Table 2
Demographic characteristics of the respondents
Demographic characteristics | f | % |
Gender | | |
Male | 189 | 51.9 |
Female | 175 | 48.1 |
Total | 364 | 100 |
Year level | | |
1st year | 101 | 27.7 |
2nd year | 125 | 34.3 |
3rd year | 51 | 14.0 |
4th year | 87 | 23.9 |
Total | 405 | 100 |
Table 2 represents the respondents’ demographic characteristics according to gender and year level. Most of the students who answered the online survey are male (51.9%), and 2nd year students (34.3%) from the overall population of the study.
Table 3
Measurement Model Results
Constructs | Items | Loadings | Cronbach’s Alpha | Composite Reliability | Average Variance Extracted |
Level of Cognizance | LC1 | 0.830 | 0.850 | 0.850 | 0.653 |
LC2 | 0.805 |
LC3 | 0.788 |
Clarity and Consistency | CC1 | 0.720 | 0.962 | 0.964 | 0.719 |
CC2 | 0.814 |
CC3 | 0.914 |
CC4 | 0.847 |
CC5 | 0.828 |
CC6 | 0.909 |
CC7 | 0.841 |
CC8 | 0.870 |
CC9 | 0.870 |
CC10 | 0.857 |
Degree of Understanding and Acceptance | DU1 | 0.798 | 0.894 | 0.899 | 0.742 |
DU2 | 0.894 |
DU3 | 0.889 |
In order to measure the reliability of each item, a factor loading analysis must be performed. A threshold value of 0.7 for each item’s loading is considered reliable. The Cronbach’s Alpha value and composite reliability should be equal to or greater than 0.7. As illustrated in Table 3, all items are reliable and satisfactorily complied with the criteria except for LC4, LC5, L6, L7, L8 and L9 since their factor loadings are below the threshold of 0.7. Therefore, these items were removed from the structure. On the one hand, the Average Variance Extracted (AVE) is used to validate constructs (dos Santos & Cirillo, 2021). In order to determine the convergent validity, AVE should be equal or higher than 0.5, and the corresponding p-value should be at most 0.5 (Fauzi et al., 2021; Hair et al., 2021; Lacap & Alfonso, 2022). As shown in Table 3, the Cronbach’s Alpha and the composite reliability values are more significant than 0.7, and the AVE are greater than 0.5. Hence, convergent validity has been established.
In order to establish the discriminant validity, the Fornell-Larcker criterion, cross loadings, and HTMT should be inspected. Regarding Fornell-Larcker criterion, the square root of AVE (diagonal value) in each variable should exceed the correlation of latent variables, as presented in Table 4. Additionally, the cross loading of each indicator should be higher than the loadings of its corresponding variables’ indicators, which is shown in Table 5. Lastly, the HTMT value should be less than 0.85 which is illustrated in Table 6.
Table 4
Fornell-Larcker Criterion Results
| CC | DU | LC |
CC | 0.848 | | |
DU | 0.821 | 0.862 | |
LC | 0.680 | 0.793 | 0.808 |
Table 5
| CC | DU | LC |
CC1 | 0.720 | 0.607 | 0.469 |
CC2 | 0.814 | 0.698 | 0.516 |
CC3 | 0.914 | 0.750 | 0.621 |
CC4 | 0.847 | 0.707 | 0.560 |
CC5 | 0.828 | 0.680 | 0.563 |
CC6 | 0.909 | 0.734 | 0.634 |
CC7 | 0.841 | 0.664 | 0.605 |
CC8 | 0.870 | 0.699 | 0.611 |
CC9 | 0.870 | 0.719 | 0.586 |
CC10 | 0.851 | 0.698 | 0.581 |
DU1 | 0.660 | 0.798 | 0.625 |
DU2 | 0.721 | 0.894 | 0.730 |
DU3 | 0.739 | 0.889 | 0.690 |
LC1 | 0.568 | 0.654 | 0.830 |
LC2 | 0.537 | 0.647 | 0.805 |
LC3 | 0.542 | 0.619 | 0.788 |
Table 6
Heterotrait-Monotrait ratio (HTMT)
| CC | DU | LC |
CC | | | |
DU | 0.824 | | |
LC | 0.679 | 0.794 | |
A normality test was conducted to identify the appropriate statistical analyses to be used in the research study. Table 7 revealed the results from the Kolmogorov-Smirnov and Shapiro-Wilk tests. It was shown that the pvalue of all parts of the questionnaire concerning gender and year-level is lower than .05 (< .05); as a result, the data are considered not normally distributed. Hence, non-parametric data analyses are appropriate for the study.
