
Dev Com Students; and
7. determine the expectations of faculty members to the BSDC students.
Importance of the Study
This study may help the faculty members of Development Communication in
deciding if there is a need to have an information campaign about the course.
Findings may be used by students and researchers who will need to know more
about the course.
Scope and Limitations
The study focused on perceptions of BSU faculty members on Development
Communication as a program.
Respondents were the faculty members of Benguet State University from the
college of Arts and Sciences and College of Agriculture where most Dev Com subjects
are being offered.
Faculty members of Dev Com Departments and faculty who never handled Dev
Com students are not included as respondents.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
4
REVIEW OF LITERATURE
History of Development Communication
In the early 70’s it began to take place as a concept, development communication
drew spirited comments from many quarters. Some were supportive; many more were
critical. In the late 80’s, a good resistant to it persists in the very countries where the hope
is that it will be useful. Development Communication has gone by some other tag in the
past and may be called differently in the future. Its present name could go out of fashion
after a while (Quebral, 1988).
The term "Development Communication" was coined by Nora C. Quebral, a
professor at the University of Philippines at Los Baños. The Bachelor of Science in
Development Communication degree program has set a trend and is now the model for
similar degree programs implemented by other academic institutions in the Philippines
and other developing countries as well (Wikipedia, 2006).
Development Communication
Development Communication is isolable as a field of specialization in the study
of human communication. It is purposive communication, it is value-laden and it is
pragmatic (Jamias, 1975).
The systematic use of the acts and science of human communication to persuade
specific groups of people to change their habits, lifestyles or ways of thoughts by no
mans new (Quebral, 1988).
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
5
Development Communication refers to a spectrum of communication
processes, strategies and principles within the field of international development, aimed
at the improving conditions and quality of life of people struggling with
underdevelopment and marginalization. It is characterized by conceptual flexibility and
diversity in the application of communication techniques used to address the problems of
development (Wikipedia, 2006).
Perceptions
According to Myers (1983) as cited by Pocdo (2003), perceptions refer to how we
comprehend the objects and events in the external reality around us. Taylor (1970) also
stated that perception is the process of becoming aware of objects, qualities, relations, or
problems by the way of the sense organ which is closely related to actions.
Krench (1962) as cited by Buyagan (2003) stressed that an individual perception
affects his behavior of how to perceive a situation, an object or a problem is determined
by his current rules.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
6
METHODOLOGY
Locale and Time of the Study
The study was conducted at Benguet State University, La Trinidad Benguet.
Benguet State University is one of the few schools offering Bachelor of Science in
Development Communication. The university is located at La Trinidad, Benguet and it is
five to six kilometers away from the Philippine Summer Capital, Baguio City (Figure 1).
.
The study was conducted from October 2006 to March 2007.
Respondents of the Study
The researcher has 47 respondents which were taken as the 10% of the total of
faculty members from CA and CAS
Data Collection
The researcher used an interview schedule in gathering data from the respondents.
Data to be Gathered
Data gathered were the profile of the respondents, expectations of faculty
members to a Dev Com student, perceptions of faculty members on development
communication as a course and a concept and how they perceived academic performance
of a Dev Com student.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
7
Figure 1. Map of La Trinidad showing the location of the study
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
8
Data Analysis
The data collected were consolidated, tabulated, and analyzed using frequency
counts, averages and percentage.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
9
RESULTS AND DISCUSSION
Socio-demographic of the Respondents
Forty-seven (47) faculty members from the College of Agriculture (22) and
College of Arts and Sciences (25) were the respondents of this study. It was taken as the
30 percent of the over all total of faculty members from the two colleges. CA has 72
faculty members while CAS has 82. So 30 percent of 72 for CA is 22 while 30 percent of
82 for CAS is 25.
Table 1 presents the socio-demographic profile of the respondents.
Age. Among the 47 respondents, 31.91 percent fell under the age bracket 41-50,
while 25.53 percent were aged 31-40. The rest belonged to 20-30 or 51-60 age brackets.
Twenty-five is the youngest while 58 is the oldest.
Sex. There were more female respondents (59.56 percent) than males (40.42
percent).
Civil
Status. Majority were married (78.72 percent) while 21. 27 percent were
single.
Subject
Taught. Subject taught by the respondents were, Social sciences, Filipino,
English, Statistics, Filipino, Economics, Entomology, Agronomy, Soil Science,
Information Technology, Horticulture, Agriculture, Philippine Institution, Biology,
Animal Science, Chemistry, Social Orientation, Logic, Math and English.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
10
Table 1. Socio-demographic profile of the respondents
________________________________________________________________________
CHARACTERISTICS
NUMBER PERCENTAGE (%)
Age
20-30 10 21.27
31-40 12 25.53
41-50 15 31.91
51-60
10
21.27
________________________________________________________________________
Sex
Female 28 59.56
Male 19 40.42
Civil Status
Married 37 78.72
Single 10 21.27
________________________________________________________________________
Subject Taught
English
4
8.51
Math
4
8.51
Social
Science
3
6.38
Statistics
3
6.38
Chemistry
3
6.38
Biology
3
6.38
Horticulture
3
6.38
I. T.
3
6.38
Soil Science
3
6.38
Agronomy
3
6.38
Economics
3
6.38
P.I
2
4.25
Soc. Or.
