Student Performance and Perceived Effectiveness and Management of CUSTAR 425 (Customs & Tariff) Course

Abstract

With the objective to produce efficient workforce, the primordial goal of the Bachelor of Science in Customs Administration (BSCA) educational program is to produce ethical and socially responsible customs broker professionals whose skills and competence conform to, and are compliant with, international standards and best customs practices (CHED, 2017). Prior to putting all the basic and fundamental knowledge of customs into practice, students ought to attend a technical course to review the essential aspects of the customs profession. As such, this course serves as a preparation for students in taking the Customs Broker Licensure Examination (CBLE). At the Asian Institute of Maritime Studies (AIMS), this is covered under the Customs and Tariff (CUSTAR 425) course. There are essential aspects that may affect the performance of students in engaging with this course: learning materials, and effective professors. Right (2018) reiterated that learning materials are crucial to the success of student achievement while the biggest opportunity for faculty members to impact, inspire, and engage students (Koproske, 2016) is by mapping concrete skills and outcomes to the syllabi in order to help their departments systematically measure and improve the learning experiences of their students over time. This led the researchers to examine the performance, effectiveness and management of the Customs and Tariff course (CUSTAR 425) of AIMS. Applying the tenets of descriptive-survey design, the study gathered data from 198 BSCA students of AIMS who were enrolled in CUSTAR 425 during SY 2015-2016 to 2017-2018. Employing total enumeration as sampling technique, all members of the population were measured in terms of their performance (using final grade as data) in CUSTAR 425, as well as their assessment on the effectiveness and management (utilizing a self-made questionnaire) of the above course. With the aid of SPSS (version 23), data were derived using mean (for grades) and average weighted mean (for effectiveness and management). In terms of performance, majority of the students earned “Good” grades (83 to 85) in CUSTAR 425 while the effectiveness of the course was also favorably rated by the respondents specifically on the following indicators: Course Content (M=4.12) and Course Materials (M=3.94). However, though generally perceived that the Course Timeline aspect have helped them in preparing for the exam, a fraction of students however thought otherwise (neutral and/or disagree) as indicated by the slightly low mean of 3.78. Perhaps, two issues can be raised on this part: insufficient time allotted to complete the course; or, time management skill of students. Lastly, yielding a composite mean of 4.20 (Agree), the students generally agreed that the Customs Administration Department has efficiently managed the CUSTAR 425 course. In consideration of the results, it is recommended that the Customs Administration Department shall strategically set reasonable course timeline to facilitate learning and enhance students’ knowledge. Perhaps, course topics shall also be revisited and calibrated in order to streamline course contents and make fit with the allotted timeline. Students who are planning to take a licensure examination are also advised to enhance their time management skills and learn to properly schedule their school activities especially extending priority to requirements that need more time and attention. Lastly, AIMS, through the Customs Administration Department, shall maintain the good management of the course as majority of its elements was favorably assessed.