TABLE OF CONTENTS they are born with, over time, they learn to move their body parts

voluntarily to perform both gross (large) and fine (small) motor skills. In
general, babies begin developing motor skills form head to tail
(cephalocaudal), the center of the body outward( proximodistal). They
NUMBER CONTENTS learn to control their head and neck before they learn to maneuver
PART 1- LECTURE NOTES their arms; they learn to maneuver their arms before they learn to
1 Child and Adolescent Development manipulate their fingers. Babies learn to move their torso before the
2 Facilitating of Learning learn how to move their arms and legs.
3 Social Dimension of Education  The sucking reflex allows babies to drink milk and nourish themselves
4 The Teaching Profession in the days of life.
5 Curriculum Development  Another permanent and life-supporting reflex is heard turning in the
6 Educational Technology first days of life.
7 Principles and Strategies of Teaching  Another permanent life-supporting reflex is head turning. This reflex
allows a baby to turn his head if something (a blanket, pillow, or
8 Assessment of Learning stuffed animal) is blocking his airflow.
9 PART 2- PRACTICE TEST  Another reflex that also babies survive is the rooting reflex. When
10 PART 3- ANSWER KEY babies root, they may nuzzle their face and mouth into the caregiver’s
chest or shoulder.
 The rest of the flexes have less survival value but are still notable. For
PART 1 the first 3 to 4 months, babies have an amazing grasping ability and
reflex. They will grasp anything place in their palm and hold it with
LECTURE NOTES amazing strength for their size. Some infants in the first weeks of life
can support their entire body weight through that grasp.
CHILD AND ADOLESCENT DEVELOPMENT  While this reflex may not have any survival function in modern times, it
does help babies bond with caregivers and family in the first weeks of
A. The Child and Adolescent Learner life. Similarly, for the first two months, babies will ‘step” with their legs
if they are held vertically with their feet touching a surface. Even
Childhood- Childhood is defines as the time for a boy or girl from birth until he or she is an though this reflex disappears months before babies begin walking
adult. It is more circumscribed period of time from infancy to the onset of puberty. purposely, experts believes stepping helps infants learn how their legs
works can be used.
The Convention of the Rights if the Child defines a child as” every human being below the  The Moro response is another reflex that is present during the first 6
age of 18 years unless under the law applicable to the child, majority is attained earlier”. months of life, but doesn’t seem to have a purpose in modern life. A
baby with arch her back, flail out, and then curl up if she feels as
Adolescence- According to Stuart Judge, a noted educator and psychologist, adolescence although she is being dropped.
is the period of transition from childhood to adulthood. Although sometimes described as  The final reflex is Tonic Neck. During the first 4 months, when
beginning in parallel with fertility or puberty and ending with maturity and independence, babies lie awake on their backs with their heads facing to one side,
adolescence has a very variable and imprecise duration they will extend the arm on the side of their body that they’re facing
and reflex the other arm at an angle, in a position that resembles a
The onset of adolescence cannot be pointed in physiological term, although it is influenced fencing pose. This reflex may help prepare them for voluntary reaching
by the same sex hormones and refers to the same general period as physical sexual later in their environment.
development. It represents a complex and sometimes disturbing psychological transition,  Between ages 2 and 3 years, young children stop “toddling”, or using
accompanying the requirement for the accepted social behavior of the particular adult and the awkward, wide-legged robort-like stance that is the hallmark of
culture. new walkers. As they develop a smoother gait, they also develop the
ability to run, and hop. Children of this age can participate in throwing
B. Physical and Motor Development. and catching games with larger balls. They can also push themselves
around with their feet while sitting on a riding toy.
A. Physical and Motor development  Children who are 3 to 4 years old can climb up stairs using a
 Infants need to learn how to move and to use their bodies to perform method of bringing both feet together on each step before proceeding
various tasks, a process better known as motor development. Initially, to the next step (in contrast, adult place one foot on each step in
babies’ movements are simply the uncontrolled, reflexive movements
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 sequence); However, young children may still need some “back up”  24 months: Preschool children now clear picture in mind of people
assistant to prevent falls in case they become unsteady in this new who are dear to them, and the get upset when separated from these
skill. Children of this age will also be stumped when it’s time to go people (even their peers)
back down the stairs; they tend to turn around and scoot down the  30 months: Preschool children can hold in mind a whole sequence of
stairs backwards. 3 to 4 years old can jump and hop higher as higher spatial maps and know where things are in their environment.
as their leg muscles grow stronger. Many can even hop on one foot for  36 months: A preschool child can now two different emotions in his
shorts period of time. mind at the same time, such as being sad that he spilled ice cream on
 By ages 4 to 5, children can go up and down the stairs alone in the his cloths but glad that he’s at birthday party.
adult fashion (i.e. taking one step at a time);Their running continues to
smooth out and increase in speed. Children of this age can also skip
and add spin to their throws. The also have more control when riding C. Factors Affecting Development
their tricycles (or bicycles), and can be drive them faster.
 During ages 5 to 6, young children continue to refine easier skills. Maternal Nutrition- the nutritional status of the women during adolescent
They’re running even faster and can start to ride bicycles with training pregnancy and lactation has a direct impact on the child’s health and
wheels for added stability. In addition, they can step sideways. development.
Children of this age begin mastering new forms of physical play such
as the jungle gym, and begin to use the see-saw, slide, and swing on Child Nutrition- the Child’s state of nutritional balance is crucial in his early
their own. They often start jumping rope, skating, hitting balls with developmental age.
bats, and so on. Many children of this age enjoy learning to play Early Sensory Stimulation- Toys, soothing sounds and other sensorial
organized sports as soccer, basketball, t-bale or swimming. In stimulation contribute to the child’s development.
addition, 5 to 6 years old often like to participate in physical
extracurricular activities such as karate, gymnastics, or dance. D. Exceptional Development
Children continue to refine and improve their gross motor skills
through age 7 and beyond. Physical Disabilities- Persons with physical disabilities may experience
B. Brain Development functional, visual, orthopedic, motor, or hearing impairments, which may
 The bran’s ability to change from experience is known as Plasticity. impact upon their ability to walk, play and learn. Physical disabilities are also
The human brain is especially plastic early in life, which is why the often defined and categorized by some degree of limitation in the use of upper
“nurture” part of the equation is so important or lower extremities and maintaining posture and positioning.
Throughout life the brain continues to be plastic-this is the mechanism
of learning-but plasticity declines in adulthood. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive
As a child’s brain develops, it goes through several’critical periods, a s Disorder (ADHD)-Attention-Deficit Hyperactivity Disorder (ADHD) and
developmental phase in which the brain requires certain environmental Hyperkinetic Disorder (as officially know in U.K., through ADHD is more
input ot it will not develop normally. commonly used) is generally considered to be a developmental disorder,
largely neurological in nature, affecting about 5% of the world’s population.
Early Milestones in Brain Growth The disorder typically presents itself during childhood, and is characterized by
 4 months: the infant’s brain responds to every sound produced in all a present pattern of inattention and/or hyperactivity, as well as forgetfulness,
the languages of the world. poor impulse control or impulsivity and distractibility, ADHD is currently
 8 to 9 months: Babies can form specific memories from their considered to be a persistent and chronic condition for which no medical cure
experiences, such as how to push a ball to make it roll. is available ADHD is most commonly diagnosed in children and, over the past
 10 months: Babies can now distinguish and even produce the sounds decade.
of their own language (such as “da-da”) no longer pay attention to the
sounds of language that are foreign. E. Linguistic and Literary Development
 12 months: Babies whose parents say, for example” Lookee at the A. Natural History and Language Development
doggie” will go to the appropriate picture of a dog in a picture book Language development is a process that starts early in human life, when a person
more often than those babies who are talked to normal, flatter voices. begins to acquire language by learning it as it is spoken and by mimicry. Children’s
 12 to 18 months: Babies can keep in memory something that has language development moves from simplicity to complexity. Infants start without
been hidden and find it again, even if it has completely covered up. language. Yet by four months of age, babies can read lips and discriminate speech
They can also hold memory sequences of simple activities, such as sounds.
winding up a jack-in-the-box until the figure pos up.

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  Usually, language starts off as recall of simple words without associated  No sounds by 2-6 months
meaning, but as children age, words acquire meaning, and connections  Less than one new words per week for 6-15 month-old children.
between words are formed, in time, sentences start to form as words are  Less than 20 words ( in the two languages combined by 20
joined together to create logical meaning. As a person gets older, new months: and
meaning and new associations are created and vocabulary increases as  No use of word combinations and a very limited vocabulary by
more words are learned. age 2-3 years
 Infant use their bodies, vocal cries and other preverbal vocalizations to  Red flags for abnormal language development in the sequential
communicate their wants, needs and dispositions. Even though most acquisition of two language include.
children begin to vocalize and eventually verbalize at various ages and at  Lack of normal milestones in the first language
different rates, they learn their first language without conscious instruction  Prolonged phase of not talking
from parents or caretakers. It is seemingly effortless task that grows  Difficulty of retrieving words
increasingly difficult with age. Ofcourse, before any learning can begin, the
child must be biologically and socially mature enough. Factors Affecting Language Development

Biological Preconditions- Linguist do not all agree on what biological factors contribute to 1. Inadequate stimulation (talking and playing with the child)
language development, how ever most do agree that our ability to acquire such a 2. Delayed general development (global developmental delay), physical development
complicated system is specific to the human species, Furthermore, our ability to learn motor skills), cognitive development etc.
language may have been developed through the evolutionary process and that the 3. Specific difficulty with language learning. Not very interested in language, prefers
foundation for language may be passed down genetically. other modalities e.g. physical activities
4. Poor control and/or coordination of the speech muscles; lips, tongue etc.
Second Preconditions- it is crucial that children are allowed to socially interact with other 5. Medical problems
peope who can vocalize and respond to questions. For language acquisition to develop 6. Inadequate awareness of communication, lacks” communication intent”
successfully, children must be in an environment that allows them to communicate socially 7. Reduced hearing e.g. ear infection, fluid in ear, impacted earwax etc.
in that language. 8. Changes in child’s environment e.g. moving
9. Exposure to too many languages for the child
There are a few different theories as to why and how children develop language. The most 10. Inadequate opportunity for speech e.g. the child everyone talks for, the “babied”
popular explanation is that language is acquired through imitation. However, this proves to child has a more dominant sibling etc.
be more of a folk tale than anything. Two most accepted theories in language development 11. Emotional factors e.g. behavioral problems, anxiety, pressure to perform etc.
are psychological and functional. Psychological explanations focus on the mental 12. Short attention span.
processes involved in childhood language learning. Functional explanations look at the 13. Family history of speech and language delays or difficulties
social process involved in learning the first language.
C. Exceptional Development
B. Bilingual Language Development
 There are two major patters in bilingual language acquisition; simultaneous Aphasia- Aphasia (or aphmia) is a loss of the ability to produce and/or comprehend
Bilingualism and Sequential bilingualism. In simultaneous bilingualism, the language due to injury to brain areas specialized for these functions. It is not a result of
child acquires two languages at the same time before the age of 3 years. deficits in sensory, intellect, or psychiatric functioning. Depending on the area and extent of
These children may mix words or parts of words from both languages in the damage, someone suffering from aphasia may be able to speak but not write, or vice
the first stage. Stage 2 occurs at 4 years and older when distinction versa, or display any of wide variety of other deficiencies in language comprehension and
between the two languages takes place, and the child uses each language production, such as being able to sing but not to speak.
separately. Sequential bilingualism also occurs before the child is 3 years
old, but the child can draw in on the knowledge and experience of first Dyslexia-Dyslexia is a specific learning disability that manifests primarily as a difficulty
language while acquiring the second language. with written language, particularly with reading and spelling. Dyslexia is the result of a
 Detecting delays in the speech and language of multilingual children neurological differences but is not intellectual disability. Most people with dyslexia have
presents a challenge. The authors state that “the key is to obtain average or above average intelligence.
information about the child’s entire language system, not just the primary
or secondary language”. Evidence suggests that dyslexia results for differences in how the brain processes written
 The following “red flags” may indicates that the child who is simultaneously and/or verbal language. It is separate and distinct from reading difficulties resulting from
acquiring two languages id experiencing problems with language other causes, such as deficiencies in intelligence, a non-neurological deficiency with vision
development. or hearing, or from poor or inadequate reading instruction.

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D. Cognitive Development between means also occurs. This is perhaps of one of the most
A. Theories of Cognitive Development important stages of a child’s growth as it signifies the drawn for
logic. However, babies still only have a very early rudimentary
Jean Piaget-Swiss psychologist (1896-1980). His theory provided many grasp of this and most of their discoveries have an “accidental”
central concepts in the field of developmental psychology and concerned the quality to them in that the initial performance of what will soon
growth of the intelligence, which for Piaget, meant the ability to more becomes a secondary circular reactions occurs by chance; but the
accurately represent the world and perform logical operations on operant conditioning causes the initial “ accidental” behavior
representations of the concepts grounded in the world. The theory concerns (which was followed by an “interesting pattern of stimulation) to be
the emergence and acquisitions of the schemata-schemes, of one perceives repeated. And the ability to repeat the act is the result of primary
the world-in”developemental stages”, time when children are acquiring new circular reactions established in the previous stage. For example,
ways of mentally representing-information. when the infant’s hand accidentally makes contact with an object
in hid field of vision is based on the primary circular reaction
bringing his hand into his field of vision. Thus, the child learns (at
1. Sensorimotor period (years 0-2) the level of schemata) that “if he can see it then he can also touch
Infants are born with a set of congenital reflexes, according to Piaget, in it” and this results in a schemata which is the knowledge that is
addition to explore their world. Their initial schemas are formed through external environment is populated with solid objects.
differentiation of the congenital reflexes:
 The fourth sub-stage, called the coordination of secondary
 The first sub-stage, known as the reflex schema stage, occurs circular reactions stage, which occurs from nine to twelve months,
form birth to six weeks and is associated primarily with the is when Piaget thought that object permanence developed. In
developmental reflexes. Three primary reflexes are described by addition, the stage is called the coordination of secondary circular
Piaget: sucking of objects in the mouth following moving or reactions stage, and is primarily with the development of logic and
interesting objects with the eyes, and closing of the hand when an the coordination between means and ends, this is extremely
object makes contact with the palm (palmar grasp). Over this first important marks the beginning o goal orientation or intentionally,
six weeks of life, these reflexes begin to become voluntary actions; the deliberate planning of steps to meet an objective.
for example, the palmar reflex becomes intentional grasping.
 The fifth sub-stage, tertiary circular reactions phase, occurs from
 The second sub-stage, primary circular reaction phase, occurs twelve to eighteen months and is associated primarily with the
form six weeks to four months and is associates primarily with the discovery of new means to meet goals. Piaget describes the child
development of habits. Primary circular reactions or repeating of at this juncture as the “young scientist”, conducting pseudo-
an action involving only one’s body begins. An example of this experiments to discover new methods of meeting challenges.
type of reaction would involve something like an infant repeating
the motion of passing their hands before their face. The schema  The six sub-stage, considered “beginning of symbolic
developed during this stage inform the infant about the representation”, is associated primarily with the beginnings of
relationships among his body parts (e.g. in passing the hand in insight, or true creativity. In this stag the trial- and error application
form of his eyes he develop a motor schema for moving his arm so of schemata, which was observable during the previous stage,
that the hand becomes visible. occurs internally ( at the level of schemata rather than of motor
responses), resulting in the sudden appearance of new effective
 The third sub-stage, the secondary circular reactions phase, behaviors (without any observable trial-and-error). This is also the
occurs from four to nine months and is associated primarily with time when symbols (words and images) begin to stand for other
the development of coordination between vision and objects. This marks the passage into the preoperational stage.
apprehension. Three new abilities occur at this stage: intentional
grasping for a desired object, secondary circular reactions, and
differentiations between ends and means. At this stage, infants will
intentionally grasp the air in the direction of a desired object, often 2. Preoperational period (years 2-7)
to the amusement of friends, family, younger and older siblings, The Preoperational stage is the second of four stage of cognitive
grandparents, etc. Secondary circular reactions, or the repetition development. By observing sequence of play, Piaget was able to
of an action involving an external object begin; for example, demonstrate that towards the end of the second year a qualitatively new
moving a switch to turn on a light repeatedly. The differentiation kind of psychological functioning occurs (Pre) Operatory Thought in

5
 Piagetian theory is any procedure for mentally acting on objects. The a. Seriation- the ability to arrange objects in an order according to size,
hallmark of the preoperational stage is spare and logically inadequate shape, or any other characteristic. For example, if given different-
mental operations. shaded objects they may make a colour gradient.

According to Piaget, the Pre Operational stage of development follows the b. Classification-the ability to name and identify sets of objects
Sensorimotor stage and occur between 2-7 years of age. It includes the according to appearance, size or other characteristic, including the
following processes. idea that one set of objects can include another, a child is no longer
subject to the illogical limitations of animasim ( the belief that all
1. Symbolic functioning- characterized by the use of mental symbols, objects are alive and therefore have feelings)
words, or pictures, which the child uses to represent something which
is not physically present c. Decentering- where the child takes into account multiple aspects of a
problem to solve it. For example, the child will no longer perceive an
2. Centration-characterized by a child focusing or attending to only one exceptionally wide but short cup to contain less than a normally-wide,
aspect of a stimulus or situation. For example, in pouring a quantity of taller cup.
liquid from an narrow beaker into a shallow dish, a preschool child d. Reversibility- where the child understands that numbers or objects
might judge the quantity of liquid to have decreased, because it can be changed, then returned to their original state. For this reason, a
is”lower”- that is, the child attends to the height of the water, but not child will be able to rapidly determine that if 4 +4 equals 8, 8/4 will
the compensating increase in the diameter of the container. equal 4, the original quantity

3. Intuitive thought- occurs when the child is able to believe in e. Conservation- understanding that quantity, length or number of items
something without knowing why she or he believes it. is unrelated to the arrangement or appearance of the object or items.
For instance, when a child is presented with two equally-sized, full cup
4. Egocentrism- a version of centration, this denotes a tendency of a they will be able to discern that if water is transferred to a pitcher it will
child to only think for her or his own point of view. Also, the inability of conserve the quantity and be equal to the other filled up.
a child to take the point of view of others. Example, if a child is in
trouble, he or she might cover her eyes thinking if I cannot see myself f. Elimination of Egoncentrism- the ability to view things from
my mom cannot either. another’s perspective (even if they think incorrectly). For instance,
show a child a comic in whom Jane puts a doll under the box leaves
5. Inability to Conserve-though Piaget’s conservation experiments the room, and then Sarah moves the doll to a drawer, and Jane comes
(conservation of mass, volume and number after the original for m has back. A child in the concrete operation stage will stay that Jane will still
been changed. For example, a child in this phase will believe that a think it’s under the box even through the child knows it is in the drawer
string which has up in”o-o-o-o” pattern will have a larger number of
beads than a string which has a oooo: pattern, because the latter 4. Formal operation period (years 11-adulthood)
pattern has less space between Os; or that a tall, thin 8-ounce cup has The formal operational period is the fourth and final of the periods of
more liquid in it than a wide, short 8-ounce cup. cognitive development in the Piaget’s theory. This stage, which follows the
Concrete Operational stage, commences at around 11 years of age
6. Animism- The child believes that inanimate objects have :lifelike” ( puberty) and continuous into adulthood. It is characterized by acquisition
qualities and are capable of action. Example, a child plays with a doll of the ability to think abstractly, reason logically and draw conclusions from
and treats it likes a real person. In a way this like using their the information available. During this stage the young adult is able to
imagination. understand such things as love”shades of gray”, logical proofs, and values,

3. Concrete operational period (years 7-11) Lev Vtgotsky-Psychologist, was born in 1896 in Orsha, Belarys (then a
The Concrete operational stage is the third of four stages of cognitive part of the Russian Empire). Vygotsky was tutored privately by Solomom
development in Piaget’s theory. This stage, which follows the Asphiz and graduated from Moscow State University in 1917. Later, he
Preoperational stage, occurs between the ages 7 and 11 years and is attended the Institute of Pyschology in Moscow (1924-34), where he
characterized by the appropriate use of logic. Important process during this worked extensively on ideas about cognitive development, particularly the
stage are: relationship between language and thinking. His writings emphasized the
roles of historical cultural, and social factors in cognition and argued that
language was the most important symbolic tool provided by society.

6
 The final storing house of memorial information, the long term memory store holds
Perhaps Vygotsky’s most important contribution concerns the inter- information until needed again.
relationship of language development and thought. This concept, explored
in Vygotsky’s book “Thinking and Speaking”, establishes the explicit and  Capacity: unlimited?
profound connection between speech (both silent inner speech and oral  Duration: indefinite?
language), and the development of mental concepts and cognitive
awareness. It should be noted that Vygotsky described inner speech as
being qualitatively different than normal (external) speech, For Vygotsky,
social interaction is important for learning, e.i. children learn adults and Executive Control Processes
other children
 Also known as executive processor, or Metacognitive skills
Information Processing Theory  Guide the flow of information through the system, helps the learner make informed
 Example processes-attention, rehearsals, organization, Sometimes call
There are three primary stages in IP Theory: METACOGNITVE SKILLS

 Encoding- information is sensed, perceived, and attended . Forgeting

 Storage- the information is stored for either a brief or extended
period of time depending upon the processes following encoding The ability to access information when needed
 Retrieval- The information is found at the appropriate time, and
reactivated fr use on a current task, the true test of effective  There are two main ways in which forgetting likely occurs:
memory.  Decay-Information is not attended to, and eventually fades away. Very
prevalent in Working memory.
The initial appeal of information processing theories was the idea that cognitive processes  Inference-New or old information blocks’ access to the information in question.
could be described in a stage-like model. The stages to processing follow a path along
which information is taken into the memory system, and reactivated when necessary. Most Methods for Increasing the Probability of Remembering
theories of information processing center around three main stages in the memory
process.  Organization- info that is organized efficiently should be recalled
 Deep processing- This is focusing upon meaning.
Sensory Register  Elaboration- Connecting new info with old, to gain meaning.
 Generation- Things we produce are easier to remember than things we hear.
The first step in the IP model, hold ALL sensory information for a VERY BRIEF time period.  Context-Remembering the situation helps recover information
 Personalization- making the information relevant to the individual
 Capacity: we hold an enormous amount, more that we can ever perceive.  Memory Methods
 Duration: Extremely brief- in order of 1 to 3 seconds  Memorization ( note the same as learning)
 Serial Position Effect ( recency and primacy) you will remember the beginning and
The Role of Attention end of list most readily
 Part Learning- Break up the list to increase memorization
 To move information into consciousness, we need to attend to it. That is, we only  Distributed Practice- Break up learning sessions, rather than cramming all the info
have the ability to perceive and remember later those things that pass through the in at once ( Massed Practice)
attention gate.  Mnemonics Aids
 Loci Method- Familiar place, associate list with items in place (i.e. living room)
Short Term Memory ( working Memory)  Peg-type- Standard list is a cue to the target list.
 Acronym – SCUBA
 Capacity: What you can say about in 2 seconds. Often said to be 7+/_2 items.  Chain Mnemonics- EGBDF
 Duration: Around 18 seconds or less  Key word Method- Association of new word/ concept with well know word/concept
 To reduce the loss of information in 18 seconds, you need to rehearse that sounds similar.
 There are two types of rehearsal- Maintenance and Elaborative
Theories of Intelligence
Long Term Memory

7
1. Psychometric Theories theories did not differentiate between these two factors, which have a significant
Psychometric theories have sought to understand the structure of intelligence; the effect on the determination of intelligence. Many people are excellent reasoners
from it takes, it categories, and its composition. Underlying psychometric but have modest vocabularies, and vice versa.
intelligence theory is a psychological model according to which intelligence is a
combination of abilities that can be measured by mental testing. These tests often Underlying the cognitive approach to intelligence is the assumption that
include analogies , classification / identification, and series completion. Each test intelligence is comprised of a set of mental representations of information, and a
score is equally weighted according to the evidence of underlying ability in each set of processes that operate the mental representations. It is assumed that a
category more intelligent person represents information better, and operates more quickly
on these representations than does a less intelligent person.
British psychologist Charles E. Spearman published the first psychometric theory Several different cognitive theories of intelligence have emerged over the years.
1904. His theory noted that people who excelled on one mental ability test often One was introduced by Earl Hunt, Nancy Frost, and Clifford Lunneborg, who in
did well on the others, and people who did poorly on one of them tended to do 1973 showed one way on which psychometric and cognitive modeling could be
poorly with others. Using this concept, Spearman devised a technique of statistical combined. Instead of using conventional psychometric tests, they used tasks that
analyzing that examined patterns of individual scores. This analysis helped him allowed them to study the basis of cognition-perception, learning and memory.
discover what he believed to be the two sources if these individual differences: Individual differences in the tasks became apparent, which they related to differing
the”general factor” which is our general intellectual ability, and a test-specific patterns of performing and operating manual representations.
factor. Several years later, Robert Stemberg suggested an alternative approach to
studying cognitive process. He argued, based on evidence he had gathered, that
American psychologist L.L. Thurstone disregarded with Spearman’s theory and his there weak only a weak relationship between basic cognitive tasks and
isolation of the “general factor” of intelligence. Thurstone believed that the “general psychometric test scores because the tasks being used were too simple. Although
factor “ resulted from Spearman;s method of analysis, and that if analysis were simple task involve cognitive processes, they are peripheral rather than central.
more thorough, seven factors would emerge. These seven factors were collectively Although opposing cognitive theories exist, they are all based on the serial
called the “primary mental abilities” and included verbal comprehension, verbal processing of information, which means that cognitive processes are executed one
comprehension, verbal fluency, numbers, spatial visualization, inductive reasoning, after another in a series.
memory, memory and perceptual speed.
The assumption is that we process chunks of information one at a time, trying to
Most psychologists agree that a broader subdivision of abilities than Spearman’s combine the processes into an overall problem-solving strategy. Other
classification is necessary, but only some agree with hierarchal subdivision. It psychologists have challenged this idea, arguing that cognitive processing is
quickly became apparent to many psychologists that were problems that could not parallel, meaning that we process large amounts of information simultaneously.
be addressed by psychometric theories. The number of abilities could not be However, it has proved difficult to distinguish between serial and parallel models of
positively identified, and the differences between them could not be clearly defined information processing.
due to the limitations of testing and analysis. However ,the most significant
problem extended beyond the number of abilities: what happens in someone’s Despite evidence and support of cognitive intelligence theories, a major problem
mind when they are using the ability in question? Psychometric theories had no remains regarding the nature of intelligence. Cognitive theories do not take into
means of addressing this issue, and cognitive theories began to fill this gap. account that the description of intelligence may differ from one cultural group to
another. Even within mainstream cultures, it will known that conventional tests do
2. Cognitive Theories not reliably predict performance. Therefore in addition to cognition, the context in
During the era of psychometric theories, people’s test scores dominated the study which the cognition operates also needs to be accounted for.
of intelligence. In 1957, American psychologist Lee Cronbach criticized how some
psychologists study individual differences and other study commonalities in human Exceptional Development ( Cognitive Development)
behavior, but the two methods never meet. Cronbach voiced the need for two
methods to be united, which let to the development of cognitive theories of Giftedness- For many years, psychometricians and psychologists, following the
intelligence. footsteps of Lewis Terman in 1916, equated giftedness with high IQ. This “legacy”
survives to the present day, in that giftedness and high IQ continue to be equated
Without understanding the processes underlying intelligence, we cannot come to in some conceptions of giftedness. Since that early time, however, other
accurate conclusions when analyzing test scores or assessing someone’s researchers (e.g, Cattell, Guilford, and Thurnstone) have argued that intellect
performance. Cognitive analysis helps the interpretation of the test scores by cannot be expressed in such a unitary manner, and have suggested more
determining to what degree the score reflects reasoning ability and the degree to multifaceted approaches to intelligence. Research conducted in the 1980s has
which it is a result of not understanding the questions or vocabulary. Psychometric provided data which support notions of multiple components to intelligence. This is

8
particularly evident in the examination of “giftedness” by Stenberge and Davidson extra 21st chromosome. It is named after John Longdon Down, the Bristish doctor
in their edited Conceptions of Giftedness. The many different conceptions of who described it in 1866. The condition is characterized by a combination of major
giftedness presented, although distinct, are interrelated in several ways. Most of and minor differences in structure. Often Down syndrome is associated with some
the investigators define giftedness in terms of multiple qualities, not all of which are impairment of cognitive ability and physical growth as well as facial appearance.
intellectual, IQ socres are often viewed as in adequate measures of giftedness. Down syndrome can be identifies during pregnancy or at birth. Individuals with
Motivation, high self concept, and creativity are they key qualities in many of these Down syndrome can have a lower than average cognitive ability, often ranging
broadened conceptions of giftedness. form mild to moderate learning disabilities. Developmental disabilities often
manifests as tendency toward concrete thinking or naivete. A small number have
Mental Retardation- is a term for a pattern of persistently slow learning of basic severe to profound mental disability. The incidence of Down syndrome is
motor and language skills (“milestones”) during child hood, and a significantly estimated at 1 per 800 to 1,00 births.
below-normal global intellectual capacity as an adult. One common criterion for
diagnosis of mental retardation is tested intelligence quotient (IQ ) of 70 or below Social and Emotional Development
and deficits in adaptive functioning.
Theories of Socio-Emotional Development
People with mental retardation may be described as having developmental
disabilities, global development delay or learning qualities. Erik Homburger Erikson (1902-1994) was a German developmental psychologist
and psychoanalyst known for his theory on social development of human beings,
Autism- is a brain development disorder characterized by impairments in social and for coing the phrase identity crisis.
interaction and communication, and restricted and repetitive behavior, all exhibited  Each of Erikson’s stages of psychosocial development are marked by a
before a child is three years old. These characteristics distinguish autism form conflict, for which successful resolution will result in a favorable outcome,
milder spectrum disorder (ASD). for example, trust vs. mistrust, and by an important event that is conflict
resolves itself around, for example, meaning of one’s life.
Autism affects many parts of the brain, how this occurs is poorly understood.  Favorable outcomes of each stage are sometimes known as “ virtues”, a
Parents usually notice signs in the first year or two of their child’s life, Early term used, in the context of Erikson work, as it is applied to medicines,
intervention may help children gain self-care and social skills, although few of meaning” potencies”For example, the virtue that would emerge from
these interventions are supported by scientific studies. There is no cure, with successful resolution. Oddly, and certainly counter-intuively, Erikson’s
severe autism, independent living is unlikely; with milder autism, there are some research reveals with breath-taking clarity how each individual must learn
success stories for adults, and an autistic culture has developed, with some how to hold both extremes of each specific life-stage challenge in tension
seeking a cure and others believing that austism is a condition rather than a with one another not rejecting one end of the tension or the other.
disorder.  Only when both extremes in a life-stage challenge are understood and
accepted as both required and useful, can the optimal virtue for that stage
Asperger’s Syndrome- (also Asperger’s Syndrome, Asperger’s disorder, surface. Thus, “trust” and “mistrust” must both the understood and
Asperger’s AS, or AD ) is one of several autism spectrum disorders (ASD) accepted, in order for realistic “hope” to emerge as a viable solution at the
characterized by difficulties in social interaction and by restricted and stereotyped first stage. Similarly,”integrity” and “despair” must both be understood and
interests and activities. AS is distinguished for other ASDs in having no general embraced, in order for actionable wisdom to emerge as a viable solution at
delay in language or cognitive development, the last stage.
There is no single treatment for AS, and the effectiveness of particular
interventions is supported by only limited data. Intervention is aimed at improving The Erikson life-stage virtues, in order of the stages in which they may be acquired are:
symptoms and function. The mainstay of treatment is behavioral therapy, focusing
on specific deficits to address poor communication skills, obsessive or repetitive Hope- basic Trust vs. Mistrust
routines, and clumsiness. Most individuals with AS can learn to cope with their
differences, but may continue to need moral support encouragement to maintain Will- Autonomy vs, Shame and Doubt
an independent life. Adults with AS have reached the highest levels of
achievement in fields such as mathematics, physics and computer science, Purpose- Initiative vs.Guilt
Researchers and people with AS have contributed to a shift in attitudes away from
the notion that AS is a difference rather than a disability. Competence- Industry vs. Inferiority

Down Syndrome_ Down syndrome or Trisonomy 21 ( usuall Down’s Syndrome in Fidelity-Identity vs. Role Confusion
Bristish English) is a specific disorder caused by the presence of all or part if an

9
Love- (in intimate relationships, work and family ) Intimacy vs, Isolation -functional value
-model’s characteristics
Caring- Generativity vs, Stagnation Intrinsic rewards

Wisdom- Integrity vs. Despair 2. Retentional processes

 Observer characteristics
Albert Bandura ( Social Cognitive Theory) -cognitive skills
 Event characteristics
 Bandura bases his theory on the acquisition of complex behaviors on a triangular -cognitive organization
diagnram illustrating the interactive effect of various factors. These three factors -cognitive rehearsal
are behavior (B), the environment (E), and the internal events that influence
perceptions and actions. (P). the relationship between these three factors is known 3. Motor reproduction process
as reciprocal determinism.  Observer characteristics
 Bandura identified three types of rienforcers of behavior. These were direct -physical capabilities
reinforcement, vicarious reinforcement and self reinforcement. Direct -subskill mastery
reinforcement would be directly experienced by the learner. Vicarious  Event characteristics
reinforcement would be observed to be consequences of the behavior of the -selection & organization of responses
model. Self reinforcement would be feelings of satisfaction or displeasure for -feedback
behavior gauged by personal performance standards. 4. Motivational processes
 Bandura describes three types of modeling stimuli, which are live models, symbolic  Observer characteristics
models, and verbal descriptions or instructions. Of these three, in American -incentive preference
society, the greatest range of exposure is in the form of symbolic models through -social bias
mass media. -internal standards
 In Bandura’s later work he introduces two other aspects to his Social Learning
Theory. These are his work on the self regulatory system and self efficacy. In the  Event characteristics
area of self regulatory system/ self evaluative behaviors he said that this system us -external reinforcement
based upon cognitive subprocesses that: -self- reinforcement
- Perceive -vivacious reinforcement
- Evaluate
- Regulate behavior Emotional Intelligence- (EI), often measured as an Emotional Intelligence Quotient (EQ),
describes an ability, capacity, or skill to perceive, assess, and manage the emotions of
Social Cognitive Theory- Utilized both in Psychology and Communications posits that one’s self, of others, and of groups. As relatively new area of psychological research, the
portions of an individual’s knowledge acquisition can be directly related to observing others definition of EI is constantly changing.
within the context of social interactions, experiences, and outside media influences
The Emotional Competencies (Goleman) model
An important point in the social cognitive theory is that the learner’s behavior is guided by
cognitive processes rather than formed or shaped by reinforced practice. Four component The El model instroduced by Daniel Goleman focuses in EL as wide array of competencies
parts are responsible for the learning and performance acquisition. These are: and skills that drive managerial performance, measured by multi-rater assessment and
self-assessment ( Bradberry and Greaves, 2005). In working with Emotional Intelligence
1. Attentional processes (1998) Goleman explored the function of EI on the job, and claimed EI to be the largest
 Observer characteristics single predictor of success in the workplace, with more recent confirmation of these
-perceptual/cognitive capacities findings on a worldwide sample seen in Bradberry and Greaves, “The Emotional
-arousal level Intelligence Quick Book” (200%)
-past performance
Goleman’s model outlines four main EI constructs:
 Event characteristics
-relevance Self-awareness- the ability to read one’s emotions and recognize their impact while using
-affective valence gut feelings to guide decisions.
-complexity

10
Self- management-involves controlling one’s emotions and impulses and adapting to Kohlberg’s basic study were largely male, and that the scoring method Kohlberg used
changing circumstances. tended to a favor a principled way of reasoning that was more common to boys, over a
moral argumentation concentrating on relations, which would be more amenable to girls.
Social awareness- the ability to sense, understand, and react to other’s emotions while Kohlberg saw reason to revise his scoring method as a result of Gilligan’s critique, after
comprehending social networks. which boys and girls scored evenly.

Relationships management- the ability to inspire, influence, and develop others while Her work formed the basis for what has become known as the ethics of care, a theory of
managing conflict. ethics that contrasts ethics of care to so-called ethics of justice.

Goleman includes a set of emotional competencies within each construct of EI. Emotional Factors Affecting Development
competencies are not innate talents, but rather learned capabilities that must be worked on
and developed to achieve outstanding performance. Goleman posits that individuals are The following are some major factors affecting the social and emotional development of
born with a general emotional intelligence that determines their potential for learning children and adolescents:
emotional competencies.
 Media
 Parenting
 Role Models
Moral Developmental Theory.  Peer groups

Kohlberg’s stages of moral development are places of moral adequacy conceived by Exceptional Development in the Area of Social Development
Lawrence Kohlberg to explain the development of moral reasoning. Created while
studying psychology at the University of Chicago, the theory was inspired by the work if Leadership- the ability of an individual to influence, motivate and enable others to
Jean Piaget and a fascination with children’s reactions to moral dilemmas. He wrote his contribute toward the effectiveness and success of the organizations of which they are
doctoral dissertation at the university in 1958, outlining what are now know as his stages of members.
moral development.
Juvenile Deliquency- Juvenile delinquency may refer to either violent or non-violent crime
Level 1 (Pre-Conventional) committed by persons who are (usually) under the age of eighteen and are still considered
to be a minor. There is much debate about whether or not such a child should be held
1. Obedience and punishment orientation criminally responsible foe his or her own actions. There are many different inside
2. Self-interest orientation influences that are believed to affect the way a child acts both negatively and positively,
(What’s in it for me) some of which are as follows:

Level 2 (Conventional)  Abandonment

 Social institutions
3. Interpersonal accord and conformity  Peer pressure
(The good boy/good girl attitude)
4. Authority and social-order maintaining orientation Affective and Mode Disorders- The mood or affective disorders are mental disorders that
(Law and order morality) primarily affect mood and interfere with the activities of daily living. Usually it includes
major depressive disorder (MDD) and bipolar disorder ( also called Manic Depressive
Level 3 ( Post- Conventional) Psychosis.

5. Social contract orientation

6. Universal ethical principles
(Principled conscience) FACILITATING HUMAN LEARNING

Carol Gilligan- her fame rests primarily on in a Different Voice: Psychological Theory and Understanding Learning and Knowledge Acquisition
Women’s Development (1982) in which she criticized Kohlberg’s research on the moral
development of used children. Which at the time showed that girls on average reached a
lower level of moral development than boys did. Giligan pointed out that the participants in

11
Definition of learning- is the acquisition and development of memories and behaviors, F. Gestalt Theoru (Kohlerm Wertheimer and Koffka)- The primary focus of this theory is on
including skills, knowledge, understanding, values and wisdom. It is the goal of education, PERCEPTION and how people assign meanings to visual stimuli,”The whole is more than
and the product of experience. It is therefore a relatively permanent change in behavior. the sum of all its parts”

Other Definitions: G. Kurt Lewin’s Topological and Vector Theory (Field Theory)- the behavior of an individual
at a given moment is the result of existing forces operating simultaneously in his life space.
1. A process inferred from relatively stable changes in behavior that result through (Internal and External forces).
practice of interaction with and adaptation to the environment (Goodwin and
Klausmeier) H. Jerome Bruner’s Theory- Also known as Instrumental Conceptualism. Learning involves
2. The development of new associations as a result of experience ( Good and 3 simultaneously processes: acquisition transformation and evaluation.
Grophy).
3. The modification of an organism’s behavior as a result of maturation and I. Information processing Theory- The theory describes the psychological events in terms
environmental experience. of transformations of information form input to output. It stresses the value of perception,
attention and memory in the learning process.
Theories of Learning
Type of Learning:
A. Edward Thorndike’s Connectionis,/Associationism Theory:
a. Cognitive Learning- is concerned with the development of ideas and concepts.
Human activity is based on association between stimulus and response. b. Affective Learning- Involves assimilation of values, emotional reactions and
acquisition of attitudes
a. Law of effect c. Psychomotor Learning- understanding the external world through the senses and
b. Law of exercise muscles.
c. Law of readiness
Cognitive and Meta-cognitive factors in Learning
B. Classical conditioning (Ivan Pavlov):
It is based on ADHESIVE principle which means that a response is attached to a Analogical Process and Transfer of Learning
stimulus through the stimulus occurring just prior to he response so that the
recurrence of the stimulus will evoke or cause the response. (ex. Dog’s salivation The Theory of Transfer of Learning was introduced by Thorndike and Woodworth (1901).
experiment) They explored how individuals would transfer learning in one context to another context
that shared similar characteristics. Their theory implied that transfer of learning depends on
C. Operant Conditioning (BF Skinner) the learning task and the transfer task being identical, also known as “identical elements.
Organism has to do something in order to get reward that is, it must operate on its There is a close relationships between transfer of learning and problem solving a problem
environment. in a new situation.
 Reinforcement: is any behavioral consequence that strengthens behavior.
It increases the likelihood of the recurrent of a particular type of response.
 Types of reinforcement:
-Positive Reinforcement: These reinforcers increase frequency. Type Characteristics
-Negative Reinforcement: Strengthens behavior by their removal. Near Overlap between situations, original and
-Primary Reinforcement: food, water, sleep transfer contexts as similar
-Secondary Reinforcement: money, grades, starts, tokens etc. Far Little overlap between situations, original
and transfer settings are dissimilar
D. Social Learning Theory ( Albert Bandura) –plus emphasis on OBSERVATIONAL Positive What is learned in one context enhances
LEARNING. learning in different setting
Negative Knowledge if a previous topic essential to
E. Wolfgang Kohler’s Insight Theory- Gaining insight is a gradual processes of exploring acquire new knowledge
analyzing and restructuring perceptions until a solution is arrived at. Vertical Knowledge of previous topic is not essential
to acquire new knowledge
Horizontal Knowledge of a previous topic is not
essential but helpful to learn a new topic
12
Literal Intact knowledge transfers to new task Intrinsic motivation is evident when people engage in an activity for its own sake, without
Figural Use some aspect of general knowledge to some obvious external incentive present. A hobby is a typical example.
think or learn about a problem
Low Road Transfer of well-established skills in almost Intrinsic motivation has been intensely studied by educational psychologists since the
automatic fashion 1970s, and numerous studies have found it to be associated with high educational
High Road Transfer involves abstraction so conscious achievement and enjoyment by the students.
formulations of connections between
contexts There us currently no”grand unified theory” to explain the origin or elements of intrinsic
High Road/Forward Abstracting situations from learning context motivation. Most explanations combine elements of Bernard Weiner’s attribution theory,
to a Bandura’s work on self-efficacy and other studies relating to locus of control and goal
Reaching Potential transfer context orientation. Thus it is thought that students are more like to experience intrinsic motivation
High Road/Backward Abstracting in the transfer context features if they:
of a
Reaching Previous situation where new skills and Attribute their educational results to internal factors that they can control (eg. The amount
knowledge were learned of effort they put in, not fixed ability).

Believe they can be effective agents in reaching desired goals (eg. The results are not
Metacogntion- refers to thinking about cognition ( memory, perception, calculation, determined by dumb luck).
association, etc.) itself or to think/reason about one’s own thinking.
Are motivated towards deep mastery of a topic, instead of just rote-learning performance to
 Metacognition involves two types of knowledge: 1) explicit, conscious, factual get good grades.
knowledge, and 2) implicit/unconsciousness knowledge.
 The efforts of metacognition are aimed at developing learner autonomy, In knowledge-sharing communities and organizations, people often cite altruistic reasons
independence and self-regulated learners. for their participation, including contributing to a common good, a moral obligation to the
group, mentoship or giving back”. This model if intrinsic motivation has emerged from three
Motivational Factors in Learning decades of research by hundreds of educationalists and still evolving.

Reward and Reinforcement In work environments, money is typically viewed as an important goal ( having food,
clothes etc) may well be more powerful than the direct motivation provided by an enjoyable
A reward is that which follows an occurrence of a specific behavior with the intention of worklace.
acknowledging the behavior in a positive way. A reward often has the intent of encouraging
the behavior to happen again. Learning styles vs. learning strategies.

There are two kinds of rewards, extrinsic and intrinsic rewards are external to, or outside Issues regarding learning style are somewhat related, i.e students that willing and able to
of, the individual; for example, praise or money. Intrinsic rewards are internal to or within, think in more abstract terms and/or to critically examine what they do may show better
the individual; for example, satisfaction or accomplishment. performance.

Some authors distinguish between two forms of intrinsic motivation: on based on A learning style refers to the relationship between individuals and their ways of learning
enjoyment, the other on obligation. In this context, obligation refers to motivation bases on whereas learning strategies refer to attitudes and behavior that is oriented towards goals .
what an individual thinks ought to be done. For, instance, a feeling of responsibility for a As an example, one could compare/oppose.
mission may lead to helping others beyond what is easily observable, rewarded, or fun.
Learning style Learning strategy
A reinforce is different from reward, in that reinforcement is intended to create a measured Self-assessment Self-assessment
increase in the rate of a desirable behavior following the addition of something to the Field-dependent Field- independent
environment. Cognitive level Plus meta-cognitive level
Learner preference Learner competence
Intrinsic and Extrinsic Motivation
Socio-cultural Dimensions of Learning
13
Theories of Situated Learning important role in their unique way either as agents of cultural and social transmission or as
agents of social transformation.
Situated learning has antecedents in the work of Gibson (theory of affordances) and
Vygotsky ( social learning). In addition, the theory of Schoenfield on mathematical problem The Nature of Education
solving embodies some of the critical elements of situated learning framework. Situated
learning is a general theory of knowledge acquisition. It has been applied in the context of Sociology provides educators as special perspective in studying the school and society.
technology-based learning activities for schools that focus in problem-solving skills. Schools, by their nature are social organizations. Because of the nature of education, the
study of school systems becomes the concern of sociologists. Sociologist study the social
Principles of Situated Learning: issues and concerns in education which impact on socialization.

1. Knowledge needs to be presented in an authentic context, i.e, setting and The Role of Schools
applications that would normally involve that knowledge
2. Learning requires social interaction and collaboration. Dr. Adelaida Bago, in her book Social Dimensions in the Philippine Education, stresses
there are two possible purpose or roles of schools:
Individual Differences in Learning
1. There are those who believe that one role of the school is to educate citizens to fit
Multiple Intelligences into society
2. There are those who believe that the role of the school is to educate citizens to
The theory of multiple intelligence was developed in 1983 by Dr, Howard Gardner, change the society
professor of education at Harvard University. It suggests that the traditional notion of
intelligences to account for a broader range of human potential inchildren and adults. The Specific purposes of the school are the following:

Learning Preferences a. Cognitive Purposes- teaching the basic cognitive skills such as reading, writing
and speaking.
Visual/Verbal b. Political Purposes- inculcation of patriotism or loyalty to the existing political order.
c. Social Purposes- concerns with the socialization of citizens into their various roles
Visual/Nonverbal in society.
d. Economic Purposes- involves training and preparation of citizens for the world of
Tactile/Kinesthetic work.

Auditory Verbal School as Open System

Characterizing Students with Special Learning Needs School are open systems that draw their inputs and send back their outputs to the
environment. An open system, like a living organism, has a homeostatic nature.
An exceptional child is one that is different in some way form the” normal” ot”average” Homeostasis is the property of open system to regulate its internal environment to maintain
child. The term “exceptional child” includes those with special problems related to physical stable constant condition. This is done through internal regulation mechanisms of inter-
disabilities, sensory impairments, emotional disturbances, learning disabilities and metal related and interaction parts that counteract any departure from the normal or usual.
retardation. Most exceptional children require a lot of understanding and patience as well
as special education and related services if they are to reach their full potential THEORETICAL PERSPECTIVE
development.
To provide logical explanations for why things happen the way they do in group situations,
sociologists make use of theoretical perspective. These theories also become the basis for
analyzing curriculum, instruction and structure in the school organization. The functionalist
SOCIOLOGICAL DIMENSIONS OF EDUCATION and Conflict Theories focus macro-level sociological analysis, while the interaction theory
focuses on the micro level analysis.
Sociologist offer different theoretical perspective that are anchored on the concept that
school is an open system to explain the relationship between the school and the society.
The diverse sociological explanations enable educators to understand how the school, as a
social institution of society, interacts with social environment as they perform their

14
1. The Functionalist Theory- (other known as equilibrium theory). The key terms in of Interaction in Philippine Setting
society. Social equilibrium is achieved through the process of socialization of
members into the basic values norms of particular group so that consensus is Jocano (1998) proposed a social framework that could be used as basis for understanding
reached. The different parts or members of the society are interdependent grouped the relationships and interaction between and among groups in the Philippine education
and organized to form a system. setting. The Framework shows the interlocking and interfacing of relationships of kinship
a. Talcot Parsons- conceptualized society as a collection of systems within and family, socialization practices and cultural themes that impact on the school system.
systems (McLeland, 2000)
b. Emile Durkheim- believed that education plays a significant roles in creating,  Culture- is the complex whole which includes the customs, beliefs, more, folkways
moral unity, which is an imperative in social cohesion and harmony, Durkheim of a certain group of people.
defined education and the concerns of sociology as follows: “ Education is the  Education is transferring of culture
influence exercised by adult generations on those that are not yet ready for  Sub-Culture- specialized from culture practiced by a small group of people which
social life, its object is to arouse and to develop in the child a certain number of shows uniqueness compared to other groups.
physical, intellectual and moral states which are demanded of him by both the  Norm- what is considered” normal” is basically based on the number of people
political society as a whole and special milieu for which he is specifically practicing a certain behavior.
destined..
2. Conflict Theory- assumes a tension in society and its part due to competing Kinds of Groups
interest of individuals and groups. Adherents of the theory argue that what holds
society together is economic, political, cultural, military power and note shared  Primary group
values alone. The social order is based on the stability of dominant groups to  Secondary group
impose their will on others who are powerless. The Conflict theory is based on four  In group
interlocking concepts: competition, structural inequality, revolution and war.  Out group
a. Karl Marx- the founder of the conflict school of thought believed that because  Reference group
the class system separates the employers from workers and workers from the  Peer group
benefits of their own labor, class struggle is inevitable. According to him  Circle
inevitably the workers would overthrow the capatalists and establish a new  Gang
society where the proletariat could freely avail of the benefits of their labor.
b. Max Weber- the father of bureaucratic thought was convinced that although
power relations between dominant and powerless group shape society, class
differences alone could not fully explain the complex way human beings from
hierarchies and belief systems and make them work. Weber examined status
cultures as well as class positions. According to him, the main activity of
schools is to teach particular “status cultures” both in and outside the SOCIAL FRAMEWORK
classroom
3. Interaction Theories- the focus of the interaction theory is the communication and SOCIALIZATION
the relationship that exists among and between groups in education- peers, Kinship
CULTURAL THEME
teachers, students, teacher-principal and teacher- parents. The concern is to study Family
the social-psychological questions that impact on normative attitudes, values, Personalized care
aspirations and self –concepts of particular groups that in return impact on the Sensitvity
Parental Obligations
teaching- learning process. Barkada
a. Labeling Theory- this theory is related to expectations. For instance, in general Personal
the expectations of significant others on the learners, determine to a large
extent in the behavior of students. To this extent, the processes by which
students are labeled either as gifted or learning disabled, fast or slow learner,
smart or dumb, affect the quality as well as the extent and speed of learning.
b. Exchange Theory- is based on the concept of reciprocity or”katugunan”.
Reciprocal interactions bind individuals ( teachers, students, parents, Types of Groups
administrators) with obligations. The consequences of interaction are rewards
and benefits.  Integrated group- the members have common action in shared meanings and
values

15
  Crowed- members act together on the basis of a shared emotion and feelings, as 2. Doctrine of salvation
in religious revival meetings, revolutionary mob or a panic. 3. A code of conduct
 Audience or mass- members act together on the basis of a common attitudes 4. Religious rituals
without interaction among members; like people at film showing. 4. Government
 Public-this refers a number of people in some form of community come to a A government is an institution entrusted with making and enforcing the rules of a
common agreement who have common interest but do not necessarily come to a society as well as with regulating relations with other societies. In order to be
common agreement. considered a government, a ruling body must be recognized as such by the people
it purpose to govern.
Social Institutions
Types of Government
Social Institution Defined: a. Democracy
b. Monarchy
According to Anthony Giddens, Social Institutions are” enduring features of social life”. It is c. Authoritarianism
a complex of positions, norms and social relations performing a social role. Social d. Totalitarianism
institutions includes government, families, and other groups of people with recognizable
social interaction and norms of conduct. Social Problems- growing groups and countries experience various societal problem
brought about by various factors.
Characteristics:
 Juvenile delinquency
1. Social Purpose-institution satisfy social needs  Crime
2. Permanence-institution are relatively permanent  Alcoholism
3. Enforcing rules and regulations- institution governs behavior  Suicide
4. Promotes values- institution exerts social pressure regarding right conduct  Drug addiction
 Racial prejudice
Major Social Institutions  Industrial conflict
 Poverty
1. Family – is a group of people affiliated by consanguinity, affinity and co-residence.  Graft and corruption
It is the smallest social institution. One of the primary function of the family is to
produce and reproduce persons both biologically and socially (in cases of Social Control- refers to the ways in which members of a society influence one another so
adoption). as to maintain social order.
a. Conjugal Family-includes the husband, wife, and children who are not of age
yet.  Informal Social Control
b. Consanguinity Family- consist of a parent and his or her children, and other  Mores and folkways
people.  Expectations not written down but perceived and made known to him
c. Matrilocal Family- consists of a mother and her children  Pressure to conform
2. Education  Internalizing the values and attitudes of family
Transmission of knowledge is the primary purpose of education. As a social  Helping the child to understand and norms of the bigger group
institution school has the following purpose.  Desire for acceptance of the bigger group
1. Intellectual-schools teach basic knowledge and skills commonly known as the  Formal Social Control
3 Rs and eventually developing their HOTS (higher order thinking skills)  Passage of law
2. Political-schools develop allegiance to the country and promotes patriotism  Formal mechanism to maintain control over the behavior of its members
3. Social-schools develop person’s ability to interact with fellow human being  Tendency to level an individual who is out of line and gossip
4. Economic-schools prepare the person to achieve suitable occupational  Curbing anti-social attitudes by disallowing privacy or ascribing
endeavors. undesirable status to deviants.
3. Religion
According to Stark religion is the “socially defined patterns of beliefs concerning Social process- sociologist have noted that social change occurs in patterns and these
the ultimate meaning of life; it assumes the existence of the supernatural” patterns are called social process, this is also used to interpret social behavior.
Characteristics:
1. Belief in the higher being (deity) Classification of Social Process

16
Competition- an impersonal attempt to gain scare and valued resources of wealth, land  The role of the teacher is as facilitator, catalyst, monitor and evaluator of learning.
etc.
LEARNING TO DO
Conflict- involves the use of deliberate power
 Represents the skillful, creative and discerning application of knowledge
Accommodation-is the conscious adjustment and compromise among conflicting groups  One must learn how to think creatively, critically and holistically, and how to deeply
to live without conflict understand the information that is presented.
 To perform a job or work, the learning to do must be fulfilled. This entails the
Assimilation-is the learning and acceptance by one group of the beliefs and values of acquisition of competence that enables people to deal with a variety of situations,
another groups so that they gradually become virtually indistinguishable. and to work in teams.

Characteristics of Culture LEARNING TO LIVE TOGETHER

1. Culture is Learned  Vital in building a genuine and lasting culture of peace in the world.
2. Pakikipagkapwatao  Can be achieved by developing in understanding of others and their history,
3. Family orientation traditions and spiritual values, and appreciation of interdependence.
4. Joy and humor  A wide range of skills is necessary for the pillar of education; self-control, handling
5. Flexibility, adaptability, creativity emotions, communication, interpretation of behaviors, critical thinking, relationship
6. Hardwork and industry building and cooperation, negotiation, mediation and refusal, problem solving and
7. Faith and religiosity decision making.
8. Ability to survive  Teachers should help the students realize the value of being able to live together,
in their gradually enlarging world: home, school, community, city, town, province,
Weakness of the Filipino Character country, and the world as a global village.

1. Extreme personalism LEARNING TO BE

2. Extreme family centeredness
3. Lack of discipline  Dominant theme of Edgar Faure is report” Learning to Be: The World of Education
4. Passivity and lack of initiative Today and Tomorrow”, published UNESCO
5. Colonial mentality  If refers to the role of education in developing all the dimensions of the complete
6. Kanya-kanya syndrome person: to achieve the physical, intellectual, emotional and ethical integration of
7. Lack of self-analysis and self-reflection the individual into a complete man. Pertains to the overall development of the
human person as individual and a member of the society
PILLARS OF LEARNING
GENDER and DEVELOPMENT
 The Four Pillars of Education all started with the report entitled” Learning the
Treasure within” of the International Commission of Education for the Twenty-first In many countries where women still face discrimination, let us promote gender equality
–Century chaired by Jacques Delors in 1996. It was published by the UNESCO. and development between boys and girls in primary school. It is the 3 rd UN Millennium Goal
 The report itself provides new insights into education for the 21 st century. It which aims to eliminate gender disparity in primary and secondary education, preferably by
stresses that each individual must be equipped to seize learning opportunities 2005, and all levels of education no later than 2015. Let us step up to empower women in
throughout life broaden one’s knowledge, skills and attitudes, and adapt to a access to education, work and involvement in decision making.”
changing complex and interdependent world.
Gender and development or GAD is an approach on socially constructed basis of the
LEARNING TO KNOW difference between men and women and emphasized the need to challenge the existing
gender roles and relations.
 Implies learning how to learn by developing one’s concentration, memory skills and
ability to think; acquiring the instrument of understanding. Sex vs Gender
 To learn to know, students need to develop learn-to-learn-skills. Such skills are
learning to read with comprehension, listening, observing, asking question, data SEX GENDER
gathering, note taking and accessing, processing, selecting and using information  Categorized as male or female  Masculinity and femininity

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  Biological  Socially, culturally and historically schools and the media. Hence, we must we recognized those biases and change
 Fixed at birth determined the attitude they represent by accepting all children as we receive them.
 Does not change across time and  Learned through socialization  OPPRESSION- (racism or biased attitudes) a problem in multi cultural classes vs
space  Varies over time and space OPPENESS-developing as much effort to changing to learn about other’s culture,
 Equally  Unequally valued (masculinity as nurturing diversity by making multicultural education a process of action.
the norm
LEGAL DIMENSIONS OF THE PHILIPPINE EDUCATION
Socialization- is a process by which social norms, roles and expectations are learned and
internalize. The educational system in terms of curriculum, instruction, structure and organization at
any given period of history is defined by organic laws, acts, and policies crafted by legal
Gender Socialization- is a process by which norms, roles and expectation in relation to and educational experts as well as national policy makers. These statutes provide direction
gender are learned by men and women. and guidance to those involved in the educational system.

Gender Stereotype-a form of prejudgment, bias or limitation given to roles and NATIONAL COMMISSIONS
expectations of male and females.
1. Monroe Survey (1925)- The work of the commission because the basis for reforms
Channel of Socialization in administrative organization and supervision, basic and higher education, teacher
education and training, language instruction, private education, finance and
1. Family education of non-Christians. ( martin, 1980)
A. Manipulation 2. Swamson Survey (1959)- Two important recommendations of the Commission
B. Canalization were the restoration of grade 7 and the provision of higher financing for schools.
C. Verbal Application (Martin, 1980)
D. Activity Exposure 3. PCSPE(1989)- Presidential Commission to Survey Philippine Education-
2. Church recommendations of the commission include:
3. Mass media 1. Mismatch between educational priorities and national development priorities.
4. School 2. Lack of systemic planning and evaluation in education became the basis for
A. Instructional Language major reforms.
B. Classroom Management 4. EDCOM (1991) -Congressional Commission on Education-some of the radical
C. Instructional Materials changes that came about as a result of the EDCOM report were: the creation of
the independent Commission on Higher Education (CHED), the professionalization
of teachers through the creation of the Licensure Examination for Teachers (LET),
Cultural Dimensions of Learning the clear definition of career service paths for teachers and administrators, the
creation of the Technical Education and Skills Development Authority( TESDA).
5. PCER (1999)- Presidential Commission on Educational Reform- the
recommendations of the commission became the basis for the formulation of a
MULTICULTURAL EDUCATION package of policy and projects known as the Higher Education Development
Project ( HEDP)
 A field of study and an emerging discipline whose major aim is to create equal
opportunities from diverse racial, ethnic, social class and cultural groups. SPECIFIC DECREES, ACTS &LAWS (Legalizing Philippine Education)
 The primary goal of multicultural education is to transform the school so that male
and female students, exceptional students, and students from diverse cultural 1. PROVISIONAL CONSTITUTION OF BIAK NA BATO
social-class, racial, and ethnic groups experience an equal opportunity to learn. Article XV- The Secretary of Interior was to take charge among other duties, with
the advancement of the public instruction.
TEACHING IN MULTI CULTURAL CLASSES a. Elimination of the friar control over all or most aspects of education
b. Secularization of a universal system of primary education
 Multicultural education embodies a perspective rather than a curriculum. Teachers c. Greater supervision and control higher education by the state
must consider children’s cultural identities and be aware of their own biases d. Implementation of a more modern and progressive educational system
 Teachers and parents need to acknowledge the fact that we are inevitably patterned ater western models
influenced by the stereotypes and one-sided view of society that exists in our

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2. THE MALOLOS CONSTITUTION (1899 Constitution) 5. THE FREEDOM CONSTITUTION OF 1986
Article 23 not only contain instruction regarding the public schools; it also specifies Article XV, Section 8 contained the specific provisions on education. Thus the
the manner by which private schools maybe established in order to provide more educational system during the interim period was basically the same as the one
access to education to a greater number of Filipinos. All primary education was operating under the Martial Law.
offered free and compulsory in all schools in the country as explicitly stated in the
constitution. 6. THE 1987 CONSTITUTION
“Any Filipino may establish and maintain institutions of learning, in accordance with Section 17 of the Constitution states:” The state shall give priority to education,
the laws authorizing them, Public Education shall be free and obligatory in all science and technology, arts, culture, and sports to foster patriotism and
schools of the nation” nationalism, accelerate social progress, and promote total human liberation and
development”
3. THE 1935 CONSTITUTION This general principle was defined in sections 1-5 of article IV on Education,
Article XIV- provides ”All schools shall aim to develop moral character, personal Science and Technology, Arts, Culture and Sports Education.
discipline, civic conscience, and vocational efficiency, and to teach the duties of
citizenship” 7. THE ROYAL EDUCATIONAL DECREE OF 1863
Article XIV, Sec 5; “All educational institution shall be under the supervision of a In an attempt to correct the existing deficiencies in education, the Royal
subject to regulation by the state. The government shall establish and maintain a Educational decree of 1863 was promulgated. The main objective of the decree
complete and adequate system of public education, and shall provide at least free was to establish a system of elementary schools for the country and to provide
public primary instruction and citizenship training to adult citizens. training for teachers in order to “broaden as much as possible the teaching of the
The Japanese occupied the City of Manila in 1942. Subsequently, the Japanese Holy Catholic Faith, of the language of the fatherland, and of the elementary
dissolved the National Government and replaced it with Central Administrative knowledge of life.”
Organization of the Japanes Army. The Japanese created the Department of
Education, Health and Public Welfare with Claro M. Recto as commissioner. The 8. EDUCATIONAL ACT OF 1901
Bureau of Private Education supervised private schools and colleges. The six In 1901, a few years after the establishment of the American Rule in the country,
basic principles of Japanese education basic principles of Japanese education in the Philippines Commission passed the first comprehensive school law for the
the Philippines include the following as enumerated by Bago. Philippines.
a. To make people understand the position of the Philippines as member of the The main objective of the Educational Act of 1901, which is also known as
EAST-ASIA Co Prosperity Sphere. Philippine Commission Act no.74 and considered as the “ Organic school law of
b. To eradicate the old idea of the reliance upon the western nations especially the Philippines” was to establish a highly centralized educational system in the
upon the United States and Great Britain, and to posters a new Filipino culture country.
based on the self-consciousness of the people as Orientals 9. EDUCATIONAL ACT OF 1940
c. To endeavor to evaluate the morals of the people, giving up the over emphasis
on materialism The educational act of 1940 during the Commonwealth period ushered a new era
d. To strive for the diffusion of the Japanese language in the Philippines and to in educational history. The primary aim of the act was”to meet the increasing
terminate the use of English in due course. demand for public elementary instruction at the same time comply with the
e. To put importance to the diffusion of elementary education and to the constitutional mandate on public education.
promotion of vocational education.
f. To inspire the people with the spirit to love labor. 10. EDUCATIONAL ACT OF 1982
The act provides for the establishment and maintenance of an integrated system of
education (both formal and non-formal) relevant to the goals of national
development. In recognition of the right of every individual to have equal access to
4. THE 1973 CONSTITUITION relevant quality education. The act defines the structure of the forma education
The 1973 constitution provided specific provisions on education in several sections consisting of elementary , secondary and tertiary levels as well as delineates the
that demonstrates the important role assigned to education in creating the New objectives of each category.
Society. Section 8 of Article XV provides that: “All educational institutions shall, be
under the supervision of an subject to regulation by the state. The state shall
establish and maintain a complete, adequate, and integrated system of education 11. THE PHILIPPINES BILINGUAL POLICY (BEP)
relevant to the goals of the national development”. The policy provided an operational definition of Bilingual Education in the
Other education-related provisions are found in section 9 and 11. Philippines, which is the separate use of Filipino and English as the media of

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 instruction in specific subject area. ( as reiterations of DECS order No. 25 of 1974- “The Department of Education envisions every learner to be functionally literate,
Implementing Guidelines for the policy on Bilingual Education equipped with life skills, appreciative of the arts and sports, and imbued with the
desirable values of a person who is makabayan (patriotic), makatao (mindful of
12. FREE PUBLIC SECONDARY ACT OF 1988 humanity), makakalikasan ( res-pecful of nature) and maka-diyos (godly).
The act established and provided for a free public secondary education to all
qualified citizens. Purpose of Holistic Education
The purpose of holistic education is to prepare students to meet the challenges of
13. THE HIGHER EDUCATION ACT OF 1994 living as well as schooling. To ensure holistic education, it is important for young
The act created the Commission on Higher Education (CHED) which is people to learn a variety of human concerns which include knowing and
independent and separate form DECS. understanding about the following: (Holistic Education, 2003)
1. Themselves
14. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT ACT OF 1994 2. Healthy relationships with others
This Act (R.A. No. 7796) which is also known as the TESDA Act of 1994, created 3. Social development
the Technical Education and Skills Development Authority, providing for its 4. Resilience
powers, structure and for other purposes. The general aim of the Act is to 5. Beauty, truth and transcendental experience
provide”relevant, accessible, high quality and efficient technical education and
skills development in support of the development of high quality Filipino middle- Cognitive Development
level manpower responsive to and in accordance with Philippine development
goals and priorities”. Cognition represents the manner by which a human being acquires, stores, processes and
uses information about the internal and external environment.
15. HIGHER EDUCATION MODERNIZATION ACT OF 1997
Otherwise known as R.A. 8292. This act provides among others for the uniform Three famous cognitive psychologists:
composition and powers of the governing boards of state universities and colleges,
with the chairman of CHED as the chair of the governing boards of all SUCs. 1. Jean Piaget- considered the development of the intellect according in four
sequential stages that form a continuum of mental processes which increasingly
16. AN ACT TO LENGHTHEN THE SCHOOL CALENDAR become more sophisticated as the individual grows and develops.
Under this act, the school year shall start on the first Monday of June but not later 2. Jerome Bruner- like Piaget. Bruner considered intellectual development as taking
than the last day of August. In the implementation of this act, the Secretary of place in stages, from the simple to the complex. According to Bruner, human
Education shall determine the end of the regular school year, taking into beings represent in their minds the world around them based on the cognitive level
consideration the Christmas and summer vacations, and the particular they are in at a particular point in time, however, unlike Piaget, Bruner did not
circumstances of each region. consider cognitive levels as age-bound.
17. GOVERNANCE OF THE BASIC EDUCATION ACT OF 2001 3. Lev Vygotsky- on the other hand, he focused on the important role of language
and social interaction in cognitive development. To Vygotsky, it is necessary to
This act contains provision that are also found in the educational act of 1982 understand the interrelations between thought and language, in order to
regarding the organizational structure of the educational bureaucracy. The understand intellectual development.
important provision of this act is the remaining of the department of education,
culture and sports to the department of education Social Emotional Development

Social emotional development, like cognitive development is the product of interaction

PSYCHOLOGICAL DIMENSIONS OF EDUCATION between the biological and environmental factors. The social dimension refers to the
interaction with others, while the emotional refers to feelings about oneself.
Learning is not a function of the mind alone but of the total person which is the
overreaching principle of holistic education, that is, to provide learning Eric Erikson is known for “identity crisis”. He formulated a theory of social-emotional
opportunities for the development of the physical, intellectual, psychomotor, development based on his extensive experience in psychotherapy and dealings with
character and social development of human beings. children and adolescents from all social class levels. He proposed that socialization
consists of “the eight stages of man” each stage involves a “psycho- social crisis”.
Definition of Holistic Education
The concept of holistic education, based on a spiritual/philosophical orientation’s
encapsulated in the Primer for 2002 Basic Education Curriculum:

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Kohlberg’s Theory of Moral Development

Lawrence Kohlberg, proposed six stages of moral development. The first three of which (adapted from Krathwohl, D. Bloom, B, and Masia, B. (1964 ) Taxanomy of Educational
share many features with the stages in the Piagetian model. He believes that moral Objectives)
development tales place through a series of six under three levels of development:
Age Taxonomy of the Psychomotor Domain
Trust vs Mistrust Stage 0-11 year HOPE
Autonomy vs Shame and Doubt 2-3 years WILL POWER Holistic education not only involves the development of the cognitive and affective
Initiative vs Guilt 4-5 years PURPOSE domains. It also involves the development of the psychomotor domains which pertain to
Industry vs Inferiority 6 age of puberty COMPETENCY physical movement, perceptual abilities and non-verbal communication. Harrow ,A.J.
Industry vs Identity Diffusion 13-20 age of adolescence FIDELITY developed a taxonomy of objectives for psychomotor with six categories:
Intimacy vs Isolation Over 20, young adult LOVE
Generativity vs Self- Absorption Adulthood CARE 1. Reflex Movements- this includes segmental reflexes.
Integrity vs Despair Mature adulthood WISDOM 2. Fundamental Movements- this include walking, running, jumping..etc.
3. Perceptual Abilities-.this include kinesthetic, visual, auditory, tactile and
coordination.
1. Pre-Conventional Level 4. Physical Abilities- involve endurance, strength, flexibility, agility, and dexterity.
a. Stage 1-Obedience and Punishment Orientation 5. Skilled Movements- these are the movements necessary in games, sports, dances
b. Stage 2- Self-interest Orientation ( individualism, instrumentation and and the arts.
exchange) 6. Non-Discursive Communications- these relate to expressive movements through
2. Conventional Level posture, gestures, facial expressions and creative movement.
c. Stage 3- Good boy/Good Girl Orientation (interpersonal accord and
conformity) HISTORICAL DIMENSION OF EDUCATION
d. Stage 4- Law and Order Orientation (authority and social-order maintaining)
3. Post-Conventional Level
e. Stage 5- Social Contract Orientations Education is as old as life itself. No one can present an accurate account concerning the
f. Stage 6- Principled Conscience Orientations origin of education. There are 2 opposing school of thoughts when it comes to origin of
education.
Taxonomy of the Affective Domain
1. Evolutionist – education started form primitive people
Krathwohl, Bloom and Masia ( 1956) developed a taxonomy of objectives in the affective 2. Creationist- education started from Adam and Eve
domain. Affective phenomena run through from simple behaviors to increasing more
complex ones that require organization and characterization or internalization Modern day education owes much of it system to the institutions established by the ancient
civilizations of China, India, Israel, Egypt, Greece and Rome

Chinese Education
CHARACTERIZATION
 Chinese are descendants from the rivers banks of Huang Ho and Yangtze River.
 Aimed at selecting and training people for public services.
 Emphasis on modeling a person’s character and moral values.
ORGANIZATION  Believed that government has responsibility to provide education
 Centered on the mastery of Chinese language and classical literature particularly
VALUING the work of Confucius ( the first teacher in China).
 Analects- the most revered Chinese classical literature which contains the sayings
of Confucius.
RESPONDING
Egyptian Education
RECEIVING
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  Egyptians were polytheist people (worshippers of many gods)  At 18 if Athenian boy finished his training he will be called an Ephebos ( novice
 Pharaohs were considered their god and king citizen), after
 Priest and scribes were teachers of noble class  The Sophist ( New Class of Teachers)
 Parents were teachers of lower class or fellahin Sophist were well traveled men who were mostly non-citizen of Athens, they
 Education was highly practical and empirical offered new perspective in learning through declamation and oration, grammar,
 They devised a system of picture writing called hieroglyphics. rhetoric, critical and reflective thinking.
 Provide the modern world with the basic foundation of education, art, music,
literature, mathematics, engineering, architecture, astronomy, geography, geology, Protagoras- Chief of the Sophist
medicine etc.
The 3 Great Educational Theorists
Greek Education
1. Socrates-he postulated” know thyself” and accepted the fundamental principles of
 Ancient Greece was divided into several Poleis (small city-states) Protagoras that man is the measure of all things
 Greeks were mixture of Germanic and Aryan stock ( strong race) 2. Plato –wrote the “Republic”, he advocated a government which he termed
 Sparta and Athens were two or more popular poleis Aristorcratic Socialism (philosophical king, warrior and artisan)
 Constant struggle between Sparta and Athens resulted in Peloponnesian War 3. Aristotle- father of modern sciences
which lasted for 27 years.
Greek Universities
Spartan Education
1. Rhetorical Schools ( founded by Sophists)
 Sparta was the largest polis 2. Philosophical Schools
 Purely military city-state a. Academy- founded by Plato
 Mothers functioned as state nurses b. Lyceum- founded by Aristotle
 At age 7 boys were turned over to Paidonomus- a military commander who cared c. School of Stoics- by Zeno
for boys until age 18 d. Epicurean-by Epicurus
 Boys stayed with the paidonomoud until 3. Combined Rhetorical and Philosophical School
 At 18 boys prepare for the military training a. University of Athens-most teachers were Sophist supported by Athenian
 At 20 get assigned for actual war Government bust disappeared when Constantine declared Christianity as
 At 30 they are compelled to many official religion
 Girl’s education was limited to the instructions given by their mothers 4. School Outside Greece- University of Alexandra (Egypt) Built in honor of
 Because of their system, there was no famous Spartan Alexander the Great
Famous Alumni- Euclid (geometry), Erastosthenes ( Geography and Astronomy),
Athenian Education Archimedes ( Physics)

 Men sana en coporesano’(sound mind sound body) . This is the ultimate aim of Roman Education
Athenian education Pragmatic education-strived to find practical application of the knowledge they
 Democratic form of living, democracy is the lasting legacy of Athens to the world acquired and activities they pursued.
 Athens preserved the family a. Early Roman Education (home based education)
 All schools were private b. Hellenized Roman education- started when Rome’s contact with Greek
 Boys were separated from girls civilization then finally conquering Greece.
 Form-0-7 yr old, boys stayed at home received training form Paidogogus ( an
educated slave) Stages of Roman Education:
 Palaestra- a public gymnasium were boys had their physical training under a
Paedotribe 1. Elementary (7-10)= Literator
 Pentathlon (running, jumping, discus, javelin and wrestling 2. Secondary (10-16)=Gramaticus
 Kitharistes- music teacher, teaches poetry like lliad and Odyssey 3. Higher Education (16 up)=Rhetorical
 Grammarian-Writing teacher
Medieval Education
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  Medieval education started when the roman empire fell around 400 Ad  If the students pass the thesis defense he will receive Licential Docebdi
 Christianity was declared as the official religion of the state by Constantine the  Remaissance Period (the peak of Arts and Sciences)- Renaissance is considered
Great, therefore Catholics grew in number and power the start of modern period
 Hierarchy of Church in Middle ages:  Reformation Period- Martin Luther nailed his 95 theses containing the abuses of
1. Pope-leader of the church and held office in Rome the church to the door pos of his church.
2. Cardinal  Counter Reformation= to win back protestants, the pope assigned 3 congregations
3. Archbishop to head counter-reformation.
4. Bishop 1. Brothers of Christian School (founded by St. La Salle)
5. Priest/Clergy 2. Society of Jesus ( founded by St. Francis of Loyola)
3. Jansenites ( founded by St. Cyrene)
Movements During Middle Ages
Notable Names in Education
1. Monasticism-advocated by St. Benedict. They were called”monks” and stayed in
monasteries which serve as repositories of classical literature.  Socrates-“know thy self”
2. Scholasticism-“Education as an intellectual discipline.  Plato-wrote the “Republic”
Anseim- Father of Scholasticism  Aristotle-Father of Modern Sciences
Abelard- One of the famous schoolmen  Ciero-Wrote the “Oratore”
St. Thomas Aquinas= wrote “Summa Theolagiae” (official doctrine of Catholic  Quintillian-Wrote” Institution Oratoria” he was a famous Grammaticus
Church)  Anselm-father of scholasticism
 Abelard- spearheaded Conceptualism
Early School During Middle Ages  St. Thomas Aquinas- “wrote” Summa Theolgiae”
 Erasmus- suggested that education be in accordance with the needs of society, he
 Catechumenal School- “catechumens” are new converts, they held their classes in was a humanist who advocated the importance of studying the character of the
small churches child
 Catechetical School- for in-depth training in religion  Ascham- wrote the “Schoolmaster” condemning brutal punishment in English
 Episcopal/Cathedral School-organized by bishop to train clergy schools during his time.
 John Amos Comenius- father of modern education, he wrote the first picture
book”Orbis Senualium Pictus”
The Medieval University  Mulcaster-said that” Education should be in accordance with nature”
 John Locke-“tabula rasa’ ( blank sheet)
 The most important contribution of the middle ages  John Jacques Rosseau-wrote”Emile” (Education should be in accordance with the
 The first universities focused on teaching medicine nature of the child)
 University of Napes (the first organized university  Pestallozzi- defined education as natural ,symmetrical and harmonious
development of the faculties of the child
Composition of Medieval University  Herbart- conceived education as aimed towards the development of morality and
virtue. He is famous for the Herbatian Method in psychology
1. Studium Generale ( entire studentry)  Froebel-father of kindergarden
2. Nation (students and teachers who came from same place of origin)  John Dewey- “Education is not preparation for life, it is life”
3. Councilor (leader of Nation)  St.John Baptiste de la Salle- patron saint of teachers
4. Facultas (teachers who teaches the same subjects  Maria Montessori-advocated the child- centered education and prepared
5. Dean (leader of Facultas) environment
6. Rector (chosen by councilors and facultas)
ORIENTAL PHILOSOPHY
Degree Offered by Medieval University
CONFUCIANISM
 At 13 to 14, a boy may enter a university and study Liberal Arts
 At 21 teach younger boys  Had its beginning in the teachings of Confucius but the following sages took the
 At 25 write thesis lead in building its formulation. Mencius and Hzun-Tzu.

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  Confucius is the Latinized name for Kung-Fu-Tzu-Fu-Tzu. tze which means  Cultivating human relations
master, is a polite suffix added to the names of most of the philosophers during the  Developing human faculties
Chou Dynasty.  Sublimating one’s personality
 Confucius was the founder of the Ju School which was known in the west as the  Upholding human rights
Confucian School.  To achieve Jen one must practice the Chung and the Shu (the Principle of
 The Ju or Confucian School emphasized matters concerning human-heartedness Reciprocity).
and righteousness and the six liberal arts commonly translated as Liu Yi or the Six  Chung- means faithfulness; a state of the mind when one is completely honest
Classics namely: with himself
 Yi Ching or the Book of Changes  Shu- means altruisn; it is regard for the others; a state of mind when one has
 Shi-Ching or the Book of Odes complete understanding and sympathy with the outside world, the opposite of
 Shu-Ching or the Book of History selfishness.
 Li-chi or the Rituals and Rites
 Chu’unCh’iu or the Book of Spring and Autumn Annals CONFUCIANMISM DOCTRINCE OF YI
 The primary goal of Confucius was not just to make his” disciples” to ne well
versed of the Classics but to be”rounded men”, useful to the state and the society.  Literally,Yi means righteousness
Thus, he taught them various branches of knowledge (ancient cultural history,  The concept of Yi is the one that upholds man’s conduct
interpretations baed on his moral concepts) based on the different Classics.  It is the highest principle embodied in the activities of mankind
 Confucius’philosophy is HUMANISTIC. It occupies mainly with HUMAN  CONFUCIANIS
RELATIONS and VIRTUE. This, his concept of the Yi (Righteousness) and Jen  Spirit of confucianis
(human heartedness).  Confucianism is not a Religion but a Philosophy and a system of Ethics.
 Counfucianist’s great virtue were: benevolence, righteousness, propriety, wisdom, Confucianism emphasizes human relationships- how to live in harmony with
sincerity and harmony. others. Man’s personality reflects itself in his actions and behavior in the five
 Confucious’ Ideas relationships:
 His Ethics is based upon the nature of man and society’ a. Governmental (King and Subject)
 For him MAN is essentially a social being; he is the main component of a b. Parental (Father and Son)
society (made by the individuals who compose it and the interaction they c. Conjugal ( Husband and Wife)
have each other) d. Fraternal ( Elder Brother and Younger Brother)
 A MORAL man is the cooperating member of the society. e. Friendship ( Friend and Friend)
 The measures of the man’s life is not ”how long” but “how good”.
 All men desire happiness and in order to achieve it everyone’s goal must
be to make each other happy. On Ethics
 The secret of his mark in history is based on the great emphasis on the
Supremacy of HUMAN VALUES.WISDOM is to KNW men; VIRTUE is to  Confucianism upholds (5) constant virtues:
LOVE men”. 1. Human heartedness (jen)
 A government is GOOD when it make its people happy 2. Righteousness (yi)
 The government should bring about welfare and happiness of the whole 3. Propriety (li)
people. 4. Wisdom (chin)
 A good government must be administered by the most capable men of the 5. Sincerity (hsin)
country- those who have the CHARACTER and KNOWLEDGE.  Chinese Ethical Principles or Doctrine of Social Norms
 Character and knowledge were produced by PROPER EDUCATION  This is the most significant contribution of Confucianism in the Chinese civilization.
 It stresses that every man is encouraged to practice filial piety and fraternal love.
CONFUCIANISM: DOCTRONE OF JEN This action when extended to a larger social group would mean regulation of the
family and also the good government of the state. This could translate to PEACE in
the world.
 Jen or benevolence is the central thesis of his whole system- his ethic, politics and  Doctrine of the Social Status or the Rectification of Names
his life ideal-flowed from this; this is the PERFECT and SUPREME VIRTUE.  Refers to the idea of the position of man among men;that every man must
 The Jen stresses correct procedure fir human relations-proper way for men to be in his proper place and with is proper responsibilities and duties.
meet each others leading to positive efforts for the good of others.  Every name contains certain implications which constitute the essence of
 A man of Jen is man of all around virtue that class of things to which the name applies.
 Jean is the Confucian ideal of:
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MENCIUS Perennialism:Main proponent- Robert Hutchins

 Mencius represents the IDEALISTIC Wing of Confucianism. Existentialism:Existence precede essence” Main proponent- Jean Paul Sarte
 He is famous f9e his theory on The Original Goodness of Human Nature
 Human nature is neither good or bad Behaviorism: Main proponent-John Watson
 Human nature can either be good or bad
 The nature of some men is food while the other is bad Introduction
 Human nature is good
 For him, he proof of the original goodness of human nature is COMMISERATION.
This feeling where man cannot bear to see the suffering of others. Man by nature is curious. He wants to know the “whatness, whyness, and howness” of the
 Four (4) Elements that what makes man, MAN things around him. It is in the exploring of things that he finds fulfillment for the numerous
1. The Feeling of Commiseration- the beginning of human heartedness (jen) complexities that confront him. The eagerness to look for more answers or find solution to
2. The Feeling of Shame and Dislike-the beginning of righteousness (yi) manifolds problems that beset him leads him to the undending journey of seeking for truth.
3. The Feeling of Modesty and Yielding- the beginning of propriety (li) Truly , this manifests the true desire of man which is to know. It affirms not only his
essence, his rationality. It is also a fulfillment of his purpose to keep the truth and pass it
from one generation to another so as to preserve humanity.
Mencius’ Political Philosophy
Ideas flow from the human mind eternally. It is in the ideas that the truth lies. Undending as
 Man is a political animal the ideas are, the more the need for a man to harness and cultivates it to perfection. Ideas
 Man can fully developed these relationships only within state and society that are not nourished and protected will not just prevent man in possessing the truth but it
 Concerned on having GOOD Government-depends on the good example of the will also deprive him a taste of his rationality. Hence , ideas must and should be at all times
ruler. shine in luster of naturalness, profound by simplicity and contain true and real meaning.
 Curriculum emphasizes on social reforms as the aim of education. It focuses on
student experience and taking social actions on real problems.
 Method of teaching incude the problem oriented type (student are encouraged to The truth in the ideas must be preserved in as much as man wants to preserve the gift of
critically examine cultural heritage), group discussions, inquiry, dialogues, knowledge and wisdom that it brings. And delicate as it is, it should be protected from all
interactions and community-based learning forms of deterioration and artificialities. Presented it maybe in various ways, the real
 The classroom will serve as a laboratory in experiencing school practices-bringing meaning must be conveyed at all times.
the world into the classroom.
It is Philosophizing that the ideas can be best presented and conveyed. This can be best
enhanced through proper education. Since then philosophy and education complement
and work hand-in-hand in the acquisition of knowledge and the preservation of Truth. True
enough, one can say then that Philosophy is knowledge and Education is the most
TEACHING PROFESSION essential tool of philosophy in the search for wisdom and truth.
THE TEACHER AND SOCIETY Man and Philosophy
Philosophical Background The ultimate aim of man is to possess for the Truth. The process ends not in the search
but in the possession of the truth. It is in his capacity to think, to rationalize that the
Teachers are heirs to a rich philosophical heritage. Passed on to us are a number of responsibility of philosophizing is realized. It is but proper then to have a closer look on the
philosophies of various thinkers who believed before us. These thinkers reflected on life in man and a glimpse of what philosophy is, so that we can fully understand the meaning of
this planet. They occupied themselves by searching for answers to questions about human our search for the truth and the desire to possess it.
existence.
Definition of Man
Five Philosophies of Education
The quest for the truth is the ultimate goal of man. There is no way but up, the goal is to
Essentialism: Main proponent-William Bagley achieve it. Thus, man is defined vertically as Rational Animal.