2
4.25
Logic
2
4.25
Entomology
2
4.25
Agronomy
2
4.25
Agriculture
1
2.12
Animal Science
1
2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
11
Perceptions of the Respondents on Development
Communication as a Concept
Table 2 shows the perceived definitions of the respondents on Development
Communication. Among the 47 respondents, 25.53 percent said that Development
Communication is relating new researches and technologies for development. Some said
that it is a media with more communication on the advancement of technology (23.40
percent). It is related to agriculture media as defined by 21.27 percent of the respondents
while 2.14 percent said that it communicates development, both personally and
genetically. Three of them did not answer anything (6.38 percent). This means, some of
the respondents cannot define Development Communication.
Table 2. Respondent’s perceived definition of development communication
________________________________________________________________________
PERCEIVED DEFINITION FREQUENCY PERCENTAGE (%)
It is relating new researches or technologies
12 25.53
It is deals with rural people to promote
Development
11 23.40
It is related to agriculture media
10 21.27
Media that focuses communication on the
advancement of technology
9 19.14
No answer
3 6.38
Developmental research
2 4.25
It communicates development both personally
and genetically 1 2.14
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
12
Perceptions of Respondents on Development
Communication as a Course
As shown in Table 3, eight of the respondents (17.02 percent) said that
Development Communication as a course similar to Mass Communication. Eleven
understand that students from the course learn the strategies to be effective and good
communicator, while 10.63 percent understand that BSDC students write and broadcast
for agriculture focused development, others said that the course composes of three majors
(development journalism, community broadcasting. educational communication), deals
with the people in terms of development, students are trained how to relate information
while 13 said that they were not well-informed. Based on result, majority of the
respondents have correct perceptions regarding the course.
Table 3. Respondent’s perceptions on development communication as a course
________________________________________________________________________
PERCEPTIONS on BSDC FREQUENCY PERCENTAGE (%)
No answer
13 27.66
Students learn the strategies to be an
effective and good communicator
11 24.40
Similar to Mass Communication
8 17.02
Students write and broadcast for
agriculture focused development 5 10.63
It composes three majors 5 10.63
A course that deals with the people in
terms of development 3 6.38
Learn systematic process of social sciences 1 2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
13
Perceived Jobs of a Development Communication Graduate
Shown in Table 4, 100 percent of the respondents said that a graduate of
development communication can be a journalist while 89.36 percent said that a graduate
from the course can be a teacher, while 87.23 percent said that can be a researcher.
Other jobs as perceived by the respondents are TV and radio personality, extentionist,
call agent, and a receptionist. The respondents have the correct perceptions regarding the
jobs of a Development Communication graduate, but they were not able to mention other
possible jobs like, graphic designers, information officer, and photographer.
Table 4. Perceived prospective jobs of a development communication graduate
________________________________________________________________________
PROSPECTIVE JOBS FREQUENCY PERCENTAGE (%)
Journalist 47 100
Teacher 42 89.36
Researchers 41 87.23
TV and radio personality 35 74.46
Extentionist 25 53.19
Call agent 15 31.91
Receptionist 5 10.63
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
14
Perceptions on Weaknesses of Development Communication Students
Table 5 shows the weaknesses of the Development Communication students
as observed by the respondents. Coming to school late has the highest percentage
(59.57 percent) while being boastful has the lowest (4.26 percent). Seventeen (36.17
percent) among the respondents said that BSDC students are poor in self-expression
construction. Other weaknesses as observed and perceived by the respondents are being
noisy or talkative, give less importance to their technical subject and impatient.
Table 5.Perceived weaknesses of development communication students
________________________________________________________________________
PERCEIVED WEAKNESSES FREQUENCY PERCENTAGE (%)
Comes to school late 28 59.57
Poor in self-expression 18 38.29
Noisy/talkative 8 17.02
Impatient 5 10.63
They give less importance on their
technical subject 5 10.63
Boastful 2 4.25
________________________________________________________________________
Multiple response
Perceptions on Strengths of Development Communication Students
The strength of the BSDC students as observed and perceived by the respondents
are shown in Table 6. Nine among the respondents (19.14 percent) said that BSDC
students are good in participation. Good in academics and strong unity have both
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
15
Table 6. Perceived strengths of development communication students
________________________________________________________________________
PERCIEVED STRENGTHS
FREQUENCY
PERCENTAGE (%)
Active
45
95.74
Expressive
13
27.65
Artistic/Creative
13
27.65
Jolly
11
14.87
Sociable
10
21.27
Good in Academic
10
21.27
United
10
21.27
Good in Participation
9
19.14
________________________________________________________________________
Multiple response
21.27 percent. Others said that they are expressive in what they feel, artistic, jolly, and
being sociable.
BSDC students once won in a cheering competition during university intramural.
Other awards gained were, photojournalist champion by Filmore Awas and Romulo
Bagacina, news writer of the year by Jacquiline Salazar, sports writer by Lambert Henry
Degsi , feature writing by Lou Franz Mula and others.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
16
General Perceptions of the Respondents on BSDC Students
Perceptions of the respondents on BSDC students are shown in Table 7. Ten
among the respondents (21.27 percent) said that students of the course need an
improvement in both written and oral communication, while 2.12 percent said that
students should be the forefront of excellence for the course is under the College of
Agriculture which is Benguet State University’s center of excellence, thus, BSDC should
be responsible in promoting every development. This has the same percentage with that
of students is more particular on how they dress. Other respondents said that BSDC
students have the unity, they are capable, they are good and active while other said that
students of Development Communication are not humble.
