SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES BASED EDUCATION FOR

BACHELOR OF SCIENCE IN INTERIOR DESIGN

PROGRAM SPECIFICATIONS
1. Program Description

1.1 Degree Name. The degree name shall be Bachelor of Science in Interior
Design (BSID).

1.2 Nature of Field of Study. Interior design is recognized as a distinct professional field of
study. It is a discipline with its own specialized body of knowledge, which is defined by its own
set of competencies, theoretical framework and philosophies.

Interior design, according to Republic Act 10350 (The Philippine Interior Design Act of
2012), refers to the science and art of planning, specifying, selecting and organizing the
surface finishes and materials including furniture, furnishings and fixtures and other interior
design elements for the purpose of interior space allocations to suit, enhance and meet the
intended function, movement and character for which the interior of the building is designed.

The following are the subject areas in the Interior Design Licensure Examination and
their corresponding percentage weights:

(a) Interior Design 40%

(b) Furniture Design and Construction 15%

(c) Materials of Design and Decoration 10%

(d) History of Arts and Interior Design 10%

(e) Interior Construction and Utilities 10%

(f) Color Theory 5%

(g) Professional Practice and Ethics 10%

Upon completion of the BSID program, the graduates must pass the licensure
examination given by the Professional Regulation Commission (PRC) and obtain certification.

1.3 Program Objectives. The following objectives of the BSID Program aim to produce
globally-competent and value-laden graduates who are able to:

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 a. demonstrate critical and analytical thinking of the principles, philosophies and
theoretical frameworks of the discipline;

b. develop humanistic values and ethics of the interior design discipline in relation to
health, safety, environment and public welfare issues that confront the discipline;

c. respond to the needs and demands of society and its integration into the social,
economic, cultural and environmental aspects of nation building for sustainable
development.

1.4 Specific Professions/careers/occupations for graduates

Professional interior design practice consists of two main areas:
a. Residential interior design
b. Non-residential/Contract interior design

1.5 Allied Fields. Other careers, occupations or trades that interior designers may pursue:

a. Interior design education and research

b. Furniture and interior accessories design
c. Exhibition design, retail design and visual merchandising
d. Set and Production design
e. Color and materials specialist
f. Design journalism
g. Lighting design
h. Professional renderer
i. Specification writer
j. Scaled model-makers
k. Professional 3D visualizer
l. CAD specialist
m. Events planner
n. Floral artist

2. Program Outcomes

The minimum standards for the BSID/BID program are expressed in the following minimum set
of program outcomes:

2.1 Common to all academic programs of HEIs. The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice, (PQF
level 6 descriptor)
b. effectively communicate in oral and written English and Filipino,
c. work efficiently and independently in multi-disciplinary and multi-cultural team, (PQF
level 6 descriptor)
d. act in accordance with professional, social and ethical responsibility,
e. preserve and promote Philippine historical and cultural heritage. (based on RA 7722)

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 2.2 Common to the Discipline. Graduates of BSID/BID are able to:

a. identify, analyze, and solve interior design problems;

b. formulate and implement design concepts, strategies and/or approaches using new
technology in interior design;
c. integrate theories, current issues, and design philosophies;
d. demonstrate knowledge of history of arts and period styles, materials of dcor, furniture
design, building construction, utilities and legislation, and color studies;
e. effectively function and assimilate within a collaborative framework;
f. convey design proposals through visual, oral, written and virtual communication;
g. practice ethical professional values;
h. perform according to interior design global standards;
i. exhibit sensitivity to cultural, social, and environmental issues and advocacies.

Graduates of BSID must be able to identify, research and creatively solve problems of
the interior environment bearing in mind their responsibility to enhance and protect the welfare,
safety and health of the users of space. A BSID graduate is a person qualified by disciplinal
and technical training and experience of the basic competencies of interior design. The BSID
graduate must show professional competence in the major subject areas of interior design
namely; interior design, furniture design and construction, materials of decoration, history of arts
and period styles, building construction, color theory and professional practice and ethics.

2.3 Common to all type as defined in CMO 46 s2012

- For professional institutions: a service orientation in ones profession.

- For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly to the needs of the
communities one serves.
- For universities: an ability to participate in the generation of new knowledge or in
research and development projects.

3. Sample Performance Indicators

Program Outcomes Performance Indicators

1. Identify, formulate, analyze,
and solve interior design
problems for various reasons
which include, among others,
the following:
a) To meet national
standards;
b) To comply with global
standards
c) To enhance and protect
the welfare, safety and
health of the users of
space;
a. Choose relevant topics for possible research in design-
related problems;
b. Design interior spaces that are in compliance with
Philippine statutory laws, codes and standards relevant
to interior design such as RA 10350 Philippine Interior
Design Act of 2012;
c. RA 6541, National Building Code;
d. RA 9514, Revised Fire Code of the Philippines;
e. RA 10028 on expanded breastfeeding program,
promoting breastfeeding stations in public buildings;
f. RA 344 on Mobility and Accessibility of disabled
persons and;
g. RA 9257, Senior Citizen Act of 2010, promoting the

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 d) To address climate welfare of the elderly and other relevant ordinances
change, environmental from LGUs and government agencies;
hazards, and urban h. Create interior design proposals dealing with disaster
pollution. shelters, sustainable interiors, green design and other
issues related to climate change and environment
2. Synthesize earlier knowledge concerns.
from prerequisite courses for i. Conceptualize designs for interiors that address water,
application in current and air and sound pollution;
future research learning j. Conduct case studies on various interior design
settings problems, applying knowledge and skills acquired in
foundation subjects;
k. Prepare schematic drawings and documents relating to
the design of interior space;
l. Present design proposals that provide solutions to
relevant interior spatial problems.
3. Formulate and implement a. Present interior design concepts using advance design
design concepts, strategies presentation platforms through the application of the
and/or approaches using the latest technologies.
latest technologies in interior b. Perform services pertaining to designing interior
design. spaces which include design programming and
analysis, space planning, aesthetics and inspection of
4. Use the techniques, skills, and work on site and using specialized software;
modern interior design tools, c. Choose the appropriate technique, tool, or technology
gadgets, machines and for design purposes;
equipment necessary for d. Prepare interior design plans, design drawings, interior
professional practice. construction details, and technical specifications.
5. Integrate theories, current a. Conduct thesis work anchored on relevant theories and
issues, and design philosophies in interior design that addresses a current
philosophies issue pertaining to interior spaces;
b. Defend how a research design addresses a current
issue such as sustainable design, gender sensitive
spaces, etc;
c. Identify the theory or philosophy used in a specific
design component.
6. Demonstrate knowledge of the a. Apply knowledge of interior design, space
following subject areas: relationships, architecture, interior construction, and
cultural dimensions through efficient programming and
a) Interior design furniture footprint plans for a fully integrated interior
design project.
a. Produce accurate interior construction working
b) Interior construction and drawings and technical specifications for materials and
utilities; finishes;
b. Design interior spaces with special consideration on
lighting and other fixed or moveable elements of all
utilities;
c. Select appropriate materials, finishes, fixtures and
fittings for the various utility requirements of an interior
space.