Progressivism: “Education is nor preparation for life” Main proponent-John Dewey

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Innate in man is the desire to be with his fellow beings. It is in his relationship with others Idealism
that fulfillment of another dimension of his rationality is achieved. Time and time, it has
been proven that man cannot live by himself alone. The need to share himself with others-  Ideas are the only true reality, the ultimate truths for matter is nothing but just a
share his innermost thoughts, feelings,experiences and unravel the kind of person he is-is mere representation of ideas.
a must fully realize the aspect of being political animal. Hence , the aim to develop a  Emphasis is given on knowledge obtained by speculation and reasoning for its
relationship not only with him spreads to other beings. Here he develops friendship, central tenet is that ideas are the only thing worth knowing for.
camaraderie, companionship with other fellow beings. He grows and finds fulfillment with  Focus is on conscious reasoning of the mind in order to attain truth. This includes
them. This, man is defined horizontally as a SOCIAL or POLITICAL ANIMAL. the activities pertinent to the human mind such as introspection and intuition and
the use of logic.
Being rational and social or political animal are not enough to realize the value of man.  Advocates: Socrates, Plato
Another aspect must also be present, functionality. Man is created for a certain reason or  On Education.
purpose. He has a role to perform in order to preserve him and all other beings. He is the  Its aim is to discover the full potentials in child and cultivates it in order to
steward of the world. In this regard, man should work. Hence man is defines as a Working prepare him for a better position in the society and for him to serve the
Animal. society better.
 Emphasis is given on subjects-philosophy, literature, religion and history
that will develop and enhance the mind of a child
 Methods used in teaching include lecture, discussion and the Socratic
Relationship of Philosophy and Education dialogue.
 Character development is through emulation of examples and heroes.
While philosophy establishes the fundamental principles (concepts, theories, learning). It is
Education that carries out these principle. Furthermore, it is Philosophy that provides the
goal or aims while Education is the instrument in realizing these goals.
Realism
Philosophy and Education complement each other. Both of them spouse theory and
practice. The absence of one of the one will make a man insufficient and aimless.  Concerns with the actualities of life, what is real.
 Ultimate reality is the world of physical objects. Hence, reality is independent of the
Philosophy of Education human mind.
- Objective existence of the world and beings in it
Naturalism - Knowability of these objects as they are in themselves
 Rooted from Ancient Philosopher such as Thales, Anaximander,  Advocates: Aristotle, St. Thomas and Jonathan Herbart
Anaximenes  On Education:
 Denies everything that has supernatural significance-dogmas/revelations- - The most effective way to find about reality is to study it through organized,
for all can only be found through nature separate and systematically arranged matter- emphasis is on subject matter
 Preserves the natural goodness of man concerning Science and Mathematics
 Truth can only be found nature - Methods used in teaching include recitation, experimentation and
 Advocates: J.J. Russeau, John Lock, Montaigne demonstration
 On Education - Character development is through training in the rules of conduct
 Naturalism stands for democratic and universal way-everyone
must be educated in the same manner. Existentialism
 Education is in accordance to human development and growth
 Emphasis is given more on the physical development- informal  Rooted from the dehumanization of man by technology and reaction to the
exercise-and hygiene of the person rather of the 3R’s traditional Philosophy of Kant and Hegel
 Aims to unfold the child’s potential not to prepare him for a definite  Defining feature is “ existence precede essence”
vocation or social position-but to prepare him to adapt to the - Man conceives and makes of himself
changing times and needs. Consequently, ones conduct is  Known as the Philosophy of Subjectivity
governed by impulse, instinct and experience. - Proclaims man’s freedom in the accomplishment of his destiny
 It puts the child at the center of educational process and prepares  Conceives philosophy as something that is human life and the choice that each
him to experience life as it is. person has to make.

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  Advocates: Soren Kierkegaard, Jean Paul Sarte Perennialism
 On Education:
- Subject matter is a personal choice  The word itself means” eternal”, ageless, everlasting, unchanged’
- Learning is based on the willingness of the student to choose and give  Influenced by the philosophy of realism
meaning to the subject  Truth is universal and does not depend on circumstances of place, time and
- Emphasis is given on the students rather than on curriculum content person.
- Students should not be treated as objects measured or standardized  To learn means to acquire understanding of great works of civilizations
- Methods are geared on giving opportunities for the students for self  Advocates: Robert Hutchins, Mortimer Adler
actualization and self direction.  On Education:
- Character development is through the personality of every individual in making - Some ideas in the past are still taught because they are significant
a decision. - Curriculum should contain cognitive subjects that cultivate rationally, morality,
aesthetic and religious principles. This includes history, language,
Essentialism mathematics, logic, literature, humanities and science.
- Curriculum must be based on recurrent themes of human life for it views
 Rooted in idealism and realism and arose in response to progressive education education as recurring process based on eternal truths
 Defining feature is ”essence precedes existence” - The teacher must have the mastery of the subject matter and authority in
 Refers to the traditional or back to basic approach in education exercising it.
 Concerns with the fundamental of education skill and knowledge without which a - Aims for education of the rational person- to develop man’s power of thought
person can’t either be efficient individually or socially - The central aim of this philosophy
 Advocates: William Bagley, James Koerner, H.G. Rickover, Paul Copperman
 On Education: Humanism
-schooling is practical for this will prepare students to become competent and
valuable members of the society.  Rooted in the economic and political changes during the Renaissence period
- Focuses on the “basics”-reading, writing, speaking and the ability to compute  Has three main lines of growth:
(arithmetic) -intellectual (includes Education
Subjects that are given emphasis include geography, grammar, reading, history, -Aesthetic
mathematics, art and hygiene -Scientific
-Stresses the values of hard work, perseverance, discipline, and respect to  Divisions:
authorities to students. 1. Individualistic Humanism
-Students should be taught to think logically and systematically-grasping not just - Making the most out one’s life
the parts but the whole (entirely) - Living life to the fullest
-Methods of teaching centers on giving regular assignments, drills, recitation, - Stresses on individual freedom, culture and development
frequent testing and evaluations. 2. Social Humanism
- Aims for social rather than individual happiness
Pragmatism - Includes social reforms and improvement of social relationships
 Advocates: Da Feltre, Erasmus, Pestalozzi
 What is experienced and observed is true. Hence, what is useful is true.  On Education:
 Synonymous to functionality and practicality - Education is a process and should not be taken abruptly. The unfolding of
 Focuses more on praxis’ human character proceeds with the unfolding f nature
 Thought must produce actions (realization) rather than continue lying inside the - The learner should be in control of his destiny
mind and leading into uncertainty - Concern is more on methods which include theme writing rather than of oral
 Advocates: Charles Sanders Peicer, John Dewey discussions, drills and exercises, playing.
 On Education: - Asserts the importance of playing in the curriculum
- Involves students to work in groups - Emphasizes motivations and the use of praise and rewards
- Methods of teaching include experimentation, project making and problem - Curriculum includes subjects concerning literary appreciation, physical
solving education, social training in manners and development
- Stresses on the application of what have learned rather than the transfer of the
organized body of knowledge Progressivism

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  Contrasted the traditional view of essentialism and perinnialism  A philosophy that aims to awaken the consciousness of individual about the social
 Emphasizes change and growth issues, concerns and problems that comfort him. This should involve him to look
 Stresses that man is a social animal who learns well through active interplay with for solutions and engage in addressing this social concerns and issues
others  Primary goal is to achieve the elusive Social Change.
 Learning is based from the questions of one’s experience of the world. Hence, it is  Advocates: Theodore Brameld, George Counts, Paulo Friere
the learner himself if who thinks, solves and gives meaning through his individual  On Education:
experience. - Schools should originate policies and progress that will bring social reforms
 Proponent: John Dewey and others
 On Education: - Teachers should be an instrument to encourage and lead students in program
- Focuses on the child as a whole rather than of the content or the teacher of social reforms
- Curriculum content comes from the questions and interests of the students - Curriculum emphasis on social reforms as the aim of education. It focuses on
- Emphasis is given on the validation of ideas by students through active student experience and taking social actions on real problems.
experimentation - Method of teachings include the problem oriented type ( students are
- Methods of teaching include discussions, interaction (teacher with students) encouraged to critically examine cultural heritage), group discussions, inquiry,
and group dynamics dialogues, interactions and community-based learning.
- Opposes the extreme reliance on bookish method of instruction, learning - The classroom will serve as a laboratory in experimenting school practices
through memorization, the use of fear and punishment and the four (4) walled bringing the world into the classroom.
philosophy of education
Behaviorism
Nationalism
 Rooted in the work of Russian experimental psychologist Ivan Pavlov and
 Rapid rise was in the 18th century American psychologist John Watson in the early 1990’s
 Center of ideology is the concept of national sovereignty  Asserts that human beings are shaped entirely by their external environment
 Aims for the preservation and glorification of the State  The only reality is the physical world
 Emphasis is on the development of loyalty, patriotism, national feeling and  Man by nature is neither good nor bad but a product of his environment. Hence, an
responsible citizenship autonomous acting man is but an illusion since it negates the faculty of freewill
 Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi  Advocates: John Watson, B.F. Skinner
 On Education:
- The most important development was the creation of common language
- Stresses on the teaching of the principles of democracy and duties of
citizenship
- Stimulates the development of the state which includes the control and support
of public school system Other’s ISM’s
- Curriculum includes the teaching of grammar, geography and history
- Method of teaching gives emphasis on the content regarding on nature Utilitarianism
studies, physical exercises and play activities.
- Actions are geared toward the greatest total amount of happiness that one can
Constructivism achieved

 A philosophy of learning which asserts that reality does exist outside of human Rationalism
conceptions. It is the individual that construct reality by reflecting on his own
experience and gives meaning to it. - Source of knowledge is the mind, independent of the senses
 Learning is the process of adjusting one’s mental modes to accommodate new
experience
Empriricism
Reconstructivism
- Source of knowledge is the sense-based experience

Experimentalism
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 - Form empiricism and asserts that they only reliable form of knowledge is Max Scheler’s Hierarchy of Values
gained through scientific experiments
Pleasure Values
Hedonism
Vital Values
- Pleasure is the only good thing to the person
- Used as a justification in evaluating action by giving emphasis on ’how much’ Spiritual Values
pleasure can be achieved and how little pain that the action entails
Values of the Holy
Epicurianism
CHARACTERISTICS OF PROFESSIONAL TEACHER
- Considers as a form of ancient hedonism, it identifies pleasure with tranquility
and reduction of desire Teaching is a part of life of a committed teacher. To be an effective teacher, you do not
- Epicurus claimed that the highest pleasure consists of a simple and moderate only posses knowledge of educational theories. You also possess a willingness to assume
life. your multifaceted roles.
Moral Principles of Teachers 3 BASIC SKILLS
Morality refers to the quality of human acts by which we call them right or wrong, good or 1. FUNCTIONAL SKILL
evil This involves the skill of a teacher in planning, organizing, controlling,
communicating, motivating, developing and managing.
 “Do good and avoid evil” ( Fundamental Moral Principle) 2. ADAPTIVE SKILLS
 “Do not do unto others what you do not like others do to you” (Kung-fu.tzu) Skills like creativity, dependability, resourcefulness, persuasiveness, discipline,
 Act in such a way that your rule can be the principle of all ( Immanuel Kant) memory, perceptiveness and other personal skills related to self-management
 Eight Fold Path (Buddists) 3. PROFESSIONAL SKILLS
 Koran and Five Pillars ( Muslims) This refers to skills a kin to work content. It includes the teacher’s knowledge of the
 Ten commandments and Beautitudes ( Christian) subject matter to be taught, as well as his understanding of philosophical,
psychological, legal, social, historical dimensions of education
As teachers, we are expected to be a person of good moral character as exempliefied by a. The professional teacher possesses an in-depth understanding of the
being human, loving, virtues; and mature. principles governing human behavior.
b. The professional teacher exhibits attitudes that poster learning and authentic
human relationship.
b.1 attitude towards him/himself
b.2 attitude towards others
b.3 attitude towards peers, superiors, and parents
b.4 attitude towards the subject matter
Teachers values Formation
c. The professional teacher possesses mastery of the subject matter
Values are taught and caught.
d. The professional teacher must possesses the competency to facilitate learning
Values have cognitive, affective and behavioral dimensions through appropriate teaching skills
Value formation includes formation in the cognitive, affective and behavioral aspects e. The professional teacher must be able to translate knowledge into
practical/reality
Value formation is training of the intellect and will

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ROLES, DUTIES AND RESPONSIBILITIES OF AN ELEMENTARY SCHOOL TEACHER a.1 achievement/Intelligence
AND A SECONDARY SCHOOL TEACHER AS STATED IN THE QUALIFICATION a.2 directness
STANDARDS a.3 flexibility
a.4 emotional stability
OVERVIEW: a.5 self- motivation and drive
a.6 dominance and self confidence
A novice teacher is confronted with various apprehensions. One worries how to efficiently a.7attractiveness and pleasantness
handle the routines of classroom. To become an effective and competent teacher entails a a.8 refinement
tedious works. One must be aware of the different roles, duties, and responsibilities a
teacher must assume. These are: B. Attitude
b.1 Motivation to teach
b.2 empathy toward learners
a. Teaches subjects b.3 commitment
b. Enrolls pupils/students b.4 objectiveness
c. Prepares effective lesson plans b.5 buoyancy
d. Prepares visual aids and other devices for instruction b.6 resourcefulness
e. Sees to it that pupils/students in his/her advisory class provided with necessary b.7 cooperativeness
textbooks when available. b.8 reliability and dependability
f. Implements rules and regulations
g. Conducts guidance services for his/her advisory class C. Experience
h. Evaluates pupils/students progress and provides various experiences for their c.1years of teaching
continuous development c.2 experience in subjects taught
i. Supervises curricular and co-curricular projects and activities of the pupils/ c.3 experience with particular grade/year level
students
j. Checks/records the attendance of the pupils/students D. Aptitude/achievement
k. Keeps up-to-date anecdotal records of pupils/students d.1 scores in ability test
l. Keeps school records and prepares required reports d.2 college grade/point average
m. Keeps parents informed on pupils/student’s progress d.4 student teaching evaluations
n. Attends and participates in in-service trainings and faculty meetings
o. Executed the administration of school polices designed for the welfare of the
pupils/student’s TEACHING COMPETENCIES
p. Maintainsmembership in professional organizations
q. Works with other school personnel, parents, and the community NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
r. Participates in the socio-economic development projects in the community  A unified framework for teacher development
s. Coordinates and cooperates with other teachers in school projects or activities  An integrated theoretical framework that defines the different dimensions of
t. Safeguard school facilities and equipment effective teaching
u. Does other related works  Effective teaching means being able to help all types of students learn the different
learning goals in the curriculum.
 It is based on the core values of Filipino teachers and on effective teaching and
learning
THE TEACHER AS A PROFESSION  It is based on the seven domains, which one representing the desired features of
the teaching and learning process.
OVERVIEW

The teacher as a person cannot be detached from a teacher as a professional. Other than THE TEACHER, SCHOOL AND COMMUNITY RELATIONS
the skills of an effective teacher, the teacher as an individual person must possesses
certain psychologically/personal characteristics, such as: OVERVIEW:

A. Personality Characteristics
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Schools and community are linked together to provide support to parents who are charged  Advanced request for supplies and materials for the week’s lessons and for
with the primordial responsibility to educate their children. Schools will not succeed without learning centers
the participation of parents. (NCBTD-Based In-Service Teacher Training Modules. The  Supervising students along the corridors and school grounds or while eating in the
members of the community, in addition to the parents and the school, include the local canteen
government units, the non-government agencies civic organizations and all the residents Filler or Emergency Activities
If you will be able to finish the lesson ahead of time, be ready with “fillers” or activities
PARENTAL INVLOVEMENT which are connected with the lesson

The influence of parental involvement on a student’s academic success should not be Tips for maintaining good time management
underestimated. While brain power, work ethic,and even genetics all play important roles in 1. Schedule all activities with corresponding time allotment ahead of time
student achievement, the determining factor comes down to what kind of support system 2. Provide enough time for everything you expected to happen
she has at home. 3. Avoid rushing since you know have carefully allotted required time foe every
activity
4. Be flexible with assignment
School and Community Relations 5. Set the example by showing that you are time-conscious
The school and the community are the mainsprings of effective and powerful forces that Record keeping
can creat a wholesome climate for mutual gains and betterment  Daily attendance
 PTCA  Students Progress
 Public safety, beautification and cleanliness Physical Environment
 Instructional centers in the community  Maintaining cleanliness
Linkages and Networking with Organizations  Using proper ventilation
The school can enjoy linkages and networking activities with international, national and  Avoiding unnecessary noise
local organizations in the community for mutual benefits and assistance needed  Bulletin boards and displays
 International (Pi Lamda Theta, Innotech, World Council for Curriculum Instruction)  Seating arrangements
 National and local ( cross enrollment, joint researches) Discipline
 Net working (consortia, BIOTA, MATHED, MTAP, SUCTEA, NOPTI, FAAP, PACU- Causes of discipline problems
COA, PAASCU, AACUP NOTED etc)  Overcrowded students in class
 Poor lighting facilities
 Inadequate ventilation
 Disorderly cabinets
CLASSROOM MANAGEMENT  Inappropriate seating arrangement
 Near sources of noise
Organizational Plan Prevention
Structured Classroom: The learning activities in a structured classroom are well-planned  Cooperative learning, team learning, peer tutoring
ahead of time, and the procedures follow accepted rules and regulations established by the  Switch form one technique to another as needed arises
school.  Patience, compassion, caring attitude, respect for others
 Warm, respectable relationship with students
Flexible Classroom: In a flexible classroom, there is allowance for free movement, time  Unpretentious gestures
allotment and even in decisions regarding modes of undertaking the learning activities.  Proper facial expression
-Individualized approach  Kind words or praises
-Grouping  Avoiding unusual closeness/favoritism and biased treatment
Common ways of establishing discipline/classroom control
Scheduling 1. Discipline is students responsibility
Good time management is the key to a smooth flow of planned activities 2. Discipline is the teacher’s way of establishing a desirable student-oriented
Teachers must be able to plan thoroughly for their daily lessons and for additional activities environment for learning
such as: 3. Discipline is coupled with effective teaching strategies and techniques
 Parent –teacher conference after class 4. Discipline is achieved through the effects of group dynamics on behavior
 Working with other teachers during occasional school events Tips to make the teacher a good disciplinarian
 Preparing new teaching devices 1. Be prepared to face a class with multi-behavior tendencies

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 2. Know your students well draw into existing courses of study the illustrations and references to political, social and
3. Show your sincere concern for their welfare cultural themes. Students will be encourage to take a global perspective, seeing the world
4. Commendable behavior is reciprocal as a whole.” With this in mind, teaching with the adoption of the idealogy of global
5. Be calm, poised and tactful education, children learn to perceive themselves as a participant of a large global culture.
6. Be firm at all times Children learn of various cultures and cultural perspective which makes them better able
7. Be enthusiastic to relate and function in a one-world environment under teachers who are intellectually,
8. Practice good sense of humor professionally And humanly prepares.
9. Speak with good voice, volume and pitch UNESCO defines global education as “a goal to become aware of the educational
10. Be humble conditions or lack of it, and aim to educate all people to certain world standards. It may
also be defined a”curriculum that is international in scope
Common ways of dealing with discipline problems
Acceptable: Educational Systems of Selected Countries
 Using verbal reinforces that encourage good behavior
 Using nonverbal gestures to dissuade them from mischief Australia
 Dialogues could help discover problems and agree on mutually beneficial solution Similar to Canada and England
time out Primary (6 years)
 Awarding merits for good behavior High school (junior high 7-10, senior 11-12)
 A private, one-on-one brief conference College/university (3 to 6 years)
 Allowing students the freedom to express themselves School year starts on March and ends in November
Unacceptable
 Scolding China
 Harsh words 6 years of primary education
 Nagging 3 years of junior middle school, 3 year of senior middle school
 Long sermons Six year of university
 Keeping students in” detention area”
 Denying a student some privilege Japan
 Using ridicule or sarcasm Kindergarten (1 year)
 Assigning of additional homework Elementary (6 years)
 Subtracting points from grades due to misbehavior Lower secondary (3years)
Establishing Routine Upper secondary (3 years)
Routine is a regular procedure or a normal practice that is to be followed. It is a schedule of University (around 4 years)
activities that is mostly time-spaced and is attuned to the lesson objectives. It contributes to Compulsory education for children 6 to 15 years
a smooth flow of activities this lessening the unnecessary disruptions. These include:
 Keeping tables and chairs in order before leaving United Kingdom
 Returning barrowed tools and materials after use Compulsory education for children 5- 6 years old
 Cleaning chalk board to be ready for the next topic Foundation stage (for age 3-5 years old) not mandatory
 Transferring from one room to another on time Key stage one (for age 5-7 years old) grade 1 to 2
 Order in waiting for ones turn in borrowing books Key stage two ( for age 7-11 years old) grade 3 to 6
 Cleaning stains or drops after the lesson Key stage three (for 11-14 years old) grade 7 to 9
Key stage four (for age 14-16 years old) grade 10 to 11
Post 16 education (not mandatory) 2-3 years
THE GLOBAL TEACHER University usually 3 years (B.A. or B.Sc) 4 years (honours degree)

DEFINITION OF GLOBAL EDUCATION USA

Study of Nations and People, that it is “an effort to help individuals to see the world as a Pre-primary (kinder, nursery, preschool, day care)
single and global system and to see themselves as participants of that system.” Similarly, Grades 1-4 (6 to 10 years old)
James Becker Says in his article, Goals of Global Education, that the overall goal of his Grade 5- (11 years old)
aspect is to,”incorporate into the educational curriculum and the educational experience of Grade 6- (12 years old)
each student a knowledge and empathy of cultures of the nation and the world… (and to) Grade 7- (13 years old)

32
Grade 8 to 12-(14 to 18 years old) Capacity to analytical evaluation of messages from sources like the internet and
Compulsory education form 6 years old to 18 years old other media such as news papers, magazines, televisions, etc.
5. Creativity Fluency
Proficiency in art design, story-telling, or packaging messages with the use of
Multicultural Education artistic elements such as font, color, lay –out, etc.
Multicultural education enables teachers and educators to give value to the difference in 6. Digital ethics
prior knowledge, experiences of learners from diverse background and familiarity with This refers to the responsibility and accountability of using the digital world, such
student’s histories of diverse cultures as citing sources.

Teacher Exchange Program TEACHER AS A PROFESSIONAL

Visiting International Faculty Program (VIF)
Fullbright Teacher Exchange Program Professionalization of teaching: A Historical Perspective
Inter-African Teacher Exchanges
Canadian Educators Exchange History of Philippine Educational System
Global Teachers Millennium Awards 1987 Constitution
 The State shall protect and promote the right of all citizens to quality education at
21st CENTURY LEARNING GOALS all levels and shall take opportunities steps to make such education accessible to
In order to address the challenges of the paradigm shift in the educational sector, the 21 st all.
Century Learning Goals have been set as bases of various curricular worldwide  The State shall enhance the right of teachers to professional advancement
 The State shall establish, maintain and support complete adequate and integrated
1. 21st Century Content system of education relevant to the needs of the people
Among the emerging content areas are global awareness on finance, economy, RA 7722 (Higher Education Act of 1994)
business, entrepreneurial literacy, civic literacy and health awareness  The State shall ensure and protect academic freedom
2. Learning and thinking skills  CHED is tasked by the state to identify ‘ centers of excellence” in program areas
These are critical thinking and problem-solving skills, about communication, needed for the development of world class scholarship, nation building and
creativity, and innovation, collaboration , contextual learning, information and development.
media literacy. RA 9155 ( Government of Basic Education Act of 2001)
3. ICT Literacy  An act instituting a framework of governance for basic education, establishing
This entails the use of technology in the context of learning, so that students know authority and accountability, renaming the Department of Education Culture and
how to learn. Sports as the Department of Education
4. Life Skills RA 7796 TESDA Act of 1994
These include leaderships, ethics, accountability, personal responsibility, and self
direction EO 356 ( Renaming the Bureau of Non Formal Education to Bureau of Alternative Learning
5. 21st Century Assessment System)
These are authentic assessment procedures to measure learning outcomes
Learning System)
21st CENTURY DIGITAL FLUENCY  One of the functions of the Bureau of Alternative Learning System is to address
the learning needs of the marginalized group of the population including the
For developing basic digital skills, there is a need for new literacies to replace the 3 Rs. deprived, depressed and underserved citizen
Batas Pambasa 232 ( Education Act of 1982)
1. Solution Fluency
Capacity to define, design, and apply solution and also assess the process and the  Students have the right receive primarily through competent instruction, relevant
result quality education in line with national goals and conductive to their full
2. Information Fluency development as person with the human dignity
The ability to access and retrieve digital information (text, sounds, or video) while  Teachers shall be deemed persons in authority when in the discharge of lawful
and accuracy students are aware of context duties and responsibilities and shall therefore be accorded with due respect and
3. Collaboration Fluency protection.
Teamwork with peers through an exciting experience of partnership in learning The UNESCO ( United Nations Scientific and Cultural Organization)
4. Media Fluency  Learning to know

33
  Learning to do  Teachers salary at the very least will keep pace with the rise in the cost of living by
 Learning to live together payment of cost of living index
 Learning to be  Compulsory medical examination foe free
EFA (Education For All 2015) Presidential Decree 1006 ( Decree Professionalizing Teaching)
 Institutionalize early childhood care and development  Enacted during the time of President Marcos
 Teachers will undergo professional test jointly given by Civil Service Commission
and Department of Education and Culture
Retirement  RA7836 ( Philippine Teachers Professionalization Act of 1994)
Preparation  RA 9293 ( An Act Amending some sections of and Development Progtam
DepED Entry to (RA7836)
 Code of Ethics for Professional Teachers
Teacher Education

DepEd/CHED/TEIs National Competency. CHED/TEIs/Schools PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS

TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)
In-Service Training Based Teacher Standards Pre- Service Training
and Professional DepEd has implemented the Teacher Education Development program (TEDM) that seeks
to conceptualize the continuing career path of a teacher, starting upon entry until
DepEd/Civil Service retirement. The TEDM is anchored from a set of competencies embodied in the National
DepEd PRC Teacher Competency Based- Teacher Standards (NCBTS).
Induction Teacher Human Resource Licensure
Training TEDP
 Provide universal quality primary education COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-
 Eradicate illiteracy PAST)
 Launch continuing education programs for adults and out-of-school youth Drawing from the Vision and Mission of the Department of Education, CB-PAST is a
comprehensice appraisal system which addresses one of the mandates of the Department
UN Millennium Development Goals 2015 (MGDs) as embodied in the RA9155 (CB-PAST Primer , 2009). There a pressing call for teacher’s
accountability that has never been as serious before. In response to relevant and quality
 Reducing by half the number of people, who live in extreme poverty education for the 21st Century, the Filipino teachers today need to have continuous
 Reducing death in mothers and children below five personal and professional development that driven by individual teacher performance, as
 Making primary education accessible to all NCBTS, a professional development. This specifically stated in Domain of the NCBTS, a
 Reducing gender disparities professional development that is driven by the individual teacher performance, as
 Providing access to reproductive health services evidenced from the information resulting for various tools of the Competency-Based
 Pursuing national strategies for sustainable development Performance Appraisal System for Teachers (CB-PAST).
 Reserving environment resources losses PRINCIPLES AND STRETEGUES OF TEACHING
 Developing a global partnership for development
“If your plan is for one year… plant rice; if your plan is for ten years…plant a tree; but if you
Child Friendly School System (CFSS) plan is for eternity… EDUCATE children.”
 Initiated by the Philippine Government and UNICEF
 Characteristics of CFSS A. BASIC CONCEPTS
- Gender sensitive and not discriminating  Strategy of Teaching- Refers to the science of developing a plan to attain
- Child centered goal and to guard against undesirable results. It means the art of using
- Promotes good health psychological plan in order to increase the probabilities and favorable
- Has the best interest of children in mind consequences of success and to lessen yhe chances of failure.
- Works closely with children’s families  Method of Teaching- refers to the series of related and progressive acts
Magna Carta for Public School Teachers (RA 4680) performed by a teacher and the students to attain the specific objectives of
 Stability of employment the lesson. It is a plan involving sequence of steps to achieve a given goal
 Teachers shall enjoy academic freedom, particularly with regard to teaching and or objective.
classroom, methods.
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  Technique of teaching-refers to the personalized style of carrying out a 3. The criteria for evaluating student performance
particular step of a given method. It is a skill employed by the teacher in What is the difference between a goal and a Learning Objective?
carrying out the procedures or act of teaching. A Goal is a statement of the intended general outcome of an instructional unit or program.
 Device-is a teaching aid or tool to facilitate instruction, like pictures, flash A goal statement describes a more global learning outcome. A learning objective is a
cards, etc. statement of one of several specific performances, the achievement of which contributes to
the attainment of the goal. A single GOAL may have specific subordinate learning
The Teacher As a Corporate Professional objectives. For example

Polished Look GOAL: The goal of Learning Assessment course is to enable the students to make reliable
 Dress suited for a professional and accurate assessment of learning.
 Tasteful accessories (jewelry, bags, shoes, etc) Learning Objectice#1: Given a learning objective of the student will be able to develop an
 Tasteful make –up for female appropriate multiple-choice question to measure student achievement of the objective.
 Personal hygiene Learning Objective#2: Given a printout from an item analysis of multiple choice exam the
Polished Demeanor student will be able to state the accuracy of the test scores
 Professional walking Learning Objective#3: Given the discrimination and difficulty indices of an item the student
 The professional ‘Sit” will be able to determine if the item contributes to the reliability of the exam.
 The professional “handshake” Why Are Learning Objectives Important?
Polished Language 1. Selection of the content
 Voice 2. Development of an instructional strategy
 Gesture 3. Development and selection of instructional materials
Classification of Teaching Methods 4. Construction of tests and other instruments for assessing and then evaluating
 Traditional: old-fashion way of teaching student learning outcomes
 Time-tested: methods that stood the test of time and are still being used at present How Do You Write A Learning Objective?
 Progressive: these are newer and more improved methods of teaching 1. Focus on student performance, not teacher performance
-It makes use of the principles of learning 2. Focus on product, not process
-It utilizes the principles of “learning by doing 3. Focus on terminal behavior, not subject matter
-It provides for growth and development 4. Include only general learning outcome in each objective.
-it liberates the learners A learning objective is a statement describing a competency of performance
-it stimulates thinking and reasoning capability to be acquired by the learner. There are three characteristics essential
t0o insuring clear statements of objectives.
Variables That Affect Teaching Method
Behavior- First, an objective must describe the competency to be learned in
 Objectives performance terms. The choice of a verb is all-important here. Such frequently
 Nature of students used terms as know, understand, grasp, and appreciate do not meet his
 Nature of subject matter requirement. If the verb used in stating an objective identifies an observable
 The teacher student behavior, then the basis for a clear statement is established. In addition,
 Technology the type or level of learning must be identified.
 School environment
 Teacher’s knowledge of group dynamics Criterion- Second, an objective should make clear how well a learner must perform
B. MANAGEMENT OF INSTRUCTION to be judge adequate. This can be done with a statement indicating a degree of
Lesson Planning accuracy, a quantity or proportion of correct responses or the like.

Learning Objectives: Their importance and Construction Conditions- Third, an objective should describe the conditions under which the
learner will be expected tperform in the evaluation situation. The tools , references,
What is a Learning Objective? or other aids thus will be provided or denied should be made clear. Sometimes ,
A learning objective is a statement of what students will be able to do when they have one or even two of these elements will be easily implied by a simple statement. In
completed instruction. A learning objective has three major components: other times, however, it may be necessary to clearly specify in detail each element
1. A description of what the student will be able to do; of the objective. The following is an example of a completed learning objective.
2. The conditions under which the student will perform the task; and

35
 OBJECTIVE: “Given a set of data the student will be able to compute the standard Psychomotor learning of physical movements, such as a ballet steps, how to pitch a curve
deviation”. ball, how to drill out a cavity in a molar, etc.

Condition- Given an set of data Cognitive learning of information and the processes of dealing with that information. There
Behavior- the student will be able to compute the standard deviation are six levels of Cognitve Learning as specified by Bloom:
Criterion – ( implied)- the number computed will be correct
1. Basic Knowledge
Checklist for Writing a Specific Instructional Objective 2. Comprehension
1. Begin each statement of a specific learning outcome with a verb that specifies 3. Application
definite , observable behavior. 4. Analysis
2. Make sure that each statement meets all three of the criteria for a good 5. Synthesis
learning objective? 6. Evaluation
3. Be sure to include complex objectives ( appreciation, problem-solving, etc)
when they are appropriate Generally, it can be said that the first category, Knowledge, is information-oriented as it
stresses the ability to recall existing knowledge. The other five categories can be
Guides or aids to writing learning objectives: termed” Process oriented” because the entall more sophisticated learner behaviors
Educators and psychologist concerned with learning theory have given considerable and competencies that require increasing degrees of understanding. The following are
through the various types of learning that takes place in schools. Probably the most brief definitions of these six levels with a suggestion as to how to assesses this level
comprehensive and widely known analysis of objectives in the Taxonomy of Educational of learning:
Objectives by Benjamin Bloom and others.
Taxonomy provides a consistent means of developing the single most powerful tool in Basic Knowledge: To recall and memorize- assessed by direct questions. The object is
instruction and assessment of students learning outcomes-the learning performance to test students ability to recall facts, to identify and repeat the information provided.
objective. The Taxonomy distinguishes among three major categories of objectives termed
the COGNITIVE DOMAIN, the PSYCHOMOTOR DOMAIN, and the AFFECTIVE DOMAIN. Comprehension: To translate form one form to another-assessed by having students

It is generally the Cognitive Learning Domain that is of primary concern in higher

education. If we assume that faculty is more concerned with process and problem-solving
activities, the categories of Taxonomy are most valuable in suggesting various kinds of
behavior to use as objectives. The following list of process-oriented behaviors, which are
related to the six categories of the Taxonomy, should serve as a useful guide to the faculty KNOWLEDGE
in preparing objectives. Recall, identity, recognize, acquire, distinguish

COMPREHENSION
Translate, extrapolate, convert, interpret, abstract transform
TABLES OF PROCESS ORIENTED LEARNER BEHAVIORS
APPLICATION
Apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair, explain
Domains of Learning

Learning is a psychological process. Thus, the assessment of learning, of necessity, ANALYSIS

requires the assessment of various psychological processes. In developing assessment Analyze, estimate, compare, observe, detect, classify, discover, discriminate, identify,
tools (tests), it is important that we first have an understanding of these psychological explore, distinguish, catalog, determine, outside
processes and how to go about measuring them. Although there are many psychological
models for the process of learning, for this workbook we have chosen the taxonomy of SYNTHESIS
Behavioral objectives as useful tool. In Bloom’s taxonomy, there are three fundamental Write, plan, integrate, formulate, propose, specify, produce, organize, theorize, design,
learning domains: Cognitive, Psychomotor, and Affective. build, systematize

Affective learning of beliefs, attitudes, and values EVALUATION

Evaluate, verify, assess, test, judge, rank, measure, appraise, select, check
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1) Restate material in their own words, 2)reorder or extrapolate ideas, predict or Level Definition Example
estimate. Assessment must provide evidence that the students have some 1. Observing Active mental attending of The learner observes more
understanding or comprehension of what they are saying. a physical event experienced person in
his/her performance of the
Application: To apply or use information in a new situation- assessed by presenting skill, asked to observe
students with a unique situation (i.e. one not identical to that used during instruction) sequences and
and have them apply their knowledge to solve the problem or execute the proper relationships and to pay
procedure. particular attention to the
finished product. Direct
Analysis: To examine a concept and break it down into parts- assessed by presenting observation may be
student with a unique situation of the same type but not identical to that used during supplemented by reading or
instruction, and have them analyze the situation and describe the appropriate watching a video. Thus, the
procedure or solution to the problem. learner may read about the
topic and then watch a
Synthesis: To put information together in a unique or novel way to solve a problem- performance
assessed by presenting students with a unique situation NOT of the same type used 2. Imitating Attempted copying of The learner begins to
during instruction, and have them solve a problems by selecting and using appropriate physical behavior acquire the rudiments of the
information skill. The learner follows
directions and sequences
Levels of Affective Objectives under close supervision.
The total act is not
Krathwohl’s affective domain taxonomy is perhaps the best known of any of the important, nor is the timing
affective taxonomies, the taxonomy is ordered according to the principle of or coordination emphasized.
internalization, which is to process whereby a person’s affect toward an object passes The learner is conscious of
from a general awareness level to a point where the affect is “internalized” and deliberate effort to imitate
consistently guides or controls the person’s behavior the model
3. Practicing Trying a specific physical The entire sequence is
Receiving is being aware or sensitive to the existence of certain ideas, material, or activity over and over performed repeatedly. All
phenomena and being willing to tolerate them. Examples include: to differentiate to aspects of the act are
accept to listen ( for), to respond to. performed in sequence.
Consciousness effort fades
Responding is committed in some small measure to the ideas, materials, or as the performance
phenomena involved by actively responding to them. Examples are: to comply with, to becomes more or less
follow, to commend, to volunteer, to spend leisure time in, to acclaim habitual. Timing and
coordination are
Valuing is willing to be perceived by others as valuing certain ideas, materials, or emphasized. Here, the
phenomenas. Examples include: to increase measured proficiency in, to relinquish, to person has acquired the
subsidize, to support, to debate. skill but is not as expert
Organization is to relate the value to those already held and bring it into a harmonious 4. Adapting Fine tuning. Making minor Perfection of the skill, Minor
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate adjustments in the physical adjustments are made that
to balance, to examine. activity in order to perfect it. influence the total
performance. Coaching
Characterization by value or value set is to act consistently in accordance with the often very valuable here .
values he or she has internalized. Examples include: to revise, to require, to be rated This is now a good player
high in the value, to avoid, to resist, to manage, to resolve. becomes a better player
Levels of Pyschomotor Objectives

37
The psychomotor domain refers to the use of basic motor skills, coordination, and physical  Be repetitious
movement. Bloom’ s search group did not develop in-depth categories of this domain,  Review and summarize
claiming lack of experience in teaching these skills. However, Simpson (1972) developed  Demonstrations
seven psychomotor categories to support the original domain. These physical behaviors -Learning Activity, experiment, demonstration
are learned through repetitive practice. A learner’s ability to perform these skills is based -WOW em!
on precision, speed, distance and technique. -Allow students to practice immediately

Direct Instruction/ Lecture 4. Guided practice with corrective feedback

Advantages  Guided and independent practice

 Teacher controls & monitors guided
 Teacher-controlled  Teacher evaluates & corrects independent
 Many objectives can be mastered in s short amount of time  Questions should be prepared in advance
 Lends to valid evaluations
5.Assign independent practice with corrective feedback
Disadvantages
 Homework
 Teacher-controlled  A formative step, not a summative step
 Student involvement is limited to the teacher  Worksheets
 Depends in part to rote learning ( repetition form memory, often without meaning)
6.Review periodically with corrective feedback if necessary
When to use?
 Check homework promptly
 When the objectives indicate effectiveness  Base new instruction on results
 When the teacher determines that it is the best to use of time & effort  Re-teach if necessary

Six steps in Direct Instruction Other Teaching Techniques

1. Review previously learned material Brainstorming

 A short review before/ with the new lesson’s interest approach
 Check & grade previous homework Situations for use:
 Put problems on the board ( can be part of bell-work)
 Re-teach if necessary  Generate ideas ( quantity is more important that quality)
2. State objectives for the lesson  Students have some level of experience
 Students should know what is to be taught
-Stated clearly Planning Required:
-Written on the board
-Handed out  Formulate the question
 Follow the objective  Plan for recording ideas
 Use them to develop evaluations
3. Present new material Brainstorming Steps
 Your teaching depends on your analysis and preparation
 Organize content  Pose question to class
 From general to specific  Generate ides with group
 From lower level objectives to higher  Accept all ideas ( do not criticize)
 From previous information to new material  Go back to summarize discard “ unacceptable” or unworkable ideas
Lectures  Determine the best solutions
 Be aware of attention spans
 Be aware of the number of major points made Supervised Study

38
  Common technique used in problem solving instruction, but certainly not the only  Teachers must be careful to emphasize that incorrect answers must be corrected
technique appropriate for problem solving instruction
 Also a major technique used in competency-based education programs. Role of the Teacher:
 Often misused technique. A really bad form of this technique is: read the chapter’s
the textbook and answer the questions at the end of the chapter.  Develop a list of study questions that focuses on the objectives of the lesson
 Classified as an individualized instruction technique  Develop the anticipated answers to the questions-it is important that the teacher
has a firm idea of what are correct or incorrect answers
Situations Appropriate for Use  Establish a time frame for completing the activity. Students need to a feel a sense
of urgency, so don’t give them more time than you think they will need.
 Discovery or inquiry learning is desired  Supervise during this activity. THIS IS NOT A TIME GRADE PAPER, MAKE
 Access to good reference materials ( textbooks, extension publications, web PHONE CALLS, PLAN FOR THE NEXT LESSON, OR LOCATE THE ANSWERS
resources, industry publications, etc.) TO THE QUESTIONS IN THIS LESSEON!
 Students may need to”look up” information  Assist students in locating information, but do not find it foe them
 Alternate answers may be acceptable  Keep students on task and eliminate distractions
 Many structured lab activities are actually a form of supervise study  Plan foe reporting of answers

Strengths: Small group Discussion

 Provides skills in learning that are useful throughout student’s lives. For they need Also called:
to know how to locate and analyze information
 Recall is enhanced when students have to “look up” information, rather than being  Buzz groups
lectured to.  Huddle Groups
 Students have to decide what information is important and related to the question  Philips 66
posed -6 people per group
 Opportunity for the students to develop writing and analytical skills. -6ideas to be generated
-6 minutes
Weakness:
Advantages:
 Easy for students to get off-task  Increased participation
 Students may interpret questions differently and locate incorrect information  Good foe generating ideas
( practicing error)  Cooperative activity ( students learn from each other)
 Unmotivated students will do the absolute minimum
 Students tend to copy information from sources rather analyze and synthesize Planning Required
information
 Requires more time than lecture  Clearly from question or topic
 Relies on students being able to read and comprehend information at the  Develop a plan for grouping the students
appropriate level.  Plan for reporting
 Summarize the activity (what they should have learned)
Procedure in Conducting Supervised Study:
Conducting Small group Discussion
 Teacher develops a list of a study questions for students to answer
 Resources and reference materials are located or suggested to students as  Write question or topic on the board or handout
possible sources of answers  Give specific instructions on how the group will operate
 Students are given time in class to find answers to questions and to record the  Establish time limits
answers in their notes  Circulate among the groups to help keep them on task (Not as a participant)
 Due to time constraints, however, teachers may want to assign different questions  Give warning near end of time allocated
to specific students, so that every student is not looking for the same information.  Reports: Rotate among the groups for answers
 Summary consist of discussing the correct answers to the questions with the entire
class Games

39
Situation for Use: With-it-ness- the teacher knows that what is going on in the classroom at all times.
Seemingly, the teacher has eyes in the back of his/her head. This is not only when the
 Motivates students teacher is in a small group setting, but when he/she is presenting a topic or students are
 Reviews working as individuals. It can be as simples as looking around the room frequently or
 Check for understanding making sure your back is never turned to the class. It is not necessary to know what the
teacher know is going on- it is what the students believe she knows.
Strengths:
Other Helpful Tip on Student Control
 Active learning technique
 Appeals to competitive students The Hawthorne Effect is a phenomenon in industrial psychology first observed in the
 High interest level 1920s. It refers to improvements in productivity or quality resulting from the mere fact that
workers were being studied or observed.
Planning Requires
Pygmalion Effect (or Rosenthal effect) refers to situations in which students performed
 Game must be develop by teacher better that other students simply because they were expected to do so.
 Rules must be establish. Try to anticipate all potential situations that may occur.
You do not want the effectiveness of the activity to be destroyed by arguments Placebo Effect is the phenomenon that a patient’s symptoms can be alleviated by an
over rules. otherwise ineffective treatment, apparently because the individual expects or believes that
 Develop a plan for determining teams it will work
 Develop plan for keeping score
 Determine rewards- make them appropriate (usually very minor in nature)
The John Henry Effect has also been identified: an experiment may spur competition
Types: games may take a variety of forms, but most often are modeled after. between groups, precisely because they are conscious of being part of an experiment. The
term “halo effect” describe what happens when a scientific observation is influenced by the
 TV game shows observer’s perceptions of the individual procedure, or service that is under observation.
 Sports The observers prejudices, recollections of previous observations, and knowledge about
 Home board games prior observations or finding can all affect objectivity and must be guarded against.

Field Trips and Resource Persons Jacob Kounin’s Theory all of this came about form an incident that happened while he was
teaching a class in Mental Hygiene. A student in the back of the class was reading
Situation Use: newspaper, and the newspaper being opened fully in front of the student so that he
couldn’t see the teacher. Kounin asked the student to put the paper away and pay
 First hand experiences are needed attention. Once the student complied, Kounin realized that other students who were
 Need expertise engaging in non appropriate behaviors (whispering, passing notes) stopped and began to
pay attention the lecture. This gave him interest in understanding classroom discipline on
Planning Needed: not only the student being disciplined, but also the other students in the classroom. This is
the effect that became known as the “Ripple Effect”.
 Objectives
 Trial run/visit Effective Instructional Technique
 Special considerations (safety, grouping, etc.)
 Summarize ( don’t give up responsibility!). it is critical to know what the students The Art of Questioning
have learned from the activity.
Teacher ask questions over a hundred questions in a class session to encourage student
Tips: thinking. Let’s examine some aspects of the Art of questioning, including: types of
questions wait time,and questioning and creativity
 Provide advance organizers (e.g. report forms, fact sheets)
 “plant” questions among students Categories of Questions
 Assign students to begin the questions

40
There are many systems that teachers use to classify questions. Upon close observation, having students focus on the details of the content of a chapter in their textbook, or
in the most systems, questions are typically classified into two categories. Various terms laboratory experiment.
are used to describe these two categories ( Figure 1). The binary approach is useful
because two categories are more manageable foe a beginning teacher to learn to High inquiry questions encourage range of responses from the students and tend to
implement the typical approach of using systems with six categories stimulate divergent thinking. Figure 2 summarizes the differences between low and
high inquiry questions.
Figure 1 categories of Questions
Figure 2. Difference Between Low and High Inquiry Questions
Category 1 Category 2
Factual Higher cognitive Type Student responses Response Examples
Closed Open -Recall, memorize How many..
Convergent Divergent Define…
Lower level Higher level -Describe in own In your own
Low order High over words closed words..state
Low inquiry High inquiry similarities and
Low inquiry -Summarize differences..
(convergent) What is the
Low inquiry questions. These questions focus on previously learned knowledge in order to -Classify on basis of evidence..?
answer questions posed by the teacher, who requires the students to perform ONE of the known criteria What is an
following taks: example..?
-Give an example of
1. Elicit the meaning of a term something
2. Represent something by a word or a phrase
3. Supply an example of something -Create unique or Design an
4. Make statements of issues, steps in a procedure, rules, conclusions, ideas and original design, experiment..
beliefs that have previously been made report, inference, Open
5. Supply a summary or a review of what was previously said or provided prediction What do you
6. Provide a specific, predictable answer to a question predict…?
High inquiry -Judge scientific
High inquiry questions. These questions focus on previously learned knowledge in order to (divergent) credibility What do you think
answer questions posed by the teacher, who requires the students to perform ONE of the about…?
following tasks: -Give an opinion or
state an attitude Design a plan that
1. Perform an abstract operation, usually of a mathematical nature, such as would solve?
multiplying, substituting, or simplifying
2. Rate some entity as to its value, dependability, importance, or sufficiency with a What evidence can
defense of the rating you cite to support..?
3. Find similarities or differences in the qualities of two or more entities utilizing Wait Time. Knowledge of the types of questions, and their predicted effect on student
criteria defined by the student thinking is important to know. However, researchers have found that there are other factors
4. Make a prediction that is the result of some stated condition, state, operation, associated with questioning that can enhance critical and creative thinking. One of the
object or substance purposes of the questioning us to enhance and increase verbal behavior of students.
5. Make inferences to account for the occurrence of something (how or why it
occurred). Low inquiry questions tend to reinforce “correct” answers, or focus on CURRICULUM DEVELOPMENT
specific acceptable answers, whereas high inquiry questions stimulate a broader
range or responses, and tend to stimulate high levels of thinking. There is 1. CONCEPTS, NATURE , AND PURPOSES
evidence to support the use of both types of question The term”curriculum” conveys many things to people. To some, it denotes a
specific course, while to others it means the entire educational environment. It is a
Low inquiry questions will help sharpen students ability to recall experiences and dynamic as the change that occurs in the society. Hence , curriculum
events of science teaching. Low inquiry questions are useful if you are interests in encompasses more than a simple definition. It is a key element in the educational

41
 process; it’s scope is extremely broad, and it touches virtually everyone who is 2. Historical
involved with teaching and learning. In a broader sense, it refers to the total 3. Pyschological
learning experience of individuals not only in school, but in society as well. 4. Social

Educationaewal or l reforms in the Philippines ca be traced form different Philosophical Foundations of Curriculum
recommendations of several educational initiatives, like the Philippine Commission
to survey Philiipine Education (PCSPE-1969), Survey of the Outcomes of Philosophy provides educators, teachers and curriculum makers with a framework for
Elementary Education (SOUTELE-1976), the Philippine Commission of planning, implementing, and evaluating curricula in schools. It helps in answering what
Educational Reform (PCER) that focused on curricular reforms and National schools are for, what subjects are important, how students should learn and what materials
Competency-Based standards for Teachers (NCBTS), which became the anchor and methods should be used. In decision-making, philosophy provides the starting point
of reforms in education from the basic to higher education and will be used for the succeeding decision –making process.

What is Curriculum? Four Educational Philosophies that Relates to Curriculum

 From the Latin word curriculum (“course”), derived from currere “ run or”move 1. PERENNIALISM
quickly) Aim of Education- to educate the rational person; to cultivate the intellect.
 A “course for tracing” Role of Education- Teachers help students think with reason based in the Socratic
methods of oral exposition or recitation and explicit or deliberate teaching of
In educational usage, the “course of the race” stands for “course of study” traditional values.
Focus in the curriculum- Classical subjects, literary analysis. Curriculum is
1. The Traditional Points of View constant.
 In early years of the 20 th century, “Curriculum was a”body of subject or Curriculum trends- use of great books and return to liberal arts.
subject matter prepared by the teacher for the student to learn.” It was 2. ESSENTIALISM
synonymous to the”course of study” and “syllabus” Aim of Education- To promote the intellectual growth of the individual and educate
 Robert M. Hutchins- curriculum for basic education should emphasize 3Rs, a competent person
and college education should be grounded on liberal education Role of Education- The teacher is the sole authority in his/her subject area or field
 Joseph Schwab-“ Discipline” is the sole source of curriculum. Thus, the of specialization.
education system curriculum is divided into chunkc of knowledge called Focus in the curriculum- Essential skills of the 3 Rs and essential subjects of
subject areas in basic education, such as math science, English etc…, and English, science, history, math and foreign language
college, discipline may include humanities, sciences, languages, etc. Curriculum Trends- Excellence in Education, back to basics, and cultural literacy
2. Progressive Points of View of Curriculum 3. PROGRESSIVISM
 To a progressivist, “a listing of school subjects, syllabi, course of study, Aim of Education- To promote democratic and social living
and list of course or specific discipline do not make a curriculum,”. This Role of Education- Knowledge leads to growth and development of lifelong
can only be called curriculum if the written materials are actualized by the learners who actively learn by doing.
learner. Focus in the curriculum-Subjects are interdisciplinary, integrative, and interactive.
 John Dewey-Curriculum is based in Dewye;s definition of experience and Curriculum is focused on students interest, human problems and affairs.
education. He believes that reflective thinking is a means that unifies Curriculum Trends- School reforms, relevant and contextualized curriculum, and
curricular elements. humanistic education
 Caswell and Campbell viewed curriculum as “all experiences children have 4. RECONSTRUCTIVISM
under the guidance of teachers”. Aim of Education- To improve and reconstruct society, since education is for
 Marsh and Willis view curriculum as “all the experiences in the classroom change
which are planned and enacted by the teacher, and also learned by the Role of Education- Teachers act as agents of change and reform in various
students.” educational projects, including research.
Focus in the Curriculum- Present and Future trends and issues of national and
Major Foundations of Curriculum international interest.
Curriculum Trends- Equality of educational opportunities in education, and access
The commonly accepted foundations of curriculum include the following: to global education.

1. Philosophical Historical Foundations of Curriculum

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Philippine educations was greatly influence by the American educational system. The  Connectionism-Edward Thorndike, which influence both Ralph Tyler and Hilda
following curriculum theories laid down their views on what curriculum is. Taba who considered to be two of the well-know curricularists.
 Classical conditioning-Ivan Pavlov
1. Franklin Bobbit (1876-1956_ presented curriculum as a science that emphasizes  Operant Conditioning-B.F. Skinner
the student’s needs. Curriculum prepares students for adult life. To Bobbit,  Modeling and Observation Theory- Albert Bandura
objectives with corresponding activities should be grouped and sequenced. This  Hierarchical Learning/sets of behavior and five learning outcomes- Robert Gagne
can only be done of instructional activities and tasks are clarified. 1. Intellectual skills or” knowing how” categorize and use symbols, forming concepts
2. Werett Characters (1875-1952)- Like Bobbit, to Charters, curriculum is a science, it and problem-solving.
gives emphasis on students needs. The listing objectives and matching of these 2. Information or”knowing what” knowledge about facts dates and names
with corresponding activities ensure that the content or subject matter is related to 3. Cognitive strategies or learning skills
the objective. The subject matter and the objectives are planned by the teacher. 4. Motor skills: and
3. William Kilpatrict (1871-1965)- Curricula are purposeful activities which are child- 5. Attitudes, feelings and emotions learned through experiences
centered. The purpose of the curriculum is child development. The project method
was introduced by Kilpatrick, whose model allowed the teacher and student to plan The listed learning outcomes overlap with the domains in the taxonomy of educational
the activities. The curriculum develops social relationships and small group objectives, which are cognitive, affective and psychomotor.
instruction.
4. Harold Rugg (1886-1960)- Rugg, the curriculum should develop the whole child. It To the behaviorist, learning should be organized to students can experience success in the
is child-centered. With the statement of objectives and related learning activities, process of mastering the subject matter. The method introduced in a step by step manner
curriculum should produce outcomes. Rugg emphasized social studies, and that with proper sequencing of tasks, which is viewed by other educational psychologist as
teachers plan the curriculum in advance simplistic and mechanical.
5. Hollis Caswell (1901-1989)- He saw curriculum as organized around social
functions or themes, organized knowledge and learner’s interest. Caswell believes 2. COGNITVE PSYCHOLOGY
that curriculum is a set of experiences How do learns store information? How do they retrieve and generate conclusions?
6. Ralph Tyler (1902-1994)- as one of the authorities on curriculum, Tyler believes These are some of the basic questions asked by cognitive psychologists.
that curriculum is a science and an extension of the school’s philosophy. It is
based on student’s needs and interest. To Tyler , curriculum is always related to Advocates of cognitive psychology:
instruction. Subject matter is organized in terms of knowledge, skills and values.  Cognitive Development Stages- jean Piaget
The Process emphasizes problem-solving. The curriculum aims to educate  Social Constructivism- Lev Vygostky
generalists and not specialists  Multiple intelligences- Howard Garner
 Learning Styles- Felder and Silverman
Historical development shows different changes in the purposes, principles and content of  Emotional Intelligence- Daniel Goleman
the curriculum. The different changes are influenced by educational philosophy,
psychology and pedagogical theories. This implies that curriculum is ever-changing, putting To the Cognitive theorist, learning constitutes a logical method for organizing and
in knowledge and content from many disciplines interpreting learning. Learning is rooted in the tradition of subject matter and is similar to
the cognitive development theory. Teachers use a lot of problem-solving and thinking skills
Psychological foundations of Education in teaching and learning, intuitive thinking, discovery learning. These are exemplified by
practices like reflective thinking, creative thinking, discovery learning and many others.
Psychology provides a basis for the teaching and learning process. It unifies elements of
the learning process and some of the questions which can be addressed by psychological
foundations of education. How should curriculum be organized to enhance learning? What
is the optimum level of the students’ preparation in learning various contents of the 3. HUMANISTICS PSYCHOLOGY
curriculum? Humanist psychologists are concerned with how learners can develop their human
potentials. Traditional psychologists do not recognize humanistic psychology as a
Three groups of learning theories like behaviorism or association theories; cognitive- school of psychology, . however, observes view humanistic psychology as the third
information processing theories are considered to address the4 above questions. force learning theory after behaviorism and cognitive development.
 Learning can be explained in terms of the wholeness of the problem and
1. BEHAVIORIST PSYCHOLOGY where the environment is changing and the learner is continuously
recognizing his or her perceptions-Gestalt Theory.
Behaviorism dominated 20th-century psychology. It includes, among others, the following:  Theory of human needs for self- actualizing persons- Abraham Maslow

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  Non-directive lives= Carl Rogers learning. It includes the teacher student-student relationship, guidance and
counseling program, health services, schools and community projects, library and
Among the humanistic psychologists, curriculum is concerned with the process, not the laboratories, and other school related work experiences.
products; personal needs, not subject matter, psychological meanings and environmental 6. The curriculum provides for the logical sequence of subject matter. It is a fact that
situations. learning is developmental. Thus, classes and activities should be planned to
achieve an orderly development of subject matter and step-by step progress of the
In summary, psychology has a great influence on the curriculum. Learners not machines, learner. There is a smooth transition and continuing achievement of learners from
and mind is not a computer. Humans are biological beings affected by their biology and one subject matter, classroom, grade, or school to another. A good curriculum
cultures. The psychological foundations will curriculum makers in nurturing a more provides continuity of experiences.
advanced, more comprehensive and complete human learning. 7. The curriculum complements and cooperates with other programs of the
community. The curriculum is responsive to the needs of the community. The
4. SOCIAL FOUNDATIONS OF EDUCATION school offers is assistance in the improvement and realization of on-going programs
Schools exist within social context. Societal culture affects and shapes schools and their of the community. There is cooperative effort between the school and the
curricula. The way school buildings are structured and they way classrooms and community towards greater productivity.
students are organized reflect the cultural views and values of the society. In 8. The curriculum has educational quality. Quality education comes through the
considering the social foundations of the curriculum, we must recognize that schools are situation of the individual’s intellectual and creative capacities for social welfare and
only one of the many institutions that educate society. However, schools are formal development. The curriculum helps the learner to be4come the best that can
institutions that address more complex and interrelated societies and the world. possibly be. The curriculum support system is secured to augment existing sources
for is efficient and effective implementation.
Society ever dynamic, is a source of very fast changes which are difficult to cope with 9. The curriculum has effective flexibility. A good curriculum must be ready to
and to adjust to. Thus, schools are made to help understand these changes. However, incorporate changes whenever necessary. The curriculum is open to revision and
some observations point out to the fact that schools are conservative institutions that lag development to meet the demands of globalization and the digital age.
behind they are supposed to be agents of change. Thus order for schools to be The relationship of curriculum and society is mutual and encompassing. Hence , to
relevant, school curricula should address diversity, explosion of knowledge, school be relevant, the curricula should reflect and preserve the culture of the society and
reforms and education for all. its aspirations. At the same time, society should also imbibe the changes brought
about by the formal institution called schools.
The relationship of curriculum and society is mutual and encompassing. Hence , to be
relevant, the curricula should reflect and preserve the culture of society and its Types of Curriculum Operating Schools
aspirations. At the same time, society should also imbibe the changes brought about by
the formal institutions called schools. Allen Glatthorn , as cited by Bilbao describes seven (7) types of curriculum
operating in the schools.
What are the Characteristics of Good Curriculum 1. Recommended Curriculum- proposed by scholars and professional
1. The curriculum is continuously evolving. It must be a product of a long and tedious organizations
process of evaluation and change. It has evolved from one period to another to the  The curriculum may come from a national agency like the Department
present. of Education (DepEd), Commission on Higher Education (CHED),
2. The curriculum is based on the needs of the people. A curricular program must Department of Science and Technology (DOST) or any professional
begin with those that concern the people themselves. It reflects the needs of the organization who has stake in education for example like the PAFTE.
individuals and the society as a whole. The curriculum is a proper shape in order to 2. Written Curriculum-appear in school, district, division, or country documents
meet the challenges of times and education more responsive to the clientele it  This includes documents, course of study or syllabi handed down to the
serves. schools, districts, divisions, departments, or colleges for
3. The curriculum is democratically conceived. A good curriculum is developed implementation. Most of the written curricula are made by the
through the efforts of a group of individuals from different sectors in society who are curriculum experts with the participation of teachers. These were pilot-
knowledgeable about the interest, needs and resources of the learner and the tested or tried out in sample schools or population. An example is the
society as a whole. The Curriculum is a product of many minds and energies. Basic Education Curriculum (BEC). Another example is the written
4. The curriculum is the result of a long-term effort. It takes a long period of time to go lesson plan, made up of objectives and planned activities of the
through the planning, management, evaluation and development of a good teachers.\
curriculum. 3. Taught Curriculum- what teachers implement of deliver in the classrooms or
5. The curriculum is a complex of details. A good curriculum provides the proper schools
instructional equipment and meeting places that are often most conducive to

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  The different planned activities which are put into action in the Based on the 1987 Philippine Constitution, all schools shall aim to:
classroom compose the taught curriculum. These are varied activities
that are implemented in order to arrive at the objectives or purposes of 1. Inculcate patriotism and nationalism
the written curriculum. These are used by the learners with the 2. Foster love of humanity
guidance of teachers. Taught curriculum varies according to the 3. Promote respect for human rights
learning styles of students and the teaching styles of teachers 4. Appreciate the role of national heroes in the historical development of the country.
4. Supported Curriculum- resources like textbooks, computers, audio-visual 5. Teach the rights and duties of citinzenship;
materials which support and help in the implementation of the curriculum. 6. Strengthen ethical and spiritual values
 In order to have a successful teaching, other than the teacher, there 7. Develop moral character and personal discipline
must be materials which should support or help in the implementation 8. Encourage critical and creative thinking; and
of a written curriculum. These refer to the material resources, such as 9. Broaden scientific and technological knowledge and promote vocational efficiency
textbooks, computers, audio-visual materials. Laboratory equipment,
play ground, zoos, and other facilities. Support curriculum should Aims of Elementary Education ( Education Act of 1982)
enable the learner to achieve real and lifelong learning
5. Assessed Curriculum- that which is tested and evaluated. Through their curricula, elementary education should aim to:
 This refers to a tested or evaluated curriculum. At the end of the
teaching episodes, series of evaluation is done by the teachers to 1. Provide knowledge and develop skills, attitudes, values essential to personal
determine the extent of learning or to tell if the students are development and necessary for living in and contributing to a developing and
progressing. This refers to the assessed curriculum. Assessment tool changing society;
like pencil-and –paper tests; authentic instruments like portfolio are 2. Provide learning experiences which increase the child’s awareness of and
being utilized. responsiveness to the changes in the society;
6. Learned Curriculum- what students actually learn and what is measured. 3. Promote and intensify knowledge, identification with and love for the nation and the
 Refers to the learning outcomes achieved by the students. Learning people to which he belongs; and
outcomes are indicated by the results of the tests and changes in 4. Promote work experiences which develop orientation to the world of work and
behavior, which can either be cognitive, affective, or psychomotor. prepare the learner to engage in honest and gainful work.
7. Hidden Curriculum- the unintended curriculum
 This unintended curriculum which is not deliberately planned but may Aims of Secondary Education
modify behavior or influence learning outcomes. There are lost of
hidden curricula that transpire in the schools. Peer influence, school 1. Continue to promote the objectives of elementary education; and
environment, physical condition, teacher-learner interaction, mood of 2. Discover and enhance the different aptitudes and interests of students in order to
the teachers and many other factors to make up. equip them with skills for productive endeavor and or to prepare them for tertiary
schooling
Elements /Components of the Curriculum
Aims of Tertiary Education
1. Aims, goals and objectives ( What is to be done?)
2. Subject matter/Content (What subject matter is to be included?) 1. Provide general education programs which will promote national identity, cultural
3. Learning Experiences (What instructional strategies, resources and activities will consciousness, moral integrity and spiritual vigor
be employed?) 2. Train the nation’s manpower in the skills required for national development
4. Evaluation Approaches (What methods and instruments will be used to asses the 3. Develop the professions that will provide leadership for the nation; and
results of the curriculum?) 4. Advance knowledge through research and apply new knowledge for improving the
quality of human life and respond effectively to changing society.

Based on the mandate of the Constitution, each school therefore should be guided by its
Component 1- Curriculum Aims, Goals and Objectives vision, mission and goals and its curricula should also revolved around these.

The Philippine Educational system is divided into three educational levels namely the The school’s vision is a clear concept of what the institution would like to become in the
primary, secondary, and tertiary (with the trifocalization the educational system was divided future. It provides the focal point and unifying element according to which the school staff,
into Basic Education (primary and secondary); Technical-Vocational Education (Post- faculty and students perform individually or collectively. It is the guiding post around which
secondary education) and Higher Education ( tertiary education)

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all educational efforts, including curricula, should be directed. The school’s vision can be 3. Guided Response- concerned with early stages in learning complex skills imitation
very ambitious, but that is a characteristic of a vision and trial and error are some of the ways of doing.
4. Mechanism-responses become habitual. Performance skills are executed with
The school’s vision and mission are further translated into goals which are broad ease and confidence
statements of intents to be accomplished. Data for the source of a school goals may 5. Complex over responses-skillful performance and with complex movement
include the learners, the society and the fund of knowledge. patterns
6. Adaptation-well developed skills is now very easy to
In a curriculum, theses goals are made simple and specific for the attainment of each 7. Origination-refers to creating new movements and patterns to fit the situation,
learner. These are called educational objectives, Benjamin Bloom and Robert Mager showing creativity.
defined educational objectives in two ways:
Components 2- Curriculum Content or Subject matter
1. Explicit formulation of the ways in which students are expected to be changed by
the educational process, and All curricula have content, regardless of their design or models. To the subject centered
2. Intent communicated by statement describing a proposed change in learners. In view, content or subject matter is another term for knowledge. It is compendium of facts,
other words, objectives direct the change in behavior, which is the ultimate aim of concepts generalization, principles and theories. To the learner-centered view, the content
learning. They provide the bases for the selection of learning content and learning relates knowledge to the individuals personal and social world and how he/she defines
experiences. They also set the criteria against which learning outcomes will be reality. According to Jerome Bruner,” knowledge is a model we construct to give meaning
evaluated. and structure to regularities in experience”

Three big domains of objectives ( Benjamin Bloom)

(1) Cognitive; (2) affective; and (3) Psychomotor Criteria in the selection of subject matter content or knowledge for the curriculum (Bilbao,
1. Knowledge- recall, remembering of prior learned materials in terms of facts, 2009)
concepts, theories and principles. It is the lowest cognitive level.
2. Comprehension-ability to grasp the meaning of material. It indicates the lowest 1. Self-sufficiency- According to Scheffler (1970), the prime guiding principle for
form of understanding. content selection is helping learners to attain maximum self-sufficiency in learning,
3. application-the ability to use learned material in new and concrete situation. but in the most economical manner. Economy means less teaching effort and
4. Analysis-ability to break down material into component parts so that its educational resources, less learner’s effort, but more results and effective learning
organizational structure may be understood. outcomes.
5. Synthesis-ability to put parts together to form a new whole 2. Significance- when content or subject matter will contribute to basic ideas,
6. Evaluation- Ability to pass judgment on something based on given criteria. concepts principles, and generalization to achieve the overall aim of the
curriculum, the it is significant. It also significant if it will develop learning abilities,
Affective Domain( Krathwohl,1964)- domain of valuing, attitude and appreciation skills, processes and attitude. Subject matter is significant if it will develop the
cognitive, affective, and psychomotor skills of the learners. It can also be
1. Receiving- students willingness to pay attention to particular event, stimuli or significant if the cultural aspect will be considered.
classroom activities 3. Validity- The authenticity of the subject matter selected is it validity . With
2. Responding- active participation on the part of the students information explosion, oftentimes , knowledge selected for school content may
3. Valuing-concerned with the worth or value a student attaches to a particular becomes obsolete. Thus, subject matter should be checked or verified at regular
phenomenon, object or behavior intervals, to determine if the content that was originally valid continues to be so.
4. Organization-concerned with bringing together different values and building a 4. Interest- For a learner –centered curriculum, this is the key criterion. A learner will
value system value the content if it is meaningful to him or her. Students’ interests should be
5. Characterization of value or value complex-developing a lifestyle based on a value considered and adjusted taking into consideration maturity, prior experiences,
system educational and social value of their interest among others.
5. Utility-Usefulness of the content or subject matter may be relative to the learner
Psychomotor Domain (Simpson, 1972) who is going to use it. Usefulness may either be for the present or the future
questions like “will I use it in my future job?, :will it add meaning to my life or
1. Perception-use of sense organs to guide motor activities develop my human potential?” or” will the subject matter be useful in solving my
2. Set-refers to the readiness to take a particular type of action current problems?” are considered.

46
 6. Learnability-Subject matter in the curriculum should be within the range of the  Context- refers to the environment of the curriculum, the real situation
experiences of the learners. This is clearly suggested by the psychological where the curriculum is operating. Context evaluation refers to situation
foundations of a curriculum . There are ways of presenting subject matter or analysis.
content which can easily be learned. Optimal placement and appropriate  Input-refers to the elements of the curriculum, which include the goals,
organization and sequencing of contests are the two ways by which these can be instructional strategies, the learners, the teachers, the contents and all
done. the materials needed
7. Feasibility- can the subject matter or content be learned within the time allowed,  Process-refers to the ways and means of how the curriculum has been
resources available, expertise of the teacher, and the nature of the learners? implemented. This component of the CIPP looks into the entire
Content selection should be considered within the context of the existing reality in operation of the curriculum.
schools, in society and government.  Product-indicates if the curriculum accomplishes its goals. It will
determine to what extent the curriculum objectives have been achieved.

Within the evaluation process, smaller and more specific activities are needed to determine
Component 3- Curriculum Experiences the effectiveness of the curriculum. It includes assessment and measurement of learning
outcomes, the ultimate product of a curriculum. Methods include diagnostic; placement;
The core or the heart of the curriculum includes the different instructional strategies and formulative or summative assessments or non-reference or criterion referenced
methods that realize the goals and use the content in order to produce an outcome measurement.
teaching strategies convert the written curriculum into instruction. Both the teacher and
learner take actions to facilitate learning. The components of a curriculum are distinct but are interrelated to one another as shown
in the following figure.
Whatever methods the teacher utilizes to implement the curriculum, there will be some
guide for the selection and use, such as:

1. Teaching methods are means to achieve the end. They are used to translate the
objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the Aims Objectives
learning objectives, the learners , and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop in the cognitive,
affective, psychomotor, social and spiritual domains.
4. In the choice of the teaching methods, the learning styles of the students should be
considered.
5. Every method should lead to the development of the three domains: cognitive,
affective and psychomotor Evaluation
6. Flexibility should be a consideration in the use of the teaching methods
Content/Subject Matter
Components 4- Curriculum Evaluation

All curricula, to be effective, must have the element of evaluation ( Worthen & sanders,
1987), Curriculum evaluation refers to the formal determination of the quality, effectiveness
or value of the program process, and product of the curriculum. Evaluation is meeting the Figure 1. Interrelationship of the components of a curriculum
goals and matching them with the intended outcomes

The CIPP Models by Stufflebeam

CIPP- Context-Input-Process- Product. The Process is continuous and very important to

curriculum managers, like principals, supervisors, department heads, deans and even
teachers.
Methods/Strategies
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 Tyler’s Model shows that in the curriculum development the following considerations
should be made”

1. Purpose of the school

2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences/ outcomes

II.-CRAFTING/DEVELOPING THE CURRICULUM Hilda Taba Model- She improved on Tyler’s Rationale by making a linear model. She
believes that teachers who teach or implement the curriculum should participate in
Points of View on Curriculum Development developing it. Her advocacy was called the “grassroots approach”

Development connotes changes which are systematic. A change for the better means any Presented seven majors steps her model, where teachers could have a major input.
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. This is how curriculum 1. Diagnosis of learners needs and expectations of the larger society
evolves, 2. Formulation of learning objectives
3. Selection of the learning content
Some authors define curriculum as the total effort of the school to bring about desired 4. Organization of the learning content
outcomes in the school and out-of-school situations. It is also defined as a sequence of 5. Selection of the learning experiences
potential experiences set up in school for the purpose of disciplining children and youth in 6. Organization of learning activities
group ways of thinking and acting 7. Determination of what to evaluate and the means of doing it.

Howel and Evans (1995) define curriculum as standard set of learning outcomes or task Thus, looking at the curriculum models , the three interacting process in curriculum
that educators usually call goals and objectives, while other writers define curriculum as” development are: (1) planning; (2) implementing; and (3) evaluating.
the what of teaching”, or listing of subjects to be taught in school.
The Francis Hunkin’s Decidion-Making Model

What sets this model a part is its recommended first stage of curricular decision-making.
Curriculum is a document which describes as structured series of learning objectives and The first stage requires that participants to engage in deliberation regarding the nature
outcomes for a given subject matter/ area. It includes a specification of what should be curriculum and also its educational and social political value.
learned, how it should be taught, and the plan for implementing/ assessing the learning.
This approach addresses the concerns of reconceptualists, of putting stress on the
Curriculum Development , therefore, may be defines as the process of selecting, understanding the nature and power of curriculum
organizing, executing and evaluating the learning experiences on the basis of the nature of
the society or community. It is a continuous process for the possibilities of improving the The Model has seven major stages:
teaching-learning situation. Its goal is a positive change; process and transformation in the
lives of the learners based on the schools mission and goals. 1. Curriculum conceptualization and legitimization
2. Diagnosis
Models of Curriculum Development 3. Content selection
4. Experience selection
Ralph Tyler Model ( also known as Tyler’s Rationale)\he posited forum fundamental 5. Implementation
questions or principles in examining any curriculum: 6. Evaluation
7. Maintenance
1. What educational purposes should schools seek to attain?
2. What educational experiences can be provided that is likely to attain these Curriculum Design Models
purposes?
3. How can these educational experiences can be effectively organized? 1. Subject-Centered Design model- focuses on the content of the curriculum.
4. How can we determine whether these purposes are being attained or not? Corresponds mostly to the textbook written for the specific subject. In this
design, schools divided the school hours across different subjects.

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  Subject Design- this is the oldest and so far the most familiar for Rogers, on the other hand, believed that a person can enhance self-
teachers, parents and other layman. It is easy to deliver, has directed learning by improving self-understanding and basic attitudes
complementary books, written, and available support instructional to guide behavior. In the humanistic curriculum design, the
materials. The drawback is that learning is so compartmentalized. It development of self is the ultimate obje4ctice of learning. It stresses
stresses the content so much that it forgets about student’s natural the development of positive self-concept and interpersonal skills.
tendencies, interests and experiences. 3. Problem –Centered Design- Generally, this design draws on social problems,
 Discipline Design. Related to the subject design, but focuses on needs, interests, and abilities of the learners. Various problems are given
academic discipline. It is often used in college. emphases. In this curriculum, content cuts across subject boundaries and
 Correlation Design- This comes from a core, correlated curriculum must be based on the needs, concerns and abilities of the students.
designs that links separate subjects designs in order to reduce  Life-Situation Design- The contents are organized in ways that allow
fragmentation. Subjects related to one another, but each subject the students to clarify view problem areas. It uses the past and the
maintains identity. present experiences of learners as a means to analyze the basic
 Broad Field design/interdisciplinary- it is variation of the subject- areas of living.
centered design. This design was made to prevent the  Core Design- It centers on general education, and the problems are
compartmentalization of subjects and integrate the contents that are based on common human activities. The central focus of the core
related to each other. It sometimes called a holistic curriculum design includes common needs, problems, and concerns of the
because it draws around themes and integration. learners.
2. Learner-Centered Design- Among the progressive educational psychologists,
the learner is the center of the educative process. The emphasis is very strong Principles in organizing or putting together learning content
in the elementary level. However, more concern has been placed on the
secondary and even the tertiary level. In high school, the subject or content Dimensions of Principles of Curriculum design
has become the focus and in the college level, the discipline is the center. Both
levels, however still recognize the importance of the learner in the curriculum.  SCOPE- Tyler and Omstein (2004) define scopes as all the content, topics,
 Child-centered Design- attributed to the influence of John Dewey, learning experiences and organizing threads comprising the educational plan. It
Rouseau, Pestallozi, and Froebel. The curriculum is anchored on the refers to the coverage of the curriculum. It is the depth and breadth of the
needs and interest of the child. The is not considered as a passive curriculum. It includes time, diversity and maturity of the learners.
individual, but as on, who engages with his/her environment. One  BALANCE- Curriculum content should be fairly distributed in depth and breadth of
learns by doing. Learners actively create and construct meaning and the particular learning area of discipline. This will ensure that the level or are will
understanding as viewed by the constructivists. Learners interact with not be overcrowded or less crowded.
the teachers and environment. Thus, there is a collaborative effort on  ARCTICULATION- When each subject matter is smoothly connected to the next,
both sides of the plan lessons, select content, and do activities glaring gaps and wasteful overlaps in the subject matter will be avoided.
together. Learning is the product of the child’s interaction with the Teamwork among the teachers will enhance articulation of contents in the
environment. curriculum.
 Experienced-Centered Design- This is similar to child-centered design.  SEQUENCE- It is the logical arrangement of the subject matter. It refers to the
Although the child remains to be the focus, experience-centered deepening and broadening of the contest as it is taken up in the higher levels.
design believes that the interests and needs of the learners cannot be  INTEGRATION- the horizontal connections are needed in subject areas that are
pre-planned. Instead, experiences of the learners become the starting similar, so that learning will be related to one another. This will help the learner get
point of the curriculum. Thus, the school environment is left open and a holistic or unified view of reality outlook in life.
free. Learners are made to choose from various activities that the  CONTINUITY- The content repetition, review and reinforcement of learning is what
teacher provides. The learners are empowered to shape their own is referred to as continuity. Learning requires a continuing application of new
learning form different opportunities given by the teacher. The knowledge, skills, and attitudes or values, so that these will be used in daily living.
emergence of multiple intelligence blends well with experience-
centered design curriculum. Curriculum Approaches
 Humanistic Design- The key personalities in this curriculum design
were Abraham Maslow and Carl Rogers. Maslow’s theory of self-  Behavioral Approach- Anchored on the behaviorist principles, where approach to
actualization explains that a person who achieves this level is curriculum is usually based on a blue print. In the blueprint, goals and objectives
accepting of self, others and nature; is simple , spontaneous and are specified, and contents and activities are also arranged to match with the
natural; is open to different experiences; possesses empathy and learning objectives. The learning outcomes are evaluated in terms of goals and
sympathy to wards the less fortunate, among many others, Carl objectives set at the beginning. This approach begins with educational plans that

49
 start with the setting of goals or objectives. These are the important ingredients in
curriculum implementation for evaluating the learning outcomes as a change of
behavior. The change of behavior indicates the measure of accomplishment.
 Managerial Approach- The principal is the curriculum leader and at the same time
instructional leader, who is supposed to be the general manager. The general
PLAN IMPLEMEN EVALUATE
manager sets the policies and priorities and establishes the direction of change
and innovation, and plans and organizes curriculum and instruction. School T
administrators are less concerned about the content than about organization and
implementation. They are less concerned about subject matter, methods and
materials than improving the curriculum. Curriculum managers look at curriculum
changes and innovations as they administer the resources and restructure the
schools
 System Approach- This was influenced by systems theory, where the parts of the
total school district or school are determined in terms of how they relate to each
other. The organizational chart of the school represents s systems approach. It Feedback and Reflections
shows the line-staff relationships of personal and how decisions are made. The
following are equal importance: (1) Administration, (2)counseling, (3) curriculum, Figure 2: The teaching Process
(4) instruction, (5) evaluation.
 Humanistic Approach- This approach is rooted in the progressive philosophy and
child-centered movement. It considers the formal or planned curriculum and the
formal or hidden curriculum. It considers the whole child and believes that in a  Planning Phase- includes decisions about: (a) the needs of the learners; (b) the
curriculum, the total development of the individual is the prime consideration. The achievable goals and objectives to meet the needs; (c) the selection of the content
learner is at the center of the curriculum. to be taught; (d) the motivation to carry out the goals; (e) the strategies most fit to
carry out the goals; and (f) the evaluation process to measure learning outcomes
Approaches to Curriculum Design  Implementation Phase- requires the teacher to implement what has been planned.
 Evaluation Phase- a match of the objectives with learning outcomes will be
The Six (6) Features of a Curriculum determined.
 Process of Feedback and Reflection- to give information as to whether the three
1. Who teachers- The Teacher phases were appropriately done and elicited good results.
2. Who do Teachers Teach- The Learners
3. What do the Teachers Teach- Knowledge Skills and Values Roles of Stakeholders in Curriculum Implementation
4. How to the Teachers Teach- Strategies and Methods
5. How much of the Teaching was Learned- Performance Stakeholders are individuals or institution that are interested in the school curriculum. Their
6. With whom do we Teach- Community Partners interest varies in degree and complexity. They get involved in many different ways in the
implementation because the curriculum affects them directly or indirectly.
III. IMPLEMENTING THE CURRICULUM
 Learners at the Center of the Curriculum- These learners are the very reason why
Teaching- Learning Process and Curriculum Development curriculum is developed.
 Teachers as Curriculum Developers and Implementers- Planning and writing the
In Curriculum development, the teaching and learning are actions necessary to accomplish curriculum are the primary roles of the teacher. The teachers writes a curriculum
a goal in education. What is the role of teaching in curriculum development? regularly through a lesson plan, a unit plan or a yearly plan. He prepares the
activities for the students to do . the teacher addresses the goals, needs, and
So, what is learning in the curriculum development? interest of the learners by creating experiences from where the students can
learn. He/She designs, enriches, and modifies the curriculum to suit the learners’
Teaching as process in Curriculum characteristics.” No technology can ever replace a teacher, it will only support the
multifaceted role of the teacher.”
The process of teaching replicates the process of curriculum development. The  Curriculum Managers and Administrators- They are people who are responsible in
implementation phase of curriculum development is the actual teaching and experiencing the formulation of the school’s vision, philosophy, mission and objectives. They
of curriculum, as shown in Figure 2 provide necessary leadership in evaluating teaching personnel and school

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 programs. The principle of command responsibility and institutional leadership (1) School-Based Evaluation (SBE)- an approach to curriculum evaluation which
rests on the shoulders of the school administrators. places the content, design, operation, and maintenance of evaluation procedure in
 Parents as Supporters to the curriculum- Parents are the best supporters of the the hands of school personnel.
school, especially because they are the ones paying for their child’s education. (2) Accreditation-this is a voluntary process of submitting a curricular program to an
Hence, they want to get the best of his/her investment in education. This has an external accrediting body foe review in any level of education: basic, tertiary or
implication to what kind if curriculum is being offered in the school. graduate school, to ensure that standards are met. Accreditation studies the
 Community Members as Curriculum Resources- Community members and statement of the educational intentions of school and affirms the standard of
materials in the existing local community can very well substitute for what are excellence.
needed to implement the curriculum. Respected community members may be
included in school boards; some can become resource speakers, etc. IV. ASSESSING/EVALUATING THE CURRICULUM
 Other Stakeholders in Curriculum Implementation-Professional organizations like
those of teachers, lawyers, medical doctors, engineers and many others are asked Curriculum assessment is the process of collecting information for use in evaluation
by curriculum specialists to contribute in curriculum review because they have a
voice in licensure examinations, curriculum enhancement and many more. Often, Curriculum assessment may achieve the following purposes:
they have a better view of the industry where the graduates of the curriculum go.
1. Highlight curriculum expectations;
The role of Technology in Implementing the Curriculum 2. Gather information about what students know and can do,
3. Motivate and encourage teachers to meet the identifies needs of students
Technological changes in education make it’s impact on the delivery of more 4. Provide evidence to tell how well the students have learned ; and
effective, efficient and humanizing teaching-and-learning. Increase in the use of 5. Obtain feedback that helps teachers, students and parents make good decisions to
information and communication technology or ICT is an explosive trend that made guide instruction
it influence education, Educational technology has the following roles in delivering
the school curriculum’s instructional program. Intended Curriculum- refers to a set of objectives identified set at the beginning of any
 Upgrading the quality of teaching-and-learning in schools curricular plan. It establishes the goal, the specific purposes, and the immediate objectives
 Increasing the capability if the teacher to effectively inculcate learning, and to be accomplished. The intended curriculum specifies what the curriculum maker wants to
for students to gain mastery of lessons and courses. do.
 Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning such as open universities and Implemented Curriculum- refers to the various learning activities or experiences of the
lifelong learning to adult learners. students in order to achieve the intended curricular outcomes.
 Revolutionizing the use of technology to boost educational paradigm shifts
that give importance to student- centered and holistic learning. Achieved curriculum- refers to the curriculum outcomes based on the first two types of
curriculum, the intended and implemented. The achieved curriculum is considered the
Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum product. It can be the learning outcomes, or a material product itself, like a book, modules
or instructional material.
 Pilot testing- this is a process where empirical data are gathered to support
whether the material or the curriculum is useful, relevant, reliable and valid What is evaluation?
 Monitoring- is a periodic assessment and adjustment during the try out period. It
determines how the curriculum is working so that the monitoring report becomes Evaluation is the process of determining the value of something or the extent to which
the basis of decision on what aspects have to be retained, improved or modified. goals are being achieved. It is a process of making decisions or reaching a conclusion. It
 Curriculum Evaluation- as part of total educational evaluation refers to a involves decision making about student performance based on information obtained from
systematic process of judging the value, effectiveness and adequacy of a assessment process. Assessment id the process of collecting information by reviewing the
curriculum. It is a process, product and setting which will lead to informed products of student works, interviewing, observing or testing.
decisions.
Evaluation is the process if using information that is collected through assessment. The
ultimate purpose of any evaluation process that takes place in schools is to improve
student learning.
There are two ways of curriculum evaluation
It entails a reasoning process that is based on inference. Inference, which the process of
arriving at a logical conclusion from a body of evidence. Inference usually refers to the

51
process of developing a conclusion on the basis of some phenomenon that is not 6. Reporting can be done formally in conferences with stakeholders, or informal
experienced or observed directly by the person drawing inference. through roundtable discussion and conversation.
7. Recycle the information for continuous feedback, modification and adjustments to
Evaluation is thoughtful process, used to understand things. Evaluation has been defined be made.
is a variety of ways, all of which have at their core the idea of comparison. When we
evaluate, we make comparison between things, not the differences, summarize our
findings and draw conclusion about results.
V. CURRICULUM INNOVATION
Evaluation is the judgment made about the assessments of students learning based on
established criteria. It involves a process of integrating information from various sources Innovations are inevitable as man continues to seek for development. With the demand
and using this information to make inferences and judgments about how well the students brought about by the fast-changing society. It is most likely that innovations will occur. In
have achieved curriculum expectations. Evaluation involves placing a value on and curriculum, changes and modifications are being introduced to keep pace with the
determining the worth of students assessment. Evaluation is usually made so that progress changing world. With emerging theories of learning, instructional delivery and
can be communicated to students and parents. management, learning and teaching styles, modes of living and other societal changes in
science and technology led educator to introduce innovations.
Evaluation provides information
Local and National Curricular Innovations
 Directly to the learner for guidance
 Directly to the teacher for orientation of the next instruction activities; and 1. The 2002 Basic Education Curriculum
 Directly to external agencies for their assessment of schools functioning in the light The Vision, Mission, and Rationale of the Curriculum
of national purpose.
The Department of Education envisions every learner to be functionally literate
What is Curriculum Evaluation equipped with life skills, appreciative of arts and sports and imbued with the
desirable values of a person who is makabayan, makatao, makakalikasan at
Curriculum Evaluation is the process of obtaining information for judging the worth of an maka- Diyos.
educational program, product, procedure, educational objectives or the potential utility of
alternative approaches designed to attain specified objectives, This vision is in line with DepEds’ mission to provide quality basic education that is
equitably accessible to all and lays the foundation for lifelong learning and service
Curriculum evaluation focuses on determining whether the curriculum as recorded in the for the common good.
master plan has been carried out in the classroom. In evaluating a curriculum, the following The BEC was developed through a dynamic process. It started with the review of
key questions are usually asked: the existing basic education curriculum in 1997, which look into consideration
world wide trends and Philippine realties.
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence? Integrative Teaching as Mode of Instructional Deliver
3. Are the students being involved in the suggested instructional experiences?
4. Are the students reaching to the contents? Integrative teaching works best in the BEC because the curriculum is treated in a
holistic manner. The process is interactive, collaborative and innovative.
Suggested Plan of Action for Curriculum Evaluation  Thematic Teaching- requires organization of themes around ideas. The
theme provide focus and helps learners to see the meaningful connections
1. Focus in one particular component of the curriculum. Will it be the subject area, across subject areas. It links ideas to actions and learning to life.
the grade level, the course or the degree program? Specify the objectives of  Content- Based Instruction (CBI)- it is the integration of content learning with
evaluation. language teaching. The language curriculum centered on the academic
2. Collect or gather the information is made up of data needed regarding the object of needs and interests of the learners. Thus, it crosses the barriers between
evaluation language and subject matter content. This approach aims at developing
3. Organize the information. This step will require coding, organizing, strong and the learner’s language skills.
retrieving data for interpretation  Focusing inquiry-it is an interdisciplinary approach that uses questions to
4. Analyze information. An appropriate way of analyzing will be utilized organize learning. Learners become creators rather than recipients of
5. Report information. The result of evaluation should be reported to specific knowledge. Contents and concepts are given less importance than the
audiences process of conducting an investigation and communicating what was

52
 learned to others. Instructional process is built around inquiry, where  The course is composed of four components;
teachers guide the students to discover answers to questions. Using what 1. General education- consistent with CMO 59
learners already know as a starting point, they generate questions about 2. Professional Studies component
things they do not know yet. The design a method of investigation and 3. Specialization component, and
gather information on their own. 4. Instructional Technology component
 Generic Competency Model- the learners are enrolled in three to four linked
or related courses or subject areas. In Makabayan, for instance, 6.Understanding the Design (ubD)-Based Curriculum
competencies subject and can be clustered into personal development,
social competencies and work and special skills, the subject specialist  UbD is a framework for improving student achievement and was designed by
teaches his/her subject and activities will draw on processes and skills internally recognized educators Grant Wiggins and Jay Mctighe, published bu
important to each discipline. ASCD
2. Third Elementary Education Program  The emphasis on” Backward Design”.
Begun in 1996 and concluded in 2005 it was funded by the WB and JBIC, in  It is a tool utilized for educational planning focused on teaching for understaning
response to the Social Reform Agenda of the government. It is focused only on the  It works within the” standard-driven curriculum” to help teachers clarify learning
elementary level with the goal to improve learning achievement; improve goals, device revealing assessment of students understanding and craft effective
completion rates and access to quality elementary education. and engaging learning activities.