Table 7. General perception of the respondents on the BSDC students
________________________________________________________________________
PERCEPTION FREQUENCY PERCENTAGE (%)
Needs Improvement in both
written and oral communication 10 21.27
Sociable
`
8
17.02
United
6
12.76
Boastful 6 12.76
Good and active
5
10.63
Capable on their future job 2 8.51
Appearance- conscious 1 2.12
Should be the forefront of excellence 1 2.12
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
17
Perceived Academic Performance of the BSDC Students
The academic Performance of the BSDC students is shown in Table 8. More that
half of the respondents rated BSDC students as very good in their academic performance.
Twenty (42.56 percent) said that Dev Com students are good while two (4.56 percent)
rates under excellent.
In relation to this, the BSDC students excel in different ways. The Development
Communication Society (DCS) was awarded TAYO (Ten Outstanding Youth
Organization) in 2005, headed by Betty Listino, Christin Sidchogan, Corazon Pagaduan
and Filmore Awas. Also there were Ten Outstanding Students of the Philippines,
(TOSP) awardees, among them: Betty Listino, Antoinette A. Kindipan, and Filmore
Awas.
Table 8. Academic performance of the BSDC students as perceived by the respondents
________________________________________________________________________
RATING FREQUENCY PERCENTAGE (%)
________________________________________________________________________
Excellent 2 4.46
Very Good 25 53.19
Good 20 42.56
________________________________________________________________________
Respondents’ Perceived Skills of the BSDC Students
As presented in Table 9, twelve out of the 47 respondents said that BSDC
students are good in designing that made them artistic. Being good speaker and good in
computer works (Photoshop, adobe, power point etc) have the same percentage which is
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
18
Table 9. Perceived skills of the BSDC students
________________________________________________________________________
PERCEIVED SKILLS
FREQUENCY
PERCENTAGE (%)
Artistic 12 25.53
Good Speaker 11 23.40
Computer Literated 11 23.40
Writer 10 21.46
Theater Organizer 6 12.78
No Answer 6 12.78
________________________________________________________________________
Multiple response
23.40 percent. Other skills according to the respondents are good theater organizer and
performer while six of the respondents did not answer.
Expectations of the Respondents
Table 10 presents the general expectations of the respondents from BSDC
students. Ten of the respondents expected the students to be attentive; eight said that
students should be computer literate while one expects students to posses well-rounded
personality and to listen for good advice. Some said that they are expecting the BSDC
students to be excellent in constructing sentence and in communication, be flexible and
be patient.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
19
Table 10. Expectations of the respondents to the BSDC students
________________________________________________________________________
EXPECTATIONS
FREQUENCY
PERCENTAGE (%)
________________________________________________________________________
Attentive
10 21.36
Computer Literate
8 17.02
Excellent in Communication
7 14.87
Excellent in Sentence contraction
7 14.87
Patient
5 10.63
Listen to Good Advice 3 6.37
Maximize their Talents 3 6.37
Be Fair in Relating Information 3 6.37
Posses well-rounded personality 1 2.12
Flexible 1 2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
20
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted at Benguet State University (BSU) to characterize the
respondents, determine the perception of the BSU faculty members on Development
Communication as a concept and as a course, identify the perceived jobs of the Dev Com
students, determine how the faculty members perceive the academic performance and
determine their expectation to the Dev Com students. Also to determine the perceived
strengths and weaknesses and likewise to enumerate the perceived skills of the BSDC
students.
An interview schedule was used to gather the needed information from the 47
respondents. The respondents are taken as the 30 percent of the over all total of the
faculty members of College of Agriculture (22) and college of Arts and Sciences.
Most of the respondents belonged to the age bracket 41-50. Majority were
married and females.
The respondents have different definitions of Development Communication. Ten
of the respondents defined it as a way of relating new researches, others said that it is as
away of dealing with rural people to promote development and it is a media that focuses
communication on the advancement of technology.
The respondents perceived that Development Communication is the same as Mass
Communication. Others said that it is a way to update everybody in relation to their field,
while 13 claimed that they are not well-informed regarding the course.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
21
BSDC students need an improvement both in oral and written communication.
They are perceived as sociable, united and boastful are the general perception of the
respondents to the BSDC students.
Majority of the respondents are very good in their academic performance as rated
the respondents.
Being artistic, good speaker and computer literate are some of the skills of the
BSDC students as enumerated by the respondents.
On the other hand, the respondents expected the BSDC students to be attentive
computer literate and excellent in communication.
Coming to school late, being noisy, poor in self-expression through writing are
some of the weaknesses of the BSDC students as observed by the respondents.
Being active, strong unity, being artistic and sociable are some of the perceived
strengths.
Conclusions
Based on the findings of the study, the following conclusions are derived:
1. The respondents of the study who were faculty members of College of
Agriculture and College were married and some were single, handled and
presently handling Dev Com students.
2. Though the respondents have different definitions on Development
Communication, they have closely related answer to its specific definition.
3. The respondents have different perception on Development Communication
as a course.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
22
4. Some of the respondents are not well-informed regarding the course, thus,
they lack knowledge, for the respondents claimed that they are not informed
and they still do not know the program.
5. Majority of the BSDC students are very good on their academic performance
as rated by the respondents.
