Mapping node criticalities in a curriculum network

Authors

Alva V. Presbitero National Institute of Physics, University of the Philippines Diliman
Johnrob Y. Bantang National Institute of Physics, University of the Philippines Diliman

Abstract

Remedial education is compulsory for students who have insufficient reading, writing and mathematical skills statutory for more advanced courses in the curriculum. Scholars argue that enrolling in remedial courses stigmatizes students and discourages them by compromising the continuity of their academic time line. Therefore, a careful and thorough investigation of the curriculum structure is necessary. This paper deals with the detection of crucial subjects in the curriculum using the network approach. From the list of courses offered in UP Diliman (BS Physics (P–BS), BS Applied Physics (AP–BS), BS Physics–MS–PhD (P-BSMSPhD) and BS Applied Physics–MS-PhD (AP-BSMSPhD)), we construct a float time network to detect node criticalities. P–BS has more crucial nodes than AP–BS. Criticalities desaturate across the merged undergraduate-graduate curricula (P-BSMSPhD and AP-BSMSPhD), this time rendering PhD dissertations critical. We also classify AP–BS curriculum as a combination of random and scale–free network.

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Issue

2013: Proceedings of the 31st Samahang Pisika ng Pilipinas Physics Congress

Article ID

SPP2013-2C-7

Section

Complex Systems

Published

2013-10-23

How to Cite

[1]

AV Presbitero and JY Bantang, Mapping node criticalities in a curriculum network, Proceedings of the Samahang Pisika ng Pilipinas 31, SPP2013-2C-7 (2013). URL: https://proceedings.spp-online.org/article/view/SPP2013-2C-7.