Table 7
Kolmogorov-Smirnov and Shapiro-Wilk Test
| | df | Kolmogorov-Smirnov | Shapiro-Wilk |
| | Statistics | p-value | Statistics | p-value |
| Gender | | | | | |
Level of cognizance | Male | 175 | .251 | .000 | .808 | .000 |
Female | 189 | .336 | .000 | .695 | .000 |
Degree of understanding and acceptability | Male | 189 | .446 | .000 | .536 | .000 |
Female | 175 | .407 | .000 | .594 | .000 |
Level of clarity and consistency | Male | 189 | .376 | .000 | .552 | .000 |
Female | 175 | .310 | .000 | .708 | .000 |
| Year level | | | | | |
Level of cognizance | 1st year | 101 | .370 | .000 | .625 | .000 |
2nd year | 125 | .243 | .000 | .820 | .000 |
3rd year | 51 | .227 | .000 | .834 | .002 |
4th year | 87 | .320 | .000 | .702 | .000 |
Degree of understanding and acceptability | 1st year | 101 | .495 | .000 | .397 | .000 |
2nd year | 125 | .384 | .000 | .662 | .000 |
3rd year | 51 | .381 | .000 | .637 | .000 |
4th year | 87 | .431 | .000 | .520 | .000 |
Level of clarity and consistency | 1st year | 101 | .369 | .000 | .531 | .000 |
2nd year | 125 | .316 | .000 | .701 | .000 |
3rd year | 51 | .302 | .000 | .708 | .000 |
4th year | 87 | .392 | .000 | .608 | .000 |
Mann-Whitney U and Kruskal-Wallis H tests were performed in order to determine the significant difference regarding level of awareness, degree of cognizance and acceptability, and level of clarity and consistency in respect to gender and year level. Mann-Whitney U test or the Wilcoxon Rank-Sum test, is non-parametric test that aims to compare the means between two independent groups with the assumption that the data is not in a normal distribution (Sundjaja et al., 2022). Moreover, Kruskal-Wallis H test is a non-parametric test to compare means between three or more groups from data that is not normally distributed (Wong & Wong, 2016). These statistical analyses were determined based on the findings in Kolmogorov-Smirnov and Shapiro-Wilk Test.
Table 8
Level of cognizance of the College’s Vision and Mission, the Institute of Education, Arts and Sciences’ goals, and the Bachelor of Physical Education program objectives
Statements | Mean ± SD | Interpretation |
I am aware of the Vision and Mission of the City College of Angeles | 4.66 ± .611 | VA |
I am aware of the goals of the Institute of Education, Arts and Sciences | 4.52 ± .718 | VA |
I am aware of the objectives of the Bachelor of Physical Education Program | 4.48 ± .744 | VA |
Overall | 4.55 ± .606 | VA |
Values are expressed as Means ± Standard Deviations. VA = Very aware, A = Aware, MA = Moderately aware, SA = Slightly aware, and NA = Not aware. |
Table 8 illustrates the level of cognizance of students of the CCA's Vision and Mission, the IEAS' goals, and the Bachelor of Physical Education program objectives. The findings revealed that students are very aware of the CCA's vision and mission, IEAS' goals, and objectives of the BPEd program, which all garnered (4.66 ± .611), (4.52 ± .718), and (4.48 ± .744) respectively. Students' overall level of cognizance resulted in (4.27 ± .684), which can be interpreted as "very aware."