Recommendations
Based on the findings and conclusions, the following are recommended:
1. There is a need for an information campaign about the course for many of the
respondents are not well-informed regarding the course.
2. Since the study limited its respondents on the Faculty Members, another study
having the students as its respondents should be conducted.
3. Students of Dev Com should give importance on their technical subjects.
4. Students should be on time in attending their class.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
23
LITERATURE CITED
BUYAGAN , J. C. 2003. Perceptions and Attitudes of Vegetable Farmers
Towards DACharm On-the-air in Taba-an Sur, Benguet. BS Thesis. Benguet
State University, La Trinidad, Benguet. P. 5.
JAMIAS, J. C. 1975. Readings in Development Communication. Department of
Development Communication, College of Agriculture. University of the
Philippines, Los Banos. P. 15.
PETERSON, C. 2003. Development Communication. Retrieved September 18, 2006
from
http://www.museum.tv/ archives/etv/DhtmlD/developmentc.htm
POCDO, M. S. 2003. Attitudes and Perceptions of Farmers on BSU on-the-air
in Barangay Pacso, Kabayan, Benguet. BS Thesis. Benguet State University, La
Trinidad, Benguet. P. 5.
QUEBRAL,N. 1988. Development Communication. College of Agriculture, University
Of the Philippines. Los Banos, Laguna. Pp. 28 - 29.
WIKIPEDIA, A. 2006 WWW Survey. Retrieved. September 22, 2006. from
http://en.wikipedia.org./wiki/Development_Communication.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
24
APPENDIX: INTERVIEW SCHEDULE
A. Respondent’s Profile
1. Name (optional) ___________________________________
2. Age _______
3.
Sex
______male
______female
4. Civil status
______single
______married
5.
Subject
taught
______
7.
College
_____College of Arts and Sciences
_____College of Agriculture
B. Perception of Respondents
1. What to you is Development Communication?
____________________________________________________________
__________________________________________________________________
_____________________.
2. As a course, what do you know about Bachelor of Science in Development
Communication?
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
25
____________________________________________________________
_________________________________________________________________.
C. Perceived Jobs of a Dev Com graduate
1. What do you think are the jobs suitable to a Dev Com graduate?
D. Perceived academic performance of Dev Com Students
1. What do you think are the weaknesses of a Dev Com student?
____________________________________________________________
________________________________
2. What do you think are their strengths?
__________________________________________________________________
_______________________________________________________
3. In general, what are your perceptions to the Dev Com students?
____________________________________________________________
________________________________________________________________________
________________________________________.
4. How do you rate a Dev Com student on their academic performance?
_______excellent
_______very
good
_______good
_______poor
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
26
E. Expectations of Faculty Members to the DevCom students
1. What do you think are the skills of a Dev Com Student?
____________________________________________________________
_________________________________________________________________.
2. In general, what are your expectations to the Dev Com
students?__________________________________________________________
_________________________________________________________________.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
CALANZO, LESLIE ANN B. APRIL 2007. Perception of BSU Faculty Members
on Development Communication As a Program. Benguet State University La Trinidad,
Benguet.
Adviser: Anna Liza B. Wakat, BSc
ABSTRACT
The study was conducted to determined the perception of the BSU faculty
members on Development Communication as a concept and as a course, identify the
perceived jobs of the BSDC students, determined how the faculty members perceived the
academic performance and their expectations to the BSDC students.
An interview schedule was used to gather the needed information from the 47
respondents. The respondents are taken as the 30 percent of the over all total of the
faculty members of College of Agriculture (22) and college of Arts and Sciences (25).
Most of the respondents belonged to the age bracket 41-50. Majority were
married and females.
The respondents have different definitions of Development Communication,
definitions are as follows; a way of relating new researches, while others said that it is as
away of dealing with rural people to promote development.
Regarding the course, some of the respondents understand that Development
Communication is the same as Mass Communication. Others said that it is a way to
update everybody in relation to the field and it is where the students learn the systematic
way of social science.
Coming to school late, being noisy, hard-up in expressing themselves through
writing and not so good in sentence construction are some of the weaknesses of the
BSDC students while being active and artistic are some of their strength. Likewise, the
respondents expect the BSDC students to be attentive computer literate and excellent in
communication.
On the other hand, though majority of the respondents have related definition on
Development Communication as a concept, some claimed that they are not well-informed
on Development Communication as a course.
Therefore, it is recommended that there is need for an information campaign about
the course. It is also suggested that a similar study should be conducted having students
as its respondents.
ii
TABLE OF CONTENTS
Page
Bibliography …………………………………………………………….… i
Abstract ……………………………………………………………………... i
Table of Contents …………………………………………………………... iii
INTRODUCTION …………………………………………………………. 1
REVIEW OF LITERATURE ……………………………………………… 4
METHODOLOGY
Locale of the Study ………………………………………………….. 6
Respondents of the Study …………………………………………... 6
Data Collection ……………………………………………………... 6
Data to be Gathered ………………………………………………… 6
Data Analysis ……………………………………………………….. 8
RESULTS AND DISCUSSION
Socio-demographic Profile of the Respondents ……………………….. 9
Perceptions
of
Faculty Members of BSU on
Communication as a Concept and as a Course ……………………….. 10
Perceived Jobs of a Development
Communication Graduate ……………………………………………... 12
Perceived academic Performance of BSDC Students …………………. 17
Expectations of the Respondents to the BSDC Students ………………. 19
iii
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ………………………………………………………………. 20
Conclusions ……………………………………………………………. 21
Recommendations …………………………………………………….. 21
LITERATURE CITED …………………………………………………….. 22
APPENDIX …………………………………………………………………. 23
iv
1
INTRODUCTION
Rationale
Development communications are organized efforts to use communication
processes and media to bring social and economic improvements, generally in developing
countries. The field emerged in the late 1950's amid high hopes that radio and television
could be put to use in the world's most disadvantaged countries to bring about dramatic
progress. Early communications theorists like Wilbur Schramm and Daniel Lerner based
their high expectations upon the apparent success of World War II propaganda, to which
academia and Hollywood had contributed (Peterson, 2003).