Advocacies: Understanding by Design (UbD)-Based Curriculum

In- service Training for Teachers (INSET); school improvement and innovation
Facility;(SIIF) Student Assessment;(SA), Educational Management Information Begun as early as 2007 and was formally implemented in the Philippines thru the 2010
System (E-MS); Procurement and Monitoring Evaluation ; Principal Empowerment Secondary Education Curriculum.

3. Secondary Education Development and Improvement Program (SEDIP) 3 Stages of ‘Backward Design”
It is a curriculum innovation that dovetailed the TEEP. It started in 2000 and ended
in 2006. Its purpose is to improve equitable access to secondary education in Stage 1- indentifying Results/Desired Outcomes ( Content/Performance Standards,
poverty affected areas. Essential Understanding, Objectives- KSA, Essential Questions)

Curriculum Reforms revolved around; Stage 2- Defining Acceptable Evidence/Assessment ( Product/ Performance, Assessment
(a)Improving Teaching and Learning; (b) Improving Access to Secondary Criteria/Tools) Six Facets of Understanding ( Explain, Interpret. Apply Perspective,
Education; (c) Facilitating Decentralized Secondary Education Management. Empathy, Self-knowledge

4. The New Teacher Education Curriculum for BEED and BSED Stage 3- Learning Plan/Instruction (WHERTO
W-where us the unit going? What is expected? Where are the students coming from?
Implemented by CMO 30,s 2004 H- Hooks all students and holds their interest
 There are two streams in Basic Education; BEED- structured to meet the need of E- Equipped students, help them experience the key idea an explore the issue
professional teachers for elementary and special education program; and the R- Rethink
BSED-need of professional teachers in the high school in the Philippines E- Evaluate
 The Curriculum is aligned to the National Competency-Based Teachers Standards T- Tailors
(NCBTS) O- Organize
 It is made up of three components- (1) General Education (2) Professional
Education (3) Specialization or content courses.
7.K-12 Basic Education Curriculum
5.The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)
Republic Act 1053 (may 15, 2013)
 The BTTE prepares teachers in technical-vocational education and training
(TVET) and higher education institutions that are equipped not only with strong The Enhanced Basic Education Act of 2013’
theoretical understanding of teaching and technology but also with exposure to
industry  The overall Goal of the K to 12 Curriculum

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 Kindergarten +(6) six years primary education +(4) four years of junior highschool teachers in the universities so that this country can be more globally competitive in
+(2) two years senior high school industry and manufacturing.
7. Assistance to private schools as essential Partners in Basic Education- Expand the
Salient Features of the K-12 Curriculum Government Assistance to Students and Teachers in Private Education to a target
 Strengthening Early Childhood Education ( Universal Kindegarten) of 1 million HS students through education service contra ting and do away with
 Making the Curriculum Relevant to the Learners ( Contextualization and wasteful education voucher system
Enhancement) 8. Medium of Instruction Rationalized- Support UNESCO’s tried and tested formula
 Ensuring integrated and Seamless Learning ( spiral Progression) on mother tongue instruction. Use mother tongue as medium of instruction from
 Building Proficiency Through Language ( Mother Tongue-Based Multilingual pre- school to Grade III
Education) 9. Quality Textbooks-Produce books according to these criteria; quality, better quality
 Gearing Up for the Future ( Senior High School) and more quality
 Nurturing the Historically Developed ( College and Livelihood Readiness, 21 st 10. Covenant with Local Government to build more schools- the support of the LGU’s
Century Skils) is necessary to build more classrooms with smaller population, so that teachers
and students, and parents can form a real learning community.
The 21st Century Trends in Philippine Education
Access and Equity in Education
Relevance and Responsiveness
Legal Bases on the Access Equity of Education in the Philippines
Benefit from Industry-University Collaboration
 The 1987 Philippine Constittuition ( Section 1, Article IV). The state protect and
 For Students- ensure workplace orientation and opportunity to apply their skills, promote the right of all citizens to quality education at all levels and shall take
knowledge and proper work attitudes; opportunities for enhance employability appropriate steps to make such education accessible to all’.
 For Industry- prospective workers are developed according to the companies  RA 9155 9Governance of Basic Education Act of 2001)- Remaining DECS to
specifications DepEd and reiterating the constitutional mandate. Establish free compulsory
 For the University- reduced need for sophisticated equipment and facilities; public education at the elementary and high school level of education
responsiveness to industry needs and better employment for graduates.  RA 6655 ( The Free Secondary Education Act)- providing free four years of
secondary schooling for those ages 12 to 15 in the public schools
Efficiency and Effectiveness
Alternative Modes of Learning/Acquiring Qualification
Pres. Aquino’s 10 Ways to Fix Philippine Education
 Ladderized Education Program (LEP)
1. 12-Year Basic Education Cycle- expand the basic education cycle from a short of  Expanded Tertiary Education Equivalency and Accreditation Program ( ETEEAP)
10 year cycle to a globally comparable 12 years before 2016.  Ladderized Model Curricula
2. Universal Pre-Schooling for All- All public school children ( and all public schools)  Distance Education Learning
will have pre-schooling as their introduction to formal schooling by 2016.  Distance Education Learning
3. Madaris Education as a Sub-system within the Education System- Madaris
education with subjects in Arabic Language and Islamic Values education will be Accreditation : Enhancing the Quality of Education
integrated in the public school curriculum as additional subject with the view to
keeping the Muslim Filipino children in school. Accreditation – is a concept of self-regulation which focuses on self-study and evaluation
4. Technical Vocational Education as an Alternative Stream in Senior High School- and on the continuing improvement of educational quality. It is both a process ( form of
Provide education alternative to better prepare students for the world of work. Re – peer review) and a result ( a form of certification granted by recognized and authorized
introducing technical vocational education in the public high schools to better link accrediting agency)
and match schooling ti local industry needs and employment.
5. “every Child a Reader” by Grade 1- by the end of SY 2015-2016, every child  Program accreditation- accreditation of academic course
passing pre-school must be a reader by Grade 1.Library infrastructures with  Institutional accreditation- accreditation of the school, college, university or
appropriate reading materials will be built in schools, and elementary teachers institution as a whole
shall be trained how to teach reading.
6. Science and Math Proficiency- Rebuild the science and math infrastructure in The 21st Century Teaching Skills
schools to produce more scientists, engineers, technicians, technologist and

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  Learning and Innovation Skills- recognized as the skills that separate students who miniforest to identify trees, animals and other plants and find out how they live
are prepared for increasingly complex life and work environments in the 21 st together.
century have; focus on creativity, critical thinking, communication and collaboration  Relaxed Alertness- in BBL, efforts are made to eliminate fear while maintaining a
 Creativity and Innovation- Think creativity, Work Creatively with others, highly challenging environment. Ex. Teachers may play classical music when
implement innovations appropriate to set a relaxed tone in the classroom. Bright lights are dimmed.
 Critical Thinking and Problem Solving-reason Effectively, Use Systems, Scented candles are lit to calm the senses. All learners are accepted regardless of
Thinking, Make Judgment and Decisions, Solve Problems their various learning styles, capabilities and liabilities. This will provide a relaxed
 Communication and Collaboration- Communicate Clearly, Collaborate with and accepting environment. Children are motivated to bring the best of them and
others. bring out their potential
B. Information, Media and Technology Skills- 1) access to an abundance of
information; 2) rapid changes in technology tools; and 3) the ability to collaborate Outcome-Based Education (OBE)
and make individual contributions on an unprecendented scale. To be effective in
the 21st century, citizens and workers must be able to exhibit a range of functional OBE is an approach to education in which decisions about the curriculum are driven by the
and critical thinking skills related to information, media and technology. exit learning outcomes that the students should display at the end of the course.
 Information Literacy-Access and Evaluate information, use and Manage
information\ In OBE, Product defines Process. It can be summed up as”results-oriented thinking”
 Media Literacy- analyze Media, Create media Products,
 ICT Literacy- Apply Technology Effectively Learning Outcome-Oriented Teaching and Learning?
C. Life and Career Skills- Today’s life and work environments require far more than
thinking skills and content knowledge. The ability to navigate the complex life and The Bologna Process
work environments in the globally competitive information age requires students to
pay rigorous attention to developing adequate life and career skills.  Quality assurance in the higher education
 Flexibility and Adaptability-Adapt to Change , Be Flexible  A unifies educational system (mobility, transparency, and mutual recognition of
 Initiative and Self- Direction- Manage Goals and Time, Work Independently, qualifications)
Be self directed Learners.  Revise curricula; integrate student-centeredness and learning outcomes
 Social and Cross Cultural Skills- Interact Effectively with others, Work orientation
Effectively in Diverse Teams  Pedagogical issue became central, along with the alignment of teaching and
 Productivity and Accountability- Manage Projects, Products Results assessment methods in accordance with learning outcomes
 Leadership and Responsibility- Guide and Lead Others, Be Responsible to
Others Experiential Learning Courses (ELC)

Brain- Based Learning (BBL)  This is anchored on the NCBTS in CMO, 30, 2004
 This feature of the new teacher education curriculum provides students with rich
 It is an approach to teaching based on research in neuroscience practical learning experiences which are drawn out from the actual environment.
 It suggests that the brain learns naturally  Field study courses enable the students to observe, verify and reflect on various
 This techniques allows teachers to connect learning to students real life events which relate to the concepts, methods and strategies previously learned
experiences  These courses provide opportunities to capture other experiences which can be
 This kind of learning encompasses education concepts like further verified, confirmed and reflected on in relation to their becoming a teacher
 Mastery learning
 Problem-based learning Field Study Course Experiential Learning
 Cooperative education
 Multiple intelligence  (FS1) Learner’s Development an Environment
 Learning styles  (FS 2) Experiencing the Teaching-Learning Process
 Experimental learning  (FS3) Technology in the Learning Environment
 (FS4) Understanding Curriculum Development
Emerging Interactive Teaching Elements from BBL  (FS5) Learning Assessment Strategies
 (FS6) On Becoming a Teacher
 Orchestrated Immersion- Learning environment are created to provide authentic
learning experiences. Ex. In the elementary level, teachers can use the school’s

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Practice Teaching (Student Teaching)- this is the apex of all the ELCs. It is the total Domain 4. Curriculum (Curr)
immersion of the prospective teacher in the real-life of becoming a teacher
The curriculum domain refers to all elements of the teaching-learning process that work in
 It is an integrated theoretical framework that defines the different dimensions of the convergence to help students achieve their curricular goals and objectives, and to
effective teaching. attain high standards of learning defines in the curriculum. These elements include
teacher’s knowledge of the subject matter and the learning process.
NCBTS define good teaching through the following:
Domain 5. Planning, Assessing & Reporting (PAR)
 Domains-distinctive spheres of the learning process, and also a well defined arena
for demonstrating positive teacher practices This domain refers to the alignment of assessment and planning activities. In particular, the
 Strands- specific dimensions of positive teacher practices under the broad PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans;
conceptual domain (2) integration of assessment procedures in the plan and implementation of teaching-
 Indicators- concrete, observable, and measurable teacher behaviors, actions, learning activities; and (3) reporting of thelearners actual achievement and behavior
habits, routines, and practices know to create, facilitate and support enhanced
student learning. Domain 6. Community Linkages (CL)

The & domains of the NCBTS Framework The CL domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. This, this
 Social Regard for Learning domain focuses on teachers’ efforts directed at strengthening the links between schools
 The Learning Environment and communities to help in the attainment of the curricular goals.
 Diversity of Learners
 Curriculum Domain 7 Personal Growth & Professional Development (PGD)
 Planning , Assessing and Reporting
 Personal Growth & Professional Development The PGD domain emphasizes that ideal that teachers value having a high personal
regards for the teaching profession, concern for professional development, and continuous
This Framework will allow teachers to self-assess their own performance against the improvement as teachers.
Competency Standards in order to identify area of strength, as well as areas that need to
be developed further in order for them more effectively as facilitators of learning. DepEd order No. 40 s. 2012

Domain 1. Social Regard for Learning (SRFL) (DepEd Child Protection Policy)

This domain focuses on the ideal that teachers serve as positive and powerful role models  “Policy Guidelines on Protecting Children in School from Abuse, Violence,
of the value in the pursuit of different types of social interactions with students exemplify Exploitation, Discrimination, Bullying and other Forms of Abuse”
this ideal.  Purpose of the Policy- DepEd shall promulgate a zero-tolerance policy for any act
of child abuse, exploitation, violence, discrimination, bullying and other forms of
Domain 2. Learning Environment (LE) abuse”

This domain focuses on importance of providing a social, psychological and physical Some Legal Bases of the CPP
environment within which all students, regardless of their individual differences in learning,
can engage in the different learning activities and work towards attaining high standards of Philippine Constitution: Article XV Sec. 3(b)-…the state shall defend the right of children to
learning. assistance, including proper care and nutrition, and special protection all forms of neglect,
abuse, cruelty exploitation and other conditions prejudicial to their development
Domain 3. Diversity of Learners (DOL)
PD No. 63 Art 59 (1974)- Child and Youth Welfare Code- Prohibiting any mental and
The DOL domain emphasizes the ideal that teachers can facilitate the learning process physical violence against children
even with diverse learners, by recognizing and respecting individual differences and by
using knowledge about their differences to design diverse sets of learning activities, to RA7610- Special Protection of Children Against Abuse, Exploitation and Discrimination
ensure that all learners can attain the desired learning goals

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 EDUCATIONAL TECHNOLOGY Educational Technology in a Broader Perception:

EDUCATIONAL TECHNOLOGY Educational Technology

 Basic Concepts of Educational Technology  In it global sense, it includes the entire process of setting of goals, the
continuous reforms of curriculum, the tryout of new methods and
Definitions: materials, the evaluation of the system as an integrated whole and
resetting of goals in the basis of the findings if evaluation and
Technology innovation.
 It is the component of curriculum reform concerned with the method
 Technology came from Greek word” techne”, which means craft or art. The where curriculum reform is concerned with the content.
term Educational Technology refers to the art of craft of responding to our  It is the application of scientific knowledge about learning and the
educational needs. Another word “technique”, with the same origin, also may conditions of learning to improve the effectiveness and efficiency of
be used when considering the field educational technology, So, Educational teaching and training.
Technology may be extended to include the techniques of the educator.
 Technology is not just machines. It is a planned systematic method of working From the foregoing definitions of educational technology, it can be said that it is a very
to achieve planned outcomes-a process, not a product, broad term. It is the application of scientific findings in the method, process or procedure of
 Technology refers to “all the ways people use their inventions and discoveries working in the field of education in order to effect learning. It embraces curriculum and
to satisfy their needs and desires” ( The world Book encyclopedia). Hence, instructional design, learning environment, and theories of teaching-learning. It is the use
Educational Technology refers to how people use their inventions and of all human inventions for teachers their mission to teach in order that students learn.
discoveries to satisfy their educational needs and desires. i.e. learning.
Technology in Education versus Technology of Education
Educational Technology
Technology in Education
 Educational Technology is a “ complex, integrated process involving people,
procedures, ideas, devices, and organizations to those problems involved in all  Technology in Education is concerned with the equipment, preparation of ad hoc
aspects of huma learning, “(AECT, 1977, as cited in Corpus & Lucido, 2008) messages and integration with traditional teacher-centered activities.
 Educational Technology “consist of the designs and environments that engage  Technology Education is the most simply and comfortably defines as an array of
learners… and reliable technique or method for engaging learning such as tools that may prove helpful in advancing student learning and may be measured
cognitive learning such as cognitive learning strategies and critical thinking in how and why individuals behave.
skills”  Technology in Education is the” application of technology to any of the processes
 Educational Technology is “a field study which is concerned with the practice involved in operating the institutions which house the educational enterprise. It
of using educational methods and resources for the ultimate goal for facilitating includes the application of technology to food, health, finance, scheduling, grade,
the learning process. reporting and other processes which support education within institutions
 Educational Technology, sometimes termed ad “Ed Tech”, is the study and
ethical practice of facilitating learning and improving performance by creating, Technology of Education
using, and managing appropriate technological processes and resources.
 Educational Technology includes, but is not limited to, software, hardware, as  Technology of Education deals with the active use of mass media and computer
well as internet applications, such as wikis and blogs, and activities. science for the individual pupils learning process under the teacher’s supervision.
 The term Educational Technology is often associated with, and encompasses, This is more scientific, more psychological and more pedagogical than technology
instructional theory and learning theory. in education.
 Educational Technology implies the use of all educational resources… men
and materials, methods and techniques, means and media in an integrated Technology in Education will be useful if it is properly planned and organized on
and systematic manner for optimizing learning. psychological principles. Henri Dieuzeide (1970) has rightly observed,” The Transition from
 According to modern educationists, learning not teaching is the crucial task of technology in education to the technology of education involves a thorough appraisal of
the entire educational processes and emphasis of teachers is regarded as a existing educational system, of its objectives and of the means used to attain them, before
system which facilitates learning and makes learning effective as well as any decision is reached to employ these new techniques for specific teaching purposes.
efficient. It is efficient in the sense that the learning with the use of Educational The Teacher-turned technologist can then gradually assume the functions of an
Technology becomes easy and interesting, durable and comprehensive. educational engineer, whose job is to increase the output of the entire scholastic machine.

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Other Terms Associated with Educational Technology:  Programmed Instruction ( by Skinner): focusing on the formulation of behavioral
objective, breaking instructional content into small units, and rewarding correct
Instructional Technology- is a part of educational technology. It refers to those aspects of responses early and often.
educational technology that are concerned with instruction as contrasted to designs and  Bloom advocated a mastery approach to learning based in his taxonomy of
operations of educational institutions. Instructional technology is a systematic way of intellectual behaviors. He endorsed instructional techniques that varied both
designing, carrying out, and evaluating the total process of learning and teaching in terms instruction and time according to learner requirements. Models based on these
of specific objectives. designs were usually referred to as computer-based training (CBT), computer-
aided instruction or computer assisted instruction (CAI) in the 1970s through the
Instructional Technology is “ the theory and practice of design, development, 1990s. in a more simplified form, the correspond to today’s “e-contents” that often
utilization, ,management and evaluation of processes and resources for learning” form the core of “e-learning”set ups, sometimes also referred to as web-based
according to AECT Definition and Terminology Committee. training (WBT) or e-instruction. The course designer divides learning contents into
smaller chunks of text augmented with graphics and multimedia presentation.
Technology Integration- means using learning technologies to introduce, reinforce, Frequent multiple-choice questions with immediate feedback are added foe self
supplement and extend skills assessment and guidance.

Educational Media- are channels or avenues or instruments of communication like books, The 1980s and 1990s
magazines,newspapers, radio, television, internet, and other hardware.
 Computer- based learning (CBL). Frequently on constructivist learning theories,
IN SUMMARY, Corpuz and Lucido (2008) clarify that Educational Technology is a broad these environment focus on both abstract and domain specific problem solving.
term which is oftentimes given a narrow meaning , to mean just hardware. However Preferred technologies include macro-worlds ( computer environments where
according to him: learner could explore and build), simulations (computer environments where
learner can play with parameters of dynamic systems), and hypertext.
 It refers to the use of all human inventions and discoveries to satisfy educational  In the mid-1980s, digitalized communication and networking in education started
needs and desired, like LEARNING. and became popular by the mid-90s, in particular through the World-Wide Web
 Inventions and discoveries can be devices, tools, equipment, activities, procedures (WWW), e-mail and forums.
and processes.  There is a difference between two major forms of line learning. The earlier type,
 Included among human inventions are the various educational media. based on either Computer Based Training (CBT) or Computer Based Learning
 Educational technology is more than instructional technology in the same way that (CBL)m focused in the interaction between the student or and computer drills, plus
education is more than instruction. tutorial on the one hand or micro-worlds and simulations on the other. Both can be
 Technology integration is a part of instructional technology which, in turn is part of delivered today over the WWW.
education technology, and  Today, the prevailing paradigm in the regular school system is Computer-Mediated
 Technology education is different for Technology in Education. The latter refers to Communication (CMC), where the primary form of interaction is between students
the application of technology in the operational education while the former refers and instructors, mediated by the computer. CBT/CBL usually means individualized
to the application of technology in the educative process that takes place in such (self-study) learning, while CMC involves teacher/tutor facilitation and requires
education institutions. scenarization of flexible learning activities. In addition, modern ICT provides
education with tools for sustaining communities and associated knowledge
Evolution of Educational Technology management tasks. It also provides tools for students and curriculum
management.
Educational Technology can be back to the emergence of very early tools, like paintings on  In addition to classroom enhancement, learning technologies also play a major role
cave walls. Usually, however, its history starts with the introduction of educational films in full-time distance teaching. While most quality offers still rely on papers videos
(1900s) or Sidney Pressey’s mechanical teaching machines in the 1920s. and occasional CBT/CBL materials, there is increased use of e-tutoring through
forums, instant messaging, video-conferencing, etc.
 Use of the new technology during US WWII training of soldiers through training  Courses addressed to smaller groups frequently use blended or hybrid deigns that
films and other mediated materials. Today, presentation-based technology, based mix presence courses ( usually) in the beginning and at the end of a modules) with
on the idea that people can learn through aural and visual perception, exist in distance activities and use various pedagogical styles (e.g. drill and practice,
many forms, such as streaming audio and video, or Power Point presentation with exercise, projects, etc)
voice over.
The 2000s
The 1950s led to two major, still popular designs:

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  The emergence of multiple mobile and global technologies gave a new such as desktop publishing, computer-assisted designs (CAD)m and
principle to situated learning theories favoring learning-in-context scenarios. robotic systems.
Some literature uses the concept of integrated learning to describe blended 4. Educational Technology as computer systems (a.k.a educational computing
learning scenarios that integrate both school and authentic settings. instructional computing)
 This view began in the 1950s with the advent of computers, and gained
Perspective that Defines Educational Technology momentum when they began to used instructionally in the 1960s
 As computers began to transform business and industry practices, both
1. Educational Technology as media and audiovisual communications trainers and teachers began to see that computers also had the potentials
 The perspective grew out of the audiovisual (AV) movement in the 1930s, to aid instruction. From the time computers came into classrooms in the
when higher education instructors proposed that media such as slides and 1960s until about 1990, this perspective was known as educational
films delivered information in more concrete, and therefore more effective, computing and encompassed both instructional and administrative support
ways than lectures and boos did. applications.
 This movement produced audiovisual communications or the “branch of  At first, programmers and systems analysis created all applications. Nut by
educational theory and practice concerned primarily with the design and use of the 1970s, many of the same educators involved with media, AV
messages that control the learning process communications, and instructional systems were also researching and
 The view of education technology ad media to deliver information continues to developing computer applications
dominate areas of education and the communications industry, as late as  By the 1990s, educators began computing became known as educational
1986, the National Task Force in Educational Technology equated educational technology
technology with media, treating computers simply as another medium
2. Educational Technology as Instructional Systems and Instructional Designs Benefits Derived from Educational Technology
 This view originated form post0 World War II military and industrial trainers
who were faced with the problem of preparing a large number of personnel Educational Technology is intended to improve, education foe the 21 st-century learner.
quickly, Based on efficiency studies and learning theories from educational Situations today are considered” Digital Natives” who were born and raised in a digital
psychology, they advocated using more planned systematic approaches to environment and inherently think differently because of this exposure to technology. Here
developing uniform effective materials and training procedures. are some of the claimed benefits of incorporating technology into classroom
 Their view was based on the belief that both human (teacher) and non
human (media) resources can be part of an efficient system for addressing 1. Easy –to-access course materials
any instructional need. Therefore, they equated “educational technology”  Instructors can post their course material or important information on a
with education problem solutions” course website, which means students can study at a time and location
 As these training personnel began to work with both university research and they prefer and can obtain the study material very quickly.
development projects and K-12 school, they also influenced practices in 2. Student Motivation
both of these areas. Behaviorist theories initially dominated and cognitive  According to James Kulik, who studies the effectiveness of computers used
theories later gained performance for instruction, “students usually learn more in less time when receiving
 In the 1990s, popular learning theories criticized systems approaches as computer-based instruction and they like classes more and develop more
being too rigid to foster some kinds of learning- particularly high-order positive attitudes toward computers in computer-based classes”
ones. Thus, the current view of educational technology as instructional  Teachers must be aware of their students’ motivation in order to
system is continually evolving. successfully implement technology into the classroom. Students are more
3. Educational Technology as vocational training motivated to learn when are interested in the subject matter, which can be
 Also known as Technology Education, this perspective originated form enhanced by using technologies in the classroom and targeting the needs
industry trainers and vocational educators in the 1980s. for screens and digital materials that they have been stimulated by outside
 The believed (1) that an important function if school learning us to prepare of the classroom.
students for the world of work in which they will use technology and (2) 3. More opportunities for extended learning
that vocational training can be a practical means of teaching all content  According to student completed in 2010, 70.3% of American family
areas, such as math, science and language. households have access to the internet. According to the Canadian Radio
 This view brought about a major paradigm shift in vocational training in K- Television and Tele communications Commission. 79% of homes have
12nschools away from industrial arts curricula centered on access to Internet. This allows the students to access course material at
woodworking/metals and graphics/ printing shops toward technology home and engage with numerous online resources available to them.
education courses taught in labs equipped with high-technology stations,

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  Student can use their computers and Internet to conduct research, Theoretical/Philosophical Framework of Educational Technology
participate in social media, e-mail, and play educational games and stream
videos There are three (3) main theoretical schools or philosophical frameworks of educational
4. Wide participation technology literature. These are Behaviorism, Cognitivism, Constructivism.
 Learning materials can be used for long-distance learning and are
accessible to a writer audience. Behavrioism- this framework was developed in the early 20 th Century with the animal
5. Improved student writing learning experiments of Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark Hull,
 It is convenient for students to edit their written work on word processors. B.F Skinner, etc.
Which can, in turn , improve the quality of their writing.
 According to some studies, the students are better at critiquing and editing Cognitivism-learning theory has undergone a great deal of change since 1960’s and
written work that is exchanged over a computer network with students they 1970s. Cognitive theories look beyond behavior to explain Brain-based Learning.
know. Cognitivists consider how human memory works to promote learning
6. Differential Instruction
 Educational technology provides the means to focus on active student’s Constructivism- this is a learning theory of educational philosophy whose primary belief is
participation and to present differentiated questioning strategies that “learners construct their own meaning from new information, as they interact with
 It broadens individualized instruction and promotes the development of reality or others with different perspectives.”
personalized learning plans in some computer programs available to
teachers. Constructivist learning environments require to use their prior knowledge and experiences
 Students are encouraged to use multimedia components and incorporate to formulate new, related, and/or adaptive concepts in learning. The role of the teachers in
the knowledge they gained in creative ways. This allows some students to this framework is to become facilitator providing guidance so that learners can construct
individually progress form using low-ordered skills gained from drill and their own knowledge
practice activities, to higher level thinking through applying concepts
creatively and creating simulations.
 The ability to make educational technology individualized may aid in
targeting and accommodating different learning styles and levels. Dales Cone of Experience and the Three-Tiered Model of Learning by Bruner

Overall, the use of internet in education has had a positive impact on students, educators, Dale’s cone of Experience is a model that incorporates several theories related to
as well as the educational system as a whole. Effective technologies use many evidence- instructional design and learning process. During the 1960s, Edgar Dale theorized that
based strateghies. (e.g. adaptive content, frequent testing, immediate feedback, etc), as do learners retain more information by what they ‘do” as opposed to what is “heard,” read”, or”
effective teachers. It is important for teachers to embrace technology in order to gain these observed.”his research led to the development of the Cone of Experience. Today,
benefits so they can address the needs of their digital natives. this”learning-by-doing” has become known as “ experiential learning” or action learning.

The internet itself has unlocked a world of opportunity for students. Information and ideas The implications of the Core of Experience in the teaching-learning process
that were previously out of reach are not click away. Students of all ages can connect,
share, and learn on a global scale. 1. Do not use only one medium of communication in isolation. Rather, use many
instructional materials to help the students conceptualize their experience
Using technology in the classroom can allow teachers to effectively organize and present 2. Avoid teaching directly at the symbolic level of thought without adequate
lessons. Multimedia presentations can make the material more meaningful and engaging. foundation of the concrete. Student’s concepts will lack deep roots in direct
experience. According to Dale (1969), these rootless experiences will not have
“Technology’s impact on schools has been significant, advancing how students learn how generative power to produce additional concepts and will not enable the learner to
teachers teach and how efficiently and effectively educational services can be deal with the new situations that he faces.
delivered,”said Carolyn April, director, industry analysis, Comp TIA,” With emerging 3. When teaching, don’t get stuck in concrete. Strive to bring your students to the
technologies such as tablets and notebooks, interactive whiteboards and wireless solutions symbolic or abstract level to develop their higher-order thinking skills
gaining ground in the classroom, the reliance on IT by education market will only grow in
the years ahead. The Three- Tiered Model of Learning by Bruner

Harvard psychologist, Jerome S. Bruner presents a three –tiered model of learning. Where
he points out that every area of knowledge can be presented and learned in three distinct
 Learning Theories that Shaped Educational Technology steps.

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  For representing learners ideas, understandings and beliefs
 For producing organized, multimedia knowledge bases by learners
 Technology as information vehicles for exploring knowledge to support learning by-
Through a constructing.
series of  For accessing needed information
 For comparing perspectives, belief and world views
Third SYMBOLS Symbolic  Technology as context support learning-by-doing:
 For preparing and simulating meaningful real-world problems, situations and
contexts
 For representing beliefs, perspectives, arguments, and stories of others
Second Through a series of Iconic  For defining a safe, controllable problem space for student thinking
 Technology as social medium to support learning by conversing:
ILLUSTRATIONS  For collaborating with others
 For discussing, arguing, and building consensus among members of the
community
 For supporting discourse among knowledge-building communities
 Technology as intellectual partner to support learning by reflecting:
First Though a sequence of ACTIONS Enactive  For helping learners to articulate and represent what the know
 For reflecting on what they have learned and how they came to know it
 For supporting learners internal negotiations and meaning making
 For constructing personal representations of meaning
 For supporting mindful thinking
Hence Increasing Difficulty
SYMBOLIC Challenges of Technology in Education
ICONIC INCREASIN
ENACTIVE The developments in the internet, the world-wide web in particular, and developments in
G multimedia technology, are resulting in new approaches to designing and developing
It is highly recommended that a learner processABSTRACTI
from the ENACTIVE to the ICONIC, AND teaching and learning in higher education. Here are some characteristics of such
ONLY after to the SYMBOLIC, The mind is oftenON shocked into immediate abstraction at the development as described by Bates
highest level without the benefit of gradual unfolding.
 Increase flexibility and access to learning, resulting in new markets being reached,
Source: Philip T. Torres, LEARNING EXECELLENCE, a Master Course in Learning How to and in particular, the lifelong learner market.
Learn, 2009.  The use of multimedia to develop psycho-motor and intellectual skills
development, including problem solving and decision making.
Roles of Educational Technology in Learning  The use of internet technologies to develop knowledge management and
collaborative learning skills; and
Educational Technology plays various roles  The use of internet to develop global, multi-cultural courses and problems.

 From the traditional point of view, it serves as presenter of knowledge just like Why use technology?
teachers. It also serves as productivity tool. With the internet, technology has
facilitated communication among people. Almost all people from different sectors of society offer a number of different reasons to
 From the constructivist perspective, educational technology is a meaningful justify the use of technology for teaching and learning. Following are four (4) of the most
learning tool by serving a learning partner. It engages learners in” active, frequent reasons given for using technology;
constructive, intentional, authentic, and cooperative learning’
 To improve access to education and training
The following are the roles of technology in learning according to the constructivist  To improve the quality of learning
perspective.  To reduce the cost of education; and
 To improve the cost-effectiveness of education
 Technology as tool to support knowledge construction
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New technologies are fundamentally changing the nature of knowledge. However, we still  High-level Integration- in these examples, technology is the central instructional
need to maintain the balance between teaching and learning done through face –to-face tool.
contact, and technology base learning. Example 1: to provide information on the ASEAN Region, the teacher assigned a
newsletter computer production by the group
Many skills cannot or should not be taught solely through technology, although the range of Result: increased social skills through group work; planning, creatively, computer
knowledge and skills that can be taught effectively in this way is probably is much greater skills
than most teachers will credit.
Example2: The Rizal School has a partner school in the U.S.A a joint science
There is a need to be selective and sophisticated in our decisions as to how we want to project allows, the Philippine and U.S, schools to exchange information on
use technologies to learn and teach. indigenous herbal plants in both countries. Video conferencing is held involving
students of both schools.
 Technology Integration in Teaching and Learning Result: A more sophisticated technology-supported project demonstrating global
communication and socially relevant research.
Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills. There is no integrative process if for example the A New Learning Environment through Application of Educational Technology
teacher makes students play computer games to give them a rest period during classes. “..effective teacher best interact with students in innovative learning activities, while
Neither is there integration, if the teacher merely teaches students computer skills. integrating technology to the teaching-learning process
Following are external manifestations of technology integration into instruction;
 Conceptual Models of Learning
 There’s a change in the way classes are traditional conducted
 The quality of instruction is improved in such as a way that it could not have been Meaningful Learning- gives focus to new experiences that are related to what the learner
achieved without educational technology. already knows. Students already have some knowledge that is relevant to the new
 There is planning by the teacher on the process of determining how and when learning. Students are willing to perform class work to find connections between what they
technology fits into teaching-learning process. already know and what they can learn.
 The teacher sets instructional strategies to address specific instructional
issues/problems Discovery Learning- Students perform tasks to uncover what is to be learned. New ideas
 The use of technology provides the opening of opportunities to respond to these and new decisions are generated in the learning process, regardless of the need to move
instructional issues/problems on and depart from organized set of activities.
 In sum, technology occupies a position ( is a simple or complex way) in the
instructional process. Generative Learning-learners are active, attend to learning events, generate meaning form
those experiences and draw inferences, thereby creating a personal model or explanation
Levels of Integration to the new experiences in the context of existing knowledge.

 Simple/Basic Integration- there is no substantial change in the teaching-learning Constructivism-the learner builds a personal understanding through appropriate learning
process form previous method. While technology helps, it does not play a pivotal activities and a good learning environment. Learning consists of what a person can actively
role. assemble for himself and not what he can receive passively. The role of learning is to help
Example: A teacher wants to show photos in her social studies class, but the the individual live/ adapt to his personal world. Constructivism
pictures are small. She decides to use the computer, scan the photos for computer
projection to the class. ( A presentation software package)
Result: Good class presentation followed by discussion
 Middle Level Integration- there is purposeful use of technology to support key
learning areas.
Example1: A teacher uses computer-based Trigonometry software, projected in
the class using a projector to supplement his teacher-centered class presentation
Result: an interactive class using software Generative Learning
Example2: A teacher ask her students to find information on H-fever in the internet.
Students are to create an information leaflet giving a family health tips on H-Fever.
Result: Creative skills are employed by students

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Discovery Learning
 The Computer as Tutor

The computer is a tutor in this new age of learning. It does not replace the teacher,
although it assumes certain roles previously assigned to teachers, who now has to take the
new roles of facilitator and guide. Computers will become a integral component of the
future classroom and not a mere machine that can deliver routine drills and exercises.
Through the integration of educational technology in the teaching-learning process,
learners have this four learning domains: Examples of Computer-assisted instructions (CAI)

Learners:  Simulation programs

 Instructional games
 Are active ,purposeful learners  Problem solving software
 Set personal goals and strategies to achieve these goals  Multimedia encyclopedia and electronic books
 Make their learning experiences meaningful and relevant to their lives
 Seek to build an understanding of their personal words so they can work/live Understanding Multimedia and Hypermedia
productively
 Build on what they already know in order to interpret and respond to new Multimedia- an audiovisual package that includes more than one instructional media
experiences. (means knowing), such as text, graphics, audio animation, and video clip. According to
Moore. It simple means “multiple media or combination of media combined in a product
Computers as Information and Communication Technology in Education whose purpose is to communicate information.

Hypermedia- is multimedia packaged as an educational computer software, where

information is presented and student activities are integrated in a virtual learning
environment.

Characteristics of Hypermedia applications

Communication media THE PC Audiovisual media  Learner controlled-this means the learner makes his/her own decisions on the,
flow or events of instruction. The learner has control on such aspects as sequence,
pace, content, media, feedback, etc. that he/she may encounter in the hypermedia
learning program.
(MULTIMEDIA)  Learner was a wide range of navigations routes- for the most part, the learner
Text, sound, graphics. controls the sequence and pace of his path depending on his ability and
motivation. He has the option to repeat and change speed, it desired. Of course, at
Chart, photos
(INTERNET) Power point
E-mail (text and video) presentations 63
Chat rooms CD,DVD Players
Blog site Educational Software
News services (print,
 the start, the learner may choose the learning activities he prefers. Meanwhile, the Streamed video websites can be used to enhance a classroom lesson (e.g. United
teacher has the prerogative to determine suitable learning objectives. streaming, teacher tube, etc)
 Online study tools
Technology in the Classroom These are tools that motivate studying by making studying more fun and
individualized for the student
There are various types of technologies that can be or currently used in traditional  Digital games
classrooms. Among these are: The field of educational games and serious games has been growing significantly
over the last few years. The digital games are being provided as tools for the
 Computer in the classroom classroom and have a lot positive effects, including higher motivation for the
Having a computer in the classroom is an asset to any teacher. With a computer in students.
the classroom, teachers are able to demonstrate a new lesson, present new There are many other tools being used. These may include: digital cameras, video
material, illustrate how to use new programs, and show ne websites. cameras, interactive whiteboard tools, documents cameras, or LCD projectors
 Class website  Podcasts
An easy way to display a student’s work to create a web page designed for the Podcasting is relatively new invention that allows anybody to publish files to the
class. Once a web page is designed, teachers can post homework assignments, internet where individuals can subscribe and receive new files from people by
student work, famous quotes, trivia, games, and so much more. In today’s society, subscription. The primary benefit to pod casting for educators is quite simple. It
children should know how to use the computer to navigate their way through a enables teachers to reach a student in a way that is both “cool” and a part of their
website, so why not gave them one where they can be published author. lives. For technology that only requires a computer, microphone and internet
connection, pod casting has the capacity of advancing a students education
 Class blogs and wikis beyond the classroom. When students listen to the pod cast of the students as
These are variety of Web 2.0 tools that are currently being implemented the well as their won, they can quickly demonstrate their capacities to identify and
classroom . Blogs allow for students to maintain a running dialogue. They work as define”quality”. This can be a great tool for learning and developing literacy inside
tool for maintaining a journal of thoughts, ideas, and assignments as well as and outside the classroom. Pod casting can help sharpen students vocabulary,
encourage student comment and reflection. Wikis are more group-focused to allow writing, editing, public speaking, and presentation skills. Students also learn skills
multiple members of the group to edit a single document and create a truly that will be valuable in the working world, such as communication, time
collaborative and carefully edited finished product. management, and problem-solving.

 Wireless classroom microphones The most traditional but very effective technology in the classroom
Noisy classrooms are daily occurrences. With the help of microphones students
are able to hear their teachers more clearly. Children learn better when they hear According to Horace Mann, a noted American Educator,”indeed, in ni country have
the teacher clearly. The benefit for teachers is that they no longer lose their voices I ever seen a good school without a blackboard , or a successful teacher who did
at the end of the day not use it frequently”
Reality will tell us that the technology divide is evident in current educational
 Mobile devices situations. Introduction of the terms like multimedia, hypermedia, etc. may not
Mobile devices such as clickers or smartphones can be used to enhance the apply to many schools, especially in the remote areas where electricity has not
experience in the classroom by providing the possibility for professors to get even been provided for one reason or another, coupled with teachers who have no
feedback enough knowledge and or training in utilizing or operating even a computer.
A chalkboard is available classroom equipment and the overhead projector (OHP)
 Interactive whiteboards which has become quite popular in schools. Like other state –of-the art
An interactive whiteboard that provides touch control of computer application instructional tools, the teacher has to learn from proper techniques using
enhances the experience in the classroom by showing anything that can be on a chalkboards and OHPs to maximize it use and make it an effective and efficient
computer screen. This is not only aids in visual learning, but it is interactive, so the instructional equipment.
student can draw, write or manipulate images on the interactive whiteboard.
 Digital video-on-demand Teaching and Learning with Visual Symbols
Replacement of hard copy videos (DVD,VHS, etc) with digital video accessed from
central server (e.g. SAFARI Montage). Digital video eliminates the need for in- As implied in Edgar Dale’s Cone of Experience a teacher should not use only one
classroom hardware (player) and allows teachers and students to access video medium of communication in isolation, but rather use many instructional materials
clips immediately but not utilizing the public internet. to help the students conceptualize his experience. Thus, the use of visual symbols
 Online media in teaching and learning is important. It may be laborious on the part of the

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 teacher, but the use of technology in preparing such materials may help. These Graphs- there are several types of graphs
visual symbols include drawings, cartoons, strip drawings, diagrams, charts,
graphs, maps, etc,  Circle or Pie graph- recommended for a showing a part of a whole.
 Bar graph- used in comparing the magnitude of similar items at a different entities
Drawing – A drawing may not be the real thing, but it’s better to have a concrete ot seeing relative sizes of the parts of a whole
visual aid than nothing. To avoid confusion, it is good that the drawing correctly  Pictorial graph- makes use of picture symbols
represents the real thing.  Graphic organizer

Cartoons – A first cartoon tells it story metaphorically. The perfect cartoon need no
caption. The less the artist depends on words, the more effective the symbolism,
for the symbolism conveys the message. Maps- it is a representation of the surface of the earth or some apart of it

Strip drawings- these are commonly called comics or comic strips. According to Kinds of Maps
dale the more accurate term is “strip drawings.” Make use of strips that are
educational and at same time entertaining.  Physical map-combines in a single projection data like altitude, temperature,
rainfall, precipitation, vegetation and soil.
Diagrams- it is any line drawing that shows arrangements and relations as a part of  Relief map- has three dimensional representations and shows contours of the
the whole, relative values, origins and development, chronological functions, physical data of the earth or part of the earth.
distribution, etc.  Commercial or economic map- also called product or industrial map since it shows
land areas in relation to the economy.
Types of diagrams:  Political map- give detailed information about country, provinces, cities and towns,
 Affinity Diagrams- use to cluster complex, apparently unrelated data into natural roads and highways. Oceans , rivers and lakes are the main features of most
and meaningful groups. political maps.
 Tree Diagram- use to chart out, in increasing detail, the various tasks that must be
accomplished to complete a project or achieve a specific objective. Project-based Learning Multi-media
 Fishbone Diagram- it is called “cause-and-effect diagram. It is a structured form of
brainstorming that graphically shows the relationship of possible causes and sub- Corpuz and Lucido (2008) explain that project-based multimedia learning does not only
causes directly related to and identifies effect/ problem. It is commonly used to involve use of multimedia for learning. According to them, students end up with a
analyze work-related problems. multimedia product to show what they learned.

Charts  They are not only learners of academic content, but they are at the same time
authors of multimedia product at the end of the learning process.
It is a diagrammatic representation of relationships among individuals with organization it  The goals and objectives of a project are based in the core curriculum a laid down
includes the following: in the curricular standards and are made crystal clear to students at the beginning
of the project
 Time chart-is a tabular time chart that represents data in ordinal sequence.  The students work collaboratively over an extended time frame.
 Tree or stream chart- depicts development, growth and change by beginning with  As they work, the employ like skills, including decision-making
a single course (the trunk) which spreads out into many branches; or by beginning  Their learning task ends up with a multimedia presentation through their
with the many tributaries which then converge into a single channel. multimedia product
 Flow chart-is a visual way of charting or showing a process from beginning to end.
It is a means of analyzing a process. By outlining every step in a process, you can IV. Basic Terms in Information and Communication Technology (ICT)
begin to find inefficiencies or problems.
 Organizational chart- shows how one part of the organization relates to the other Terms Meanings
parts Avatar  Graphic representation if a person
 Comparison and contrast chart-used to show similarities and differences between in cyberspace
tow thins, (people, places, events, ideas, etc)  A 3-D image that a person can
 Pareto chart- is a type of bar chat, prioritized in descending order of magnitude or choose to represent himself in
importance from left to right. It shows at a glance which factors are occurring most. virtual reality
 Gantt chart- it is an activity time chart Bmp-(bitmap) The BMP format is commonly used raster

65
 graphic format for saving image files cellphone, fax machine and personal
Bookmark To mark an internet location so one can organizer
remember it PDF( Portable Document Format A file format invented by Adobe systems
BPS (bits per second) The speed at which data are transmitted to save documents in smaller file size and
across communication lines between retains the original look of the original
computers layout, fonts and other graphic elements
Bug An error in a computer program RAM( Random Access Memory) Type of internal computer that is erased
Browser A software package that allows one to look when the power is turned off
at information on the internet in graphic Videoconferencing An online meeting between two or more
rather than just text format participants at different sites
CAI (Computer Assisted Instruction) Software designed to help teach Search Engine Internet software that helps people locate
information internet sites and information related to a
CAT ( Computer Assisted Testing) Using a computer to administer and score given topic
assessment measures Server Software A server is a system that responds to
Chat Room A location on the internet set up to allow request across a computer network to
people to converse in a real-time by typing provide, or help to provide, a network
the message or by allowing their avatars to service
meet and talk to each other Skype A face-to-face communication that is made
Chip A piece of silicon inside a computer on possible through a computer
which electronic circuits have been placed Snail mail Regular postal Service nail as opposed to
Debug Review a computer program and remove email
the errors bug Spam Unsolicited email or other messages
E-mail Address Senses of symbols or letters that an act as
an address for a site on the internet
FTP (File Transfer Protocol) A way of transferring (on the internet) from ASSESSMENT OF LEARNING
one computer to another
GPS (Global Positioning System An instrument that uses a satellite to Assessment –refers to the process of gathering, describing or quantifying information
pinpoint exact location about the student performance. It includes paper and pencil test, extended responses
GUI ( Graphic User Interface) Software that displays option to user in (example essays) and performance assessment are usually referred to as”authentic
graphic format consisting of menus and assessment” task (example presentation of research work)
icons
HTML ( Hypertext Markup Language) The primary programming language used Measurement-is a process of obtaining a numerical description of the degree to which an
to develop web pages individual possesses a particular characteristic. Measurements answers the questions”how
Internet Explorer Popular browser software used to access much?
the internet
IP( Internet Protocol) Agreed-upon way of doing and sending Evaluation- it refers to the process of examining the performance of student. It also
date across the internet determines whether or not the student has met the lesson instructional objectives.
ISP ( Internet Service Provider) An institution, company that provides
access to the internet Test –is an instrument or systematic procedures designed to measure the quality, ability,
JPEG ( Joint Photographic Experts Group) A file format for storing and sending skill or knowledge of students by giving a set of question in a uniform manner. Since test is
graphic images on a network a form of assessment, tests also answer the question”how does individual student
LCD (Liquid Crystal Display or Diode) Devices consisting of light sensitive perform?
material encased between two clear
pieces of glass or plastic designed to be Testing-is a method used to measure the level of achievement or performance of the
place on overhead projector learners. It also refers to the administration, scoring and interpretation of an instrument
MPEG( Motion Picture Experts Group) A file format for storing and sending video (procedure) designed to elicit information about performance in a simple of a particular
sequences on a network area of behavior.
PDA( Personal Digital Assistant) Handled computer that can function as

66
Types of Measurement level of learning.
3. Favors items of large difficulty and 3.Matches item difficulty to learning
There are two ways of interpreting the student performance in relation to classroom typically omits very easy and very tasks, without altering item difficulty or
instruction. These are the Norm-reference tests and Criterion-referenced tests. hard items omitting easy or hard times
4. Interpretation requires clearly 4.Interpretation requires a clearly
Norm-reference test is a test designed to measure the performance of a student compared defined group defined and delimited achievement domain
with other students. Each individual is compared with other examinees and assigned a
score-usually expressed as percentile, a grade equivalent score or a stanine. The
achievement of student is reported for broad skill areas, although some norm referenced TYPES OF ASSESSMENT
tests do report student achievement for individual.
There are four type of assessment in terms of their functional role in relation to classroom
The purpose is to rank each student with respect to the achievement of others in broad instruction. These are the placement assessment, diagnostic assessment, formative
areas of knowledge and to discriminate high and low achievers. assessment and summative assessment.
Criterion- referenced test is a test designed to measure the performance of students with A. Placement Assessment is concerned with the entry performance of student, the
respect to some particular criterion or standard. Each individual is compared with a pre purpose of placement evaluation is to determine the prerequisite skills, degree of
determined set of standard for acceptable achievement. The performance of the other mastery of the course objectives and the best mode of learning.
examinees are irrelevant. A student’s score is usually expressed as a percentage and B. Diagnostic Assessment is a type of assessment given before instruction. It aims to
student achievement is reported for individual skills, identify the strengths and weaknesses of the students regarding the topics to be
discussed. The purpose of diagnostic assessment:
The purpose is to determine whether each student has achieved specific skills or concepts. 1. To determine the level of competence of the students
And to find out how mush students know before instruction begins and after it has finished. 2. To identify the students who have already knowledge about the lesson;
3. To determine the causes of learning problems and formulate a plane for
Other terms less often used for criterion-referenced are objective referenced, domain remedial action.
referenced, content referenced and universe referenced. C. Formative Assessment is a type of assessment used to monitor the learning
progress of the students during or after instruction. Purpose of formative
According to Robert L. Linn and Norma E. gronlund (1995) pointed out the common assessment:
characteristics and differences of Norm-Referenced Tests and Criterion-Referenced Tests 1. To provide feed back immediately to both student and teacher regarding the
success and failure of learning.
2. To identify the learning errors that is need of correction
3. To provide information to the teacher for modifying instruction and used for
Common Characteristics of Norm-Referenced Test and Criterion-Referenced Tests improving learning and instruction
D. Summative Assessment is a type of assessment usually given at the end of a
1. Both require specification of the achievement domain to be measured course or unit. Purpose of summative assessment:
2. Both require a relevant and representative sample of test items 1. To determine the extent to which the instructional objectives have been met;
3. Both use the same types of test items 2. To certify student mastery of the intended outcome and used for assigning
4. Both used the same rules for item writing (except for item difficulty) grades;
5. Both are judge with the same qualities of goodness (validity and reliability) 3. To provide information for judging appropriateness of the instructional
6. Both are useful in educational assessment objectives
4. To determine the effectiveness of instruction
Differences between Norm-Referenced Tests and Criterion Referenced Tests
MODE OF ASSESSMENT
Norm –Referenced Tests Criterion-Referenced Tests
1. Typically covers a large domain of 1.Typically focuses on a delimited A. Traditional Assessment
learning tasks, with just few items domain of learning tasks, with a 1. Assessment in which students typically select an answer or recall information
measuring each specific task. relative large number of items to complete the assessment. Test may be standardized or teacher made test,
measuring each specific task. these tests may be multiple-choice, fill-in-the-blanks, true-false, matching type.
2. Emphasizes discrimination among 2.Emphasizes among individuals can
individuals in terms of relative of and cannot perform.

67
 2. Indirect measures of assessment since the test items are designed to Evaluation: Examining the performance of students and comparing and judging its quality.
represent competence by extracting knowledge and skills from their real life Determining whether or not the learner has met the objectives of the lesson and the extent
context. of understanding.
3. Items on standardized instrument tends to test only the domain of knowledge
and skill to avoid ambiguity to the test takers. INSTRUCTIONAL OBJECTIVES
4. One-time measures to rely on a single correct answer to each item. There is a
limited potential for traditional test to measure higher order thinking skills. Instructional objectives play a very important role in the instructional process and the
B. Performance assessment evaluation process. It serves as guides for teaching and learning, communicate the intent
1. Assessment in which students are asked to perform real-world tasks that of the instruction to others and it provide a guidelines for assessing the learning of the
demonstrate meaningful application of essential knowledge and skills students. Instructional objectives also known as behavioral objectives or learning
2. Direct measures of students performance because task are design to objectives are statement which clearly describe an anticipated learning outcome.
incorporate contexts, problems, and solutions strategies that students would
use in real life. Characteristics of well-written and useful instructional objectives
3. Designed ill-structured challenges since the goal is to help students prepare
for the complex ambiguities in life. 1. Describe a learning outcome
4. Focus on processes and rationales. There is no single correct answer, instead 2. Be student oriented-focus on the learner not on the teacher
students are led to craft polished, thorough and justifiable responses, 3. Be observable or describe an observable product
performances and products. 4. Be sequentially appropriate
5. Involve long-range projects, exhibits, and performances are linked to the 5. Be attainable within a reasonable amount of time
curriculum 6. Be developmental appropriate
6. Teacher is an important collaborator in creating tasks, as well as in developing
guidelines for scoring and interpretation Factors to Consider when Constructing Good Test Items
C. Portfolio Assessment
1. Portfolio is a collection of student’s work specifically to tell a particular story A. VALIDITY is the degree to which the test measures what is intended to measure. It
about the student. is the usefulness of the test for a given purpose. A valid test us always reliable.
2. A portfolio is not a pie of student work that accumulates over a semester or
year B. RELIABILITY refers to the consistency of score obtained by the same person
3. A portfolio contains a purposefully selected subset of student work when retested using the same instrument or one that is parallel to it.
4. It measures the growth and development of students.
C. ADMINISTRABILITY the test should be administered uniformly to all students so
that the scores obtained will not vary due to factors other than differences of the
students knowledge and skills. There should be a clear provision for instruction for
The Key to Effective Testing the students, proctors and even the who will check the test or the scorer

Objectives; The specific statements of the aim of the instruction; it should express what the D. SCORABILITY the test should be easy to score, directions for scoring is clear,
students should be able to do or know as a result of taking the course; the objectives provide the answer sheet and the answer key
should indicate the cognitive level, affective level and psychomotor level of expected
performance.
E. APPROPRIATENESS the test item that the teacher construct must assess the
Instruction: It consist all the elements of the curriculum designed to teach the subject, exact performances called for in the learning objectives. The test item should
including the lesson plans, study guide, and reading and homework assignment; the require the same performance of the student as specified in the learning
instruction should corresponds directly to the objectives objectives.

Assessment: The process of gathering , describing or quantifying information about the F. ADEQUACY the test should contain a wide sampling if items to determine the
performance of the learner; testing components of the subject; the weight given to different educational outcomes or abilities so thatresulting scores are representatives of the
subject matter areas on the test should match with objectives as well as the emphasis total performance in the areas measured.
given to each subject area during instruction.

68
 G. FAIRNESS the test should bit be biased to the examinees, it should not be Total number of class sessions
offensive to any examinees subgroups. A test can only be good if it is also fair to
all test takers. =2x40
20
H. OBJECTIVITY represents the agreement of two or more raters or a test
administrators concerning the score of a student. If the two raters who assess the Number of items= 4
same student on the same test cannot agree in score, the test lacks objectivity and
the score of neither judge is valid, thus, lack of objectivity reduces test validity in
the same way that lack reliability influence validity.
Sample of two way table of specification in Linear Function

TABLE OF SPECIFICATIONS content Cla Knowle Comprehen Applicat Analy Synthe Evaluat Tot
ss dge sion ion sis sis ion al
Table of specification is a device for describing test items in terms of the content and the hou
process dimensions. That is, what a student is expected to know and what he or she is rs
expected to do with that knowledge. It is described by combination of content and process 1.Definitio 2 1 1 1 1 4
in the table of specification. n of linear
function
Sample of One way table of specification in Linear Function 2.Slope of 2 1 1 1 1
a line
Content Number of Class Number of Test Item 3.Graph 2 1 1 1 1 4
Sessions Items Distribution of linear
1. Definition of linear function 2 4 1-4 function
2. Slope of a line 2 4 5-8 4.Equatio 2 1 1 1 1 4
3. Graph of linear function 2 4 9-12 n of linear
4. Equation of linear function 2 4 13-16 function
5. Standard Forms of a line 3 6 17-22 5.Standar 3 1 1 1 1 1 1 6
6. Parallel and perpendicular 4 8 23-30 d Forms
lines of a line
7. Application of linear 5 10 31-40 6.Parallel 4 1 2 1 2 8
functions and
TOTAL 20 40 40 perpendic
ular line
7.Applicat 5 1 1 3 1 3 10
Number of items= Number of class sessions x desired total number of itens ion of
linear
Total number of class sessions functions
TOTAL 20 4 6 8 8 7 7 40
Example :

Number of items for the topic” definition of linear function” ITEM ANALYSIS

Number of class session= 2 Item analysis refers to the process of examining the student’s responses to each item in
the test. According to Abubakar S. Asaad and William M. Hailaya (Measurement and
Desired number of items= 40 Evaluation Concepts & Principles) Rexr Bookstore (2004 Edition), there are two
characteristics of an item. These are desirable and undesirable characteristics. An item
Total number of class sessions=20 that has desirable characteristics can be retained for subsequent use and that with
undesirable characteristics is either be revised or rejected.
Number of items= Number of class sessions x desired total number of itens
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 Maximum Discrimination is the sum of the proportion of the upper and lower groups who
answered the item correctly. Possible maximum discrimination will occur if the half or less
These criteria in determining the desirability and undesirability of an item. of the sum of the upper and lower groups answered an item correctly.

a. Difficulty if an item Discriminating Efficiency is the index of discrimination divided by the maximum
b. Discriminating power of an item discrimination.
c. Measures of attractiveness
PUG = proportion of the upper group who got an item right
Difficulty index refers to the proportion of the number of students in the upper and lower
groups who answered an item correctly. In a classroom achievement test, the desired PLG= proportion of the lower group who got an item right
indices of difficulty not lower than 0.20 nor higher than 0.80. the average index difficulty
form 0.30 or 0.40 to maximum of 0.60. Di = discrimination index

DF= PUG + PLG DM – Maximum discrimination

2
DE = Discriminating Efficiency
PUG = proportion of the upper group who got an item right
PLG = proportion of the lower group who get an item right Formula:

Level of Difficulty of an Item Di = PUG – PLG

Index Range Difficulty Level DE = Di

0.00-0.20 Very difficult DM
0.21-0.40 Difficult DM= PUG + PLG
0.41-0.60 Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy Example: Eighty students took an examination in Algebra, 6 students in the upper group
got the correct answer and 4 students in the lower group got the correct answer for item
number 6. Find the Discriminating efficiency
Index of Discrimination
Given:
Discrimination Index is the differences between the proportion of high performing students
who got the item and the proportion of low performing students who got an item right. The Number of students took the exam = 80
high and low performing students usually defined as the upper 27% of the students based
on the total examination score and the lower 27% of the students based on total 27% of 80 = 21.6 or 22, which means that there are 22 students in the upper performing
examination score. Discrimination are classified into positive Discrimination if the group and 22 students in the lower performing group.
proportion of students who got an item right in the upper performing group is greater than
the students in the upper performing group. And Zero Discrimination if the proportion of the PUG = 6/22 = 27%
students who got an item right in the upper performing group and low performing group are
equal. PLG = 4/22 = 18%

Discrimination Index Item Evaluation Di = PUG- PLG

0.40 and up Very good item
= 27%- 18%
0.30-0.39 Reasonably good item but possibly subject to
improvement Di= 9%
0.20-0.29 Marginal, usually needing and being subject to
improvement DM = PUG +PLG
Below 0.19 Poor Item, to be rejected or improved by version

70
= 27% + 18% 3. A validity estimate, called a validity coefficient, refers to specific type of validity. It
ranges between 0 to 1.
DM= 45% 4. Validity can never be finally determined; it is specific to each administration of the
test
DE = Di/DM
TYPES OF VALIDITY
= .09/.45
1. Content Validity- a type of validation that refers to the relationship between a test
DE = 0.20 or 20% and the instructional objectives, establishes content so that the test measures what
it is supposed to measure. Things to remember about validity:
This can be interpreted as on the average, the item is discriminating at 20% of the potential a. The evidence of the content validity of your test is found in the Table of
of an item of its difficulty. Specification.
b. This is the most important type of validity to you, as a classroom teacher.
Measures of Attractiveness c. There is no coefficient for content validity. It is determined judgmentally, not
empirically.
To measure the attractiveness of the incorrect option ( distracters) in multiple-choice tests, 2. Criterion-related Validity- a type of validation that refers to the extent to which
we count the number if students who selected the incorrect option in both upperand lower scores form a test relate to theoretically similar measures. It is a measure of how
groups. The incorrect option is said to be effective distracter if there are more students in accurately a student’s current test score can be used to estimate a score on
the lower group chose that incorrect option than those students in the upper group. criterion measure, like performance in courses, classes or another measurement
instrument. Example, classroom reading grades should indicate similar levels of
Steps of Item Analysis performance as Standardized Reading Test scores.
a. Construct Validity- a type of validation that refers to a measure of the extent to
1. Rank the scores of the students from highest score to lowest score. which a test measures a hypothetical and unobservable variable or quality
2. Select 27% of the papers within the upper performing group and 27% of the such as intelligence, math achievement, performance anxiety, etc. it
papers within the lower performing group. established through intensive study of the test or measurement instrument.
3. Set aside the 46% of papers because they will not be used for item analysis. b. Predictive Validity- a type of validation that refers to a measure of the extent to
4. Tabulate the number of students in the upper group and lower group who selected which a person’s current test results can used to estimate accurately what that
each alternative. persons performance or other criterion, such as test scores will be at the later
5. Compute the difficulty of each item time.
6. Compute the discriminating powers of each item 3. Concurrent Validity- a type of validation that require the correlation of the predictor
7. Evaluate the effectiveness of the distracters or concurrent measure with the criterion measure. Using this, we can determine
whether a test is useful to us as predictor or as substitute ( concurrent) measure.
The higher the validity coefficient, the better the validity evidence of the test. In
establishing the concurrent validity evidence no time interval is involved between
VALIDITY OF A TEST the administration of the new test and the criterion or established test.

Validity refers to the appropriateness of score-based inferences; or decisions made based Factors Affecting the Validity of a Test Item
on the students test results. The extent to which a test measures what is supposed to
measure. 1. The test itself
2. The administration and scoring of a test
3. Personal factors influencing how students response to the test
4. Validity is always specific to a particular group
Important Things to Remember About Validity
Ways to Reduce the Validity of the Test Item
1. Validity refers to the decisions we make, and not to the test itself or to the
measurement 1. Poorly constructed test items
2. Like reliability, validity is not all or nothing concept; it is never totally absent or 2. Unclear directions
absolutely perfect. 3. Ambiguous items
4. Reading vocabulary too difficult

71
 5. Complicated syntax degree to which generalization about the performance of students from one
6. Inadequate time limit assessment to another assessment is justified. It measures the equivalence of the
7. Inappropriate level of difficulty tests.
8. Unintended clues 3. Split –Half method- administer test once. Score two equivalent halves of the test.
9. Improper arrangement of items To split the test into halves that are equivalent, the usual procedure is to score the
even-numbered and the odd-numbered separately. This provides a measure of
Test Design to Improve validity internal consistency. It indicates the degree to which consistent results are
obtained from two halves of the test
1. What is the purpose of the test? 4. Kuder- Richardon Formula. Administer the test score one. Score total teal and
2. How well do the instructional objectives selected for the test represent the apply the Kuder-Richardon Formula. The Kuder-Richardon formula is applicable
instructional goals. only in situation where students responses are scored dichotomously and
3. Which test item format will best measure achievement of each objective? therefore is most useful with traditional test items that are scored as right or wrong.
4. How many test item will be required to measure the performance adequately on KR-20 estimates of reliability that provide information about the degree to which
each objective? the items are of equal difficulty. ( A statistical procedure used to estimate
5. When and how will the test be administered? coefficient alpha, or a correlation coefficient is given)
6. How many test items will required to measure the performance adequately on
each objective? Descriptive Statistics of Test Scores
7. When and how will the test be administered?
Statistics play a very important role in describing the test scores of students. Teachers
Reliability of a Test should have a background on the statistical techniques in order for them to analyze and
describe the result of measurement obtained in their own classroom; understand the
Reliability refers to the consistency of measurement; that is, how consistent test results of statistics uses in the test and research reports; interpret the types of scores used in testing.
other assessment results from one measurement to another. We can say that at test is
reliable when it can be used to predict practically the same scores when test administered Descriptive Statistics- is concerned with collecting, describing, and analyzing a set of data
twice to the same group of students and with a reliability index of 0.50 or above. The without drawing conclusions or inferences about a large group of data in terms of tables,
reliability of a test can be determined by means of Pearson Product Correlation graphs, or single number (example average score of the class in a particular test)
Coeffficient, Spearman-Brown Formula and Kuder-Richardon Formula.
Inferential Statistics- is concerned with the analysis of a subset of data leading to prediction
Factors Affecting the Reliability of a Test or inferences about the entire set if data or population

1. Length of the test We shall discussed different statistical technique used in describing and analyzing test
2. Moderate item difficulty results.
3. Objective scorung
4. Heterogeneity of the student group 1. Measures of Central Tendency (Averages)
5. Limited time 2. Measures of Variability ( Spread of Scores
3. Measures of Relationship (Correlation)
Four Methods of Establishing Reliability 4. Skewness

1. Test-retest Method. A type of reliability determined by administering the same test Measures of Central Tendency it is a single value that is used to identify the center of the
twice to the same group of students with any time interval between tests. The data, it is taught as the typical value in a set of scores. It tends to lie within the center if it is
result of the test scores are correlated using the Pearson Product Correlation arranged form lowest to highest or vice versa. There are three measures of central
Coefficient and this correlation coefficient provides a measure of stability. This tendency commonly used; the mean, median and mode.
indicates how stable the test result over a period of time.
2. Equivalent –Form Method. A type of reliability determined by administering two The Mean
different but equivalent forms of the test ( also called parallel or alternate forms) to
the same group of students in close succession. The equivalent forms are The Mean is the common measures of center and it also know as the arithmetic average.
constructed to the same set of specifications that is similar in content, type of item
and difficulty. The result of the test score are correlated using the Pearson Product Sample Mean = ∑x
Correlation Coefficient and this correlation coefficient provides a measure of the n

72
 The median is a point that divides the scores in a distribution into two equal parts when the
∑= sum of the scores scores are arranged according to magnitude, that is from lowest score to highest score or
highest score to lowest score. If the number of score is an odd number, the value of the
X= individual scores median is the middle score. When the number of scores is even number, the median
values is the average of the two middle scores.
n = number of scores

Steps in solving the mean value using raw scores Example: 1. Find the median of the scores of 10 students in algebra quiz.

1. Get the sum of all the scores in the distribution (x) scores of students in algebra
2. Identify the number of scores (n) 45
3. Substitute to the given formula and solve the mean value 35
38
Example: Find the mean of the scores of students in algebra quiz 60
44
(x) scores in algebra 39
47
45 55
35 58
48 54
60
44 First , arrange the scores from lowest to highest and find the average of two middle most
39 scores since the number of cases in an even.
47 35
55 39
58 44
54 45
∑x = 485 47
n= 10 48
54
55
Mean = ∑x 58
n 60
= 485÷ 10
Mean = 48.5 Mean = 47 + 48
2
Properties of Mean = 47.5 is the median score
1. Easy to compute
2. It may be an actual observation in the data set 50% of the scores in the distribution fall below 47.5
3. It can be subjected to numerous mathematical computation
4. Most widely used
5. Each data affected by the extremes values Example 2. Find the median of the scores of 9 students in algebra quiz
6. It is easily affected by the extremes values
7. Applied to interval level data (x) scores of students in algebra
35
39
44
The Median 45
47

73
48 The Range
54
55 Range is the difference between highest and lowest score in the data set.
58
R=HS-LS
The median value is the 5th score which is 47. Which means that 50% of the scores fall
below 47. Properties of Range

Properties of Median 1. Simplest and crudest measure

2. A rough measure of variation
1. It is not affected by extremes values 3. The smaller the value, the closer the score to each other or the higher the value,
2. It is applied to ordinal level of data the more scattered the scores are.
3. The middle most score in the distribution 4. The value easily fluctuate, meaning if there is a changes in either the highest score
4. Most appropriate when there are extremes scores or lowest score the value of range easily changes.

The Mode Example: scores of 10 students in Mathematics and Science. Find the range and what
subject has a greater variability?
The mode refers to the score or scores that occurred most in the distribution. There are
classification of mode: a) unimodal is a distribution that consist of only one mode. B) Mathematics Science
bimodal is a distribution of scores that consist of two modes, c) multimodal is a score 35 35
distribution that consist of more than two modes. 33 40
45 25
Properties of Mode 55 47
62 55
1. It is the score/s occurred most frequently 34 35
2. Nominal average 54 45
3. It can be used for qualitative and quantitative data 36 57
4. Not affected by extreme values 47 39
5. It may not exist
40 52
Example 1. Find the mode of the scores of students in algebra quiz:
34,36,45,65,34,45,55,61,34,46
Mathematics Science
Mode= 34 , because it appeared three times. The distribution is called unimodal. HS = 62 HS =57
LS= 33 LS= 25
R = HS-LS R= HS-LS
R= 62-33 R= 57-25
Example 2. Find the mode of the scores of students in algebra quiz: R= 29 R= 32
34,36,45,61,34,45,55,61,34,45

Mode = 34 and 45, because both appeared three times. The distribution is called bimodal Based form the computed value of the range, the scores in Science has greater variability.
Meaning, scores in Science are more scattered than in the scores in Mathematics
Measures of Variability
The Quartile Deviation
Measures of Variability is a single value that is used to describe the spread out of the
scores in distribution, that is above or below the measures of central tendency. There are Quartile Deviation is the half of the differences the third quartile (Q3) and the first quartile
three commonly used measures variability, the range, quartile deviation and standard (Q1). It is based on the middle 50% of the range, instead the range of the entire set
deviation
Of distribution. In symbol QD = Q3-Q1
2
74
 ∑x= 485 ∑(x-mean)2 = 602.25
QD= quartile deviation N= 10
Q3= third quartile value Mean = ∑x
N
Q1= first quartile value = 485
10
Example : In a score of 50 students, the Q3 = 50.25 and Q1 = 25.45, Find the QD Mean= 48.5
QD = Q3-Q1 SD= √∑(x-mean)2
2 n-1
=50.25 – 25.4 SD= √602.5
2 10-1
SD= √66.944444
QD= 12.4
SD= 8.18, this means that on the average
the amount that deviates from the mean
The value of QD =12.4 which indicates the distance we need to go above or below the value= 48.5 is 8.18
median to include approximately the middle 50% of the scores. Example 2: Find the standard deviation of the score of 10 students below. In what subject
has greater variability
The standard deviation
Mathematics Science
The standard deviation is the most important and useful measures of variation, it is the 35 35
square root of the variance. It is an average of the degree to which each set of scores in 33 40
the distribution deviates from the mean value. It is more stable measures of variation 45 25
because it involves all the scores in a distribution rather than range and quartile deviation. 55 47
62 55
SD = √∑( x-mean)2 34 35
n-1 54 45
where ,x = individual score 36 57
47 39
n= number of score in a distribution 40 52

Example: 1. Find the standard deviation of scores of 10 students in algebra quiz. Using
the given data below. Solve for the standard deviation of the scores in mathematics

x (x-mean)2 Mathematics (x) (x-mean)2

45 12.25 35 82.81
35 182.25 33 123.21
48 0.25 45 0.81
60 132.25 55 118.81
44 20.5 62 320.41
39 90.25 34 102.01
47 2.25 54 98.01
55 42.25 36 65.61
58 90.25 47 8.41
54 30.25 40 16.81
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∑x = 441 ∑(x-mean)2 = 936.9 Interpretation of Standard Deviation
Mean = 44.1 ∑(x-mean)2= 918
When the value of standard deviation is large, on the average, the scores will be far form
the mean. On the other hand. If the value of standard deviation is small, on the average,
SD= √∑(x-mean)2 the score will be close form the mean.
n-1
Coefficient of Variation
= √936.9
10-1 Coefficient of variation is a measure of relative variation expressed as percentage of the
=√104.1 arithmetic mean. It is used to compare the variability of two or more sets of data even when
the observations are expressed in different units of measurement. Coefficient of variation
SD = 10.20 for the mathematics subject can be solve using the formula.

Solve for the standard deviation of the score in science CV = (SD)x 100%
Mean

The lower the value of coefficient of variation, the more the overall data approximate to the
Science (x) (x-mean)2 mean or more the homogeneous the performance of the group
36 64
40 9 Group Mean Standard deviation
25 324 A 87 8.5
47 16 B 90 10.25
55 144
35 64
45 4 CV Group A= standard deviationx 100%
57 196 Mean
39 16
52 81 = 8.5 x 100%
∑x= 430 ∑(x-mean)2= 918 87
Mean =430 CV Group A=9.77%
10
Mean= 43
CV GroupB= standard deviationx 100%
SD= √∑(x-mean)2 Mean
n-1
= 10.25x 100%
= √918 90
10-1 CV Group B=11.39%
=√ 102
The CV of Group A is 9.77% and CB of Group B is 11/39%, which means that group A has
SD= 10.10 for science subject homogenous performance.

Percentile Rank
The Percentile rank of a score is the percentage of the scores in the frequency
The standard deviation for mathematics subject is 10.20 and the standard deviation foe distribution which are lower. This means that the percentage of the examinees in the norm
science subject is 10.10, which means that mathematics scores has a greater variability group who scored below the score of interest. Percentile rank are commonly used to clarify
than science scores. In other words, the scores in mathematics are more scattered than in the interpretation of scores on standardized tests.
science.
Z- SCORE
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 Z- score (also known as standard score) measures how many standard deviations an Z natural Science= -1
observations is above or below the mean. A positive z-score measures the number of
standard deviation a score is above the mean, and a negative z-negative z-score gives the Z labor management = 94-92
number of standard deviation a score is below the mean.
7.5
The z-score can be computed using the formula
Z labor management = 0.27
Z= x-µ for population
o James Mark had a grade in Math Analysis that was 0.70 standard deviation above the
mean of the Math Analysis grade, while in Natural Science he was -1.0 standard deviation
Z= x-mean for sample below the mean of Natural Science grade. He also had a grade in Labor Management that
SD was 0.27 standard deviation above the mean of the Labor Management grades.
Where Comparing the z scores, James Mark performed best in Mathematics Analysis while he
performed very poor in Natural Science in relation to the group performance.
X= is a raw score
T-score
0= is the standard deviation of the population
T-score can be obtained by multiplying the z-score by 10 and adding the product to 50. In
µ= is the mean of the population symbol, T-score = 10z +50

SD= is the standard deviation of the sample Using the same exercise, compute the T-score of James Mark in Math Analysis, Natural
Science and Labor Management
EXAMPLE:
T- score (math analysis) = 10 (.7) +50
James Mark’s examination results in the three subjects are as follows:
= 57
Subject Mean Standard deviation James Mark’s
Grade T- score (natural science) = 10(-1)+50
Math Analysis 88 10 95
Natural Science 85 5 80 = 40
Labor Management 92 7.5 94
T-score (labor management) = 10(0.27) +50

EXAMPLE:A study showed the performance of two Groups A and B in a certain test given =52.7
by a researcher. Group A obtained a mean score of 87 points with standard deviation of
8.5 points, Group B obtained a mean score of 90 points with standard deviation of 10.25 Since the highest T-score us in math analysis = 57, we can conclude that James Mark
points. Which of the two group has a more homogeneous performance? performed best in Math analysis than in natural science and labor management.

In what subject did James Mark performed best? Very Poor? Stanine

Z math analysis = 95-88 Stanine also known as standard nine, is a simple type of normalized standard score that
illustrate the process of normalization. Stanines are single digit scores ranging form 1 to 9.
10
The distribution of new scores is divided into nine parts
Z math analysis = 0.70
Percent 4% 7% 12% 17% 20% 17% 12% 7% 4%
Z natural science= 80-85 in
Stanines
5 2 3 4 5 6 7 8 9

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Stanines 1 1. Identify your standards, objectives and goals for your students. Standard is a
statement of what the students should be able to know or be able to perform. It
should indicate that your students should be able to know or be able to perform. It
Skewness should indicate that your students should met these standards. Know also the
goals for instruction, what are the learning outcomes.
Describes the degree of departures of the distribution of the data from symmetry. 2. Identify the characteristics of a good performance on the task, the criteria, when
the students perform or present their work, it should indicate that they performed
The degree of skewness is measured by the coefficient of lsewness, denoted as SK and well in the task given to them; hence they met that particular standards.
computed as, 3. Identify the levels of performance for each criterion. There is no guidelines with
regards to the number of levels of performance, it vary according to the task and
needs. It can have as few as two levels of performance or as many as the teacher
can develop. In this case, the rater can sufficiently discriminate the performance of
SK= 3(mean-media) the students in each criteria. Through this levels of performance, the teacher or the
SD rater can provide more detailed feedback about the performance of the students. It
Normal curve is a symmetrical bell shaped curve, the end tails are continuous and is easier also for the teacher and students to identify the areas needed for
asymptotic. The mean, median and mode are equal. The scores are normally distributed if improvement.
the computed value of SK=0
Types of Rubrics
Areas Under the Normal Curve 1. Holistic Rubrics
In holistic rubrics does not list a separate levels of performance for each criterion.
Positively skewed when the curve is skewed to the right, it has a long tail extending off to Rather , holistic, rubrics assigns a level of performance along with a multiple
the right but a short tail to the left. It increases the presence of a small proportion of criteria as a whole, in other words you put all the component together.
relatively large extreme value SK˃0 Advantage: quick scoring, provide overview of students achievement.
Disadvantage: does not provide detailed information about the student
When the computed value of SK is positive most of the scores of students are very low, performance in specific areas of the content and skills. May be difficult to provide
meaning to say that they performed poor in the said examination one overall score.