The level of cognizance of students toward the vision, mission, objectives, and goals of the college, institute, and program was discovered to be high based on the results. The findings revealed that they are highly aware of the VMGOs. These findings are similar to the previously conducted studies, which all resulted in high awareness of the VMGO (Escolano, 2021; Segismundo, 2017) from the State Universities and Colleges Sector, and congruent with the result from a study of the same in the Teacher Education program (Garcia et al., 2021).
Table 9
Degree of understanding and acceptance of the VMGO
Statements | Mean ± SD | Interpretation |
I understand and accept the Vision and Mission of the City College of Angeles | 4.83 ± .464 | VA |
I understand and accept the goals of the Institute of Education, Arts and Sciences | 4.75 ± .542 | VA |
I understand and accept the objectives of the Bachelor of Physical Education program where I belong and the responsibility of realizing such objectives in my capacity | 4.73 ± .562 | VA |
Overall | 4.77 ± .476 | VA |
Values are expressed as Means ± Standard Deviations. VA = Very acceptable, A = Acceptable, MA = Moderately acceptable, SA = Slightly acceptable, and NA = Not acceptable. |
Table 9 reveals the finding based on the degree of understanding and acceptance of students on the VMGO of the college, the institute, and the program's objectives. Students highly understand and accept the vision and mission of the college (4.83 ± .464), the institute's goals (4.75 ± .542), and the program's objectives (4.73 ± .562). In general, students highly accept and understand the VMGO of the college, the institute, and the objectives of the BPEd program (4.77 ± .476).
In connection to the results discovered, there is a congruency of findings based on previously conducted studies from other state universities and colleges (Belango & Escobar, 2021; Castillo, 2014; Joy et al., 2015; Pelicano, 2016). A strong vision, mission, goals, and objectives structure of words should be short, easier to comprehend, yet clear and powerful. These statements are the students’ guiding principles in realizing their goals since the institute’s goals and program objectives are in consonance with the college’s vision and mission statement. Additionally, these statements are designed to be uplifting and inspiring. Results revealed a high understanding and acceptance of the VMGO, which construed a strong realization of the purpose and aspirations of the college, institute, and program for them. Lastly, the students recognize their responsibility to grasp the program’s objectives since this will also guide them in pursuing their primary goal of finishing their degree where they are currently admitted.
Table 10
Level of clarity and consistency of the Institute of Education, Arts and Sciences’ goals and Bachelor of Physical Education program’s objectives with the City College of Angeles Vision and Mission
Statements | Mean ± SD | Interpretation |
The vision clearly shows what City College of Angeles plans to become in the future | 4.84 ± .456 | SA |
The mission reflects the legal and educational mandate of the City College of Angeles | 4.78 ± .505 | SA |
The goals of the Institute of Education, Arts and Sciences are clearly stated, and are consistent with the mission of the City College of Angeles | 4.75 ± .527 | SA |
The program objectives of the Bachelor of Physical Education are consistent with the goals of the Institute of Education, Arts and Sciences | 4.72 ± .538 | SA |
The program objectives of the Bachelor of Physical Education are consistent in terms of competencies or technical skills of students and graduates | 4.74 ± .531 | SA |
The program objectives of the Bachelor of Physical Education clearly state the expected outcomes in terms of research and extension capabilities of students and graduates | 4.71 ± .547 | SA |
The program objectives of the Bachelor of Physical Education clearly state the expected outcomes in terms of students’ ideas, desirable attitudes, and personal discipline | 4.73 ± .539 | SA |
The program objectives of the Bachelor of Physical Education clearly state the expected outcomes in terms of moral character | 4.75 ± .503 | SA |
The program objectives of the Bachelor of Physical Education clearly state the expected outcomes in terms of critical thinking skills | 4.70 ± .557 | SA |
The program objectives of the Bachelor of Physical Education clearly state the expected outcomes in terms of aesthetic and cultural values | 4.73 ± .535 | SA |
Overall | 4.74 ± .453 | SA |
Values are expressed as Means ± Standard Deviations. SA = Strongly agree, A = Agree, MA = Moderately agree, D = Disagree, and SD = Strongly disagree. |
Table 10 illustrates the perception and level of understanding of students based on the clarity and consistency of the institute’s goals and program objectives in conjunction with the CCA vision and mission. All of the statements are highly agreed by the students, but the statement that garnered the highest mean among the items is “The vision clearly shows what City College of Angeles plans to become in the future” (4.84 ± .456).