The Bachelor of Science in Development Communication started as an
undergraduate course in the University of the Philippines Los Banos in the early 60’s. In
Benguet State University, it was first offered in 1999 with one faculty member and 42
students.
With its almost six years of existence in Benguet State University, students and
faculty members in and out the university have different perceptions on the course. Some
non-Dev Com faculty members expect much while others expect less from Dev Com
students they handle.
This may lead to the disappointment of both faculty member and student if the
expectations failed.
With this, there is a need to know the perceptions of faculty members of BSU
regarding Development Communication as a concept, as a course, and their expectations
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
2
on Dev Com students to determine their knowledge level on the course to avoid
disappointments and misunderstandings.
Statement of the Problem
The study tried to answer the following questions:
1. What are the socio-demographic profiles of the respondents?
2. What is the perception of faculty members of BSU on Development
Communication as a concept and as course?
3. What are the perceived jobs of a Development Communication graduate?
4. What are the perceived strength and weaknesses of the BSDC students?
5. What are the perceived skills of the BSDC students?
6. How do faculty members perceive the academic performance of Dev Com
Students?
7. What are the expectations of faculty members to the students of Development
Communication?
Objectives of the Study
The study aimed to:
1. characterize the respondents;
2. determine the knowledge level of BSU faculty members on
Development Communication as a concept and as a course;
3. identify the perceived weaknesses and strengths of the BSDC students;
4. enumerate perceived the skills of the BSDC students
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
3
5. identify the perceived jobs of a Development Communication graduate;
6. determine how faculty members perceived the academic performance of
Dev Com Students; and
7. determine the expectations of faculty members to the BSDC students.
Importance of the Study
This study may help the faculty members of Development Communication in
deciding if there is a need to have an information campaign about the course.
Findings may be used by students and researchers who will need to know more
about the course.
Scope and Limitations
The study focused on perceptions of BSU faculty members on Development
Communication as a program.
Respondents were the faculty members of Benguet State University from the
college of Arts and Sciences and College of Agriculture where most Dev Com subjects
are being offered.
Faculty members of Dev Com Departments and faculty who never handled Dev
Com students are not included as respondents.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
4
REVIEW OF LITERATURE
History of Development Communication
In the early 70’s it began to take place as a concept, development communication
drew spirited comments from many quarters. Some were supportive; many more were
critical. In the late 80’s, a good resistant to it persists in the very countries where the hope
is that it will be useful. Development Communication has gone by some other tag in the
past and may be called differently in the future. Its present name could go out of fashion
after a while (Quebral, 1988).
The term "Development Communication" was coined by Nora C. Quebral, a
professor at the University of Philippines at Los Baños. The Bachelor of Science in
Development Communication degree program has set a trend and is now the model for
similar degree programs implemented by other academic institutions in the Philippines
and other developing countries as well (Wikipedia, 2006).
Development Communication
Development Communication is isolable as a field of specialization in the study
of human communication. It is purposive communication, it is value-laden and it is
pragmatic (Jamias, 1975).
The systematic use of the acts and science of human communication to persuade
specific groups of people to change their habits, lifestyles or ways of thoughts by no
mans new (Quebral, 1988).
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
5
Development Communication refers to a spectrum of communication
processes, strategies and principles within the field of international development, aimed
at the improving conditions and quality of life of people struggling with
underdevelopment and marginalization. It is characterized by conceptual flexibility and
diversity in the application of communication techniques used to address the problems of
development (Wikipedia, 2006).
Perceptions
According to Myers (1983) as cited by Pocdo (2003), perceptions refer to how we
comprehend the objects and events in the external reality around us. Taylor (1970) also
stated that perception is the process of becoming aware of objects, qualities, relations, or
problems by the way of the sense organ which is closely related to actions.
Krench (1962) as cited by Buyagan (2003) stressed that an individual perception
affects his behavior of how to perceive a situation, an object or a problem is determined
by his current rules.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
6
METHODOLOGY
Locale and Time of the Study
The study was conducted at Benguet State University, La Trinidad Benguet.
Benguet State University is one of the few schools offering Bachelor of Science in
Development Communication. The university is located at La Trinidad, Benguet and it is
five to six kilometers away from the Philippine Summer Capital, Baguio City (Figure 1).
.
The study was conducted from October 2006 to March 2007.
Respondents of the Study
The researcher has 47 respondents which were taken as the 10% of the total of
faculty members from CA and CAS
Data Collection
The researcher used an interview schedule in gathering data from the respondents.