Negatively skewed when a distribution is skewed to the left. It has a long tail extending off 2. Analytic Rubrics
to the left but a short tail to the right. It indicates the presence of a high proportion of In analytic rubrics the teacher or the rater identify and assess components of a
relatively large extreme values SK˂0. finished product. Breaks down the final product into component parts and each
part is scored independently. The total score is the sum of all the rating for all the
parts that are to be assessed or evaluated. In analytic scoring, it is very important
When the computed value of SK is negative most of the students got a very high score, for the rater to treat each part as separate to avoid bias toward the whole product.
meaning to say that they performed very well in the said examination Advantage: more detailed feedback, scoring more consistent across students and
graders.
Rubrics Disadvantage: time consuming to score.

Rubrics is a scoring scale and instructional tool to assess the performance of student using Example of Holistic Rubric
a task-specific set of criteria. It contains two essential parts: the criteria for the task and 3-Excellent Researcher
levels of performance for each criterion. It provides teachers an effective means of  Included 10-12 sources
students-centered feedback and evaluation of the work of students. It also enables  No apparent historical inaccuracies
teachers to provide a detailed and informative evaluations of their performance.  Can easily tell which sources information was drawn from
Rubrics is very important most especially if you are measuring the performance of students  All relevant information is included
against a set of standard or pre-determined set of criteria. Through the use of scoring 2- Good Researcher
rubrics or rubrics the teachers can determine the strengthens and weaknesses of the  Included 5-9 sources
students, hence it enables the students to develop their skills.  Few historical inaccuracies
 Can tell with difficulty where information came from
Steps in developing a Rubrics  Bibliography contains most relevant information
1-Poor Researcher

78
  Included 1-4 sources performance
 Lots of historical inaccuracies Matching type Short answer Research report Typing test
 Cannot tell from which source information came from Concept man Portfolio exhibit, Art Diving
 Bibliography contains very little information exhibit
Writing journal Laboratory
demonstration
Example of Analytic Rubric Cooperation in group
Criteria Limited Acceptable Proficient works
1 2 1 Forms of Performance Based Assessment
Made good observations Observations are Most observations All observations are
absent or vague are clear and clear and detailed 1. Extended response task
detailed a. Activities for single assessment may be multiple and varied
Made good predictions Predictions are Most predictions All predictions are b. Activities may be extended over a period of time
absent or are reasonable reasonable c. Products from different students may be different in focus
irrelevant 2. Restricted-response tasks
Appropriate conclusion Conclusion is Conclusion is Conclusion is a. Intended performances more narrowly defined than extended-response tasks.
absent or consistent with consistent with b. Questions may begin like a multiple-choice or short answer stem, but then ask
inconsistent with most observations observations for explanation, or justification.
observation c. May have introductory material like an interpretative exercise, but then asks for
Advantages of Using Rubrics an explanation of the answer, not just the answer itself
3. Portfolio is a purposeful collection of student work that exhibits the student’s
When assessing the performance of the students using performance based assessment it efforts, progress and achievements in one or more areas.
is very important to use scoring rubrics. The advantages of using rubrics in assessing
student’s performance are: Uses of Performance Based Assessment

1. Rubrics allow assessment to become more objective and consistent 1. Assessing the cognitive complex outcomes such as analysis, synthesis and
2. Rubrics clarify the criteria in specific terms evaluation
3. Rubrics clearly show the student how work will be evaluated and what is expected 2. Assessing non-writing performances and products
4. Rubrics promote student awareness of the criteria to use in assessing peer 3. Must carefully specify the learning outcomes and construct activity or task that
performance actually called forth.
5. Rubrics provide useful feedbacks regarding the effectiveness of the instruction:
and Focus of Performance Bases Assessment
6. Rubrics provide benchmarks against which to measure and document progress
Performance based assessment can assess the process, or product or both (process and
PERFORMANCE BASED ASSESSMENT product) depending on the learning outcomes. It also involves doing rather that just
knowing about the activity or task. The teacher will assess the effectiveness of the process
Performance based assessment is a direct and systematic observation of actual or procedures and the product used in carrying out the instruction. The question is when to
performances of the students based from a pre-determined performance criteria as cited use the process and the product?
by (Gabuyo, 2011). It is an alternative form of assessing the performance of the students
that represent a set of strategies for the application of knowledge, skills and work habits Use the process when:
through the performance of tasks that are meaningful and engaging to students”
1. There is no product
Framework of Assessment Approaches 2. The process is orderly and directly observable;
3. Correct procedures/steps in crucial to later success;
Selection Type Supply Type Product Performance 4. Analysis of procedural steps can help in improving the product,
5. Learning is at the early age.
True-false Completion Essay, story or Oral presentation of
poem report Use the product when:
Multiple-choice Label a diagram Writing portfolio Musical, dance or
dramatic
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 1. Different procedures result in an equally good product; ability performance
2. Procedures not available for observation; Does not include the teacher’s knowledge of Allows for expression of teacher’s
3. The procedures have been mastered already; student as a learner knowledge of student as learner
4. Products have qualities that can be identified and judge Does not gives student responsibility Student learns how to take responsibility
The final step in performance assessment is to assess and score the student’s
performance. To assess the performance of the students the evaluator can used checklist Three Types of Portfolio
approach , narrative or anecdotal approach, rating scale approach, and memory approach.
The evaluator can give feedback on a student’s performance in the form of narrative report There are three basic types of portfolio to consider for classroom use. These are working
or grade. There are different was to record the results of performance-based assessments. portfolio, showcase portfolio and progress portfolio
1. Checklist Approach are observation instruments that divide performance whether it 1. Working Portfolio
is certain or not certain. The teacher has to indicate only whether or not certain The first type of portfolio is working portfolio also known as “teacher-student
elements are present in the performances portfolio”. As the name implies that it is a project “in work” it contains the work in
2. Narrative/Anecdotal Approach is continuous description of student behavior as it progress as well as the finished samples of work use to reflect in process by the
occurs, recorded without judgment or interpretation. The teacher will write narrative students and teachers. It documents the stages of learning and provides a
reports of what was done during each of the performances. Form these reports progressive record of student growth. This is interactive teacher-student portfolio
teachers can determine how well their students met their standards. that aids in communication between teacher and student.
3. Rating Scale Approach is a checklist that allows the evaluator to record information
on a scale, noting the finer distinction that just presence or absence of a behavior. The working portfolio may be used to diagnose student needs. In both student and
The teacher they indicate to what degree the standards were met. Usually, teacher have evidence of student strengths and weakness in achieving learning
teachers will use a numerical scale. For instance, one teacher may arte each objectives, information extremely useful in designing future instruction.
criterion on a scale of one to five with one meaning “ skills barely present” and five
meaning “skill extremely well executed.” 2. Showcase Portfolio
4. Memory Approach the teacher observes the students when performing the tasks Showcase portfolio is the second type of portfolio and also know as best works
without taking any notes. They use the information from memory to determine portfolio or display portfolio. In this kind of portfolio, it focuses on the student’s best
whether or not the students were successful. This approach is not recommended and most representative work. It exhibit the best performance of the student. Best
to use for assessing the performance of the students. works portfolio may document student activities beyond school for example a story
written at home. It is just like an artist’s portfolio where a variety of work is selected
PORTFOLIO ASSESSMENT to reflect breadth of talent, painters can exhibits the best paintings. Hence, in this
portfolio the student selects what he or she thinks is representative work. This
Portfolio assessment is the systematic, longitudinal collection of student work created in folder is most often seen at open houses and parent visitations.
response to specific, know instructional objectives and evaluated in relation to the same
criteria. Student Portfolio is a purposeful collection of student work that exhibits the The most rewarding use of student portfolios is the display of student’s best work,
students efforts, progress and achievements in one or more areas. The collection must the work that makes them proud. In this case, it encourages self-assessment and
include student participation in selecting contents, the criteria for selection, the criteria for build self-esteem to students. The pride and sense of accomplishment that
judging merit and evidence of student self-reflection. students feel make the effort well worthwhile and contribute to a culture for
learning in the classroom

3. Progress Portfolio
Comparison of Portfolio and Traditional Forms of Assessment This third type of portfolio is progress portfolio and it is also known as Teacher
Alternative Assessment Portfolio. It contains examples of student’s work with the
Traditional Assessment Portfolio Assessment same types done over a period of time and they are utilized to assess their
Measures student’s ability at one time Measures student’s ability over time progress
Done by the teacher alone, students are not Done by the teacher and the students, the
aware of the criteria students are aware of the criteria All the works of the students in this type of portfolio are scored, rated, ranked, or
Conducted outside instruction Embedded in instruction evaluated.
Assigns student a grade Involves student in own assessment
Does not capture the students language Capture many facets if language learning
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 Teachers can keep individual student portfolios that are solely for the teacher’s use 1. Include enough documents (items) on which to base judgment
as an assessment tool. This a focused type of portfolio and is a model approach to 2. Structure the contents to provide scorable information
assessment. 3. Develop judging criteria and a scoring scheme fir raters to use in assessing the
portfolios
Assessment portfolios used to document student learning on specific curriculum 4. Use observation instruments such as checklists and rating when possible to
outcomes and used to demonstrate the extent of mastery in any curricular area, facilitate scoring.
5. Use trained evaluators or assessors

Guidance and Counseling

Uses of Portfolios
Guidance and Counseling are both process to solve problems of life, they differ only on the
1. It can provide both formative and summative opportunities for monitoring approach used. In guidance the client’s problems are listened carefully and readymade
progress toward reaching identified outcomes solutions are provided by the experts. While in counseling the client’s problem are
2. Portfolios can communicate concrete information about what us expected of discussed and relevant information are provided in-between. Through these information,
students in terms of the content and quality of performance in specific the client will gain an insight to the problem and become empowered to take his own
curriculum areas. decision.
3. A portfolio is that they allow students to document aspects of their learning that
do not show up well in traditional assessments Guidance Counselor assist each student to benefit from the school experience through
4. Portfolios are useful to showcase periodic or end of the year accomplishment attention to their personal, social and academic needs.
of students such as in poetry, reflections on growth, samples of best works,
etc. Guidance (Downing) as pointed out by Lao (2006) is an organized set of specialized
5. Portfolios may also be used to facilitate communication between teachers and services established as an integral part of the school environment designed to promote the
parents regarding their child’s achievement and progress in a certain period of development of students and assist them toward a realization of sound, wholesome
time. adjustment and maximum accomplishment commensurate with their potentialities.
6. The administrator may use portfolios for national competency testing to grant
high school credit, to evaluate education programs. Guidance (Good) is a process id dynamic interpersonal relationship designed to influence
7. Portfolios may be assembled for combination of purposes such as the attitude and subsequent behavior of the person.
instructional enhancement and progress documentation. A teacher reviews
students portfolios periodically and make notes for revising instruction for next Counseling is both process and relationship. It is a process by which concentrated
year used. attention is given by both counselor and counselee to the problems and concerns of the
students in a setting of privacy, warmth, mutual acceptance and confidentiality. As a
According to Mueller (2010) there are seven steps in developing portfolios of students. process it utilizes appropriate tools and procedure which contribute to experience.
Counseling is also a relationship characterized by trust, confidence and intimacy in which
Below are the discussions of each step. the students gains intellectual and emotional stability from which he can resolve difficulties,
make plans and realize greatest self-fulfillment.
1. Purpose: What is the purposes of the portfolio?
2. Audience: For what audience will the portfolio be created? Villar (2207) pointed out the different guidance services based from Rules and Regulations
3. Content: What samples of student work will be included? of Republic Act 9258, Rule 1, Section 3 Manila standard, 2007) and other services not
4. Process: What processes (e.g. selection of work to be included, reflection in work, mentioned in Rules and Regulations
conferencing) will be engaged in during the development of the portfolio?
5. Management: How will time and materials be managed in the development of the 1. Individual inventory/ analysis
portfolio? 2. Information
6. Communication: How and when will the portfolio be shared with pertinent 3. Counseling
audiences? 4. Research
7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be 5. Placement
evaluated? 6. Referral
7. Follow-up
Guidelines for Assessing Portfolios 8. Evaluation
9. Consultation

81
 10. Program development Four Important Functions of Guidance Services
11. Public relations
1. Counseling
 Individual counseling
Roles of the Guidance Counselor  Small group counseling
 Crisis counseling
There are 5 roles of the guidance counselor are discussed by Dr. Imelda V.G. Villar in her  Career counseling
book “implementing a comprehensive Guidance and Counseling Programs in the  Referrals
Philippines (2007)  Peer helping programs
2. Prevention
1. As Counselor  Primary, secondary, tertiary plans and programs
2. As Coordinator  Individual assessments coordinated student support team activities
3. As Consultant\  Students activities
4. As Conductor of Activities  Transitional planning
5. As Change Agent

PART 2
Essential Elements of Counseling Process
PRACTICE TEST
1. Anticipating the interview
2. Developing a positive working relationship
3. Exploring feelings and attitudes
4. Reviewing and determining present status CHILD AND ADOLESCENT DEVELOPMENT
5. Exploring alternatives
6. Reading decision 1. The process by which certain potentials are inherited from the parents for his
7. Post counseling contact development
a. Life c. Heredity
Techniques and Methodologies used in the Guidance Process b. Birth d. Character
2. This theory states that there are 8 basic development stages that the individual has to
1. Autobiography pass through his life
2. Anecdotal record a. Learning Theory
3. Case study b. Psychoanalytic Theory
4. Cumulative record c. Psychosocial Theory
5. Interview d. Cognitive Development
6. Observation 3. Transition age from childhood to adulthood where rapid physical changes and sex
7. Projective techniques maturity occur resulting in changes in ways of feelings, thinking and acting.
8. Rating scale a. Puberty c. Early adulthood
9. Sociometry b. Adolescence d. Stage V
4. Modifying an existing scheme after an individual’s interaction with the environment,
Ethical Consideration of the Counselor resulting in the creation of a new scheme.
a. Assimilation c. Recognition
1. Counselor’s responsibility to the client and to his family b. Interaction d. Accommodation
2. Recognize the boundaries of their competence and their own personal and 5. Theory stating that a person’s behavior can be motivated by urges towards self
professional limitations satisfaction.
3. Confidentiality a. Psychoanalytic Theory
4. Imposition of one’s values and philosophy of life on the client is considered b. Cognitive development theory
unethical. c. Psychosocial Theory
d. Moral development theory

82
6. The ability of a child to conceptualize the retention and preservation of the same a. children have fun and enjoyment
quantity under various changes. b. Garden where children could grow
a. Recognition c. Assimilation c. He learning Center for Life
b. Reversibility d. Conservation d. Where new beginnings begin
7. Refers to the idea that no individual are exactly the same or alike. 18. Which of the following statements is given emphasis by “humanistic education?”
a. Cognitive theory c. Individual differences a. The great works of man such as the classics should be enjoyed.
b. Exclusivity theory d. Emotional quotient b. Man should learn the different philosophies of education
8. He is known as the Father of Modern I.Q. Test c. “Build a man who is distinctly civilized, educations and refined”
a. Lewis Terman c. Laurence Kohlberg d. Develop man into a thinking individual
b. Erick Erickson d. Martin Lesley 19. A teacher who advocates the pragmatic philosophy of education believes that
9. “Intellectual appreciative Experience” is … experience should follow learning, thus, she has to?
a. base on the premise that all learning has emotional correlates a. require her student mastery of the lessons
b. obtained in the field of music, art and literature b. encourage her students to memorize facts
c. the acquisition and retention o acts and information c. equip her students with basic skills and abilities
d. assumes that human activities are based on stimulus and response d. provide her student with opportunities to apply their skills and abilities
10. These statements imply that children at the early learning stage consider parents and 20. How are institutions of learning encouraged to set higher standards over and above the
teachers as authorities and models. minimum requirement for state recognition?
a. Parents and teachers should always coordinate children’s activities a. Scholastic achievement
b. Parents should enforce strict discipline at home and teachers in school b. Faculty development
c. Parents and teachers should be the role models at all times c. Academic freedom
d. Parents and teachers should always consult each other with regards the child’s d. Voluntary accreditation
intellectual development 21. The period of physical, especially sexual, and mental maturation which is characterized
11. Any change in the behavior of an individual by rapid somatic growth is known as
a. Learning c. Change a. infancy c. puberty
b. Response d. Development b. early childhood d. adulthood
12. Which of the following principles IS NOT considered under Classical Conditioning by 22. Claustrophobia is an irrational fear of
Ivan Pavlov? a. Darkness c. closed space
a. Excitation b. strangers d. height
b. Adhesive Principle 23. An eye defect characterized by clear vision in one dimension but unfocused vision on
c. Stimulus Generalization the other is called
d. None of the above a. myopia c. hyperopia
13. The reinforcement of a person’s responses by presentation or removal of rewards and b. astigmatism d. presbyopia
punishment. 24. Which of the following statements does not apply to adolescents?
a. Operant conditioning c. Feedback Principle a. they desire the approval of their peers
b. Transfer of learning d. Discipline b. they seek dependence on their parents
14. This stimulation of action best explains the behavior of an individual to take what he c. they have a marked sex development
perceives to be the shortest route to his goals. d. none of the above
a. Recognition c. Response 25. As young people mature, society expects them to develop competencies and assume
b. Assimilation d. Motivation social roles in a conventional manner.
15. The process by which an individual acquires the social and cultural heritage o the a. expectation of parents
society where he belongs. b. influence of peers groups
a. Socialization c. Integration c. influence of formal education
b. Internalization d. Acquisition d. cultural demands
16. Philosophy of education’s main function. 26. The founder of the theory of psychology called psychoanalysis was
a. Aid the leaner to build his own personal philosophy a. Lock c. Freud
b. Definition o goals and setting of directions from which education b. Hume d. leibnitz
c. Educations carries on a lifetime cycle 27. When the learner reaches a point where no further improvement can be expected, he
d. Provision of academic background prerequisite to learning is in a so-called
17. According to Froebel, kindergarten is also known as “____________? a. development crisis c. regression

83
 b. learning plateau d. depression b. choice of curriculum
28. Regarding the sexual maturation o boys and girls, teachers should bear in mind that: c. academic freedom
a. girls mature at a late stage than boys d. co and extra curricular program
b. girls mature at an earlier stage than boys 40. The 1987 Constitution provides that religious institution can be given
c. boys and girls mature at the same time a. with the students’ consent
d. there are no marked differences in heir time of maturity b. with the parent/guardian approval
29. Rationalization is used by student who c. with mayor’s permit
a. always give explanation or reason for their failures rather than own their faults d. with the school’s support
b. like to take the blame for their faults 41. Public schools in the Philippines are the contribution of which colonizer?
c. bribe their elders with promises a. American c. Japanese
d. substitute words for deeds b. British d. Spanish
30. Which of the following is true of Abnormal Psychology? 42. Hardship allowance is given to a teacher when
a. it studies the cause of personality defects a. he’s assigned in a depressed area
b. it measures the accomplishments of the individual b. he’s given additional teaching load
c. it concentrates on the scholastic performance of the individual c. he’s in lahar area
d. it investigates the educational background of the individual d. he’s assigned in a hazardous area
31. Which of the following is a continuous variable? 43. The ability for quantitative learning of the relations of facts taken from newspaper
a. weight c. nationality readings, letter writing and the like is called:
b. sex d. race a. functional literacy c. Knowledge outcome
32. Which of the following is true about one’s IQ? b. adjustment learning d. Social competence
a. it remains fairly constant 44. A teacher who gives a uniform assignment to be worked out by all learners in
b. it is highly changeable Arithmetic is not observing a characteristic of a good assignment. Which characteristic
c. it is affected by attitude is overlooked?
d. it is never constant a. It should be definite
b. It should be stimulating
33. Transfer of training easily takes place if the activities involved c. It should emphasize the essential
a. Are different d. It should provide for individual differences
b. Have identical element
c. Occur in the same place 45. If a student ask a question which the teacher does not have a ready answer, the latter
d. Vary in difficulty should:
34. When the learner is well-motivated, he performs his task a. dismiss the question as irrelevant
a. with indifference c. with arrogance b. offer a bluff
b. with disinterest d. with enthusiasm c. admit the fact that he doesn’t know the answer
35. A six-year-old child who has a mental age of eight years has an IQ of d. ask volunteers to answer the question and do research on it later.
a. 120 b. 130 c. 132 d. 133 46. The heredity traits acquired by a person in his lifetime;
36. The ratio obtained by dividing mental age by chronological age times 100 is called a. are transmissible to his offspring
a. derived quotient b. reappear in his future grandparent
b. deviation c. Have no influence on the offspring
c. intelligence quotient or IQ d. Become recessive traits
d. intelligence ratio 47. When student are given a chance to settle differences of opinion by discussion, they
37. Which of the following was written by Plato? develop:
a. Sic et Non c. The Republic a. fair play c. irritants
b. The School and Society d. Emile b. tolerance d. sociability
38. Who among those below asserted that “Education is for complete living” 48. The school’s responsibility towards teenagers “gang age” is:
a. Dewey c. Kant a. provide the gang all the freedom it needs
b. Spencer d. Froebel b. gives classroom activities to give direction to out-of-school youth activities
39. The right of an educational institution and its faculty to prescribe the c. supervise gang activities
methods/strategies of teaching refers to: d. set up norms of conduct or the member of the gang
a. building style

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49. In an intelligence test, a 13-year old girl got a score equivalent to that of a 15-year old. b. scientific d. emotions
This means: 59. An emerging thrust in determining one’s personality, whether pleasant or
a. that the girl must be accelerated unwholesome, this type of personality measurement is the wholesomeness of one’s
b. that the girl is 2-years older mentally virtues, i.e., values, relationships with other, adjustments to varying situations, behavior
c. that the girl has a chronological age of 15 an motivations
d. that she has a mental age of 13 a. emotional quotient (E.Q.)
50. Which statement is not necessary to achieve the learner’s interest in a learning b. intelligence quotient (I.Q.)
activity? c. maladjustment personality
a. the activity must lead to a practical end d. anticipated behavior
b. the activity must be within the ability of the learner 60. It is a measurement of personality which is the result by dividing the mental age by the
c. the activity must fill a need recognized by the learner chronological age.
d. the learner must have the experience that will furnish the background for the a. emotional quotient (E.Q.)
activity b. intelligence quotient (I.Q.)
51. He is responsible for the theory which recognizes the importance of developing c. multiple Intelligence
multiple intelligence d. forecasted behavior quotient
a. Jean Piaget c. Frederick Freobel 61. The teacher must be aware that both heredity and environment represent complex
b. Howard Gardner d. Sigmund Freud factors, exerting many specific influences on an individual’s growth. Which of the
52. The need to recognize and develop special sensitivity to language, thus helping the following statements best represents the influence of heredity and environment?
learners to use the right word, phrase and/ or graph to grasp new meaning refers to a. Heredity counts; environment is less important.
a. visual intelligence c. feelings sensitivity b. If the environment is changed, heredity becomes less important.
b. linguistic intelligence d. jargon c. The relative influences of heredity and environment can vary widely in an
individual’s growth.
53. The sensitivity to tone and pitch, allowing one to produce musical scoring is d. In the long run, both tend to cancel each other’s influences
intelligence in? e. None of the above
a. musical c. quantitative exercises
b. verbal ability d. qualitative analysis 62. The best possible way to measure the influence of heredity is by:
54. One’s ability to do abstract reasoning and manipulate symbols refers to what type of a. keeping the environment constant.
intelligence? b. Ignoring the environment
a. musical c. Studying only fraternal o normal capability
b. personality identification d. Studying only identical twins of normal capability
c. mental ability e. Doing none of the above
d. mathematical-logical 63. Educators who contributed to the “open education” movement includes:
55. The ability to perceive how objects are related in order to mentally perceive what is a. Neill and piaget c. Bruner and Silberman
seen, thus creating concrete visual images from memory refers to? b. Kohl and kozol d. All of the above
a. visual-spatial intelligence 64. A child’s social skills can be measured by:
b. musical a. direct observation and parent-teacher conferences
c. language b. psychological test
d. logical reasoning c. adaptive behavior scales
56. The capacity to analyze one’s feelings and thus be able to understand and be able to d. A and C above
know the motives of other people’s actions.
a. spatial c. logical 65. A teacher uses behavioral modification techniques in his classes. Which of the
b. personal d. diametric following student behaviors would he find most difficult to change?
57. The type of intelligence which enables a person to understand other person’s feelings, a. Aggressive tendencies toward classmates
behavior and motivation. b. Poor habits in organizing work materials
a. emotional c. social intelligence c. Interrupting a speaker
b. spatial d. quantitative and qualitative d. Abandoning a project before it is finished
58. The type of intelligence which characterizes actress, actors, mimes, dancers and 66. Learning-disabled children most characteristically have:
people of the Arts? a. low IQ
a. bodily-kinesthetic c. research b. poor socio-economic backgrounds

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 c. an average level of intelligence 75. William Glasser advocates the frequent use of classroom meetings, with teacher and
d. minimal brain damage students sitting in a small circle. Which one of the following types of discussion would
67. Which of the following is true about educable mentally retarded children? NOT be appropriate in such a setting?
a. Their IQ range between 50 and 70 a. An educational-diagnostic conference on the learning weaknesses of individual
b. They have short attention spans and experience difficulty in generalizing students.
c. Their reading, writing, and arithmetic skills cannot be improved b. An open-ended meeting for the purpose of exploring and discussing student’s
d. A and B above ideas about the curriculum
68. Which of the following is characteristics of a dyslexic child c. A social-problem-solving meeting to resolve teacher or student problems elating to
a. Mirror writing the school, the class, or any individual member.
b. listlessness d. A sensitivity-training meeting for the purpose of helping students ace their school-
c. Below-average intelligence related problems and learn how their actions can affect others
d. Hyperactivity 76. Which of the following does NOT represent a teacher’s contribution to the emotional
69. Primary reading retardation is presumed to be neurologically based, related to parietal environment of the classroom?
lobe dysfunction? a. A strident, compelling voice.
a. Inability to relate sound to letter symbols b. A sustained sense of expectation where student achievement is concerned
b. Inadequate auditory information processing c. A well-written lesson plan
c. Left-right directional confusion d. A sense of humor in a tense situation
d. Speech aphasia 77. According to Jones, student commitment to accomplishing a learning goal depends on
70. Students with secondary reading problems have capacity to read, but are non-readers all of the following EXCEPT:
because of: a. how interesting the goal is
a. auditory problems b. how likely it seems that the goal can be accomplished
b. congenital defects c. what degree of challenge the goal presents
c. visual-acuity impairment d. whether the learner will be able to tell if the goal has been accomplished
d. environmental or emotional actors e. whether materials are ready assembled for undertaking the goal
71. If a teacher accepts Maslow’s theory on the hierarchy of needs, he or she will probably 78. The teacher who understands the adolescent’s need to conform will:
structure objectives to: a. use sarcasm as a disciplinary device
a. meet both the physiological and intellectual needs of students b. disregard unique responses in discussion and on examinations
b. eliminate testing c. establish a learning climate that fosters feelings of security
c. eliminate extrinsic motivations d. lecture students on their weakness o character
d. maintain a certain anxiety level for increased competition 79. The best public relations agents for a school are the:
72. The knowledge explosion has led to crowding more and more information into a. pupils c. PTA members
curriculum courses. A likely result is that: b. Teachers and pupils d. principals
a. the textbook will no longer be the main instructional medium in many classes 80. The structured curriculum is in decided contrast to the child-centered curriculum,
b. the child may spend more time in school which:
c. the teacher may have to rely more on the se of multimedia materials a. emphasizes fundamental education
d. all of the above b. is changeable and is built around student interest and needs
73. During the learning process the teacher has most control over: c. is oriented to the needs of a democratic society.
a. the learners d. Utilizes the theory of mental discipline
b. the learning environment 81. According to Bruner, teacher working with young children should
c. the learning process a. Push the children to maximum cognitive development as rapidly as possible
d. the behavior of the learners b. Present all information verbally so the children will listen well
c. Present new material from the concrete to the abstract
74. Which of the following conditions does NOT contribute to a climate psychologically d. Present new information from the abstract to the concrete
suited to learning? 82. from the educational viewpoint, intelligence is:
a. The teacher acts like a “real person.” a. an abstract concept
b. The teacher makes all of the decisions about students’ learning activities. b. a trait that can be manipulated
c. The teacher accepts students as they are c. good judgment
d. The teacher shows trust in students’ decisions d. a form of behavior
83. Every taxonomy of educational objectives:

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 a. describes increasingly difficult learning activities b. be modern and most recent
b. describes levels of goals for learner development c. get results in teaching
c. suggest evaluation measure for teacher use d. to try any method as they are all theories after all
d. Classifies learning outcomes 90. In the early 1980’s programmed teaching became popular in helping teachers to
84. A mathematics teacher following Gagne’s theory of learning believes that: provide for individual differences in learners. The chunks of the subject matter which
a. learning can take place under all conditions are divided into units are supposed to help the learner master the lesson, since it is
b. learning is mainly a mater of accurate discrimination simply to understand the frame of the lessons. No test o mastery of the units are done
c. learning takes place only when the student is in a receptive state because the purpose is to provide information on certain subject matter Would you as
d. learning is reinforced chiefly by classical conditioning a teacher use programmed instruction if you handle a subject on Values Education?
85. Under which of the following conditions is a child’s IQ more likely to increase? a. yes, definitely
a. If the emotional climate in the classroom improves b. no, not important for the subject matter
b. If the child is given a large “research” project. c. I don’t know
c. If the child enjoys problem solving and is given ample opportunity for it d. Why not if the subject matter calls for it
d. If A and C are true 91. The data/subject matter to teach are gathered in different ways, These include
86. Intelligence is the basis of education. Education is the effective means for national historical sources like surveys, systematic observations, experimentation, interviews,
development, hence, a country spends a large portion of its budget for the systematic etc. to be reliable and valid, the data collected must be organized, properly analyzed
training of the learner to attain full development Why is education one major concern of and interpreted. From these processes, some conclusion or generalization are done to
every c country? Because reveal certain relationships like cause & effect. Data gathering involves:
a. intelligence has many facets a. tedious and serious study
b. intelligence is useful in testing b. easy does it
c. intelligence is a safe gauge for budgetary allocation c. data gathered are tested and filed, then verified before being used
d. intelligence test when carefully conducted, can help in determining need for future d. no follow-up needed
facilities for national building 92. Heredity and environment play important roles in the function of human beings. DNA
87. There are no two individuals who are the same. Individual differences, when early or Deoxyribonucleic Acid is the biological (heredity) band of our genes. Our
recognize and provided for, enable the teacher to provide different motivations and environment includes the house, school and the community where we live. Whether we
approaches in guiding the learning process. Each pupil differs physically, mentally, become successful or a failure will depend on the interplay of both nature and
socially and emotionally from other children. Unless the teacher provides for this nature nurture.If heredity and environment affect the individual, thus, we can conclude that
of the learner, no amount of modern approaches in teaching can elicit favorable a. both actors play equal roes in one’s life
results. b. one factor, either heredity or environment exerts more influence than the other
a. The paragraph highlights the need or motivating learning c. neither factor is important
b. Individual differences is an important consideration in guiding the learner d. nurture and nature are the same
c. The above paragraph focuses on teacher-pupil relationship 93. The first systematic philosopher to work in the field of education was
d. It takes about the nature of the learning process a. Socrates c. Plato
88. Robert Craig, et al, wrote of the phase of steps in every learning process. These b. Aristotle d. Rousseau
include: 1.) the focusing of attention to the stimulation at hand, 2.) the interplay of the 94. The first state in the world’s history where all human capabilities were allowed to
learner and the social factors that surround him, 3.) the acquisition of a new response develop freely
or behavior he gives to the new learning and 4.) Retention which presupposes that the a. Rome c. Sparta
new learning is acquired.The above paragraph emphasizes b. Athens d. Germany
a. the learning process 95. They are the most practical, pragmatic people who absorbed themselves in the
b. the steps/phase of how individuals learn management of their state affairs
c. the manifestations of learning a. Spartans c. Romans
d. why learning is a difficult process b. Athens d. Chinese
89. Approaches in teaching change from time to time depending on the traditional of 96. Invented the first system of writing in the orient
sophistication attached to the course being taught. Some mentors believe that the tie a. Phoenicians c. Greeks
tested ways to teaching is effective. Other are easily carried away to use modern b. Chinese d. Romans
approaches in imparting new subject matter. It maybe safe to conclude that once 97. first to introduce the use of printing press in the Philippines
results are realized in teaching, no specific method can be considered the one-and- a. Romans c. Greeks
only method to use. When teaching a subject area, it is safe to b. Chinese d. Japanese
a. stick to the traditional way 98. conducted the world’s first civil service test

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 a. Greeks c. Chinese B. Pestalozzi
b. Romans d. English C. Montessori
99. To develop the capacity of man only for war was the educational aim of the ancient D. John Locke
a. Romans c. Athenians 7. As a teacher, you are a rationalist. Which among these will be your guiding principle?
b. Spartans d. Chinese A. I must teach the child that we can never have real knowledge of anything.
100. To produce a young man who would be charming in person and graceful in B. I must teach the child to develop his mental powers to the full.
manner, e.g. a beautiful soul in a beautiful body is the educational aim of education of C. I must teach the child so he is assured of heaven.
the D. I must teach the child every knowledge, skill, and value that he needs for a
a. Romans c. Spartans better future.
b. Athens d. Italians 8. Teacher U teaches to his pupils that pleasure are not the highest good. Teacher's
teaching is against what philosophy?
A. Realism
SOCIAL DIMENSIONS OF EDUCATION B. Hedonism
C. Epicureanism
D. Empiricism
1. Principal B tells her teachers that training in the humanities is most important. To which 9. Who among the following puts more emphasis on core requirements, longer school day,
educational philosophy does he adhere? longer academic year and more challenging textbooks?
A. Existentialism A. Perennialist
B. Perennialism B. Essentialist
C. Progressivism C. Progressivist
D. Essentialism D. Existentialist
2. Principal C shares this thought with his teachers: "Subject matter should help students 10. Which group of philosophers maintains that "truth exists in an objective order that is
understand and appreciate themselves as unique individuals who accept complete independent of the knower"?
responsibility for their thoughts, feelings, and actions." From which philosophy is this A. Idealists
thought based? B. Pragmatists
A. Perennialism C. Existentialists
B. Essentialism D. Realists
C. Existentialism 11. You arrive at knowledge by re-thinking of latent ideas. From whom does this thought
D. Progressivism come?
3. To come closer to the truth we need to "go back to the things themselves." This is the A. Experimentalist
advice of the B. Realist
A. behaviorists C. Idealist
B. phenomenologists D. Existentialist
C. idealists 12. As a teacher, you are a reconstructionist. Which among these will be your guiding
D. pragmatists principle?
4. Student B claims: "I cannot see perfection but I long for it. So it must be real." Under A. I must teach the child every knowledge, skill, and value that he needs for a
which group can he be classified? better future.
A. Idealist B. I must teach the child to develop his mental powers to the full.
B. Empiridst C. I must teach the child so he is assured of heaven.
C. Realist D. I must teach the child that we can never have real knowledge of anything.
D. Pragmatist. 13. Teacher B engages her students with information for thorough understanding for
5. Which of the following prepositions is attributed to Plato? meaning and for competent application. Which principle governs Teacher B's practice?
A. Truth is relative to a particular time and place. A. Contructivist
B. Human beings create their own truths. B. Gestalt
C. Learning is the discovery of truth as latent ideas are brought to consciousness. C. Behaviorist
D. Sense perception is the most accurate guide to knowledge. D. Cognitivist
6. On whose philosophy was A. S. Neil's Summerhill, one of the most experimental 14. Which is/are the sources of man's intellectual drives, according to Freud?
schools, based? A. Id
A. Rousseau B. Superego

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 C. Id and ego weakened and will be less likely to be repeated in the future. Which one is explained?
D. Ego A. Freud's Psychoanalytic Theory
15. Soc exhibits fear response to freely roaming dogs but does not show fear when a dog B. Thorndike's Law of Effect
is on a leash or confined to a pen. Which conditioning process is illustrated C. B. F. Skinner's Operant Conditioning Theory
A. Generalization D. Bandura's Social Learning Theory
B. Extinction 23. Bruner's theory on intellectual development moves from enactive to iconic and
C. Acquisition symbolic stages. In which stage(s) are diagrams helpful to accompany verbal information?
D. Discrimination A. Enactive and iconic
16. The concepts of trust vs. maturity, autonomy vs. self-doubt, and initiative vs. guilt are B. Symbolic
most closely related with the works of __________. C. Symbolic and enactive
A. Erikson D. Iconic
B. Piaget 24. In a treatment for alcoholism, Ramil was made to drink an alcoholic beverage and then
C. Freud made to ingest a drug that produces nausea. Eventually, he was nauseated at the sight
D. Jung and smell of alcohol and stopped drinking alcohoL Which theory explains this?
17. Teacher F is convinced that whenever a student performs a desired behavior, A. Operant conditioning
provided reinforcement and soon the student will learn to perform the behavior on his own. B. Social Learning Theory
On which principle is Teacher F's conviction based? C. Associative Learning
A. Cognitivism D. Attribution Theory
B. Environmentalism 25. A mother gives his boy his favorite snack everytime the boy cleans up his room.
C. Behaviorism Afterwards, the boy cleaned his room everyday in anticipation of the snack. Which theory is
D. Constructivism illustrated?
18. In a social studies class, Teacher I presents a morally ambiguous situation and asks A. Associative Learning
his students what they would do. On whose theory is Teacher I's technique based? B. Classical Conditioning
A. Kohlberg C. Operant Conditioning
B. Bandura D. Pavlonian Conditioning
C. Piaget
D. Bruner 26. Researchers conducted show that teacher's expectations of students become. Do not
19. Based on Freud's psychoanalytic theory which component(s) of personality is (are) require initial formal language teaching for children self-fulfilling prophecies. What is this
concerned with a sense of right and wrong? phenomenon called?
A. Super-ego A. Halo effect
B. Super-ego and Ego B. Pygmalion effect
C. ld C. Ripple effect
D. Ego D. Hawthorne effect
20. Which does Naom Chomsky, assert about language learning for children? 27. What does extreme authoritarianism in the home reinforce in learners?
I. Young children learn and apply grammatical rules and vocabulary as they are A. Doing things on their own initiative
exposed to them. B. Ability to direct themselves.
II. Begin formal teaching of grammatical rules to children as early as possible. C. Dependence on others for direction.
III. Do not require initial formal language teaching for children. D. Creativity in work.
A. I and III 28. Theft of school equipment like tv, computer, etc. by teenagers in the community itself
B. II only is becoming a common phenomenon. What does this incident signify?
C. I only A. Prevalence of poverty in the community.
D. I and II B. Inability of school to hire security guards.
21. Which teaching activity is founded on Bandura's Social Learning Theory? C. Deprivation of Filipino schools.
A. Lecturing D. Community's lack of sense of co-ownership.
B. Modeling 29. A student passes a research report poorly written but ornately presented in a folder to
C. Questioning make up for the poor quality of the book report content. Which Filipino trait does this
D. lnductive Reasoning practice prove? Emphasis on __________.
22. Behavior followed by pleasant consequences will be be strengthened and will be more A. art over academics
likely to occur in the future. Behavior followed by unpleasant consequences will be B. substance over "porma"

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 C. art over science A. Open admission
D. "porma" over substance B. School accreditation
30. Student Z does not study at all but when the Licensure Examination for Teachers C. Deregulated tuition fee hike
(LET) comes, before he takes the LET, he spends one hour or more praying for a miracle, D. Selective retention
i.e. to pass the exam. Which attitude towards religion or God is displayed? 38. With which goals of educational institutions as provided for by the Constitution is the
A. Religion as fake development of work skills aligned?
B. Religion as magic A. To develop moral character
C. Religion as authentic B. To teach the duties of citizenship
D. Religion as real C. To inculcate love of country
31. During the Spanish period, what was/were the medium/media of instruction in D. To develop vocational efficiency
schools? 39. Studies in the areas of neurosciences disclosed that the human brain has limitless
A. The Vernacular capacity. What does this imply?
B. English A. Some pupils are admittedly not capable of learning.
C. Spanish B. Every pupil has his own native ability and his learning is limited to this
D. Spanish and the Vernacular nativeabilty.
32. All subjects in Philippine elementary and secondary schools are expected to be taught C. Every child is a potential genius.
using the integrated approach. This came about as a result of the implementation of D. Pupils can possibly reach a point where they have learned everything.
_________. 40. Based on Piaget's theory, what should a teacher provide for children in the concrete
A. Program for Decentralized Education operational stage?
B. School-Based Management A. Activities for hypothesis formulation.
C. Basic Education Curriculum B. Learning activities that involve problems of classification and ordering.
D. Schools First Initiative C. Games and other physical activities to develop motor skills.
33. Under which program were students who were not accommodated in public D. Stimulating environment with ample objects to play with.
elementary and secondary schools because of lack of classroom, teachers, and 41. Based on Piaget's theory, what should a teacher provide for children in the sensimotor
instructional materials, were enrolled in private schools in their respective communities at stage?
the government's expense? A. Games and other physical activities to develop motor skill.
A. Government Assistance Program B. Learning activities that involve problems of classification and ordering.
B. Study Now-Pay Later C. Activities for hypothesis formulation.
C. Educational Service Contract System D. Stimulating environment with ample objects to play with.
D. National Scholarship Program 42. Which behavior is exhibited by a student who is strong in interpersonal intelligence?
34. What was the most prominent educational issue of the mid 1980s? A. Works on his/her own.
A. Bilingual Education B. Keeps interest to himself/herself.
B. Values Education C. Seeks out a classmate for help when problem occurs.
C. Accountability D. Spends time meditating.
D. Mainstreaming 43. A sixth grade twelve-year old boy comes from a dysfunctional family and has been
abused and neglected. He has been to two orphanages and three different elementary
schools. The student can decode on the second grade level, but he can comprehend orally
35. Availment of the Philippine Education Placement Test (PEPT) for adults and out-of- material at the fourth or fifth grade level. The most probable cause/s of this student's
school youths is in support of the goverriment'S educational program towards __________. reading problem is/are __________.
A. equitable access A. emotional factors
B. quality B. poor teaching
C. quality and relevance C. neurological factors
D. relevance D. immaturity
36. The main purpose of compulsory study of the Constitution is to __________
A. develop students into responsible, thinking citizens 44. A child who gets punished for stealing candy may not steal again immediately. But this
B. acquaint students with the historical development of the Philippine Constitution does not mean that the child may not steal again. Based on Thorndike's theory on
C. make constitutional experts of the students punishment and learning, this shows that __________
D. prepare students for law-making A. punishment strengthens a response
37. Which one may support equitable access but may sacrifice quality? B. punishment removes a response

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 C. punishment does not remove a response A. clarity
D. punishment weakens a response B. symmetry
45. It is not wise to laugh at a two-year old child when he utters bad word because in his C. coherence
stage he is learning to __________. D. conciseness
A. consider other's views 54. A goal-oriented instruction culminates in __________.
B. distinguish sex differences A. planning of activities
C. socialize B. evaluation
D. distinguish right from wrong C. identification of topics
46. John Watson said: "Men are built not born." What does this statement point to? D. formulation of objectives
A. The ineffectiveness of training on a person's development. 55. A teacher's summary of a lesson serves the following functions, EXCEPT
B. The effect of environmental stimulation on a person's development. A. it links the parts of the lesson
C. The absence of genetic influence on a person's development. B. lt brings together the information that has been discussed
D. The effect of heredity. C. it makes provisions for full participation of students.
47. Which types of play is most characteristic of a four to six-year old child? D. it clinches the basic ideas or concepts of the lesson.
A. Solitary and onlooker plays 56. In Krathwohl's affective domain of objectives, which of the following is the lowest level
B. Associative and cooperative plays of affective behavior?
C. Associative and onlooker plays A. Valuing
D. Cooperative and solitary plays B. Characterization
48. All of the following describe the development of children aged eleven to thirteen C. Responding
EXCEPT __________. D. Organization
A. they shift from impulsivity to adaptive ability 57. The following are used in writing performance objectives, EXCEPT
B. sex differences in IQ becomes more evident A. delineate
C. they exhibit increase objectivity in thinking B. diagram
D. they show abstract thinking and judgement C. integrate
49. Rodel is very aloof and cold in his relationships with his classmates. Which basic goal D. comprehend
must haye not been attained by Rodel during his developmental years, according to 58. If a teacher plans a constructivist lesson, what will he most likely do? Plan how he can
Erikson's theory on psychological development? A. do evaluate his students' work
A. Autonomy B. do reciprocal teaching
B. Trust C. lecture to his students
C. Initiative D. engage his students in convergent thinking
D. Generativity 59. In mastery learning, the definition of an acceptable standard of performance is called a
50. Ruben is very attached to his mother and Ruth to her father. In what developmental A. SMART
stage are they according to Freudian psychological theory? B. criterion measure
A. Oedipal stage C. behavior
B. Latent stage D. condition
C. Anal stage 60. The primary objective of my lesson is: "To add similar fractions correctly." Before I can
D. Pre-genital stage do this I must first aim at this specific objective: "To distinguish a numerator from a
51. Which assumption underlies the teacher's use of performance objectives? nominator." What kind of objective is the latter?
A. Not every form of learning is observable. A. Major
B. Performance objectives assure the learrier of learning. B. Terminal
C. Learning is defined as a change in the learner's observable performance. C. Enabling
D. The success of learner is based on teacher performance. D. Primary
52. The principle of individual differences requires teachers to __________. 61. Which behavioral term describes a lesson outcome in the highest level of Bloom's
A. give greater attention to gifted learners cognitive domain?
B. provide for a variety of learning activities A. Create
C. treat all learners alike while in the classroom B. Evaluate
D. prepare modules for slow learners in class C. Analyze
53. In instructional planning it is necessary that the parts of the plan from the first to the D. Design
last have __________. 62. As a teacher, what do you do when you engage yourself in major task analysis?

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 A. Test if learning reached higher level thinking skills. 71. An effective classroom manager uses low-profile classroom control. Which is a low-
B. Breakdown a complex task into sub-skills. profile classroom technique?
C. Determine the level of thinking involved. A. Note to parents
D. Revise lesson objectives. B. After-school detention
63. Teacher G's lesson objective has something to do with the skill of synthesizing? Which C. Withdrawal of privileges
behavioral term is most appropriate? D. Raising the pitch of the voice
A. Test 72. Which is one characteristic of an effective classroom management?
B. Assess A. It quickly and unobtrusively redirects misbehavior once it occurs.
C. Appraise B. It teaches dependence on others for self-control.
D. Theorize C. It respects cultural norms of a limited group students.
64. In Krathwohl's taxonomy of objectives in the affective, which is most authentic? D. Strategies aresimple enough to be used consistently.
A. Characterization 73. How can you exhibit legitimate power on the first day of school?
B. Orgarlization A. By making your students feel they are accepted for who they are.
C. Responding B. By informing them you are allowed to act in loco parentis.
D. Valuing C. By making them realize the importance of good grades.
65. "A stitch on time saves nine", so goes the adage.. Applied to classroom management, D. By making them feel you have mastery of subject matter.
this means that we __________ 74. With-it-ness, according to Kounin, is one of the characteristics of an effective
A. may not occupy ourselves with disruptions which are worth ignoring because classroom manager. Which phrase goes with it?
they are minor A. Have hands that write fast.
B. must be reactive in our approach to discipline B. Have eyes on the back of your heads.
C. have to Jesolve minor disruptions before they are out of control C. Have a mouth ready to speak.
D. may apply 9 rules out of 10 consistently D. Have minds packed with knowledge.
66. How can you exhibit referent power on the first day of school? 75. Which is an appropriate way to manage off-task behavior?
A. By making them feel you know what you are talking about. A. Make eye contact.
B. By telling them the importance of good grades. B. Stop your class activity to correct a child who is no longer on task.
C. By reminding your students your authority over them again and again. C. Move closer to the child.
D. By giving your students a sense of belonging and acceptance. D. Redirect a child's attention to task and check his progress to make sure he is
67. Teacher B clears his throat to communicate disapproval of a student's behavior. Which continuing to work.
specific influence technique is this? 76. Referring to Teacher S, Nicolle describes her teacher as "fair, caring and someone
A. Signal interference you can talk to." Which power or leadership does Teacher S have?
B. Direct appeal A. Referent power
C. Interest boosting B. Legitimate power
D. Proximity control C. Reward power
68. How can you exhibit expert power on the first day of school? D. Expert power
A. By making them feel you know what you are talking about. 77. Research tells that teachers ask mostly content questions. Which of the following
B. By making them realize the importance of good grades. terms does NOT refer to content question?
C. By reminding them your students your authority over them again and again. A. Closed
D. By giving your students a sense of belonging and acceptance. B. Direct
69. Teacher H strives to draw participation of every student into her classroom discussion. C. Concept
Which student's need is she trying to address? The need __________ D. Convergent
A. to show their oral abilities to the rest of the class 78. Read the following then answer the question:
B. to be creative TEACHER: IN WHAT WAYS OTHER THAN THE PERIODIC TABLE MIGHT WE
C. to feel significant and be part of a group PREDICT THE UNDISCOVERED ELEMENTS?
D. to get everything out in the open
70. Which is a sound classroom management practice? BOBBY: WE COULD GO TOTHE MOON AND SEE IF THERE ARE SOME ELEMENTS
A. Avoid establishing routines; routines make your student robots. THERE WE DON'T HAVE.
B. Establish routines for all daily needs and tasks.
C. Apply rules and policies on a case to case basis. BETTY: WE COULD DIG DOWN TO THE CENTER OF THE EARTH AND SEE IF WE
D. Apply reactive approach to discipline. FIND ANY OF THE MISSING ELEMENTS.

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 B. To discipline a bully in class.
RICKY: WE COULD STUDY DEBRIS FROM THE METEORITES IF WE CAN FIND ANY. C. To remind students of a procedure.
D. To encourage self-reflection.
TEACHER: THOSE ARE ALL GOOD ANSWERS BUT WHAT IF THOSE, EXCURSIONS 86. After giving an input on a good paragraph, Teacher W asks her students to rate a
TO THE MOON, TO THE CENTER OF THE EARTH, OR TO FIND METEORITES WERE given paragraph along the elements of a good paragraph. The students' task is in level of
TOO COSTLY AND TIME CONSUMING? HOW MIGHT WE USE THE ELEMENTS WE __________
ALREADY HAVE HERE ON EARTH TO FIND SOME NEW ONES? A. application
B. analysis
Question: Which questioning strategy/ies does/do the exchange of thoughts above C. evaluation
illustrate? D. synthesis
A. Funneling 87. Read the following then answer the question
B. Sowing and reaping
C. Nose-dive TEACHER: IN WHAT WAYS OTHER THAN THE PERIODIC TABLE MIGHT WE
D. Extending and lifting PREDICT THE UNDISCOVERED ELEMENTS?
79. Which questioning practice promotes more class interaction?
A. Asking the question before calling on a student. BOBBY: WE COULD GOTO THE MOON AND SEE IF THERE ARE SOME ELEMENTS
B. Focusing on divergent questions. THERE WE DON'T HAVE.
C. Focusing on convergent questions.
D. Asking rhetorical questions. BETTY: WE COULD DIG DOWN INTO THE CENTER OF THE EARTH AND SEE IF WE
80. Which technique should a teacher use to encourage response if his students do not FIND ANY OF THE MISSING ELEMENTS
respond to his question?
A. Ask a specific student to respond, state the question, and wait a response. RICKY: WE COULD STUDY DEBRIS FROM THE METEORITES IF WE CAN FIND ANY
B. Tell the class that it will have detention unless answer are forthcoming.
C. Ask another question, an easier one. TEACHER: THOSE ARE ALL GOOD ANSWERS. BUT WHAT IF THOSE EXCURSIONS
D. Wait for a response. TO THE MOON, TO THE CENTER OF THE EARTH, OR TO FIND METEORITES WERE
81. Teacher P wants to develop the skill of synthesizing in her pupils. Which one will she TOO COSTLY AND TIME CONSUMING? HOW MIGHT WE USE THE ELEMENTS WE
do? ALREADY HAVE HERE ON EARTH TO FIND SOME NEW ONES?
A. Ask her students to formulate a generalization from the data shown in graphs.
B. Ask her students to answer questions beginning with "What if ... " Question: The Teacher's questions in the above exchange are examples of __________
C. Tell her pupils to state data presented in graphs. questions.
D. Directs her students to ask questions on the parts of the lesson not understood. A. fact
82. The following are sound specific purposes of questions EXCEPT B. concept
A. to call the attention of an inattentive student C. direct
B. to teach via student answers D. closed
C. to stimulate leamers to ask questions 88. Read this question: "How will you present the layers of the earth to your class?" This is
D. to arouse interestand curiosity a question that
83. For maximum interaction, a teacher ought to avoid __________ questions. A. directs
A. informational B. leads the student to evaluate
B. rhetorical C. assesses cognition
C. leading D. probes creative thinking
D. divergent 89. The teacher's first task in the selection of media in teaching is to determine the
84. If teacher has to ask more higher-order questions, he has to ask more __________ ______.
questions. A. choice of the students
A. closed B. availability of the media
B. fact C. objectives of the lesson
C. concept D. technique to be used
D. convergent 90. Based on Edgar Dale's Cone of Experience, which activity is closest to the real thing?
85. Which is NOT a sound purpose for asking questions? A. View images
A. To probe deeper after an answer is given. B. Attend exhibit

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 C. Watch a demo C. arranged to allow students to receive feedback
D. Heart D. take place over a long period of time
91. Based on Edgar Dale's Cone of Experience, which activity is farthest from the real 99. Which is one role of play in the pre-school and early childhood years?
thing? A. Develops competitive spirit.
A. Read B. Separates reality from fantasy.
B. Hear C. Increases imagination due to expanding knowledge and emotional range.
C. View images D. Develops the upper and lower limbs.
D. Attend exhibit 100. Teacher T taught a lesson denoting ownership by means of possessives. He first
92. Which criterion should guide a teacher in the choice of instructional devices? introduced the rule, and then gave examples, followed by class exercises, then back to the
A. Attractiveness rule before he moved into the second rule. Which presenting technique did he use?
B. Cost A. Combinatorial
C. Novelty B. Comparative
D. Appropriateness C. Part-whole
93. To elicit more student's response, Teacher G made use of covert responses. Which D. Sequential
one did she NOT do? 101. The burnout malady gets worse if a teacher doesn't intervene to change whatever
A. She had the students write their response privately. areas he or she can control. Which one can renew a teacher's enthusiasm?
B. She showed the correct answers on the overhead after the students have A. Stick to job
written their responses. B. Initiate changes in jobs
C. She had the students write their responses privately then called each of them. C. Judge someone else as wrong
D. She refrained from judging on the student's responses. D. Engage in self-pity
94. Teacher W wants to review and check on the lesson of the previous day? Which one 102. Which Filipino trait works against the shift in teacher's role from teacher as a fountain
will be most reliable? of information to teacher as facilitator?
A. Having students identify difficult homework problems. A. Authoritativeness
B. Having students correct each other's work. B. Authoritarianism
C. Sampling the understanding of a few students. C. Hiya
D. Explicitly reviewing the task-relevant information necessary for the day's D. Pakikisama
lesson. 103. Which method has been proven to be effective in courses that stress acquisition of
95. Teacher M's pupils are quite weak academically and his lesson is already far behind knowledge?
his time table. How should Teacher M proceed with his lesson? A. Socratic method
A. Experientially B. Cooperative learning
B. lnductively C. Mastery learning
C. Logically D. Indirect instruction
D. Deductively 104. Direct instruction is for facts, rules, and actions as indirect instruction is for
96. Which activity should a teacher have more for his students if he wants them to develop __________, __________, __________.
logical-mathematical thinking? A. hypotheses, verified data and conclusions
A. Problem solving B. concepts, patterns and abstractions
B. Choral reading C. concepts, processes and generalizations
C. Drama D. guesses, data and conclusions
D. Storytelling 105. For which may you use the direct instruction method?
97. Which guideline must be observed in the use of prompting to shape the correct A. Become aware of the pollutants around us.
performance of your students? B. Appreciate Milton's Paradise Lost.
A. Use the least intrusive prompt first. C. Use a microscope properly.
B. Use all prompts available. D. Distinguish war from aggression.
C. Use the most intrusive prompt first. 106. I want to teach concepts, patterns and abstractions. Which method is most
D. Refrain from using prompts. appropriate?
98. To promote effective practice, which guideline should you bear in mind? Practice A. Indirect instruction
should be B. Discovery
A. done in an evaluative atmosphere D. Direct instruction
B. difficult for students to learn a lesson E. Problem solving

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107. What should a teacher do for students in his class who are not on grade level? 114. Why should a teacher NOT use direct instruction all the time?
A. Give them materials on their level and let them work at a pace that is A. It requires much time.
reasonable forthem, trying to bring them up to a grade level. B. It requires use of many supplementary materials.
B. Give them the same work as the other students, because they will absorb as C. It is generally effective only in the teaching of concepts and abstractions.
much as they are capable of. D. It reduces students engagement in learning.
C. Give them the same work as the other students, not much, so that they won't 115. Teacher A is a teacher of English as a Second Language. She uses vocabulary
feel embarrassed. cards, fill-in-the-blank sentences, dialogues, dictation and writing excercises in teaching a
D. Give them work on the level of the other students and work a little above the lesson about grocery shopping. Based on this information, which of the following is a valid
classmates level to challenge them. conclusion.
108. By what name is indirect instruction the Socratic method also known? A. The teacher is applying Bloom's hierachy of cognitive learning.
A. Mastery learning B. The teacher is teaching in a variety of ways because not all students learn in
B. Indirect Method the same manner.
C. Morrison method C. The teacher wants to make her teacher easier by having less talk.
D. Questioning method D. The teacher is emphasizing reading and writing skills.
109. Teacher B is a teacher of English as a Second Language. She uses vocabulary 116. I combined several subject areas in order to focus on a single concept for inter-
cards, fill-in-the-blank sentences, dictation and writing exercises in teaching a lesson about disciplinary teaching. Which strategy/method did I use?
grocery shopping. Based on this information, which of the following is a valid conclusion? A. Problem-entered learning
A. The teacher is reinforcing learning by giving the same information in, a variety B. Thematic instruction
of methods. C. Reading-writing activity
B. The teacher is applying Bloom's hierachy of cognitive learning. D. Unit method
C. The teacher wants to do less talk. 117. Teacher E discussed how electricity flows through wires and what generates the
D. The teacher is emphasizing listening and speaking skills. electric charge. Then she gave the students wires, bulbs, switches, and dry cells and told
110. Which is a form of direct instruction? the class to create a circuit that will increase the brightness of each bulb. Which one best
A. Discovery process describes the approach used?
B. Problem solving A. It used a taxonomy of basic thinking skills
C. Programmed instruction B. It was contructivist
D. Inductive reasoning C. It helped students understand scientific methodolgy
111. Which does NOT belong to the group of alternative learning systems? D. It used cooperative learning
A. Multi-grade grouping 118. With indirect instruction in mind, which does NOT belong to the group?
B. Multi-age grouping A. Problem solving
C. Graded education B. Lecture-recitation
D. Non-graded grouping C. Inductive reasoning
112. Teacher H gave her first-grade class a page with a story in which pictures take the D. Discovery
place of some words. Which method did she use? 119. I drew learners into several content areas and encouraged them to solve a complex
A. The whole language approach question for inter-disciplinary teaching. Which strategy did I use?
B. The Spaulding method A. Problem-centered learning
C. The rebus method B. Unit method
D. The language experience approach C. Reading-writing activity
113. Teacher B uses the direct instruction strategy. Which sequence of steps will she D. Thematic instruction
follow? 120. In self-directed learning, to what extent should a teacher's "scaffolding" be?
I. Independent practice A. To a degree the student needs it.
II. Feedback and correctiveness B. None, to force the student to learn by himself.
III. Guided student practice C. To the minimum,tospeed up development of student's sense of independence.
IV. Presenting and structuring D. To the maximum, in order to extend to the student all the help he needs.
V. Reviewing the previous day's work 121. Which is a major advantage of a curriculum-based assessment?
A. V-II-IV-III-I A. It is informal in nature.
B. III-II-IV-I-V B. It connects testing with teaching.
C. V-lV-III-II-I C. It tends to focus on anecdotal information on student progress.
D. I-V-II-III-IV D. It is based on a norm-referenced measurement model.

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122. Which are direct measures of competence? 131. Teacher F wanted to teach the pupils the skill to do cross stitching. Her check up quiz
A. Personality tests was a written test on the steps of cross stitching. Which characteristic of a good test does it
B. Performance tests lack?
C. Paper-and-pencil tests A. Scorability
D. Standardized test B. Reliability
123. "What is most likely to happen to our economy when export continuously surpasses C. Objectivity
import" is a thought question on __________. D. Validity
A. creating 132. If your Licensure Examination Test (LET) items sample adequately the competencies
B. relating cause-and-effect listed in the syllabi, it can be said that the LET possesses __________ validity.
C. synthesizing A. concurrent
D. predicting B. construct
124. The test item "Group the following items according to shape" is a thought test item on C. content
__________. D. predictive
A. creating 133. "In the light of the facts presented, what is most likely to happen when ... ?" is a
B. classifying sample thought question on
C. generalizing A. inferring
D. comparing B. generalizing
125. In the context on the theory on multiple intelligences, what is one weakness of the C. synthesizing
paper-pencil test? D. justifying
A. It is not easy to administer. 134. In a criterion-referenced testing, what must you do to ensure that your test is fair?
B. It puts the non-linguistically intelligent at a disadvantage A. Make all of the questions true or false.
C. It utilizes so much time. B. Ask each student to contribute one question.
D. It lacks reability. C. Make twenty questions but ask the students to answer only ten of their choice.
126. With synthesizing skills in mind, which has the highest diagnostic value? D. Use the objectives for the units as guide in your test construction.
A. Essay test 135. Which test has broad sampling of topics as strength?
B. Performance test A. Objective test
C. Completion test B. Short answer test
D. Multiple choice test C. Essay test
127. Which one can best evaluate students' attitudinal development? D. Problem type
A. Essay test 136. Which is the first step in planning an achievement test?
B. Portfolio A. Define the instructional objective.
C. Observation B. Decide on the length of the test.
D. Short answer test C. Select the type of test items to use.
128. With specific details in mind, which one has (have) a stronger diagnostic value? D. Build a table of specification.
A. Multiple choice test 137. The first thing to do in constructing a periodic test is for a teacher to __________
B. Non-restricted essay test A. decide on the number of items for the test
C. Restricted essay test B. go back to her instructional objectives
D. Restricted and non-restricted essay tests C. study the content
129. Teacher A discovered that his pupils are very good in dramatizing. Which tool must D. decide on the type of test to construct
have helped him discover his pupils' strength? 138. In the parlance of test construction what does "TOS" mean?
A. Portfolio assessment A. Table of Specifics
B. Performance test B. Table of Specifications
C. Journal entry C. Table of Specific Test Items
D. Paper-and-pencil test D. Team of Specifications
130. Which can effectively measure students' awareness of values? 139. Shown a picture of children in sweaters inside the classroom, the students were
A. Projective techniques asked this question: "In what kind of climate do these children live?" This is a thought
B. Moral dilemma question on __________
C. Likert scales A. inferring
D. Anecdotal record B. applying

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 C. creating C. Math
D. predicting D. Physics
140. Which guideline in test construction is NOT observed in this test item Jose Rizal 146. What can be said of Peter who obtained a score of 75 in a Grammar objective test?
wrote __________. A. He answered 75 items in the test correctly.
A. The central problem should be packed in the stem. B. He answered 75% of the test items correctly.
B. There must be only one correct answer. C. His rating is 75.
C. Alternatives must have grammatical parallelism. D. He performed better than 5% of his classmates.
D. The alternates must be plausible. 147. In his second item analysis, Teacher H found out that more from the lower group got
141. Quiz is to formative test while periodic is to __________ the test item # 6 correctly. This means that the test item __________.
A. criterion-reference test A. has a negative discriminating power
B. summative test B. has a lower validity
C. norm-reference test C. has a positive discriminating power
D. diagnostic test D. has a high reability
142. If teacher wants to test students' ability to organize ideas, which type of test should
she formulated 148. NSAT and NEAT results are interpreted against set mastery level. This means that
A. Multiple-choice type NSAT and NEAT fall under __________.
B. Short answer A. intelligence test
C. Essay B. aptitude test
D. Technical problem C. criterion-referenced test
143. Out of 3 distracters in a multiple choice test item, namely B, C, and D, no pupil chose D. norm-referenced test
D as answer. This implies that D is __________ 149. Teacher Y does norm-referenced interpretation of scores. Which of the following
A. an ineffective distracter does she do?
B. a vague distracter A. She describes group performance in relation to a level of mastery set.
C. an effective distracter B. She uses a specified content as its frame of reference.
D. a plausible distracter C. She compares every individual students' scores with others' scores.
144. Study this group of tests which was administered with the following results, then D. She describes what should be their performance.
answer the question 150. Test norms are established in order to have a basis for __________.
A. establishing learning goals
Subject Mean SD Ronnels's Score B. interpreting test results
Math 56 10 43 C. computing grades
Physics 41 9 31 D. identifying pupils' difficulties
English 80 16 109 151. Which is most implied by a negatively skewed score distribution?
A. The scores are evenly distributed from left to the right
In which subject(s) did Ronnel perform best in relation to the group's performance? B. Most pupils are achievers
A. Physics and Math C. Most of the scores are low
B. English D. Most of the scores are high
C. Physics 152. Which holds true to standardized tests?
D. Math A. They are used for comparative purposes
145. Study this group of tests which was administered with the following results, then B. They are administered differently
answer the question. C. They are scored according to different standards
D. They are used for assigning grades
Subject Mean SO Ronnel's Score 153. Students' scores on a test were: 72, 72, 73, 74, 76, 78, 81, 83, 85. The score 76 is
Math 56 10 43 the __________.
Physics 41 9 31 A. mode
English 80 16 109 B. average
C. mean
In which subject(s) did Ronnel perform most poorly in relation to the group's performance? D. median
A. English 154. Are percentile ranks the same as percentage correct?
B. English and Math A. It cannot be determined unless scores are given.

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 B. It cannot be determined unless the number of examinees is given. data: 14, 15, 17, 16, 19, 20, 16, 14, 16?
C. No A. Mode
D. Yes B. Median
155. In which competency do my students find the greatest difficulty? In the item with a C. Mode and median
difficulty index of __________. D. Mean
A. 0.1 163. Which one can enhance the comparability of grades?
B. 0.9 A. Using common conversion table for translating test scores in to ratings
C. 0.5 B. Formulating tests that vary from one teacher to another
D. 1.0 C. Allowing individual teachers to determine factors for rating
156. Study this group tests which was administered wit the following results, then answer D. Individual teachers giving weights to factors considered for rating
the question 164. Which describes norm-referenced grading?
A. The performance of the group
Subject Mean SD Ronnel's Score B. What constitutes a perfect score
Math 56 10 43 C. The students' past performance
Physics 41 9 31 D. An absolute standard
English 80 16 109 165. The search for related literature by accessing several databases by the use of a
telephone line to connect a computer library with other computers that have database is
In which subject(s) were the scores most homogenous? termed __________.
A. Math A. compact disc search
B. English B. manual search
C. Physics C. on-line search
D. Physics and Math D. computer search
157. Which measure(s) of central tendency separate(s) the top half of the group from the - 166. Two students are given the WISE II. One has a full scale IQ of 91, while the other has
bottom half? an IQ of 109. Which conclusion can be drawn?
A. Median A. The second student has significantly higher intellectual ability
B. Mean B. The first student is probably below average, while the second has above
C. Median and Mean average potential
D. Mode C. Both students are functioning in the average range of intellectual ability
158. Which applies when skewness is zero? D. Another IQ test should be given to truly assess their intellectual potential
A. Mean is greater than the median 167. Which type of report refers to "on-the-spot" description of some incident, episode
B. Median is greater than mean or occurrence that is being observed and recorded as being of possible significance?
C. Scores have three modes A. Autobiographical report
D. Scores are normally distributed B. Biographical report
159. Standard deviation is to variability as mode to __________. C. Value and interest report
A. level of difficulty D. Anecdotal report
B. discrimination 168. The best way for a guidance counselor to begin to develop study skills and habits in
C. correlation underachieving student would be to __________.
D. central tendency A. have these underachieving students observe the study habits of excelling
160. What is the mean of this score distribution: 4, 5, 6, 7, 8, 9, 10? students
A. 7 B. encourage students to talk about study habits from their own experiences
B. 6 C. have them view film strips about various study approaches
C. 8.5 D. give out a list of effective study approaches
D. 7.5 169. Which illustrates a developmental approach in guidance and counseling?
161. Standard deviation is to variability as mean is to __________. A. Spotting on students in need of guidance
A. coefficient of correlation B. Teaching students how to interact in a positive manner
B. central tendency C. Acting as a mediator
C. discrimination index D. Making the decision for the confused student
D. level of difficulty 170. Who among the following needs less verbal counseling but needs more concrete and
162. What measure of central tendency does the number 16 represent in the following operational forms of assistance? The child who __________.

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 A. has mental retardation A. Idealism
B. has attention-deficit disorder B. Existentalism
C. has learning disability C. Experimentalism
D. has conduct disorder D. Realism
171. The cultivation of reflective and meditative skills in teaching is an influence of 179. Value clarification as a strategy in Values Education classes is anchored on which
__________. philosophy?
A. Shintoism A. Existentialism
B. Zen Buddhism B. Christian philosophy
C. Confucianism C. Idealism
D. Taoism D. Hedonism
172. Helping in the development of graduates who are "maka-Diyos" is an influence of 180. A guest speaker in one graduation rites told his audience: "Reminder, you are what
A. naturalistic morality you choose to be." The guest speaker is more of a/an __________.
B. classical Christian morality A. realistic
C. situational morality B. pragmatist
D. dialectical morality C. idealist
173. The attention to the development of a deep respect and affection for our rich cultural D. existentialist
past is an influence of __________. 181. "All men are pretty much alike. It is only by custom that they are set apart" , said one
A. Confucius Oriental philosopher. Where can this thought be most inspiring?
B. Hegel A. In a multi-cultural group of learners
C. Teilhard de Chardin B. In multi-cultural and heterogeneous groups of learners and indigenous peoples'
D. Dewey group
174. Whose teaching is in support of "Education for All" (EFA), he asserted that in C. In a class composed of indigenous peoples
teaching there should be no distinction of social classes. D. In heterogeneous class of learners
182. From whom do we owe the theory of deductive interference as illustrated in
syllogisms
A. Sun Yat Sen A. Plato
B. Confucius B. Scorates
C. Mencius C. Aristotle
D. Lao tsu D. Pythagoras
175. We encounter people whose prayer goes like this: "O God, if there is a God; save my 183. Teacher A knows of the illegal activities of a neighbor but keeps quiet in order not to
soul, if I have a soul" From whom is this prayer? be involved in any investigation. Which foundational principle of morality does Teacher A
A. Stoic fail to apply?
B. Empiricist A. The end does not justify the means.
C. Agnostic B. The principle of double-effect
D. Skeptic C. Always do what is right.
176. How would you select the most fit in government positions? Applying Confucius D. Between two evils, do the lesser evil.
teachings, which would be the answer? 184. Teacher A is directed to pass an undeserving student with a death threat. Which
A. By course accreditation of an accrediting body advice will a hedonist give?
B. By merit system and course accreditation A. Pass the student. Why suffer the threat?
C. By merit system B. Don't pass him. You surely will not like someone to give you a death threat in
D. By government examinations order to pass.
177. Whose influence is the education program that puts emphasis on self-development. C. Don't pass him. Live by your principle of justice. You will get reward, if not in
through the classics, music, and rituals? this life, in the next!
A. Buddha D. Pass the student. That will be of use to the student, his parents and you.
B. Mohammed 185. History books used in schools are replete with events portraying defeats and
C. Confucius weaknesses of the Filipino as a people. How should you tackle them in the classroom?
D. Lao tsu A. Present them and express your feelings of shame.
178. Your teacher is of the opinion that the world and everything in it are ever changing B. Present facts and use them as means in inspiring your class to learn from
and so teaches you the skill to cope with change. What is his governing philosophy? them.

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 C. Present them and blame those people responsible or those who have A. Submit a signed justifiable criticism against Teacher B, if there is any.
contributed. B. Go straight to the Schools Division Superintendent and gives criticism verbally.
D. Present them as they are presented, and tell the class to accept reality. C. Hire a group to distribute poison letters against Teacher B for information
186. If you agree with Rizal on how you can contribute to our nation's redemption, which dissemination.
should you work for? D. Instigate student activists to read poison letters over the microphone.
A. Opening our doors to foreign influence 195. Teachers often complain of numerous non-teaching assignments that adversely,
B. Upgrading the quality of the Filipino through education affect their teaching. Does this mean that teachers must be preoccupied only with
C. Stabilizing the political situation teaching?
D. Gaining economic recovery A. Yes, if they are given other assignments, justice demands that they be properly
187. Rights and duties are correlative. This means that __________. compensated.
A. rights and duties regulate the relationship of men in society B. Yes, because other community leaders, not teachers, are tasked to leading
B. rights and duties arise from natural law community activities
C. each right carries with it one or several corresponding duties C. NO, because every teacher is expected to provide leadership and initiative in
D. rights and duties ultimately come from God activities for betterment of communities.
188. A teacher who equates authority with power does NOT __________. D. Yes, because teaching is enough full time job.
A. shame 196. In a study conducted, the pupils were asked which nationality they preferred, if given
B. develop self-respect in every pupil a choice. Majority of the pupils wanted to be Americans. In this case, in which obligation
C. retaliate relative to the state, do schools seem to be failing? In their obligation to __________.
D. intimidate A. respect for all duly constituted authorities
189. Which is a true foundation of the social order? B. promote national pride
A. Obedient citizenry C. promote obedience to the laws of the state
B. The reciprocation of rights and duties D. instill allegiance to the Constitution
C. Strong political leadership 197. In the Preamble of the Code of Ethics of Professional Teachers, which is NOT said of
D. Equitable distribution of wealth teachers?
190. In what way can teachers uphold the highest possible standards of quality education? A. LET passers
A. By continually improving themselves personally and professionally B. Duly licensed professionals
B. By wearing expensive clothes to change people's poor perception of teachers C. Possess dignity and reputation
C. By working out undeserved promotions D. With high-moral values as well as technical and professional competence
D. By putting down other professions to lift the status of teaching 198. Teacher H and Teacher I are rivals for promotion. To gain the favor of the
191. A teacher/student is held responsible for his actions because s/he __________. promotional staff, Teacher I offers her beach resort for free for members of the promotional
A. has instincts staff before the ranking. As one of the contenders for promotion, is this becoming of her to
B. is mature do?
C. has a choice A. Yes. This will be professional growth for the promotional staff.
D. has reason B. No. This may exert undue influence or the members of the promotional staff
192. The typical autocratic teacher consistently does the following EXCEPT and so may fail to promote someone on the basis of merit.
A. encouraging students. C. Yes. The rare invitation will certainly be welcomed by an overworked
B. shaming students. promotional staff.
C. ridiculing students. D. Yes. There's nothing wrong with sharing one's blessings.
D. intimidating students. 199. Each teacher is said to be a trustee of the cultural and educational heritage of the
193. What should you do if a parent who is concerned about a grade his child received nation and is, under obligation to transmit to learners such heritage. Which practice makes
compared to another student's grade, demands to see both students' grades? him fulfill such obligation?
A. Refuse to show either record. A. Use the latest instructional technology.
B. Show both records to him. B. Observe continuing professional education.
C. Refuse to show any record without expressing permission from principal. C. Use interactive teaching strategies.
D. Show only his child's records. D. Study the life of Filipino heroes.
194. Teacher Q does not want Teacher B to be promoted and so writes an anonymous 200. Teacher F is newly converted to a religion. Deeply convinced of his new found
letter against Teacher B accusing her of fabricated lies Teacher Q mails this anonymous religion, he starts Monday classes by attacking one religion and convinces his pupils to
letter to the Schools Division Superintendent. What should Teacher Q do if she has to act attend their religious services on Sundays. Is this in accordance with the Code of Ethics of
professionally? Professional Teachers?

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 A. Yes. What he does is values education. a. There was a lack of constant drill and practice given by the teacher.
B. No. A teacher should not use his position to proselyte others. b. The text used and the instruction given in the previous lesson is within the
C. Yes. In the name of academic freedom, a teacher can decide what to teach. students’ independent level.
D. Yes. What he does strengthens values education. c. There was a lack of activities that integrate the students’ background experiences
to the text presented.
d. The text used and the instruction given in the previous lesson is within the
students’ instructional level.
CURRICULUM DEVELOPMENT 7. A reader was asked to fill in words to the sentences that are found inside the box
below. Which of the following cueing systems did the reader fail to consider?

1. In the bottom-up perspective, a reader could read a text when he/she The candy is in the sweet. It’s in the inside bowl.
a. uses his prior knowledge to make sense of the text. a. graphophonic cues
b. selects only the meaningful segments in the text. b. syntactic cues
c. can translate the visual symbols to their aural equivalent. c. semantic cues
d. relates the text to other texts previously read. d. pragmatic cues
2. Which of the following reading skills or strategies is the closest to outside-in processing 8. A reader read the word “plan” with a pronunciation like “plane” in the sentence, “It’s my
or reading? plan to sail across the ocean.” The deviation of the reader in reading the text can be
a. inferencing explained by the reader’s use of
b. outlining a. syntactic cues
c. predicting outcomes b. semantic cues
d. structural analysis c. graphophonic cues
3. Before a reader could read the WORD, he must learn to read the WORLD first. This d. pragmatic cues
statement implies that 9. An office secretary encoded her boss’s memorandum for the company’s employees.
a. students or readers must know the names of the letter first before they will know The boss returned the memo to the secretary along with the note, “Please justify this!”
what the word means. The secretary felt bad and wanted to resign immediately because she thinks that it’s
b. readers must know the sounds of the letters first before they will know what the not her job to explain the contents of the memo. What cueing system did the secretary
word means. fail to consider?
c. words are only representations of the concepts that the child or reader knows a. graphophonic
before encountering the print. b. syntactic
d. the text supplies the readers with the necessary knowledge they need to make c. semantic
sense of the print. d. pragmatic
4. Teacher A explicitly teaches his/her students the rhetorical patterns of an informational 10. A reader was asked to read the sentence found inside the box below. Instead of
text taken from a science textbook. Which of the following does the teacher want to reading the word “moved”, he substituted it with the word “ran”. Which of the cueing
develop in the reader? systems could have interfered his reading so that he manifests such a deviation from
a. print skill the text?
b. content schemata
c. formal schemata The car moved fast.
d. vocabulary knowledge a. graphophonic cues
5. Teacher B uses the timeline as a graphic organizer to teach the readers to understand b. syntactic cues
a given expository text. Which of the following organizational structures might be the c. semantic cues
one used in the exposition of the text’s information? d. pragmatic cues
a. cause and effect 11. Which of the following refers to the movement of the eyes across a line of text?
b. comparison and contrast a. saccades
c. enumeration-description b. fixation
d. sequence or procedural c. clustering
6. Teacher C has presented a reading lesson to her students. The lesson went on for a d. regression
span of a week. After a day or two, when the teacher introduced a new lesson that 12. A reader was asked to read a short story. When the reader started reading the text, he
requires them the knowledge of the previous lesson, the students no longer remember encountered several words that are unfamiliar. He tried to pause for a moment and
it. What could be the cause of this problem?

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 tried to convert the word from visual to aural. Which of the following physiological a. Whole-language approach.
correlates of effective reading does the reader evidently practice in this situation? b. Language experience approach.
a. saccadic movements c. Literature-based approach.
b. return sweeps d. Phonics approach.
c. fixations 20. A student asked the teacher to tell him the meaning of the word
d. clustering “disestablishmentarianism”, which is found in the text that the student read. Instead of
13. The following are the reasons why fixation is not encouraged at times EXCEPT for explicitly stating the meaning of the word, the teacher asked the student to segment
a. Fixation allows readers to think of the meaning of a word encountered. the word and look for its base word, prefix, and suffixes so that they may construct the
b. Fixation slows down fluency. meaning of the word through these word parts. Which of the following vocabulary
c. Readers are given the chance to do subvocalization when they fixate. strategy did the teacher use to help the students arrive at the meaning of the unfamiliar
d. Too much fixation results to poor comprehension. word?
14. It refers to the learned ability to see words in groups rather than as individual words. a. semantic feature analysis
a. subvocalization b. semantic mapping
b. regression c. structural analysis
c. fixation d. context clues
d. clustering 21. You were given a long passage to read in a short period of time. Along with the
15. You asked a group of students to read a passage silently. After a minute of passage, you were also asked to answer questions regarding the text you have read.
observation, you noticed that they are moving their lips as they do saccadic Which of the following reading strategies should you use to successfully meet your
movements along the page. Which of the following terms refers to the practice that aim?
you have observed from your students? a. skimming
a. subvocalization b. scanning
b. regression c. close reading
c. fixation d. summarizing
d. clustering 22. You want your students to give you a detailed account of what they have understood
16. You asked your students to silently read the passage you have prepared for them. from the story you have all read in the classroom. Which of the following assessment
The passage is all about arthropods. As a student go over his passage, you noticed measures, tools, or procedures should you use to meet your goal?
that he sweeps his hands along the page. After a while, his eyebrows met, as if he a. think-aloud
doubts what the passage is all about. You noticed that he made return sweeps to the b. cloze procedure
text in a backward manner, as if trying to search for a previously read word. This c. miscue analysis
situation implies that the reader is doing d. standardized tests
a. regression. 23. A teacher wants to know the current functional reading level of a student in her reading
b. saccades. class in terms of word recognition. Which of the following assessment measures,
c. fixation. tools, or procedures should the teacher use to meet her aim?
d. subvocalization. a. think-aloud
17. Regression is BEST when the reader uses it as a means to b. miscue analysis
a. search for keywords in a text. c. standardized tests
b. monitor comprehension when the text seems not to make sense. d. informal reading inventory
c. read a passage all over again. 24. You want to know the quality of responses the students make as they process a text
d. highlight important lines in the text for retrieval purposes. while they are in the act of audibly reading it. You recorded their reading and found out
18. Teacher D entered the classroom and posted images that she has taken from the story that they stop at times and give personal reactions to the text. Some of the students’
she is about to tell the students. Before she started telling the story to the class, she reactions are even stated in their mother tongue. Which of the following assessment
grouped the students and asked them to make a story out of the pictures posted on the tools or procedures refers to this practice?
board. Which of the following approaches reflects the practice of the teacher? a. think-aloud
a. Explicit Phonics b. miscue analysis
b. Basal Approach c. standardized tests
c. Embedded Phonics d. cloze procedure
d. Language Experience Approach 25. You want to know the range of your students’ vocabulary, graphophonic knowledge,
19. Teacher E entered the classroom and showed a list of word families like cat, mat, fat, syntactic knowledge, semantic knowledge, and pragmatic knowledge by filling in gaps
rat, pat, and bat. This practice clearly shows that the teacher employs within an information. Which of the following should you use to achieve your goal?

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 a. think-aloud 33. Ms. Oliveros, a language teacher, has noticed that Bryan, a diagnosed dyslexic child,
b. miscue analysis has already improved in his reading, writing, gross, and fine motor abilities. She
c. standardized tests recommended to her principal that Bryan should be learning in a regular classroom.
d. cloze procedure Which of the following does the teacher want to happen?
26. Teacher A has found out that the results of the curriculum that was implemented call a. promotion
for an alteration in the set of objectives and competencies. Which of the following b. intervention
curriculum development stages does teacher A want to happen? c. inclusion
a. curriculum planning d. exclusion
b. curriculum evaluation 34. When developers try to obtain relevant information to be able to judge the worth of an
c. curriculum change educational program, its product, procedures, and objectives, the developers are in the
d. curriculum improvement process of curriculum
27. Ms. Natividad, a classroom teacher, wants to try-out to her class another strategy she a. planning.
has learned from a seminar-workshop she has attended. Which level of curriculum is b. designing.
shown in this situation? c. evaluation.
a. societal d. alignment.
b. experiential 35. Johnny, a junior high school student, connected his lesson on fractions with his Social
c. instructional Studies lesson on land ownership during the time of Feudalism. Which curriculum
d. institutional design element is reflected in Johnny’s practice?
28. Mr. Reyes, the principal of Bagumbato National High School, opted to use the a. articulation
curriculum that employs the integration of Music, Arts, P.E., and Social Studies on a b. integration
longer time block. This situation clearly shows that the principal prefers to use c. continuity
a. core curriculum design. d. balance
b. correlated subjects design. 36. Teacher B wants to give his student the freedom to choose what to learn and believe,
c. broad-fields curriculum design. and allow the student to set his own identity and standards. Teacher B clearly shows
d. single-subject curriculum design. that he believes in
29. The sub-processes of curriculum planning, organization and designing, implementation a. Realism.
and evaluation sum up the process of b. Idealism.
a. curriculum and instruction. c. Perennialism.
b. curriculum management. d. Existentialism
c. curriculum development. 37. A curriculum developer wants to combine geography, civics and culture, and history to
d. curriculum assessment. complete the subject area of Social Studies. The curriculum developer clearly
30. When the aim of the curriculum is to provide the learners with the needed skills in this manifests favor for the
ever-changing world, the curriculum reflects the belief that it should a. correlated subjects curriculum design.
a. provide learner’s with the knowledge needed for social relevance. b. broad fields curriculum design.
b. perpetuate cumulative tradition of organized knowledge. c. fused curriculum design.
c. provide avenues for the students to do self-expression. d. core curriculum design.
d. allow learner’s self-actualization. 38. Teacher C has found out that there was a mismatch between the content she was
31. The following statements are characteristics of the subject-centered curriculum teaching in the class and the competencies tested in the standards-based assessment
EXCEPT for (SBA) given after a year of instruction. This situation calls for curriculum
a. The main task is mastery learning. a. planning.
b. The teacher has full control of the lesson. b. designing.
c. There is a high level of cooperative interaction. c. alignment.
d. It covers much of the content in a short span of time. d. implementation.
32. The phase of curriculum development which involves a survey of the current needs of 39. The following are characteristics of the experience-centered curriculum EXCEPT for
the learners and the demands of society is curriculum a. The classroom activities are cooperatively controlled by the learner and the
a. planning. teacher.
b. evaluation. b. The emphasis is on the holistic development of the individual learner.
c. organization. c. Education aims to develop a socially creative individual.
d. implementation d. Facts and knowledge are to be mastered for future use.