The City College of Angeles sees itself as an institution of hope for all students who are in the marginalized sector. Moreover, it also sees itself as a premiere local college in the Philippines. In order to realize these ambitions, the college is committed to providing quality education for the holistic development of students producing competitive and technically-capable professionals that are steered by its core values: excellence, resiliency, stewardship, and patrimony. It is evident from the vision and mission statement of the college that its primary ambition of being a school that caters and provides access to quality education to students who cannot afford to pay fees to sustain their education, manifested in the abovementioned findings. Furthermore, one of the indications of the school aiming to be one of the premier schools in the country is its consistent 100% passing rate in the Licensure Examinations for teachers (LET), specifically in the BPEd program in the past three years. Indeed, it is a positive indication that the primary clientele of the school, the students, find the relevance of its vision and mission statements in their success as future professional teachers.
Congruent with the vision and mission of CCA, the Institute of Education, Arts and Sciences is committed to offering challenging learning opportunities in a supportive and diverse environment, support in the creation of new research discoveries, scholarship, and inquiry in education, and collaboratively working with schools, agencies, and communities to offer programs that prepare professionals work competently, collaboratively, and ethically to improve educational outcomes from all. Relative to this, the results can be interpreted that there is clarity and consistency in the institute’s goals relative to the vision and mission of the college. The goals of the institute are inspired by the core values of the college that are geared toward preparing students to become professional teachers who are highly responsive to the changing needs of the education sector and the community.
Furthermore, the Bachelor of Physical Education is focused on producing competitive PE teachers with a strong and substantial foundation of the subject matter that is beneficial to their curricular choices in the plan, design, implementation, and assessment of learning activities. It also focuses on producing professional educators who understand the scope and sequence of various movement forms and elements, strategies, and tactics in many settings, enabling them to meet the highest standards and competencies in teaching the learners. The program is also committed to producing experts in pedagogy, maximizing the students’ engagement, with a deep sense of respect towards learners’ diversity. In addition, the program aims to produce reflective practitioners to set high standards accountable to the professional standards in teaching and pursuing professional development opportunities. Lastly, professionals who can build and cultivate relationships with colleagues, stakeholders, professionals, and learning communities as advocates of the importance and relevance of Physical education, upholding excellence, and as leaders in the service of education. The above statements are the program’s objectives, which are inspired based on the vision and mission of the college. Based on the results, there is clarity and consistency in the program’s objectives relative to technical skills, research and extension, ideas, desirable attitudes and personal discipline, morality, critical thinking skills, and aesthetic and cultural values which are grounded by the vision and mission of the college, the goals of the institute and the Commission on Higher Education. The findings abovementioned are similar to results of the study of Estrada (2018), Feliciano (2022), and Tan & Borres (2020).
Comparison Analysis
Level of Cognizance, Degree of Cognizance and Acceptance, and Level of Clarity and Consistency in respect to gender
Based on the Mann-Whitney U analysis, a significant difference between groups regarding students’ level of cognizance of the College’s Vision and Mission, the Institute of Education, Arts and Sciences’ goals, and the Bachelor of Physical Education program objectives concerning gender (U = 13478.500, p = .001) was observed. The result revealed that most female students are much more aware than males. Moreover, a significant difference between groups was also observed concerning the clarity and consistency of the Institute of Education, Arts, and Sciences’ goals and the Bachelor of Physical Education program’s objectives with the City College of Angeles Vision and Mission (U = 14256.000, p = .009). The finding yielded that most female students understood the clarity and consistency of the Institute’s goals and program’s objectives with the college’s vision and mission compared to males similar to the study of (Dolipas et al., 2022; Joy et al., 2015). On the other hand, no significant difference observed concerning the degree of cognizance and acceptance of the VMGO (U = 15502.000, p = .181) which refuted the findings of Joy et al. (2015). This result can be interpreted that both male and female students fully understand and accept the VMGO of the College, Institute, and the program. The result of this analysis can be supported by conducting a similar study to support or refute the claim of this investigation.