Data to be Gathered
Data gathered were the profile of the respondents, expectations of faculty
members to a Dev Com student, perceptions of faculty members on development
communication as a course and a concept and how they perceived academic performance
of a Dev Com student.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
7
Figure 1. Map of La Trinidad showing the location of the study
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
8
Data Analysis
The data collected were consolidated, tabulated, and analyzed using frequency
counts, averages and percentage.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
9
RESULTS AND DISCUSSION
Socio-demographic of the Respondents
Forty-seven (47) faculty members from the College of Agriculture (22) and
College of Arts and Sciences (25) were the respondents of this study. It was taken as the
30 percent of the over all total of faculty members from the two colleges. CA has 72
faculty members while CAS has 82. So 30 percent of 72 for CA is 22 while 30 percent of
82 for CAS is 25.
Table 1 presents the socio-demographic profile of the respondents.
Age. Among the 47 respondents, 31.91 percent fell under the age bracket 41-50,
while 25.53 percent were aged 31-40. The rest belonged to 20-30 or 51-60 age brackets.
Twenty-five is the youngest while 58 is the oldest.
Sex. There were more female respondents (59.56 percent) than males (40.42
percent).
Civil
Status. Majority were married (78.72 percent) while 21. 27 percent were
single.
Subject
Taught. Subject taught by the respondents were, Social sciences, Filipino,
English, Statistics, Filipino, Economics, Entomology, Agronomy, Soil Science,
Information Technology, Horticulture, Agriculture, Philippine Institution, Biology,
Animal Science, Chemistry, Social Orientation, Logic, Math and English.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
10
Table 1. Socio-demographic profile of the respondents
________________________________________________________________________
CHARACTERISTICS
NUMBER PERCENTAGE (%)
Age
20-30 10 21.27
31-40 12 25.53
41-50 15 31.91
51-60
10
21.27
________________________________________________________________________
Sex
Female 28 59.56
Male 19 40.42
Civil Status
Married 37 78.72
Single 10 21.27
________________________________________________________________________
Subject Taught
English
4
8.51
Math
4
8.51
Social
Science
3
6.38
Statistics
3
6.38
Chemistry
3
6.38
Biology
3
6.38
Horticulture
3
6.38
I. T.
3
6.38
Soil Science
3
6.38
Agronomy
3
6.38
Economics
3
6.38
P.I
2
4.25
Soc. Or.
2
4.25
Logic
2
4.25
Entomology
2
4.25
Agronomy
2
4.25
Agriculture
1
2.12
Animal Science
1
2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
11
Perceptions of the Respondents on Development
Communication as a Concept
Table 2 shows the perceived definitions of the respondents on Development
Communication. Among the 47 respondents, 25.53 percent said that Development
Communication is relating new researches and technologies for development. Some said
that it is a media with more communication on the advancement of technology (23.40
percent). It is related to agriculture media as defined by 21.27 percent of the respondents
while 2.14 percent said that it communicates development, both personally and
genetically. Three of them did not answer anything (6.38 percent). This means, some of
the respondents cannot define Development Communication.
Table 2. Respondent’s perceived definition of development communication
________________________________________________________________________
PERCEIVED DEFINITION FREQUENCY PERCENTAGE (%)
It is relating new researches or technologies
12 25.53
It is deals with rural people to promote
Development
11 23.40
It is related to agriculture media
10 21.27
Media that focuses communication on the
advancement of technology
9 19.14
No answer
3 6.38
Developmental research
2 4.25
It communicates development both personally
and genetically 1 2.14
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
12
Perceptions of Respondents on Development
Communication as a Course
As shown in Table 3, eight of the respondents (17.02 percent) said that
Development Communication as a course similar to Mass Communication. Eleven
understand that students from the course learn the strategies to be effective and good
communicator, while 10.63 percent understand that BSDC students write and broadcast
for agriculture focused development, others said that the course composes of three majors
(development journalism, community broadcasting. educational communication), deals
with the people in terms of development, students are trained how to relate information
while 13 said that they were not well-informed. Based on result, majority of the
respondents have correct perceptions regarding the course.
Table 3. Respondent’s perceptions on development communication as a course
________________________________________________________________________
PERCEPTIONS on BSDC FREQUENCY PERCENTAGE (%)
No answer
13 27.66
Students learn the strategies to be an
effective and good communicator
11 24.40
Similar to Mass Communication
8 17.02
Students write and broadcast for
agriculture focused development 5 10.63
It composes three majors 5 10.63
A course that deals with the people in
terms of development 3 6.38
Learn systematic process of social sciences 1 2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
13
Perceived Jobs of a Development Communication Graduate
Shown in Table 4, 100 percent of the respondents said that a graduate of
development communication can be a journalist while 89.36 percent said that a graduate
from the course can be a teacher, while 87.23 percent said that can be a researcher.
Other jobs as perceived by the respondents are TV and radio personality, extentionist,
call agent, and a receptionist. The respondents have the correct perceptions regarding the
jobs of a Development Communication graduate, but they were not able to mention other
possible jobs like, graphic designers, information officer, and photographer.
Table 4. Perceived prospective jobs of a development communication graduate
________________________________________________________________________
PROSPECTIVE JOBS FREQUENCY PERCENTAGE (%)
Journalist 47 100
Teacher 42 89.36
Researchers 41 87.23
TV and radio personality 35 74.46
Extentionist 25 53.19
Call agent 15 31.91
Receptionist 5 10.63
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
14
Perceptions on Weaknesses of Development Communication Students
Table 5 shows the weaknesses of the Development Communication students
as observed by the respondents. Coming to school late has the highest percentage
(59.57 percent) while being boastful has the lowest (4.26 percent). Seventeen (36.17
percent) among the respondents said that BSDC students are poor in self-expression
construction. Other weaknesses as observed and perceived by the respondents are being
noisy or talkative, give less importance to their technical subject and impatient.