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c) Color theory; a. Apply socio-psychologically and culturally suitable color
combinations in proper distributions required in a given
interior space;
b. Create color and material boards that reflect the overall
color scheme and materials to be used in a proposed
design for an interior space;
c. Select and document appropriate color schemes for a
specific interior space through mood boards,
perspective drawings and other forms of visual
communication;
d. Match color hues with their equivalent in different color
systems, such as CMYK, RGB, Pantone, etc... for
application in interior design projects.

d) Furniture design and a. Design furniture pieces that conform to accepted

construction; standards in anthropometrics and ergonomics;
b. Develop innovative forms and functions for furniture
design using sustainable materials and finishes;
c. Present accurate furniture schedules, full size and
construction drawings.
e) History of arts and interior a. Identify various visual arts and period styles with a
design; critical eye based on the elements and principles of
interior design;
b. Use proper terminologies in identifying specific period
styles in furniture and interior design, and the visual
arts;
c. Formulate accurate color mixtures for specific period
style;
d. Create design concepts using historic visual arts and
period styles promoting appreciation for and
preservation of cultural heritage;
e. Present design proposals for interior spaces, applying
knowledge of history of arts and period styles.
f) Materials of design and a. Identify available local and international materials and
dcoration; their properties, treatments, finishes and their
processes relevant to interior design;
b. Apply appropriate materials, treatments and finishes as
well as forms of decoration in interior design projects
with consideration of environmental, cultural, social,
economic, health, safety and security concerns;
c. Create innovative design concepts for the development
of new materials, treatments and finishes anchored on
the principles of recycling, upcyling and green design;
d. Estimate the quantity and cost of specified materials,
treatments and finishes in an interior design project,
such as for floors, walls and ceilings.

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 g) Professional practice and a. Identify the current statutory laws relevant to the
ethics interior design profession in the Philippines;
b. Define the building code requirements and standards
applicable to interior design practice;
c. Discuss the basic business procedures, financial
management, compensation and promotion and
marketing strategies relevant to the interior design
practice;
d. Create a design contract in conformity with ethical
values reflected in the business management of interior
design;
e. Exhibit professional and ethical behaviour in their day-
to-day dealings with others such as during their
internship in an interior design firm.
7. Effectively function and a. Demonstrate the role of a team player in interior design
assimilate within a projects;
collaborative framework in b. Actively participate in collaborative discussions and
multi-disciplinary teams and deliberations on relevant issues concerning interior
task forces. design.
8. Convey and communicate a. Present design proposals through oral and visual
effectively through visual, oral, communication formats that are both listener and
written, and virtual reader friendly, using appropriate technologies that
communication, whether would encourage audience support and participation;
interpersonally, through the b. Apply research knowledge in field data gathering as
mass media, or through well as interpersonal skills in communicating and
electronic means or advanced dealing with client-respondents.
ICT technologies.
9. Understand, apply, and a. Demonstrate a strong sense of professionalism through
practice ethical professional design concepts, programming and execution in
values and responsibility compliance with legislation and codes of conduct
relevant to interior design practice.
10. Exhibit sensitivity to cultural, a. Create design proposals for interior spaces that are
social, and environmental sensitive to environmental, multi-cultural, gender and
issues and advocacies. other social issues;
b. Collaborate with other nationalities involved in interior
design while recognizing cultural diversity.
11. Design and conduct surveys, a. Identify the appropriate research design for a specific
interviews, analyze and problem in the field of interior design;
interpret data to meet desired b. Present design solutions for a specific interior design
needs of clients in interior problem with application of critical analysis of data
design projects. gathered;
c. Recommend further studies related to the specific
interior design problem.
12. Recognize the need to engage a. Participate in different activities relevant to interior
in lifelong learning. design that provide professional growth and personal
development.

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 ARTICLE V
CURRICULUM
4. Curriculum Description

The BSID curriculum is composed of the following course categories:

a. General Education (GE) courses: These courses provide a strong liberal arts foundation
which will equip BSID graduates with a basis for critical thinking abilities and values formed
from other methods and theories of other disciplines. The GE courses in the curriculum total
51 units. (Subject to change based on the K-12 curriculum)

b. Professional courses: These courses comprise the basic competencies directed by

Republic Act 10350 for certification and licensure in interior design. These professional
courses total 98 units.

c. Elective courses: These courses are initially chosen by the student with the approval of the
adviser. Electives provide skills and capabilities which may strengthen and equip students
with additional learning and development. The minimum number of units for electives is 18
units.

The BSID curriculum thus totals a minimum of 167 units.

5. Sample Curriculum
FIRST YEAR
FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq)
_____ ID 110R1 Interior Design 1A 2 6 4
_____ ID 111R Theory of Design 3 0 3
_____ ID 112 Visual Techniques 1 2 3 3
_____ ID 113 Graphics 1 1 6 3
_____ Engl 1 Study and Thinking Skills 3 0 3
_____ Fili 101 Komunikasyon sa Academikong Filipino 3 0 3
_____ Ssci 1 Society and Culture w/ Population Educ. 3 0 3
_____ IT 1 Info Tech. Fundamentals 2 3 3
_____ PE 1 Educational Gymnastics 2 0 2
_____ Theo 1 Orientation to Christian Living (3) 0 (3)
____ NSTP1 National Service Training Program 1 (3) 0 (3)
21 18 27
* Engl + Remedial English
Engl + is required for those who did not satisfy the total score of 60 in VR, S and LU

SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq)
_____ ID 120R Interior Design 1B 2 6 4 ID 110R1, ID 111R
_____ ID 121 Color Studies I Color Theory 1 6 3
_____ ID 122 Visual Techniques 2 2 3 3 ID 112
_____ ID 123 Perspectives, Shades, Shadows 1 6 3 ID 113
_____ Engl 2 Writing in the Discipline 3 0 3 Engl 1
_____ Psych 101 General Psychology w/ Drug Abuse
Education 3 0 3
_____ Fil 2 Pagsulat and Pagbasa tungo sa
Pananaliksik 3 0 3 Fil 1
_____ PE 2 Rhythmic Activities 2 0 2 PE 1
_____ Theo 2 Chrisitology & Ecclessiology (3) 0 3 Theo 1
_____ NSTP 2 National Service Training Program 2 (3) 0 (3) NSTP 1
17 21 24

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 SECOND YEAR
FIRST SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq)
_____ ID 210 Interior Design 2A 2 6 4 ID 120R
_____ ID 211 History and Interior Design 1 3 0 3
_____ ID 212R1 Color Studies 2 Color Rendering 1 6 3 ID 121
_____ ID 213R Materials and Resources 1 3 0 3
_____ ID 214R Elective 1 Period Colors 2 3 3
_____ Math 101 College Algebra 3 0 3
_____ Hist 101 Philippine History 3 0 3
_____ SSci 7 Rizal: Life, Works & Writings 3 0 3
_____ PE 3 Individual/Dual Sport 2 0 2 PE 1
_____ Theo 3 Sacrament and Liturgy (3) 0 (3) Theo 1
22 15 27
SECOND SEMESTER
Course No. Course Title Lec Lab Units Prereq (Coreq)
_____ ID 220 Interior Design 2B 2 6 4 ID 210
_____ ID 221 History and Interior Design 2 3 0 3 ID 211
_____ ID 222R Color Studies 3 Color Dynamics 2 3 3 ID 212R1
_____ ID 223R Materials and Resources 2 3 0 3 ID 213R
_____ Psci 102 Philippine Politics and Governance 3 0 3
_____ Lit 102 Word Literature 3 0 3 Engl 1
_____ Philo 1 Logic/Critical Thinking 3 0 3
_____ SSci 3 Basic Economics w/ Taxation and
Agrarian Reform 3 0 3
_____ PE 4 Team Sport 2 0 2 PE 1
_____ Theo 6 Life and Works of St. Augustine (3) 0 (3) Theo 1
24 9 27

SUMMER
rd
Note: Qualifying Examination for in-coming 3 Year Level

THIRD YEAR

FIRST SEMESTER

Course No. Course Title Lec Lab Units Prereq (Coreq)

_____ ID 310 Interior Design 3A 2 6 4 ID 220
_____ ID 311R Furniture Design 1 2 6 4 AC 121
_____ ID 312R1 Elective 2 Lightning and Design 2 3 3 ID 121
_____ ID 313 Interior Construction & Detailing 1 6 3 ID 223R
_____ ID 314 Materials and Building Construction 2 3 3 ID 223R
_____ CAD ID 1 Elective 3 Computer Aided Design 1 2 3 3 ID 123 (IT 1)
_____ NS 1A Science, Environment and Society 3 0 3
_____ Math 2 Plane Trigonometry 3 0 3 Math 1
_____ Theo 4 Moral Theology (3) 0 (3) Theo 1
17 27 26

SECOND SEMESTER

Course No. Course Title Lec Lab Units Prereq (Coreq)

_____ ID 320 Interior Design 3B 2 6 4 ID 310
_____ ID 321 Furniture Design 2 1 9 4 ID 311
_____ ID 322R History of Philippine Visual Art,
Architecture and Interior Design 3 0 3
_____ ID 324 Visual Techniques 3 1 3 2 ID 122
_____ ID 414R1 Elective 5 Interior Plantscaping 2 3 3
_____ CAD ID 2 Elective 4 Computer Aided Design 2 2 3 3 CAD ID 1
_____ Engl 4 Technical Writing 3 0 3 Eng2
_____ NSci2 Earth Science 1 3 0 3
_____ Theo 5 Social Teaching of the Church (3) 0 (3) Theo 1
17 24 25

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 SUMMER

Course No. Course Title Lec Lab Units Prereq (Coreq)

_____ ID 331 Apprentices/Practicum 3 0 3 ID 310, ID 321, ID 323
(CAD)
_____ ID 332 Research Methods 3 0 3 Engl 2
6 0 6

FOURTH YEAR
FIRST SEMESTER

Course No. Course Title Lec Lab Units Prereq (Coreq)

_____ ID 410R Interior Design 4A 2 9 5 ID 320, ID 332 (ID331)
_____ ID 411 Professional Ethics, Contracts &
th
Specifications 3 0 3 4 Year Standing
_____ CAD ID 3 Elective 6 Computer Aided Design 3 1 6 3 CAD ID 2
6 15 11

SECOND SEMESTER

Course No. Course Title Lec Lab Units Prereq (Coreq)

_____ ID 420 Interior Design 4B 2 9 5 ID 410R, ID 411
th
_____ ID 421R1 Business Management in ID 3 0 3 4 Year Standing
th
_____ ID 422 ID Comprehensive Course 3 0 3 4 Year Standing
8 9 11

5.1 Components
SAMPLE PROGRAM OF STUDY
Bachelor of Science in Interior Design

a.) General Education 60 units

(1-3) English 9 units

(4-5) Filipino 6 units
(6) Literature 3 units
(7) Philosophy 3 units
(8-9) Mathematics 6 units
(10-11) Natural Sciences 6 units
(12) Economics* 3 units
(13) Philippine History 3 units
(14) Society & Culture** 3 units
(15) Political Science & Governance*** 3 units
(16) Psychology 3 units
(17) Rizal 3 units
Physical Education I-IV (8 units)
NSTP 1 & 2 (6 units)

* to include Taxation and Land Reform

** to include Population Education
*** to include Philippine Constitution

b.) Professional Courses 98 units

(A list of prescribed professional courses for each major/specialization can be found in

Annex A)

9
 b.1. Interior Design 60 units
competency courses
b.2. Furniture Design and 6 units
Construction competency
courses
b.3. Materials of Decoration 6 units
competency courses
b.4. History of Arts and Period 6 units
Styles competency courses
b.5. Interior Construction 6 units
competency courses
b.6. Color Theory 6 units
b.7. Professional Practice and
Ethics 8 units

c.) Elective Courses - 18 units

d.) Sum total of units of the curriculum 167 units

PROFESSIONAL COURSES (98 units)

a. Interior Design Competency Courses (60 units)

