Education is considered as an essential factor in the attainment of social, technological and economic development. It is through education wherein individuals are developed and provided with the necessary knowledge and skills needed in decision making as well as the values that would enable them to address the multitude problems that beset the country.

The philosophy of Philippine educational system is clearly stipulated in the 1987 Philippine Constitution which primary aims to provide quality education to every Filipino learner. Corollary to this, the Higher Education Act of 1994 and Enhanced Basic Education Act of 2013 were promulgated to respond to the calls for tertiary level, as well as the secondary and elementary type of training of students. The cry of eduffcation in the country up to this date is to ‘provide every student an opportunity to receive quality education that is globally competitive’ through a pedagogically sound curriculum that is at par with international standards in order for the graduates to brush elbows with their counterparts elsewhere in the world. The aspiration of Philippine education is to attain the fullest potentials of all individuals to propel the country’s national and international goals.

To realize the goal of relevance and effectiveness of the trainings of students in education, the government embarked on reform-oriented programs. Among the steps undertaken was the creation of the Teacher Education Council in 1994 through the promulgation of RA 7784 in the same year when the Commission on Higher Education (CHED) was also created by virtue of RA 7722. The Council’s primordial concern was to provide quality education in the country by strengthening the education and training of teachers through a national system of excellence for teacher education. The council envisions a teacher education system whose mission is to educate and train would-be teachers of unquestionable integrity and competence and committed to their continuing professional growth and obligation to help their students to grow as responsible individuals and citizens. As future teachers they ought to imbibe the professional, intellectual and moral qualities that are required of a teacher. 

Education preparation programs play a vital role in developing educators who understand and could implement effectively the current trends in the teaching-learning process that are essential in the development of the 21^st century knowledge and skills. In order to cope with this role, a new curriculum for teacher education was devised and a more intensive training of student teachers was instituted by virtue of CMO #30, series of 2004. Included in the memorandum is the conduct of Experiential Learning Courses (ELC) which contains the field study programs for education students. The rationale behind is to integrate the mentoring process in the development of effective future teachers since students learn better through experience. This was based on the Experiential Learning Theory that was advocated by most philosophers like John Dewey, Kurt Lewin, Jean Piaget, Albert Bandura and David Kolb. 

CHED Memorandum Order (CMO) # 30 requires the students’ exposure to actual learning experiences as early as second year and finish six field study courses prior to practice teaching. Their early exposure to the actual teaching environment would ensure their better preparation and appreciation of their chosen profession. These would also prepare them to meet the National Competency Based Teacher Standards (NCBTS) which is a key element in the Teacher Education and Development Program (TEDP) which seeks to conceptualize the teacher’s career path and enable them to successfully carry out their roles and responsibilities as teachers. Through the different experiential learning courses, the students are provided with hands-on activities that could enhance their professional growth as teachers in the future. The TEIs and cooperating schools have to work hand in hand to prepare them to be more competent and effective teachers. The study of Anderson et al. [1] illustrates the potential of reforming teacher education programs to incorporate practicum experience that goes beyond classroom settings.

Teacher education institutions in the country have to comply with the said memorandum and should do something to develop better teachers. Researchers regarding the implementation of field study courses or the so called experiential learning courses of selected TEIs conducted by Patan [2] and Lapingcao [3] revealed that there are several problems encountered during the initial implementation of the field study courses. As such, follow up researches regarding the implementation of the experiential learning courses in teacher education institutions are deemed essential so as to find out the effectiveness of the program after several years of implementation which would also serve as a blueprint for further development or paradigm shift in the field of teacher education hence, this study was conducted.

Literature Review

Experiential Learning: As defined by the Association for Experiential Education [4], is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values. It is also referred to as learning through action, learning by doing, learning through experience and learning through discovery and exploration. 

In the book, teaching for Experiential Learning, Wurdinger and Carlson [5] found that most college faculty members teach by lecturing because few of them learned how to teach otherwise. Although good lecturing should be part of an educator’s teaching repertoire, teachers should also actively involve their students in the learning process through discussion, group work, hands-on participation and applying information outside the classroom. This process defines experiential learning where students are involved in learning content in which they have a personal interest, need, or want. 