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40. The students’ first languages are to be the medium of instruction during the first three 8. Which of the following is a limitation of conventional technologies in teaching and
years of formal schooling both in the public and private schools. Which of the following learning?
stakeholders in curriculum development asks for this requirement? A. They pose problems on storage..
a. parents B. They are less abstract and more concrete.
b. teachers C. They are readily available in the environment, around school, and in the home.
c. publishers D. They provide hands-on learning experiences and emphasize real-world
d. legislators E. applications
9. which of the following is not a contribution of technology to the learning process? .
A. The quality of learning can be improved
EDUCATIONAL TECHNOLOGY B. The delivery of instructions can be more interesting
C. The role of the teacher can be changed into a demonstrator.
1. Which of the following statements is correct about the domains of educational D. The method of teaching and learning becomes more interactive
technology? 10. In what way can instructional aids foster learning?
A. Design is the production stage while development is the planning stage. A. Reinforce learning
B. Both the design and development are the planning stage, B. Entertain students
C. Evaluation is synonymous with implementation. C. Take the place of the teacher
D. Utilization is the action phase. D. Holds students in the classroom
2. Ms. Cruz was hired in a well-equipped school but she has to start preparing her 11. With the pervasiveness of technologies nowadays, a learner-centered instruction can
instructional materials before classes begin. Which of the following is a systematic be promoted. Which of the following statements support this approach to teaching?
process in preparing her materials? I. It focuses on transformation of facts.
A. design – utilization – evaluation - development II. It supports the use of lecture and drill methods.
B. design – development – utilization – evaluation III. It gives emphasis on collaboration and authentic assessment.
C. development – design – utilization – evaluation IV. Students work on tasks determined and controlled by the teacher.
D. development – utilization – evaluation – design A. I and II only C. II and IV only
3. Ms. Briones is planning to integrate technology in her Mathematics class. Which of the B. I and III only D. III and IV only
following would be her second step? 12. Prof. Villamin’s students use cooperative learning, inquiry based and project-based
A. set the objectives learning approaches in creating their digital unit plans. What can be developed among
B. analyze the learners the learners through these approaches?
C. utilize the materials with showmanship A. repetition and active learning
D. evaluate the performance of the students B. repetition & information delivery
4. Which of the following should Ms. Gomez primarily consider in determining her C. information processing and active learning
teachinglearning objectives and use of instructional media? D. construction of knowledge and information exchange
A. the learner C. the instructional activity 13. Which of these technologies are arranged from the most symbolic to multisensory?
B. the teacher D. the instructional strategy A. real objects, print, audio-visual materials, and visual materials
5. Which is the best reason why teachers state the objectives before using instructional B. visual materials, audio visual materials, print and computers
media? C. visual materials, print, audio-visual materials and realia
A. To be able to practice how to operate the equipment. D. print, audio, visual materials, and computers
B. To determine which media to use best. 14. Which group of technologies has the highest degree of abstraction?
C. To prepare the materials beforehand. A. book, imaginative literature, programmed instruction
D. To secure available materials. B. digital video, film, versatile compact disc
6. Ms. Villegas is thinking of an educational technology that can relay information clearly C. video, pictures and television
to her class. Which principle will guide her in the selection of the material? D. realia and computer
A. interest C. cost effectiveness 15. Mrs. Soriano, a Grade V teacher prefers to use textbooks than other instructional
B. meaningfulness D. communication effectiveness materials. What could be her reason for using it?
7. Mrs. Zinampan presented real samples of rocks when she discussed the different A. Textbooks can be easily duplicated.
forms of rocks. What principle in the selection of instructional material did she apply? B. Textbooks quickly become updated.
A. interest C. cost effective C. Textbooks address the needs of diverse students.
B. B authenticity D. responsiveness D. Textbooks contain most of the materials they need to learn in the course.

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16. It is impractical to bring real objects to the classroom so Ms. Simangan constructed a 27. Romalyn is going to discuss about The ADDIE Model to a big class. She is planning to
threedimensional visual instead. Which of the following did she construct? use a technology by which parts of her presentation could be partly hidden to make it
A. cartoon C. graphic more exciting and interesting. What do you think shall she use?
B. chart D. model A. model C. transparency
17. If a teacher wants to teach her pupils the skill to organize and integrate related B. realia D. video
concepts, which of the following is the most appropriate graphic organizer to use? 28. Marife wants to make a presentation material wherein more additional transparent
A. timeline C. venn diagram sheets with information can be placed over a base transparency. Which one should
B. fishbone D. semantic webbing she make?
18. Which graphic organizer is used to show how a series of events interact to produce a A. cut-out C. silhouette
set of results again and again? B. puppet D. overlay
A. Series of events chart C. cycle 29. Which one is used with 2D and 3D materials?
B. Web D. timeline A. Opaque projector C. digital projector
19. Which instructional aid requires pupils to verbalize? B. overhead projector D. slide projector
A. graphic C. . model 30. After watching the film, “Muro Ami’, the students of Mrs. Tamaray are expected to
B. diorama D. . video show a demonstrative proof of what they have learned. How is the technology used in
20. Which of the following is inappropriate in using printed visuals such as charts, graphs, thissituation?
and drawings? A. entertainment C. instructional
A. Provide written or verbal cues to highlight important aspects of visuals. B. informational D. entertainment and informational
B. Allow the students to pass the materials from one person to another. 31. Self made charts and illustrations serve as universal aid for bringing fascinating and
C. Use materials that everyone can see. exciting experiences in the classroom. To tap the optimum potentials of these
D. Present the material one at time. materials, which of the following should be avoided?
21. Under what category will a globe as an instructional material fall? A. Giving due consideration to lettering.
A. Realia C. solid model B. Presenting materials with accurate facts.
B. mock up D. cutaway model C. Giving more importance to austerity over legibility.
22. Prof. Agustin would like to provide hands-on experience on the expansion and D. Focusing on the main idea of the lesson presented.
contraction of matter. Which of the following materials would be the best to use?
A. models C. realias 32. Kamyl used overhead transparencies when she presented her assigned topic to class.
B. pictures D. slides What type of educational technology are transparencies?
23. Ms. Sarah finds the chalkboard an effective instructional material up to present. A. printed material C. projected material
However, just like any other materials, it also has its limitations. Which one is it? B. graphic material D. non-projected material
A. It allows spontaneity, speed and change. 33. Which instructional material/s is/are MOST fit in contextualized learning?
B. Absent students cannot keep up with their assignments. A. TV C. pictures
C. It is valuable for emphasizing the major points of the lesson. B. Slides D. field trip
D. It can be used for displaying pictures and important clippings. 34. Ms. Villanueva wants to teach the students the performance of a certain skill such as
24. With which learning style group are manipulatives MOST effective? dancing. Which technology would be the most appropriate and convenient to use?
A. Master style group A. film C. television
B. Interpersonal style group B. video D. printed material
C. Understanding style group 35. Slides are miniature transparencies. They can be created with simple cameras and
D. Self- expressive style group simple equipment. They display color in a realistic manner. However, they also have
25. Which does a pupil use when s/he sings a concept to a familiar tune in order to help some limitations. Which one is it?
himself commit the concept to memory? A. They can be easily updated and revised.
A. rap C. pop B. They can be adapted to group or to individual use.
B. jingle D. lullaby C. They can get out of sequence if handled individually.
26. Prof. Arcilla would like to use audiocassette tape in teaching a lesson in English. In D. They can be combined with taped narration for greater effectiveness.
which activity is audiocassette tape very effective in the teaching-learning process? 36. Mrs. Santos used a film clip in teaching science concepts to her Grade Six class.
A. in developing listening skills However, she found out that it was inefficiently used in the classroom. When is a
B. in teaching creative writing technology considered inefficient?
C. in composing poems A. When it makes viewing more interesting.
D. in building concepts B. When it increases the time to master the lesson.

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 C. When it helps attain the objectives of the lesson. A. communicative tool C. productivity tool
D. When it enhances understanding of new lesson. B. Informative tool D. situating tool
37. Prof. Manantan’s lesson in EPP is about “Pagtatanim ng halaman” to her students. 46. Prof. De Guzman uses an online learning approach by which content provides links to
How can she make her lesson more interesting and meaningful? information at other locations and serves as a focal point for a distance education
A. Have a viewing activity about the lesson. experience. Which of the following does he use?
B. Have them read their EPP book. A. computer-aided instruction
C. Give them a collaborative work. B. web-based instruction
D. Let them listen to a gardener. C. self-paced program
38. Prof. Delos Santos would like her students to give more accurate observations about D. teleconferencing
plants in the environment. Which technique would help her attain her objective? 47. Mr. Villena searches for related literature by accessing several databases in the library
A. Bring them to the garden. computer that is connected with other computers that have databases. How is this
B. Bring actual plants to class. termed?
C. Show colorful pictures to the class. A. CD ROM search C. mechanical search
D. Let the class read books about the topic. B. computer search D. online search
39. Which of the following should be avoided in presenting visuals? 48. Which pair of tools provide synchronous communication?
A. Show visuals with an element of suspense. A. chatroom and email
B. Shut off the overhead projector when explaining lengthily. B. email and bulletin board
C. Present all the materials simultaneously to hold the learners’ interest. C. video conferencing and blogs
D. Erase any writing on the chalkboard or whiteboard when you no longer need it. D. instant messaging and chatroom
40. After listing down the advantages and disadvantages of computers, Mrs. Muñoz 49. Should Mrs. Reyes allow her pupils to surf the Internet in creating a group newsletter
decided to purchase a computer for her class. Which do you think is the last during her English class? Why?
consideration in purchasing the equipment? A. No, because pupils may just be exchanging messages via email.
A. Computers can make her more efficient. B. No, because the pupils might open undesirable websites.
B. Computers can be a form of entertainment. C. Yes, to allow the pupils to chat with their friends.
C. Computers can enhance teaching and learning. D. Yes, as long as it is used effectively.
D. Computers can be used for interactive presentations.
41. Marnel prepares his school research works using computer to submit his requirements
on time. Does the computer make him productive and efficient? Why? 50. Which of the following should you ask yourself in evaluating the content of an
I. Yes, because it can generate its own data. instructional material?
II. Yes, because it can make one’s work easier. A. Do the materials reinforce learning effectively?
III. Yes, because it can perform tasks fast and accurately. B. Are the materials of high technical quality?
A. I and II C. II and III C. Does the content match the curriculum?
B. I and III D. I, II and III D. Is it appropriate for the students?
42. Prof. Aguinaldo would like to integrate technology in writing a friendly letter. How can 51. Which of the following statements does NOT describe educational technology?
he do it effectively? i. It includes hardware and software.
A. Let the pupils surf a friendly letter from the Internet. ii. It refers to the efficiency of teachers in using computers
B. Have the pupils write a friendly letter and send it through an email. iii. It is the development, application, and evaluation of systems, techniques and aids to
C. Have the pupils forward a downloaded friendly letter to others via email. improve human learning.
D. Let the pupils write a friendly letter using word processing and have it critiqued by A. i only C. Both ii and iii
E. their peers. B. ii only D. Both i and iii
43. Which of the following is known for its strength of giving immediate feedback? 52. What should Mr. Asuncion determine first in the selection of media in teaching?
A. video C. digital encyclopedia A. needs of the students C. technique to be used
B. story book D. computer-assisted instruction B. availability of the media D. objectives of the lesson
44. Which of the following computer-based instructional material can be used to learn new 53. Which is the most important reason why teachers preview materials to be used in
concepts? class?
A. games C. simulation A. To gain confidence in using them.
B. tutorial D. drill and practice B. To encourage viewers to be more focused.
45. 45. Prof. Natividad would like to create a presentation material for his lesson on the C. To avoid potential problems that might occur while materials are in use.
types of computer-assisted Instruction. Which tool should he use?

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 D. To ensure appropriateness of the materials with the objectives and target A. concrete ->semi-concrete-> abstract->semi-abstract
audience. B. semi-concrete-> concrete -> abstract-> semi-abstract
54. After Ms. Raca planned her lesson in English, she found out that the materials at hand C. abstract->semi-abstract-> semi-concrete-> concrete
do not match her objectives. Which is the best thing that she can do? D. concrete ->semi-concrete-> semi-abstract -> abstract
A. Modify the available materials. 64. Which of the following technologies provide iconic experiences?
B. Teach the lesson the following day. A. videos and computer
C. Change the objectives to match with the available materials. B. books and periodicals
D. Carry out the lesson as planned and use the materials at hand. C. audio and audio materials
55. Prof. Balagtas used worksheets, manipulatives and models in teaching math to help D. printed and verbal symbols
her students understand the lesson and love the subject. What did she bear in mind 65. How can Prof. Ubiña best promote the use of multimedia in teaching Science to her
when she used these materials? coteachers?
A. appropriateness C. breadth A. Sell multimedia at low cost.
B. balance D. variety B. Demonstrate its use to them.
56. Ms. Torres always makes sure that text, animation and color do not confuse students C. Explain the literature supporting its use.
in her presentation materials. Which principle is applied? D. Convince the principal to require the use of technology.
A. simplicity C. responsiveness 66. There are countless things in the environment that you and your students can use to
B. variety D. cost effectiveness learn from such as trees, globes, pebbles, blocks etc. These real objects and models
57. Mrs. Reyes, a librarian, informed the students as well as the teachers that several are really effective if they are utilized properly. Which of the following is incorrect about
software are available for classroom instruction and individual learning. Which material the use of real objects and models?
is she referring to? A. Familiarize yourself with the object or model.
A. Computers C. Television set B. Allow passing of a single object around the class.
B. CD-ROM D. VCD and DVD players C. Make sure that objects/models are large enough to be seen by the whole class.
58. Susan’s mother tongue is a vernacular. Which of the following materials would be the D. Encourage students’ participation through questioning and having students
most efficient and effective material to learn a second language? E. decide the next step.
A. interactive multimedia 67. Aaron constructed a three dimensional material to simulate the circulation of blood.
B. pictures and print materials Which of the following did he construct?
C. audio compact discs and radio A. A solid model C. mock-up model
D. printed materials and real objects B. cutaway model D. cross-sectional model
68. Which is a two-dimensional representation of the earth’s geographic and/or political
59. Computer can be a good tool for individualized instruction. Which of the following features?
aspects can be a deterrent for its full utilization in the classrooms? A. globe C. mock-up
A. economic C. social B. map D. model
B. physical D. technical 69. You asked your students to illustrate what they have understood from what they have
60. With the increasing use of educational technology inside the classroom, what roles are read. Which of the following non-projected visuals are you referring to?
expected of the teacher? A. printed visuals C. models
A. facilitator C. knowledge giver B. graphics D. realias
B. demonstrator D. source of information 70. Which software should Dr. Balagtas to manipulate numerical data in the computer?
61. Which of the following technologies are properly classified? A. Spreadsheet C. word processing
A. computers, compact discs, film, television B. desktop publishing D. multimedia
B. imaginative literature, book, programmed instruction 71. Prof. Silva uses projected visuals such as OHP in presenting her lesson. What could
C. versatile compact disc, printed material, diagram, sketches be her main reason in using such an educational technology?
D. digital video, phonograph, compact discs, radio, audio tape A. The materials are readily available.
62. Which of the following technologies are arranged from the most concrete to the most B. Most visuals can be obtained at no cost.
abstract? C. It is more abstract than any other visuals.
A. motion pictures, verbal symbols, visual symbols, radio, realias D. She can easily prepare her own transparencies in advance.
B. realias, visual symbols, television, motion pictures, still pictures 72. Ms. Pacheco showed a segment of matter in “sine skwela” to her pupils without a
C. realias, motion pictures, still pictures, visual symbols, verbal symbols follow-up activity. Thus, the pupils got low in the test. What does this imply?
D. verbal symbols, still pictures, visual symbols, models, motion pictures A. TV makes viewing enjoyable.
63. Which is the best way to present instructional materials? B. TV promotes mastery of the lesson.

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 C. TV induces alienation on the part of the learners. B. simulation D. realia
D. TV is effective when learners attain the lesson objectives. 83. Which is the best use of computers to students like you?
73. Which activity is closest to the real thing? A. They are used for chatting and surfing the net.
A. hear C. watch a demonstration B. They are used for research and collaboration.
B. view images D. perform in a presentation C. They are used for playing online games.
74. Your department would like to purchase a computer set as your project. Which of the D. They are used for watching movies.
following advantages of computer will be your last consideration in purchasing it? 84. Which statement makes technology ineffective in student learning?
A. It can enhance the teaching and learning process. A. It develops higher thinking skills.
B. It can be used for interactive presentation. B. It prepares students for the workforce.
C. It can be used for research activity C. It enhances students’ collaborative skills.
D. It can be used for entertainment. D. It decreases achievement in content learning.
75. Prof. Orencia will have a digitized presentation to pre-service teachers. Which of the 85. You plan to use instructional materials to a big class-size. Which of these will you not
following will make her presentation appealing and effective? use?
A. Observe maximum use of animations and graphics together. A. pictures C. 27-inch television
B. Apply as many computer effects per slide as possible. B. projection device D. computer with LCD projector
C. Reinforce textual information with graphic organizers. 86. Computers can be classified according to the roles they play namely communicative
D. Use as many color as possible. tool, informative tool, and constructive tool. What is the other role of computes in the
76. Why are computers increasingly becoming pervasive in schools nowadays? options below?
A. Schools advocate the use of computers. A. instructional tool C. utility tool
B. They increase efficiency and productivity. B. situating tool D, application tool
C. Anybody can operate computers without formal training. 87. Which of the following categories of CAI will you use in your class if your objective is to
D. Students have access to computers in school and at home. increase proficiency in a newly learned skill or refresh an existing one?
77. There are several reasons why teachers are reluctant in using electronic media in the A. tutorial C. simulation
teaching-learning process. Which is the most common reason? B. drill and practice . D. Instructional game
A. The difficulty in integrating them in the curriculum. 88. Which of the following is an ineffective use of presentation software?
B. The limited exposure of teachers to new equipment. A. Darken the room
C. Their incompatibility to diverse needs of the learners. B. Use appropriate pacing
D. The excessive availability of local technology in the community. C. Read directly from the slides.
78. With the number of senses to be stimulated as criterion, which one should be first in D. Allow interaction with the learner.
thelist? 89. Which of the following is NOT an example of communicative tool?
A. multi sensory aid C. visual aid A. multimedia encyclopedia
B. audio-visual aid D. audio aid B. teleconferencing
79. Which of the following is considered in terms of technical quality of a material? C. electronic mail
A. stereotyping C. color and size of text D. chat
B. vocabulary level D. students’ achievement 90. Which is a characteristic of the teaching machines of B. F. Skinner?
80. Which statement is true about the opaque projector and overhead projector? A. It does not need any feedback.
A. An opaque projector allows more flexibility than an overhead projector. B. It requires teacher’s assistance.
B. An overhead projector allows more flexibility than an opaque projector. C. It is meant for a collaborative work.
C. Opaque and overhead projectors can instantaneously project 3D visuals well. D. It allows a student to learn at his/her own pace.
D. The series of still visuals in an opaque projector are arranged in a fixed pattern but 91. Why is one-way delivery of information a misuse of communication tools?
not in an overhead projector. A. because the teacher expects the student to study more
81. A grade II teacher wanted to show the parts of a seed by using a large, wooden seed B. because it requires activities that focus on thinking than responding
visual aid with detachable cotyledons and tiny seed. Under what classification does C. because it enables the users to focus more on higher level cognitive activities
wooden structure fall? D. because this kind of practice lessens interaction capabilities of communication
A. assembly model C. realia tools
B. cutaway model D. solid model 92. Internet consists of thousands of connected computer networks around the world.
82. Which term refers to a model which is constructed so as to emphasize a particular part Which term does NOT refer to Internet?
or function? A. A. NET C. “Cyberspace”
A. audio recording C. mock-up B. B. Online D. “Information Superhighway”

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93. Your class adviser is planning to have an asynchronous communication with your
classmates. Which technology tools can she use?
A. chat and blog 1. It has reference to what teachers do in planning, implementing and evaluating
B. chat and instant messaging instruction.
C. blog and video conferencing a. Teaching c. Teaching strategies
D. electronic bulletin board and email b. Curriculum d. Instruction
94. In your computer subject, you allow your class to chat as a part of your motivation 2. The orderly process directing learners to develop their skills and habits so that they
before discussing them the roles of computer. How is chat used in this context? will be assisted in acquiring knowledge and attitudes.
A. Communicative tool C. Application tool a. Instructional Media
B. Informative tool D. Situating tool b. Instructional Method
95. Your mother wanted to finish her long dreamed course but she wanted to do it at home c. Teaching Techniques
during her free time. How could you help your mother in pursuing her dream? d. Instructional System
A. Encourage her to hire a helper so that she can attend regularly to her class. 3. Facial Expression, writing on the board, and oral expression of the teacher is an
B. Give up your study so that your mother can attend her classes. example of
C. Enroll her to the school where you enrolled. a. Teaching Behavior
D. Enroll her in distance education b. Technical Skills of teachers
96. The following statements are true about computer conferencing. Which is an c. Instruction
exception? d. Instructional System
A. It refers to live student interaction with an expert. 4. Learning to draw, drive a car, play tennis, cook and type a poem often taught in is an
B. It is also known as discussion forum or bulletin board. example of
C. It also refers to online class discussions, forums or debates a. Cognitive Learning c. Verbal Learning
D. It permits two or more individuals to engage in asynchronous text-based dialogue. b. Motor Skill Learning d. Social Learning
97. Which instructional tool application will you introduce to your class if your objective is to 5. Responding to telephone calls, writing one’s name, reading a book orally is an
help them find and use information resources available in the internet? example
A. Webquests C. Scavenger Hunt a. Cognitive Learning c. Verbal Learning
B. Hybrid course D. Distance education b. Motor skill learning d. Serial Learning
98. Maryjane is looking for an organized instructional program in which the teacher and 6. A process wherein the pupil’s attention and interest are aroused and directed to a
learners can be physically separated. Which of the following will she choose? definite purpose.
A. Distance Education a. Learning c. Method
B. Uniform Resource Locator b. Motivation d. Principle
C. Web Quests 7. Contains a statement of results to be accomplished and specific means by which
D. Computer-Based Instruction these results are to be attained under direction and guidance.
99. Prof. Ruscoe would like to show Rizal’s museum to the students but due to financial a. Method c. Technique
constraint, she couldn’t bring them there. What should she do to make the b. Lesson Plan d. Principle
teachinglearning process more realistic? 8. Could be the means of developing good study habits and independence in work as
A. Conduct a virtual tour. well as preparing the pupils for the job to be done
B. Use DVD with less resolution. a. Review c. Assignment
C. Show pictures of the museum to the whole class. b. Drill d. Recitation
D. Go to the museum and relate all observations made. 9. The act of repeating from memory the reciting of a lesson and often described as a
100. Which of the following should you avoid if you were asked to evaluate the session lesson hearing
effectiveness of an instructional game after using it in teaching a lesson in high school a. Review c. Assignment
science? b. Recitation d. Drill
A. Present problems which are relevant to learning objectives. 10. A teaching procedure dealing with first-hand experiences pertaining to material
B. Allow learners to select different content materials. obtained from experimentation
C. Provide a cooperative learning atmosphere. a. Demonstration Method
D. Provide a scoring system. b. Laboratory Method
c. Discovery Method
d. Deductive Method
PRINCIPLES AND STRATEGIES OF TEACHING 11. Starts with generalization and principles or from general to particular

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 a. Inductive Method c. Classical Method b. Core curriculum
b. Deductive Method d. Problem Method c. Integrated Curriculum
12. Students enact situations that arise in daily living, where values may be clarified, d. Experience Curriculum
insights are developed and decision-making is practiced 22. The whole body of experience utilized by the school to attain the aims of education
a. Simulation Game c. Demonstration a. Psychology c. Socialization
b. Role Playing d. Inquiry Process b. Curriculum d. Methods
13. Encouraging students to search for and see relationships that are not obvious; also it 23. Formal education starts when the child
stretches the intellect of students a. begins to talk
a. Open-ended Questions b. reaches the age of six years old
b. Recall Questions c. first enters school
c. Explanatory Questions d. begins to be inquisitive
d. Descriptive Question 24. That aspect of curriculum that has to do with the preservation of the best in our
14. It is “control by enforcing obedience or orderly conduct or training that corrects and culture, customs and traditions has been borrowed from
strengthens? a. Sociology c. Psychology
a. Management c. Techniques b. Sociometry d. Ethics
b. Discipline d. Strategies 25. The curriculum must take into consideration the
15. When students are asked to respond to incomplete statements or questions that are a. aim of education
presented in oral/ written form b. learning process
a. Open-ended Statement c. motives and incentives
b. Close-procedure d. instincts
c. PAC Strategy 26. The curriculum is
d. Structured Activity a. all-embracing c. all power
16. These are all the experience which children have under the direction of a school b. encompassing d. selective
a. Curriculum c. Learning 27. In the traditional school, the focus of attention was on the
b. Instruction d. Socialization a. child c. method
17. The subjects mater, not the child is important in this type of curriculum b. subject matter d. book
a. Correlated curriculum 28. Curriculum objects are formulated in the light of our
b. Subject-centered curriculum a. past history
c. Experience curriculum b. educational policy and philosophy
d. Fused curriculum c. experience as a nation
18. The child-instead of the subject-matter is important in this kind of curriculum d. needs in school
a. Correlated curriculum 29. Which of the following questions encourages reflective thinking?
b. Core curriculum a. What are the parts of a complete flower?
c. Experience curriculum b. What do we use to observe matter?
d. Fused curriculum c. In what ways can help his community
19. It is a unified curriculum where subject matters from different subject field are treated d. Why are machine-made goods cheaper than those made by hands?
unitary of the same curriculum 30. The success of the pupils in formulating generalization greatly depends on:
a. Core curriculum a. the interest of the pupils
b. Integrated Curriculum b. the devices used
c. Broad field curriculum c. the subjects matter
d. Fused curriculum d. the teacher’s skillful questioning
20. Teacher’s initiative, imagination, puppet shows, play, reading and animated cartoons 31. In the inquiry method, the initiation phase calls for the teacher to set the stage for:
can be examples of enriching the curriculum under these resources a. finding solutions to problem
a. Specializing Resources b. raising of problems
b. Creative Resources c. gathering data
c. Human Resources d. formulating generalization
d. Reading Resources 32. Method is dependent upon:
21. A curriculum considered basics for all students, that all must get them a. classroom techniques
a. Broad field curriculum b. teacher’s expectation

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 c. theoretical assumptions 44. What lesson is presented when the teacher takes up the previous learning
d. available textbooks experiences of the learners in a recognized pattern of presentation?
33. To lead the students to the desired behavior, method must be implemented through: a. Drill
a. selected technique b. developmental
b. the curriculum c. review
c. the discussion of the teacher d. discussion procedure
d. careful observation 45. A lesson which aims to focalize skills to make them fixed to the point of mastery is
34. Which is not true regarding the project method? a. problem-type c. review
a. Many worthwhile projects are impossible because of the materials needed b. drill d. experimental
b. The project method should be used occasionally but not regularly 46. The law of exercise is aptly applied in a
c. The pupil or the class should carry the chief responsibility of planning the project a. review lesson c. drill lesson
d. The project method is adaptable to all units in the curriculum b. assignment d. check-up
35. The laboratory method is also called: 47. A type of review which presents the sum-total of all activities previously presented
a. the research methods a. integrated c. daily
b. the deductive method b. cumulative d. drill
c. the development method 48. What recent technique o teaching calls for acting out of a situation where the
d. the problem method participants aim to uncover a problem of great importance to the class?
36. In the unit method, actual learning takes place in: a. panel c. role-playing
a. orienting the pupils b. debate-form d. lecture-form
b. collecting, discovering and recording data 49. What technique of in-service training for teachers involves the identification and
c. summarizing the unit solution of common problems by them, thru live-in sessions, conferences, and
d. organizing the unit or study speeches of consultants?
37. A statement of objectives, learning experience and the means of attaining results of a. buzz session c. seminar
teaching is called b. workshop d. professional meeting
a. procedure c. outcomes 50. The non-verbal symbols used to maximize learning are referred to as
b. lesson plan d. strategy a. Instructional devices
38. Teaching aids which the teacher uses to make learning meaningful, productive and b. Classrooms techniques
interesting is known as: c. Field trips
a. device d. Educational media
b. technique 51. Graphic material which are eye-catching and which use slogans and topics presented
c. method in bold letterings and strong colors to serve as reminders of standards and / or
d. learning continuum important events are called
39. Teaching method which proceeds from the details of a lesson towards the a. poster c. projector
generalization is called: b. film strips d. objects
a. Inductive c. problem-solving 52. What contemporary aid to teaching utilizes carefully-planned materials where each
b. deductive d. debate step of learning requires repetition and practice until such step is thoroughly learned?
40. A teaching method which proceeds from a generalization, principle or rule is: a. programmed instruction
a. inductive c. project b. Keypunching
b. deductive d. process c. Educational Television
41. The recent approach in teaching Social Studies is called d. Educational hardware
a. discovery c. process 53. The Stimulus-Response theory of learning which involves the association between a
b. conceptual d. formal-education conditioned stimulus and a response thru the repeated presentation of the stimulus
42. A method of teaching which aptly applies to lessons needing experiments is called: was advocated by whom?
a. problem-solving c. observation a. Edward Thorndike c. Burrhus Skinner
b. laboratory d. demonstration b. Ivan Pavlov d. Wolfgang Kohler
43. What type of lesson is presented wherein the learner meets the learning experience 54. What plan of promoting pupils is committed to encouraging the learners to progress
through understanding, analysis, and generalizations of facts presented? from grade to grade without needless repetition
a. review c. developmental a. non-graded scheme
b. drill d. deductive b. individualized

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 c. heterogeneous grouping c. conceptual approach
d. acceleration d. problem-solving approach
55. Differentiated assignments, tutorial and remedial work to would-be-failures are not 65. Which subjects is in the elementary and secondary school levels mostly concerned
considered in the individualized Instruction Scheme with the study of societal problems and issues which are significant to the learners as
a. Yes c. Maybe member of society?
b. No d. Sometimes a. Modern Mathematics
56. A part of a daily lesson which serves as a carry-over for the next day of what has b. Social Studies
been presented is the c. Filipino
a. review d. Character Education
b. drill 66. Which of these are considered with two essential dimension of science teaching?
c. assignment or agreement a. observing and inferring
d. lesson proper b. seeing and observing
57. A good learning environment is one c. reading and researching
a. free from distraction c. disturbing noise d. knowledge and performance
b. aver decorated d. dilapidated 67. Which of these is not a process in science teaching?
58. The proper handling of the physical condition ad instructional materials in the a. Measurement
classroom to effect learning refers to b. Communication skill
a. teaching method c. Controlling variables
b. Classroom management d. None of these
c. Discipline grouping 68. Of the process involve in the modern approach to science instruction, which one
d. Guidance-oriented utilizes the most number of scientific processes.
59. What refers to the process o directing immediate personal desires, interests or a. prediction c. inference
wishes for the purpose of achieving an effective action? b. experimentation d. hypothesis
a. discipline c. supervision 69. Give the main difference of these two objectives:
b. teaching d. management  “ to teach the importance of proper nutrition for good health “
60. What characteristics an effective type of discipline?  “ to give the importance of proper nutrition for good health”
a. vital, sympathetic, humane a. The first objective is general while the second is specific.
b. formal and strict b. The first objective is hard to do while the second is easy
c. inhibited c. The first objective needs a longer time while the second doesn’t
d. imposed d. The first objective is teacher behavior while the second pupil behavior.
61. Which of these is not a quality of a good teacher? 70. Which of the objectives below show overt behavior?
a. mastery o the subject matter a. To appreciate the value of democracy.
b. broad background of liberal education b. To understand the importance of a constitution
c. aims to enrich himself thru teaching c. To recite he preamble of the constitution
d. understand the nature of the learners d. To show love to one’s country
62. Which of these is a good personal qualification of a teacher? 71. The basis by which content is outlined and institutional procedures are developed is
a. resourceful, creative and intelligent the:
b. rich, capricious and luxurious a. lesson plan c. objectives
c. complaining, demanding and scornful b. basic text d. instructional materials
d. materialistic 72. An objective MUST specify:
63. Which of these is included among the professional ethics o school teachers? a. What the learner must do or say.
a. professional jealousy b. What the teacher must do or say
b. integrity c. What projects are to be accomplished
c. engaging in business pre-judicial to his teaching duties d. What the learner must understand
d. gossip mongering 73. “Given ten photographs of biological cells, the pupils will be able to identify six of
64. What teaching method helps the learners draw generalization from a discipline with them as plant or animal cells.” The underlined phrase is a :
the end in view of applying the same similar situations in the future? a. terminal behavior
a. discovery approach b. standard or acceptable performance
b. process approach c. condition for learning

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 d. an accomplishment to be realized. b. Identify and sketch the curve
74. “ To make statement” as an objective in an English Lesson that is: c. With the use of a ruler
a. specific c. correct d. After several examples
b. vague d. none of the above 86. A visible activity shows :
75. What is the most fitting condition of learning for this behavior: “to conclude that plants a. overt behavior
need sunlight in order to live”? b. covert behavior
a. with the must of materials c. confident behavior
b. given a set of pictures d. artificial behavior
c. after reading the book 87. Which infinite below is not behavioral?
d. realistic a. to describe c. to compare
76. Which of the following is not a criterion of a well-formulated objective? b. to select d. To believe
a. attainable c. interesting 88. Which objective below needs improvement
b. observable d. realistic a. To prepare a seed box
77. Which task below is not in the psychomotor domain? b. To develop skill in embroidery
a. imitation c. manipulation c. To plan a noon meal
b. evaluation d. articulation d. To make an apron
78. The growth of attitudes or values is in the: 89. Which of the following statements is correct?
a. cognitive domain a. Method is probably more important in college than in the elementary
b. psychomotor domain b. Method is more important in the elementary than in high school or college
c. affective domain c. Method is more important in college than in high school
d. behavioral domain d. Method is less important than a lesson plan
79. The domains of behavior do not come in isolation. This statements is : 90. What encourages the child to think, rationalize and make proper decisions?
a. True c. False a. drill
b. Acceptable d. Partly true b. Appreciation lesson
80. “Will a person do it freely without any type of coercion?” This is: c. Memorization
a. a cognitive question d. Problem- oriented strategies
b. an affective question 91. The following except one are the factors that determine the choice of a method. Which
c. a psychomotor question is the exception?
d. a behavioral question a. nature o the learners
81. “ To develop appreciation of poetry” is a : b. school equipment and facilities
a. general aim c. nature aim c. educational background of the teacher
b. specific aim d. serious aim d. Subject matter
82. Which aim below does not belong to the group? 92. How well a teacher tells a story depends on:
a. To enumerate the uses of common garden tools a. Techniques c. the method used
b. To express opinion politely b. the plot d. classroom
c. To explain the significance of the story 93. Which of the following statements is correct?
d. To identify the parts of a flower. a. Method is synonymous with technique
83. Which objective below is not realistic? b. A device is a teaching method
a. To respect places of worship c. Method can be standardized
b. To sing the national anthem correctly d. There is no single best method
c. To give the importance of cleanliness 94. When a teacher reviews a lesson, she is utilizing the law of:
d. To cite ways to show love one’s country a. Readiness c. effect
84. Which objective below is not specific? b. exercise d. multiple response
a. To describe some of farming procedures
b. To define terms comprehensively 95. In which situation is the law of readiness best applied?
c. To pay tax promptly a. The teacher gives the aims of the lessons to be taken up
d. To know the life cycle of a moth. b. The teacher announces he subject matter at the start of the period
85. What phrase below is a standard of performance? c. The teacher waits or the children to be ready before teaching her lesson
a. Solve the problem correctly within 10 minutes d. The teacher presents a song, related to the lesson

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96. Which of the glowing is not an am in the inductive method 4. It is a chart prepared to determine the goals, the content and the number of items to
a. To delay judgments until truth is given be included in the test
b. To enable pupils discover important truths for themselves. a. test chart
c. To help student/pupil to carry out an investigation by themselves independent of b. test book
the teacher c. table of specifications
d. To make relationship of ideas clear to pupils d. skewed chart
97. In the inductive method, what does the child do during the comparison and 5. The entire processes involved in conducting any scientific study include these
“abstraction” step? sequential steps,
a. Recalls information and directs himself to the activities to be accomplished a. know the problem, gather and analyze needed data, then make conclusion
b. Perceives the common element present in the cases given b. analyze, gather and collect data
c. Applies the principles learned to other problems or exercises c. gather data, analyze the problem, then conclude
d. Draw conclusion in his own words d. give description, make a calculated guess, then conclude
98. The deductive method uses the following steps: 6. Mr. Pascual, being a conscientious teacher initially, feels that many of his student
a. statement of the problem, generalization, inference, verification dislike him, hence, they failed his course. To verify his hunch, he will conduct what
b. statement of the problem, inference , generalization, verification study?
c. inference, statement of the problem, generalization, verification a. descriptive study of student behavior
d. inference, statement of the problem, verification, generalization b. historical study
99. In reality, the type of study method is: c. achievement test
a. an inductive procedure d. Self-analysis
b. a deductive procedure 7. Desiring to find out which among the schools she supervises achieve or
c. a traditional method underachieve the yearly target goals, Dr. Mendez will use what measure
d. a question and answer method a. Measure of Dispersion
100. The Herbartian formal steps corresponds to the steps of: b. Measure of Central tendency
a. the inductive method c. Measure of Popularity
b. teaching an appropriate lesson d. Measure of Locality
c. the deductive method 8. A test of intelligence based on the actual measurement of what the individual can
d. the project method actually do of a certain task under time pressure.
a. Performance test c. Skill test
b. Aptitude Test d. None of these
9. A test given to determine specific aspect of achievement made on certain skills to
ASSESSMENT OF LEARNING AND EVALUATION provide the needed remedial help to the learner.
a. daily test c. diagnostic test
b. achievement test d. none of the above
1. The test results revealed that a great majority of the student failed. What is the best 10. A test given to get a representative sampling of the general area of accomplishment
action that an effective teacher should take to insure that learning will take place? made on certain field of learning taught and learned.
a. reteach the items that are heavily missed a. survey test c. aptitude test
b. analyze the difficulty, them test again b. diagnostic d. none of the above
c. give more difficult test 11. A child’s emotional behavior and problems can be measured by:
d. scold the pupils a. direct observations c. behavior checklist
2. When the aim is to determine where the strengths and weaknesses of the students b. psychological test d. behavior scales
lie before teaching of a new lesson is done, what test is given? e. all of the above
a. unit c. diagnostic
b. achievement d. summative 12. Intelligence tests that can used with children who have language difficulties include:
3. In any kind of education endeavor, these three interdependent processes are a. the Draw-A-Man test
involved b. the Letter International Performance Scale
a. evaluation, application, learning c. raven’s progressive Matrices Test
b. teaching, learning, evaluation of results d. All of the above
c. testing, recording, reteaching 13. The law requires school personnel to make a child’s school records available to his
d. application, valuation, recall or her parents. Parents have the right to:

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 a. help plan their child’s instructional program a. a set of specific objectives for pupils achievement
b. see their child’s school records b. varying norms of students of different abilities
c. receive an interpretation of any data recorded about their child c. modular scheduling
d. all of the above d. a variety of leaning experiences to determine student abilities
14. Ken obtained a percentile rank of 30 on a mathematics test. Ken’s parents will learn 21. Standardized test for measuring pupil achievement have many advantages over
that : teacher-made test. Which of the following is NOT an advantage of standard tests?
a. Ken is a top student in the above class a. Students are tested under matching conditions
b. Ken got 30% of the test items correct b. Such test have high reliability
c. Ken obtained a score higher than 30% of the students in the class c. Such test have high variability
d. Ken got 70% of the items correct d. The norms are based on nationwide testing
15. Which o the following is a characteristic of criterion-referenced teaching strategies? e. Such tests are most costly than teacher-made test.
a. Desire behaviors are specified- for example,” Given 10 sentences containing 22. A non-participating classroom observer can provide valuable information to a
errors in noun-verb agreement, the student will be able t correct them with 100% teacher because:
accuracy.” a. the observer is probably less subjective than the teacher
b. Adequate instruction is given to enable students to perform the behaviors that b. the observer can spend full time recording observations
are specified. c. the observer can focus on certain behaviors and systematically code them for a
c. Using measures such as tests or specified performance, the teacher makes an report
analysis of whether objects are being met d. all of the above are true
d. Al of the above 23. Research on individual learning differences indicates the need for:
16. Research shows that students who follow the cognitive learning approach manifest a. the traditional “lockstep” approach to classroom instruction
all of the following characteristics EXCEPT: b. maximizing off-task behaviors
a. a global orientation toward the discovery of new question and solutions c. plenty of free time for each pupil
b. an analytic mind-set toward new problems d. the use of the aptitude-treatment-interaction model
c. an impulsive habit in drawing conclusions 24. Students with low achievement levels prefer a classroom learning environment that
d. a reflective manner when examining data is:
17. Blood content that at least 90% of students could reach “mastery level” if appropriate a. innovation-oriented c. well-structured
teaching techniques were used. Which of the following would NOT be appropriate b. task-oriented d. competition-oriented
advice or a teacher who wants to help underachievers to succeed? 25. For a grade placement, which of the following tests would be best to administer to a
a. Provide more time or slower students to complete a task 10-year-old Puerto Rican boy who does not speak English?
b. Break the curriculum into small steps, teaching incrementally a. The Stanford-Binet Intelligence Scale
c. Determine grades through competitive examinations, giving constant feedback b. The test of General Ability
to comparative performance. c. The Otis-Lennon Mental Ability Test
d. Pursue a comprehensive list of performance objectives d. The Arthur Point Scale of Performance Test
26. A teacher gave two forms of a standardized test to a class of third graders. She
18. Critics of behavior-referenced instruction find that it limit students in all of the found that the amount of fluctuation between class scores on both forms was as
following areas EXCEPT in : slight as reported in the test publisher’s:
a. the range of behavioral objectives associated with such instruction. a. item analysis c. standard error
b. The expectations for performance held out to gifted students b. standard deviation d. history reliability
c. Opportunities for student decision-making 27. Which one of the following factor is NOT a significant advantage of a standardized
d. The accuracy of evaluations possible with such instruction test over day-to-day teacher made test?
19. When a teacher reports the outcome of norm-referenced objective tests, he or she a. The standardized test is cost-effective.
includes: b. The standardized test is more valid.
a. the performance of all students in the class c. The standardized test is more reliable.
b. the objectives that were to be measured d. The standardized test is based on national norms.
c. the items missed by each student 28. Interest inventories are valuable for counseling secondary school student because
d. the mode for the group. the are given;
e. all of the above a. In percentiles.
20. A teacher planning to use a criterion-reference measurement presumably would b. In the form of a career advice.
begin with: c. In the form of a psychological profile.

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 d. In staines scores. b. Frequency distribution d. None of these
29. The ratio of “exceptional” children in general population is about. 40. A special liking or inclination for a particular type of undertaking.
a. 1:8 b.1:20 c.1:4 d. 1:10 a. interest c. attitude
30. Which of the following is useful for a teacher involved in a “majesty learning” b. goal d. none of these
program? 41. In psychological measurement, a score of 50 is generally considered as
a. Summative testing over several units. a. 49.9 – 50.9 c. 49.25 – 50.75
b. Formative testing during instruction. b. 49 – 51 d. 49.5 – 50.5
c. Diagnostic testing. 42. What is the best measure of typical performance to use when there are extreme
d. Smaller classes and individualized instruction. measures?
e. All of the above. a. mean c. mode
31. when constructing a teacher-made test, it is most important for the teacher to: b. median d. standard deviation
a. develop one-fourth of the question at the level of challenge appropriate for the 43. What measure of central tendency is affected by extreme measures?
testee. a. mean c. mode
b. ask question based on both factual and conceptual learnings b. median d. standard deviation
c. ask students to express their point of view 44. If the mean is larger than the median, the mode is :
d. stress the objectives used during the lesson. a. below the mean c. below the median
32. When teaching concepts at the elementary grade level, it is most helpful to provide b. above the mean d. above the median
pupils with 45. When plotting the frequency polygon, which part of the score class do we use?
a. examples and non-examples of the concept a. lower limit c. midpoint
b. a cluster of concepts at one time b. higher limit d. entire class interval
c. a definition of the concepts 46. A distribution with the greatest frequency at and around the middle and a few high
d. disjunctive concepts and low scores is:
33. A junior high school principal wants to evaluate the science program. What is the a. platykurtic c. leptokurtic
first he should take? b. mesokurtic d. skewed
a. Analyze pupil achievement scores 47. A distribution in which the scores are cluster at either end and shows a curve which
b. Look at national norms for achievement in the sciences is:
c. Confer with parents a. normal c. skewed
d. Review and, if necessary, revise objectives for the program b. bimodal d. mesokurtic
34. A personal feeling, either positive or negative towards an object, a person or an 48. One should interpret the percentile rank of a given score in the terms of percentage
institution. of:
a. attitude c. opinion a. number of correct responses
b. aptitude d. none of these b. number of items in the test
35. Known as one’s preparedness for learn in a certain task brought about by the c. number of cases in the distribution
influences of heredity and environment. d. number of wrong response
a. Characteristics c. Interest 49. A distribution that is step with a narrow range is called:
b. Aptitude d. None of these a. kurtosis c. mesokurtic
36. The process of identifying educational goals and the extent to which these b. leptokurtic d. platykutic
objectives have been realized or met. 50. The least reliable measure o dispersion is the:
a. Examination c. Planning a. range b. Q c. Mode d. SD
b. Evaluation d. None of these 51. What test includes items which measure variety of mental operations combined into
37. The degree to which the test scores in a class spread. a single sequence from which only a single score is taken?
a. Discrimination c. Dispersion a. objective test c. percentile
b. Interval d. None of these b. omnibus d. none of the above
38. The item in a multiple-choice type of test which serves as a “joker” 52. What is measure of an individual’s intelligence which considers both his scores in an
a. Obstractor c. Error intelligence test and his chronological age?
b. Distractor d. none of these a. Intelligence quotient
39. A type of scores arrangement in a class which includes all possible score values b. Inventory
from highest to lowest with the list of learners “names include. c. Individual test of intelligence
a. Frequency table c. Grade norms d. Mental age

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53. What diagram is used to determine the social interactions among individuals in a a. average deviation c. range
group? b. quartile deviation d. standard deviation
a. scatter diagram c. norm 66. Which of the following cannot illustrate two distribution is:
b. sociogram d. parallelogram a. Cumulative frequency curve
54. What test is made after certain norms have been established? b. Cumulative percentage curve
a. standardized test c. norm c. Histogram
b. speed test d. none of these d. Scattergram
55. What type of scores is obtained when a highly reliable measuring instrument is 67. A distribution characterized by many high scores and a few very low scores is:
used? a. Leptokurtic
a. T-score c. Z-score b. Negatively skewed
b. True score d. N-score c. Platykurtic skewed
56. The kind of statistics that is used to describe a big number o data on hand. These d. Positively skewed
data usually include numerals, decimals, fraction and percentages. 68. The range is an expression of:
a. descriptive statistics a. central tendency c. concentration
b. inferential statistics b. correlation d. variability
c. survey statistuics 69. The root-mean-square deviation is generally known as:
d. simple statistuics a. Average deviation c. Quartile deviation
57. A test where the results are obtained from a large group. The evaluation is based on b. Range d. Standard deviation
certain norm or standard set, hence, the norm becomes the basis of the test 70. In this series of scores; 5,7,10,4,5 ; the mean is:
evaluation. a. 5.2 b. 6.1 c. 6.2 d. 6.4
a. criterion-reference test c. summative test 71. Synonymous to median, this term refers to the common average of a set of sores.
b. norm-reference test d. formative test a. arithmetic c. class interval
58. The test results in this type o test are compared with an absolute standard. They b. score d. none of these
indicate whether or not a student needs more or less help on certain skills. 72. A system of grouping closely-related score values into a single category which is
a. criterion-reference test often used in tallying scores for a class.
b. norm-reference test a. Criterion c. Converted scores
c. formative test b. Class interval d. None of these
d. summative test 73. A statistical index which represents the relationship between two varying measures
59. This evaluation device includes an analysis of all the scores in a given distribution. It which occurs within a class.
is commonly used to estimate the test validity. a. cross-validation c. ceiling
a. statistics c. standard deviation b. correlation coefficient d. none of these
b. variables d. quartile deviation 74. The difference between the highest and lowest score in a given set of scores.
60. The information shows by these data, includes the highest, middle, and lowest a. Quartile c. Profile
scores, even the missing scores in a tabulated data presentation. b. Range d. None of these
a. frequency data c. concluded data 75. Scores tendency to group at one end and spread out at the opposite end of a given
b. gathered data d. surveyed data distribution of scores.
61. The measure of variability not influenced by extreme scores is the: a. Skewness c. unreability
a. Q b. Range c. MD d. Sd b. Unevenness d. none of these
62. The semi-quartile range is a measurement of: 76. When a test succeeds in determining accurately the particular attribute of a person
a. probability c. central tendency who is tested, it is said to be
b. reliability d. correlation a. reliable c. variable
63. The measure of scores density around the median is the b. valid d. none of these
a. range c. quartile deviation 77. The standard used to interpret test scores
b. mean deviation d. standard deviation a. norm c. mode
b. percentile d. none of these
64. The greatest weakness of the range as a measure of variability it its 78. An index of a person’s intelligence in relation to other of his own age group
a. intricate computation c. extreme in stability a. intelligence quotient c. personality
b. ease of computation d. difficulty of interpretation b. grade norm d. none of these
65. The largest measure o variability from the central tendency distribution is: 79. Test on reading readiness examples of a group of tests.

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 a. prognostic test c. vocabulary test d. the median, median and the mode have the same value
b. cognitive test d. none of these 90. The distribution given in no.39 is:
80. A rational treatment of raw scores arranged in numerical order or grouped in a. skewed to the left c. skewed to the right
intervals to get information about how an individual o a group compares with the b. normal d. leptokurtic
total population. 91. Which of the following is an important duty of a teacher?
a. norm c. equalization of scores a. evaluating pupil’s progress
b. frequency distribution d. none of these b. soliciting contributions
81. Test norms are based on: c. safekeeping of the properties of the school
a. the actual performance of a representative group of students d. going on a vacation
b. the predetermined levels o standards of performance 92. Which of the following is not to be considered in preparing items for objectives tests?
c. he performance of a selected group of students a. make each test items comprehensible
d. the anticipator performance of a group of students b. group items belonging to the same type together
82. A test with a difficulty index of 0.85 is considered: c. provide specific directions on how the test is to be taken
a. high, therefore difficult d. very difficult test items
b. low, therefore easy 93. To promote better student learning, which of these should be practical in testing?
c. high, therefore easy a. check the papers long after the test has been given
d. low, therefore difficult b. check and return corrected papers to the student as soon as possible to
83. A clear example of a future-oriented test is the : appraise them of their performances
a. Philippine Achievement Test c. pile test papers in the stockroom
b. Otislemon Mental Ability d. use to get even with the students
c. Personality Test 94. In scoring essay test, which of the following is not a good practice?
d. National College Entrance a. decide what qualities are to be considered in scoring the answer
84. Which of the types of ability is not generally measured by intelligence tests? b. write comments and correct errors on the answers
a. Quantitative c. Verbal c. rearrange the papers after checking one questions before starting to check the
b. Reasoning d. Social next
85. The Rorschach Test and Thematic Association Test are oath referred to as ______ d. accept all answers written by the tester
tests. 95. Which type of objective test is best or evaluating mastery of facts and information?
a. projective c. sociometric a. multiple-choice c. completing type
b. psychometric d. analytic b. true-false d. essay
86. Which of the following is considered as a serious with personality tests? 96. In making test items of objective type, which o the following should be observed?
a. reliability c. usability a. no clues to the correct response should be given intentionally
b. scorability d. validity b. each test item should be related to the item
87. Attitudes towards communism or socialism are best measured with: c. the vocabulary level of the test should present some form of difficulty
a. sociometry d. test items should include also the irrelevant part of the lesson
b. questionnaires & interviews 97. Which of the following is not a good characteristic of an evaluative technique?
c. checklist & multiple choice a. has clear goals
d. forced triads b. utilizes various forms of testing
88. Two classes are given the same arithmetic test and the mean for both classes is 57. c. consider the nature of the learners
The standard deviation for class A is 5.1, while that of Class is 10.3. On the basis of d. has ambiguous presentation
the above data, we may conclude that with respect to arithmetic achievement: 98. Which o the following is not an objective type of teacher-made test?
a. Class A is more heterogeneous than Class B a. matching type c. completion type
b. The teaching of arithmetic is more effective in Class A. b. multiple-response d. essay test
c. Class B is more heterogeneous than Class A 99. Which of the following is not criterion in determining the effectiveness of a test?
d. There is no sufficient data for making a comparison. a. validity c. reliability
b. cost of test d. items based on factor analysis
89. In the following distribution: 1,3,3,3,5; we can say that: 100. Which of the following is not a purpose of evaluation?
a. the mean is greater than the median a. provide educational guidance
b. the median is greater than the mode b. appraise the total school program
c. the mode is greater than the mode c. provide for the individual differences

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d. none of these 32 a 82 a
33 b 83 b
PART 3 ANWER KEY 34 d 84 c
35 d 85 d
CHILD AND ADOLESCENT DEVELOPMENT
36 c 86 d
ANSWER KEY 37 c 87 b
1 c 51 c 38 b 88 b
2 c 52 b 39 c 89 c
3 b 53 a 40 b 90 b
4 d 54 d 41 a 91 a
5 a 55 a 42 c 92 a
6 d 56 b 43 d 93 c
7 c 57 c 44 d 94 b
8 a 58 a 45 a 95 c
9 a 59 a 46 a 96 b
10 c 60 b 47 b 97 b
11 a 61 c 48 b 98 c
12 d 62 d 49 b 99 b
13 c 63 d 10
14 d 64 d 50 a 0 b
15 a 65 a
16 b 66 c SOCIALDIMENSIONS OF EDUCATION
17 a 67 d
1.A 21.D 41.A 61.C 81.A 101.B 121.D 141.B 161.B 181.B
18 c 68 a 2.C 22.C 42.C 62.B 82.A 102.C 122.D 142.C 162.A 182.A
19 d 69 d 3.A 23.B 43.C 63.D 83.C 103.C 123.B 143.A 163.A 183.C
20 d 70 d 4.D 24.C 44.C 64.D 84.D 104.C 124.B 144.A 164.C 184.B
21 c 71 a 5.C 25.D 45.A 65.C 85.B 105.C 125.D 145.A 165.A 185.B
6.A 26.B 46.A 66.B 86.B 106.C 126.B 146.D 166.C 186.B
22 c 72 d 7.B 27.B 47.B 67.A 87.C 107.A 127.B 147.B 167.B 187.C
23 b 73 b 8.B 28.D 48.B 68.A 88.D 108.D 128.D 148.C 168.C 188.B
24 b 74 b 9.B 29.D 49.A 69.C 89.C 109.A 129.B 149.C 169.A 189B
25 d 75 a 10.D 30.B 50.B 70.B 90.B 110.C 130.D 150.B 170.B 190.A
11.A 31.D 51.A 71.D 91.A 111.C 131.A 151.C 171.B 191.C
26 c 76 c 12.A 32.C 52.C 72.A 92.D 112.B 132.C 152.C 172.B 192.A
27 b 77 e 13.D 33.D 53.B 73.A 93.B 113.C 133A 153.D 173.A 193.B
28 b 78 c 14.C 34.A 54.B 74.D 94.CA 114.C 134.D 154.C 174.D 194.A
29 a 79 b 15.D 35.A 55.B 75.D 95.A 115.B 135.C 155.A 175.C 195.C
16.B 36.A 56.D 76.B 96.A 116.D 136.D 156.D 176.C 196.B
30 a 80 b 17.C 37.A 57.A 77.A 97.A 117.C 137.B 157.C 177.A 197.A
31 a 81 c 18.B 38.D 58.D 78.D 98.A 118.D 138.B 158.D 178.B 198.B

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19.B 39.C 59.B 79.B 99.C 119.A 139.A 159.A 179.C 199.D 1 3
20.D 40.B 60.C 80.A 100.C 120.C 140.B 160.A 180.D 200.B 7 b 7 c
1 3
CURICULUM DEVELOMENT 8 d 8 c
1 3
ANSWER KEY 9 d 9 d
2 2 4
1 c 1 b 0 c 0 d
2
2 d 2 retelling
EDUCATIONAL TECHNOLOGY
2
3 c 3 d 1. D 51. B
2 2. B 52 A
4 c 4 a 3 A 53 D
2 4 A 54 A
5 d 5 d 5 B 55 D
2 6 D 56 A
6 c 6 c 7 B 57 B
2 8 A 58 A
7 b 7 c 9 C 59 A
2 1
8 c 8 c 0 A 60 A
2 1
9 d 9 c 1 B 61 B
1 3 1
0 c 0 a 2 D 62 C
1 3 1
1 a 1 c 3 D 63 D
1 3 1
2 c 2 a 4 A 64 A
1 3 1
3 a 3 c 5 D 65 B
1 3 1
4 d 4 c 6 D 66 B
1 3 1
5 a 5 b 7 D 67 C
1 3 1
6 a 6 d 8 C 68 B
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1 3
9 A 69 B 8 A 88 C
2 3
0 B 70 A 9 C 89 A
2 4
1 C 71 D 0 B 90 D
2 4
2 C 72 D 1 C 91 D
2 4
3 B 73 D 2 D 92 B
2 4
4 C 74 D 3 D 93 D
2 4
5 B 75 C 4 B 94 A
2 4
6 A 76 B 5 C 95 D
2 4
7 C 77 B 6 B 96 A
2 4
8 D 78 A 7 D 97 C
2 4
9 A 79 C 8 D 98 A
3 4
0 C 80 A 9 D 99 A
3 5
1 C 81 A 0 B 100 B
3
2 C 82 C PRINCIPLES AND STRATEGIES OF TEACHING
3
3 D 83 B
3 1 c 51 a
4 B 84 D 2 b 52 a
3 3 a 53 b
5 C 85 A 4 b 54 a
3 5 c 55 c
6 B 86 B 6 b 56 a
3 7 b 57 a
7 C 87 B 8 c 58 b
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9 b 59 c 8
1 2
0 b 60 c 9 d 79 a
1 3 d 80 b
1 b 61 a 0
1 3
2 b 62 a 1 b 81 a
1 3
3 a 63 b 2 c 82 b
1 3
4 b 64 b 3 a 83 a
1 3
5 a 65 b 4 d 84 d
1 3
6 a 66 a 5 a 85 a
1 3
7 b 67 d 6 b 86 a
1 3
8 c 68 b 7 b 87 d
1 3
9 b 69 d 8 a 88 b
2 3
0 b 70 c 9 a 89 b
2 4
1 b 71 c 0 b 90 d
2 4
2 b 72 a 1 a 91 c
2 4
3 c 73 c 2 b 92 a
2 4
4 a 74 b 3 c 93 d
2 4
5 b 75 d 4 c 94 b
2 4
6 a 76 d 5 c 95 d
2 4
7 b 77 b 6 b 96 a
2 b 78 c 4 b 97 b

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1 A 26 C 51 B 76 B
2 C 27 A 52 A 77 A
3 B 28 A 53 B 78 B
4 C 29 B 54 A 79 A
5 A 30 E 55 C 80 B
6 A 31 D 56 A 81 A
7 B 32 A 57 B 82 C
8 A 33 A 58 A 83 D
TEACHING PROFESSION
9 C 34 A 59 A 84 D
10 A 35 B 60 A 85 B 1. Which of the following emphasizes the right of citizens to quality education?
11 E 36 B 61 A 86 A a. The basic education level
b. Tertiary level
12 D 37 C 62 B 87 A c. The graduate level
13 D 38 B 63 C 88 A d. All levels
14 B 39 D 64 C 89 D Answer: D
15 D 40 A 65 C 90 D 2. Which educational level/s provide/s for free and compulsory education as stipulated in
16 C 41 D 66 D 91 A Article IV, Section 2 of the Philippine Constitution?
17 D 42 B 67 B 92 D a. Elementary level
18 D 43 A 68 D 93 B b. Secondary level
c. Elementary and secondary levels
19 E 44 B 69 D 94 D d. Tertiary level
20 A 45 C 70 C 95 C Answer: C
21 E 46 C 71 D 96 A
3. Who among the following is in the category of  non-academic personnel as provided for
22 D 47 C 72 B 97 D under Education Act of 1982?
23 D 48 A 73 A 98 D a. Guidance counselors
24 D 49 B 74 B 99 D b. School principal
c. School nurse
25 B 50 A 75 A 100 D d. School librarian
7 Answer: C
4
8 c 98 a 4. How is gradual progression of teacher's salary from minimum to maximum done?
a. Regular increment every year
4 b. Increment after ten years of service
9 a 99 a c. Regular increment every 3 years
5 10 d. Increment after five years
Answer: C
0 b 0 a
5. Which of the following is NOT recognized by the Magna Carta for Public
School Teachers?
ASSESSMENTOF LEARNING a. Quality education depends primarily on the quality of socio-economic status of teachers.
b. Advancement in education depends on the teachers' qualifications and ability.
c. Education is an essential factor in the economic growth of the nation.
d. Education is development and vice-versa.
Answer: D

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 d. Teachers in public elementary and secondary schools
6. What appointment can be given to Teacher A who possesses the minimum Answer: D
qualifications but lacks the appropriate but lacks the appropriate civil service eligibility?
a. Contractual basis 13. Teacher B has been in active service for 10 years when he decided to pursue  higher
b. Permanent studies. Under RA 4670, what kind of leave of absence can s/he avail of?
c. Provisional a. Indefinite leave
d. Substitute b. Scholarship leave
Answer: C c. Study leave
d. Vacation leave
7. Which of the following rights is intended for parents under Education Act of 1982? Answer: C
a. The right to academic freedom
b. The right to privacy of communication 14. When can teachers be required to work on assignment not related to their duties?
c. The right to seek redress of grievance a. When on probation
d. The right to full access to the evidence of the case b. When found inefficient
Answer: C c. When lacking in educational qualifications
d. When compensated under existing laws
8. What can help achieve relevant quality education? Answer: D
a. Strong curriculum
b. Competent instruction 15. Teacher C has been teaching 7 straight years and therefore qualities for a study leave
c. School-community relations with pay for one year. Should she pursue it, how much pay is she entitled to receive?
d. Competent administrator a. 50% of monthly salary
Answer: B b. 60% of monthly salary
c. 70% of monthly salary
9. Which of the following provisions under the Magna Carta for Public School Teachers will d. 100% monthly salary
most likely promote teachers' welfare and defend their interests? Answer: B
a. Be promoted in rank and salary
b. Regulate their social involvement 16. Which of the following laws strengthens teacher education in the Philippines through
c. Undergo and participate in professional development the establishment of centers of excellence?
d. Establish, join and maintain professional and self-regulation organizations a. RA 7722
Answer: D b. RA 7784
c. RA 7796
10. What does "teachers are persons in authority" imply? d. RA 7834
a. Teachers cannot be charged. Answer: B
b. No person can assault a teacher.
c. Teachers have immunity from arrest. 17. What does free public secondary educational under the law mean?
d. Decisions made by teachers are deemed right. a. Right of every student to enter public secondary schools
Answer: B b. Free from being screened to enter pubic secondary schools
c. Free from payment of school fees identifies and authorized by law
11. Who among the following characterizes a professional teacher? d. Free from payment of tuition and other fees for students enrolled in public secondary
a. An education graduate who received honors schools
b. A teacher who has taught for at least six years Answer: D
c. A teacher who has attended national seminars on teaching
d. A teacher who qualifies for a permanent position under RA 4670 18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher F
Answer: D in a hazardous area; and Teacher G in a place where standard of living is high. Who is
entitled to a hardship allowance?
12. Who are covered by RA 4670? a. Teacher D
a. Teachers in all levels b. Teacher E
b. Teachers in all public elementary schools c. Teacher F
c. Teachers in both public and private schools d. Teacher G

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Answer: C Answer: C

19. Teacher H contracted an illness that required rest for more than one year. Which leave 24. Which of the following statements is NOT true about the Code of Ethics for
should she apply for? Professional Teachers?
a. Sick leave a. The teacher must select which information to keep confidential
b. Personal leave b. The teacher must demonstrate full commitment and devotion to duty
c. Vacation leave c. The teacher must manifest pride in the nobility of the teaching profession
d. Indefinite leave d. The teacher must make no prejudice or discrimination against any learner
Answer: D Answer: A

20. A school personnel can avail of free legal service under certain circumstances. 25. Which of the following could be the reason for the teacher's suspension from the
Principal I was accused of maligning her neighbor. Is Principal I entitled to the said practice of the teaching profession?
service? a. Immoral, unprofessional or dishonorable conduct
a. Yes, she should defend herself. b. Observing proper procedures in obtaining a certificate of registration
b. No, if funds are not available. c. Faithfulness to the code of ethical and professional standards for professional teachers
c. No, it might bring some disagreements in school d. Willingness to attend seminars, workshops, conferences and the like or the continuing
d. No, the case is not related to her professional duties. education program prescribed by the Board and the Commission.
Answer: D Answer: A

21. Teacher J discusses conflicts between warring groups in Mindanao. Which pillar should 1. Ms. Sanchez, a BSE graduate, has not passed the LET yet. On what capacity can she
he stress more? be hired?
a. Learning to be a. Permanent status
b. Learning to live together b. Emergency status
c. Learning to do c. Provisional for not less six months
d. Learning to know d. Provisional for not less than one year
Answer: B Answer: D

22. Teacher K teaches in a public school in her locality. Due to teacher shortage, her 2. Teacher M suffers from hypertension and experiences difficulty in speech. Which would
classroom teaching starts from 6 am and ends at 3 pm. Is the assignment given her just? be affected if he continues teaching?
a. Yes, the situation demands that she render longer teaching hours. a. Personality
b. Yes, as long as she signs a conforme letter to that effect. b. Punctuality
c. No, rendering longer teaching hours would make the teacher tired and exhausted. c. Effectiveness
d. No, Magna Carta for Public School Teachers states that in the exigencies of service, any d. Devotion to duty
teacher may be required to render more than six hours and n ot more than eight hours of Answer: C
actual classroom teaching a day.
Answer: D 3. Teacher N wants to continue with her study leave for another six months after
completing a school year. Could she be allowed?
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national a. Yes, if her grades are excellent.
high school in her province. Since she has been rated outstanding in  her performance, b. Yes, but without compensation.
can she be exempted from taking the LET? c. No, other teachers should have the chance.
a. Yes, that is a privilege that must be given to teachers whose performance is d. No, study leave should not exceed one year.
outstanding. Answer: B
b. Yes, if approved by PRC.
c. No, RA 7836 states that no person shall practice or offer to practice the teaching 4. Teacher O tutors her students, who have difficulty coping with Math, after class hours. Is
profession in the Philippines or be appointed as teacher to any position calling for a her act ethical?
teaching position without having previously obtained a valid certificate and a valid license a. Yes, provided she receives jut compensation.
from the Commission. b. Yes, provided she does not require a fee from the parent.
d. No, professional license is required of all teachers regardless of age and teaching c. No, that is unfair to other students.
performance. d. No, she should be free after her official time.

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Answer: B Answer: C

5. Teacher P, the English coordinator, was assisted by Teacher Q throughout the 11. Teacher S, a Science teacher has been accused of sexual harassment by one of her
celebration of English Week. What could Teacher P do to acknowledge Teacher Q's students. What should the school principal do?
assistance? a. Ask the teacher to surrender to the police.
a. Buy her a gift b. Tell the teacher to stop reporting to school.
b. Keep quiet about the assistance received. c. Advice the teacher to transfer to other school.
c. Mention formally to the principal the assistance received. d. Create a committee to investigate the accusation.
d. Make an announcement giving due recognition of the assistance received. Answer: D
Answer: D
12. Teacher T receives a love letter from one of her third year high school students in
6. Is holding a rally to protest the delay of benefits due a person ethically acceptable? Eenglish. What should Mr. Martin do?
a. Yes, when hold while on official time. a. Read her letter to the class.
b. Yes, when hold outside the official time. b. Let the student express her feelings through letters.
c. Yes, when hold with approval of the principal. c. Return the letter to the student and tell her not to do it again.
d. Yes, when hold together with parents and students. d. Surrender the letter to the parent of the student.
Answer: B Answer: C

7. What should a teacher do when he/she falls in love with his/her student? 13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed to
a. Court the student at home. recognize. What should the principal do?
b. Propose and marry the student. a. Subject Mr. Nico to a disciplinary measure.
c. Wait till the student is no longer under his/her tutelage. b. Just keep quiet about the behavior of Mr. Nico
d. Act normally as if nothing happens and the student does not exist. c. Call Mr. Nico to the office and clarify things out with him.
Answer: C d. Send Mr. Nico a memo requiring him to explain his behavior.
Answer: C

  14. Which of the following manifests "Commitment to democracy" as explained in RA

6713?
8. When a Principal starts to exercise his/her powers over making and promoting students, a. Maintaining the principle of accountability.
is his/her action acceptable? b. Committing to democratic values and ways of life.
a. Yes, when the teacher cannot make decision on time. c. Manifesting by deeds the supremacy of civilian authority over the military.
b. Yes, when there is abuse of judgment on the part of the teacher. d. All of the above
c. No, teachers are more knowledgeable of their student's performance. Answer: D
d. No, grading and promoting students are exclusive functions of teachers.
Answer: B 15. Teacher U was ordered by her principal to come to school on four consecutive
Saturdays for the training of students' editorial staff of their school paper. Is this allowed
9. Teacher R was asked by her principal to teach pre-school class in addition to her regular under RA 4670?
grade one class. What will be the basis for her additional compensation? a. Yes, provided the teacher is compensated.
a. Her basic salary b. No, because it's not within the regular functions of the classroom teacher.
b. Performance rating c. Yes, because it's part of the teacher's other duties
c. Providing public information of their policies and procedures d. No, because it's not clearly indicated in the law
d. Encouraging appreciation of government agencies Answer: C
Answer: D
16. Dr. Velasco, a schools' division superintendent acted on the complaint filed by a group
10. Which of the following shows responsiveness of public officials and employees? of parents against the alleged misconduct of a particular teacher. She issued a
a. Avoiding wastage in public funds memorandum requiring her to take a leave of absence for a week while the complaint is
b. Formulating rules and policies regarding work being heard yet. Was the action of the superintendent legal?
c. Providing public information of their policies and procedures a. Yes, because she is the superintendent.
d. Encouraging appreciation of government services b. No, because the complaint has not been heard yet.

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c. Yes, the superintendent has disciplinary authority over teachers. b. Prohibited Acts and Transactions
d. No, the superintendent has no disciplinary authority over teachers. c. Statement of Assets and Liabilities
Answer: C d. System of Incentives
Answer: C
17. A school's academic coordinator has been found to have engaged in gambling which
has caused him to be absent most of the time. Can his certificate of registration as a 23. Principal B acted on the letter of complaint received by his office 30 days after saying
teacher be revoked? he was preoccupied by more important things the past days. Is his reason acceptable?
a. No, unless he's proven guilty. a. Yes, because he has to prioritize things.
b. No, because he's protected by his rights as a teacher. b. No, RA 6713 states that public officials and employees must act promptly on letters and
c. Yes, because he's incompetent. requests within 15 working days from receipt thereof.
d. Yes, because habitual gambling is a dishonorable conduct and is against the practice of c. Yes, because the letter of complaint can wait and is of no urgency.
teaching. d. No, the reason is simple unacceptable.
Answer: D Answer: B

18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher issued by the Civil 24. Which of the following is NOT in the norms of conduct under RA 6713?
Service Commissioner and the then DECS, while Mr. Cruz is a registered professional. a. Professionalism
Who is allowed to practice the teaching profession in the Philippines? b. Justness and sincerity
a. Mr. Santos, because of his CSC eligibility certificate. c. Commitment to public interest
b. Mr. Cruz, because their credentials are both recognized by law. d. Responsiveness to the private
c. Both of them, because their credentials are both recognized by law. Answer: D
d. Neither of the two because they did not take and pass the LET.
Answer: C 25. Which of the following is true about the teacher as a person under the Code of Ethics
for Professional Teachers?
19. What is RA 6713 also called? a. Live with dignity at all times wherever he/she is
a. Ethical Standards for public Employees b. Serve as a model worthy of emulation
b. Code of Ethical Standards for Government Officials and Employees c. Place premium upon self-respect and self-discipline
c. Code of Conduct and Ethical Standards for Public Officials and Employees d. All of the above.
d. Code of Ethical Standards and Conduct of Government Officials and Employees Answer: D
Answer: C
SOCIAL DIMENSION
20. Teacher V, a BEED graduate is preparing for the LET. Which of the following should
she focus her attention more? 1. Which of the following conditions manifests trend of globalization?
a. General Education a. Establishment of stronger boundaries between and among nations.
b. Specialization b. Increased awareness on the importance of national cultures and traditions.
c. Professional Education c. Less and less impact of human activity on the planet earth.
d. General Education and Professional Education d. The incorporation of local and national economies into a worldwide global economy.
Answer: D Answer: D

21. What norm of conduct is manifested by being loyal to the republic and to the Filipino 2. According to the Delors report, there are a number of main tensions central to the
people? problems of the twenty first century that we need to overcome. One of them is the
a. Professionalism challenge to an individual how he or she can adapt to the changing world without forgetting
b. Nationalism and Patriotism or turning his/her back from the past. What kind of tension or conflict is manifested in this
c. Responsiveness to the public situation?
d. Honesty a. Tension between tradition and modernity
Answer: B b. Tension between the global and the local
c. Tension between the universal and the individual
22. Mr. Salazar, a school superintendent, filed his statement of assets and liabilities upon d. Tension between long term and short term considerations
assuming to office. Under what ethical standard does this practice fall? Answer: B
a. Divestment

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3. Which of the following features represents the new paradigm shift in education? b. Transformative education
a. Traditional pedagogies c. Multicultural education
b. Lifelong education for all d. Gender free education
c. Rigid subject matter boundaries Answer: C
d. Knowledge as the only learning outcome
Answer: B 9. Which of the following is NOT  a characteristic of globalization?
a. Stretching a social, political and economic activities across political frontiers, regions and
4. What is the measure of relevance in education? continents.
a. Democratization of access b. The growing magnitude of interconnectedness and flows of trade, investment and
b. Functionality and meaningfulness migration.
c. Ability to sustain education through the future c. A speeding up of global interactions and processes through worldwide systems of
d. Excellence and effectiveness transportation and communication.
Answer: B d. The expansion of economic protectionism and isolation of poor countries.
Answer: D
5. What is the concern of Multicultural Education?
a. Anticipating the future and imagining possible and probable futures. 10. Which of the following illustrates the major paradigm shift in education in the 21st
b. Gender equality and harnessing of the role of women in development. century?
c. Promoting care for the environment and building a global culture of ecological a. Shift from rigid subject matter to a more interdisciplinary and multidisciplinary
responsibility. pedagogical approach.
d. The exploration of concepts of cultural diversity, similarities and prejudices to promote b. Shift from values education and emotional learning to knowledge dominated curriculum
cultural understanding. c. From contextualized themes generated from global and local realities to pre-organized
Answer: D subject matter
d. From more flexible learning styles to a prescribed pedagogy
6. Which of the following may be considered an economic impact of globalization on Answer: A
education?
a. Increasing commercialization of education and the corporate takeover of education 11. What educational approach/perspective recognizes the knowledge and experience of
b. Weakening of the notion of the "citizen" as a unified and unifying concept. women, racial groups and ethnic groups as being just, as valid and relevant as the
c. New technologies of information and communication creates new approaches to knowledge of dominant groups in mainstream academic discourse?
learning a. Transformative education
d. Reduction of state and government support and subsidy for education b. Multicultural education
Answer: A c. Inclusive education
d. Global education
7. Which of the following aptly describes Marshall Mcluhans' concept of global village? Answer: C
a. The idea that because of rapid globalization and development in technology, the world
has become one global village where increased diversity and difference among people has 12. How does the notion of cultural relativity and variability affect the teaching-learning
become more pronounced than ever. processes in school?
b. Rapid integration of the planet through media and technology where events in one part a. The students' varied cultural background will in now way affect the way they will learn
of the world could be experienced from other parts in real-time, similar to what human the lessons in school.
experience was like when we lived in small villages. b. The students can readily adjust to the way the teacher initiates learning in school
c. Global Village is the kind of global world we are experiencing, characterized by because children are adaptable beings no matter what culture they come from.
fundamentalism, apathy and conflict brought about by clashes of cultures. c. The child's cultural background influences the children's way of interpreting and viewing
d. People's cultural and religious identities will be the primary source of conflict in the post- the world; hence, teachers must consider the children's world view when teaching.
Cold War world as evidenced by the conflict between fundamentalist Muslims and the d. The teacher should be wary of differing cultural points of view and must make sure that
western world. students will see things the same way.
Answer: A Answer: D

8. When planning her lessons and units, Mrs. Jones is careful to include books and 13. Which among the following is the focus of Civic Education?
resources from a variety of cultures and ethnic groups. What kind of education is this? a. Promote understanding of human rights, concepts and values to enable learners to
a. Multilingual education comprehend and transform conditions which give rise to human rights violations.

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b. Learning for effective participation in democratic and development processes at both
local and national levels. 19. Which of the following statements about Gender is correct?
c. Foster a vision of education for sustainable development and care for the environment. a. Gender is biologically determined.
d. Empower people with the skills, attitudes and knowledge to build a peaceful world based b. Gender is socially and culturally-constructed.
on justice and human rights. c. Gender roles are the same in all societies.
Answer: B d. Gender is an ascribed status in society.
Answer: B
14. Which of the following initiatives would NOT help a school address diversity?
a. Using ability grouping 20. UNICEF and UNESCO are two key UN agencies which are particularly active
b. Using cooperative learning advocates of education for peace. Which of the following is not supported by UNESCO in
c. Working with neighborhood groups promoting peace in the schools?
d. Using culturally-relevant teaching methods a. Uphold children's basic rights as outlined in the Convention on the Rights of the Child
Answer: A (CRC)
b. Develop a climate that models peaceful and respectful behavior among all members of
15. If the teacher is emphasizing the development of the learner's competency to transform the learning community
knowledge into innovations and job-creation, what pillar of education does s/he c. Demonstrate the principles of equality and non-discrimination in administrative policies
is actually promoting? d. Enable the teachers to stress peace-making in social studies classroom only when
a. Learning to Know necessary
b. Learning to Do Answer: D
c. Learning to Live Together
d. Learning to Be 21. One way to advance peace education is through partnerships of various non-
Answer: B governmental organizations, education institutions, United Nations specialized bodies
which link ideals of peace with research and practice. One such significant examples is the
16.What pillar of education which emphasizes learning to be human, through acquisition of Hague Agenda for Peace and Justice for the 21st Century. What is the aim of the Agenda's
knowledge, skills and values conducive to personality development? Global Campaign for Peace Education?
a. Learning to Know a. Helps coordinate local initiatives and unite educators in the common practice of
b. Learning to Do educating for a culture of peace.
c. Learning to Live Together b. Supports the UN Decade for a Culture of Peace and Non-violence for the Children of the
d. Learning to Be World and to introduce peace and human rights education into all educational institutions.
Answer: D c. Brings together multiple traditions of pedagogy, theories of education, and international
initiatives for the advancement of total human development and care for the environment
17. A class is composed of students coming from several ethnic communities including through learning.
Muslims and lumads. They seem to have difficulty understanding each others' behavior d. Serves to enhance learning across subjects like conflict resolution initiatives.
and points of view. What should the teacher do? Answer: B
a. Introduce multicuturalism in the class and provide activities for practice.
b. Threaten the students that if there are students who do not behave and tolerant of their 22. The impact of conflict on children whether as victims of war or child soldiers has been
classmates, s/he will be dropped from class. brought to world attention through media, international organizations and eye witness
c. Inform students that they will all be learning new ways of thinking and behaving in this accounts. What is the best thing to do to help children affected by conflict?
class, so they might as well leave their cultural idiosyncrasies at home. a. Employ education to regain parts of a lost children and to facilitate the experiences that
d. Assign bright students to monitor and control behavior of poor students. support healthy social, emotional and intellectual growth and development
Answer: A b. Provide employment opportunity for them as well as their parents to attain financial
independence
18. Which of the following qualities should be developed by the pillar, Learning to Live c. Offer them to migrate in neighboring country as foreign refugees
Together? d. Secure their safety by imposing strict curfew hours
a. Strong appreciation of the diversity of the human race Answer: A
b. Readiness to take risks and resolve or manage conflicts
c. Scientific spirit and an inquiring mind 23. The United Nations is committed to address climate through mitigation and adaptation.
d. Complete fulfillment of humans, in all the richness of his/her personality Which of the following is the best way of addressing the issue?
Answer: A a. Deepen strategic and operational collaboration with international and regional

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organizations, including international financial institutions and regional development banks, a. The pillars of learning stress the goal of contributing to social cohesion, intercultural and
and other stakeholders. international understanding, peaceful interchange, and harmony.
b. Developing a policy framework that identifies basic elements needed to prevent human b. The Pillars of Learning imply a shift from schooling to learning throughout life by
rights violations. "learning how to learn"
c. Facilitate and execute agreements on reducing emissions from deforestation and forest c. The pillars of learning stress the importance of closer linkage between education and the
degradation to protect forests and sustain the livelihoods of the people who depend on world of work.
them. d. The Pillars of Learning adheres to the instrumental and purely academic view of
d. Enhancing collaboration among humanitarian organizations, particularly from the global education that focuses on the achievement of specific aims of education such as economic
South, at the local, national and regional levels, to strengthen community resilience and productivity.
emergency response, and establishing a monitoring system to assess progress on the Answer: D
implementation of preparedness measures.
Answer: C 4. What pillar of education of J. Delors (UNESCO) focuses on voc-tech relevant to people-
centered human development?
24. Why are educational environments very crucial to peace education? a. Learning to Know
a. The social, cultural, economic and political contexts in which educators work shape the b. Learning to Do
specific content and methods they choose for peace education. c. Learning to Live Together
b. The variety of different educational settings from rural to urban, school-based to d. Learning to Be
community and within the formal curricula or non-formal popular education projects are Answer: B
relevant to peace education.
c. Many teachers infuse peace education into traditional academic subjects such as 5. The rapid traversing of ideas, attitudes and values across national borders that generally
literature, math, science, history, language, civics and the arts. leads to an interconnectedness and interaction between peoples of diverse cultures and
d. All of the above ways of life. What is being referred to?
Answer: D a. Cultural Globalization
b. Fundamentalism
25. What is celebrated every December 10? c. Multiculturalism
a. Mother Language day d. Clash of civilization
b. Human Rights Day Answer: A
c. Earth's Day
d. International Day of Tolerance 6. Which is considered a political impact of globalization?
Answer: B a. Changing role of education in terms of preparing students for the world of work
b. The threat to the autonomy of national educational systems by globalization.
1. What kind of tension is referred to when people prefer to have quick answers and ready c. Reforms in education as lifelong education
solution to many problems even if its calls for a patient, concerted, negotiated strategy of d. Branding, globalization and learning to be consumers
reform? Answer: B
a. Tension between modernity and tradition
b. Tension between long term and short term considerations 7. What United Nation Decade are we celebrating for 2005-2014?
c. Tension between spiritual and material a. Educating for Culture of Peace
d. Tension between individual and universal b. Educating for International  Understanding
Answer: B c. Educating for Sustainable Development
d. Promoting the Rights of the Elderly
2. In what strands of the four pillars of education implies a shift from skill to competence, or Answer: C
a mix of higher-order skills specific to each individual?
a. Learning to Know
b. Learning to Do  
c. Learning to Live Together
c. Learning to Be 8. With the growing competition brought about by globalization, what is preferred by most
Answer: B employers in hiring their employees?
a. Flexible
3. Which of the following is NOT true about the Four Pilalrs of Learning? b. Selective

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c. Quick
d. None of the above 14. Which of the following skills corresponds to the Fourth Pillar of Learning, "Learning to
Answer: A live together"?
a. Empathy and cooperative social behavior
9. Which of the following characteristics does NOT describe contextualized learning as a b. Personal commitment and sense of responsibility
major paradigm shift in education? c. Adaptability to change in the world of work
a. From limited access to time-bound and space limited education, to borderless education, d. Reasoning and problem solving skills
lifelong learning for all in a learning society. Answer: A
b. From traditional pedagogies to more modern strategies of teaching and learning.
c. From knowledge limited to the local scene to the globalized knowledge, values, 15. Which of the following is NOT a characteristic of Multicultural education?
attitudes, and skills interfaced with local wisdom. a. Personality empowering
d. Pre-organized subject matter to localized themes generated from the global realities and b. Socially transformative
the cultural relevant, meaningful and useful to learner. c. Pedagogically humanistic
Answer: A d. Culturally discriminating
Answer: D
10. What current current trend in education focuses on the study of the basic
concepts, beliefs and values underlying our democratic political community and 16. What is the character of education that manifests democratization of access and
constitutional order? inclusivity?
a. Civic education a. Relevance
b. Development education b. Sustainability
c. Peace education c. Quality
c. Multicultural education d. Equity
Answer: A Answer: D

11. Which of the following is the first target of the Millennium Development Goals (MDG's) 17. What is the kind of education that emphasizes human-earth relationships and fosters a
formulated by member states of the UN in September 2000? vision of education for sustainable development to build a global culture of ecological
a. Reduce child mortality responsibility?
b. Eradicate extreme poverty and hunger a. Human Rights Education
c. Reduce death due to HIV/AIDS and malaria b. Development Education
d. Achieve universal access to primary education c. Environmental Education
Answer: B d. Global Education
Answer: C
12. Which among the following statements about Human Rights Education (HRE) is
correct? 18. Which of the following is NOT a benefit of multicultural education?
a. HRE is more of the responsibilities of the state to implement human rights law rather a. Multicultural education increases positive relationships through achievement of common
than the protection of the rights holders goals, respect, appreciation and commitment to equality among the teachers and students.
b. HRE should focus more on rights based on "law in books", rather than "law in real-life". b. Multicultural education decreases stereotyping and prejudice through direct contact and
c. HRE needs to focus on the values, principles, and standards and human rights and how interaction among diverse individuals.
they can be translated into day-to-day actions c. Multicultural education promotes independence of various ethnic groups in development
d. Human Rights Standards vary from society to society and HRE therefore should also and supports fragmented view of the world.
vary in terms of approaches and methods d. Multicultural education renews vitality of society through the richness of the different
Answer: C cultures of its members and fosters development.
Answer: C
13. What is the implication and globalization to the practice and experience of education?
a. Increase of state and government support and subsidy for education 19. Which of the following is NOT one of the benefits of social media?
b. Commodification and the corporate takeover of education a. Mass media decreases prejudice and discrimination.
c. Greater autonomy of national educational systems b. Mass media enriches the educational programs.
d. Delocalization of technologies and orientations in education c. Mass media increases student's exposure to diversity.
Answer: B d. Mass media helps provoke discussion of current issues.