1. Interior Design (ID) 1A (4 units)
2. Interior Design (ID) 1B (4 units)
3. Interior Design (ID) 2A (4 units)
4. Interior Design (ID) 2B (4 units)
5. Interior Design (ID) 3A (4 units)
6. Interior Design (ID) 3B (4 units)
7. Interior Design (ID) 4A (6 units)
8. Interior Design (ID) 4B (6 units)
36 units

9. Graphics (3 units)
10. Interior Perspective (3 units)
11. Visual Technique 1 (3 units)
12. Visual Technique 2 (3 units)
12 units

13. Theory of Interior Design (6 units)

14. Research Methods (6 units)
1 2 units

b. Furniture Design and Construction Competency Courses (6 units)

1. Furniture Design 1 (3 units)
2. Furniture Design 2 (3 units)

c. Material of Decoration Competency Courses (6 units)

1. Materials and Resources 1 (3 units)
2. Materials and Resources 2 (3 units)

10
d. History of Arts and Period Styles Competency Courses (6 units)
1. History of Western Interiors (3 units)
2. History of Philippine & Asian Interior (3 units)

e. Interior Construction Competency Courses (6 units)

1. Materials for Interior Construction (3 units)
2. Interior Construction (3 units)

f. Color Theory Competency Courses (6 units)

1.Color Studies 1 (Color Theory) (3 units)
2.Color Studies 2 (Color Rendering) (3 units)

e. Professional Practice and Ethics Competency Courses (8units)

1. Professional Ethics and Management (4 units)
2. Practicum (4 units)

ELECTIVE COURSES (18 units)

Period Colors (3 units)
Interior Floral Design and Plantscaping (3 units)
Lighting Design (3 units)
Computer Aided Design (CAD) 1 (3 units)
Computer Aided Design (CAD) 2 (3 units)
Computer Aided Design (CAD) 3 (3 units)

Courses Total units

General Education Courses 48
English 6
Filipino 6
Literature 3
Philosophy 3
Mathematics 6
Natural Sciences 6
Economics (to include Taxation and Land Reform) 3
Philippine History 3
Society and Culture (to include Population Education) 3
Political Science & Governance (to include Philippine Constitution) 3
Psychology 3
Rizal 3
Physical Education I-IV (8)
NSTP 1 & 2 (6)
Professional Courses 96
Interior design competency courses 54
Furniture design and construction competency courses 11
Materials of decoration competency courses 4
History of art and period styles competency courses 9
Building construction competency courses 3
Professional practice and ethics 15
Elective Courses 12
TOTAL 156

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 5.2 Sample Curriculum Map
A B C D E F G H I
List of Ability to Ability to Ability to Ability to Ability Ability to Ability to Knowledge Ability to
Required identify, formulate effectively convey to integrate perform of history demonstr
Courses analyze, and function design practice theories, accordin of arts and ate
and implemen and proposals ethical current g to period sensitivity
solve t design assimilate through professi issues, interior styles, to
interior concepts, within a visual, onal and design materials of cultural,
design strategies collaborati oral, values design global dcor, social,
problems and/or ve written philosophi standard furniture and
approach framework and virtual es s design, environm
es using communic building ent issues
new ation constructio and
technolo n, utilities advocacie
gy in and s.
interior legislation,
design and color
studies
PROFESSIO
NAL
COURSES

A. Interior
Design
Competency
courses
1. Interior x x x x x x x x x
Design IA
2. Interior x x x x x x x x x
Design IB
3. Interior x x x x x x x x x
Design 2A

12
4. Interior x x x x x x x x x
Design 2B
5. Interior x x x x x x x x x
Design 3A
6. Interior x x x x x x x x x
Design 3B
7. Interior x x x x x x x x x
Design 4A
8. Interior x x x x x x x x x
Design 4B
9. Graphics x x x x x x x x x

10. Interior x x x x x x x x x
Perspective
11. Visual x x x x x x x x x
Technique 1
12. Visual x x x x x x x x x
Technique 2
13. Color x x x x x x x x x
Studies 1
(Color Theory)
14. Color x x x x x x x x x
Studies 2
(Color
Rendering)
15. Color x x x x x x x x x
Studies III
(Color
Dynamics)
16. Theory of x x x x x x x x x
Interior
Design

13
17. Research x x x x x x x x x
Methods

B. Furniture
Design and
Construction
Competency
Courses
1. Furniture x x x x x x x x x
Design I
2. Furniture x x x x x x x x x
Design II

C. Material of
Decoration
Competency
Courses
1. Materials x x x x x
and
Resources I
2. Materials x x x x x x x x x
and
Resources II

D. History of
Art and
Period,
Styles
Competency
Courses
1. History of x x x x x x x x x
Interior

14
Design I
2. History of x x x x x x x x x
Interior
Design II
3. History of x x x x x x x x x
Philippine and
Asian Interior

E. Building
Construction
Competency
Courses
1. Materials of x x x x x x x x x
Building
Construction
2. Interior x x x x x x x x x
Construction

F.
Professional
Practice and
Ethics
1. x x x x x x x x x
Professional
Ethics
2. Business x x x x x x x x x
Management
3. Practicum x x x x x x x x x

ELECTIVE
COURSES
1. Period x x x x x x

15
 Colors

2. Interior x x x x x x
Floral Design
and
Plantscaping
3. Lighting x x x x x x
Design
4. Computer x x x x x x
Aided Design
I
5. Computer x x x x x x
Aided Design
II
6. Computer x x x x x x
Aided Design
III

