Knowledge, Practice, and Attitude of Faculty and Students in the Implementation of Clinical Legal Education Program

This study explores the relationship between faculty and student knowledge, practice, and attitude in implementing the Clinical Legal Education Program (CLEP) at Wesleyan University – Philippines. Using a descriptive-correlational design, it examines how these variables interact within the framework of the Legal Education Board. The independent variables (faculty knowledge, practice, and attitude) were correlated with the dependent variables (student knowledge, practice, and attitude). Faculty scored higher than students in knowledge (3.79 and 3.83 vs. 3.01 and 3.16), practice (3.78 and 3.84 vs. 3.55 and 3.38), and attitude (3.91 and 3.80 vs. 3.49 and 3.84). However, statistical analysis showed no significant relationships between faculty and student variables, with p-values for knowledge (0.77), practice (0.39), and attitude (0.35) all above 0.05. These findings suggest that while both groups perform well individually, their efforts are not significantly aligned. The study underscores the need for deeper collaboration and systemic reforms to strengthen CLEP outcomes and enhance stakeholder engagement.