Field studies which is a form of experiential learning give students a chance to see the world and as they work in groups, they share their experiences with others and interact directly with their environment while engaging themselves in real-life activities [6]. This promotes a clearer understanding of the world and reinforces previous knowledge gained in the classroom. Experiential learning also allows students to have an in-depth understanding and retention of concepts and processes learned in the four walls of the classroom. It is through field studies that pre-service teachers are immersed in educational context [7].

Experiential learning involves a number of steps that offer students a hands-on, collaborative and reflective learning experience which help them to fully learn new skills and knowledge [8]. Although learning content is important, learning from the process is at the heart of experiential learning. During each step of the experience, students engage with the content as well as self–reflect and apply what they have learned in other situations. 

Experiential learning requires self-initiative, an intention to learn and an active phase of learning. Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Moon [9] has elaborated on this cycle that experiential learning is most effective when it involves: (1) a reflective learning (2) learning as a result of the actions inherent to experiential learning and (3) learning from feedback. This process of learning can result in changes in judgment, feelings or skills for the individual and can provide direction for the making of judgments as a guide to choice and action. 

Most educators understand the important role experience plays in the learning process. The role of emotion and feelings in learning from experience has been recognized as an important part of experiential learning. What is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. Reflection is a crucial part of the experiential learning process and like experiential learning itself, it can be facilitated or independent. 

Field experiences or studies have several benefits as revealed by different researchers. Field–based experiences offer trainee-teachers the opportunity to observe and work with real students, teachers and curriculum in natural settings [10]. They provide students with a diverse range of skills for them to observe and acquire such as classroom management skills, lesson planning, awareness of teaching styles and ability to interact with students. They also provide pre-service teachers the opportunity to develop their pedagogical skills, anchor their developing beliefs and put theory into practice in order to prepare them for future teaching jobs [11,12]. In the study conducted by Patan [2] regarding the implementation of the experiential learning courses for teacher education revealed that promptness, attitude and values on the part of the students are very important in the implementation of the program. Acquah [13], also found out that trainee- teachers perceived field experience to be very important in developing their professional proficiencies. Such proficiencies include the development of pedagogical skills and improvement in content knowledge, development of social skills and acquisition of work experience.

Other researches also revealed that field experience helps to reorient the beliefs of students about the teaching profession [14]; increases students’ retention and engagement [15]: prepares trainee-teachers for the teaching job; helps in the students’ acquisition of an in-depth understanding of academic content and enhances student learning [16].

Furthermore, Purdie et al. [17] also found out in their study involving students in UK that students who participated in work integrated learning, which is also a form of experiential learning, reported significantly higher confidence in goal setting and goal attainment. They suggested that this may enhance the ability of the students to establish and achieve goals in the workplace. 

Teachers are the main implementers of educational policies organized into school programs in the form of curriculum for actual implementation to the clientele. The country needs competent teachers astute in content knowledge, skills and pedagogical practices along their respective fields of specialization in order to succeed in developing its human resources and to foster national development. It is then very important that pre-service teachers be given the appropriate training and preparation in order to meet the standards needed for them to teach all over the world. As preparation for these, future teachers, are required to undertake experiential learning courses as early as second year and they have to finish six field study courses prior to practice teaching. 

Objectives

The study was conducted with the end goal of assessing the implementation of ELC in the teacher education programs of SUCs in Ilocos Sur, Philippines. Specifically, it looked into (a) the implementation of the experiential learning courses by the internal and external implementers in terms of administration and supervision; orientation and deployment; monitoring and evaluation (b) the level of attainment of students’ learning competencies in their experiential learning courses as assessed by the internal and external implementers (c) the significant relationship of the over-all implementation of the experiential learning courses and the level of attainment of students’ learning competencies.

This study made use of the descriptive research design wherein questionnaires were utilized in gathering data on the implementation of the ELC and the students’ level of attainment of the learning competencies required for the different courses. Items on the questionnaires were based on the guidelines specified in the ELC handbook. 