16
5.3 Sample Means of Curriculum Delivery

The implementation of the curriculum of BSID employs the following considerations:

a. Curriculum standards are intended to be flexible rather than restrictive. These standards
provide as general framework within which each institution should design and develop
curriculum that is suitable to the institutions own particular needs, resources, and
appropriate to the community and regional environment.
b. Curriculum content should be carefully selected on the basis of relevance to the subject
area and the optimum use of available time and resources.
c. There should be periodic reviews of the curriculum to avoid obsolescence.
d. A minimum standard of seven hours for major interior design courses with laboratory will
be required; the distribution of hours each week for lecture and laboratory per course
will be subject to the discretion of the HEI. This is to ensure the sufficient coverage of
the subject area, and adequate time for the student to devote immediate practical
application of the lecture conducted at each session.
e. A minimum standard of five hours for minor interior design courses with laboratory will be
required; the distribution of hours each week for lecture and laboratory per course will be
subject to the discretion of the HEI. This is to ensure the sufficient coverage of the
subject area, and adequate time for the student to devote immediate practical application
of the lecture conducted at each session.
f. A minimum standard of two hours for interior design courses that are purely lecture will be
required; the distribution of hours each week per course will be subject to the discretion
of the HEI. This is to ensure the sufficient coverage of the subject area, and adequate
time for the student to devote immediate practical application of the lecture conducted at
each session.
g. Teachings methods and techniques must be designed to provide a quality
teaching/learning environment which will nurture the creativity and uniqueness of the
students while encouraging them to be sensitive and responsive to cultural, social, and
environmental issues.
h. The teacher/student ratio in courses with laboratory classes should not be more than 1:35
to maintain a sufficient level of quality teaching/learning, except for thesis classes, the
ratio of which should not exceed more than 1:15 to maintain an adequate level of
consultation and supervision.
i. Students must be provided with course syllabi at the beginning of each term. Students
should also be informed of their class standing on a regular basis.
j. Readings and other reference materials should be selected on the basis of acceptable
criteria determined by the HEI and should not be more than 5 years old, except for classic
text. The creative use of other instructional materials and strategies is encouraged.
k. A program of evaluating effectiveness specific for interior design should be designed in
consultation with the faculty and the students, and implemented in the
department/division level.

17
 5.4 Sample Syllabus for All Courses
A. SAMPLE SYLLABUS

Course Institutional Design Course This course deals on Course ID 320 Credit 4 units
Title Descripti Institutional Design Code Interior Units: 1hr. Lec,
on Design 3B 9hrs. Lab
Course Prerequisites/(Co- ID 1A, ID 1B, ID 2A, ID 2B, ID Other NONE
requisites): 2B, ID 3A Enrolment
Requirements
:
Course Outcomes: At the end of the course, the student shall be able to PO Code PO Code
Link(s) Linck(s)
ILO 1. Identify, analyze, and solve interior design problems b c g h ILO 6. Integrate theories, current b e h
issues, and design philosophies.
ILO 2. Formulate and implement design concepts, strategies and/or b c g ILO 7. Perform according to e h k
approaches using interior design global standards
new technology in interior design.
ILO 3. Effectively function and assimilate within a collaborative d e mILO 8. Know the history of arts a b e
framework. and period styles, materials of
dcor, furniture design, building
construction, utilities and
legislation, and color studies.
ILO 4. Practice ethical professional values. b c g ILO 9.Demostrate sensitivity to j k m
ILO 5. Practice ethical professional values d f g m cultural, social, and
environmental issues and
advocacies.
Module Topic ILO Outcomes-Based Assessment(s) Teaching and Weight% to
(OBA) Learning Activities PO
(TLA)
PRELIM PERIOD
MODULE 1 Introduction to Institutional ILO 1 Seatwork, Short Quiz, Lecture
Interiors ILO 2 Assignment, Group Discussion

18
 A. Schematic Planning Requirements ILO 4 Presentations , Plates, Periodic Student presentations
B. Space Inter-relationship ILO 6 Exam Demonstration
C. Matrices/Bubble Ergonomics ILO 7 Assessment 1.0 Discuss the Web search 30
D. Design Documents importance of the design
E. Presentations requirements and other
considerations and application to
institutional interiors
Assessment 1.1 Determine
specifications, estimates,
proposals, and other documents
for contracts .
MODULE 2 Planning of Educational Seatwork, Short Quiz, Lecture
Institutions Assignment, Group Discussion
A. Library Presentations , Plates, Periodic Student presentations
B. Cafeterias ILO 1 Exam Demonstration
C. Classrooms ILO 2 Assessment 2.0 Define and Web search 70
1. Design Requirements ILO 4 analyze dimensional
2. Amenities, clearances, dimensions ILO 6 requirements based on the
and storage requirements ILO 7 situations given.
3. Facilities ILO 8 Assessment 2.1 Program,
4. Accessibility ILO 9 diagram school requirements
5. Color, Lighting and Temperature
Laboratory 2.0 Plan, develop
designs for Library
Laboratory 2.1 Plan, develop
designs for Cafeteria
Laboratory 2.2 Plan, develop
designs for Classroom

PRELIM EXAM ILO 1, ILO 2, ILO 4, ILO 6, ILO 7, Written Exam and 100
ILO 8, ILO 9 Plate Requirements

19
MIDTERM PERIOD
MODULE 3 Planning of Healthcare and Short Quiz, Assignment, Group Lecture
Rehabilitation Facilities Presentations , Plates, Periodic Discussion
A. Hospital Rooms Exam Student presentations
1. Suite Rooms ILO 1 Assessment 3.0 Discuss the Demonstration
2. Private/Semi-Private Rooms ILO 2 overview of Healthcare Web search 100
3. Wards ILO 4 Design
B. Healthcare (Medical and Dental Clinics) ILO 6 Assessment 3.1 Discuss the
Facilities ILO 7 importance of the design
1. Design Requirements ILO 8 requirements and other
2. Amenities, clearances, dimensions ILO 9 considerations and
and storage requirements applications to healthcare
3. Facilities spaces.
4. Accessibility
5. Color, Lighting, and Temperature Assessment 3.2 Define
C. Center for Battered Women circulation and distribution
of space.

Laboratory 3.0 Analyze

Hospital Room space and
apply basic design
requirements.
Laboratory 3.1 Plan, develop
designs for Doctor/Dental
Clinic.
Laboratory 3.2 Plan, develop
designs for Lobby and
Waiting Areas for Healthcare
Facilities
MIDTERM EXAM ILO 1, ILO 2, ILO 4, ILO 6, ILO 7, Written Exam, Plate 100
ILO 8, ILO 9 Requirements, Oral
Deliberation

20
FINALS PERIOD
MODULE 4 Planning of Airports Short Quiz, Assignment, Group Lecture
A. Approach to Airport Lounge Planning Presentations , Plates, Periodic Discussion
B. Terminal Facilities Exam Student presentations
1. Design Requirements ILO 1 Demonstration
2. Amenities, clearances, dimensions ILO 2 Assessment 4.0 Define Web search 50
and storage requirements ILO 4 circulation and distribution
3. Facilities ILO 6 of space.
4. Accessibility ILO 7 Assessment 4.1 Program,
5. Color, Lighting and Temperature ILO 8 diagram stage set
ILO 9 requirements.

Laboratory 4.0 Plan, develop

designs for Airport Lounge.

