GS 500 – St. Thomas and Critical Thinking
As the philosophical foundation of Research Methodology, it is a study of the principles of and skills in critical thinking according to St. Thomas Aquinas in the three areas of mental cognition: simple apprehension, judgment, and reasoning; and of common fallacies towards the acquisition of the art of argumentation.

GS 501 – Research Methodology
Introduces the student to both the theoretical and the procedural aspect of designing a research. Examines and analyses the nature, scope, uses and the process and design of research as applied to education. Provides concepts, techniques, rules, and tools needed in undertaking research; focuses on developing learner’s skills both as producer and user of research findings.

Cl 601 – Curriculum Foundations: Psychological, Sociological, and Philosophical
Synthesizes the psychological, the enduring philosophical theories, the sociological and disciplinary foundations that serve to define and impact the dynamics of the curriculum and instructional fields.

Cl 602 – Theories of Learning & Instruction
An advanced course in the major theories relevant to childhood, adolescent and adult learning, nature and condition of long term cognitive learning leading to the improvement of classroom teaching and in the psychological aspects of curriculum development.

GS 502 – Educational Statistics
An introduction to the major concepts of statistical descriptions, central tendency, dispersion, relative position, relationship, and elementary inferential methods specially as they relate to educational measurement and research. Focus is on the presentation and interpretation of statistical data in educational literature. 

Cl 603 – Curriculum Development: Theory and Process
A comprehensive overview of the theories and the technical process including methods and techniques for developing, designing, implementing and evaluating the curriculum.

Cl 604- Curriculum Designs
An in-depth study of basic and representative current curriculum design types. Analyzes how curricula are created, components, sources, design dimensions and issues of design.

Cl 605 – Development of Curriculum Documents and Materials
Critical analysis of the basic curriculum document types: philosophy, statement documents, scope and sequence documents; curriculum guides, grade level plans, course or course plans, instructional unit plans and different types of curriculum materials. Emphasis is on the development and preparation of prototypes.

Cl 606 – Teaching Models and Methodologies across Educational Levels
Comparative study of traditional, current, and innovative teaching models and methodologies designed for all levels of instruction. Emphasis is on the application of the models to field practice in teaching, supervision, and curriculum design.

Cl 607 – Designing Instructional System: Theory and Process
A theory and practice based course that deals with both macro and micro level instructional designs in both formal education and in-service training settings. Focus is on the development of competencies in the four components of instructional designing.

Cl 608 – Theory & Practice of Test Construction and Authentic Assessment
The relationship of classroom testing to educational objectives and the curriculum; the construction, preparation, administration, and scoring of the various types of tests and other means in assessing the result of instruction.

Cl 609 – Supervisory Leadership in Instruction: Theory and Process
Examines and analyzes the nature, scope, purposes, historical development, patterns, functions, processes, approaches, methods, techniques and evaluation of the supervision of instruction. Focus is on role-process, theoretical and reflective practice issues in instructional supervision.

Cl 615 – Trend, Issues, Problems of Philippine Education across Levels
A study and analysis of the many facets of education: concepts, philosophy, goals, functionality, educational structure, curriculum, educational environment, administrative structure and governance anchored on major development and trends, reform strategies. Engages students to analyze vital problems and critical issues in Philippine curriculum across level within the framework of its avowed mission and thrusts. 

Any course in the Master of Arts in Education major in Educational Management. 

Written Comprehensive Examinations (WCE) 

TW I – 3 units (Thesis Proposal) 
TW II – 3 units (Research Colloquium) 
TW III – 3 units (Thesis Defense)