It was conducted in Ilocos Sur province covering all the three SUCs namely: University of Northern Philippines, Ilocos Sur State Polytechnic College and North Luzon Philippines State College together with their partner schools in the DepEd which are also located within the province. The Colleges of Teacher Education of the said state-run institutions were the primary foci of the study. For multi campus institutions where education program is offered in their satellite campuses, only the campus where Teacher Education is a flagship program is considered. This is based on the assumption that all the other satellite schools model their operation after the flagship campus. In the case of the DepEd schools, only the performing schools identified by the DepEd Division Office where the TEIs often deploy students for their field study and practice teaching were considered. 

The respondents of this study were composed of the internal and external implementers of the experiential learning courses. The internal implementers include the instructors/professors handling Field Study courses, the FS coordinators/supervisors and the dean of the TEI. For the external implementers, they are the resource teachers or cooperating teachers and principals/heads of the cooperating schools. A total of 135 respondents were included with the breakdown presented in Table 1. 

Table 1: Distribution of Respondents

Purposive sampling with total enumeration technique was used in this study.

Data collected were analyzed and interpreted using the mean in determining the level of implementation of the ELC and the students’ level of learning competencies. Correlational analysis was used in determining the relationship between and among the variables involved in the implementation as well as the learning competencies in the different field study courses.

Status of Implementation of the Experiential Learning Courses by the Internal and External Implementers

In this study, the implementation of the ELC was evaluated in terms of the following areas namely: Administration and Supervision; Deployment and Orientation; and Monitoring and Evaluation. The succeeding discussions present a vivid picture of how each of the areas is implemented by the TEIs and the cooperating schools.

Administration and Supervision

Administration and supervision are very essential in the implementation of certain programs particularly curricular programs like the experiential learning courses of teacher education institutions, The administration of an educational program includes the managerial as well as the communication duties related to the conduct of the different activities pertaining to the program. This requires careful planning, organizing and coordinating with partner agencies in order to attain the goals of the program, it goes hand in hand with the supervision of the program especially the activities that are conducted. In assessing the implementation of the experiential learning programs of teacher education institutions, this aspect is first considered.

Table 2 shows the mean ratings given by the respondents in their assessment on the implementation of specific activities in the administration and supervision of the ELC. It can be gleaned from the table that the two groups of respondents assessed the items as very satisfactorily implemented as evidenced by the overall mean rating of 4.13. This finding shows that the administrative and supervisory functions and activities are well executed by the implementers.

The highest mean rating of 4.76 given by the TEIs on item 2 manifests that the execution of the Memorandum of Agreement is excellently implemented. This implies that the implementers are very much aware of the importance of a Memorandum of Agreement (MOA) between the two agencies involved and that no ELC-related activities could be carried out without the necessary MOA. In the conduct of observations for Field Study (FS) courses in the different classes both for the elementary and secondary levels, the Laboratory Schools within the college or university are either not enough or there are no Laboratory Schools maintained by the college. This leaves no other alternative but to avail of the classes at the DepEd which requires them to enter into a Memorandum of Agreement with the latter. The MOA is an instrument that binds the TEI and the cooperating schools such that both parties have to religiously comply with the provisions stipulated in the agreement. Further scrutiny of the data would show that item 6 which is on providing transportation facilities is rated as the lowest by the two groups of implementers. On the part of the cooperating schools, they find this aspect satisfactorily implemented only as evidenced by the mean rating of 3.42. The rating implies a need for this aspect to be given more attention. Such perception of the internal implementers could be attributed to unavailability of transportation facility at the time of monitoring. Some respondents claimed that transportation services are not always provided by the administration in the conduct of ELC/field study activities especially if the school that is being visited is a nearby school. Providing functional space for consultation and conduct of ELC courses as an aspect of administration of the ELC program obtained the second lowest mean rating of 3.81 among the indicators. This component of the ELC is also very essential in the conduct of ELC activities so this must be made available in both the TEIs and cooperating schools.