MODULE 5 Planning Churches and Spaces of Short Quiz, Assignment, Group Lecture
Worship Presentations , Plates, Periodic Discussion
A. Catholic church ILO 1 Exam Student presentations
B. Adoration Chapel ILO 2 Demonstration
1. Design Requirements ILO 4 Assessment 3.0 Discuss the Web search 50
2. Amenities, clearances, dimensions ILO 6 overview of Church Design.
and storage requirements ILO 7 Assessment 3.1 Discuss the
3. Facilities ILO 8 importance of the design
4. Accessibility ILO 9 requirements and other
5. Color, lighting and temperature considerations and
applications to church
spaces.
Assessment 3.2 Define
circulation and distribution

21
 of space.

Laboratory 5.0 Analyze Church

space and apply basic
design requirements.
Laboratory 5.1 Plan, develop
designs for an Adoration
Chapel.
FINAL EXAM ILO 1, ILO 2, ILO 4, ILO 6, ILO 7, Written Exam, Plate 100
ILO 8, ILO 9 Requirements, Oral
Deliberation
Performance Standards and Evaluation System of OBA Results Final Grade Evaluation System
Prelim Modular Outcomes = 60% (Periodic Test) + 40% Final Cut Off Ave = (Prelim Ave + Midterm Ave + Final
(Developmental Assessment) Ave)/3
Midterm Modular Outcomes = 65% (Periodic Test) + 35% Final Cut Off Ave >=50
(Developmental Assessment) OBE Requirements:
Final Modular Outcomes = 70% (Periodic Test) + 30% (Developmental Mastery Level >= 70% of the Total No. of Modules
Assessment) Module Cut Off Average >= 50
Development Assessment = Seat Work, Group Work, Board Work,
Homework, Short Quiz, etc
Periodic Ave = (Sum of Modular Outcomes)/No. of Modules

Prepared by: Checked by: Approved for Implementation:

LIST OF RESOURCES
PRINTED LEARNING RESOURCES WEB AND OTHER LEARNING RESOURCES
Neuman, David. Building Types for College and University Facilities.
1997
Magani, Franco. Interiors for Today. NY: Whitney Library of Design.
1975

22
Roberts, Nicholas. Building Types Basics for Places of Worship. 1997
Heathcote, Edwin. Contemporary Church Architecture. 2008
Rezni, Koff. Specifications for Commercial Interiors. NY: Watson-Guptill
Publications. 1979
Panero, Julius and Zelnik, Martin. Human Dimension and Interior
Spaces. NY: Whitney Library of Design. 1979
Adler, David. 2nd edition. Metric Handbook: Planning and Design Data.
England: Architectural Press. 1999
De Chiara, Joseph and John Callender. Time Saver for Building Types.
Singapore: McGraw-Hill, Inc. 1987
De Chiara, Joseph, Panero, Julius and Zelnik, Martin. Time Saver
Standards for Interior Design and Space Planning. McGraw-Hill, Inc:
1992
Dalke, Hilary, Littlefair, Paul and Loe, David. Lighting and Colour for
Hospital Design. England: The Stationary Office. 2004

23
Course Outcomes

Course Outcomes: At the end of the term, students of Interior Design 4A should be able to:
1. Identify the research procedures and techniques in interior design thesis writing,
2. Use the case study research design as the most preferable mode of conducting research in the
field of interior design,
3. Choose topics for possible research problems,
4. Defend proficiently the approved research topic,
5. Apply research knowledge in field data gathering as well as interpersonal skills in communicating
and dealing with client-
respondents,
6. Analyze the data gathered using content analysis coupled with descriptive statistics,
7. Write the thesis proposal draft/manuscript with consultation of and approval by the designated
thesis adviser,
8. Synthesize earlier knowledge from prerequisite courses for application in current and future
research learning settings.

Course Outcomes (COs) Program Outcomes (POs)

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1: Identify the research x x x x x x
procedures and
techniques
CO2: Use the case study x x x x x x x x x
research design
CO3: Choose topics for x x x x x x x x
possible research
problems
CO4: Defend proficiently x x x x x x x x x
the approved research
topic
CO5: Apply research x x x x x x x x x x x
knowledge in field data
gathering as well as
interpersonal skills in
communicating/dealing
with clients
CO6: Analyze data x x x x x x x x x x
gathered using content
analysis coupled with
descriptive statistics
CO7: Write the thesis x x x x x x x x x x
proposal draft/manuscript
CO8: Synthesize earlier x x x x x x x x x
knowledge from
prerequisite courses and
the current course