Level of Cognizance, Degree of Cognizance and Acceptance, and Level of Clarity and Consistency in respect to year level
After performing the Kruskal-Wallis H analysis, a significant difference between groups regarding students’ level of cognizance of the College’s Vision and Mission, Institute’s goals, and program’s objectives H(3) = 18.364, p = .000, and the level of clarity and consistency of the institute’s goals and program’s objectives in congruence with the CCA’s vision and mission H(3) = 7.417, p = .060. The results revealed that 1st-year students are highly aware of the CCA’s Vision and Mission, Institute’s goals, and the program’s objectives, and they understood the level of clarity and consistency of VMGO of the college, institute, and the program compared to other year levels similar to the findings of Joy et al. (2015). On the other hand, no significant difference observed in the degree of cognizance and acceptance between groups H(3) = 14.802, p = .002. The current findings are similar to study of Joy et al. (2015). This can be interpreted that all students from different year levels understand and accept the VMGO of the College, Institute, and the program.
The explanatory power of the model has been evaluated by measuring the discrepancy amount in the dependent variables of the model. As Hair et al. (2021) have stated, the R2 and the path coefficients are the essential measures for assessing the structural model. As seen in Fig. 1, the model has R2 value of CC is 46.0% and DU 77.5% respectively.
Table 11
Hypotheses | Path | Path Coefficient | p-value | Decision |
H1 | LC → DU | 0.436 | 0.000 | Supported |
H2 | LC → CC | 0.680 | 0.000 | Supported |
H3 | CC → DU | 0.525 | 0.000 | Supported |
Regarding the path analysis performed, Fig. 1 and Table 11 revealed that path coefficients and p-values for each hypothesis. Based on the findings, H1 describes the path between LC and DU (B = 0.436, p = < .05) indicating that the level of cognizance of students positively predicts the degree of understanding and acceptance of students towards the VMGO the college, institute, and the program which supported H1. This analysis will not be possible without the relationship which was established based on previously conducted studies (Del Rosario Aquino & Rivano, 2022; Escolano, 2021). The findings can be construed that as the level of awareness of students increase, the more they understand and accept the VMGO of the school.
Furthermore, it was revealed that the level of cognizance of students leverages the perceived level of consistency and clarity of students towards the VMGO of the school, which supported the hypothesis tested for this study H2 (B = 0.680, p = < .05). The finding has been supported by previously conducted studies as mentioned in the review of related literature (Abdul Ghani et al., 2021; Hasan et al., 2015; Idiegbeyan-Ose et al., 2016; Jauriyah Binti, 2020; Lulu-Pokubo & Echem, 2020; Spring, 2018). In this case, it can be concluded that as students' level of awareness increases, there would be in intensification perceived on the clarity and consistency in the institute's goals and program's objectives in congruence to the vision and mission of the school. Lastly, it was discovered that the perceived clarity and consistency of the institute's goals and program's objectives positively predicted students' degree of understanding and acceptance of the school's VGMO H3 (B = 0.525, p = < .05), which supported the hypothesis. The finding is parallel from previously conducted studies as stated in the review of related literature (Albertsen et al., 2020; Albrecht et al., 2021; Benson et al., 2013; Dolu et al., 2021). In this, it can be interpreted that as the students genuinely perceive the clarity and consistency of the institute's goals and the program's objectives, the more they understand and accept these VMGOs. The results mentioned above are considered inconclusive as no previous studies were found to support these findings. In this regard, this study highly suggests conducting a study of the same to support further or refute these claims. Furthermore, the findings of this study are significant as it adds new information, most especially in the field of educational management and evaluation.