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Answer: A d. Peace builds bridges of support among key participants.
Answer: A
20. Which among the following rights manifests rule of law and good governance?
a. Right to education PRINCIPLES AND STRATEGIES
b. Right to environment protection
c. Right of participation 1. To ensure the lesson will go smoothly, Teacher A listed down the steps she will
d. Right to work undertake together with those of her students. This practice relates to?
Answer: C a. Teaching style
b. Teaching method
21. Which among the following is NOT a core principle of human rights? c. Teaching strategy
a. Human dignity d. Teaching technique
b. Non-discrimination Answer: B
c. Universality
d. Independency 2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day.
Answer: D However, the chemicals are insufficient. What method may then be used?
a. Project
22. How are human rights principles reflected in the activities of national and local b. Laboratory
governments? c. Lecture
a. Legislating laws to include rights education in all levels of schooling d. Demonstration
b. Organizing local exhibit or event to highlight the children's talents and local products Answer: D
c. Asking the community leaders to volunteer in the construction of a barangay hall
d. Lobbying to the UN High Commission for Human Rights to allocate higher budget for 3. Teacher C gives the class specific topic as assignment which they have to research and
Philippines' Commission on Human Rights. pass the following day. However, the students could not find any information about it. What
Answer: A method should Teacher C use to teach the assignment?
a. Project method
23. Which of the following could be a reason to justify peace education as a series of b. Discovery approach
"teaching encounters" or teaching-learning process? c. Lecture method
a. Desire for peace d. Demonstration method
b. Nonviolent alternatives for managing conflict Answer: C
c. Skills for critical analysis of structural arrangements that produce and legitimize injustice
and inequality 4. Pictures, models and the like arouse students interest on the day's topic, in what part of
d. All of the above the lesson should the given materials be presented?
Answer: D a. Initiating activities
b. Culminating activities
24. Which of the following is accurate in regard to working with parents in diverse c. Evaluation activities
classrooms? d. Developmental activities
a. The parent's culture is important, but should not influence their children's education. Answer: A
b. Teachers should demonstrate their "expertise" to parents to show they know best.
c. Teachers should strive to use a variety of ways to keep parents informed, including
parents who cannot speak English or Filipino.l
d. The importance of the family's influence on children's education has diminished over the 5. In Bloom's taxonomy of educational objectives, the domains are stated from
past few years. lowest to highest level. Which of the following objectives belongs to the lowest
Answer: C level?
a. To identify the characters of the story.
25. Which of the following is NOT a guiding statement of peace education? b. To differentiate active from passive voice.
a. Peace education teaches students what to think rather than how to think. c. To give the available resources that could be recycled to useful things.
b. Peace education employs holistic and participatory approach. d. To explain the procedure in changing improper fraction to mixed number
c. Peace education aims not to reproduce but transform. Answer: A

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6. The class of IV - Kalikasan is tasked to analyze the present population of the Answer: A
different cities and municipalities of the National Capital Region for the last five 14. Teaching Tinikling to I-Maliksi becomes possible through the use of?
years. How can they best present their analysis? a. Inductive Method b. Expository Method c. Demonstration Method d. Laboratory
a. By means of a table Method Answer: C
b. By looking for a pattern 15. What is the implication of using a method that focuses on the why rather than
c. By means of a graph the how?
d. By guessing and checking a. There is best method b. Typical one will be good for any subject c. These
Answer: C methods should be standardized for different subjects.
d. Teaching methods should favor inquiry and problem solving. Answer: D
7. There are several reasons why problem-solving is taught in Math. Which is the 16. When using problem solving method, the teacher can
LEAST important?
a. It is the main goal for the study of Math a. Set up the problem b. Test the conclusion c. Propose ways of obtaining the
b. It provides the content in which concepts and skills are learned and applied needed data
c. It provides an opportunity to develop critical and analytical thinking d. Help the learners define what is it to be solved
d. It provides pupils an opportunity to relate Math in the real world Answer: D
Answer: A 17. Which of the following characterizes a well-motivated lesson? a. The class is
8. Teacher D teaches in a remote high school where newspapers are delivered quiet. b. The children have something to do.
irregularly. Knowing the importance of keeping the students aware of current c. The teacher can leave the pupils
affairs, what is probably the best way to keep the students updated? d. There are varied procedures and activities undertaken by the pupils.
a. Gather back issues of newspapers and let pupils compile them. b. Urge the Answer: D
pupils to listen to stories circulating in the community. c. Encourage the pupils to 18. Learners must be developed not only in the cognitive, psychomotor but also in
listen to daily broadcast from a transistor radio. the affective aspect. Why is development of the latter also important?
d. The teacher should try all available means to get the newspaper delivered to the a. It helps them develop a sound value system.
school b. Their actions are dominated by their feelings.
Answer: C c. It helps them develop an adequate knowledge of good actions. d. Awareness of
9. Devices can make a lecture more understandable and meaningful. What is the the consequences of their action is sharpened. Answer: A
most important thing a teacher should consider in the selection and utilization of 19. Which of the following attributes characterizes a learner who is yet to develop
instructional materials? a. Objectives of the lesson the concept?
b. Availability of instructional materials a. The learner can identify the attributes of the concept.
c. Attractiveness of instructional materials b. The learner can summarize the ideas shared about the concept.
d. Degree of interest on the part of the students c. The learner can distinguish examples from non-examples.
Answer: A d. The learner gets a failing grade in the tests given after the concept has been
10. Teacher E asks student A to identify and analyze events, ideas or objects in discussed. Answer: A
order to state their similarities and differences. In which part of the lesson does 20. The strategy which makes use of the old concept of "each-one-teach-one" of
said activity take place? the sixty's is similar to?
a. Preparation b. Generalization c. Application d. Comparison and Abstraction a. Peer learning b. Independent learning c. Partner learning d. Cooperative
Answer: D learning
11. Which part of the lesson is involved in the giving of situation or activities based Answer: D
on the concepts learned? 21. Which part of the lesson does the learner give a synthesis of the things
a. Preparation b. Generalization c. Application d. Comparison and Abstraction learned?
Answer: C a. Motivation b. Application c. Evaluation d. Generalization Answer: C
12. Teacher F wants the class to find out the effect of heat on matter. Which 22. Educational objectives are arranged from simple to complex. Why is this?
method will help him accomplish his objective? a. Each level is built upon and assumes acquisition of skills from the previous
a. Project Method b. Laboratory Method c. Problem Method d. Expository Method level.
Answer: B b. Objectives are broad and value-laden statements that lead to the philosophy of
13. In Math, Teacher G presents various examples of plane figures to her class. education.
Afterwards, she asks the students to give definition of each. What method did she c. Be idealistic and ambitious to begin with grandiose scheme for using taxonomy
use? in all levels.
a. Inductive b. Laboratory c. Deductive d. Expository

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 d. These are guidelines to be taught and learned where teachers and students d. Law of Readiness
evaluate learning. Answer: D
Answer: A
23. Which of the following is NOT true? 4. Teacher jay, a physical education teacher, demonstrates the new skill to be learned so
a. Lesson plan should be in constant state of revision. that his students can watch him and later reproduce the skill. What learning theory is
b. A good daily lesson plan ensures a better discussion. associated with the situation?
c. Students should never see a teacher using a lesson plan. a. Dual-Coding Learning Theory
d. All teachers regardless of their experience should have daily lesson plan. b. Information Processing
Answer: C c. Schema Learning Theory
24. In Music, Teacher 1 wants to teach the class how to play the piano in the Key d. Social Learning
of C. Which of the following should be his objective? Answer: D
a. To play the piano in the key of C chords
b. To improve playing the piano in the key of C 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a
c. To interpret property of chords of Key of C in the piano leash. What feature of classical conditioning is exhibited?
d. To exhibit excellent playing of piano in the key of C a. Discrimination
Answer: A b. Extinction
25. When using instructional material, what should the teacher primarily consider? c. Generalization
a. The material must be new and skillfully made. d. Practice
b. It must be suited to the lesson objective. Answer: A
c. The material must stimulate and maintain students' interest
d. It must be updated and relevant to Filipino setting. 6. A music teacher is careful in planning activities for each lesson. He praises liberally and
Answer: B – rewards correct answers. What view of learning is exhibited?
a. Classical conditioning
PRINCIPLES AND MOTIVATION b. Meaningful learning
c. Operant conditioning
1. Which theory operates on the "stimulus-response principle", which means all behaviors d. Social learning
are caused by external stimuli? Answer: C
a. Contextual theory
b. Behaviorist theory 7. Which of the theories of learning presents or states that learning skills are hierarchically
c. Cognitive theory arranged?
d. Constructivist theory a. Cumulative Learning
Answer: B b. Meaningful Learning
c. Social Cognitive Learning
2. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. d. Theory of Instruction
She strongly believes that students learn better when lessons are presented with images, Answer: A 
real or imagined aside from mere lecture method. Which learning theory does she
upholds? 8. Which of the following best describes what meaningful learning is?
a. Dual-Coding Theory a. When what is to be learned is new and easy for the students
b. Information Processing Theory b. Materials presented are difficult and challenging to the students
c. Meaningful Reception Learning Theory c. When the materials to be learned is related to what students already know
d. Social Cognitive Theory d. Students find the lessons easy and relevant to what was assigned to them
Answer: A Answer: C

3. Miss Rita is an excellent Physical Education teacher. She started teaching volleyball to 9. Rita easily remember dates and events in history. What component of LTM does Rita
her Grade 2 class. Despite all her efforts, her class does not seem to  learn how to play the have?
game. What law of learning was disregarded? a. Creative thinking
a. Law of Disuse b. Critical thinking
b. Law of Effect c. Reflective thinking
c. Law of Exercise d. Logical thinking

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Answer: C c. Sensory memory
d. Working memory
10. An Earth Science has just completed a unit on the sun. As she recognizes her next unit Answer: C
on other stars, she uses the sun as a frame of reference. What view of learning was used?
a. Discovery learning 16. Vygotsky claimed that social interaction is important for learning. What does this imply?
b. Informative learning a. Children are independent problem solvers
c. Meaningful learning b. Children learn from adults and other children
d. Transfer learning c. Children learn by passive presentation of information
Answer: C d. Children in the crib has no learning yet, since they are not capable of interaction
Answer: B
11. Which is an application of cognitive approach to motivation?
a. Explain the reasons for studying the topic 17. How would you help a student who is intelligent but is underachieving in class?
b. Create a supportive classroom climate for students a. Provide challenging activities which he/she can accomplish
c. Provide clear and prompt feedback on assignments b. Recognize his talents by asking him/her to help other students with their work
d. Begin lessons with challenging questions and conflicting events c. Identify the immediate causes of difficulties that cause his/her being an underachiever
Answer: A d. Allow him/her to work with the slow learner group to cope with the academic needs of
the lesson.
12. The first people power was held in February 25, 1986. What kind of knowledge is Answer: C
presented?
a. Conditional Knowledge 18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized and
b. Cognitive Knowledge clean. She puts up interesting and colorful visuals on the bulletin boards. What principle of
c. Domain-Specific Knowledge motivation was applied?
d. Procedural Knowledge a. Incentives motivate learning
Answer: B b. Internal motivation is longer lasting and more self-directive than is external motivation
c. Motivation is enhanced by the way in which instructional material is organized.
13. The students of Mrs. Reyes were not able to learn the concepts that she presented d. The environment can be used to focus the student's attention on what needs to be
yesterday so she taught the same concepts again but this time using a different teaching learned.
method. What principle of learning was applied? Answer: D
a. Concepts should be presented in varied and different ways
b. Effort was put forth when tasks are challenging 19. For every correct answer, the teacher would give a star to her students.
c. Learning by doing is more effective than just by sitting and listening What schedule of reinforcement was used?
d. Learning is aided by formulating and asking questions a. Fixed interval
Answer: A b. Fixed ratio
c. Variable interval
14. Alvin is a transferee and feels uneasy with his new school. His teacher is very d. Variable ratio
accommodating, warm and caring. Alvin felt comfortable with the teacher display of Answer: B
genuine warmth. The teacher is consistent in his manner and Alvin began to associate
school with the teacher's warmth. Which theory is being illustrated? 20. Marga, a six year old, always asked her playmates to sit in front of her small black
a. Meaningful learning board and she plays teacher. Her mother is a teacher. What theory explains Marga's
b. Operant conditioning behavior?
c. Classical conditioning a. Classical Conditioning
d. Observational learning b. Operant Conditioning
Answer: B c. Social Learning
d. Information Processing
15. After just being introduced to another guest in the party, Tom cannot remember the Answer: C
name of the guest he was introduced to. In what memory stage was the information stored
in? 21. What should the teacher do to help students learn psychomotor skills?
a. Episodic memory a. Teacher uses verbal explanation and description of the movements in addition to live
b. Semantic memory demonstration of the movements

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b. Teacher provides feedback to the learner about his/her progress Answer: B
c. Teacher encourages the learner to practice, in order to maintain his/her sharpness of the
movements 2. Which situation best illustrates the concept of growth?
d. All of the above a. A kinder pupil gains 2 pounds within two months.
Answer: D b. A high school student gets a score of 85 in mental ability test.
c. An education student has gained knowledge on approaches and strategies in teaching
22. The teacher presented a new lesson where in the students were asked to work on a different subjects
new project which was somewhat complicated. The students showed interest while d. An elementary grader has learned to play piano.
working on the project. What principle applies to the situation? Answer: A
a. Effort was put forth when tasks are challenging
b. Lessons should be presented in varied and different ways 3. Which statements below best describes development?
c. Meaningful materials are readily learned than nonsense materials a. A high school student's height increased by 5'2" to 5'4"
d. Teachers should provide opportunities for meaningful and appropriate practice b. A high school student's change in weight from 110 lbs. to 125 lbs.
Answer: A c. A student had learned to operate the computer
d. A student's enlargement of hips
23. Maturation should precede certain types of learning. How is this applied in the
classroom? 4. What concept can best describes Francisco's ability to walk without a support at age of
a. Concepts should be taught from simple to complex 12 months because of the "internal ripening" that occured in his muscles, bones and
b. Consider the age level of students in assigning tasks nervous system development?
c. Follow the interest of students in assigning tasks a. Development
d. Give the same task to all students in a particular grade level b. Growth
Answer: A c. Learning
d. Maturation
24. Luz easily learns a lesson when she is working with laboratory equipment but hardly Answer: D
remembers a lesson the teacher lectured on. What type of learner is Luz?
a. Auditory Learner 5. Teacher Jesus in now 69 years old has been observing changes in himself such as the
b. Kinesthetic Learner aging process. Which term refers to the development change in the individual?
c. Tactile Learner a. Development
d. Visual Learner b. Growth
Answer: D c. Learning
d. Maturation
25. Which of the following statements about motivation is false? Answer: D
a. External motivation is longer lasting and more self-directive than internal motivation
b. Internal motivation is fueled by one's goals or ambitions 6. Manuel, a five-year old boy can hold his pen and write his name with his right hand.
c. Motivation is enhanced by the way in which the instructional material is organized Which term describes Manuel's action/ behavior?
d. Motivation to perform is affected by expectancy and value a. Development
Answer: A b. Growth
c. Learning
d. Maturation
Answer: A
CHILD AND ADOLESCENT
7. Which of the following theory can help Miss Samson determine the readiness of her
1. Dr. Escoto, the school physician conducted a physical examination in Ms. Manuel's learners by administering a readiness test?
class. What concept best describes the quantitative increase observed by Dr. Escoto a. Conditioning Theories
among learners in terms of height and weight? b. Cognitive Development Theory
a. Development c. Maturation Theory
b. Growth d. Ethological Theory
c. Learning Answer: C -
d. Maturation

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8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend of Answer: C
him says that certain behavior among infants. Who presented that notion that certain
behavior like thumb-sucking is normal behavior? 18. Tessa gets jealous whenever she sees her father showing love and affection to her
A. Sigmund Freud mother. Which of the following is she showing according to Freud?
b. Erick Ericson a. Complex b. Phallic c. Electra Complex d. Oedipus Complex
c. John Bowlly Answer: C
d. Urie Bronfrenbenner
Answer: A 19. In Piaget's Theory of Cognitive Development, which of the following statements would
9. A newborn infant move his whole body at one time, instead of moving a part of it. Which illustrate Edward who is 11 years old? a. Able to see relationships and to reason in the
of the following principles is illustrated by his behavior? a. Development proceeds from abstract.
specific to general. b. Development b. Unable to breakdown a whole into separate parts.
proceeds from general to specific. c. Development follows an orderly pattern. d. c. Differentiates goals and goal-directed activities.
Development follows a general pattern. d. Experiments with methods to reach goals.
Answer: B Answer: A
10. Train up a child in the way he should be; when he grows up, he will not depart from it. 20. Trisha goes with her mother in school. She enjoys the workplace of her mother. Which
Which principle supports this? of the following ecological theories is illustrated by the situation?
a. Development is determined by his heredity a. Microsystem b. Mesosystem c. Exosystem d. Macrosystem Answer: C
b. Development is determined by the environment 21. Lito, a student in secondary level tends to spend more time with his friends and his
c. Early development is more critical than the late development family, thus, his behavior is greatly affected by them. In which stage in the Psychosocial
d. Early development is less critical than late development. Answer: B Stages of Development does Lito belong?
11. Which state of the psycho-sexual theory does young boys experience rivalry with their a. Autonomous vs Shame and Doubt b. Identity vs. Role Confusion c. Intimacy vs.
father for their mother's attention and affection? Isolation d. Initiative vs. Guilt
a. Oral b. Anal c. Phallic d. Latency Answer: D
Answer: C 22. Anna believes that authority is respected. She is now in what particular level in moral
12. Angela focuses her attention on the school work and vigorous play that consume most development theory of Lawrence Kholberg?
of her physical energy. Which stage of psychosexual theory illustrates her behavior? a. Social contract b. Law and order orientation c. Interpersonal concordance d. Universal
a. Oral b. Anal c. Phallic d. Latency Answer: D ethics orientation
13. Which of the following is likely to be developed if infants are shown genuine affection? Answer: A
a. Trust b. Autonomy c. Initiative d. Industry Answer: A
14. Christian develops an integral and coherent sense of self. He seeks answers to the
question. "Who am I"? Which of the following is Christian likely to develop?
a. Initiative b. Identity and Role Confusion c. Intimacy d. Autonomy Answer: B 23. What level has a four year old learner like Maryann reached when she acquired new
15. Ms. Reyes uses images and language to represent and understand her various skills such as putting the same shapes and the same colors together?
lessons to preschool learners. What stage in the cognitive theory of development explains a. Development b. Maturation c. Zone of Proximal Development d. Learning
this? Answer: C
a. Sensorimotor b. Preoperational c. Concrete operation d. Formal operation 24. Which of the following principles can be the basis of the growing realization of the
Answer: B significance of the early childhood education?
16. Connie develops concepts necessary for everyday living, builds healthy attitudes a. The young children are capable of doing many things at an early stage.
towards oneself, and achieve personal independence. These are among the attributes of b. The child should be seen and should learn.
an individual in what particular stage? c. The first five years of life are the formative years of the child.
a. Infancy and early childhood b. Middle childhood c. Adolescence d. Early adulthood d. Early childhood experiences can be interesting and challenging.
Answer: B Answer: B
17. Some children are more active than others, as everyone knows-extremely highlevels of 25. Which of the following learner's characteristics will affect most of the learners learning
activity or hyperactivity are considered problematic. How may a teacher help a child who is in the academic class?
hyperactive? a. His affective characteristics
a. Make him the leader of the class b. His cognitive characteristics
b. Transfer him to another class c. His psychomotor characteristics
c. Give him challenging activities that are appropriate to his ability level and interests. d. His socio-emotional characteristics
d. Allow him to spend longer at the playground until he gets tired.

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CURRICULUM DEVELOPMENT
6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying
1. Which is NOT a provision for the development of each learner in a good curriculum? related concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Extensive arrangements are made for the educational diagnosis of individual learners. a. Broadfield
b. Self-directed, independent study is encouraged wherever possible and advisable. b. Correlated
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the c. Core
learning opportunities of the school. d. Separate Subject
d. The program provides a wide range of opportunities for individuals with same abilities, Answer: B
needs and interests.
Answer: D 7. Which design is easy to deliver because complementary books and materials are
commercially available?
2. Teacher Lily would like to take part in developing a subject-centered curriculum because a. Experience centered design
she believes that all subjects in this type of curriculum are geared towards the hollistic b. Problem design
development of the learner. Is her belief about the subject-centered curriculum true? c. Process design
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests d. Subject centered design
and abilities. Answer: D
b. No, because it is the experience-centered curriculum that emphasizes the teaching of
facts and knowledge for future use.  
c. Yes, because the subject-centered curriculum involves cooperative control. 8. What refers to the matching between curriculum and test to be used to assess the
d. No, because it is the experience centered and not the subject-centered curriculum that learners?
emphasizes integration of habits and skills in learning the knowledge component of subject a. Alignment
areas. b. Auditing
Answer: D c. Articulation
d. Delivery
3. In the elementary level, English literature and Social studies relate well. While history is Answer: A
being studied, different literary pieces during the historical period is being studied as well.
What curriculum design is shown here? 9. Ms. Mateo, a History teacher considers the element of time in arranging content of her
a. Separate subject design lessons in World History. What way of establishing sequence is given emphasis by Ms.
b. Correlation design Mateo?
c. Discipline design a. Simple to complex
d. Broad field design b. Part to whole
Answer: C c. Concrete to abstract
d. Chronological
4. This phase of curriculum development involves decisions, among other things, on grade Answer: D
placement and sequencing of content. Which phase is this?
a. Curriculum planning 10. Mr. Rivera, a new teacher believes that education is a process of development and is
b. Curriculum evaluation life itself; therefore, experience related to the child's need and interest should be given
c. Curriculum organization primary consideration. What educational philosophy is being exhibited by Mr. Rivera?
d. Curriculum implementation a. Idealism
Answer: C b. Reconstructionism
c. Progressivism
5. One example of this design of subject-centered curriculum is that which shows social d. Realism
studies being combined with geography, civics, culture and history to comprises subject Answer: C
area. Which design is this?
a. Correlated 11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member
b. Broadfields of the school board has one of the following primary roles.
c. Separate Subject a. Support and participate in parent-school organization activities.
d. Core b. Authorize school expenditures for curriculum development, implementation and
Answer: B evaluation

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c. Enact legislation to effect curriculum improvement. 17. Teacher Bert puts emphasis on the immediate felt interests and needs of his students
d. Recommend changes in curriculum. and not on the anticipated needs and interests. What type of curriculum does teacher Bert
Answer: D adheres?
a. Subject-centered
12. The schools in the first District plan to adopt the reading program used in the third b. Learner-centered
district. What level of curriculum improvement is used? c. Experience-centered
a. Variation d. Culture-based
b. Value orientation Answer: C
c. Substitution
d. Restructuring
Answer: C 18. What type of curriculum divides the school day into different periods such as language
arts, social studies, science and health, arithmetic, etc.?
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the a. Correlated
curriculum content, it is better that throughout the high school years, economic geography b. Broad fields
concepts be used to recur and be repeated with depth for effective learning. What criterion c. Integrated
in content selection is shown here? d. Separate Subject
a. Validity Answer: D
b. Continuity
c. Significance 19. Which curriculum design element is taking place when Eduardo, a 4th year
d. Learnability student can connect the lessons he learned in a subject area to a related content
Answer: B in another subject area?
a. Articulation
14. The Filipino learners envisioned by the Department of Education (DepEd) in the light of b. Balance
K-12 Curriculum is c. Continuity
a. Technologically literate or logistically developed Filipino d. Integration
b. Functionally literate or logistically developed Filipino Answer: D
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos 20. The following curricular changes took place in what particular period? Restore
Answer: B Grade VII, double-single session was abolished and more textbooks were written
by Filipino authors.
15. Teacher Dominguito believes that a new respect for the child is fundamental in a. American Period
curriculum. Thus, all activities in the classroom are geared towards the development of the b. Philippine Republic
child - the center of the educative process. To which approach in curriculum does Teacher c. Japanese Occupation
Dominguito adhere? d. New Society
a. Learner-centered Answer: B
b. Subject-centered
c. Problem-centered 21. This concept includes the sub-processes of curriculum planning, organization,
d. Pragmatic implementation and evaluation. Which concept is this?
Answer: A a. Curriculum development
b. Curriculum assessment
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. c. Curriculum management
Captain in the school to solicit inputs for a new curriculum in Social Science d. Curriculum and instruction
which highlights indigenous knowledge in the community. What is shown in this situation? Answer: A
a. Community members as supporters of curriculum
b. Community members as curriculum resources 22. If curriculum is the "means", what is the "end"?
c. Community members as managers of curriculum a. Strategies
d. Community members as beneficiaries of curriculum b. Instruction
Answer: B c. Technique

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d. Approaches 3. Ms. Gomez is planning to integrate technology in her Mathematics class. Which of the
Answer: B following would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
23. The curriculum used during the period in Philippine history terminated the use of III. Utilize the materials with showmanship
English as a medium of instruction, What period is this? IV. Evaluate the performance of the students
a. American a. I, II, III, IV
b. Spanish b. II, I, III, IV
c. Commonwealth c. I, II, IV, III
d. Japanese d. II, I, IV, III
Answer: D Answer: B

24. Which of the following statements about the concept of curriculum is NOT quite 4. Which of the following is a limitation of models and real objects in teaching and learning?
acceptable? a. They pose problems on storage
a. It refers to all experiences that both the school and the teacher provide the students b. They  make learning more concrete.
with. c. They provide hands-on learning experiences.
b. It is the set of acquired knowledge, habits and skills d. They are readily available in the environment, around school and in the home.
c. It consists of everything that goes within the school. Answer: A
d. It is a planned action for instruction
Answer: C 5. Which group of technologies has the highest degree of concreteness?
a. Realia and computer
25. What process is being undertaken by curriculum developers when they enrich or b. Video, picture and television
modify certain aspects of a particular program without changing its fundamental c. Digital video, film, versatile compact disc
conceptions? d. Book, imaginative literature, programmed instruction
a. Curriculum improvement Answer: A
b. Curriculum change
c. Curriculum design 6. Mrs. Del Prado placed text together with the relevant graphics on the same page in her
d. Curriculum implementation multimedia presentation. Which principle did she apply?
Answer: A a. Split attention
b. Spatial contiguity
EDTECH c. Cost effectiveness
d. Communication effectiveness
1. Which of the following statements has a very limited definition of educational Answer: A
technology?
a. It is a profession composed of various job categories. 7. Mrs. Olivarez presented real samples of rocks in her General Science class. What
b. It refers to the computers used for teaching and learning. principle did she apply?
c. It includes audiovisual materials, interactive multimedia and self-instructional materials. a. Appropriateness
d. It is the development, application and evaluation of system, techniques and aids to b. Authenticity
improve human learning c. Responsiveness
Answer: B d. Simplicity
Answer: B
2. Which of the following statements is correct about the domains of educational
technology?
a. Design is the production stage while development is the planning stage.  
b. Both the design and development are the planning stage.
c. Evaluation is synonymous with implementation. 8. Which is the best reason why teachers state the objectives before using instructional
d. Utilization is the action phase. media?
Answer: D a. To secure materials
b. To prepare the materials beforehand.

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c. To determine which media to use best. student learning?
d. To be able to practice how to operate the equipment a. The quality of learning can be improved.
Answer: C b. The delivery of instruction can be more interesting.
c. The method of teaching and learning becomes more interactive.
9. Which of the following should Mr. Rivera primarily consider in determining the teaching- d. The role of the teacher can be changed into knowledge dispenser.
learning objectives and use of instructional media? Answer: D
a. The assessment tool to be used
b. The learning activities 15. Mr. Tarnate, an ICT teacher takes into account technology standards to address the
c. The learner needs of the students and help them adapt with the changing society and technology
d. The teacher Which of the following standards is an exception?
Answer: B a. Creativity and innovation
b. Research and information literacy
10. Which of the following technologies provide iconic experiences to students/ children? c. Model digital-age work and learning
a. Video and books d. Technology operations and concepts
b. Pictures and videos Answer: C
c. Radio and recording
d. Modules and periodicals 16. Ms. Vinluan, a computer teacher demonstrates understanding of local and global
Answer: B issues and exhibits ethical and legal use of information and communications technology
tools. Which is true about her?
11. Which of these technologies used in the classroom are arranged from the most a. She models digital-age work and learning
symbolic to multisensory? b. She facilitates and inspires student learning and creativity.
a. Real objects, print, audio-visual materials and visual materials c. She promotes and models digital citizenship and responsibility.
b. Visual materials, audio visual materials, print and computers d. She designs and develops digital-age learning experiences and assessments
c. Visual materials, print, audio-visual materials and realia Answer: C
d. Print, audio-visual materials, computers and realia
Answer: D 17. With the fast-paced evolution of technologies nowadays, why are teachers encouraged
to shift gradually from a teacher-centered instruction to a learner-centered instruction?
12. Which of the following is inappropriate in using printed visuals such as charts, graphs I. A learner-centered instruction focuses on transformation of facts.
and drawings? a. II and IV only
a. Provide written or verbal cues to highlight important aspect of visuals b. I, II and IV only
b. Present the instructional materials simultaneously c. I, III and IV only
c. Use materials that everyone can see d. II, III and IV only
d. Make the presentation suspenseful Answer: C
Answer: B
18. Ms. Hernandez employs student-centered instruction as the learners create their digital
13. Susan wants to learn more English. Specifically, she wants to improve her listening portfolios in her computer class. What could be developed among them through this
skills. She has a CD player, a tape recorder and has internet access. As an English approach?
teacher, what do you suggest? a. Repetition and active learning
I. CDs with English listening drills b. Mastery of skills and information delivery
II. Tapes with English listening drills c. Information processing and passive learning
III. Internet website such as Go4English, English Language Listening Lab or Randall's d. Construction of knowledge and information exchange
listening Lab Answer: D
a. I and II
b. II and III 19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
c. I or III following should he avoid?
d. I, II and III a. Consider technical quality.
Answer: D b. Apply different computer effects per slid.
c. Present information through graphic organizers
14. Which of the following statements is incorrect about the contributions of technology to d. Use contrasting colors for text and background.

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Answer: B d. Yes, because he could learn at his own pace using a wide spectrum of technologies.
Answer: D
20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of the
following is the most effective way of doing it?
a. Let the pupils surf a friendly letter from the internet
b. Have the pupils write a friendly letter and send it through an email. FOUNDATION OF EDUCATION
c. have the pupils forward a downloaded friendly letter to others via email.
d. Let the pupils write a friendly letter using word processing and have it critiqued by their 1. The Department of Education gives greater emphasis on the development of basic skills.
peers. What is the philosophical basis for this? a. Essentialism b. Existentialism c. Perennialism d.
Answer: D Pragmatism Answer: A
2. Teacher M views his students as unique, free-choosing and responsible individuals. All
21. Which of the following computer-based instructional materials can be used to learn new classroom activities revolve around the said premise. What theory underlies this?
concepts? a. Essentialism b. Existentialism c. Progressivism d. Realism Answer: B
a. Games 3. Religious rituals in the classroom and in the school programs prove the deep natural
b. Tutorial religiosity of the Filipinos. Which philosophy has greatly contributed to the tradition?
c. Simulation a. Buddhism b. Confucianism c. Hinduism d. Islam Answer: B
d. Drill and practice 4. In order to make Roman education truly utilitarian, how should the day-to-day lessons
Answer: B be taught?
a. Taught in the students' native dialect
22. Professor dela Cruz would like to create a presentation material for her lesson on the b. Taught interestingly through the play way method
types of computer-assisted instruction. To make her presentation effective, which? c. Related and linked to the events happening in everyday life
a. Situating tool d. Practiced at home under the guidance of their respective parents. Answer: C
b. Informative tool 5. Which influenced the military training requirements among students in the secondary
c. Productivity tool and tertiary levels?
d. Communicative tool a. Chinese b. Greeks c. Orientals d. Romans Answer: D 6. Which philosophy has the
Answer: C educational objective to indoctrinate Filipinos to accept the teachings of the Catholic
church which is foster faith in God? a. Realism b. Pragmatism c. Idealism d. Existentialism
23. Professor Reyes is thinking of an online learning approach by which content provides Answer: C
links to information at other locations and serves as a focal point for a distance education 7. Virtue as one component in the teaching of Rizal as a course focuses on the teaching of
experience. Which of the following should she use? good and beauty consistent with the good and beauty in God. What philosophy supports
a. Teleconferencing this?
b. Self-paced program a. Existentialism b. Idealism c. Progressivism d. Social Reconstructionism Answer B.
c. Web-based instruction 8. Giving education the highest budgetary allocation, the Philippine government recognizes
d. Computer-aided instruction the possible contribution of its future citizens to the national development goals of the
Answer: C Philippine society. Which stressed this goal of education for social transformation?
a. Athenian education b. Followers of Christ
24. Which is NOT a basic consideration in selecting and evaluating the content of an c. Greek education d. Roman education
educational technology tool? Answer: D
a. Does it match the content? 9. The progressivists emphasized the individuality of the child. What is the concern of the
b. Can it be easily dismantled? reconstructionists?
c. Will it motivate and maintain interest? a. Experiential learning b. Socialization c. Social problem
d. Is there evidence of its effectiveness? Answer: C
Answer: B 10. One of the following quotations does not conform to the Christian doctrine of
Education for Humanitarianism. Which one is it?
25. Your father wanted to finish his long dreamed course but he wanted to do it at home a. Do unto others as you would like others do unto you
during his free time. Would you recommend an online learning? b. Love they neighbor as thyself
a. Yes, because online learning is the "in" thing c. Not on bread alone is man to live but on every utterance that comes from mouth of God
b. No, because online learning inhibits student-teacher interaction. d. Whatever good things we do to our poor, helpless brothers, we do it for God. Answer: C
c. No, because hiring a helper would enable him to attend regularly in his class.

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11. Scouting and Citizen's Army Training (CAT) give training in character-building, 20. Which philosophy approves a teacher who lectures most of the time and requires his
citizenship training, etc. Which leads to the creation of a new social order and a new students to memorize the rules of grammar?
society eventually. What philosophy supports this? a. Existentialism b. Idealism c. Pragmatism d. Realism
a. Existentialism b. Perennialism c. Progressivism d. Social reconstructionism Answer: D Answer: B
12. Teacher V demonstrated the technique on how to group students according to their 21. In a student conducted, the pupils were asked which nationality they would prefer if
needs and interests and how to use self-paced instructional materials. Which philosophy is given a choice. Majority of the pupils wanted to be Americans. In this case, in which
manifested in this activity? obligation relative to the state are schools seemed to be failing?
a. Essentialism b. Progressivism c. Realism d. Social Reconstructionism Answer: B a. Instill allegiance to the constitutional authorities b. Promote national pride c. Promote
13. Teacher G, a Christian Living teacher, puts so much significance on values obedience to the laws of the state d. Respect for all duly constituted authorities. Answer: B
development and discipline. What could be her educational philosophy? 22. Which subject in the elementary and likewise in the secondary schools are similar to
a. Idealism b. Pragmatism c. Progressivism d. Realism the goal of Rome to train the students for citizenship?
Answer: A a. Communication ARts b. MAPEH/PEHMS c. Science d. THE/TLE Answer: D
14. Which one does not illustrate the principle that rights and duties are correlative? 23. Which of the following schools practices is not based on Social Reconstructionism?
a. The right of an unmarried pregnant teacher to abort her baby in relation to her duty to a. Establishment of SDF b. Exemption of Scouts from CAT c. Promoting culture and arts in
protect her name and her job as a teacher schools d. Promoting project WOW Answer: C
b. The right of a state to compel students to military service is reciprocated by the duty of 24.Which of the following is the focus of the Japanese education in the Philippines?
the state to protect them a. Democratic ideals and nationalism b. Love and service to one's country c. Religion and
. c. The right to a living wage involves the duty of the school administrators to give the love for Asian brothers d. Vocational and health education
salary agreed upon and the duty of the teachers to give a fair amount of work. Answer: D
d. The right to life of children and to be given respect of such right. Answer: A 25. According to reconstructionism, the goal of education is to bring about a new social
15. Why should a teacher take the obligation upon himself to study and understand the order. Which practice best manifests this view?
custom and traditions of the community where he works? a. The class conducts scientific experiments to discover or verify concepts.
a. To change the culture of the community. b. The class discusses role models and their impact on society.
b. To have a sympathetic attitude for the people of the community. c. The class allowed to engage in divergent thinking.
c. To identify the weaknesses of the culture of the community. d. The class undertakes well-planned projects in the community. Answer: D
d. To please the people of the community. Answer: B
16. A teacher who is a recognized expert in carpentry works, taught his students how to
prepare and construct good and aesthetic furniture from local resources. What cultural MEASUREMENT & EVALUATION
transmission process is this?
a. Acculturation b. Enculturation c. Indoctrination d.Observation Answer: B 1. Who among the teachers described below is doing assessment?
17. Every first day of the school year, Miss Reyes prepared activities which will make her a. Mrs. Bautista who is administering a test to her students.
Grade 2 children, sing, plan, learn and introduce themselves to the class. What process did b. Mr. Ferrer who is counting the scores obtained by the students in his test.
the teacher emphasize? c. Ms. Leyva who is computing the final grade of the students after completing all their
a. Acculturation b. Enculturation c. Indoctrination d. Socialization Answer: D requirements.
18. Which program in the educational system seems to be aligned to the Christian d. Prof. Cuevas who is planning for a remedial instruction after knowing that students
humanitarian principle respect for the human personality? perform poorly in her test
a. The alternative learning system delivery b. The functional literacy program for the out-of- Answer: C
school youth and adults c. The promotion of the basic human rights of the Filipino d. The
study of the Philippine Constitution Answer: C 2. Mr. Fernandez is judging the accuracy of these statements. Which statements will he
19. With a death threat over his head, Teacher Liza is directed to pass an undeserving consider as correct?
student, if she is a hedonist, which of the following will she do? I. Test is a tool to measure a trait.
a. Don't pass him, live her principle of justice. She will get reward, if not in this life, in the II. Measurement is the process of qualifying a given trait.
next. III. Assessment is the gathering of quantitative and qualitative data.
b. Don't pass him. She surely will not like someone to give you a death threat in order to IV. Evaluation is the analysis of quantitative and qualitative data for decision making
pass. A. I and II only
c. Pass the student. That will be of use to her, the student and his parents. b. III and IV only
d. Pass the student. Why suffer the threat? c. I, II, and III
Answer: D d. I, III and IV
Answer: D

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 Answer: A
3. If I have to use the most authentic method of assessment, which of these procedures
should I consider? 9. Ms. Ortega tasked her students to show how to play basketball. What learning target is
a. Traditional Test she assessing?
b. Performance-based Assessment a. Knowledge
c. Written Test b. Reasoning
d. Objective Assessment c. Skills
Answer: B d. Products
Answer: C
4. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well
students have understood the lesson. What type of assessment was done? 10. Mr. Ravelas made an essay test for the objective "Identify the planets in the solar
a. Summative Assessment system". Was the assessment method used the most appropriate for the given objective?
b. Formative Assessment Why?
c. Diagnostic Assessment a. Yes, because essay test is easier to construct than objective test.
d. Placement Assessment b. Yes, because essay test can measure any type of objective.
Answer: B c. No, he should have conducted oral questioning.
d. No, he should have prepared an objective test.
5. Who among the teachers below performed a diagnostic assessment? Answer: D
a. Ms. Santos who asked questions when the discussion was going on to know who
among h er students understood what she was trying to emphasize. 11. Mr. Cidro wants to test students' knowledge of the different places in the Philippines,
b. Mr. Colubong who gave a short quiz after discussing thoroughly the lesson to determine their capital and their products and so he gave his students an essay test. If you were the
the programs of learning. teacher, will you do the same?
c. Ms. Ventura who gave 10-item test to find out the specific lessons which the students a. No, the giving of an objective test is more appropriate than the use of essay.
failed to understand. b. No, such method of assessment is inappropriate because essay is difficult.
d. Mrs. Lopez who administered a readiness test to the incoming grade one pupils. c. Yes, essay test could measure more than what other tests could measure.
Answer: C d. Yes, essay test is the best in measuring any type of knowledge.
Answer: A
6. You are assessing for learning. Which of these will you likely do?
a. Giving grades to students 12. What type of validity does the Pre-board examination possess if its results can explain
b. Reporting to parents the performance of their child. how the students will likely perform in their licensure examination?
c. Recommending new policies in grading students. a. Concurrent
d. Assessing the strengths and weaknesses of students. b. Predictive
Answer: D c. Construct
d. Content
7. Ms. Saplan is planning to do an assessment of learning. Which of these should she Answer: B
include in her plan considering her purpose for assessment?
a. How to give immediate feedback to student's strengths and weaknesses 13. Ms. Aviz wants to determine if the students' scores in their Final Test is reliable.
b. How to determine the area of interest of learners However, she has only one set of test and her students are already on vacation. What test
c. How to certify student's achievement of reliability can she employ?
d. How to design one's instruction a. Test-Retest
Answer: C  b. Kuder Richardson Method
c. Equivalent Forms
8. You targeted that after instruction, your students should be able to show their ability to d. Test-Retest with Equivalent Forms
solve problems with speed and accuracy. You then designed a tool to measure this ability. Answer: B
What principle of assessment did you consider in this situation?
a. Assessment should be based on clear and appropriate learning targets or objectives. Refer to this case in answering items 14-15
b. Assessment should have a positive consequence on student's learning Two teachers of the same grade level have set the following objectives for the day's
c. Assessment should be reliable. lesson. At the end of the period, the students should be able to:
d. Assessment should be fair. a. Construct bar graph, and

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b. Interpret bar graphs students will not just learn how to bake but also develop their interpersonal skills. How
should this lesson be assessed?
To assess the attainment of the objectives, Teacher A required the students to construct a I. She should give the students an essay test explaining how they baked the cake.
bar graph for the given set of data then she asked them to interpret this using a set of II. The students should be graded on the quality of their baked cake using a rubric.
questions as guide. Teacher B presented a bar graph then asked them to interpret this III. The students in a group should rate the members based on their ability to cooperate in
using also a set of guide questions. their group activity.
IV. She should observe how the pupils perform their tasks.
14. Whose practice is acceptable based on the principles of assessment?
a. Teacher A a. I, II, and III only
b. Teacher B b. I, III, and IV only
c. Both Teacher A and B c. I, II and IV only
d. Neither Teacher A nor Teacher B d. I, II, III, and IV
Answer: A Answer: C

15. Which is true about the given case? 20. If a teacher has set objectives in all domains or learning targets and which could be
a. Objective A matched with performance-based assessment while B can be assessed assessed using a single performance task, what criterion in selecting a task should she
using the traditional pen-and-paper objective test. consider?
b. Objective A matched with traditional assessment while B can be assessed using a a. Generalizability
performance-based method. b. Fairness
c. Both objective A and B matched with performance-based assessment. c. Multiple Foci
d. Both objective A and B matched with traditional assessment. d. Teachability
Answer: A Answer: C

16. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper- 21. Which term refers to the collection of students' products and accomplishments in a
pencil test? given period for evaluation purposes?
a. It puts non-linguistically intelligent at a disadvantage. a. Diary
b. It is not easy to administer. b. Portfolio
c. It utilizes so much time. c. Anecdotal record
d. It lacks reliability. d. Observation report
Answer: A Answer: B

17. Mr. Umayam is doing a performance-based assessment for the day's lesson. Which of 22. Mrs. Catalan allowed the students to develop their own portfolio in their own style as
the following will most likely happen? long as they show all the non-negotiable evidences of learning. What principle in portfolio
a. Students are evaluated in one sitting. assessment explains this practice?
b. Students do an actual demonstration of their skill. a. Content Principle
c. Students are evaluated in the most objective manner. b. Learning Principle
d. Students are evaluated based on varied evidences of learning c. Equity Principle
Answer: B d. Product Principle
Answer: C
18. Ms. del Rosario rated her students in terms of appropriate and effective use of some
laboratory equipment and measurement tools and the students ability to follow the 23. How should the following steps in portfolio assessment be arranged logically?
specified procedures. What mode of assessment should Miss del Rosario use? I. Set targets
a. Portfolio Assessment II. Select evidences
b. Journal Assessment III. Collect evidences
c. Traditional Assessment IV. Rate Collection
d. Performance-based Assessment V. Reflect on Evidences
Answer: D a. I, II, III, IV, V
b. I, III, II, V, IV
19. Mrs. Hilario presented the lesson on baking through a group activity so that the c. I, II, III, V, IV

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d. I, III, V, II, IV d. Developing Portfolios
Answer: B Answer: A

24. Which could be seen in a rubric? 4. Ms. Camba aims to measure a product of learning. Which of these objectives will she
I. Objective in a high level of cognitive behavior most likely set for her instruction?
II. Multiple criteria in assessing learning a. Show positive attitude towards learning common nouns
III. Quantitative descriptions of the quality of work b. Identify common nouns in a reading selection
IV. Qualitative descriptions of the quality of work c. Construct a paragraph using common nouns
a. I and II only d. User a common noun in a sentence
b. II, III and IV only Answer: C
c. I, II and III
d. I, II, III and IV 5. The students of Mrs. Valino are very noisy. To keep them busy, they were given any test
Answer: B available in the classroom and then the results were graded as a way to punish them.
Which statement best explains if the practice is acceptable or not?
25. The pupils are to be judged individually on their mastery of the singing of the national a. The practice is acceptable because the students behaved well when they were given a
anthem so their teacher let them sing individually. What should the teacher use in rating test.
the performance of the pupils considering the fact that the teacher has only one period to b. The practice is not acceptable because it violates the principle of reliability.
spend in evaluating her 20 pupils? c. The practice is not acceptable because it violates the principle of validity.
a. Analytic d. The practice is acceptable since the test results are graded.
b. Holistic Answer: C
c. Either holistic or analytic
d. Both holistic and analytic 6. Ms. Delos Angeles advocates assessment for learning. Which will she NOT likely do?
Answer: B a. Formative Assessment
b. Diagnostic Assessment
1. Mrs. Pua is judging the worth of the project of the students in her Science class based c. Placement Assessment
on a set of criteria. What process describes what she is doing? d. Summative Assessment
a. Testing Answer: A
b. Measuring
c. Evaluating 7. At the beginning of the school year, the 6-year old pupils were tested to find out who
d. Assessing among them can already read. The result was used to determine their sections. What kind
Answer: C of test was given to them?
a. Diagnostic
2. Mrs. Acebuche is comparing measurement from evaluation. Which statement explains b. Formative
the difference? c. Placement
a. Measurement is assigning a numerical value to a given trait while evaluation is giving d. Summative
meaning to the numerical value of the trait. Answer: C
b. Measurement is the process of gathering while evaluation is the process of quantifying
the data gathered. 8. The grade six pupils were given a diagnostic test in addition and subtraction of whole
c. Measurement is the process of quantifying data while evaluation is the process of numbers to find out if they can proceed to the next unit. However, the results of the test
organizing data. were very low. What should the teacher do?
d. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of a. Proceed to the next lesson to be able to finish all the topics in the course.
testing. b. Construct another test parallel to the given test to determine the consistency of the
Answer: A scores.
c. Count the frequency of errors to find out the lessons that the majority of students need to
3. Ms. Ricafort uses alternative methods of assessment. Which of the following will she not relearn.
likely use? d. Record the scores then inform the parents about the very poor performance of their child
a. Multiple Choice Test in mathematics.
b. Reflective Journal Writing Answer: C
c. Oral Presentation

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9. Mrs. Nogueras is doing an assessment of learning. At what stage of instruction should Answer: B
she do it?
a. Before instruction 14. The school principal has 3 teacher applicants all of whom graduated from the same
b. After instruction institution and are licensed teachers. She only needs to hire one. What should she do to
c. Prior to instruction choose the best teacher from the three?
d. During the instructional process I. Give them a placement test.
Answer: D II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before IV. Study their portfolios to examine the qualities of the students' outputs when they were in
she finalized the test she examined carefully if the test items were constructed based on College.
the competencies that have to be tested. What test of validity was she trying to establish? a. I and II.
a. Content-validity b. II and III.
b. Concurrent validity c. I and III, IV
c. Predictive validity d. II, III and IV
d. Construct validity Answer: D
Answer: A
15. What should be done first when planning for a performance-based assessment?
11. Mrs. Robles wants to establish the reliability of her achievement test in English. Which a. Determine the "table of specifications" of the tasks
of the following activities will help achieve her purpose? b. Set the competency to be assessed.
a. Administer two parallel tests to different groups of students. c. Set the criteria in scoring the task.
b. Administer two equivalent tests to the same group of students d. Prepare a scoring rubric.
c. Administer a single test but two different groups of students. Answer: B
d. Administer two different tests but to the same group of students.
Answer: B 16. To maximize the amount of time spent for performance-based assessment, which one
should be done?
Refer to the situation below in answer items 12 and 13 a. Plan a task that can be used for instruction and assessment at the same time.
A teacher set the following objectives for the day's lesson: b. Assess one objective for one performance task.
At the end of the period, the students should be able to: c. Set objectives only for cognitive domains.
a. Identify the parts of friendly letter d. Limit the task to one meeting only.
b. Construct a friendly letter using the MS Word, and Answer: A
c. Show interest towards the day's lesson
To assess the attainment of the objectives, Ms. Cidro required the students to construct 17. Who among the teachers below gave the most authentic assessment task for the
friendly letter and have it encoded at their Computer Laboratory using the MS Word. The objective "Solve word problems involving the four basic operations"
letter should inform one's friend about what one has learned in the day's lesson and how a. Mrs. Juliano who presented a word problem involving a four fundamental operations and
one felt about it. then asked the pupils to solve it.
b. Mrs. Mandia who asked her pupils to construct a word problem for a given number
12. Which is NOT true about the given case? sentence that involves four fundamental operations and then asked them to solve the word
a. Ms. Cidro practices a balanced assessment. problem they constructed.
b. Ms. Cidro's assessment method is performance-based. c. Mrs. Malang who asked her pupils to construct any word problem that involves the four
c. Ms. Cidro needs a rubric in scoring the work of the students. fundamental operations and then asked them to show how to solve it.
d. Ms. Cidro's assessment targets are all in the cognitive domain. d. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the
Answer: D four fundamental operations then formed them by twos so that each pair exchanged
problems and help solve each other's problem.
13. If Mr. Paraiso will have to make a scoring rubric for the student's output, what format is Answer: D
better to construct considering that the teacher has limited time to evaluate their work?
a. Analytic Rubric 18. Which is wrong to assume about traditional assessment?
b. Holistic Rubric a. It can assess individuals objectively.
c. Either A or B b. It can assess individuals at the same time.
d. Neither A nor B c. It is easier to administer than performance test.

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d. It can assess fairly all the domains of intelligence of an individual who are evidently poor in their performance had a rating of satisfactory. Cold there be a
Answer: D possible error in the use of the rubric?
a. Yes, the teacher could have committed the generosity error.
19. Which statement about performance-based assessment is FALSE? b. Yes, the teacher could have committed the central tendency source of error.
a. It emphasizes merely process. c. No, it is just common to see more of the students having grade of 3 in a 5-point scale.
b. It also stresses doing, not only knowing. d. No, such result is acceptable as long as it has a positive consequence to the students. 
c. It accentuates on process as well as product. Answer: B
d. Essay tests are an example of performance-based assessments.
Answer: A
1. In a positively skewed distribution, the following statement are true except
20. Under which assumption is portfolio assessment based? a. Median is higher than the mode.
a. Portfolio assessment is a dynamic assessment. b. Mean is higher than the Media.
b. Assessment should stress the reproduction of knowledge. c. Mean is lower than the Mode.
c. An individual learner is adequately characterized by a test score. d. Mean is not lower than the Mode.
d. An individual learner is inadequately characterized by a test score. Answer: C
Answer: D
2. Which of the following questions indicate a norm - referred interpretation?
21. Which is a good portfolio evidence of a student's acquired knowledge and writing a. How does the pupils test performance in our school compare with that of other schools?:
skills? b. How does a pupil's test performance in reading and mathematics compare?
a. Project c. What type of remedial work will be most helpful for a slow- learning pupil?
b. Test Results d. Which pupils have achieved master of computational skills?
c. Reflective Journal Answer: A
d. Critiqued Outputs
Answer: C 3. What is the performance of a student in the National Achievement Test (NAT) if he
obtained/got a stanine score of 5?
22. When planning for portfolio assessment, which should you do first? a. Between average and above average
a. Set the targets for portfolio assessment. b. Between average and below average
b. Exhibit one's work and be proud of one's collection c. Below average
c. Select evidences that could be captured in one's portfolio d. Average
d. Reflect on one's collection and identify strengths and weaknesses Answer: D
Answer: A
4. Based on the figure, which is true about the distribution?
23. Which kind of rubric is best to use in rating students' projects done for several days? a. Mean=55, median=48, mode=34
a. Analytic b. Mean=46, median=40, mode=37
b. Holistic c. Mean=63, median=63, mode=63
c. Either holistic or analytic d. The distribution is mesokrutic
d. Both holistic and analytic
Answer: A

24. Which is not true of an analytic rubric? Answer: C

a. It is time consuming
b. It is easier to construct than the holistic rubric 5. If quartile deviation is to median, what is to mean?
c. It gives one's level of performance per criterion a. Standard deviation
d. It allows one to pinpoint the strengths and weaknesses of one's work. b. Mode
Answer: B c. Range
d. Variance
25. Mrs. Bacani prepared a rubric with 5 levels of performance described in 5-excellent, 4- Answer: A
very satisfactory, 3-satisfactory, 2 needs improvement, 1-poor. After using this rubric with
these descriptions, she found out that most of her students had a rating of 3. Even those 6. In a normal distribution, which of the following is true?

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a. median=mode=mean d. Partly easy- partly difficult
b. median≠mode=mean Answer: A
c. median≠mode≠mean
d. Mean=median=mode 13. In a negatively skewed distribution, what kind of students does Teacher B have?
Answer: D a. Very good
b. Very poor
7. Which of the following situations may lower the validity of test? c. Average
a. Mrs. Josea increases the number of items measuring each specific skill from three to d. Heterogeneous
five. Answer: A
b. Mr. Santosa simplifies the language in the directions for the test.
c. Miss. Lopeza removes the items in the achievement test that everyone would be able to 14. In a positively skewed distribution, the students are?
answer correctly. a. Very good
d. None of the above. b. Very poor
Answer: D c. Average
d. Normally distributed
8. In a negatively skewed distribution, which of the following statements is true? Answer: B
a. Mode is lower than the mean.
b. Mean is lower than the mode. 15. In a positively skewed distribution, which of the following statements is true?
c. Median is higher than the mode. a. Mode = 67 while Media = 54
d. Mode is lower than the median. b. Median = 53 while Mean = 41
Answer: B c. Mean = 73 while Mode = 49
d. Median = 34 while Mode = 42
9. In  a negatively skewed distribution, the following statements are true EXCEPT? Answer: C
a. Mean is not higher than the median
b. Median is lower than the mode. 16. Which statements represent criterion-referenced interpretation?
c. Mean is lower than the mode. a. Lucresia did better in solving the linear equation than 80% of representative Algebra
d. Mode is less than the median. students.
Answer: D b. Lucresia's score indicates that she is able to solve about two thirds of all one-variable
linear equations of such complexity.
10. Miss Cortez administered a test to her class and the result is positively skewed. What c. Students who have reached Lucresia's level on linear equations usually succeed in the
kind of test do you think Miss Cortez gave to her pupils? subsequent unit on simultaneous equations with special help or extra time; i.e., Lucresia is
a. Post test ready to move ahead.
b. Pretest d. All of the above
c. Mastery test Answer: B
d. Criterion-referenced test
Answer: B 17. Bernard obtained a 97 percentile rank in an aptitude test. This means
a. He answered 97% of the items correctly.
11. The result of the test given by teacher A showed a negatively skewed distribution. b. He belongs to the 97% of the group who took the test.
What kind of test did Teacher A give? c. 79% of the examinees did better than her on the test.
a. The test is difficult d. He surpassed 97% of those who took the test.
b. It is not too easy nor too difficult Answer: D
c. It is moderately difficult
d. It is easy 18. Which set of scores has the least variability?
Answer: D Set 1   0,5,10,15,20
Set 2   25,35,45,55
12. When the distribution is skewed to the right, what kind of test was administered? Set 3   0,2,8,15,20
a. Difficult Set 4   505,501,503
b. Easy a. Set 1
c. Average/moderately difficult b. Set 2

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c. Set 3 Answer: C
d. Set 4
Answer: D 25. Mr. Gringo tried to correlate the scores of his pupils in the Social studies test with their
grades in the same subject last 3rd quarter. What test validity is he trying to establish?
19. Standard deviation is to variability as mode to? a. Content validity
a. Correlation b. Construct validity
b. Discrimination c. Concurrent validity
c. Central tendency d. Criterion related validity
d. Level of difficulty Answer: C
Answer: C
1. If a test item has a difficulty index of 0.06, how would you describe the test item?
20. Goring performed better than 65% of the total number of examinees in the district a. It is very easy.
achievement test. What is his percentile rank? b. It is moderately difficulty.
a. P35 c. It is very difficult
b. P65 d. It is difficult
c. P66 Answer: C
d. P75
Answer: B 2. Two sections have the same mean but the standard deviation of section 2 is higher than
section 1. Which of the two sections is more homogeneous?
21. Which is a guidance function of a test? a. Section 1
a. Identifying pupils who need corrective teaching b. Section 2
b. Predicting success in future academic and vocational education c. Both A and B
c. Assigning marks for courses taken d. None of the above
d. Grouping pupils for instruction within a class Answer: A
Answer: B
3. Miss Corteza administered a test to her class and the result is positively skewed. What
22. Mr. Reyes, an elementary school teacher in Science found out that many of his pupils kind of test do you think Miss Corteza gave to her pupils?
got very high scores in the test. What measure of central tendency should he use to a. Posttest
describe their average performance in the subject? b. Pretest
a. Mean c. Mastery test
b. Median d. Criterion-referenced test
c. Mode Answer: B
d. Range
Answer: B 4. In his second item analysis, Mr. Gonzales found out that more from the lower group got
the test item 15 correctly. What does this mean?
23. Which of the following indicates how compressed or expanded the distribution of a. The item has become more valid
scores is? b. The item has become more reliable
a. Measures of position c. The item has a positive discriminating power
b. Measures of central tendency d. The item has a negative discriminating power
c. Measures of correlation Answer: D
d. Measures of variability
Answer: D 5. Q1 is 25th percentile as media is to what percentile?
a. 40th percentile
24. The proportion passing the upper and lower group is .80 and .95, respectively. What is b. 60th percentile
the index of difficulty? c. 50th percentile
a. .38 d. 75th percentile
b. .40 Answer: C
c. .58
d. 1.02 6. Which is implied by a positively skewed scores distribution?

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a. The mean, the median, and the mode are equal. c. equal means, equal standard deviations
b. Most of the scores are high d. equal means, unequal standard deviations
c. Most of the scores are low.
d. The mode is high Answer: A
Answer: C
12. a. unequal variability, equal means, different shapes
7. In a normal distribution curve, what does a T-score of 60 mean? b. unequal means, equal variability, different shapes
a. Two SDs below the mean c. equal variability, equal means, different shapes
b. Two SDs below the mean d. unequal variability, unequal means, different shapes
c. One SD below the mean
d. One SD above the mean Answer: C
Answer: D
13. a. unequal means, equal standard deviations
b. equal means, unequal standard deviations
  c. equal means, equal standard deviations
d. unequal means, unequal standard deviations
For items 8 to 13, what does each figure/distribution on the right indicate?
Answer: D
8. a. mean > median > mode
b. mean < mode > median 14. In conducting a parent- teacher conference, which of the following is NOT true?
c. mean > mode < median a. Be friendly and informal
d. mean < median < mode b. Be a know-it-all person
c. Be willing to accept suggestions
Answer: D d. Be careful in giving advice
Answer: B
9. a. mode < mean < median
b. mode > mean > median 15. In a frequency distribution, what is the midpoint of the class interval whose lower and
c. median < mode > mean upper limits are 99.5 and 109.5?
d. none of the above a. 107.0
b. 105.0
Answer: D c. 104.5
d. 102.5
10. a. equal means, unequal standard deviations Answer: C
b. equal means, equal standard deviations
c. unequal means, equal standard deviations 16. In a frequency distribution, what is the interval size of the class whose lower and upper
d. unequal means unequal standard deviations limits are 9.5 and 19.5?
a. 11.0
b. 10.0
c. 9.0
d. 5.0
Answer: B

17. Given a mean of 55 and a standard deviation of 8, what two scores include one
standard deviation below and above the mean?
a. 46 and 63
Answer: A b. 47 and 64
c. 47 and 63
11. a unequal means, equal standard deviations d. 46 and 64
b. unequal means, equal standard deviations Answer: C

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 d. .70
18. Given the same mean of 55 and standard deviation of 8, what score corresponds to Answer: C
two standard deviation above the mean?
a. 70 24. Which is an example of affective learning outcome?
b. 71 a. Interpret stimuli from various modalities to provide data needed in making adjustments
c. 72 to the environment
d. 73 b. Judge problem and issues in terms of situations involved than in terms of fixed dogmatic
Answer: B thinking
c. Appreciate the quality and worth of the story read
19. What principle of test construction is violated when one places very difficult items at the d. None of the above
beginning; thus creating frustration among students particularly those of average ability Answer: B
and below average?
a. All the items of particular type should be placed together in the test. 25. Mr. Mirasol who is a high school teacher in English conducted an item analysis of her
b. The items should be phrased so that the content rather than the form of the statements test. She found out that four of the items of the test obtained the following difficulty and
will determine the answer. discrimination indices and as follows:
c. All items should be approximately 50 percent difficulty.
d. The items of any particular type should be arranged in an ascending order of difficulty. Item Number Difficulty Index Discrimination Index
Answer: D
1 .58 .49
20. Mrs. Reyes would like to find out how well her students know each other. What
assessment instrument would best suit her objective? 2 .92 .72
a. Self-report instrument
b. Sociometric technique 3 .09 .32
c. Guess-who technique
d. All of the above 4 .93 .15
Answer: C

21. Mr. Reyes asked his pupils to indicate on the piece of paper the names of their Which of the above items should be discard in her item pool?
classmates whom they would like to be with for some group activity, what assessment a. Item 1
technique did Mr. Reyes use? b. Item 2
a. Self-report technique c. Item 3
b. Guess-who technique d. Item 4
c. Sociometric technique Answer: D
d. Anecdotal technique
Answer: C PHILOSOPHIES OF EDUCATION

22. Which of the following assessment procedures/tools is useful in assessing social PHILOSOPHIES OF EDUCATION
relation skills? What is Philosophy?
a. Anecdotal record - is the science that seeks to organize and systemize all fields of knowledge as a means of
b. Attitude scale understanding and interpreting the totality of reality.
c. Peer appraisal - systematic and logical explanation of the nature, existence, purpose and relationships of
d. any of the above things, including human beings in the universe.
Answer: C Main Branches of Philosophy
 1. Metaphysics – deals with the first principles, the origin an essence of things, the causes
23. If the proportion passing for the upper and lower group is .90 and .30 respectively, what and end of thing. 
is the discrimination index? - it is the science of existence.
a. .40 2. Epistemology – deals with knowledge and with ways of knowing.
b. .50  - Conceptua
c. .60 - Perceptual
  – Intuitive
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 3. Axiology – deals with purposes and values. Influence of the family especially the parents.
- Ethics Influence of peers and associates.
4. Logic – deals with the correct way of thinking. Religious orientation
Major Philosophies of Education Social approval
 1. Idealism – (Platonic) Reality consists of transcendental universal, form, or ideals which Cultural patterns
are the object of true knowledge. Financial status
(DECS order No. 13 s 1998 – Revised rules and regulation on the teaching of religion in Psychological traits
public elementary and secondary schools) Sex
2. Naturalism – This opposed to idealism. This is the view that the whole of reality is Health and physical fitness
nature. Education
3. Pragmatism – a tendency, movement, or more definite system of thought in which stress 8. Positivism
is place upon critical consequence and values as standard for explicating philosophic - a philosophical movement characterized by an emphasis upon science and scientific
concept, and as a test of truth lies in its practical consequence and that the purpose of method as the only source of knowledge.
conduct. 9. Relativism
- a doctrine of relationism or relativity – a theory that knowledge is relative to the limited
 - James nature of the mind and the condition of knowing.
- Chiller 10. Materialism
- Dewey - it maintains that all events are not true to the nature of independent reality and that holds
4. Supernaturalism – has a purpose to educate the individual for his life here on earth and that absolutely true knowledge is impossible.
to prepare for the life beyond. 11. Empiricism
 Humanism – places human being over in above worldly things.  - it spouses that legitimate human knowledge arises from what is  provided to the mind by
5. Realism– universals are independent of antecedent to and more real than the specific the senses or by introspective awareness through experience.
individual instances in which they manifest. -hence it believes on education through
6. Progressivism  12. Romanticism
  – dominated by the technological experimental advancement which have so powerfully - it questioned the notions of the enlightenment that had dominated Europe in the early
shaped our modern culture. 18th century.
(DECS order No. 57 s 1998 – Clarification on the changes in the Social Studies Program, 13. Epicureanism
WH for 3rd year and Economics for  4th year) - philosophical teaching about nature and ethics that was derived from the writing of
(DECS order No 91 s. 1998 – Changes in the THE program of the NSEC) Epicurus.
Some important features of Progressivism - this philosophy base its knowledge on sense perception, asserting that sensations are
The child as the center of the educational process. invariably good.
It emphasizes learning by doing.  14. Hedonism
Advocates of Progressivism  - it centers on pleasure
John Dewey  - learning is pleasurable
William Kilpatrick  15. Utilitarianism
7. Existentialism - it believes that any moral theory that value of human actions, policies, and institutions by
 - Puts emphasis on the uniqueness of the individual. their consequences in men’s experience or by general welfare of all person affected by
- Existence precedes, that is, essence is created by existence. them.
 - Human nature is a product of existence. 16. Communism
- Holds the view that human existence, or the human situation is the starting point of - disregard basic human rights and educates the young for subservience to the state.
thinking. 17. Fascism
  – It emphasizes concreteness of the individual.   – conceives that the state is an absolute.
- It values the freedom of choice, individual dignity, personal love, and creative effort.  18. Progressivism
 (DECS order no. 65 s. 1998 – revised Guidelines on the selection of honor students in - it emphasizes that educational concern must be on the child interest, desires, and the
secondary level) learners freedom as an individual rather than the subject matter.
(DECS order no. 10 s. 1998 – Revised system of rating and reporting of student 19. Essentialism
performance for secondary schools)  - it ascribes ultimate reality to immense embodied in a thing perceptible to the senses.
Freedom of choice is an important value of existentialism and is determined or affected to
a large extent several factors among which are the following: The Educational Philosophies of Frontier Thinkers of Education

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SOCRATES 10. Spencer
            a. The end of life is knowledge.     Knowledge that is best for use in life is also best for the development of power.
            b. Knowledge is virtues   Emphasis on physical education.
            c. “Know thyself”   Importance of science in the curriculum
2. PLATO
            a. Each person should devote his life to that which he is best fitted to do. 11. WILLIAM JAMES
            b. The function of education is to determine what each individual is by nature fitted   Mental activity is functional.
to do.     Knowledge is instrumental.
            c. Social justice (Give what is due to whom it is due)   It is consequences that make the choice good or bad.
            d. Intellectual aristocracy (The rule of the intellectual elite) 12. JOHN DEWEY
3. ARISTOTLE    Education is life
            a. Virtue is not possession of knowledge but state of the will.    Education is growth
            b. The end of education is knowledge alone, but the union of the intellect and the    Education is a social process
will or knowledge express in action.   Education is a continuous reconstruction of experiences. 
            c. Reality, not ideas but the performance, is the highest function. 13. JESUS CHRIST
            d. Adaptation of education to the form of government.    Right relationship with God should precede all kinds and types of education.
            e. Objective and scientific not introspective method of education      “But seek ye first the kingdom of God, and His righteousness, and everything shall be
4. Comenius added unto you” (Matthew 6:33)
            a. Development of the whole life.  Education should be used for service.
            b. Follow the order of nature.     “Give thyself” is the philosophy of service of Jesus.
            c. Training for character.
            d. Both sexes should be included in education. FUNCTION OF PHILOSOPHIES OF EDUCATION
5. LOCKE   1. Provide guidelines in the formulation of the educational policies and programs and in
            a. “Tabula rasa” or “blank paper” theory the construction of curricula.
            – a child is born with a blank mind (neither good or bad)   2. Provide direction toward which all educational effort should be exerted.
            b. Education can shape the pupil according to the will of the teacher.   3. Provide theories and hypothesis which may be tested for their effectiveness and
            c. Formal discipline efficiency.
            – Training gained in one area can be applied in another area.    4. Provide norms or standards for evaluation purposes.
Importance of Philosophy of Education to the Teacher
 6. Rousseau     1. Provides the teacher with basis for making his decision concerning his work.
            a. Development of the child according to his nature. 2. Help the teacher develop a wide range of interest, attitudes, and values concomitant to
            b. Man should live a simple life. his professional life as teacher.
            c. The child, the important 3. Makes a teacher more aware of his own life and work, and makes him more dynamic,
            d. Use of instinctive tendencies as the starting point of education discriminating, critical and mentally alert.
   7. Peztalozzi    4. Philosophy of education saves time, money and effort
            a. Education as the process of organized growth. Philosophical Foundation of Education
            b. All education should be founded upon laws of natural development of the child. A. Hinduism
            c. Use of object in teaching.   – (Dharma), characterized by honesty courage, service, faith, self-control, purity, and non-
            d. Emphasis on method and technique of teaching. violence
   8. HERBART    Dharma can be achieved through Yoga
            a. Doctrine of apperception   Believes that one should be able to control and regulate his desires, not to devote life to
            b. Education should be specific. sensual pleasure success.
            c. Mind is a unity, possessing but one power, that of entering into relation with its   Religion should be practical.
environment.  God is truth and the best way to seek the truth is by practicing non-violence (Ahimsa)
   9. FROEBEL B. Buddhism
a. Self-activity as the means of development.  Believes that personal gratification is the root of suffering in the world.
b. Play, spontaneous activity, manual and industrial development are utilized to promote The teaching of Buddha centered on four noble truths:
self-realization.     1. All life is suffering, pain, and misery
c. Process of education determined by the nature of the child.      2. Selfish craving and personal desire.

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    3. Suffering can cease. 2. Teacher E asks student A to identify and analyse events, ideas or objects in order to
  4. Way to overcome this misery is through following the Eight Fold Paths state their similarities and difference. In which part of the lesson does said activity take
2. Chinese Philosophies place?
   Confucianism, A. Preparation B. Generalization C. Application
- an essentially optimistic system of belief, argued that those who were naturally virtuous D. Comparison & abstraction
should, while behaving with loyalty and respect, help to govern their country by maintaining 3. Which part of the lesson is involved in giving of situation or activities based on the
their independence and criticizing their rulers if necessary: The government served its concepts learned?
citizens, rather than the reverse. A. Preparation B. Generalization C. Application
  D. Comparison & abstraction
Taoism, 4. Teacher F wants the class to find out the effect of heat on matter. Which method will
 -  by contrast, taught that humans should withdraw from culture and society, devoting help him accomplish his objective?
themselves to meditation and, like water, adapt themselves to natural forces. A. Project method B. Laboratory method C. Problem method
3. Japanese Philosophy D. Expository method
  Zen Buddhism 5. In Math, teacher G presents various examples of plane figures to her class.
- No savior/s paradise, faith on God, no scriptures. Afterwards, she asks the students to give the definition of each. What method did she
    -The third eye helps one to see things in addition to what our two eyes show us, and use?
should be attuned to the things around us. A. Inductive B. Laboratory C. Deductive
 Emphasizes silent meditation, aiming to awaken the mind in each person. D. Expository
4. Muslim Philosophy 6. Teaching Tinkling to I – Maliksi becomes possible through the use of
   Islam A. Inductive method B. Expository method C. Demonstration method
- Emphasized a total commitment in faith obedience, and trust to one and only God. D. Laboratory method
   Koran, its sacred book is the word of God. 7. What is the implication of using a method that focuses on the why rather than the how?
    Each person will be tried on the judgment when Allah will judge all souls. A. There is best method
    Believes in paradise, an oasis of flowing water, pleasant drinks, food and sensual B. A typical one will be good for any subject
delights. C. These methods should be standardized for different subjects
   Five Pillars of Islam: D. Teaching methods should favour inquiry and problem solving
–        1. Belief in one God 8. When using problem solving method, the teacher can
–        2. Prayer A. Set up the problem C. Propose ways of
–        3. Fasting obtaining the needed data
–        4. Alms giving B. Test the conclusion D. Help the learners
–        5. Pilgrimage to Mecca define what is to be solved
5. Christian Philosophy 9. Which part of the lesson does the learner give a synthesis of the things learned?
God is the Creator of all thing A. Motivation B. Application C. Evaluation
 Jesus is the Messiah, Christ, Son of God D. Generalization
  Human being is a sinner who requires redemption 10. The strategy of teaching which makes of old concept of “each-one-teach-one” is
   Jesus came down to earth to redeem mankind similar to
   Baptism is necessary for salvation A. Peer learning B. Independent learning C. Partner
   There is life after death learning D. Cooperative learning
11. When using instructional material, what should the teacher primarily consider?
PROFESSIONAL EDUCATION A. The material must be new and skilfully made C. The material
must stimulate and maintain students’ interest
1. Devices can make a lecture more understandable and meaningful. What is the most B. It must be suited to the lesson objective D. It must be
important thing a teacher should consider in the selection and utilization of instructional updated and relevant to Filipino setting
materials? 12. Which is NOT a provision for the development of each learner in a good curriculum?
A. Objectives of the lessons C. Attractiveness of A. Extensive arrangements are made for the educational diagnosis of individual
instructional materials learners
B. Availability of instructional materials D. Degree of interest on B. Self-directed, independent study is encouraged wherever possible and
the part of the students advisable

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 C. Self-motivation and self-evaluation are stimulated and emphasized throughout A. Teleconferencing B. Self-paced program C. Web-based instruction
the learning opportunities of the school D. Computer-aided instruction
D. The program provides a wide range of opportunities for individuals with the 23. With the increasing use of educational technology inside the classroom, what role is
same abilities , needs and interests expected of the teacher?
13. In the elementary level, English literature and Social studies relate well. While history is A. Facilitator B. Researcher C. Knowledge giver
being studied, different literary pieces during the historical period is being studied as D. Source of information
well. What curriculum design is shown here? 24. It is impractical to bring real objects to the classroom s Aaron constructed a three-
A. Separate Subject design B. Discipline design C. Correlation design dimensional visual instead. Which of the following did he construct?
D. Broad field design A. Chart B. Cartoon C. Model
14. Ms. Mateo, a History teacher considers the element of time in arranging the content of D. Graphic organizer
her lessons in World History. What way of establishing sequence is given emphasis by 25. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Ms Mateo? Filipino. In which activity in the teaching-learning process is it very effective?
A. Simple to complex B. Part to whole C. Concrete to abstract A. In developing listening skills B. In teaching creative writing C. In composing
D. Chronological poems D. In building concepts.
15. Teacher Dominguito believes that a new respect for the child is fundamental in 26. If I have to use the most authentic method of assessment, which of these procedures
curriculum. Thus, all activities in the classroom are geared towards the development of should I consider?
the child- the centre of the educative process. To which approach in curriculum does A. Traditional Test C. Written test
Teacher Dominguito adhere? B. Performance-based assessment D. Objective
A. Learner-centered B. Subject-centered C. Problem-centered assessment
D. Pragmatic 27. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well the
16. Which curriculum design element is taking place when Eduardo, a 4 th year student can students have understood the lesson. What type of assessment was done?
connect the lessons he learned in a subject area to a related content in another subject A. Summative assessment B. Formative assessment C.
area? Diagnostic assessment D. Placement assessment
A. Articulation B. Balance C. Continuity 28. Ms. Ortega tasked her students to show how to play basketball. What learning target is
D. Integration she assessing?
17. The following curricular changes too place in what particular period? Restore Grade A. Knowledge B. Reasoning C. Skills
VII, double-single session was abolished and more textbooks were written by Filipino D. Products
authors 29. What type of validity does the pre-board examination possesses if its results can
A. American period B. Philippine republic C. Japanese occupation explain how the student will likely perform in their licensure examination?
D. New society A. Concurrent B. Predictive C. Construct
18. What process is being undertaken by curriculum developers when they enrich or D. Content
modify certain aspects of a particular program without changing its fundamental 30. Which term refers to the collection of student’s product and accomplishments in a
conceptions? given period for evaluation purposes?
A. Curriculum improvement C. Curriculum design A. Diary B. Portfolio C. Anecdotal record
B. Curriculum change D. Curriculum D. Observation report
implementation 31. Mrs. Pua is judging the worth of the project of the students in her Science class based
19. What refers to the authenticity of the content selected by the curriculum developer? in a set of criteria. What process describes what she is doing?
A. Feasibility B. Learn ability C. Significance A. Testing B. Measuring C. Evaluating
D. Validity D. Assessing
20. Which is NOT a component of curriculum designing? 32. Ms. Ricaforte uses alternative methods of assessment. Which of the following will her
A. Objective B. Learning content C. Learning experiences NOT likely use?
D. Diagnosis of needs A. Multiple choice test B. Reflective journal writing C. Oral
21. What do you call the curriculum when the teacher puts into action all the different presentation D. Developing portfolios
planned activities planned activities in the classroom? 33. Mrs. Nogueras is doing an assessment OF learning. At what stage of instruction
A. Recommended curriculum C. Taught curriculum should she do it?
B. Written curriculum D. Supported curriculum A. Before instruction B. After instruction C. Prior to instruction
22. Prof. Delos Santos is thinking of an online learning approach by which content D. During the instructional process
provides links to information at other locations and serves as a focal point for a 34. In a positively skewed distribution, the following statements are true EXCEPT
distance education experience. Which of the following should she use?