24
Course Coverage:
Topic(s) Teaching-Learning
Week Activities (TLAs)
1 Orientation to Lecture-PowerPoint
class presentation mix.
management, Handing out to students the
expectations and syllabus. Explaining/clarifying
requirements; to the class the expectations
Introduction to the and requirements.
course
2 Definition and Review of Week 1 sessions.
nature of
research; Randomly select students to
research write on board their own
methods; the definition of research.
case study
Lecture on the days lesson.
Silent reading of an essay
(the likes of The Joys of
Research) that tells about
the research inquiry process
focusing on human curiosity,
inquisitiveness, trial and error
process, and verification
3 Significance or Ask students to submit their
contributions of reaction paper assigned to
research; them last week, followed by a
difficulties, review of Week 2 lessons.
problems in
conducting Lecture supported by audio-
research; visual slides of (from a
strategies to powerpoint presentation) on
facilitate research the impact of research on
human progress, followed by
problems/difficulties in doing
research. Also, show list of
strategies to facilitate
research
Focus on field data gathering
strategies through interview.
Contrast western interview
techniques with the Pinoy
pakapa-kapa technique
promoted by U.P.
Assessment Tasks (ATs) Course
Outcomes
(COs)
Ask students for CO1-CO8
clarification.
Require students to have a
portfolio.
Ask a student to comment CO1, CO6,
on Week 1 sessions CO8
Ask a student to CO8
summarize the common
features of the definitions
written on the board.
CO 1, CO3,
Ask students to write on CO5, CO6,
the board their definition of CO8
research to compare these
with pre-essay reading CO1-CO8
definitions.
Assign students to write a
computer-typed 2-page
reaction to the essay to be
submitted in next class
meeting.
Ask students, Do you now CO1-CO8
feel that you would like to
embark for a research
journey to last for one
semester? CO1-CO8
Select a few students to
tell to the class why they
like to go aboard the
research ship. Process
their responses.
CO1, CO3,
CO5, CO6,
CO8
Ask students to submit a
computer-typed, 2-page
reaction paper to the
pakapa-kapa essay for
submission next week.
25
 psychologists.
4 The research Ask class to submit the
problem what is assigned reaction paper on
a research the pakapa-kapa technique.
problem?
How do you raise Review of Week 3 lessons.
the problem?
How do you state Lecture on the days lesson.
or formulate the Provide samples of
problem? theses/dissertations to show
how to state the research
problem.
Spotting the
research problem Ask some students to read
from the portions of the Statement of
inconsistencies the Problem in one or two
and contradictions theses/dissertations.
that one observes Point out what the
in life. inconsistencies and
contradictions that the
writer/researcher has
expressed in writing.
Tell students of next weeks
activity: library research to be
familiar with titles of theses.
Ask them also to read the
statement of the problem of
these theses.
Ask them to submit in Week 6
class meeting 3 proposed
topics for thesis writing from
their library search in Week 5
5 Library search for Before the scheduled library
thesis and research, pre-arrange with
dissertations UST librarian(s) that students
(no class meeting; of Interior Design 4A will be
students in the reading some theses
library)
6 Topic defense. Ask class to submit the three
Final selection of topics proposed for their
the topic most thesis.
preferred by
student Two-minute random
processing of the submitted
topics per student. Try to
process all. Ask them the one
they preferred most.
Ask a student to review CO1-CO8
last weeks lessons; supply
the gaps in review. CO8
Emphasize the important
portion(s) of sample
readings. Interpret/clarify
writers perspective to CO1, CO2,
drive home the point of CO4, CO6,
how to state the problem. CO7, CO6
Select a few students to
read the portion in which
the writer/researcher
points out the
inconsistencies and CO1-CO8
contradictions that serve
as the research problem.
CO1-CO4,
CO8
Contact librarians for CO3
feedback on how the
students fared in their
library research; average
number of theses
borrowed for room
reading.
Ask students their library CO3-CO4
research experience, their
problems in the library and
in their search for topics. CO8
Ask students which one
they most prefer to pursue CO1-CO8
for their thesis. Examine
the support of their
reasons.
26
7 Writing the thesis Lecturette on style standards
using the of research reporting. Show
American PowerPoint presentation of
Psychological the APA style of writing and
Association (APA) samples of styles in
style bibliographic entries of books,
journals, and websites, and
how to acknowledge sources
inside text of theses.
Compare APA style with the
style of old theses if not
current theses in the library.
8 Defense of the Randomly select students to
chosen topic in ask them about their chosen
class topic. Call all students or as
many as possible in the time
allotted for the class. Those
whose topics are not
processed, request them to
see the professor for
consultation.
Ask them during preliminary
examination to bring and
submit their portfolios.
Preliminary Coverage from Week 2 to
Examination Week 7.
Check portfolio entries. Must
be complete.
Return to them at end of
exam period.
While exam is ongoing, write
on board that on Week 9,
students must submit at least
10 bibliographic entries,
alphabetized, and according
to APA style. They need to
visit the library again on their
bibliography.
9 Writing the Announce that prelim exam
bibliography of papers will be returned next
the proposed week.
thesis in the APA Ask students to submit their
style. bibliographic entries for their
thesis.
Process in class five
Class seat exercise on CO8
how to write bibliography
and how to acknowledge
sources inside text.
CO1, CO7,
Ask students how old CO8
theses in the library
compare with APA style.
Ask students to support CO1-CO8
their reasons for choosing
the topic. Questions to use
to gauge how they reason
out may include: Why do
they want the topic?
Whats so important with
the topic? Does it show
any problem or issue that
needed to be resolved or
answered? Is the topic the
final title of the thesis?
Assign students to submit
on Week 9 final title of
thesis.
Parts of the Prelim Exam: CO1-CO8
1. Matching type (10
items) (20%)
2. Sample Introduction to
the Problem of an existing
thesis for the student to
comment or to correct. Is
the problem raised
adequately by the author?
If not, ask student to alter
it. Ask the student also to
edit write-up in terms of
APA style (80%)
Comment/correct students CO3, CO7
bibliography lists.
Unprocessed bibliography CO3, CO7
list to be corrected (in
office or at home) and
submitted with
27
 students bibliography lists. comments/corrections
Use projector to flash on back to students on Week
screen the bibliography of 10.
these five students.
Announce to the class that
those not processed due to
time pressure will be returned
next week with the comments
of the professor.
10 The parts of the Return the prelim test papers. Remind class of weight of
thesis proposal Allow the class to look at their prelim exam in final grade.
proper: papers. Pause to ask students for
Chapter and its Lecture on Chapter 1 clarifications.
sections (Introduction) and its four CO1, CO2,
sections: For each section sample CO4, CO7,
- Background of the Study write-up, ask students for CO8
- Statement of the Problem reaction or comment.
- Significance of the Study CO1-CO4,
- Scope and Delimitations CO7-CO8
At the end of each
Use projector to show the section, ask students to
parts on screen. summarize learnings and CO1-CO8
Explain how to write each understandings.
section. Show samples of
theses. Provide guidelines. Consultation with students
For example: outside class within
Background of the Study consultation hours of the
refers to context, professor to monitor and
circumstances, history, prior evaluate their progress
events before onset of the and to provide them the
problem. opportunity to learn more.
Statement of the Problem,
recall Week 4 lesson on
inconsistencies and
contradictions observed.
Significance of the Study:
Contributions to knowledge,
theory, previous findings,
practical use to design
practitioners, educators.
Scope and Delimitations:
Time, site, respondent, and
topic coverage.
11 Continuation of Review of Week 10 lessons
Chapter 1 Continue lecture on how to Ask some students about CO1-CO4,
write the sections of Chapter their problems of CO7-CO8
1. understanding about each
Provide handouts of actual section and their problems
write-ups of each section in writing.