Table 2: Mean Ratings on the Extent of Implementation of the ELC in Terms of Administration and Supervision 

Legend: Range Descriptive Interpretation (DI), 4.51-5.00- Always Implemented/Excellently Implemented (EI), 3.51-4.50-Often Implemented/Very Satisfactorily Implemented (VSI)

Orientation and Deployment

Orientation and deployment of FS students and practice teachers are conducted after making arrangement with the partner agency (DepEd) particularly the cooperating schools through the principals. This includes scheduling and deployment, orientation of students, determining students’ readiness, conducting pre-deployment activities and observance of proper decorum/behavior. 

The data from Table 3 shows that the TEIs consider item 1 which is on arrangement with school heads to be excellently implemented while the cooperating schools perceived it to be very satisfactorily implemented only as evidenced by the mean ratings of 4.65 and 4.24 respectively. The combined mean of 4.44 likewise indicates that arrangements made by the TEIs with the officials of the division office and school heads were done at a very satisfactory level.

All the other items were rated by the internal implementers as excellently implemented except for item 2 which is about orientation of FS students regarding the rationale and procedure of the ELC that is regularly conducted being rated as very satisfactorily implemented only. Overall rating given by the internal implementers along this aspect is 4.48 which is described as very satisfactorily implemented. On the other hand, the external implementers also rated this aspect as very satisfactorily implemented as shown by the overall mean of 4.02. The lowest rating of 3.97 by the external implementers is on the item about readiness of students. This implies that despite of the preparatory activities conducted by both the TEIs and cooperating schools like lecture-workshop on teaching strategies, lesson planning and pre-demonstration teaching, there are still instances that the FS students are not fully prepared for their field studies. This could be attributed to some factors like personal, social and other factors. 

Previous researches conducted by Lapingcao [3], Patan [2], Grieco [18] and Wasburn-Moses et al. [19] show that there is a need for some improvements in the preparation of students and teachers for field studies. A more rigorous preparation and more authentic experiences should be provided [20] to enable prospective teachers to cope up with the challenges and increasing complexity of the teaching learning process. Donko and Dwamena [21] also recommended in their study that education supervisors should organize frequent and effective development activities to enable teachers to identify their strengths and weaknesses. In this way they become better prepared and could further enhance their knowledge, skills and experiences that would contribute to the attainment of higher level competencies.

Table 3: Extent of Implementation of the ELC in Terms Orientation and Deployment

Legend: Range Descriptive Interpretation (DI), 4.51 5.00-Always Implemented/excellently implemented (EI) 3.51-4.50- Often Implemented/Very Satisfactorily Implemented (VSI)

Monitoring and Evaluation 

Bamberger and Hewitt [22] described monitoring as a type of evaluation performed while a project is being implemented with the aim of improving the project design and functioning while in action and evaluation as a study of the outcome of a project with the aim of informing the design of future projects. Monitoring and evaluation is crucial in any program or project. According to the UNDP [23], the purpose of monitoring and evaluation is to track implementation and outputs systematically and measure the effectiveness of programs. It helps determine exactly when a program is on track and when changes may be needed. Monitoring and evaluation forms the basis for modification of interventions and assessing the quality of activities being conducted. These can be used to demonstrate that program efforts have had a measurable impact on expected outcomes and have been implemented effectively. It is essential in helping managers, planners, implementers and policy makers acquire the information and understanding they need to make informed decisions about program operations.

This aspect is one of the components of the ELC program which considered specific indicators such as: policy monitoring, coordinating, evaluating, debriefing, reporting and giving feedbacks. The results show that generally, ELC policies are implemented at a very satisfactory level as reflected in the overall mean of 4.29. Although the TEI implementers claimed they implemented ELC policies excellently on most items, as manifested in their mean ratings for items on policy implementation, coordination between the partner agencies on the needs of students, regular observation and evaluation of students’ performance and outputs to determine the attainment of desired competencies and feedback mechanisms, the external implementers saw it otherwise, wherein they rated these at a very satisfactory level only as indicated in their overall mean rating of 4.09.