Table 5.Perceived weaknesses of development communication students
________________________________________________________________________
PERCEIVED WEAKNESSES FREQUENCY PERCENTAGE (%)
Comes to school late 28 59.57
Poor in self-expression 18 38.29
Noisy/talkative 8 17.02
Impatient 5 10.63
They give less importance on their
technical subject 5 10.63
Boastful 2 4.25
________________________________________________________________________
Multiple response
Perceptions on Strengths of Development Communication Students
The strength of the BSDC students as observed and perceived by the respondents
are shown in Table 6. Nine among the respondents (19.14 percent) said that BSDC
students are good in participation. Good in academics and strong unity have both
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
15
Table 6. Perceived strengths of development communication students
________________________________________________________________________
PERCIEVED STRENGTHS
FREQUENCY
PERCENTAGE (%)
Active
45
95.74
Expressive
13
27.65
Artistic/Creative
13
27.65
Jolly
11
14.87
Sociable
10
21.27
Good in Academic
10
21.27
United
10
21.27
Good in Participation
9
19.14
________________________________________________________________________
Multiple response
21.27 percent. Others said that they are expressive in what they feel, artistic, jolly, and
being sociable.
BSDC students once won in a cheering competition during university intramural.
Other awards gained were, photojournalist champion by Filmore Awas and Romulo
Bagacina, news writer of the year by Jacquiline Salazar, sports writer by Lambert Henry
Degsi , feature writing by Lou Franz Mula and others.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
16
General Perceptions of the Respondents on BSDC Students
Perceptions of the respondents on BSDC students are shown in Table 7. Ten
among the respondents (21.27 percent) said that students of the course need an
improvement in both written and oral communication, while 2.12 percent said that
students should be the forefront of excellence for the course is under the College of
Agriculture which is Benguet State University’s center of excellence, thus, BSDC should
be responsible in promoting every development. This has the same percentage with that
of students is more particular on how they dress. Other respondents said that BSDC
students have the unity, they are capable, they are good and active while other said that
students of Development Communication are not humble.
Table 7. General perception of the respondents on the BSDC students
________________________________________________________________________
PERCEPTION FREQUENCY PERCENTAGE (%)
Needs Improvement in both
written and oral communication 10 21.27
Sociable
`
8
17.02
United
6
12.76
Boastful 6 12.76
Good and active
5
10.63
Capable on their future job 2 8.51
Appearance- conscious 1 2.12
Should be the forefront of excellence 1 2.12
________________________________________________________________________
Multiple response
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
17
Perceived Academic Performance of the BSDC Students
The academic Performance of the BSDC students is shown in Table 8. More that
half of the respondents rated BSDC students as very good in their academic performance.
Twenty (42.56 percent) said that Dev Com students are good while two (4.56 percent)
rates under excellent.
In relation to this, the BSDC students excel in different ways. The Development
Communication Society (DCS) was awarded TAYO (Ten Outstanding Youth
Organization) in 2005, headed by Betty Listino, Christin Sidchogan, Corazon Pagaduan
and Filmore Awas. Also there were Ten Outstanding Students of the Philippines,
(TOSP) awardees, among them: Betty Listino, Antoinette A. Kindipan, and Filmore
Awas.
Table 8. Academic performance of the BSDC students as perceived by the respondents
________________________________________________________________________
RATING FREQUENCY PERCENTAGE (%)
________________________________________________________________________
Excellent 2 4.46
Very Good 25 53.19
Good 20 42.56
________________________________________________________________________
Respondents’ Perceived Skills of the BSDC Students
As presented in Table 9, twelve out of the 47 respondents said that BSDC
students are good in designing that made them artistic. Being good speaker and good in
computer works (Photoshop, adobe, power point etc) have the same percentage which is
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
18
Table 9. Perceived skills of the BSDC students
________________________________________________________________________
PERCEIVED SKILLS
FREQUENCY
PERCENTAGE (%)
Artistic 12 25.53
Good Speaker 11 23.40
Computer Literated 11 23.40
Writer 10 21.46
Theater Organizer 6 12.78
No Answer 6 12.78
________________________________________________________________________
Multiple response
23.40 percent. Other skills according to the respondents are good theater organizer and
performer while six of the respondents did not answer.
Expectations of the Respondents
Table 10 presents the general expectations of the respondents from BSDC
students. Ten of the respondents expected the students to be attentive; eight said that
students should be computer literate while one expects students to posses well-rounded
personality and to listen for good advice. Some said that they are expecting the BSDC
students to be excellent in constructing sentence and in communication, be flexible and
be patient.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
19
Table 10. Expectations of the respondents to the BSDC students
________________________________________________________________________
EXPECTATIONS
FREQUENCY
PERCENTAGE (%)
________________________________________________________________________
Attentive
10 21.36
Computer Literate
8 17.02
Excellent in Communication
7 14.87
Excellent in Sentence contraction
7 14.87
Patient
5 10.63
Listen to Good Advice 3 6.37
Maximize their Talents 3 6.37
Be Fair in Relating Information 3 6.37
Posses well-rounded personality 1 2.12
Flexible 1 2.12
________________________________________________________________________
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
20
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study was conducted at Benguet State University (BSU) to characterize the
respondents, determine the perception of the BSU faculty members on Development
Communication as a concept and as a course, identify the perceived jobs of the Dev Com
students, determine how the faculty members perceive the academic performance and
determine their expectation to the Dev Com students. Also to determine the perceived
strengths and weaknesses and likewise to enumerate the perceived skills of the BSDC
students.