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 A. Median is higher than the mode C. Mean is lower A. Fixed Interval B. Variable Interval C. Fixed Ratio
than the mode D. Variable Ratio
B. Mean is higher than the median D. Mean is not 46.Here is a test item: “The improvement of basic education should be the top priority of
lower them the mode the Philippine Government. Defend or defy this position.” What type of question is this?
35. If quartile deviation is to median, what is to mean? A. Analysis B. Convergent C. Evaluative
A. Standard deviation B. Mode C. Range D. Low level
D. Variance 47.Student A wishes to write a lesson plan. Which question s/he asks herself first?
36. Miss Cortez administered a test to her class and the result is positively skewed. What A. What material will I need? C. What do I want to
kind of test do you think Miss Cortez gave to her pupils? accomplish
A. Post-test B. Pertest C. Mastery test B. How will I get things started? D. What
D. Criterion-referenced test exercises will I give my students?
37. The result of the test given by teacher A showed a negatively skewed distribution. 48.Which of the following characterizes best an effective classroom manager? One who is
What kind of test did teacher a give? friendly yet
A. The test is difficult B. It is not too easy or too difficult C. It is A. Rigid B. demanding C. business-like
moderately difficult D. It is easy D. buddy-buddy
38. Standard deviation is to variability as mode to _______________ 49.Which of the classroom activity below is effective?
A. Correlation B. Discrimination C. Central A. The concept learned is applicable to daily life C. The
tendency D. Level of difficulty techniques and approaches used are varied
39. Goring perform better than 65% of the total number of examinees in the district B. The variety of instructional materials used is evident D. The laughter and
achievement test. What is his percentile rank? enjoyment of students are contagious
A. P35 B. P65 C. P66 50.Which of the following characterizes beat a well-managed class? Which learners?
D. P75 A. Are controlled by the teacher C. Blindly obey
40. Which is a guidance function of a test? teacher’s instructions
A. Identifying pupils who need corrective teaching C. B. Pursue their task without inhibition D. Are
Assigning marks for courses taken engaged in an activity that leads them to realize the set goal
B. Redacting success in future academic and vocational education D. 51.Which of the following belongs to a lower-order thinking skills?
Grouping pupils for instruction within a class A. Teaching for meaning C. Encouraging
41. Mr. Labanga, an elementary school teacher in Science found out that many of his creativity
pupils got very high scores in the test. What measure of central tendency should he B. Asking convergent question D. Making the
use to describe their average performance in the subject? students aware of their mental processes
A. Mean B. Median C. Mode 52.When should Teacher M undertake the task of setting up routine activities?
D. Range A. Every homeroom period C. On the very first day of
42. Which of the following indicates how compressed or expanded the distribution of school
scores is? B. Every day at the start of the session D. As soon as the
A. Measure of position B. Measure of central tendency C. Measures of students have adjusted to their schedule
correlation D. Measure of variability 53.Which of the following marks a conducive environment?
43. Mr. Gringo tried to correlate the scores of his pupils in Social studies test with their A. Excessive praise B. long assignments C. Individual competition
grades in the same subject last 3rd quarter. What test validity is he trying to establish? D. cooperative learning
A. Content validity B. Construct validity C. Concurrent validity 54.Which of the following helps develop critical thinking?
D. Criterion-related validity A. Asking low level questions C. Blind obedience authority
44. In his second item analysis, Mr. Gonzales found out that more from the lower group got B. Asking convergent questions D. Willingness to suspend
the test item 15 correctly. What does this mean? judgement until sufficient evidence is presented
A. The item has become more valid C. The item has a 55.What design element established the vertical linkage form level to level to avoid getting
positive discriminating power gaps and wasteful overlaps?
B. The item has become more reliable D. The item has a A. Articulation B. Balance C. Scope
negative discriminating power D. Sequence
45. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of 56.What refers to the authenticity of the content selected by the curriculum developer?
reinforcement is used by Mr. Lorenzo? A. Feasibility B. Learnable C. Significance
D. Validity

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57.What do we call the allocation of content to a definite grade capable of learning? 67.Reading in the content area aims to help students make sense of the text and negotiate
A. Time allotment B. Grade Level C. Grade replacement meanings as readers actively interact with the text. Which of the following activities will
D. Maturity level nest achieve this goal?
58.Which pattern of experience centered curriculum centers on the normal activities of A. Have reading of the text be done at home C. Make them
children and is based on each child’s needs, interests and potentials? read silently
A. Child centered B. Activity C. Social function B. Allow students to ask questions D. Practice oral
D. Specific competencies reading fluency
59.Which curriculum development phase focuses on the change which will take place in 68.Ronald is about to buy a book. After taking a book form the display shelf, he looked at
certain aspects of the curriculum without changing the fundamental conceptions? the title, opened it and looked at the table of contents, then the summary found at the
A. Curriculum planning B. Curriculum improvement C. back cover. He realized that what he took from the shelf is not what he needs. Which of
Curriculum design D. Curriculum evaluation the following strategies do you think id Ronald do to decide why he does no need it?
60.Which is NOT a component of curriculum designing? A. Scanning B. Close reading C. Skimming
A. Objective B. Learning content C. Learning experiences D. Careful slow reading
D. Diagnosis of needs 69.After M. Rivas planned her lesson in English, she found out that the materials at hand
61.Who controls the subject centered curriculum? do not match her objectives. Which is the best thing she can do?
A. Learner B. Teacher C. Parent A. Modify the available materials C. Teach the
D. Separate subjects lesson the following day
62.To ensure success in curriculum development, which of the following specific actions B. Change the objectives to match with available materials D. Carry out the
should a curriculum leader avoid? lesson as planned and use the materials at hand
A. Work with people not over them C. Use your 70.With the increasing use of the educational technology inside the classroom, what role is
status frequently to establish discipline expected of the teacher?
B. Keep channels of communication open D. Show that you A. Facilitator B. Knowledge giver C. Researcher
too desire to improve D. Source of information
63.Which of the following is a reason for the continuous appraisal of the existing curriculum 71.It is impractical to bring real objects to the classroom so Aaron constructed a three-
in all levels? dimensional visual instead. Which of the following did he construct?
A. New national policies in government C. Changing A. Chart B. Cartoon C. Model
needs and condition of society D. Graphic organizer
B. Economic status of the people D. Political trust 72. Standard deviation is to variability as mode to _______________
of the country B. Correlation B. Discrimination C. Central
64.Which of the following best defines curriculum development? tendency D. Level of difficulty
A. The total mental phenomenon directly received at any given time 73. Goring perform better than 65% of the total number of examinees in the district
B. The planning of learning opportunities intended to bring about certain desired achievement test. What is his percentile rank?
changes in pupils and the assessment of the extent B. P35 B. P65 C. P66
To which these changes have taken place D. P75
C. A continuous cycle of activities in which all elements of curriculum are 74. Which is a guidance function of a test?
considered A. Identifying pupils who need corrective teaching C. Assigning marks for
D. Education is aiding each child to be socially creative individuals courses take
65.What do you call the curriculum when the teacher puts into action all the different B. Redacting success in future academic and vocational education
planned activities in the classroom? D. Grouping pupils for instruction within a class
A. Recommended Curriculum B. Taught Curriculum C. Written Curriculum 75. Mr. Labanga, an elementary school teacher in Science found out that many of his
D. Supported Curriculum pupils got very high scores in the test. What measure of central tendency should he
66.All the reading theories recognize the role of the reader and the text in the use to describe their average performance in the subject?
comprehension process. However, only the interactive model accounts for the role of A. Mean B. Median C. Mode
the reading situation in the meaning-making process. What factors does the interactive D. Range
model consider in the reading process? 76. Which of the following indicates how compressed or expanded the distribution of
A. Outcome B. task C. context scores is?
D. purpose A. Measure of position B. Measure of central tendency C. Measures of
correlation D. Measure of variability

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77. Mr. Gringo tried to correlate the scores of his pupils in Social studies test with their 88. Mrs. Alvarez conducts research on the psychological domain of development. In what
grades in the same subject last 3rd quarter. What test validity is he trying to establish. particular area of the child’s development is Mrs. Alvarez mostly like to be interested
A. Content validity B. Construct validity C. Concurrent with?
validity D. Criterion-related validity A. Perpetual abilities B. Emotions C. Brain-wave patterns
78. In his second item analysis, Mr. Gonzales found out that more from the lower group got D. Use of language
the test item 15 correctly. What does this mean? 89. Which of the following is the correct order of psychosexual stages proposed by
A. The item has become more valid C. The item has a Sigmund Freud?
positive discriminating power A. Oral stage, anal stage, phallic stage, latency stage, genital stage
B. The item has become more reliable D. The item has a B. Anal stage, oral stage, phallic stage, latency stage, genital stage
negative discriminating power C. Oral stage, anal stage, genital stage, latency stage, phallic stage
79. Q1 is 25th percentile as median is to what percentile? D. Anal stage, oral stage, genital stage, latency stage, phallic stage
A. 40th percentile B. 60th percentile C. 50th percentile 90. What is the best description of Erickson’s psychological theory of human
th
D. 75 percentile development?
80. Mrs. Del Salvatier would like to find out how well her students know each other, what A. Eight crises all people are thought to face
assessment instruments would best suit her objective? B. Four psychological stages in the latency period
A. Self-report instrument B. Sociometric technique C. C. The same number of stages as Freud’s but with different names
Guess-who technique D. All of the above D. A stage theory that is not psychoanalytic
81. Which of the following assessment procedures/tools is useful in assessing social 91. In Erickson’s theory, what is the unresolved crisis of an adult who has difficulty
relation skills? establishing a secure, mutual relationship with a life partner?
A. Anecdotal record B. Attitude scale C. Peer appraisal A. Initiative vs. Guilt B. Intimacy vs. Isolation C. Autonomy vs.
D. Any of the above Shame and Doubt D. Trust vs. Mistrust
82. Which educational level/s/provide/s for free and compulsory as stipulated in Article Iv, 92. Alyssa is eight years old, and although she understand some logical principles, she still
section 2 of the Philippine constitution? has troubles in understanding hypothetical concepts. According to Piaget, Alyssa
A. Elementary level B. Secondary level C. Elementary & belongs to what particular stage of cognitive development?
secondary levels D. Tertiary level A. Sensorimotor B. Concrete operational C.
83. Who among the following is in the category of non- academic personnel as provided Preoperational D. Formal operational
for under Education Act 1982? 93. Which of the following provides the best broad description of the relationship between
A. Guidance counsellors B. School principals C. School nurse heredity and environment in determining height?
D. School librarian A. Heredity is the primary influence, with environment affecting development only
84. How is gradual progression of teacher’s salary form minimum to maximum done? in severe situations.
A. Regular increment every year C. Regular B. Heredity and environment contribute equally to development
increment every 3 years C. Environment is the major influence on physical characteristics.
B. Increment after ten years of service D. Increment after 5 D. Heredity directs the individual’s potential and development determines whether
years and to what degree the individual reaches that potential.
85. What appointment can be given to Teacher a who possesses the minimum 94. What is the correct sequence of prenatal stages of development?
qualifications but lacks the appropriate civil service eligibility? A. Embryo, germinal, fetus C. Germinal, embryo,
A. Contractual basis B. Permanent C. Provisional fetus
D. Substitute B. Germinal, fetus, embryo D. Embryo, fetus,
86. Which of the following is true about human development? germinal
A. Human development consider both maturation and learning 95. When a baby realized that a rubber duck which has fallen out the tub must be
B. Development refers to the progressive series of changes of orderly coherent somewhere on the floor, he is likely to achieved what aspect of cognitive development?
type toward the goal maturity. A. Object permanence C. Mental combination
C. Development is the gradual and orderly unfolding of the characteristics of the B. Differed imitation D. Goal-directed behavior
individuals as they go through the successive stages of growth 96. Which of the following will be Freud’s description of the child’s behavior if he has a
D. All of the above biting, sarcastic manner?
87. What do you call the quantitative increase in terms of height and weight as observed A. Anally explosive C. Fixated in the oral
but the school physician during the physical examination of the students? stage
A. Development B. Learning C. Growth B. Anally retentive D. Experiencing the crisis
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97. What is Freud’s idea about a young boy’s guilt feeling brought about by jealousy of his B. Number of years of service D. Her regular salary +
father’s relationship with his mother? 25% of her basic pay
A. Electra complex C. Phallic complex 106. Which of the following shows responsiveness of public officials and
B. Oedipus complex D. Penis envy complex employees?
98. When a little girl who says she wants her mother to go on vacation so that she can A. Avoiding wastage in public funds C. Formulating rules
marry her father, Freud believes that he is voicing a fantasy consistent with? regarding work
A. Oedipus complex C. Theory of the mind B. Providing public information D. Encouraging
B. Electra complex D. Crisis of initiative vs. appreciation of government services
Guilt 107. Teacher S, a Science teacher has been accused of sexual harassment by
99. Which of the following can best describe the prescribe the preschooler’s readiness to one her students. What should the school principal do?
learn new task and play activities? A. Ask the teacher to surrender to the police C. Tell the
A. Emerging competency and self-awareness C. Theory of the teacher to stop reporting to school
Mind B. Advice the teacher to transfer to other school D. Create a
B. Relationship with parents D. Growing identification committee to investigate the accusation
with others 108. Teacher T receives a love letter form one of her third year high school
100. Erickson’s noted that when preschoolers eagerly begin many new activities student in English. What should Mr. Martin do?
but are vulnerable to criticism and feelings failure, they are experiencing what A. Read her letter to the class
particular crisis? B. Kept the student express her feelings through letters
A. Identity vs. role confusion C. Basic trust vs. mistrust C. Return the letter to the student and tell her to not do it again
B. Initiative vs. Guilt D. Efficacy vs. D. Surrender the letter to the parent of the student
helplessness 109. Mr. Nico, a Social Science teacher is advocating reforms which the principal
101. Teacher P, the English coordinator was assisted by Teacher Q throughout failed to recognize. What should the principal do?
the celebration of English Week. What should Teacher P do to acknowledge Teacher A. Subject Mr. Nico to a disciplinary measure
Q’s assistance? B. Just keep quiet about the behavior of Mr. Nico
A. Buy her a gift C. Call Mr. Nico to the office and clarify things out with him
B. Keep quiet about the assistance received D. Send Mr. Nico a memo requiring him to explain his behavior
C. Mention formally to the principal the assistance received 110. Which of the following manifests “Commitment to democracy” as explained
D. Make an announcement giving due recognition of the assistance received in R.A. 6713
102. Is holding a rally to protest the delay of benefits due a person ethically A. Maintaining the principle of accountability
acceptable? B. Committing to democratic values and ways of life
A. Yes, when hold while on official time C. Yes, when hold C. Manifesting by deed the supremacy of civilian authority over the military
outside the official time D. All of the above
B. Yes, when hold with the approval of the principal D. Yes , when 111. Teacher U was ordered by her principal to come to school on four
hold together with parents and students Consecutive Saturdays for the training of the students ‘editorial staff of their school
103. What should a teacher do when he/she falls in love with/her student? paper. Is this allowed under R.A. 4670
A. Court the student at home A. Yes, provided the teacher is compensated
B. Propose and marry the student B. No, because it’s not within the regular functions of the classroom
C. Wait till the student is no longer under his/her tutelage teacher
D. Act normally as if nothing happens and the student does not exist C. Yes, because it’s part of the teachers other duties
104. When principal starts to exercise his/her powers over making and promoting D. No, because it’s not clearly indicated in the law
students, is his/her action acceptable? 112. In observation and imitation learning. What should be the learner’s response
A. Yes, when the teacher cannot make decision on time when the teacher initially models the behaviour?
B. Yes, when there is abuse of judgement on the part of the teacher A. Reproduce and match C. imitate and
C. No, teachers are more knowledgeable of their student’s performance practice
D. No, grading and promoting students are exclusive functions of teachers B. Pay attention D. shows
105. Teacher R was asked by her principal to teach pre-school class in addition satisfaction
to her regular grade one class, what will be for her additional compensation? 113. What is the correct sequence of the information processing?
A. Her basic salary C. Performance rating A. Sensory register –STM-LTM C. Sensory register LTM-
STM

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 B. STM-sensory register-LTM D. LTM-sensory register- B. Regulate their social involvement D. Establish, join and maintain
STM professional & self – regulating organization
114. What should be the hierarchy of the type’s pf learning according to the 124. What kind of tension is referred to when people prefer to have quick
cumulative learning theory? answers and ready solution to many problems even if it calls for a patient, concerted,
1. Problem solving learning 3. Rule learning negotiated strategy of reform?
2. Discrimination learning 4. Concept learning A. Tension between modernity and tradition C. Tension between
A. 2-1-3-4 C. 2-3-4-1 spiritual and material
B. 2-1-4-3 D. 2-4-3-1 B. Tension between long term and short term considerations D. Tension
115. Which is essential in meaningful reception learning? between individual and the universal
A. Concepts are presented to learner and received by them C. Concepts are 125. In what strands of the four pillars of education implies a shift from skill to
discovered by the learner competence, or a mix of higher –order skills to each individual?
B. Concepts are related to one another D. Concepts are solicited A. Learning to know B. Learning to do C. Learning to
form learners live together D. Learning to be
116. Grace is bilingual. She speaks both English and Filipino fluently. She begins 126. Which pillar of education of J. Delor (UNESCO) focuses on voc-tech
to Study Spanish and immediately recognizes many similarities between Spaniard and relevant to people-centered human development?
Filipino languages and uses this information to acquire the new language faster. What A. Learning to know B. Learning to do C. Learning to
kind of transfer was Grace able to use? live together D. Learning to be
A. Lateral transfer B. Specific transfer C. General 127. Which of the following is NOT a characteristic of Multicultural Education?
transfer D. Vertical transfer A. Personally empowering B. Socially transformative C. Pedagogically
117. Cristina has been staring at the match stick puzzle problem. She figuring out humanistic D. Culturally discriminating
how to solve it. Suddenly, a bright idea flashes in her mind and excitedly, successfully 128. What is the kind of education that manifests democratization of access and
solves the puzzle problem. What type of learning is exhibited? inclusivity?
A. Analytic learning B. insight learning C. Discovery A. Relevance B. Sustainability C. Quality
learning D. trial and error learning D. Equity
118. Marko excels in adding numbers. He learned this skill in his Math class. He 129. Which among the following rights manifests rule of law and good
is now able to apply this skill in his Music class. What type of transfer was used? governance?
A. Lateral transfer B. Specific transfer C. General A. Right to education B. Right to environmental protection C. Right of
transfer D. Vertical transfer participationD. Right to work
119. Mr. Lorenzo would always give the chapter test on a Friday. What schedule 130. Which among is NOT a core principle of human rights?
of reinforcement is used by Mr. Lorenzo? A. Human dignity B. Non-discrimination C. universality
B. Fixed Interval B. Variable Interval C. Fixed Ratio D. Independency
D. Variable Ratio
120. To remember the six digits 8,4,3,9,4,5, the Math teacher grouped the
number in twos 84,39,45 or in threes, 843,945. What control process of retaining
information is referred to? PREBOARD EXAMINATION
A. Chunking B. Rehearsing C. Interfering
D. Remembering PROFESSIONAL EDUCATION
121. Here is a test item: “The improvement of basic education should be the top
priority of the Philippine Government . Defend or refute this position.” What type of
question is this? The Teaching Profession, Social Dimensions for Education
B. Analysis B. Convergent C. Evaluative
D. Low level 1. To whom does the word teacher refer?
122. What can help achieve the relevant quality education? I. Full time teachers
A. Strong curriculum B. Competent instruction C. School- II. Part time teachers
community relations D. Competent administrators III. Guidance counselors
123. Which of the following provisions under the Magna Carta for public School IV. Librarians
teachers will most likely promote teachers’ welfare and defend their interests? V. Division Superintendent
A. Be promoted in rank and salary C. Undergo and participate a. I, II, and III
in professional development b. I and III

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 c. I, II, III, and IV –I,II,V BEST ANSWER 9. What does the Teacher Education Development Program signify as a prerequisite
d. III and IV for employment of teachers in basic education schools?
2. Teacher Kevin has not practiced his profession for the past five years. Can he go a. National Standard Competencies among teachers
back to teaching immediately? b. Licensure Examination for Teachers
a. Yes, if nobody can take his place c. Induction of new teachers
b. No, unless she has enrolled in refresher course of 12 units d. Job interviews for teacher applicants
c. No 10. Among active participation of school officials and teachers in the community, which
d. Yes of the following is not appropriate due to prevailing religious sentiments?
3. Is membership to the accredited professional organization for teachers mandatory a. Literacy assistance for out of school children/youths
for all LET passers? b. Household campaign for healthful practice
a. No c. Promoting contraceptives for planned parenthood
b. Yes, when the teacher is already teaching d. Introducing cooperative thrift practices
c. Yes 11. Which of the following is not John Dewey’s contribution to the sociological
d. Only for LET passers who are not repeaters foundation of education?
4. Which is true of the periodic merit exam for teacher provided for in RA 7836? a. Facilitating learning along social conditions of the learner
I. Consist of oral exam b. As a social process, education begins at birth
II. Consist of written exam c. True education is transmission of knowledge
III. May serve as additional basis for merit promotion in addition to d. The school is a continuation of home
performance rating 12. Of the following, which is most fundamental to building up a strong school culture
IV. Taken with fee of P 1000 per examinee of excellence?
a. I only a. High standards of performance
b. I and IV b. Student-centered curriculum
c. II and III – I,II,III BEST ANSWER c. Mission and core values
d. II only d. Student handbook of conduct
5. Can Manny Pacquiao be given a special permit to teach boxing in a special 13. Among rights of the schools, which is not provided by the law?
school? a. Right for basic education to determine subjects of the study
a. No, he is not a teacher education graduate b. Right to enforce administrative systems
b. No, he has not passed the LET c. Right to provide proper governance
c. Yes, he is a graduate of ALS d. Right for institutions of higher learning to determine academic grounds for
d. Yes, he has excelled and gained international recognition admission
6. Is it professional for a teacher to receive gifts from the student and parents? 14. What kind of grassroots model best advances Education for All as served children
a. Not at all of slum city dwellers?
b. No, especially if done in exchange for requested concessions a. Mobile education on Kariton
c. Yes, if deserved b. Leaf flyers for out-of-school children
d. Yes, in-season and out-of-season gifts c. Radio education modules
7. An Education graduate without a license is accepted to teach in a private school? d. Educational television
Is this in violation of RA 7836? 15. After the implementation of NCBTS, results of LET still reveal low performance
a. No provided he has taught for at least 3 years among examinees. What can teacher education institutions do to upgrade their
b. Yes. No one may teach without a license graduates’ LET performance?
c. No a. Review curriculum vis-à-vis TOS
d. Yes b. Intensify Field Study Courses
8. For relevance to business and industry, what did the First Biennial National c. Hire expensive review trainers
Education on Education (2008) impose for updating the Licensure Examination for d. Implement selective admission in TEIs
teachers? 16. What is the cultural trait of conflicting values that aims to please people in different
a. Moral or ethical values venues and situations rather than abide by principles?
b. Technical and scientific competencies a. Crab mentality
c. Upgraded laboratory facilities b. Split personality
d. Vocational skills c. Kanya-kanya system
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17. Among qualities which employers look for in the 21st century workplace, which is 25. For a school, which of the following is most significant in repairing shorelines with
the most challenging and demanding? depleted coral reefs?
a. Aptitude for teamwork a. outreach by depositing rubber tires as artificial coral reefs
b. Skills and social behavior b. implement reporting system against dynamite fishermen
c. Readiness to take risks c. legislative lobby to disallow tourism in endangered shorelines
d. Specific competencies for work d. outreach by educating the villagers on protection of coral reefs
18. In educating the whole person as demanded by the “Learning to be” pillar of the 26. In a tertiary school, the President organized a Fun Run for students, faculty and
21st century education, where does the concept of meaning, purpose and personnel to enjoy camaraderie, physical exertion under the sun, sense of
engagement belong? engagement and achievement. What does the activity promote?
a. Mind and body a. spiritual vigor
b. Aesthetic sense b. cultural consciousness
c. Spiritual values c. national integrity
d. Personal responsibility d. moral integrity
19. Which program directly embodies both the pre-service and in-service programs? 27. In the Education Act of 1901 which established a free public education in the
a. BESRA – Basic Education Sector Reform Agenda Philippines, what language was imposed under the one-language policy?
b. TEDPA – Technical Education Development Program a. Spanish
c. K-12 b. English
d. BEC – Basic Education Curriculum c. Tagalog
20. How can the efforts of four agencies (DepEd, CHED, PRC, CSC) be best achieved d. Filipino
for the training and development of teachers? 28. Of the following, which is the most functional intervention in order to achieve a
a. Synchronization basic right of every Filipino Child under the Constitution and Magna Carta for
b. cost-reduction Disabled Persons?
c. streamlining a. Philosophy of education
d. sharing of resources b. policy for curricular reform
21. What is the core of the Teacher Education Development Program? c. home study program
a. high order thinking skills or HOTS d. structural organization
b. student-centered learning 29. Of the following interventions, which is directly aimed at responding to the
c. National Competency-Based Teaching Standards transitional gap between academic achievement and employment?
d. Technology integration in instruction a. identification of centers of excellence
22. What is known as a self-appraisal for professional growth that is acceptable and b. deregulation of tuition fees
useful for recognizing weakness and strengths for a new beginning teacher? c. school networking with business and industry
a. master teacher’s evaluation d. voluntary accreditation of schools
b. student’s evaluation 30. In the formal education system during Hispanic times in the Philippines, what was
c. principal’s evaluation not implement but which we enjoyed during the American period?
d. self-evaluation a. vocational education
23. Among reforms for enhancing teacher professionalism, which has been b. private education
implemented by law in order to determine whether prospective teachers have c. religious education
acquired professional competencies prior to granting them a permit to teach? d. public education
a. accrediting a national organization for teachers 31. If Dr. Jose Rizal lives in the 21st century, what character expression and
b. setting up centered for excellence in teacher education centers commitment would have shown our generation?
c. licensure examination a. inventor of techniques
d. creation of a professional board for teachers b. citizen and producer
24. From global competence as defined by international educators, which is the most c. member of family and community
appropriate characteristic of globally competent individual? d. creative dreamer
a. familiarity with new culture 32. In the learning to do pillar of new education, what is the enabling factor that can
b. open-mindedness to new culture make the learner fully contribute to a peaceful and just society?
c. adaptability to new work environment a. knowledge
d. foreign-language policy b. skills
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 d. values b. Certain
33. Before being able to fully learn to live and work together under the pillar of the 21 st c. Perplexed
century education, what must the learner attain for himself? d. Probable
a. find peace within oneself 41. Teacher Slash is of the thinking that from the very start students must be made to
b. attain an altruistic mind realize study is indeed hard work. To which philosophy does Teacher Susan
c. love his fellowmen adhere?
d. become self-actualized a. Essentialism
34. The Transparency International’s perception that the Philippines suffers a cultural b. Perennialism
malaise of corruption, what component of our character needs to be further c. Progressivism
developed along the Learning To Be Pillar of education in the 21 st century? d. Reconstructionism
a. Familial-social component 42. If your students appear to be more interested in a topic outside your planned
b. Physical-economic component lesson for the day, you set aside your lesson plan for that day and grasp the
c. Intellectual-emotional component opportunity to discuss the topic of particular interest to your students. Strike the
d. Ethical-spiritual component iron while it is hot! Which philosophy governs for your action?
35. This powerful European country supplied arms to Afghanistan rebels who were a. rationalism
fighting a terrorist war in the Middle East. What was the principle of moral b. empiricism
discernment applicable in this case? c. existentialism
a. Principle of double effect d. progressivism
b. Principle of lesser evil 43. Students must be taught self-responsibility is the desire of the ___________
c. Principle of material cooperation teacher.
d. Principle of moral cooperation a. Existentialist
36. Which of the following best defines a morally mature person? b. Utilitarianist
a. Cultural values clarification c. Pragmatic
b. Unhampered exercise of one’s right d. Constructivist
c. Transmittal of one’s moral viewpoint 44. Who asserts that teaching is not just depending knowledge into the empty minds of
d. Knowledge and practice of universal moral values the learners? It is helping students create knowledge and meaning of their
37. Educated in a religious school, Sansa goes to confession every day to be free of experiences?
any kind of sin. How do you characterize Dona’s moral attitude? a. Constructivist
a. Callous b. Essentialist
b. Pharisaical c. Existentialist
c. Scrupulous d. Pragmatist
d. Strict
38. How would you characterize the moral attitude of Hispanic friars who taught SITUATIONAL
religion but were unfaithful to their vow of property by amassing the land properties
of natives? In a faculty meeting, the principal told his teachers: We need to improve our
a. Scrupulous school performance in the National Achievement Test. What should we do?
b. Strict The teachers gave varied answers as follows:
c. Lax 1. Let’s give incentives and rewards to students who get a rating of 85%
d. Pharisaical 2. Let’s teach them to accept complete responsibility for their performance
39. How would you characterize the moral attitude of prisoners with criminal minds, 3. Let’s make the school environment conducive for learning
who have no sensitivity to the welfare of other people? 4. Let’s make use of the experiential methods of teaching
a. Pharisaical 45. On which educational philosophy is response #1 anchored?
b. Strict a. Behaviorism
c. Lax b. Progressivism
d. Callous c. Existentialism
40. What was the degree of moral certitude when U.S. statement decided to drop the d. Essentialism
atomic bombing on Hiroshima and Nagasaki to prevent mass deaths by a land 46. Which response/s come/s from a behaviorist?
invasion of Japan? a. 1 and 3
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 c. 1 and 2 c. Memory skills
d. 3 and 4 d. Concentration
47. If you lean toward a progressivist philosophy, with which response do you agree? 53. Which of the following belongs to the more sophisticated learning-to-learn skills for
a. 4 the individual learner?
b. 2 a. To ask and gather data
c. 1 b. To listen and observe
d. 3 c. To process and select information
How a teacher relates to his/her pupils depends on his/her concepts about d. To read with understanding
him/her. In a faculty recollection, the teachers were asked to share their thoughts 54. Of the following effects on learning, what is the effect of simulations that make
of the learner, their primary customer. What follows are the gists of what were students feel and sense experience in the classroom?
shared: a. Reinforcing learning
b. Providing experiences that otherwise might not be had
Teacher A – The learner is a product of his environment. Sometime he has no c. Motivating students
choice. He is determined by his environment. d. Changing attitudes and feelings
Teacher B – The learner can choose what he can become despite his 55. Of the following effects on learning, what is the effect of assigning various sections
environment. of the newspaper, and allowing choice depending on the learner’s choice?
Teacher C – The learner is a social being who learns well though an active a. Encouraging participation
interplay with others b. Reinforcing learning
Teacher D – The learner is a rational being. Schools should develop his rational c. Allowing different interests
and moral powers d. Changing attitudes and feelings
56. A young mother observes her seven year old girl glued to her computer games.
48. Whose philosophical concept is that of Teacher A? What aspect of the family life may suffer due to obsession of the young with
a. Behaviorist’s technology gadgets?
b. Existentialist’s a. Family social life
c. Progressivist’s b. Family economic life
d. Rationalist’s c. Discipline and obedience
49. If you agree with Teacher C, you are more of a/an d. Parent-child relationship
a. Progressivist 57. Which of the following is not an advanced process of meta-cognition among
b. Perrenialist learners?
c. Essentialist a. Learning how to recognize thoughts
d. Rationalist b. Acquisition of new knowledge
50. Whose response denies man’s freewill? c. Assessing own thinking
a. Teacher A’s d. Learning how to study
b. Teacher C’s 58. Of comprehension or thinking strategies, which is relating one or two items, such
c. Teacher B’s as nouns and verbs?
d. Teacher D’s a. Basic elaboration strategies
b. Complex rehearsal strategies
Human Growth and Development, Facilitating Learning, Developmental Reading c. Complex elaboration strategies
d. Affective strategies
51. From a broad vantage view of human development, who has the primary duty to 59. Of skills teacher should understand and students need to acquire, which is the
educate the youths or children? ability to integrate complex information into categories through its attributes
I. Parents (characteristics, principles or functions)?
II. Teachers a. Scanning
III. the state b. Complex cognitive
IV. the schools c. Sharpening-leveling
52. Of the three aspects of learning, which is not mentioned as needed so that the d. Complexity-simplicity
individual learner in the 21st century can learn how to learn? 60. Inculcating moral maturity among students, which of the following relates to belief
a. Ability to think and ideals?
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 b. Refraining from prejudiced action d. Divergent thinking
c. Avoiding deception and dishonesty 68. Of clusters of meaningful learning activities, which does not belong to spatial
d. Respecting freedom of conscience learning activities?
61. Research studies showed that children in slums generally have lower reading a. Visualization
achievement then children in urban schools. What factor is shown to affect reading b. Concept-mapping
achievement? c. Peer tutoring
a. Mobility d. Art projects
b. Personality and emotional factors 69. From cluster of meaningful learning activities, which does not belong to verbal-
c. Socio-economic status linguistic intelligence learning?
d. Listening comprehension a. Ecological field trip
62. When preacher Xian read the Genesis story on creation, he explained that God is b. Debates
so powerful he created the universe in only seven days. What level of reading c. Journal writing
comprehension did preacher John apply? d. Reading
a. Evaluative reading on character, plot or style 70. Which of the following violates the principle that “each child’s brain is unique and
b. Literal reading the lines vastly different from one another”?
c. Applied reading beyond the lines a. Giving ample opportunity for a pupil to explore rather than simply dish out
d. Interpretative reading between the lines information
63. What is the main organization and orientation of science and social studies reading b. Employing principles in multiple intelligence in teaching
materials? c. Making a left-handed pupil write with her right hand as this is better
a. Expository d. Allowing open dialogue among students of various cultural backgrounds
b. Descriptive 71. Of the following which is normally expected of Grade VI pupils?
c. Narrative a. Getting along with classmates
d. Argumentative b. Being independent of parents
64. In his History class, teacher Naomi used a current events IQ contest to determine c. Showing class leadership
champions in identifying people, places, and events. What learning objective d. Displaying a male or feminine social role
outcome does she aim to achieve? 72. From categories of exceptionalities in the young child and adolescents what
a. Knowledge or recall involves difficulties in specific cognitive processes like perception, language,
b. Perpetual abilities memory due to mental retardation, emotional/behavioral disorder, or sensory
c. Application impairment?
d. Responding a. Learning disabilities
65. In Erikson’s stage theory of development questionnaire, which affirmation does not b. Speech and communication disorders
belong to the stage of initiative vs. guilt? c. Emotional/conduct disorders
a. People can be trusted d. Autism
b. In difficulty, I will not give up 73. Of the following, which is most true of adolescents?
c. I feel what happens to me is the result of what I have done a. Hormonal changes
d. I am prepared to take a risk b. Last splurge of dependence
66. For cognitive learning, what are sets of facts, concepts, and principles that c. Unruly behavior
describe underlying mechanism that regulate human learning, development and d. Defiance of peer group
behavior? 74. Research says, “people tend to attribute successes to internal causes and their
a. Facts failures to external causes.” What does this imply as a most potent key to
b. Concepts success?
c. Theories a. Reasoning
d. Hypothesis b. Imagination
67. Literature teacher Kim introduced figures of speech in poetry to improve ability of c. Application
her students to interpret verses. What kind of thinking is she developing in her d. Motivation
students? 75. From Kohlberg’s theory of moral development, what is the moral reasoning or
a. Critical thinking perspective of Mother Teresa who pledged her life to serve the sick and very old?
b. Metaphoric thinking a. Social contract
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 c. Obedience c. Affective skills
d. Law and order d. Thinking skills
76. Blind cyclist and teacher Maria Bunyan won 8th place in the able-bodied Sydney 84. How is the disorderly behavior of children classified when they tell lies?
2000 Olympics. Of the following, which is the central and fundamental quality she a. Moral
displayed by never thinking that blindness is an impediment to becoming a great b. Intellectual
athlete? c. Social
a. Perseverance d. Psychological
b. Passion 85. Which of the following is not among the major targets of the child-friendly school
c. Dedication system (CFSS)?
d. Self-belief a. All school children are friendly
77. How can new information be made more meaningful to students? b. All children complete their elementary education within six years
a. Relating it to knowledge they already know c. All children 6-12 years old are enrolled in elementary schools
b. Valuing new knowledge d. All grade six students pass the division, regional, and national tests
c. Demonstrating novelty of new knowledge 86. Research studies that reading power affects college students who have insomnia,
d. Increasing retention of new knowledge conflicts with parents, poor rapport with other people. What factor(s) is shown to
78. Under the domains of learning, to what domain do Reflex movements, perceptual effect reading achievement?
abilities, and non-discursive communication belong? a. Home conditions
a. Psychomotor b. Socio-economic status
b. Affective c. Personality and emotional factors
c. Cognitive d. Perception and comprehension
d. Reflective 87. Among the following, which is the abstract form of learning, parents teach their
79. In what development stage is the pre-school child? children?
a. Early childhood a. Tumulong ka sa paglinis ng bahay
b. Babyhood b. Magbasa ka ng libro
c. Infancy c. Palagi kang magdasal
d. Late childhood d. Mapakabuti ka
80. What is mainly addressed by early intervention program for children with 88. What characteristic differentiate spiritual intelligence or spiritual quotient as
disabilities, ages 0 to 3 years old? developed by Harvard University, from sectarian religion (E.g. Christian, Buddhist,
a. Ensuring inclusion for special children Jewish, etc.)?
b. Early growth development lag a. Authoritarian values
c. Identifying strengths and weaknesses in special children b. Universal values
d. Preventing labeling of disabled children c. Creedal values
81. What is the degree of moral certitude of Jade Althea who entered into marriage d. Sectarian values
only out of obedience to her parents, but uncertain whether she wanted marriage 89. Among models of reading strategies, what did student Jk adopt when she reads
at all? back and forth, attending to both what is in her mind and what’s on the page?
a. Certain a. Bottoms-up
b. Lax b. Interactive
c. Probable c. Down-top
d. Doubtful d. Top-down
82. On categories of exceptionality in the young, what is difficulty in focusing and 90. Of the following, how can self-esteem be best developed among learners?
maintaining attention, and/or recurrent hyperactive and impulsive behavior? a. Doing fair share in community work
a. ADHD b. Fulfilling commitments
b. Emotional/conduct disorders c. Through relationships with others
c. Autism d. Displaying self-control
d. Speech and communication disorders 91. Of Piaget’s Cognitive Concepts, which refer to the process of fitting a new
83. What kinds of skills are commonly dominant in subjects like Computer, PE, Music, experience to a previously created cognitive structure or schema?
and the like? a. Assimilation
a. Problem-solving skills b. Schema
b. Manipulative skills c. Accommodation

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 d. Equilibrium 99. What broad learning is needed for a learner to desire to learn throughout life?
92. In Piaget’s stages of cognitive development, which is the tendency of the child to a. Four basic Rs
only see his point of view and to assume that everyone has the same point of b. Basic education
view? c. General education
a. Reversibility d. Pre-school system
b. Egocentrism 100. What observation attests to the fact that the sudden student’s motivation vary
c. Symbolic function according to socio-cultural background?
d. Centration a. Females mature earlier than boys
93. Which is the most basic in Maslow’s hierarchy of needs? b. Children from low-income household meet more obstacle in learning
a. Socialization c. Genetic endowments may show gifted endowments among the young
b. Actualization d. Brains of boys are bigger and better than those of females
c. Self-esteem
d. Altruism
94. Which aspect of multi-intelligence is enhanced by asking students to work on a
physical model of the atom after a teacher’s discussion on the subject of the atom? Assessment of Learning, Field Study, Practice Teaching
a. Interpersonal
b. Linguistic 101. Of the types of validity tests, what is concerned with the relation of test scores to
c. Kinesthetical performance at some future time, e.g. Freshmen college test can show success in
d. Mathematical college?
95. Among specialist in reading, who are mainly concerned about reading as a a. Curriculum validity
thinking process that involves the recognition of printed or written symbols which b. Criterion validity
serve as thought stimuli? c. Content validity
a. Semantics d. Predictive validity
b. Psychologists 102. The test questions in Teacher Dae Dae’s test were confusing and subject to
c. Linguists wrong understanding, especially to poorer students. What was wrong with the
d. Sociologists test?
96. Sequence the following events on the historical development of reading: a. Inappropriate level of difficult of items
I. Greek letters and the Roman alphabet were developed b. Unclear directions
II. Through the Semite’s ingenuity, sounds, and symbols gave rise to the c. Ambiguity
Phoenician alphabet d. Test items inappropriate for outcomes being measured
III. People used pictures and characters to convey messages 103. Of the following, which exemplifies the best example of cooperation and
IV. Researchers showed the processes of reading, comprehension, and voluntarism in the Parent-Teacher Associations?
interpretation a. Helping hands after a natural crisis, e.g. devastating storm
a. I, II, III, and IV b. Attending regular meetings
b. I, II, IV and III c. Fund raising for PT funds
c. III, II, I and IV d. Running the school canteen
d. IV, II, I and III 104. Among standardized tests, which reveals strengths and weaknesses for purposes
97. How is the disorderly behavior of children classified when they don’t focus and lack of placement and formulating an appropriate instructional program?
attention? a. Personality tests
a. Intellectual b. Achievement tests
b. Social c. Diagnostic tests
c. Moral d. Competency tests
d. Psychomotor 105. Among standardized tests, which can show how students perform in comparison
98. How do you describe transfer of learning across subject matter, e.g value of thrift with each other and to students in other schools?
in Economic and Social Science? a. Competency tests
a. Horizontal b. Subject exit tests
b. Spiral c. Achievement tests
c. Vertical d. Diagnostic tests
d. Cyclic

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106. Teacher Bea Bunana makes her tests easy for students to understand, easy to 114. In the context of the 6 facets of understanding cited by Wiggins and McTIghe,
administer and score and suitable to test conditions, e.g. time. What is she what is a proof of a student’s understanding a principle?
achieving for her tests? a. Stating given examples
a. Efficiency b. Repeating it as given by the teacher
b. Usability c. Applying it to solve his problem
c. Reliability d. Retaining it in memory for a long period of time
d. Validity 115. What does it mean if student Pete got a 60% percentile rank in class?
107. Of the following subjects, which does not belong to performance-based subjects a. He scored better than 60% of the class
in which direct instruction is effectively used? b. He scored less than 60% of the class
a. Values education c. He got 40% of the test wrongly
b. Music d. He got 60% of the items correctly
c. Science 116. Which of the following may not be adequately assessed by a paper and pencil
d. Mathematics test?
108. Which of these approaches would reform assessment outcomes? a. Sight reading in music
a. Apply sanctions on low performing schools b. Multiplication skills
b. Focus on testing without investing the learner’s needs c. Subject-verb agreement
c. Use understanding as means of giving feedback on students learning d. Vocabulary meaning
d. Compare results of performance of all schools 117. What should be done with test item whose difficulty index is .98?
109. Using extrinsic motivational assessment, what could be the most noble motive in a. Revise it
students pursuing a lifetime work and mission for the teaching profession? b. Retain it
a. Promise of high rank and prestige c. Reject it
b. Social service to upcoming generations d. Reserve it for another group of students
c. Economic security and welfare 118. What is known as the scoring guides for rating open-ended questions?
d. Respected position in society a. Rubrics
110. To what process of evaluation does determining the extent objectives are met b. Outcomes
belong? c. Scales
a. Authentic d. Outputs
b. Formative 119. What does it mean to say that the facility index of a test item is .50?
c. Criterion-referenced a. It is reliable
d. Norm-referenced b. It is valid
111. Which form of the foundation of all cognitive objects without which the next level c. It is moderate in difficulty
of higher thinking skills cannot be attained? d. It is very easy
a. Knowledge 120. With the mode of answering as a point of reference, which of the following does
b. Synthesis not belong to this test group?
c. Application a. Completion
d. Analysis b. Essay
112. What primary response factor is considered by Essay questions? c. Problem-solving
a. Factual information d. Matching
b. Wide sampling of ideas 121. One half of the class scored very low. Teacher Janus gave another tests to
c. Originality determine where were the students were weakest. What type of test is this?
d. Less time for construction and scoring a. Aptitude test
113. Among written categories of assessment methods, what did teacher Maggie b. Remedial test
Lagid use when she assessed the stock knowledge of her students through c. Diagnostic test
questioning in an open class? d. Readiness test
a. Oral questioning 122. On what is normative marking based?
b. Performance test a. High marks of few students
c. Product rating scale b. Failure of some students
d. Observation and self-report c. Normal curve of standard distribution
d. Student achievement relative to other students

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123. What cognitive domain is involved in the student’s clarifying information from a. I and II
conclusion? b. II, III, and IV
a. Synthesis c. II and III
b. Evaluation d. I, II, III, and IV
c. Analysis 132. Self-evaluation can be done in various ways, but this is not one of them:
d. Application a. Use of an evaluation instrument
124. Which of the following indicates a strong negative correlation? b. Written reflection
a. -75 c. Self-videotape of class performance
b. -15 d. Per feedback session
c. -10 133. In her test, Teacher Marian R unknowingly gave clues to the answers that reduce
d. -25 usability of the test. What was wrong with the test?
125. What is the graphic illustration for the relationship between two variables? a. Ambiguity
a. Histogram b. Unclear directions
b. Normal curves c. Poorly constructed test items
c. Frequency polygons d. Test too short
d. Scatter diagram 134. In preparing classroom tests, which of the following checklists is the LAST among
126. What does a negative discrimination index mean? steps in tests preparation?
a. The test item has low reliability a. How are the objective items to be scored?
b. More from the lower group answered the test item correctly b. How are the test results to be reported?
c. More from the upper answered the test correctly c. How I have prepared a table of specifications?
d. The test could not discriminate between the upper and lower group d. How are the test scores to be tabulated?
127. What is the deviation from a standard or desired level of performance? 135. What formula is used to total and compute test scores at the end of the year?
a. A problem a. [Test scores = transmutation table] x 100
b. A deficit b. [Highest score + Lowest possible score] x 100
c. A defect c. [Student’s score x 100]
d. A gap d. [Student’s score + Highest possible score] x 100
128. How does a student’s 80 percentile score interpreted? 136. What can be said of student performance in a positively skewed score
a. High in all the skills being tested distribution?
b. Higher than 80% of the members of the group a. A few students performed excellently
c. Better relative to the competencies targeted b. Most students performed well
d. 80% of the specified content c. Almost all students had average performance
129. Of the types of validity for tests, what is focused on the extent to which a d. Most students performed poorly
particular tests correlates with acceptable measure of performance? 137. Which is true when the standard deviation is small?
a. Curricular validity a. Scores are toward both extremes
b. Content validity b. Scores are spread apart
c. Criterion validity c. Scores are tightly bunched together
d. Predictive validity d. The bell curve is relatively fat
130. Among general categories of assessment methods, what instruments did pre- 138. In her tests, Teacher Tomden made tests that were either too difficult or too easy.
school teacher Justine use when he rated the handwriting of his students using a What was wrong with her tests?
prototype handwriting model? a. Unclear directions
a. Product rating scale b. Inappropriate level of difficulty of the test items
b. Performance test c. Ambiguity
c. Written response instruments d. Identifiable patterns of answers
d. Observation and self-reports 139. What is an alternative assessment tool that consists of a collection of work
131. On what should teacher’s evaluation of a learner’s work be based? artifacts or in progress accomplishment by a targeted clientele?
i. Attendance a. Evaluation instrument
ii. Merit b. Rubric
iii. Quality of academic performance c. Achievement test
iv. Behavior in class d. Portfolio

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140. What computation did teacher Panny use in getting the difference between the 148. What is the meaning of a negative correlation between amount of practice and
highest and lowest scores in each class? number of errors in tennis?
a. Mean a. The increase in the amount of practices does not at all affect the number of
b. Range errors
c. Standard deviation b. As the amount of practice increases, the number of errors decreases
d. Median c. The decrease in the amount of practice sometimes affects the number of errors
141. Which measure of central tendency is most reliable when scores are extremely d. Decrease in the amount of practice goes with decrease in the number of errors
high and low? 149. An entering college would like to determine which course is best suited for him.
a. Cannot be identified unless individual scores are given Which test is appropriate for this purpose?
b. Median a. Aptitude test
c. Mode b. Intelligence test
d. Mean c. Achievement test
142. Which measure of central tendency is most reliable to get a picture of the class d. Diagnostic test
performance whose raw scores in a quiz are: 97, 95, 85, 86, 77, 75, 50, 10, 5, 2, 150. Which of the following criteria is the basis for selecting tests that yield similar
1? results when repeated over a period of time?
a. Mode a. Efficiency
b. None. It is best to look at individual scores b. Validity
c. Mean c. Usability
d. Median d. Reliability
143. Self-evaluation has become an important kind of performance assessment among
teachers, useful as an honest self-criticism and a starting point to removal Principles and Methods of Teaching, Educational Technology, Curriculum
evaluation by supervisors, peers, or students. How is self-evaluation described? Development
a. Evidence of teaching performance
b. Substitute to supervisor’s rating 151. Facilities such as classrooms, fixtures, and equipment can often damage the
c. Guide for self-adjustment morale of new teachers and become an obstacle for adapting well to the school
d. Tool for salary adjustment environment. What should be the policy for assigning said physical facilities?
144. What is the common instrument used in measuring learning in the affective a. needs of student’s basis
domain? b. position ranking basis
a. Multiple choice c. first-come, first-served basis
b. Checklist d. service seniority basis
c. Scaling 152. There are various functions a fellow teacher or peer coach can help new
d. Questionnaire teachers. What role does a peer coach play by being present/available to share
145. On the test giver’s list of Do’s, which of the following is not relative to motivating ideas, problems and success with a new teacher?
students to do their best? a. a provider of technical feedback
a. Read test directions b. a facilitator of strategies
b. Reduce test anxiety, e.g. “Take a deep breath.” c. an analyzer of teaching job
c. Explain the purpose of the test d. a close peer or companion
d. Tell students: “I will be proud of you if you perform well.” 153. Teacher Princess sees to it that her classroom is clean and orderly so her
146. What is the range if the score distribution is: 98, 93, 93, 93, 90, 88, 87, 85, 85 , pupils will less likely disarrange seats and litter on the floor. On which thought is
85, 70, 51, 34, 34, 34, 20, 18, 51, 12, 9, 8, 6, 3, 1? her action based?
a. 93 a. existentialism
b. 85 b. progressivism
c. 97 c. behaviorism
d. Between 51 and 34 d. reconstructionism
147. What does the test mean if the difficulty index is 1? 154. Teacher Nancy is directed to pass an undeserving student with a death threat.
a. Very difficult Which advise will a utilitarian give?
b. Missed by everyone a. Don’t pass him. You surely will not like someone to give you a death threat in
c. Very easy order to pass
d. A quality item b. Pass the student. That will be off use to the student, his parents and you.

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 c. Pass the student. Why suffer the threat? b. Informational process
d. Don’t pass him. Live by your principle of justice. You will get reward, if not in c. Conceptualization process
this life, in the next! d. Construction process
155. In what setting is differentiated and multi-lingual teaching most effective? 163. Of subcategories of movement behavior, what is happening when the teacher
a. special children with classes ends an activity abruptly?
b. multi-grade classes a. Thrust
c. children with diverse cultural backgrounds b. Truncation
d. pre-school children c. Stimulus-bounded
156. After the embarrassing incident, Teacher Kevin vowed to himself to flunk the d. Flip-flop
student at the end of the school term. What has Dante done that is against the 164. Of subcategories of teacher movement behavior, what is happening when the
guidelines for using punishment? teacher goes from topic or activity to other topic or activities, lacking clear direction
a. Punishing immediately in an emotional state and sequence of activities?
b. Using double standards in punishing a. Truncation
c. Doing the impossible b. Dangle
d. Holding a grudge and not starting with a clean slate c. Thrust
157. Following the principles for punishing students, which of the following is the d. Flip-flop
LEAST desirable strategy for classroom management? 165. Of subcategories of teacher movement behavior, what is happening when the
a. Punishing while clarifying why punishment is done teacher is too immersed in a small group of students or activity, thus ignoring other
b. Punishing while angry students or activity?
c. Punishing the erring student rather than the entire class a. Truncation
d. Give punishment sparingly b. Flip-flop
158. According to the guidelines on punishment, what does it mean that the teacher c. Stimulus-bounded
should give the student the benefit of the doubt? d. Thrust
a. Make sure facts are right before punishing 166. From classroom management strategies applied on erring students, which of
b. Doubt the incident really happened the following should not be done?
c. Don’t punish and doubt effectiveness of punishment a. Surprise quiz
d. Get the side of the students when punishing b. Communicating problems to parents
159. Which of the following guidelines for punishment may be done? c. Parent-principal conference
a. Don’t punish students outside of school rules on punishment d. Shaming erring student before the class
b. Don’t threaten the impossible 167. Among mistaken goals in the Acceptance Approach to discipline, what happens
c. Don’t use double standards for punishing when students defy adult by arguing, contradicting, teasing, temper tantrums, and
d. Don’t assign extra homework low level hostile behavior?
160. For group guidance in classroom management, what element is lacking when a. Power seeking
there is too much competitiveness and exclusiveness with the teacher being b. Withdrawal
punitive and partial to some students? c. Revenge seeking
a. Dissatisfaction with classroom work d. Attention getting
b. Poor interpersonal relations 168. Teacher Ann Patuan dealt effectively with a minor infraction of whispering by a
c. Poor group organization student to a neighbor during class. Which of the following did she do?
d. Disturbance in group climate a. Reprimand quietly
161. To demonstrate here authority Teacher Kokeyni made an appeal to b. Continue to teach and ignore infraction
undisciplined students. What kind of appeal did she make by saying, “Ladies and c. Reprimand student after class
gentlemen, don’t engage in that kind of behavior, you can do much better?” d. Use nonverbal signals (gesture or facial expression)
a. Invoke peer reaction 169. What mistake is teacher Senemin Basic trying to avoid by never ignoring any
b. Exert authority student or group of students in her discussions and other activities?
c. Internalizing student’s image of themselves a. Non-direction
d. Teacher-student relationship b. Dangled activity
162. What is the term for the leap from theory to practice in which the teacher c. Divided attention
applies theories to effective teaching methods and theories? d. Abrupt end
a. Integration process

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170. Teacher Dra D Explorer is a great lecturer and so she is invited to speak and 177. Can technology take the place of the teacher in the classroom? Select the most
represent the school on many occasions. What is one quality of her lecturers when appropriate answer:
she follows a planned sequence, not diverting so as to lose attention of her a. No. It is only an instrument or a tool
listeners? b. Yes, when they hire less teachers and acquire more computers
a. Explicit explanations c. Yes. When teachers are not competent
b. Continuity d. Yes, such as in the case of Computer-assisted instruction (not teacher-assisted
c. Inclusion of elements instruction)
d. Fluency 178. What kind of tool is technology as evidenced by its use in word processing
171. Teacher Aldub makes certain content interesting to his students. Focusing on databases, spreadsheets, graphics design and desktop publishing?
learners, he also uses many simple examples, metaphors and stories. What is this a. Analyzing tool
quality of lesson content? b. Encoding tool
a. Interest c. Productivity tool
b. Feasibility d. Calculating tool
c. Self-sufficiency 179. In avoiding implying sickness or suffering, which of the following is the most
d. Balance preferable way to refer to those with disabilities like polio?
172. Teaching English, teacher Krizzy is careful about her lesson content. What a. “Is polio-stricken”
quality of content did he achieve when she made certain her information came with b. “Had polio”
the “information explosion” which she got in the Internet, such as how to effectively c. “Polio victim”
teach phonetics? d. “Suffers from polio”
a. Learnability 180. If threat of punishment is necessary on erring students, how should this best be
b. Significance done?
c. Balance a. Make the threat and reinforce with warning
d. Interest b. Make the threat with immediate punishment
173. Teacher Kevin made certain his lesson content can be useful to his students, c. Ward and threat at the same time
taking care of their needs in a student-centered classroom. What is this kind of d. First a warning before the threat
quality content? 181. Among cognitive objectives, what is also known as an understanding and is a
a. Utility step higher than more knowledge of facts?
b. Balance a. Comprehension
c. Self-sufficiency b. Analysis
d. Interest c. Synthesis
174. In the implementation of the curriculum at the classroom level, effective d. Application
strategies are called “Green”. Which of the following belongs to the Green Flag? 182. What is the quality of teacher Pining Garcia’s lecture when she makes use of
a. Homogenous students grouping various pictures, charts, graphs, videos to support her lectures?
b. Content delivery based on lessons a. Simplified vocabulary
c. Excess in chalkboard talk b. Enrichment through visual aids
d. Student interest and teacher enthusiasm c. Causal and logical relationships
e. Rigidity if movement d. Continuing sequence
175. In the implementation of the curriculum at the classroom level, ineffective 183. In determining the materials and media to use, what consideration did Teacher
strategies are called “Red”. Which of the following belongs to the Red Flag? Ina A. Mag adopt when he chose materials that can arouse and sustain in
a. Content applied to real-life situations curiosity?
b. Overemphasis on drill and practice a. Satisfaction
c. Available enrichment activities b. Interest
d. Integration of problem solving c. Expectancy
176. Teacher Maggie explains by spicing her lectures with examples, descriptions d. Relevance
and stories. What is this quality in her lectures? 184. Which of the following is true of a democratic classroom?
a. Planned sequence a. Teacher acts as firm decision maker
b. Elaboration through elements b. Students decide what and how to learn
c. Use of audiovisuals c. Consultation and dialogue
d. Simple vocabulary d. Suggestions are sent to higher officials for decisions

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185. This is appropriate use of technology which can unite people of the world rather 192. Teacher JanJan made certain his lesson content is within the capacity of his
than exploit them? young forum grade learners. What is the quality of John’s lesson content when he
a. For pornography fits lesson to learner’s capacity to absorb lesson content?
b. For social media a. Learnability
c. For financial fraud b. Balance
d. For propaganda c. Validity
186. From structures in Multifunctional Cooperative Learning, which involves each d. Interest
student writing in turn one answer as a paper and pencil is passed around the 193. From structures of Multifunctional Cooperative Learning, which makes each
group? group to produce a group product to share with the whole class?
a. Jigsaw a. Coop-coop
b. Inside-outside circle b. Think-pair-share
c. Roundtable c. Team Word-Webbing
d. Partners d. Partners
187. How does the “humaneness” of the teacher best described when he/she is full 194. This is the more appropriate understanding of technology in education?
interest and enthusiasm in the work of teaching? a. Methods and process
a. Responsiveness b. Inventions and equipment
b. Perceptiveness c. Channels and instruments
c. Knowledge d. Hardware, designs, and environment
d. Sensitivity 195. A teacher introduces herself as teacher only. What does this imply?
188. Teacher Lester Cruz Valdez gets more information about how his students a. She must have been forced to pursue a career in teaching.
learn in order to upgrade his pedagogy. What principle is he following? b. The teaching profession is not a very significant one
a. Teachers should keep track of learning outcomes c. The teaching profession is the lowest paid profession
b. Teachers should value information d. She takes no pride in the teaching profession
c. Teachers should document information data on students 196. In the guided exploratory approach to learning, which is not the term used for
d. Teachers should teach and test learning Inquiry learning?
189. In order to assist new teacher, which is the most effective way to clarify the a. Heuristic learning
schools’ goals and responsibilities early in the first year? b. Problem-solving learning
a. Student’s handbook c. Discovery learning
b. Orientation d. Expository learning
c. Principals’ memorandum 197. What is another quality of teacher Lassie Pecson’s lectures when she used
d. School curriculum words that are within the grasp of her listeners, avoiding technical terms and
190. Of components of direct instruction, which involves teachers and students jargons?
working together on a skill or task and figuring out how to apply the strategy? a. Use of specific descriptions and examples
a. Consolidation b. Enriched audiovisuals
b. Guided practice c. Normal vocabulary
c. Application d. Planned sequence
d. Modeling 198. In delivering her lessons, teacher Blackie Lou Blanco is careful that no topic is
191. In direct/expositive instruction, what is the logical pattern of procedures in a extensively discussed at the expense of other topics. That guiding principle in
lesson adopted? selection and organization of lesson content is she following?
I. Provide motivation and draw commitments a. Significance
II. Explain rationale and objectives b. Self-sufficiency
III. Provide feedback c. Feasibility
IV. Practice for mastery d. Balance
a. II, I, IV, and III 199. In determining materials and media to use, what consideration did Teacher
b. IV, I, II and III Grachie adopt when she gave importance to the level of outcome and the learner’s
c. I, IV, III, and II sense of fulfillment in performing the task?
d. I, II, IV and III a. Expectancy
b. Satisfaction
c. Interest

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 d. Relevance
200. In the inductive approach to learning, what is not among the facilitating skills SOURCE MESSAGE
needed on the part of the teacher? COMMUNICATION SKILLS
a. Teacher giving generalization of principles CONTENT
ATTITUDES
b. Commenting to pave way for generalizations or principles KNOWLEDGE
TREATMENT
c. Organizing answers SOCIAL SYSTEM
CODE
d. Asking the right questions
CULTURE

RECEIVER
GENERAL EDUCATION CHANNEL COMMUNICATION SKILLS
SEEING ATTITUDES
LET Reviewer-ENGLISH HEARING KNOWLEDGE
TOUCHING SOCIAL SYSTEM
LECTURE NOTES SMELLING CULTURE
TASTING
MODELS OF COMMUNICATION

The communication process is indeed a paradox. We always communicate with each

Berios’Model other, yet defining the process itself seems to be a very difficult task. SMRC’s linearity is oftentimes criticized, but Berio’s elucidations regarding the significance
Language of different historical periods, in their dire attempts to bridge of each component redeem it all. According to him, the interlocutors’ ( source and
the gap, were able to formulate their own theories to explain the process of receiver) , and attitude are
communication, Since the linear representation of Aristotle to the complex depiction of
modern linguist, we can say that this endeavor has come a long way. communication skills, knowledge, socio-cultural system, and attitude are important for
successful communication to take place ( Berio, 1960). For example, if the source has a
Renowned linguist have different points of view about the communication process, and this higher level of language proficiency compared to the receiver, or vice versa, then problems
diversity proves to be the fuel that keeps linguist of today on taking forward steps en route are expected. Refer to the sample conversation below and then try, to figure out what
to the better understanding of this process. caused the lapse in communication.
Two to be discussed in this chapter, each representing the traditional and the Conversation Sample
contemporary schools of thought as regards communication. Berio’s representation, being
the most widely cited and extensively use model, will be discussed to explain in the basic Setting: Jakarta International Airport Immigration Counter
components of the communication cycle, while the Dance Helix model will be clarified to
give a fresh and novel perspective on the practice of other long-standing theories. Situation: The immigration officer is interviewing a tourist about the latter’s whereabouts.
Specifications: The immigration officer is a native speaker, while tourist is a beginner
learning of English language.
Immigration Officer: Good morning, Miss! May I know your travel itinerary?
David Berios’s paradigm of the communication process is considered one of the most Tourist: Uhh….sory. What is that again?
recognizable representations. It has four major components: source, receiver, message, Immigration Officer: oh, I mean… where do you plan to go?
and the channel. That is why at times this model is also called SMRC.
Tourist: Oh, I see. Actually I plan to go to the Metropolitan Museum and to the Museum of
Modern Art, and maybe stay for another two days in New York City before flying to Florida.
Immigration officer: Okay. Welcome to America. Enjoy your vacation!
In the sample conversation above, the difference between the proficiencies of the
interlocutors led to lapses in communication. It is also noticeable that success of the
process relies largely on the one who has higher proficiency. Since the tourist has limited
vocabulary (being a beginner), the immigration officer paraphrased the statement to fit the
level of the tourist.

175
Discrepancy between knowledge of the interlocutors also poses great treat. Read the
sample conversation below and try to cite some reasons for the communication Semantics Pertains to meaning derivation
breakdown. Syntax Grammar, structure, and form of the language
Conversation Sample
Setting: Computer repair shop LISTENING
Situation: One client wants to have her laptop fixed.
 Experts say that listening is the first language skill that students learn. If we are to
Specifications: Both the client and the technician have the same language of proficiency. think about it, this claim may be true. Upon hearing things, the one can speak-just
Client: Good morning! May I ask why my laptop shouts down automatically just right after like how we learned our first utterances. Parents keep on repeating words until the
turning it on? babies initiate and repeat the utterances successfully ( behaviorist). But is listening
Technician: Okay, let me see it. as easy as it may sound?
Client: So what do you think?
Technician: I think your laptop has been infected by Trojans and worms… The Listening Process
Client: Huh? Trojans? Worms?
Technician: Yes. By the way, do you do defragmentation every once in a while? Doing so
greatly helps the performance of your computer. Receiving Decoding Selecting
Client: Huh? What is that again? Defragment…what?
Technician : Defragmentation. Anyway, to fix your laptop, I will just rebot and reformat
everything, is that ok with you?
Client: I am not really familiar with you are saying. So fix it and send me the Bill Ok?

In conversation above, the technician uses jargon exclusive to those who are adept in
the computers and information technology. For someone who is not really into the
technicians of computer software and hardware nomenclature, understanding what the Retaining Comprehending Interpreting
technician is saying poses great difficulty that can later on lead to communication
breakdown.

English Language Learning

Learning the English language circles around the Three Sets of Four, and below is a table
that summarizes these sets.

MACRO SKILLS CUEING SYSTEMS COMMUNICATIVE COMPETENCIES

Learning Phonology Grammatical Reacting Responding
Speaking Morphology Discourse
Reading Semantics Sociolinguistic The receiving of the message from the source signals is the start of listening process. The
Writing Syntax Strategic listener, then, will decode the message and select important parts of the message that will
help the listener in interpreting it. Based on the interpretation, the receiver now
comprehends the message and retains information needed for him to react and respond.
THE FOUR CUEING SYSTEMS Kinds of Listening
CUEING SYSTEM Definition Interactional/ Emphatic Listening
Phonology Pertains to the sounds of language
Morphology Pertains to formation of words  This type of listening is very common at times done in an informal setting. This
Types of morphemes happens when persons listen to each other for the purpose of communicating
 Bound morpheme ( dependent) and empathizing. At times, the aim of this type of listening is to accomplish
 Free morpheme (independent) tasks or to come up with something.
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  In classroom setting, this is when students listen to each other for them to able another claim of the structurists. For them, and other Webster, speaking and listening are
to accomplish given tasks and activities. important language skills. They also adhere to the concept that language is arbitrary. For
them, language constantly goes through series of innovations developments, and changes.
Transactional/Critical Listening The word “thee”, “thou”, “growist”, and hath” are no longer used today. This is one proof
that language, just as other things, constantly changes.
 In this type of listening, the listener is concerned with acquiring new knowledge
for the purpose of improving his skill in generalizing and decision making. The cognitivist, however, believe that language is a mental phenomena. For them,
 In a classroom setting, this is when the students listen to their teacher to gain language learning is innate in the individual. According to them, there is one part in our
more knowledge brain called LAD (language acquisition device) that is responsible for language acquisition.
If we are to analyze their definition, we can infer that language (for them) is not learned but
THREE MODELS OF LISTENING acquired. The difference of learning from acquiring is that learning is voluntary while
acquiring is involuntary. We choose to learn, but we no choice what to acquire. We acquire
Joan Morely in her essay “Aural Comprehension, instruction: principles and Practices” traits from our parents, but we learn how to solve math problems.
made mention of the three modes of listening, namely: Undirectional, Birectional, and
Autodirectional. The functionalist have rather functional definition about language. For them language
performs specific functions, such as to express, to persuade, to give or ask information,
Undirectional If the listener cannot respond to the things he/she heard and to make someone to do something. Most people will agree with this definition, because
practically these functions are what language is really for.
Bidirectional If the listening process is reciprocal-meaning, two way ( indicated
by prefix “bi”) The behaviorists also have their own definition of language. For them, language is learned
through imitation, repetition, and reinforcement. If a teacher teaching grade one pupils will
Autodirectional If the listening process is reflexive-meaning, the speaker this is ask her students to say word the she does, then pupils learned( imitation). If the teacher
intrapersonal listening will ask the same pupils to repeat saying the world over and over again, then the pupil will
be punished. On the other hand, if the pupil were able to say it correctly, then he/she will
receive a prize. Given the two instances above, then the pupils learned ( reinforcement)
SPEAKING

Language and language learning developed as fast as civilization. In the olden times, man THE SEGMENTALS
used language merely for survival-now, language functions as one important medium of
change and innovation. According to the structurist, language is primarily vocal, but the question is-how to speak
properly? Is it merely opening and closing the mouth? Or is there a complex process that
But the question still remains… what is language? Language was defined by Webster as guides speech production? In this action, you will know how the speech mechanism works.
the expression and communication of emotions or ides between human beings by means
of speech and hearing that is systematized and confirmed by usage among a given people The Family of Consonant Sounds
over a period of time. If we are to look a Webster’s definition can infer that there are only
two functions of language. Consonant sounds can be classified according to the three dimensions: the place of
articulation (where the sounds is made), the manner of articulation (how the sounds is
The first one is to express how one feels ( emotions); and the second one is to express made), and voicing (voiceless or voiced).
how one thinks (ideas). He also mentioned two important factors of language speaking
(speech) and listening (hearing). The two word systematized in Webster’s definition can Manner of Articulation
also be related to grammar-meaning it follows certain rules and systems, and lastly, he Stops/Plosives
also mentioned”period of time”, which can be interpreted as the changes language goes These are sounds produced when the air stream is compressed and passes through a
through with me. small creating friction. The sounds F,V,S,Z,H,TH ( voiced) and voiceless), Sh Zh, are the
members of this group.
Webster’s definition is in line with the structurist’s. For them language follows a system- Affricates
meaning, one cannot just mix letters to form words. X,Y, K, and D cannot be combined to
form a meaningful word-well, at least in English. In the sentence” she is pretty,”it will be These are sounds produced when a plosive is followed by a fricative. Ts ( Ch), and Dz (J)
erroneous if one will change “is” to “are”. These instances are the bases of the structurist in are the members of this group.
saying that language is a system. They also believes that language is primary vocal, is

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Nasals

Nasal sounds are produced when the oral cavity is blocked, and so the air passes through VOWELS
the nose. N, M, and Ng are nasal sounds.
Vowels sounds are produced with one’s mouth open. It is also a fact that all vowel sounds
Liquid/Lateral are voiced sounds can be classified according to the height of the tongue and jaw, and the
way the mouth opens.
Sounds are produced when air stream moves around the tongue in an unobstructed
manner. Sounds like L and R are examples. Vowel sounds can be classified as SPREAD, ROUND,OR NEUTRAL.

Glides
SPREAD
Glides are sounds that are close to vowel sounds, like W and Y.
/i/ Long/i/sound as in “phoenix” and “beat”
/l/ Short /l/ sound as in “bit”, “captain”, “pin”, and
Point of Articulation “maariage”
/e/ Soft /e/ sound as in “hate”, “mate”, “grape”, and “gate”
Bilabial Two lips touching each other /E/ Hard /E/ sound as in “let”, “set”, “any”, and “ jeopardy”
Labio Dental Lower lips touches upper teeth /ae) Combination of /a/ and /e/ as in “family”, “man”, “anger”,
Dental Tip of the tongue and the inner edge of the and “hamburger”
upper teeth
Alveolar Tip of the tongue and the alveolar ridge
Palatal The tongue and hard palate NEUTRAL
Velar Dorsal tongue and soft palate
Glottal Throat passage /Y/ Unaccented schwa sound as in “towel”,
and “America”
/^/ Accented schwa as in “judge”, and “cup”
Voiced or Voiceless
ROUND
A sound is voiced if the vocal cords vibrate, whereas a sound is voiceless if the vocal cords
are not vibrating upon the production of sounds. /u/ Long /u/ sound as in “balloon”, “soon”,
and “pool”
Consonant Chart /U/ Short /U/ sound as in ”pull”, “would”, “push”,
and”cook”
/o/ Complete/o/ sound as in “boat”, “phone”,
Place of Articulation and”own”
Manner /a/ The /a/ sound as in” dark”, sergeant”, and
Bilabial Labio Dental Alveolar Palatal Velar Glottal “psalm”
Dental
Stop TD KG
Fricative FV Th SZ SH ZH H THE SUPRA SEGEMENTALS
(voiced Juncture
and Juncture is defined as the pauses and rests in a given speaking discourse. It is commonly
voiceles represented by a single slash(/) for short pauses, double slashes (//) for long pauses, and
s three slashes(///) for rests at the end of the paragraph
Affricate TS DZ
Nasal M N NG Pitch
Loud L R This is the highness or lowness of sound
Glide W Y
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Volume After reading a text, if students were able to give their opinions they belong to the fourth
This is the loudness or softness of sound stage. On the other hand, if students were able to criticize a particular text, and in turn
were able to write their own, they belong to fifth stage
Intonation Purpose of Reading
This is the rising and falling sound
Skimming- reading to get the main idea
Stress Scanning – reading to get specific information
This is the placement of emphasis or force on certain words or syllables
Other Purposes of Reading
1. Information searching
READING 2. General comprehending
3. New information learning
Jean Chall, Proposes skills that are essential for real reading to take place. She said that 4. Information evaluating and synthesizing
there are five skills that a student must have like.

1. Phonemic Awareness- being familiar with the sounds of the language WRITING
2. Phonics – drawing out the relationship between the symbol and the sound
( graphonemic relationship) The Paragraph
3. Fluency – the ability to blend and mix the sounds to form a meaningful utterance
4. Vocabulary- the ability to attach meaning to words The paragraph is defined as a group of unified, coherent, well-developed sentences that
5. Comprehension- the ability to create and decode meaning from a group of words. are properly and logically organized to support one specific idea or topic.

Chall also constructed a matrix of stages of reading development. She states that there are Based on the given definition, we can infer that it is important for a paragraph to have
six stages namely: Unity, Coherence, logical Organization, support or Development, proper Emphasis, and
one governing and limiting topic sentence- “UCODE TS”
Stage 0 Pre-Reading Stage
In this stage, the students are being exposed to the different sounds of the language. This The paragraph Paradigm
is the reason why songs, nursery rhymes, and poetry are being read to the students of
reading. Automatically in recognizing a particular language is the key in the next stages. Based on the diagram below, we can say that a paragraph is unified if all the sentences
The teacher can determine if the students have phonemic awareness if they can name are about the topic sentence. It has coherence if all the sentences are connected with each
from language the words they hear are from. other properly and logical and coherent order.
Stage 1 Initial Reading Stage S2
In this stage, the students will start to realize the correspondence between the symbol and
the sound. For example, upon seeing the symbol M, the students will know that the sound
is /m/ as in “mother”
Topic
Stage 2 Confirmation Stage
S1 Sentence S3
This stage is deemed to be very crucial in reading development and according to Chall,
most will mistake fluency for comprehension. She reiterates that mere verbalization of
written text cannot be considered complete reading. S4
Stage 3 Reading to Learn (Academic Reading)
The first three stages are considered”learning to read stages” while stage 3 up until stage 5 GRAMMAR
are “reading to learn stages”. In this particular stage, students must be beyond fluency.
They must be able to comprehend what they read because if not, they will have difficulty in Part of Speech
learning
NOUNS
Stage 4 Multiple Viewpoint Stage and Stage 5 Construction and Judgment Stage

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A noun names something- person, place, things, events, phenomena, emotions, etc. SINGULAR PLURAL
FIRST PERSON MYSELF OURSELVES
Kinds of Nouns SECOND PERSON YOURSELF YOURSELVES
1. Proper nouns- names of specific persons, things, or places THIRD PERSON HIMSELF THEMSELVES
2. Common nouns- refer to any one of a class of persons, places, or things ITSELF
3. Count nouns- nouns that can be counted and quantified using numbers ONSLELF
4. Non count nouns Mass nouns- nouns that cannot be counted and quantified
using measurements Example:
- Mass nouns, abstract nouns, events, occasions and phenomena are under
noon count nouns. REFLEXIVE INTENSIVE
5. Collective nouns- nouns that name a group of persons or things The pronoun refers to the subject The pronoun shows emphasis
6. Compound nouns- nouns that are made up of two words acting as a single unit. a. I see myself in his actions a. I, myself is the culprit
- Compound nouns may be written as separate words hyphenated words, or b. Did you teach yourself? b. You, yourself teach
combined words. c. He cut the paper himself c. He, himself cut the paper
d. They were shocked about d. They themselves were shocked
PRONOUNS themselves
Pronouns are words that stand for nouns 4. Indefinite Pronouns- do not refer to a specific noun.
Kinds of Pronouns SINGULAR PLURAL BOTH SINGULAR AND PLURAL
ANY ,EVERYONE BOTH, SEVERAL NONE
1. Personal pronouns- these are pronouns that refer to the person speaking, the ANYBODY, NO ONE FEW ALL
person spoken to, or the EVERYBODY MANY SOME
person or thing spoken about. ANYONE
SINGULAR PLURAL 5. Interrogative pronouns- used in asking questions
FIRST PERSON I ( Subjective) WE ( Subjective)
ME ( Objective) US ( Objective) INTERROGATIVE PRONOUNS
SECOND PERSON YOU YOU WHO HOW TO WHOM
WHAT WHOM TO WHAT
THIRD PERSON SHE, HE, HER,HIM, IT THEY ( Subjective) WHICH WHOSE TO WHICHWHERE
THEM ( Objective) WHY WHEN
2. Possessive pronouns- these are pronouns that show possession 6. Demonstrative pronouns- used in pointing nouns
POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS SINGULAR THIS THAT
MY MINE PLURAL THESE THOSE
OUR OURS
YOUR YOURS ADJECTIVES
THEIR THEIRS
HIS HIS An adjective qualifies and tells something about a NOUN or PRONOUN through
HER HERS descriptions.
ITS It answers the questions:
Examples: What kind?
Possessive Adjective: This is my book ( “my” qualifies the book) Which one?
Possessive Pronoun: This book is mine. (‘mine” represents the owner of the book) How many?
How much?
3. Reflexive and Intensive Pronouns

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Comparison of Adjectives Action verb is considered regular if its past form is derived by adding d or ed. Let us take
the word walk for an example; the past form of walk is walked.
POSITIVE COMPARATIVE SUPERLATIVE
BIG BIGGER BIGGEST BASE FORM PAST FORM
USEFUL MORE USEFUL MOST USEFUL Watch Watched
ACTIVE LESS ACTIVE LEAST ACTIVE Bake Baked
BAD WORSE WORST Pick Picked
Save Saved
Order of Adjectives
Irregular verbs
Descriptive Adjectives Action verb is considered irregular if its past form is derived not by adding d or ed, but
determin observati origin materi qualifi noun through a change or through retention in spelling.
er on al er
size shape ag color sports Car BASE FORM PAST FORM
e Pay Paid
An Expensiv Red Europe Neckla Put Put
e an ce Say Said
An Extrai- Daisies write Wrote
ordinary
Six Long White america Hair Linking verbs
stemm n
ed Linking Verbs as Copula
Her shiny Sho Black Dog The copula is defined by Celce-Muricia as the link between the subject and non verbal
rt predicates ( nouns, adjectives, and some adverbials). The copula also carries the tense
My Big Ol Germa Boxes and would determines subject-verb agreement.
d n Examples:
Those Lon Ceram jewelr Locket She is beautiful---She is a pronoun, and beautiful is an adjective.
g ic y She is beautiful---She is singular, that is why we used “is”
That Smooth Big Insects
Few Tiny Africa gold Films Linking Verbs as Perception Corpulas
n These are verbs that expresses no action, but at the same time, are not conventional ( is,
Some Erotic India are, was, were) linking verbs. They are called Perception copulas because they are
n perceived through the senses ( mental or sensory)

Examples:
VERBS Appear Seem Feel Look
Smell Sound Taste
Oftentimes. Verbs are defined as action words. But reality, verbs are far more than that.
Verbs also link ideas in a sentence, help other verbs, and state conditions. We can classify Linking Verb as State Copulas
verbs into (1) verbs actions, (2) linking/be verbs, (3) helping verbs, (4) emphatic verbs, State copulas are verbs that are not locomotive. They are more of a condition than an
and of course, (5) modals. action.

Action Verbs Examples:

These are verbs that express action. A majority of verbs are of this nature, and that is why Lie Remain
most of the time, learners tend to define verbs as action words. Words like run, walk, talk, Rest Stand
sing, dance, etc. are common examples of action verbs. We can further classify actions
verbs into two more sub classifications-Regular and Irregular verbs. Linking Verbs as Change of State Copulas
These linking verbs do not express instant locomotion or movement. Mostly, these verbs
Regular verbs express changes from one state to another.
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Examples:
Become Come Fall ADVERBS
Get Go Grow
Turn Adverbs modify verbs, adjectives, or another adverb.

These are also called helping verbs because they always appear with another verb in a Adverb of Manner
sentence ( main verb). Linking verbs such as is, was, were, are considered auxiliary verbs
if they appear together with a for a s verb in progressive form. Other helping verbs are has, This answers the question how a thing is done
have, and had. Example:
He did the job poorly
The verb has is used for singular subjects in the present tense. The verb “have” is used for Question: How did he do the job?
plural subjects in the present tense, and had is used doe both singular and plural subjects Answer: Poorly
in the past tense. Has, have and had, are also considered Auxiliary verbs if they appear in
a sentence with another verb( main verb) in the past participal form. Adverb of Time

Example: This answers the question when the action happened

She has taken a bath already the verb”has” functions as an Example:
auxiliary He will go there tomorrow
Question: When will he go there?
Emphatic Verbs Answer: Tomorrow

Emphatic verb are used to give certain emphasis. These verbs are do, does, and did. Do is
used for plural subjects in the present tense. DOES is used for singular subjects in the Adverb of Frequency
present tense, and DID for both plural and singular in the past tense.
This answers the question how often
The verbs, DO,DOES, and DID can also be used as main verbs. They are only considered Example:
em phatic verbs if they appear in a sentence with another verb in its base form. She is there every week
Question: how frequent is she there?
Example: Answer: every week
She did not drink her milk ----- DID is used as an emphatic verb
Modals PREPOSITION
According to Celece-Muria, modals are helping verbs that are used to give a proposition. A
degree of probability, to express one’s attitude, and to perform various social functions A preposition links words with a sentence. It also states how two separate things are
such as expressing politeness or indirectness when making request, giving advice, or related. A preposition may indicate a location, direction, possession, or cause.
grabting permission. It is always couples with a verb on its base form.
Common Prepositions
a. Stating Ability
I can do anything In front of About In Beneath
In regard to Above Near During
b. Expressing Regret Inside Across Down By
I should have loved you In spite of Against Despite By means
c. Giving warning Into Among From Amid
You may be in danger

d. Expressing Admission with Reservation CONJUNCTION

I might be wrong, but I know what I did
If prepositions link words within a sentence, conjunctions relate or join words into single
e. Expressing observation unit.
You must do this

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Coordinating Conjunctions- connect words or group of words Nouns in percent and in fraction take a singular verb if paired with a non-count noun, and
Examples: but, and, for, nor, or, so, yet vice versa.
TIP: Coordinating conjunctions connect words of the same grammatical structures. Examples: 50% of the Earth’s water is still safe for drinking
One-third of the students were expelled
Correlative Conjunctions- connect words under the same grammatical structure, but they Compound Nouns
always appear in pairs. Compound subjects joined by a conjunction take plural verbs.
Examples: either….or, neither… nor Examples: Paul and Robin are brothers

Subordinating Conjunctions- connects two complete ideas to make one dependent to

other. Neither…nor and Either…or
Examples: inasmuch as, whenever, unless The verb must agree with closet noun.
Example: Neither John nor his brothers are going to America

INTERJECTION As well and Together with

These are words that express strong feelings or emotions. They may function as an The verb must agree with the first noun (subject).
independent sentence with the speaker as the subject. Example: the president, together with his advisers, is leaving tomorrow
Examples: ouch, aha, alas, oh, hurray

Subject and Verb Agreement Tenses

Collective Nouns Simple Present Tense

These nouns can either take a singular or plural verb depending on how they are used in a Verbs in the present tense express habitual or factual actions.
sentence. On the other hand, if a collective noun is perceived as one entity, then it would Examples: She sings
take a singular verb. On the other hand, if a collective noun is perceived as individuals the The sun shines
group, it will take a plural verb. Simple Past Tense
Examples: Our debate team has won the competition Verbs in the past tense express actions that happened in the past.
Our debate team have won all their battles Example: She sang yesterday

Noun ending in –s-and –ics Simple Future Tense

Verbs in the future tense express actions that will happen in the future.
Nouns ending in s and ics are always paired with verbs in the singular form Example: She will sing.
Examples: Mathematics is my favorite subject
Measles is a dangerous disease Present Progressive Tense
Verbs in the present progressive tense, express actions that are happening at the moment.
Nouns in sets of twos. Example: She is singing.
Nouns of this nature take a singular verb if the word” pair” is present. If not. They take a
plural verb. Past Progressive Tense
Examples: A pair of scissors in on the table This expresses a continuing action that started and ended in the past.
The scissors are on the table Example: She was singing all afternoon yesterday.

Future Progressive Tense

“A number” and “The number” This expresses a continuing action that will happen in the future.
Sentence beginning with the phrase “ a number” always take a plural verb, while Example: She will be singing in the competition.
sentences that begin with “ the number” take a singular verb”
Examples: A number of students have been expelled Present Perfect Tense
The number of students being expelled is rising. This expresses an action that started in the past, but is still happening at present
Example: I have sung a song.
Fraction and Percent

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Past Perfect Tense
This expresses two past actions, in which one happened before the other. Fragment- group of words masquerading as a sentence
Example: she had sung before she danced. Example: The justice system in the olden times

Future Perfect Tense Sentence

This expresses two future actions, in which one will happen before the other.
Example: She will have sung before she dances. Four Kinds of Sentences according to Function

Present Perfect Progressive Tense Declarative- states an idea and express facts and opinion
This expresses an action that started in the past and still happening at present and will Example:
most likely continue to happen in the future. She is a pretty girl
Example: She has been singing since this morning. We must learn how to swim
The earth is round
Past Perfect Progressive Tense
This expresses two past actions, where the first one was still happening when the second Interrogative- used in asking questions
one transpired. - Ends with a question mark
Example: She had been singing before the bomb exploded.
Example:
Future Perfect Progressive Tense Who are you?
This expresses two future actions, where the first action is still happening when the second What is the capital city of Hungary?
one is transpires.
Example: She will have been singing before the bomb explodes. Imperative- used in asking someone to do something
- “you” is the implies subject

SUMMARY SUMMARY Example:

Present I dance Go away
Past I danced Turn around
Future I will dance Write your name
Present Progressive I am dancing
Past Progressive I was dancing all afternoon yesterday Exclamatory- used to express strong feeling or emotion
Future Progressive I will be dancing -end with a exclamation point
Present Perfect I have danced Example:
Past Perfect I had danced before I sang Fire!
Bomb!
Future Perfect I will have danced before I sing You won!
Present Perfect Progressive I have been dancing since then
Past perfect Progressive I had been dancing when the bomb Four Kinds of Sentences According to Structure
exploded
Future Perfect Progressive I will have been when the party ends Sentence Patterns with Transitive Verbs
S-AV-DO ( Subject-Action Verb-Direct Object)
Beth read the book quickly
Faulty Modifiers I gave him a book
Dangling Modifier- absence of the word being modified S-AV-IO-DO (Subject- Action Verb- Indirect Object-Direct Object)
Example: Inside the store, shoes must be worn I gave the place a new coat of paint
Who must wear the shoes? Mr. Padilla gave me the test results
Customers must wear shoes inside the store.
S-AV-DO-OC (Subject- Action Verb-Direct Object- Object Complement)
Misplaced Modifier- the modifier modifies the wrong word. The judges considered him a champion
Example: Turning green, I watched the lights turning green.
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The movie’s ending made her happy Element of Fiction
Sentence Patterns with Linking Verbs
Plot
S-LV-PN (Subject-Linking Verbs-Predicate Nominative The plot is a series of events knit together following the principle of cause and effect. It is
That boy is the culprit also deemed to be an arrangement of incidents, the narrative structure, the organization of
One of the contestants is she. a narrative, and the logical sequence of actions. A plot can be arranged and organized in
two ways, the first one is through Chronology-which means that the events are arranged
S-LV-PA (Subject- Linking Verb- Predicate Adjective according to time and space, and the second one is through Climax-which means that the
The show is cool events are organized according to order of suspense.
The singer sounds bad
There are also two types of plot, the first one is called organic, which means the story
Four Kinds of Sentences According to Structure sprouted from just one conflict; and the second one is episodic, which means there are two
or more sources of conflicts.
Simple Sentence- composed of one independent clause
Compound Sentence- composed of two or more independent clauses
Complex Sentence- composed of one independent clause and two or more dependent Conflict
clauses Conflict is considered as the soul of the plot, and it is the tension between opposing forces
Compound- Complex- composed of two or more independent clauses and one or more in the story. It can be external, which means that conflict is from outside forces; or internal
subordinate clauses which means the conflict resides the main character.

Examples: Here are the types of conflicts:

 Physical-man vs. nature
Simple Sentence I tried to stop her  Social- man vs. man
Compound Sentence I tried to stop her, but she still went away  Psychological- man vs. self
Complex Sentence I tried to stop her when she left  Cosmic- man vs. God
Compound- Complex I tried to stop her when she left, but she still went away
Character
Characters in the story are the moral agents of actions. They are the invented personages
LITERATURE in fiction.