On the other hand, coordination between TEs and DepEd regarding the progress and performance of FS students as well as the problems encountered, debriefing and reporting of such activities were found to be within the very satisfactory level only as rated by both external and internal implementers (Table 4). 

Debriefing sessions are conducted to further evaluate and assess FS students and practice teachers. This is done by the FS coordinator/supervisor and FS faculty in coordination with the cooperating teacher and principal/head. For the TEIs, this activity is usually done the moment the FSS and PTs report to their TEIs during the scheduled meeting once a week during their immersion period.
 

Problems and difficulties encountered by the students are immediately addressed particularly during debriefing sessions where corresponding actions are immediately implemented.              According to Cummiskey [24], debriefing allows students to process and reflect on their experience. The learning that occurs in these activities have "real world" applications and a quality debrief is one way to make that connection. Through debriefing, the students gain intrapersonal and interpersonal benefits. Among the intrapersonal benefits are: confidence, self-concept, leadership skills, reflective thinking skills and willingness to take risks. Interpersonal benefits include cooperation, communication skills, trust in others, sharing, decision making and problem solving skills. 

Reporting follows as part of the responsibilities of FS/PT coordinator or supervisor. At the conclusion of the immersion period, they are obliged to prepare reports on the evaluations made on the performance and outputs of students to the dean of the TEI. The report includes the progress/performance of FS students and PTs, problems/difficulties met and the solutions/actions to solve such problems if any. 

The CHED and DepEd consider feedback as an important mechanism in the implementation of the ELC. This aspect of the program was perceived by the FS coordinators and PT supervisors of the TEIs to be excellently implemented as manifested in their mean ratings of 4.59. The cooperating teachers rated this item only as very satisfactorily implemented as evidenced by the computed mean of 4.13. Although monitoring and evaluation is not always done, one thing certain is, once the personnel concerned and the students sit down, getting feedback is never neglected. Once feedback is given, each party has to do something to work out particularly the negative feedback and further enhance the positive ones. 

Table 4: Extent of Implementation of the ELC in Terms of Monitoring and Evaluation

Legend: Range Descriptive Interpretation (DI) 4.51-5.00- Always Implemented/Excellently Implemented (EI), 3.51-4.50- Often Implemented/Very Satisfactorily Implemented (VSI)

Level of Attainment of Students’ Learning Competencies

The succeeding table presents a summary of the level of attainment of students’ learning competencies in the different experiential learning courses. There are seven of them, which are being referred to as the Field Study courses. FS 1-Learners’ Development and Environment; FS 2-Experiencing the Teaching-Learning Environment; FS 3-Technology in the Learning Environment; FS 4- Understanding Curriculum Development; FS 5-Learning Assessment Strategies; FS 6-On Becoming a Teacher and FS 7-Practice Teaching. Each of the seven FS courses require certain competencies that the students must have to develop and attain as prescribed/stipulated in the ELC handbook.

The learning environment affects students’ learning outcomes. It encompasses a wide range of learning resources including technology, modes of teaching and learning and their connections to society. Based on Table 5, the learning competencies on learners’ development and environment are very satisfactorily attained as reflected by the computed mean rating of 4.05. This shows that the students were able to determine an environment that provides social, psychological and physical development of the learners and were able to recognize approaches that are feasible in facilitating learning when dealing with learners in the different developmental stages. 

As to the competencies on experiencing the teaching-learning process, this has an overall mean rating of 3.96 which is described as very satisfactorily attained. This implies that FS students were able to examine and apply the teaching principles and theories in the learning environment. In this aspect, the students were able to try out teaching-learning tasks like the use of instructional materials and assessment tools and obtain important information about the learning styles of learners which would enable them to determine appropriate teaching strategies that are suited for them.

The attainment of competencies regarding technology in the learning environment is also presented in Table 3. The overall mean of 3.90 shows that the competencies in this area are also very satisfactorily attained by the FS students. Preparation of instructional materials with the use of technology is really very essential in the teaching-learning process. As such, future teachers must be able to develop and utilize appropriate technology to facilitate teaching.