28
12 Writing Chapter 2. Review of Week 11 lessons
The Review of Lecture to explain how to
Related Literature write the Review of Related
Literature. The chapter
discusses findings of
previously published literature
in books and journals. Ask some students about CO1-CO4,
their problems of CO7-CO8
Provide guidelines on how to understanding about
write the chapter. For writing Chapter 2. CO1-CO4,
example, arrange the sources Towards the end of the CO7-CO8
into thematic categories that class, ask students to
may make for sub-headings. summarize learnings and CO1-CO8
Only report the methodology understandings.
used and gist of findings. Consultation with students
outside class within
Provide handouts of actual consultation hours of the
write-ups of reviews of related professor to monitor and
literature. evaluate their progress
and provide them the
opportunity to learn more.
13 Writing Chapter 3. Review of Week 12 lessons
The
Conceptual Lecture to explain how to Ask some students about CO1-CO4,
Framework write the Conceptual their problems of CO7-CO8
Framework. Show guidelines understanding about
in clips form a PowerPoint writing Chapter 3. CO1-CO4,
presentation. For example, Towards the end of the CO7-CO8
the chapter contains the class, ask students to
elements or variables summarize learnings and CO1-CO8
involved in the study and their understandings.
relationships with each other. Consultation with students
Provide model of diagram for outside class within
illustration. consultation hours of the
professor to monitor and
Provide handouts of actual evaluate their progress
write-ups of conceptual and provide them the
frameworks opportunity to learn more.
14 Writing Chapter 4. Lecture to explain how to Ask some students about CO1-CO4,
Research write the Research their problems of CO7-CO8
Methodology Methodology which includes understanding about
five sections: writing Chapter 4. CO1-CO4,
- Research Design At the end of each section, CO7-CO8
- Sampling ask students to summarize
- Instrumentation learnings and
- Data Gathering understandings.
- Data Analysis CO1-CO8

Show guidelines in clips form

a PowerPoint presentation on

29
 how to write each section.
15 Continuation of Review of Week 14 lessons
Chapter 4 Provide handouts of actual
write-ups of research
methodologies.
16 Completing the Lecture to explain how to
thesis proposal. write these other parts of the
Writing the other thesis:
parts of the thesis - Cover page
proposal - Dedication
- Acknowledgement
- Table of Contents
- List of Tables
- List of Figures
- Abstract
- Annexes
Provide guidelines and actual
sample write-ups.
Ask the class to bring their
portfolios during final
examination
Final examination Coverage from Week 9 to
Week 16
Check portfolios while
examination is ongoing.
Return to student at end of
the examination period.
Course Evaluation:
Course Outcomes Assessment Tasks (ATs)
CO1: Identify the Class participation in recitation and discussion
research procedures and Comments in reaction paper
techniques Actual responses in thesis proposal defense
Write-up in thesis proposal
CO2: Use the case study Class participation in recitation and discussion
Consultation with students CO1-CO8
outside class within
consultation hours of the
professor to monitor and
evaluate their progress
and provide them the
opportunity to learn further.
Ask some students about CO1-CO4,
their problems of CO7-CO8
understanding. CO1-CO4,
Towards end of class, ask CO7-CO8
students to summarize
learnings and CO1-CO8
understandings.
Consultation with students
outside class within
consultation hours of the
professor to monitor and
evaluate their progress
and provide them the
opportunity to learn,
unlearn, relearn.
Parts of the Final Exam: CO1-CO8
1. Matching Type (10
items) (20%)
2. Samples of Chapter 3,
Chapter 4. Ask them to
react and comment on the
way these chapters were
written. (40%)
3. Edit entries according
to APA style (15%)
4. Samples of data for
interpretation and analysis
for tabulation and
percentage analysis (25%)
Minimum
Weight Satisfaction
Average
10% 5%
10% 5%
30% 25%
50% 40%
15% 10%
30
research design Actual responses in thesis proposal defense 35% 30%
Write-up in thesis proposal 50% 45%
CO3: Choose topics for Library search for theses and dissertations - 40% 30%
possible research number of theses and
problems dissertations read; number of hours devoted to 60% 50%
library research
Quality of three topics submitted for thesis
proposal
CO4: Defend proficiently Extent and quality of persuasion during defense 25% 20%
the approved research Number of reasons in defense of a research topic 25% 20%
topic proposed 25% 20%
Logic and coherence of reasons provided for 25% 20%
defense
Communicative ability (grammatically correct
English, clear words used)
CO5: Apply research Possession of expert knowledge in research to 25% 20%
knowledge in field data qualify as researcher and to
gathering as well as gather data from the field 25% 20%
interpersonal skills in Data gathered from the field are complete, 25% 20%
communicating and accurate, and valid
dealing with clients Extent and quality of interaction with respondents 25% 20%
of surveys, interviewees and participants
Extent of performance in teams
CO6: Analyze data Quality of data gathered 25% 20%
gathered using content Use of rigorous standards in processing and 25% 20%
analysis coupled with consolidating data 25% 20%
descriptive statistics Accuracy of content analysis done 25% 20%
Extent of performance in teams
CO7: Write the thesis Accuracy of data gathered 40% 30%
proposal Quality of writing in English 20% 15%
draft/manuscript Conformity with APA style 20% 15%
Parts of the thesis proposal complete and in 20% 15%
order
CO8: Synthesize earlier Integration of knowledge in prerequisite courses 20% 10%
knowledge from Integration of previous lessons of the course from 30% 25%
prerequisite courses and Week 2 to Week 17 50% 45%
the current course Extent that this integrative learning is
demonstrated in writing the thesis

References:

American Psychological Association (APA) (2009, Sixth ed.).Publication manual of the American
Psychological Association.Washington, D.C.: APA.

Bernard, H.R. &Ryan,G.W. (2009). Analyzing qualitative data: Systematic approaches. Sage
Publications.

Creswell, J.W. & Plano Clark V.L. (2007, First ed.).Designing and conducting mixed research
methods research. Thousand Oaks, CA: Sage.

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Denscombe, M. (2009). Ground rules for social research: Guidelines for good practice. Open
University Press.

Denzin, N.K. & Lincoln, Y.S. (2000) (Eds.). Handbook of qualitative research.London: Sage
Publications.

Hennink, M. (2010). Qualitative research methods.Sage Publications, Ltd.

Patton, M.Q. (2001, Third ed.). Qualitative research & evaluation methods.London: Sage
Publications, Inc.

Strauss, A. (1987). Qualitative analysis for social scientists.Cambridge University Press.

Torres, A. (1982). Pakapa-kapa as an approach in Philippine psychology. In R. Pe-Pua (Ed.),

Sikolohiyang Pilipino: Teorya, Metodo at Gamit(Filipino Psychology: Theory, Method and
Application) (pp. 171-174). Quezon City: SurianngSikolohiyang Pilipino.

Yin, R.K. (2009, Fourth ed.).Case study research.Thousand Oaks, CA: Sage

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