An interview schedule was used to gather the needed information from the 47
respondents. The respondents are taken as the 30 percent of the over all total of the
faculty members of College of Agriculture (22) and college of Arts and Sciences.
Most of the respondents belonged to the age bracket 41-50. Majority were
married and females.
The respondents have different definitions of Development Communication. Ten
of the respondents defined it as a way of relating new researches, others said that it is as
away of dealing with rural people to promote development and it is a media that focuses
communication on the advancement of technology.
The respondents perceived that Development Communication is the same as Mass
Communication. Others said that it is a way to update everybody in relation to their field,
while 13 claimed that they are not well-informed regarding the course.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
21
BSDC students need an improvement both in oral and written communication.
They are perceived as sociable, united and boastful are the general perception of the
respondents to the BSDC students.
Majority of the respondents are very good in their academic performance as rated
the respondents.
Being artistic, good speaker and computer literate are some of the skills of the
BSDC students as enumerated by the respondents.
On the other hand, the respondents expected the BSDC students to be attentive
computer literate and excellent in communication.
Coming to school late, being noisy, poor in self-expression through writing are
some of the weaknesses of the BSDC students as observed by the respondents.
Being active, strong unity, being artistic and sociable are some of the perceived
strengths.
Conclusions
Based on the findings of the study, the following conclusions are derived:
1. The respondents of the study who were faculty members of College of
Agriculture and College were married and some were single, handled and
presently handling Dev Com students.
2. Though the respondents have different definitions on Development
Communication, they have closely related answer to its specific definition.
3. The respondents have different perception on Development Communication
as a course.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
22
4. Some of the respondents are not well-informed regarding the course, thus,
they lack knowledge, for the respondents claimed that they are not informed
and they still do not know the program.
5. Majority of the BSDC students are very good on their academic performance
as rated by the respondents.
Recommendations
Based on the findings and conclusions, the following are recommended:
1. There is a need for an information campaign about the course for many of the
respondents are not well-informed regarding the course.
2. Since the study limited its respondents on the Faculty Members, another study
having the students as its respondents should be conducted.
3. Students of Dev Com should give importance on their technical subjects.
4. Students should be on time in attending their class.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
23
LITERATURE CITED
BUYAGAN , J. C. 2003. Perceptions and Attitudes of Vegetable Farmers
Towards DACharm On-the-air in Taba-an Sur, Benguet. BS Thesis. Benguet
State University, La Trinidad, Benguet. P. 5.
JAMIAS, J. C. 1975. Readings in Development Communication. Department of
Development Communication, College of Agriculture. University of the
Philippines, Los Banos. P. 15.
PETERSON, C. 2003. Development Communication. Retrieved September 18, 2006
from
http://www.museum.tv/ archives/etv/DhtmlD/developmentc.htm
POCDO, M. S. 2003. Attitudes and Perceptions of Farmers on BSU on-the-air
in Barangay Pacso, Kabayan, Benguet. BS Thesis. Benguet State University, La
Trinidad, Benguet. P. 5.
QUEBRAL,N. 1988. Development Communication. College of Agriculture, University
Of the Philippines. Los Banos, Laguna. Pp. 28 - 29.
WIKIPEDIA, A. 2006 WWW Survey. Retrieved. September 22, 2006. from
http://en.wikipedia.org./wiki/Development_Communication.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
24
APPENDIX: INTERVIEW SCHEDULE
A. Respondent’s Profile
1. Name (optional) ___________________________________
2. Age _______
3.
Sex
______male
______female
4. Civil status
______single
______married
5.
Subject
taught
______
7.
College
_____College of Arts and Sciences
_____College of Agriculture
B. Perception of Respondents
1. What to you is Development Communication?
____________________________________________________________
__________________________________________________________________
_____________________.
2. As a course, what do you know about Bachelor of Science in Development
Communication?
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
25
____________________________________________________________
_________________________________________________________________.
C. Perceived Jobs of a Dev Com graduate
1. What do you think are the jobs suitable to a Dev Com graduate?
D. Perceived academic performance of Dev Com Students
1. What do you think are the weaknesses of a Dev Com student?
____________________________________________________________
________________________________
2. What do you think are their strengths?
__________________________________________________________________
_______________________________________________________
3. In general, what are your perceptions to the Dev Com students?
____________________________________________________________
________________________________________________________________________
________________________________________.
4. How do you rate a Dev Com student on their academic performance?
_______excellent
_______very
good
_______good
_______poor
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
26
E. Expectations of Faculty Members to the DevCom students
1. What do you think are the skills of a Dev Com Student?
____________________________________________________________
_________________________________________________________________.
2. In general, what are your expectations to the Dev Com
students?__________________________________________________________
_________________________________________________________________.
Perceptio n of BSU Faculty Members on Development
Communication As a Program / Leslie Ann B. Calanzo. 2007
Document Outline
- Perception of BSU Faculty Members
on Development Communication As a Program.
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- APPENDIX