Curriculum development is defined as a planned, purposeful, progressive and systematic process to create positive improvements in the educational system [25]. It plays a vital role in the country’s economic development by providing solutions to the problems being encountered. Table 5 reveals that the students attained very satisfactorily the competencies on understanding curriculum development as reflected by the overall mean rating of 3.88. This implies that the FS students had a very good understanding of the curriculum and the importance of curriculum development. Furthermore, they also have developed insights on the implementation of the different curricular programs in education.

Assessment is one aspect in the teaching-learning process that must be given importance. Through assessment, the teacher is able to determine the progress and development of the learners. Varied techniques must also be employed by the teacher in order to accurately and objectively assess the students. Based on Table 5, the competencies on learning assessment strategies were attained very satisfactorily by the students as evidenced by the overall mean of 3.83. This shows that they have a very comprehensive knowledge about the different assessment instruments and techniques that are used in teaching and they are capable of creating and utilizing them in their classes. As revealed by Birenbaum and Rosenau [26] in their study on assessment preferences, learning orientations and learning strategies of pre‐service and in‐service teachers, constant engagement of in‐service teachers in meaningful learning experiences enables them to exhibit a deeper approach to learning and assessment. 

The last field study course prior to practice teaching is on becoming a teacher. This course is a complement of the subject, The Teaching Profession. It is here where the students bring about real-life experiences of a future teacher and how a teacher acts and behaves professionally and as a person in the classroom and in the community. This aspect of the experiential learning courses is preparatory for practice teaching. Based on the result of this study, the competencies required were attained very satisfactorily by the students as shown by the overall mean rating of 3.85. This implies that they have acquired the necessary knowledge, skills and values prescribed for pre-service teachers and they are ready for practice teaching.

Practice teaching is the last Field Study course for education students. It is described as the apex of all the experiential learning courses [27]. It is the total immersion of the prospective teacher into the real life of a teacher. They assume sophisticated teaching responsibilities under the supervision of their cooperating teacher. They develop pedagogical knowledge, skills and competencies as well as positive attitudes through activation of the previous knowledge and skills they learned in their professional education subjects. Table 3 reflects the attainment of practice teaching competencies to be at a very satisfactory level as evidenced by the overall mean of 3.90. This implies that the pre-service teachers were able to attain very well the objectives of practice teaching provided in the ELC Handbook which includes demonstration of a deep and principled understanding of the learning processes and their role as teachers in facilitating these processes in their students; manifest a meaningful and comprehensive knowledge of the subject matter they teach; application of a wide range of teaching process skills, practice of the professional and ethical requirements of the teaching profession; facilitate learning of diverse learners using a wide range of teaching knowledge and skills and reflect on the relationship of the different aspects of teaching and learning to constantly improve their teaching knowledge, skills and practices; create and innovate alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate their effectiveness in improving students’ learning and finally to continue to learn in order to teach better and fulfill their mission as teachers. 

Relationship between the status of implementation of the experiential learning courses and the level of attainment of the learning competencies.

Table 5: Level of Attainment of Students’ Learning Competencies on the different Field Study Courses

Legend: Range Descriptive Interpretation (DI) 4.51-5.00- Excellently Attained (EA) 3.51-4.50-Very Satisfactorily Attained (VSA)

Table 6 reveals a significant relationship of the three component indicators of the status of implementation of the experiential learning courses and the attainment of learning competencies. As gleaned from the table, there exists a direct positive relationship between the two variables. This is also shown in the relationship between each of the component variables wherein each one posted a significant and direct relationship to that of the competencies for the FS courses as evidenced by the computed r values of 0.502, 0.714 and 0.758 respectively. It is worthwhile to note that in this study, these are found to be highly significant at 0.01 level whereas, in the study conducted by Mayuga and City [28] they found out that no significant relationship exists between the extent of implementation of FS courses and the learning skills with that of students’ performance in the licensure exams. Meneses et al. [29] also claimed that the students’ level of competencies in the FS courses are not significantly related to their academic performance. 

