USING PROVUS DISCREPANCY EVALUATION MODEL IN DETERMINING RESPONSIVENESS OF BS NUTRITION AND DIETETICS CURRICULUM

Hannah Therese M. Baraero

The study evaluated the Commission on Higher Education’s (CHED) Bachelor of Science in Nutrition and Dietetics (BSND) Curriculum by using the Provus Model of Evaluation and determined its relevance according to Industry Needs and Demands. 65 Industry Practitioners were the respondents of the study. Quantitative and Qualitative data were gathered using a researcher-made questionnaire. The statistical tests used were Frequency, Means, Pearson Chi Square 2 Tailed Test and Kruskal Wallis H test at 95% level of confidence. CHED’s BSND curriculum specifically the standards, competencies and objectives of the program were identified as the Input (I), the implementation of the program as the Process (P) and the survey results on the Information about the Industry practitioners, General Skills acquired from the program, and Relevance of Specific skills acquired from the program as the Output (O). Based on CHED’s BS Nutrition and Dietetics Curriculum, 10 General Skills and 40 Specific Skills were identified as the standards. There is no significant difference in the acquisition of the General skills among areas of nutrition. With the specific skills, most are rated Relevant, a few Very Relevant and Quite Relevant. Overall, the results of the study revealed that there is minimum discrepancy in the extent of acquisition and applicability of skills in the industry. The use of Provus Discrepancy Evaluation Model in identifying the knowledge, skills and attributes relevant in the industry practitioners’ particular area of expertise served as a good feedback mechanism for the improvement of the BS ND program.