Administration and supervision is found to be of high significant correlation to the attainment of students’ learning competencies. This could be attributed to the fact that students who are well supervised tend to focus more on their required activities and learn better which contributes to better attainment of the desired competencies.

This conforms with the findings of Shakuna et al. [30] in their study on the effect of supervision on English teachers’ language performance that educational supervision is positively correlated to teachers’ performance in teaching English. Donko and Ofosu-Dwamena [21] also found out that teachers perceive educational supervision as having a positive impact on their professional development in terms of developing experience, classroom management, teaching methods and assessment.

Orientation and deployment is also an essential aspect in the implementation and conduct of experiential learning activities. Activities like lecture-workshop on teaching strategies, lesson planning and pre-demonstration teaching are conducted as part of the orientation and preparation of students for deployment in the identified cooperating schools. This is also found to be significantly related to the learning competencies as reflected by the computed R-value of 0.714 and p<0.01. This implies that students who are well oriented with the rules, policies and guidelines of the ELC and well prepared for deployment tend to possess higher learning competencies. A thorough orientation of students regarding the policies and guidelines for field studies as stipulated in the ELC handbook provides them with a clearer understanding of their roles and responsibilities as pre-service teachers. As a result they become more responsible and effective future teachers.

Monitoring and evaluation of students enrolled in the ELC courses require consistent and efficient implementation. This area of implementation has also a positive significant relationship to the learning competencies in all the FS courses as shown by the computed R-value of 0.758 and p<0.01. Students need to be monitored regularly in their activities by both the FS coordinators and resource teachers. This is for them to be properly guided in their daily activities. Furthermore, activities and outputs including the performance of the students must also be evaluated in order to determine their progress and developments. Coordination between the two parties concerned must be done in cases wherein problems arise in the conduct of the school activities. The result implies that FS students who are closely monitored and periodically evaluated regarding their activities acquire higher level competencies. 

Experiential learning is a teaching learning methodology wherein students need to be exposed to the outside world and experience the real classroom scenarios. Such method when implemented and utilized in education requires proper administration, supervision and coordination as well as monitoring and evaluation. This is done in order to attain the goals of the program. In fact, Shakuna et al. [30] suggested in their study that educational supervisors should organize more effective activities related to teacher training. Whereas, Donkoh and Ofosu-Dwamena [21] also recommended that frequent and effective professional development activities should be organized by educational supervisors to enable teachers to identify and develop their strengths and address their weaknesses. These activities are done in order to attain the goals of the experiential learning program. 

The findings of this study imply that a better implementation of the ELC program yields higher level of students’ attainment of learning competencies. Quality outputs are the result of a well administered and supervised program. As such, there should also be a well- balanced coordination among all the people concerned in the conduct of the experiential learning activities. The implementers must also be competent and knowledgeable enough regarding the policies and guidelines on the implementation the experiential learning courses.

Table 6: Correlation Between of the Status of Implementation of the Experiential Learning Courses and the Level of Attainment of the Learning Competencies 

Legend: **-highly significant

Based on the results of this study, the following conclusions are drawn:

The experiential learning courses of the teacher education institutions involved are very satisfactorily implemented in terms of administration and supervision, orientation and deployment as well as in monitoring and evaluation by the internal and external implementers. The FS students’ learning competencies are attained at a very satisfactory level and has a very significant relationship to the implementation of the experiential learning courses. Experiential learning is very important in all educational disciplines most especially in training future teachers. The real-world experiences gained by the students contribute significantly to the enhancement and improvement of their knowledge as well as their teaching skills and values. It also broadens their awareness and understanding of the connections between the theories and principles learned in their academic subjects and the practical realities in teaching. As such, the experiential learning courses for teacher education programs are very significant in the curriculum. It is recommended that the different aspects in the implementation of the ELC be strengthened and enhanced further. 

Finally, this study reveals some limitations that could serve as basis for future studies. This study dealt with the implementation of the experiential learning courses in just one province of Northern Philippines so further studies may deal with the ELC implementation by TEIs in other areas of the country and may also consider other variables that are not included as well as utilize other statistical tools for a more in-depth analysis.

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