Introduction to Fiction There are two types of characters namely major and minor. Under major characters, we
have the protagonist, who is the central character where the story revolves; and the
FICTION antagonist, who prevents the protagonist in solving the conflict. Under minor characters we
Fiction is a prose imaginative composition which may or may not be based on history or have foil, who has the opposite traits of the main protagonist; the confidant, who serves as
fact. the friend of the protagonist; and the background characters, who are not closely related
with the protagonist.
The different types of fiction are the following:
We also have two kinds of character. The first one is round, which means the character
Short story- a relatively brief prose fictional composition based in a single main incident was able to undergo change, while the second one is called flat, which means there was
which is designed to produce a single dominant impression. no change in the outlook and action of character.

Novel- a prose fictional work of considerable length that deals with a series of Setting
complications involving characters in a particular setting. The setting serves as the background of the story, may it be physical, mental, or spiritual. It
serves as the backdrop and sets the mood of the characters. There are three elements of
Drama- a composition in prose or verse designed for stage performance through mine and setting. The first one is time, which sets the duration of the events; next is place, which
dialogue. talks about the locally; and the third one is atmosphere, which is the emotion or the mood.

Allegory- a symbolic fictional account conveying meaning/s beyond the literal Theme

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Theme is considered as the central message of the story. It is the universal truth WORKS AUTHORS
expressed in the text. The Epic of Gilamesh LEQI-UNNINNI, SCRIBE (700BCE)
Lliad HOMER, (800 BCE)
Point of View Odyssey
This pertains to the vantage point where the story is narrated. Below are the different The Analects CONFUCIUS (551-479 BCE)
types; The Oresteia AESCHYLUS (496-406 BCE)
Agamemnom
FIRST person- a principal character in the story is the one narrating it. Theban Plays: SOPHOCLES (496-406 BCE)
SECOND person (unlimited)- an indirect disclosure of the narrating self for Oedipus Rex
characterization and analysis Oedipus at Colonus
THIRD person-(limited) also known as the central intelligence point of view; the author Antigone
choose a character from whose consciousness the entire story is told Alcestis EURIPIDES 9484-406 (BCE)
CAMERA EYE- presents the dialogues, and the incidents of a narrative like a mechanical Medea
recording device. Hippolytus
REVOLVING-characterized by a narrative shift from one point of view to another The Trojan Women
COMPOSITE point of view-gives a comprehensive view of the events and incidents in the Electra
story through the different angles adapted by several narrating characters The Histories HERODOTUS (484-425 BCE)
The History of the Pelipennesian THUCYDIDES (470-400 BCE)
Figurative Language War
1. Synecdoche-an association of some important part with the whole it represents. The Art of War SUN-TZU (450-380 BCE)
Example: the face who launched a thousands ships
2. Simile- an indirect association Lysistrata ARUSTOPHANES (448-388 BCE)
Example: she like a flower The Clouds
3. Personification-given human attributes to an inanimate object (animal, idea, etc.) The Birds
Example: the sun is looking down on me. The Republic PLATO (428-348 BCE)
4. Oxymoron- a self-contrasting statement Ethics ARISTOTLE ( 384-322 BCE)
Example: Loud silence Politics
5. Metonymy- an association wherein the name of something is substituted by Poetics
something that represents it.
Example: Toothpaste is sometimes called Colgate The Book of Mencius MENCIUS (400-320 BCE)
6. Metaphor- a direct comparison The Ramayana VALMIKI (300 BCE)
Example: you are the sunshine of my life The Mahabharata VYASA (200BCE)
7. Irony- the contrast between what was expected and what actually happened The Bhagavad Gita ANONYMOUS (200BCE)
Example: No smoking sign during a cigarette break Records of the Grand Historian SSU-MA CHE’IEN (145-86BCE)
8. Hyperbole- an exaggeration Of the Nature of Things LUCRETUS 1(100-50 BCE)
Example: Cry me a river The Aeneid VIRGIL (70-19 BCE)
9. Euphenism- Creating a positive connotation out of something negative. Mediations AURELIUS, MARCUS (121-180)
Example: Loved child (illegitimate child) The Confessions SAINT AGUSTINE (354-430)
10. Ellipsis- omission of words in a sentence The Cloud Messenger KALIDASA (400)
Example: She walked away and so the world turns… Sakuntala/Shakuntala
11. Asyndeton- Not putting any connectors (conjunctions or prepositions) The Koran MUHAMMAD (650)
Example: No retreat, no surrender The Platform Sutra of the Sixth HUI-NENG (638-713)
Patriach
12. Apostrophe- A direct address to an abstract things or a person who passed away Shah Nameh FIRDAUS (940-1020)
Example: Love, please come and take me. The Pillow Book SEI SHONAGON (965-1035)
The Tale of Genji ( First Novel in MURSAKI, LADY SHIKIBU (976-1015)
the world)
WORD LITERATURES The Rubaiyet KHAYAM, OMAR (1048)
The Divine Comedy ALIGHIERI, DANTE (12655-1321)
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The Romance of the Three KUAN-CHUNG, LUO (1330-1400) The Ancient Mariner COLEERIDE, SAMUEL TAYLOR (1772-1834)
Kingdoms Christabel
The Canterbury Tales CHAUCER, GEOFFREY (1342-1400) Kublai Khan
1001 Nights/Arabian nights ANONYMOUS (1500) Pride and Prejudice AUSTEN, JANE (1775-1817)
The Prince MACHIAVELLI, NICOLO (1469-1527) Emma
Gargantua and Pantagruel RABELAIS, FRNCOIS (1483-1553) The Read and the Black STENDHAL (1783-1842)
Journey to the West WU CHE’ENG-EN (1500-1582) Pere Goriot DE BALZAC, HONORE (1799-1850)
Essays-Apology for Raymond MONTAIGNE, MICHEI (1533-1592) Eugenie
Sebond Cousin Bette
Don Quixote SAAVEDRA. MIGUEL DE CERVANTES (1547- Self Reliance EMERSON, RALPH WALDO (1803-1882)
1616) The Scarlet Letter HAWTHORNE,NATHANIEL (1804-1864)
Romeo and Juliet SHAKESPEARE, WILLIAM (1564-1616) Democracy in America DE TOCQUEVILLE, ALEXIS (1805-1859)
Much Ado About Nothing On Liberty MILL.JOHN STUART (1806-1873)
Twelfth Knight The Subjection of Women
Merchant of Venice The Voyage of the Beagle DARWIN, CHARLES (1809-1859)
Devotions DONNE, JOHN (1573-1631) The Origin of the Species
Sermons Dead Souls GOGOL, NIKOLAI (1809-1882)
First and Second Anniversaries The Cask of Amontillado POE, EDGAR ALLAN (1809-1849)
Dialogue Concerning The Two GALILEI, GALILEO (1574-1642) Annabel Lee
Chief World Systems Vanity Fair THACKERY, WILLIAM MAKEPEACE (1811-1863)
Leviathan HOBBES, THOMAS (1588-1 Pickwick Papers DICKENS, CHARLES (1812-1870)
Discourse on Method DESCARTES, RENE (1596-1650) The Tale of Cities
Paradise Lost MILTON, JOHN (1608-1674) A Christmas Carol
Lycidas David Copperfield
Areopagitica Great Expectations
The School for Wives MOLIERE (1622-1673) The Warden TROLLOPE, ANTHONY (1815-1882)
Rartuffe Jane Eyre BRONTE, CHARLOTTE (1816-1855)
The Would-Be Gentleman Wuthering Heights BRONTE, EMILLY (1818-1848)
Thoughts PASCAL, BLAISE (1623-1662) Walden THROREAU, HENRY DAVID (1817-1862)
Pilgrims BUNYAN, JOHN (1628-1688) Civil Disobedience
Second Treatise of Government LOCKE, JOHN (1632-1704) Fathers and Sons TURGENEY, IVAN (1818-1883)
The Narrow Road to the Deep BASHO, MATSU (1644-1694) The Communist Manifesto MARX, KARL (1818-1883)
North Moby Dick MELVILLE, HERMAN (1819-1891)
Robinson Crusoe DEFOE, DANIEL (1660-17310 The Mill on the Floss ELIOT, GEORGE (1819-1880)
Gulliver’s Travel SWIFT, JONATHAN (1667-1745) Middlemarch
Candid VOLTAIRE (1694-17178) Silas Marner
An Enquiry Concerning Human HUME,DAVID (1711-1776) Leaves of Grass WHITMAN, WALT (1819-1892)
Understanding Madame Bovary FLAUBERT, GUSTAVE (1821-1880)
Tom Jones FIELDING, HENRY (1707-1754) Crime and Punishment DOSTOYEVSKY, FYDOR (1821-1880)
Confessions ROUSSEAU, JEAN JACQUES (1712-1778) Brothers Karamazov
The Social Contact War and Peace TOLSTOY, ELO (1828-1910)
Tristram Shandy STERNE, LAURENCE (1713-1768) Annakarenina
The Life of Samuel Johnson BOSWELL, JAMES (1740-1795) The Soul Selects Her Society DICKENSON, EMILY (1830-1886)
Basic Documents in American JEFFERSON, THOMAS A Dimple in the Tomb
History Huckleberry Finn TWAIN, MARK (1835-1910)
Faust WOLFGANG VON GOETHE, JOHANN Tom Sawyer
A Poison Tree BLAKE, WILLIAM (1757-1827) The Mayor of Casterbridge HARDY, THOMAS (1840-1928)
The Prelude WORDSWORTH, WILLIAM (1770-1850) The Interpretation of Dreams FRUED, SIGMUND (1856-1939)
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Uncle Vanya CHEKOV, ANTON (1860-1904) Telex Moon
Three Sisters Sunlight on Broken Stones
The Cheery Orchard What is an Educated Filipino BENITEZ, FRNCISCO
The Age of Innocence WHARTON, EDITH (1862-1937) Dead Stars BENITEZ, FRNACISO
The House of Mirth Stepping Stories
The Road Not Taken FROST, ROBERT (1874-1963) Half a Life
Stopping by the Woods on a The Living and the Dead BRILLANTES, GREGORIO
Snowy Evening A Wind Over the Earth
A Passage of India FORSTER, E.M (1879-1970) Distance to Andromeda
Ulysses JOYCE, JAMES (1882-1941) America is in the Heart BULOSAN, CARLOS
Mrs. Dalloway WOOF, VIRGINIA ( 1882-1941) ( Autobiographical)
To the Lighthouse The Laughter of My Father
Orlando The Voice of Bataan
Sons and Lovers LAWRENCE, DFAVID HERBERT (1885-1930) The Power of the People
Lady Chatterley’s Lover People in the War CORDERO-FERNANDO, GILDA
The Fox The Visitation of the Gods
A long Day’s Journey into the O’NEIL, EUGENE (1888-1953) The Butcher, The Baker, and the
Night Candlestick Maker
Mourning Becomes Electra The Wedding Dance DAGUIO, AMADOR
Waste Land ELIOT,T.S (1888-1965) No Certain Weather DEMETILLO, RICARDO
Brave New World HUXLEY, ALDOUS ( 1894-1963) Barter in Panay
The Sound and the Fury FAULKNER, WILLIAM (1897-1962) Daedalus and OtherPoems
A Rose for Emily Masks and Signatures
Old Man and the Sea HEMINGWAY, ERNEST (1899-1962) The Devil Flower ENRIQUEZ, EGMIDIO ALVAREZ DEMETILLO,
1984 ORWELL, GEORGE (1903-1950) House of Images RICARDO
Animal Farm Palabas: Essays on Philippine FERNANDEZ, DOREEN
The English Teacher NARAYAN, R.K Threater
Waiting for Godot BECKETT, SAMUEL (1906-1989) Poems in Spanish and Ilocano FLORENTINO, LEONA
One Hundred MARQUEZ, GABRIEL GARCIA (1928-PRESENT) Now and at the Hour FORD, AIDA RIVERA
Love in the Time of Cholera Fire Poem/Rain Poem GAMALINDA, ERIC
Things Fall Apart ACHEBE, CHINUA (1930-PRESENT) Popular Delusions
No longer At Ease Planet waves
Sula MORRISSON (1931-PRESENT Poems GLORIA, ANGELA MANALANG
The Beloved The Winds of April GONZALES N.V.M
Jazz A Season of Grace
Song of Solomom Seven Hills Away
Children of the Ash-Covered Loam
The Bamboo Dancers
FILIPINO AUTHORS and their WORKS Children of the City GUERRERO, AMADIS MA
Dogeaters HAGEDOREN, JESSICA
WORKS AUTHORS Gangster of Love
Magnificence and other stories ALFON, ESTRELLA Encanto IGLORIA, MARIA LUISA
The Knifed Horizon ANGELES, CARLOS Blood Sacrifice
A Stun of Jewels Juanita Crus JALANDONI, MAGDALENA
How My Brother Leon Brought ARGUILLA, MANUEL Ang Dalaga sa Tindahan
Home a Wife and Other Stories Ermita JOSE, FRANCISO SIONIL
Sunflower Poems AYALA, TITA LACAMBRA Poon
The Archipelago BAUTISTA, CIRILO My Brother, My Executioner

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The Woman Who Had Two Navels JOAQUIN, NICK It means that the work being done is futile.
Summer Soistice Bring home the bacon The speech coach cheered his contestants. He said
May Day Eve “Bring the bacon!”
Small Key LATORENA, PAZ It means that he wants the team to win.
Desire Between the devil and the This situation is hopeless!. It is like the devil and the
Sunset deep blue sea deep blue sea.
Literature and Society LOPEZ, SALVADOR This situation is at its worst and the resolution is seen
Reevaluation LUMBERA, BIENVENIDO to be unpleasant.
Abot-Tanaw In your face The debater was criticized straight in her face.
My humble Opinion NAKPIL, CARMEN GUERRERO To state something in an aggressive manner.
Women Enough Under the weather She did not attend her class. She said that she feels
The Virgin POLOTAN-TUVERA-KERIMA under the weather.
The Hand of the Enemy The person is sick.
Back to square one Her efforts are wasted since she is back to square one.
Mythology RAMOS. MAXIMO The person has to start again from the beginning.
The Creatures of Philippine Lower Hold your horses The commandant reminds his team hold their horses
Zita ROTOR, ARTURO until the right time comes.
The Wound and the Scar Be patient.
The Volcano SANTOS, BIENVENIDO Tickled your horses The news tickled her pink.
The Man Who ( Thought He) Made one every happy.
Looked Like Robert Taylor When pigs fly There is no chance of us being husband and wife,
The Day the Dancers Came unless when pigs fly.
Scent of Apples Impossible to happen.
Lidia SOTTO, JUSN CRISOSTOMO At the pink of health She looks beautiful and well rested. I assume she is at
His Native Coast TIEMPO, EDITH the pink of health
The Tracks of Babylon Good health.
Blade of Fem
Valediction sa Hillcrest TINO, ROLANDO
Claudia and Her Mother Phrasal Verbs
Man Songs VILLA, JOSE GARCIA Add up Add
Footnote to Youth Bring about Cause to happen
Like the Molave ZULUETA DA COSTA, RAFAEL Bring up Raise
Twisted ZAFRA, JESSICA Call off Cancel
Carry on Continue
Back up Support
IDIOMATIC EXPRESSIONS Bring off Accomplish
Carry out Complete
EXPRESSION MEANING Count in Include
Come hell of high water I am by your side come hell or high water. Cut down Reduce
This means the speaker would not leave the one Fill out Complete (printed form)
he/she is speaking with no matter what happens Fill up Complete ( container0
Put your finger in the pie To finish the task at a much earlier time, everyone Hang up Suspend
must put his/her finger in the pie. Hold up Rob
It means they must do their share in a particular task. Pay off To complete payment
Be in the limelight The soprano did her best to be in the limelight. Touch up Repair
It means to be at the center of everybody’s attention. Turn down Refuse
Flogging a dead horse Rallies and mass demonstrations against the RH law Throw over Reject
are like flogging a dead horse. Save up Accumulate
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Put off Postpone 13.There was a question of fraud among the notorious pupils who took the special
Down play Diminish examination.
Figure out Understand a. cheating c. unfairness
Breakdown Analyze b. injustice d. favoritism
14. Her answer was explicable in public
a. undetermined c. unacceptable
Practice Test b. can be explained d. unreasonable
15. She looked haggard when she came in
Choose the correct meaning of the underline word. a. fresh c. gaunt
b. at ease d. inspired
Vocabulary: Subject-Verb Agreement
16.Everybody in the gymnasium _____ frustrated when the candidate did not appear in
1. The teacher-adviser monitors the class activities of his pupils. public.
a. Demands c. Identifies a. was b. were
b. Observes d. regulates 17.A bag of candies and a bottle of coke ____ on the table.
2. There is a need to renovate the old school building to avoid future accidents. a. Is b. are
a. repair c. restore 18.That _____ seem correct.
b. repaint d. redecorate a. don’t b. doesn’t
3. The athlete was in a sanguine mood after the ball game 19.Either the boys or girls _____ here.
a. Frustrating c. sad a. is b. are
b. happy d. discouraging 20.The number of teacher in the school ____ from year to year.
4. There is a need for an amicable settlement between the parent and the teacher a. vary b. varies
a. embarrassing c. peaceful 21.One-third of the classroom_____ under water.
b. humble d. continuing a. was b. were
5. There is an altercation going on between the teacher and principal in the office. 22. She is one of those honor pupils who always _____ into confusion.
a. dispute c. settlement a. get b. gets
b. competition d. jealousy 23. Each of the members of the club _____ a duty to perform.
6. The English teacher is proficient in her teaching. a. Have b. Has
a. effective c. engrossed 24.Mrs. Tecson’s creativeness and concern _____ well appreciated.
b. expert d. perfect a. is b. are
7. Stipulate in your constitution and by-laws the qualified of the officers. 25.There ____ many pupils here.
a. specify c. fasten a. Is b. are
b. attach d. underline 26.Many years of his life _____ spent in province
8. Integrate values in all your subject areas a. Was b. were
a. remove c. decrease 27.No one ____ at home.
b. include into d. criticize a. is b. are
9. His preposterous reason made him the talk of the campus. 28.My leg and my arm _____ aching.
a. magnificent c. funny a. Is b. are
b. ridiculous d. positive 29.She _____ to read novels.
10. The singer was fidgety as the judges were deciding on the winner. a. like b. likes
a. appealing c. restlessly 30.There _____ eight men in the game.
b. with love d. none of these a. is b. are
11.He was deprive of a mother’s love
a. satisfied c. chosen
b. debarred d. given Identify the figure of speech in the following statement.
12. The flagrant pupils came shouting with stones in their hands.
a. industrious c. notorious 31.Michael shouts like mike does.
b. group of pupils d. intelligent a. hyperbole c. metaphor
b. simile d. litotes

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 32.Dona was tired to death after a long day of cooking. b. spend less d. spend more
a. simile c. metaphor 47.The pond is shallow
b. hyperbole d. personification a. has clear water
33.She has a Venus beauty b. is full of mass
a. simile c. metaphor c. is not deep
b. hyperbole d. litotes 48.The oil trickles down the machine
34.As the rain falls, the leaves dance merrily while the cool breeze touches my lips a. flows rapidly
gently. b. flows little by little
a. Hyperbole c. metaphor c. flows in large quantities
b. litotes d. personification 49.That pond is full of fry.
35. Mt. Apo is a small volcano compared to Mt. matutum. a. small fish c. mosquito
a. Litotes c. Metaphor b. frogs d. wraps
b. Hyperbole d. Simile 50.I sneaked out.
36.Chris was a limb in the group during the disco party. a. went out noisily c. went out easily
a. simile c. hyperbole b. went out without attracting
b. metaphor d. litotes 51.He hasn’t come yet
37. Her lips are as cold as ice a. he’ll come later c. he won’t come
a. simile c. personification b. we won’t wait for him d. he will never come
b. metaphor d. synecdoche 52.You will sprinkle the flower once a day
38.James was crushed by the death of Kris. a. change c. cut
a. simile c. hyperbole b. water d. throw
b. personification d. metaphor 53.These fish are fresh
39. Her skin is as white as onion a. cooked c. cheap
a. simile c. hyperbole b. newly caught d. rotten
b. metaphor d. litotes 54.The light is dim
40.She has the King Solomon ideas. a. off c. colored
a. Simile c. metaphor b. not bright d. very bright
b. Hyperbole d. personification 55.The ants are motile
IV.Vocabulary a. small c. numerous
b. movable d. big
41.That coke is delicious
a. looks good c. looks colorful V. Answer the following correctly.
b. tastes good d. smells good
42.I won’t come anymore 56.How do you address a Christmas card where the husband is a Doctor of Philosophy
a. come soon c. already came and the wife is an attorney? Which is the right form?
b. never come d. any of these a. Dr. and Atty. Ben Marquez
43.The story is uninteresting b. Dr. Ben Reyes and Atty. Rose Reyes
a. very interesting c. Dr. Reyes and Atty. Reyes
b. interesting in some part d. Dr. and Mrs. Ben Reyes
c. not interesting 57.Writing to your superior, what complimentary wending should be used?
d. some how interesting a. truly yours, c. Yours truly,
44.She was attracted by the hedge b. very truly yours, d. Truly very your’s
a. stone c. fence 58.Choose the proper use of everyday.
b. low bushes d. none of these a. You find this headline everyday.
45.The memo is compulsory. b. You find this headline everyday in the newspapers.
a. must be done c. must be kept c. You don’t find the issue clear everyday.
b. a request d. optional d. I read the issue everyday
46.She has to economize. 59.Which declaration shows determination?
a. earn more money c. put business a. What an embarrassing situation!

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 b. I have good words for you. b. Haiku d. Tanaga
c. This time, I won’t stop teaching. 72.A collection of literary pieces
d. I will still think about it. a. Prose c. Anthology
60.When you are writing to someone you hardly know, the salutation should be b. Biography d. Diary
a. My dear Mrs. Ponce 73.Verse with 14 iambic pentameter lines
b. Dear Mrs. Ponce a. Epic c. Verse
c. To ever dearest Mrs. Ponce b. Sonnet d. Prose
d. My ever dearest Mrs. Ponce 74.Longest epic ever written
61. “Early to bed, early to rise, keeps a man healthy, wealthy, and wise” means a. Invictus c. Mahabharata
a. sleep early and wake up early so you will become wealthy b. Lam-ang d. Lament
b. Develop healthy habits of going to bed early and getting 75.Stories that reflect people’s beliefs and are handed from generation to generation
c. Sleeping is the root of making wealth a. Prose c. Poetry
d. Sleeping will give you a healthy mind. b. Folktales d. Ballad
62.“Tell me who your friends are and I’ll tell you who you are” means 76.These are not tales making use of animals as characters
a. You are the judges as to who your peers are. a. Myths c. Fables
b. Your friends are your everyday companions. b. Legends d. Fiction
c. You choose your friends. 77.Known for his pen name “Dolores Manapat”
d. Tell me who you to be with. a. Antonio Luna c. Gracianio Lopez Jaena
63. Which of this word are synonymous with settlement? b. Marcelo H. del Pilar d. Andres Bonifacio
a. Autonomy c. Accord 78.Filipino essayist an Patriots who edited and published “La Solidaridad”
b. Breakthrough d. Policy a. Apolinario Mabini c. Jose Rizal
64.What does it mean by saying “Not all close eyes are asleep”. b. Andres Bonifacio d. Marcelo H. del Pilar
a. Not all eyes are blind. 79.His words were the source of inspiration for the poem “ Like the Molave”
b. The eyes seem to be closed, yet she knows what’s going on. a. Mabini c. Quezon
c. When we sleep sometimes we open our eyes. b. Carlos Romulo d. Rizal
d. Sleeping is not always closing our eyes. 80.A poem lamenting the dead
65. What is meant by live within your means? a. Sonnet c. Elegy
a. Grow as your live b. Ode d. Satire
b. Liking is the means of growing. 81. Represent of a thing or ideas of a person
c. Spend according to your income. a. hyperbole c. Heroic Couplet
d. Growing is the means to live. b. Allusion d. Personification
66.“ I am the master of my fate, I am the captain of my soul” was written by 82.A speech by a person who reveals his thoughts
a. Henley c. Elliot a. Sonnet c. soliloquy
b. Dickens d. Shelley b. Metaphor d. simile
67.“ A thing of beauty is a joy forever” expressed the philosophy of 83.Figure of speech where two different things are compared thru the use of “as” and
a. Spencer c. Elliot “like”
b. Keats d. Tennyson a. simile c. facsimile
68. America’s greatest humorist b. allegory d. epic
a. Benjamin Franklin c. Washington Irving 84.Author of “ how My Brother Leon Brought Home a Wife”
b. Mark twain d. Samuel Clemens a. Manuel Arguilla c. Paz Benitez
69.A long narrative poem dealing with persons of heroic proportion and actions of b. Fernando maramag d. None of these
great significance 85.These stories, which reflect the people’s belief, are handed down from one
a. Ballad c. Sonnet generation to another by word of mouth.
b. Epic d. Elegy a. novels c. prose
70.Considered the father of the modern American short story b. folktales d. poetry
a. Shakespeare c. Edgar Allan Poe 86. A type of literature which narrates heroic deeds and supernatural happenings with
b. Bacon d. Robert frost local color and which people sing or chant
71.It is a Japanese poem with 17 syllables. a. epic c. verse
a. Niponggo c. Canto b. poetry d. riddles

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87.He wrote the famous letter “ To the Women of Malolos” a. Spolarium c. Rice Paddies
a. Gregorio del Pilar c. Jose Rizal b. Bahag-hari d. Sunset
b. Andres Bonifacio d. Emilio Jacinto 100. The stature of David was created by
88.A kind of literary piece which moralizes and was written in letter from between two a. Sigfried Vandike c. Michelangelo
sisters dwelling in the city ad the other in the province. b. Vincent Gogh d. Andre Warbol
a. urbana at Felisa c. Manang Biday
b. Pasyon, religious play d. None of these
89.How is the author of “The legend of sleepy Hollow” which revolves around a LET REVIEWER-FILIPINO
headlines horseman’s tale
a. George Washington c. Washington Irving LECTURE NOTES
b. Robert Surtess d. Shakespeare
90.Considered as one of the world’s greatest short stories and it is Edgar Allan Poe’s Wika
story of terror about a hypochondriac living in morbid fear.
a. Annabel Lee c. Macbeth Ilang mga pananaw ukol sa wika:
b. The fall of the house of Usher d. The Raven
91.He is Edmond Rostand’s famous character who is a poet and a soldier noted for his “…Maari nating hiramin sa loob ng isang panahon ang wika ng ibang bayan, ngunit hindi
peculiar nose. tayo tunay na makapag-aangkin ng isang wikang pambansa maliban sa pamamagitan ng
a. Roxanne c. Ichabod pagpapatibay, pagpapaunlad at paggamit ng isang wika na sariling atin.” (Manuel L.
b. Don Quixote d. Cyrano de Bergerac Quezon)
92.“If eyes are made for seeing, then beauty is its own excuse for being “- is taken
from the poem’ Parang hininga ang wika, sa bawat sandali ng buhay natin ay nariyan ito. Palatandaan ito
a. The bells c. Don juan na buhay tayo, at may kakayahang umugnay sa kapwa nating gumagamit din nito.
b. Sonnet d. Rhodora (Bienvenido L. Lumbera)
93. A great epic poem whose plot centers around the anger and wrath of Achilles
against Agamemnon, a geek leader Ang wika ay isang panlipunang penomenon. Ibig sabihin, mahalaga ito hindi lamang s
a. Bernardo Carpio c. The Odyssey indibidwal kundi lalo na sa lipunang kanyang kinabibilangan. (Pamela C. Constantino)
b. The Iliad of Homer d. Myth
94.“I am the master of my fate, I am the captain of my soul”,, is taken room the poem Mahalagang kasangkapan ng panlipunang kapital ang wika na ang gamit ay gawing
a. O Captain, my captain episyente o mabisa ang mga transaksyon sa isang ekonomiya. (Tereso Tullao, Jr.)
b. Invictus
c. The arrow and the Song Ang pag-aaral ng wikang Filipino ay binubuo ng dalawang kakayahan:
d. None of these  kakayahang makabuo ng mga pahayag o pangungusap na may wastong
95.He was the American President who said: “Ask not what America will do for you, kayariang pambalarila; tinatawag itong kakayahang linggwistika o linguistic
but what together we can do for the freedom of man.” competence
a. Gerald Ford c. Harry Truman  kakayahang maunawaan at magamit ang mga pangungusap na may wastong
b. F. Roosevelt d. Abe Lincoln pambalarilang kayarian sa angkop na panlipunang kapaligiran ayon sa hinihingi ng
96.The speech of Abe Lincoln which end, thus; “That the government of the people, by sitwasyon; tinatawag itong kakayahang komunikatibo o communicative
the people, for the people, shall not perish from the earth.” – is in his famous competence.
a. farewell Address at Sprinfield
b. Inaugural Address Ponolohiya
c. Address at Gettysburg  Patern o kumbinasyon ng mga tunog sa loob ng isang wika
d. None of these  Ponema – pinakamaliit ngunit pinakamakahulugang yunit ng tunog ng isang wika.
97.The figure of speech, which uses exaggerated statement for aesthetic reason.
a. Alliteration c. Hyperbole Mga Ponemang Segmental
b. Onomatopoeia d. Metaphor Ito ay makabuluhang tunog sa Filipino na ginagamitan ng mga katumbas na titik upang
98. His famous work is Mona Lisa mabasa at mabigkas. Kabilang dito ang mga ponemang katinig, patinig, diptonggo, at
a. Jose Rizal c. Juan Luna klaster.
b. Leonardo da Vinci d. Pavarotti
99.The famous painting Juan Luna made Mga Ponemang Katinig
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Ang mga katinig ng Filipino ay maiaayos ayon sa punto o paraan ng artikulasyon at kung
ang mga ito ay binibigkas nang may tinig o walang tinig. Gitna ey oy, ow
Mga Ponemang Patinig Mababa ay, aw
Ang mga patinig ng Filipino ay maiaayos sa tsart ayon sa kung aling bahagi ng dila ang
gumagana sa pagbigkas ng isang patinig—unahan, sentral, likod—at kung ano ang
posisyon ng nasabing bahagi sa pagbigkas—mataas, nasa gitna, o mababa. Mga halimbawang salita:

aywan baytangalay
awdisyon restawran dilaw
Posisyon ng Bahagi ng Dila sa Bahagi ng Dila
Pagbigkas Mga Klaster
Harap Sentral Likod
Ang mga klaster o kambal-katinig sa Filipino ay dumarami dahil sa pagpasok ng ng mga
salitang Ingles sa sa wikang Filipino. Ang klaster ay ang magkakabit na dalawang
magkaibang katinig sa isang pantig.
Mataas i () u
Mga halimbawa:
Gitna e o
blakbord brigada kard
Mababa a kliyente krokis nars
komonwelt transportasyon dimpols

Ang /i/, halimbawa, ay tinatawag na mataas-harap sapagkat kapag binibigkas ito, ang Mga Ponemang Suprasegmental
harap na bahagi ng dila ang gumagana na karaniwan ay umaarko nang pataas. Tumutukoy ang mga ponemang suprasegmental sa mga makahulugang yunit ng tunog na
karaniwang di tinutumbasan ng titik o letra sa pagsulat. Kabilang sa mga ponemang
May limang pangunahing patinig ang wikang Filipino: ang /a/. /e/, /i/, /o/, at /u/. Gayon suprasegmental ang tono (pitch), haba (length), diin (stress), at antala (juncture).
man, mapapansing isinama sa tsart ang ponemang () (schwa) na gamitin sa Pangasinan,
ilang pook sa Ilokos, Maranaw, at iba pang lugar sa Pilipinas. Tono

Sa maraming katutubong wika ng Pilipinas at maging sa wikang Filipino, mga allophone, o Tinutukoy ang tono sa paraan ng pagbigkas na maaaring malambing, pagalit, mabilis na
maaaring mapagpalit-palit, ang mga tunog ng /e/ at /i/, gayon din ang mga tunog ng /o/ parang nagmamadali, mahina at iba pa. Naiiba-iba ang tono o pagtaas at pagbaba ng tinig
at /u/. Tulad nito: sa wikang Filipino batay sa iba’t ibang layunin at damdamin ng nagsasalita. Halimbawa
maiiba-iba ang intonasyon sa sumusunod na pangungusap ayon sa inihahayag na
/lalakeh/ ~ /lalakih/ ‘man’ emosyon ng nagsasalita. Basahin ang mga pangungusap batay sa ipinahahayag na
/babaeh/ ~ /babaih/ ‘woman’ emosyon:
/miyerkoles/ ~ /miyerkules? ‘Wednesday’
Ikaw nga! (nagulat)
Mga Diptonggo Ikang nga! (pagalit)
Tumutukoy ang diptonggo sa mga pinagsamang tunog ng isang patinig (a, e, i, o, u) at Ikaw pala. (ordinaryong pagbati)
isang malapatinig (w, y). Nasa ibaba ang tsart ng mga diptonggo sa wikang Filipino. Ikaw pala. (walang interes na pagbati)

Posisyon ng Bahagi ng Dila sa Bahagi ng Dila Diin

Pagbigkas Ginagamit sa gramatikang ito ang dalawang magkahiwalay na bar (/ /) upang maglaman
Harap Sentral Likod ng notasyong ponemik na sisimbolo sa paraan ng pagbigkas ng isang salita. Ginagamit
din ang tuldok / . / upang matukoy ang pantig o silabol ng isang salita na may diin (stress).
Ito ay nangangahulugan naman ng pagpapahaba ng pantig na laging may kasamang
patinig. Tulad ng sumusunod kung saan may diin at pinahahaba ang pantig na
Mataas iw, iy uy sinusundan / . /:

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/kasa.ma/* = companion Silabikasyon
/kasama/ = tenant
/magnana.kaw/ = thief Sa kasalukuyan ay may mga kayarian ng pantig na ambag ng mga lokal na wika at
/magna-na.kaw/ = will steal panghihiram.
/magna.nakaw/ = will go on stealing
Ang pagtukoy sa pantig, gayundin sa kayarian nito, ay sa pamamagitan ng paggamit ng
Punto at Intonasyon simbolong K para sa katinig at P para sa patinig. Narito ang ilang halimbawa ng mga
Tumutukoy ang punto sa kakaibang pagbigkas ng isang grupo ng mga tao. Halimbawa sa pantig.
rehiyong Tagalog, iba-iba ang punto ng mga Batangenyo, Kabitenyo, taga-Quezon, Rizal,
Bataan, at iba pang nasa Katagalugan. Sa pagsasalita pa lamang, madaling matukoy Kayarian Halimbawa
kung saan nagmula ang isang tao, lalo pa’t gumagamit siya ng “Ala e!” kung taga-
Batangas, ng “Aru!” kung taga-Queson at iba pa. Ang ilang lugar naman sa Cebu na P u-pa
gumagamit ng “Agi!” KP ma-li
PK is-da
Hinto KPK han-da
KKP pri-to
Ito ay ang pagtigil sa pagsasalita na maaaring panandalian (sa gitna ng pangungusap), o PKK eks-perto
pangmatagalan (sa katapusan ng pangungusap). Sa pasulat na komunikasyon, KKPK plan-tsa
sinisimbolo ng kuwit (,) ang panandaliang paghinto at ng tuldok (.) ang katapusan ng KKPKK trans-portasyon
pangungusap. KKPKKK shorts

Halimbawa
Palabuuan ng Salita
Juan Carlo Jose ang pangalan niya.// 1. Morpolohiya – ito ay sistema ng pagsasama-sama ng mga morpema sa pagbuo
ng mga salita sa isang wika. Pag-aaral ng mga morpema ng wika.
(Tinutukoy si Juan Carlo Jose at sinasabi ang kanyang buong pangalan. Maaaring
itinuturo lamang si Juan Carlo Jose, o maaari rin namang kaharap siya ng mga nag- Morpema – pinakamaliit na yunit o bahagi ng wika na nagtataglay ng sariling
uusap.) kahulugan. Ito ay maaaring isang salita o bahagi lamang ng salita.

Juan/ Carlo Jose ang pangalan niya.// Mga Paraan ng Pagbuo ng Salita
(Kinakausap si Juan, at ipinakikilala sa kanya si Carlo Jose.)
Juan Carlo/ Jose ang tawag sa kanya.// Payak ang anyo ng salita kapag binubuo ito ng salitang-ugat lamang, tulad nito:

(Kausap ang isang lalake na Juan Carlo ang pangalan. Ipinakikilala sa kanya si Jose, o langit yaman sulat
kaya’y itinuturo si Jose.) ilog puti lantad/hantad
bahay diwa talino
Alpabetong Filipino
Maylapi ang anyo ng salita kapag binubuo ito ng salitang-ugat at panlaping
Ang alpabetong Filipino ay binubuo ng 28 letra na ganito ang ayos: maaaring ilagay sa unahan o hulihan ng salitang-ugat. Dahil sa panlaping nag-
uuri, nagkakaroon ng iba’t ibang kahulugan ang salita, tulad ng makikita sa loob ng
A, B, C, D, E, F, G, H, I, J, K, L, M, N, Ň, NG, O, P, Q, R, S, T, U, V, W, X, Y, Z, parentesis:

Sa 28-letrang ito ng alpabeto, 20 letra ang nasa dating ABAKADA (A, B, K, D, E, G, H, I, L,

M, N, NG, O, P, R, S, T, U, W, Y), at 8 letra ang dagdag dito (C, F, J, Ň, Q, V, X, Z) na Mga Panlaping Ginagamit sa Pagbuo ng Pangngalan
galing sa mga umiiral na wika ng Pilipinas at sa iba pang wika.
-an
Ang ngalan ng mga letra. Ang tawag sa mga letra ng alpabetong Filipino ay ayon sa
tawag-Ingles maliban sa Ň (enye) na tawag-Kastila. 1. lalagyan ng maraming bagay na isinasaad ng salitang-ugat
Halimbawa: atisan, manggahan, aklatan

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2. pook na ginagampanan ng kilos na isinasaad ng salitang-ugat su + -an/-han : noohan, pangahan, ilongan, matahan
Halimbawa: saingan, katayan, laruan (labis ang laki, malaki sa karaniwan)
-al : emosyonal
3. panahon o maramihang pagganap na isinasaad ng salitang-ugat uwal/-wal : aktuwal/aktwal
Halimbawa: binyagan, anihan, taniman -ante : importante, bastante

4. gantihang kilos Mga panlapi para maipakita ang nasyonalidad o rehiyong pinagmulan, pati
Halimbawa: tulakan, tulungan, kuwentuhan sekswalidad:

5. maramihan o sabayang kilos -o/a : Amerikano/Amerikana, Australyano/a

Halimbawa: suguran, bilihan, sigawan -es/esa : Hapones/Haponesa
-ano/a : Ilokano/a, Bikolano/a
-in -ense : Pangasinense
-enyo/enya : Batangenyo/a
1. relasyong isinasaad ng salitang-ugat
Halimbawa: pininsan, inale, inapo Inuulit ang anyo ng salita kapag inuulit ito ng parsyal o buo, tulad nito:
2. nagsasaad ng karaniwang gamit o tungkulin ayon sa salitang-ugat maganda-ganda (nangangahulugan ng moderasyon, di labis, di kulang)
Halimbawa: salain, salukin, pikutin mataas-taas
malayu-layo
ka-
masamang (+-ng) + masama :masamang-masama
1. kasama sa pangkat, katulong sa gawain (naghahayag ng kasukdulan)
Halimbawa: kabayan, kalahi, kaklase

2. nagsasaad ng relasyon ayon sa isinasaad ng salitang-ugat. Tambalan ang anyo ng salita kapag binubuo ito ng dalawang salitang maaaring
Halimbawa: kalaro, kausap, kamag-anak magkaroon ng ibang kahulugan kapag pinagsama. May gitling (-) sa pagitan ng
dalawang salitang pinagtambal subalit taglay pa rin nito ang kani-kanilang
tag- kahulugan. Wala nang gitling ang dalawang salitang pinagtambal kung nagkaroon
na ito ng pangatlong kahulugan.
1. nagsasaad ng panahon
Halimbawa: tag-init, tag-ulan, tag-araw Halimbawa:
balat + sibuyas : balat-sibuyas (sensitibo)
Mga Panlaping Ginagamit sa Pagbuo ng Pang-uri ningas + kugon : ningas-kugon (mabuti lamang sa simula)
kapit + tuko : kapit-tuko (di humihiwalay)
ma- + su : mahusay, maganda palabat + bunga : pabalat-bunga (pakitang-tao)
mapag- + su : mapagbigay, mapagtanong isip + lamok : isip-lamok (kahinaan ng pag-iisip, di nag-iisip)
-in / -hin + su : silanganin, kanluranin, artistahin boses + ipis : boses-ipis (mahinang-mahina ang boses)
(nangangahulugan ng pagtataglay ng katangiang
inihuhudyat ng salitang-ugat ang lahat ng panlaping ito) bahaghari
maka- + su : makabayan, makabago, makamanggagawa dalagambukid
(mahilig, kampi, may malasakit)
mala- + su : malabituin, malasanto, malatelenobela
(tila, parang, halos)
pala- + su : palaluto, palabasa, palabati, palakain Mga Panlaping Makadiwa o Panlaping Ginagamit sa Pagbuo ng Pandiwa
su + -in : sakitin, bugnutin, magagalitin
(may tendensi, ugali o pagkamahilig) 1. Pandiwang pokus sa tagaganap o aktor
ka- + su: kalahi, kasukat, kakulay Panlaping mag-, um-, mang-, maka-, makapag
(kaisa, katulad) Halimbawa: magsaing, bumili, umasa, mangisda, makapagbenta

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 2. Pandiwang pokus sa layon 1. Lantay – karaniwang anyo ng pang-uring ginagamit sa paglalarawan
Panlaping i, -an, ipa, -in Halimbawa: mataba, palabiro, sutil
Halimbawa: igisa, balatan, ipaukit, tabasin
2. Katamtaman – nagpapahayag ng katamtamang antas ng paglalarawan.
3. Pandiwang pokus sa ganapan Gumamit ng mga salitang medyo, nang kaunti o nang bahagya.
Panlaping –an, pag—an Halimbawa: Medyo maitim siya ngayon.
Halimbawa: saingan, pagsalangan, paglutuan Payat siya nang bahagya ngayon.

4. Pandiwang pokus sa tagatanggap Maaari rin ang katamtamang antas sa pamamagitan ng pag-uulit ng salitang-
Panlaping i-, ipang-, ipag- ugat o dalawang unang pantig nito.
Halimbawa: ibili, ipanghingi, ipagluto Halimbawa: Malayu-layo rin ang kanilang bagong bahay.

5. Pandiwang pokus sa instrumento 3. Masidhi – nagagawa ang pag papasidhi ng pang-uri sa pamamagitan ng pag-
Panlaping ipang- uulit ng salita at paggamit ng pang-angkop na na o –ng.
Halimbawa: ipangsalok, ipambili, ipandilig Halimbawa: Masayang-masaya siya ngayon.

6. Pandiwang pokus sa sanhi Sa pamamagitan ng paggamit ng mga panlaping napaka-, pagka at kay.
Panlaping ika-, ikapang- Halimbawa: Pagkalapi-lapit lang ng kanilang tirahan.
Halimbawa: ikagulat, ikainis, ikinagaling, ikinapanghina Kay init-init ng panahon ngayon.
Napakasungit ng kaibigan mo.
7. Pandiwang pokus sa direksyunal
Panlaping –an Sa pamamagitan ng paggamit ng mga salitang lubha, masyado, totoo, talaga,
Halimbawa: puntahan, kuhanan, utangan tunay, ubod ng, hari at iba pa.
Halimbawa: Talagang maaasahan ang kaibigan kong iyon.
Pagbabagong Morpoponemiko Tunay na mahal ang mga bilihin ngayon.

 Karamihan sa mga pagbabago sa anyo at bigkas ng mga salita ay sanhi ng Antas ng Hambingan
pagdaragdag ng panlapi o pagsasama ng dalawa o higit pang morpema upang
bumuo ng salita. Ang nagaganap na pagbabago ay tinatawag na pagbabagong 1. Pahambing – tawag sa mga pang-uring ginagamit sa paghahambing ng
morpoponemiko. dalawang tao, bagay, o pook.
Halimbawa: Kasinlaki mo si Kuya.
Asimilasyon pang + bansa = pambansa; mang + daya = mandaya Kapwa matalino ang magkapatid.
pang + tukoy = pantukoy; mang + dukot = mandukot Di kasinhusay ni Paul si Christian.
pang + talo = panalo; mang + kuha = manguha Di hamak na mainam tumira sa probinsya kaysa Manila.
Pagpapalit ano + ano = anu-ano
Paglilipat y + in + akap = yinakap = niyakap 2. Pasukdol – panlaping ginagamit sa pagbuo ng pasukdol na anyo ng pang-uri
lipad + in = linipad = nilipad ay ang pinaka- at ka- -an.
yaya + in = yinaya = niyaya Halimbawa: Pinakamabili ang tinda nilang paputok.
Pagbabago ng ma + dama = marami; ma + dapat = marapat Kasuluk-sulukan ang kanilang pinuntahang bahay.
Ponema tamad + in = tamarin; lipad + in = liparin
Pagkakaltas bili + han = bilihan = bilhan; dakip + in = dakipin = dakpin Pokus ng Pandiwa
tirah + an = tirahan = tirhan; sarah + an = sarahan =
sarhan  Ito ay tumutukoy sa makahulugang ugnayan ng pandiwa at ng paksa ng
Pagdaragdag paalala + han = paalalahan; paalalahan + an = pangungusap. May pitong (7) uri ng pokus ang pandiwa.
paalalahanan
Pag-aangkop hintay + ka = teka 1. Pokus sa Tagaganap/Aktor – ang paksa ay ang tagaganap ng kilos na
ipinahihiwatig ng pandiwa. Mga panlaping ginagamit: mag-, um-/um, mang-,
Kaantasan ng Katangiang Ipinahahayag ng Pang-uri maka-, at makapag-
Halimbawa: Sumalok ng tubig ang bata.

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 Halimbawa: ba, kasi, kaya, daw/raw, din/rin, ho, lamang/lang, man, muna, na,
2. Pokus sa Layon – binibigyang-diin sa pangungusap ay ang layon. Mga naman, nga, pa, pala, sana, tuloy, at yata.
panlaping ginagamit: i-, -an, ma, ipa, at –in.
Halimbawa: Isinalok ng bata ang timba. Ayos ng Pangungusap sa Filipino

3. Pokus sa Ganapan – binibigyang-diin ng paksa ay ang lugar o ang ganapan  Ang batayang pangungusap sa Filipino ay binubuo ng dalawang panlahat ng
ng kilos. Mga panlaping ginagamit: pag-…-an/-han, mapag-…-an/-han, at bahagi—ang panaguri at ang paksa.
pang-..-an/-han
Halimbawa: Pinagsalukan ng bata ng tubig ang balon. 1. Paksa – pinag-uusapan o pinagtutuunan ng pansin sa pangungusap.
2. Panaguri – nagbibigay ng kaalaman o impormasyon tungkol sa paksa.
4. Pokus sa Tagatanggap – ang paksa ay ang tagatanggap o ang pinaglalaanan
ng kilos na ipinahahayag ng pandiwa. Mga ginagamit na panlapi: i-, ipang-, at Iba’t Ibang Uri ng Panaguri sa Filipino:
ipag-. 1. Panaguring Pangngalan
Halimbawa: Ipinangsalok niya ng tubig ang ama. Halimbawa: Kompyuter ang gustong regalo ng bata.
Aklat-pambata ang dala ko.
5. Pokus sa Intrumento o Gamit – ang paksa ng pangungusap ay ang
instrumento o gamit sa pagsasagawa ng kilos na isinasaad ng pandiwa. 2. Panaguring Panghalip
Panlaping ginagamit: ipang- Halimbawa: Sila ang kamag-anak ko.
Halimbawa: Ipinangsalok niya ng tubig ang timba. Tayo ang maghahatid ng sulat.

6. Pokus sa Direksyon – ang paksa ng pangungusap ay ang direksyon o 3. Panaguring Pang-uri

tinutungo ng kilos na isinasaad ng kilos. Mga panlaping ginagamit: -an/-han. Halimbawa: Malungkot ang buhay sa Dubai.
Halimbawa: Pinagsalukan ng bata ng tubig ang balon. Mahal ang nabili kong damit.
7. Pokus sa Sanhi – ang paksa ng pangungusap ay ang dahilan o sanhi ng kilos. 4. Panaguring Pandiwa
Mga panlaping ginagamit: i-, ika- at ikapang-. Halimbawa: Tumalon ang bata.
Halimbawa: Ikinatakot ng bata ang pagkaubos ng tubig. Pumitas ng talbos si Joan.
Aspekto ng Pandiwa 5. Panaguring Pang-abay
Halimbawa: Ngayon ang alis namin.
 Ang aspekto ay ang katangian ng pandiwa na nagsasaad kung nasimulan na o Ganito ang paluluto ng yema.
hindi pa ang kilos. Ang mga pandiwa sa Filipino ay nababanghay sa tatlong
aspekto. Karaniwang-Ayos ng Pangungusap – likas ng kayarian ng pangungusap sa Filipino na
mauna ang panaguri sa paksa. Ginagamit ito sa pang-araw-araw na usapan.
1. Perpektibo/Pangnagdaan – ang kilos ay nasimulan na o natapos na. Maaari rin Halimbawa: Nakabili ng dyip ang Tatay.
itong magsaad ng kilos na katatapos lamang. Nabubuo ito sa pamamagitan ng Naglaba kami ng mga damit sa sapa.
paggamit ng unlaping ka- at pag-uulit ng unang katinig at unang patinig o unang
patiniog lamang ng salitang-ugat. Di Karaniwang-Ayos ng Pangungusap – higit na gamitin sa mga pormal na sitwasyong
Halimbawa: Nagtinda siya ng isda sa palengke. komunikatibo, tulad ng pulong, sa hukuman, o pakikipag-usap sa mga pinuno.
Katitinda lang niya ng isda sa palengke. Halimbawa: Ako ay naatasang mamuno ngayon.
2. Imperpektibo/Pangkasalukuyan – ang kilos ay nasimulan na at ipinagpapatuloy pa. Sila ay maghahain ng reklamo laban sa Kapitan ng barangay.
Halimbawa: Nagtitinda siya ng isda sa palengke.
3. Kontemplatibo/Panghinaharap – ang kilos ay di pa nasisimulan. Ang Wastong Gamit ng Salita
Halimbawa: Magtitinda siya ng isda sa palengke.
Ng at Nang
Ang Paningit o Ingklitik
Gamit ng NG
 Ang paningit o ingklitik ay katagang isinisingit sa pangungusap upang higit na
maging malinaw ang kahulugan nito.  ginagamit bilang pantukoy
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 Halimbawa: Nag-aaral ng Ilokano si Sonia. Halimbawa: Mayroon ding pulong ang kababaihan.

 ginagamit bilang pang-ukol na ang katumbas sa ingles ay with  ginagamit sa patalinghagang kahulugan
Halimbawa: Hinampas niya ng payong ang aso. Halimbawa: Si Mayor Favila ang mayroon sa lahat.

 ginagamit bilang pang-ukol na ang katumbas ay sa Subukin at Subukan

Halimbawa: Magsisiuwi ng Pilipinas ang magagaling na doktor.
subukin – “pagsusuri o pagsisiyasat sa uri, lakas o kakayahan ng isang bagay o tao.”
Gamit ng NANG subukan – “tingnan kung ano ang ginagawa ng isang tao o ng mga tao.”
Halimbawa: Subukin mong gamitin ang sabon na ito.
 ginagamit na pangatnig sa hugnayang pangungusap bilang panimula ng katulong Sunubukan nila ang disiplina ng mga mag-aaral.
na sugnay o sugnay na di makapag-iisa
Halimbawa: Nang siya ay dumating, dumagsa ang tao. Pahirin at Pahiran

 ginagamit bilang pang-abay na nanggaling sa “na” na inangkupan ng “ng” kayat pahirin – pag-aalis o pagpawi
nagiging “nang” pahiran – paglalagay ng bagay
Halimbawa: Nagbalita nang malakas ang aking kaibigan sa opisina. Halimbawa: Pahirin mo ang dumi sa iyong mukha.
Pahiran mo ng pulang pintura ang gate.

May at Mayroon Walisin at Walisan

Gamit ng May walisin – pandiwang pokus sa layon.

walisan – pandiwang pokus sa ganapan.
 ginagamit ang may kung ang sumusunod na salita ay: Halimbawa: Walisin mo ang mga tuyong dahon sa bakuran.
Walisan mo ang bakuran.
Pangngalan
Halimbawa: May batang nahulog. Maliban at Bukod

Pandiwa maliban – (except o aside) may kahulugang matangi sa bagay na binanggit ay wala
Halimbawa: May sasayaw na babae mamayang gabi. nang iba.
bukod – (in addition to o besides) karagdagang sa mga bagay na binanggit.
Pang-uri Halimbawa: Maliban sa lupa, wala na siyang maiiwan sa nag-iisang anak.
Halimbawa: May bagong bahay na nasunog. Bukod sa lupa, may bahay pa siyang maiiwan sa nag-iisang anak.

Panghalip na paari Kung at Kong

Halimbawa: May kanya-kanya tayong alam.
Gamit ng Kung
Pantukoy na mga
Halimbaa: May mga batang pupunta dito mamaya.  ginagamit na pangatnig sa mga sugnay na di makapag-iisa sa mga pangungusap
na hugnayan
Pang-ukol na sa Halimbawa: Kung siya’y narito, tayo’y magiging magulo.
Halimbawa: May sa-kalabaw ang boses ng taong iyan.
Gamit ng Kong
Gamit ng Mayroon
 buhat sa panghalip na ko ang kong at nilalagyan lamang ng pang-angkop na ng sa
 sinusundan ng panghalip na palagyo pakikiugnay sa salitang sumusunod:
Halimbawa: Mayroon kaming dadaluhang pulong bukas. Halimbawa: Ipinagtapat kong nangyari.

 sinusundan ng isang kataga Din at Rin; Daw at Raw; Doon at Roon

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Gamit ng din, daw, doon Ang Wikang Filipino sa 1987 Konstitusyon ng Republika ng Pilipinas

 ginagamit kapag ang nauunang salita ay nagtatapos sa katinig maliban sa w at y Artikulo XIV – Edukasyon, Syensya at Teknolohiya, Mga Sining, Kultura, at
Halimbawa: Napanood din nila ang pelikula. Isports
Napanood daw nila ang pelikula.
Napanood doon nila ang pelikula. Wika

Gamit ng rin, raw, roon Seksyon 6. Ang wikang pambansa ng Pilipinas ay Filipino. Samantalang nalilinang ito, ito
ay dapat na payabungin at pagyamanin pa salig sa umiiral na wika sa Pilipinas at sa iba
 ginagamit kapag ang nauunang salita ay nagtatapos sa patinig. Ang w at y ay pang mga wika.
itinutuing na malapatinig. Samakatuwid, ang rin, raw, roon ay ginagamit kapag Alinsunod sa mga tadhana ng batas at sang-ayon sa nararapat na maaaring
ang sinusundang salita ay nagtatapos sa mga titik na ito. ipasya ng Kongreso, dapat magsagawa ng mga hakbangin ang Pamahalaan upang
Halimbawa: Himala rin ang kailangan niya. ibunsod at puspusang itaguyod ang paggami ng Filipino bilang midyum ng opisyal na
Kaliwete raw ang dalaga. komunikasyon at bilang wika ng pagtuturo sa sistemang pang-edukasyon.
Umuwi roon ang kanyang asawa.
Seksyon 7. Ukol sa mga layunin ng komunikayon at pagtuturo, ang mga wikang opisyal ng
Ika at Ika- Pilipinas ay Filipino at, hangga’t walang ibang itinatadhana ang batas, Ingles.
Ang mga wikang panrehiyon ay pantulong na mga wikang opisyal sa mga
Gamit ng ika rehiyon at magsisilbi na pantulong na mga wikang panturo roon.
Dapat itaguyod nang kusa at opsyonal ang Kastila at Arabic.
 ginagamit bilang panlapi sa bilang na isinusulat bilang salita
Halimbawa: ikatlong taon Seksyon 8. Ang Konstitusyong ito ay dapat ipahayag sa Filipino at Ingles at dapat isalin
Ikalimang araw samga pangunahing wikang panrehiyon, Arabic at Kastila.

Gamit ng ika- Seksyon 9. Dapat magtatag ang Kongreso ng isang komisyon ng wikang pambansa na
 ginagamit ang ginitlingan na “ika” bilang panlapi kung mismong bilang ang binubuo ng mga kinatawan ng iba’t ibang mga rehiyon at mga disiplina na magsasagawa,
isusulat. mag-uugnay at magtataguyod ng mga pananaliksik sa Filipino at iba pang mga wika para
Halimbawa: ika-25 ng Enero sa kanilang pagpapaunlad, pagpapalaganap at pagpapanatili.
Ika-5 taon
Pagbasa
Maka at Maka-
Mga papanaw ukol sa pagbasa:
Gamit ng maka
 ginagamit ang “maka” na walang gitling kung pangngalang pambalana ang  Ang pagbasa ay isang masalimuot na prosesong pangkaisipan kung saan ang
kasunod na salita mambabasa’y aktibong nagpaplano, nagdedesisyon at nag-uugnay ng mga
Halimbawa: Naglunsad ng poetry reading ang mga makabayan. kasanayan at istratehiyang nakatutulong sa pag-unawa.
 Ang pagbasa ay isang kompleks na gawaing kinapapaloooban ng may kamalayan
Gamit ng maka- at walang kamalayang paggamit ng iba’t ibang estratehiya, kasama na ang mga
 ginagamit ang may gitling na “maka-“ kapag sinusundan ng pangngalang pantangi estratehiya sa paglutas ng suliranin upang makabuo ng modelo ng kahulugang
Halimbawa: Maka-Nora ang mga nanonood ng kanyang mga pelikula. ninanais ipahatid ng awtor (Jonhston, 1983).
 Ang pagbasa’y proseso ng pamimili ng mga pahiwatig pangwika batay sa
Gawin at Gawan ekspektasyon ng bumabasa. Habang ang bahagi ng impormasyon ay nakikilala,
nakagagawa ang mambabasa ng pansamantalang desisyon o hinuha na
 ginagamit ang mga panlapi -in/-hin sa mga pandiwang pokus sa layon patutunayan niya, iwawaksi o pagtitibayin habang bumabasa (Kenneth Goodman,
Halimbawa: Gawin mo ang sa tingin mo ay tama. 1976).
 Dahil magkaugnay ang pagbasa at pag-iisip, binanggit ni Mikuleckey (1990) ang
 ginagamit ang panlaping -an/-han sa mga pandiwang pokus sa direksyon ginawang pagtutulad nina Kintsch at Van Dijk (1978), Rumelhart at Ortony (1977)
Halimbawa: Subukan mong gawan siya ng mabuti. at Winograd (1977), sa pagbasa sa pagpoproseso ng impormasyon upang

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 maunawaan kung paano nag-iisip at umuunawa ang isang tao. Ayon sa kanila, iskema, naghihinuha ang mambabasa ng mga impormasyong semantika,
dalawang aspekto ng “human information processing system” ang sintaktika at leksikal upang makabuo ng kahulugan.
nagkakatulungan kapag nagbabasa ang isang tao:
o Concept Driven o Itaas-Pababa – kapag ang bumabasa ay higit na Metakognisyon sa Pagbasa
nakatuon sa kug ano ang alam niya upang maintindihan ang binabasa.
o Data Driven o Ibaba-Pataas – kapag higit na umaasa ang bumabasa sa  Pagkakaroon ng kamalayan, kaalaman at kasanayan sa pagkontrol sa sariling
mga impormasyong tekstwal. proseso ng pag-iisip o pag-unawa.
 Ang metakognisyon ay ang mataas na kasanayang pampag-iisip na
kinapapalooban ng aktibong pagkontrol sa mga prosesong kognitiv na napapaloob
Ang Mapanuring Pagbasa sa pagkatuto (Livingston, 1996).
 Sa pamamagitan ng metakognisyon, nalalampasan ang kognisyon dahil
 Ang mapanuring pagbasa ay isang halimbawa ng marahan at maingat na pagbasa nagagawa nitong malinan sa mambabasa ang may kamalayang paggamit ng mga
na nangangailangan ng masusing prosesong pangkognitibo. Pangunahing layunin estratehiyang kognitibo at pahalagahan sa halip na simpleng gamitin lamang ang
nito ay malayang pag-iisip at kasanayan sa pagsusuri a pagtataya. mga ito. Binibigyang-diin ng metakognisyon ang malawakang kontrol sa mga
proseso sa halip na sa mga tiyak na estratehiya o gawain (McNeil, 1987).
Mga Kasanayan sa Mapanuring Pagbasa o Tatlong Uri ng Prosesong Metakognitiv Ayon kay McNeil:
 Kaalaman ng mambabasa sa kanyang sariling kahinaan at
1. Paghinuha sa maaaring mangyari kalakasan sa pagbasa;
2. Pagpapangkat ng mga ideya  Kaaalam kung alin estratehiya ang angkop na gamitin ayon sa
3. Paghahambing at pagtutulad sitwasyon; at
4. Pagtatangi ng katotohanan sa palagay/opinyon  Kalaaman ng mambabasa sa pagsubaybay sa kanyang pag-
5. Pagbuo ng konklusyon unawa o pagkaalam kung kailan siya di na nakauunawa.
6. Pagbibigay ng sanhi at bunga Komunikasyon
7. Pagkakasunud-sunod ng mga ideya
8. Paglalagom  Aktibong proseso ng paghahatid at pagkuha ng mensahe at tugon (feedback) sa
9. Pagtukoy at pagpapahalaga sa katangian ng tauhan pamamagitan ng interaksyon ng tagahatid at tagatanggap.
10. Pagsusuri ng mga impormasyon  Ang komunikasyon ay ang pagpapahayag, pagpapahatid o pagbibigay ng
11. Pagpapakahulugan sa matatalinghagang pahayag impormasyon sa mabisang paraan. Ito ay isang paraan ng pakikiugnayan,
12. Pagpapakahulugan sa mga pahiwatig ng pahayag pakikipagpalagayan, o pakikipag-unawaan.
13. Pagtukoy sa magkakaugnay na ideya/konsepto  Ang komunikasyon ay proseso ng pagbibigay (giving) at pagtanggap (receiving).
14. Pagtukoy sa suliraning tinutukoy sa binasa  Kung kahulugang komunikatibo ang susuriin sa isang pahayag, tiyak na iuugnay
15. Pagbibigay reaksyon sa himig at tono ng seleksyon ito sa tungkulin ng komunikasyon at ang kaugnay na gawi ng pagsasalita tulad ng
ipinakikita ng sumusunod na tsart ni Gordon Wells.
Proseso ng Pagbasa
Tungkulin ng Komunikasyon Gawi ng Pagsasalita
 Ang pagkuha ng impormasyon ay di lamang nakakamit sa pagbasa ng mga (Functions of Communication) (Speech or Commmucation Arts)
nakalimbag na sagisag. Mayroon ding mga impormasyong ginagamit ang A. Pagkontrol sa kilos o gawi ng iba Pakikiusap, pag-uutos, pagmumungkahi,
bumabasa na nasa kanyang isipan na kanyang binabalikan kung kailangan niya sa (Controlling Function pagpupunyagi, pagtanggi, pagbibigay
pagbasa ng teksto. Ito ay ang mga di biswal na impormasyon ng binubuo ng babala
datihang kaalaman (prior knowlegde). B. Pagbabahagi ng damdamin Pakikiramay, pagpuri, pangsang-ayon,
(Sharing feelings) pahayag, paglibak, paninisi, pagsalungat
Teoryang Iskema sa Pagbasa C. Pagbibigay o pagkuha ng impormasyon Pag-uulat, pagpapaliwanag, pagtukoy,
(Getting factual information) pagtatanong, pagsagot
 Ginagalugad ng mambabasa ang mga nakaimbak o nakalagay niyang network ng D. Pagpapanatili sa pakikipag-kapuwa at Pagbati, pagpapakilala, pagbibiro,
mga abstraktong ideya sa kanyang isipan upang humanap ng iskema na pgkakaroon ng interaksyon sa kapuwa pagpapasalamat, paghingi ng paumanhin
tumutugma sa mga elemento o impormasyong taglay ng teksto (Anderson, 1985). (Ritualizing Function)
 Habang bumabasa, patuloy na naaapektuhan ng makabuluhang iskemang E. Pangangarap at paglikha Pagkukuwento, pagsasadula, pagsasatao,
nagising ang pagpoproseso ng impormasyon. Sa pamamagitan ng nagising na (Imagining/Creating Function) paghula
Panitikan
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 Sa aso matutunton.
 Ang salitang Tagalog na “panitikan” ay galing sa unlaping PANG- (na nagiging
PAN- kapag ang kasunod na ugat ay nagsisismula sa d, l, r, s, t); sa ugat ng TITIK Ang inahing mapagkupkop
(letra) na nawawalan ng simulang T sa pagkakasunod sa PAN-; at sa hulaping – Di man anak isusukob.
AN, samakatwid: pang * titik * an.
 Ang salitang ito ang panumbas ng Tagalog sa “literatura” o “literature” na Sabi o Kasabihan – hango sa karunungan ng matatandang may mga karanasan sa
parehong batay sa ugat na Lating “litera” na ang kahuluga’y “letra” o titik. buhay. May himig paalaala, kung minsa’y parang nanunudyo, ang mga ito’y hindi
 Ayon kay Hno. Azarias, sa kanyang aklat na “Pilosopia ng Literature”, ang gumagamit ng malalalim na mga talinghaga. Payak lamang ang kahulugan ng mga ito na
Panitikan ay pagpapahayag ng mga damdamin ng tao hinggil sa mga bagay- kasasalaminan din ng gawi at ugali ng tao.
bagay sa daigdig, sa pamumuhay, sa lipunan at pamahalaan, at sa kaugnayan ng
kaluluwa sa Bathalang lumikha. Halimbawa:
 “Nasusulat na tala ng pinakamabuting kaisipan at damdamin ng tao.” (W.J. Jong)
Anak na di paluhain Walang sumisira sa bakal
Ina ang patatangisin. Kundi kanya ring kalawang.
Anyo ng Panitikan
Nasa banig Ang maniwala sa sabi
 Tuluyan (prosa) – maluwag na pagsasama-sama ng mga salita sa katutubong Lumipat sa sahig. Walang bait na sarili.
takbo ng pangungusap. Halimbawa, anekdota, alamat, maikling katha, Kuwalta na
kathambuhay, sanaysay, talambuhay, dula, at iba pa. Naging bato pa.
 Patula – pagbubuo ng pahayag sa pamamagitan ng salitang binilang sa pantig (6,
8, 12, 16, o 18 sa taludtod) at pinapagtugma-tugma sa mga dulo ng mga taludtod Bugtong, Talinghala, Tanaga – sa aklat na Vocabulario de la Lengua Tagala (1754) nina
sa loob ng isang estropa (stanza). Halimbawa, liriko, oda, pastoral, kurido, tulang Padre Juan de Noceda at Pedro de San Lucar, maraming maiikling matulaing
pasalaysay, tulang padula, soneto, at iba pa. pagpapahayag na kinabibilangan ng bugtong, talinghaga, at tanaga.

Matandang Panitikan Bugtong – tugmang naghahamon sa tao na mag-isip nang madalian nang walang
pagbabatayan kundi ang inilalarawan ng mga salita. May layunin itong mapasigla ang
Ang matandang panitikan ay inuuri sa dalawa: guniguni at mapatalas ang isip.

 Pasalita – kabilang sa panitikang hindi nakasulat ang mga pahayag na binubuo ng Halimbawa:
maiikling taludturan tulad ng salawikain, kasabihan, bugtong, mga talinghaga at
mga awiting-bayan. Di matingalang bundok Kinalag ang balangkas
 Pasulat – sa paglipas ng panahon, ang panitikang ito’y nagpasalin-salin sa bibig Darak ang nakakamot. Sumayaw nang ilagpak.
ng mga mamamayan; ito ay napagyaman, hanggang sa naging maunlad ang (BALAKUBAK) (TRUMPO)
panulatan at palimbagan at napatala na sa mga aklat – mga akdang kababakasan
ng nakalipas na panahon.. Kakabiyak na niyog Isang balong malalim,
Magdamag inilibot. Punung-puno ng patalim.
Salawikain o Sawikain at Kasabihan – karamihan sa mga ito ay may impluwensya ng (BUWAN) (BIBIG)
Arabe, Malay at ng Indo-Tsina.
Talinghaga – isang payak na metaporang may walong pantig sa bawat taludtod. Ito ay
Salawikain o Sawikain – nagtataglay ng talinghaga. Nagsisilbing mga panuntunan sa may sukat at tugma.
buhay – mga bata ng kaugalian at patnubay ng kagandahang-asal. Binubuo ito ng mga
taludtod na karaniwa ay dadalawa, may sukat at tugma at nagbibigay-aral. Halimbawa:

Halimbawa: Labong ng kawayang bagong tumutubo

Langit na mataas ang itinuturo;
Ang bato sakdal man ng tigas Kapag tumanda na at saka lumago,
Tubig na malambot ang nakaaagnas. Lupang pinagmulan, doon din ang yuko.

Di man makita ang apoy

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Tanaga – ayon kina Noceda at Sanlukar, isang tulang may apat na taludtod na pipituhing- 2. Nuestra Señora del Rosario – sinulat ito at inilimbag ni Pari Blancas de San
pantig at naghahamon din sa isip. Jose, O.P., noong 1602 sa Imprenta ng Santo Tomas.
3. Barlaan at Josaphat – sinulat ito ni Pari Antonio de Borja, S.J., at inilathala noong
Halimbawa: 1708 at muli noong 1712. Ito ay batay sa sa mga salaysay mula sa Bibliya.
Ipinalalagay na ito ang kauna-unahang nobelang Tagalog kahit salin lamang.
Ang tubig ma’y malalim Baging akong kalatkat 4. Pasyon – sa panahon ng kuwaresma, ang buhay at pagpapakasakit ng
Malilirip kung lipdin Kaya ako nataas Panginoong Hesukristo ay inaawit.
Itong budhing magaling Sa balite kumalat 5. Mga Dalit kay Maria – sabayang inaawit bilang handog kung buwan ng Mayo sa
Maliwag paghanapin. Nakinabang ng taas. pag-aalay ng bulaklak sa Mahal na Birhen.

Bulong – tulang ginagamit sa panggagamot o pang-iingkanto. Pari Modesto de Castro – dahil sa kanyang Urbana at Feliza, tinagurian siyang “Ama ng
Tuluyang Klasika sa Tagalog.”
Halimbawa:
Ang Dula
Huwag magagalit, kaibigan, Tabi po, tabi po
Aming pinuputol lamang Huwag pong manununo. Panunuluyan – isang uri ng dulang pangrelihiyon na namalasak noong panahon ng
Ang sa ami’y napag-utusan. Kastila. Ang pinakadiwa nito ay ang paghahanap ng bahay na matutuluyan ng mag-
asawang San Jose at Birheng Maria noong bisperas ng Pasko.
Awiting-bayan – tulad ng alinmang tula, ang mga ito ay may sukat at tugma. Di nakilala
ang mga kumatha ng maraming awiting bayan. Senakulo – isang uri ng dulang makarelihiyon na ang pinakamanuskrito ay ang pasyon.
Itinatanghal ito kung Mahal na Araw, kadalasa’y nagsisimula sa Lunes Santo at nagtatapos
Itinala ni Epifanio de los Santos Cristobal ang sumusunod na awiting-bayan: ng Biyernes Santo, kung minsan pa’y umaabot ng Linggo ng Pagkabuhay. Ito ay
itinatanghal sa entablado. Tinatawag din itong “pasyon sa tanghalan”.
1. suliranin (awit sa paggaod)
2. talindaw (awit sa pamamangka) Moro-Moro – itinatanghal sa entablado. Dalawang pangkat ang naghaharap dito: ang
3. diona (awit sa panliligaw at pagkakasal) mga Kristiyano at ang mga moro. Tinawag itong comedia de capa y espada na sa
4. oyayi o ayayi (awit sa paghehele) kalauna’y naging kilala sa palasak na tawag na “moro-moro”. Nasusulat sa anyong tula,
5. kumintang (awit sa pakikidigma; nang lumao’y naging awit sa pag-ibig) pumapaksa sa paglalaban ng mga Kristiyano at mga di-Kristiyanong tinawag ng mga
6. sambotani (awit sa pagtatagumpay) Kastilang “moro”. Laging magtatagumpay ang mga Kristiyano sa mga paglalaban.
7. kundiman (awit ng pag-ibig)
8. dalit (himno) Tibag – ito ay may kaugnayan sa senakulo sapagkat ito ay nauukol sa paghanap sa krus
na kinamatayan ni Kristo sa bundok ng Kalbaryo. Ang mga tauhan dito ay sina Emperatris
Epiko – mga tulang-salaysay tungkol sa mga bayani at sa kanilang kabayanihan. Ang Elena at ang kanyang anak na si Emperador Constantino. Tinawag na tibag sapagkat ito
mga bayaning ito ay tila mga bathala sa pagtataglay ng kapangyarihan. Ang mga epiko ay ay nauukol sa pagtibag ng bundok ng Kalbaryo sa paghanap ng krus.
paawit kung isalaysay. Sinasabing ang mga epiko ng mga Bisaya, Tagalog, Iluko, Ifugao,
at Bikol ay napasulat sa Alibata, samantala ang epiko ng Mindanao ay nakasulat sa Mga Unang Tula
Sanskrito.
Ang unang tula sa Tagalog ay sinulat ni Tomas Pinpin at kasamang inilimbag sa kanyang
Halimbawa: aklat na Librong Pag-aaralan nang manga Tagalog sa Uicang Castila. Ang tula ay binubuo
1. Hudhud (Ifugao) ng magkasalit na taludtod sa Tagalog at Kastila sa layuning matutuhan ang Kastila.
2. Ibalon (Bikol)
3. Biag ni Lam-ang (Ilokano) Felipe de Jesus – ipinalalagay ng mga mananaliksik na ang kritikong si Felipe de Jesus
4. Maragtas (Hiligaynon-Iraya) ng San Miguel, Bulakan, ang unang tunay na makatang Tagalog.

Mga Tulang Romansa

Akdang Panrelihiyon
Kurido - tulang pasalaysay na may sukat na walong pantig sa taludtod at may mga
1. Doctrina Cristiana – Ito ang kauna-unahang aklat na nilimbag sa Pilipinas. paksang kababalaghan at maalamat (karamiha’y halaw at hiram sa paksang galing sa
Nilimbag ito sa pamamagitan ng silograpiya noong 1593.

203
Europa) na dala rito ng mga Kastila. Inaawit ito nang mabilis o “allegro”. May walong
pantig ang taludturan. (Halimbawa: Ibong Adarna). Mga Akda ni del Pilar:

Awit – isang uri ng tulang binubuo ng labindalawang pantig bawat taludtod ng isang 1. “Pag-ibig sa Tinubuang Lupa” – salin ng tulang “Amor Patrio” ni Rizal.
saknong at kung inaawit ay marahan o “andante”. (Halimbawa: Florante at Laura) 2. Caiigat Cayo (1888)
3. Dasalan at Tocsohan (1888)
Mga Manunulat ng Kurido at Awit 4. Ang Kadakilaan ng Dios
5. Sagot ng Espanya sa Hibik ng Pilipinas (1889)
Ananias Zorilla – may akda ng awit na Dama Ines at Prinsipe Florinio. 6. Dupluhan…Dalit…mga Bugtong…

Jose de la Cruz (1740 – 1829) – kilala sa sagisag na Huseng Sisiw. Siya ang kauna- Graciano Lopez Jaena (1856-1896) – itinatag niya sa Espanya ang Circulo Hispano-
unahang mag-aayos ng tula. Tinawag siyang Huseng Sisisw sapagkat sisiw ang Filipino; sumulat ng mga ulat para sa Circulo. Noong 1889, itinatag niya ang La
karaniwang pabuya na ibinibigay ng nagpapagawa sa kanya ng mga tula ng pag-ibig at ng Solidaridad at naging unang patnugot nito. Nang mapalipat kay M. del Pilar ang tungkulin
mga nagpapaayos sa kanya ng tula. Kumatha ng Historia Famosa ni Bernardo Carpio, ng patnugot, naging manunulat na lamang siya ng pahayagan. Nagkubli siya sa
Doce Pares de Francia,Rodrigo de Villas, Adela at Floranteat Flora at Clavela. pangalang “Diego Laura”. Sa kanyang panahon, higit siyang kinilalang orador kaysa
manunulat. Sinulat niya ang Fray Botod, isang maikling nobelang mapang-uyam na
Francisco Baltazar (Balagtas) 1788 -1862 – Isinilang sa Panginay. Bigaa, Bulacan noong naglalarawan sa “kasibaan ng mga prayle”. Ang Fray Botod ay prayleng napakalakas
ika-2 ng Abril, 1788. Sumulat ng Florante at Laura na inialay niya sa kanyang iniibig na si kumain.
Maria Asuncion Rivera (M.A.R.) na tinawag niyang si “Celia” sa akda.
Mariano Ponce (1863-1899) – gumamit ng mga sagisag na “Naning”, “Tikbalang”,
Karagatan – isang paligsahan sa tula na nilalaro bilang parangal sa isang namatay. Ang “Kalipulako”. Kabilang sa mga akda niya ang “Mga Alamat ng Bulakan”, at ang dulang
mga kasali rito ay umuupo nang pabilog at nasa gitna ang hari. “Pagpugot kay Longino”.

Duplo – isa pang paligsahan sa pagtula na karaniwang ginaganap sa bakuran ng Antonio Luna (1866-1899) – parmasyutikong gumamit ng sagisag na Taga-ilog sa
namatayan, sa ikasiyam na gabi matapos mailibing ang namatay, bilang panlibang sa mga kanyang pag-akda. Marami siyang naiambag sa La Solidaridad. Kabilang sa mga akda
naulila. niya ang “Noche Buena”, “La Tertulia Filipina”, “La Maestra de Mi Pueblo” at ang
“Impresiones”.
Ensilada – isa pang paligsahan sa pagtulana ginagawa bilang pang-aliw sa namatayan.
Ito ay ginagawa gabi-gabi habang nagsisiyam ang namatay. Pedro A. Paterno (1858-1911) – may-akda ng Ninay isang nobelang sosyolohiko. Ito ang
unang nobelang sinulat sa Kastila ng isang Pilipino.
Panahon ng Pagbabago at Paghihimagsik
Pascual Poblete (1858-1921) – nobelista, makata, mananalaysay at tinaguriang “Ama ng
Herminigildo Flores – isang manunulat sa panhon ng himagsikan. Sa kanyang mga Pahayagan”. Siya ang nagtatag ng mga pahayagang El Resumen, El Grito del Pueblo at
sinulat ay lalong bantog ang mahabang tulang may pamagat na, “Hibik ng Pilipinas sa Ang Tinig ng Bayan. Siya rin ang kauna-unahang nagsalin sa Tagalog ng Noli Me
Inang Espanya”. Tangere.

Mga Pangunahing Manunulat-Propagandista Jose Maria Panganiban (1865-1895) – sumulat ng mga sanaysay, lathalain at mga
talumpati sa ilalim ng sagisag na Jomapa.
Jose P. Rizal (1861 – 1896) – Naipalimbag niya sa Berlin ang nobelang Noli Me Tangere
(1887). Noong 1890, tinapos niya ang ikalawang nobela, ang El Filibusterismo sa Ghent, Pedro Serrano Laktaw – leksikograpo at manunulat; isa ring pangunahing Mason. Siya
Belgium. Gumamit si Rizal ng mga sagisag na “Dimas-Alang” at “Laong-Laan”. Si Rizal ay ang unang sumulat ng Diccionario Hispano-Tagalog (1889).
nakapagsasalita ng dalawampu’t dalawang wika.
Isabelo delos Reyes – nagtatag ng “Iglesia Filipina Independente”; nagtamo ng
Marcelo H. del Pilar – bilang pangunahing pinuno ng Kilusang Propaganda, ipinakita niya gantimpala sa Exposisyon sa Madrid, sa sinulat na “El Folklore Filipino”.
kaagad ang pagtutol sa mga pamamalakad ng mga Kastila. Lantad ang gayon niyang
damdamin sa pahayagang Diariong Tagalog, na itinatag at pinamatnugutan niya noong Fernando Canon – kaklase ni Rizal sa Ateneo. Sumulat siya ng tula ukol kay Rizal. Sa
1882. Noong Nobyembre 15, 1889, napasalin sa kanya ang pagiging patnugot ng La mga tulang pang-Rizal nagsimula ang kanyang katanyagan.
Solidaridad. Gumamit siya ng mga sagisag tulad ng “Dolores Manapat”, “Piping Dilat”,
“Maitalaga”, “Kupang”, “Carmelo”, “L.O. Crame” at “Pupdoh”. Kapwa pintor naman sina Juan Luna at Felix Resureccion Hidalgo.

204
 Unang Hati. Sa mga unang tatlumpu hanggang apatnapung taon ng pananakop ng mga
Mga Akdang Mapanghimagsik Amerikano, ang mga makatang Pilipino ay mapapangkat sa dalawa: nakatatanda at
nakababata.
Ang paghihimagsik laban sa mga Kastila ay pinagtampukan ng mga akda nina Bonifacio at
Emilio Jacinto, mga akdang nasulat sa Tagalog, ang wikang opisyal ng Katipunan. 1. Nakatatanda – kabilang sa nakatatanda sina Lope K. Santos, Pedro Gatmaitan, at
Samantala, ang paghihimagsik laban sa mga Amerikano ay tinampukan naman ng mga Iñigo Ed. Regalado. Ang unang pangkat na ito ay aral sa Kastila.
akda nina Apolinario Mabini at Jose Palma. 2. Nakababata – sa nakababata naman ay sina Jose Corazon de Jesus, Teodoro
Gener, Ildefonso Santos, Cirio H. Panganiban, Aniceto F. Silvestre at Amado V.
Andres Bonifacio (1863-1897) – kinilalang “Ama ng Demokrasyang Pilipino” kinilala rin Hernandez.
siyang “Dakilang Plebyo”. Siya ay kasal kay Gregoria de Jesus, ang tinaguriang
“Lakambini ng Katipunan”. Si Bonifacio ay gumamit ng mga sagisag na “Agap-ito Lope K. Santos (1879-1963) – tinatawag na “Ama ng Balarilang Pilipino”. May-akda ng
Bagumbayan” at “May Pag-asa”. Banaag at Sikat. Bilang makata, laging mababanggit kaugnay ng pangalan niya ang mga
tulang “Ang Pangginggera”, “Puso’t Diwa”, “Mga Hamak na Dakila,” at “Sino Ka – Ako’y
Mga Akda ni Bonifacio: Si…”

1. Pag-ibig sa Tinubuang Lupa (tula) Pedro Gatmaitan – Ang kanyang mga tula ay napatanyag dahil sa hindi malayong
2. Sampung Utos paggunita sa mga kabayanihan ng mga bayani ng digmaan at ng himagsikan 1896.
3. Pahimakas (salin ng Mi Ultimo Adios ni Rizal) Nagkubli siya sa mga sagisag na “Pipit-Puso”, “Dante”, “Ernesto Salamisim” at “Alitaptap”.
4. Mga Katungkulang Gagawin ng mga Anak ng Bayan (dekalogo ng Katipunan) Nakilala ang kanyang “Tungkos ng Alaala”, isang katipunan ng kanyang mga natatanging
5. Ang Dapat Mabatid ng mga Tagalog (sanaysay) tula.
6. Katapusang Hibik ng Pilipinas (tulang tugon sa tula ni del Pilar na Sagot ng
Espanya sa Hibik ng Pilipinas) Ikalawang Hati. Sa panahong ito namayani ang mga nakababatang Jose Corazon de
Jesus (Huseng Batute), Cirio Panganiban, Deogracias A. Rosario, Ildefonso Santos,
Emilio Jacinto (1875-1899) – kinilalang “Utak ng Katipunan” dahilan na rin sa kanyang Benigno Ramos at Aniceto Silvestre.
katalinuhan. Sumulat ng Kartilya ng Katipunan. Ginamit niya sa pagsulat ang sagisag na
“Dimas-Ilaw”; ginamit naman niyang pangalan bilang kasapi ng Katipunan ang “Pingkian”. “Ilaw at Panitik” – isang tanyag na samahang pangwika na natatag noon. Ang unang
pangulo ng samahan ay si Jose Esperanza Cruz, naging patnugot ng Liwayway. Panahon
Mga Akda ni Jacinto: din ito ng mga patimpalak sa pagtula at pagsulat ng tula, at sa mga ganitong pagkakataon
1. A La Patria (tulang hawig sa Mi Ultimo Adios ni Rizal) ang mga makatang kasapi ng “Ilaw at Panitiki” ay naghali-halili sa pagkakamit ng unang
2. A Mi Madre (isang oda) gantimpala.
3. Liwanag at Dilim (katipunan ng mga sanaysay)
4. Ang Tao ay Magkakapantay Balagtasan – supling ng matandang duplo. Abril 6, 1924, idinaos ang kauna-unahang
5. Kalayaan balagtasan. Ginanap iyon sa bulwagan ng Instituto de Mujeres, sa Kalye Tayuman,
Tondo, Maynila. Ang pamagat ay “Bulaklak ng Lahing Kalinis-linisan”. Si Jose Corazon de
Apolinario Mabini (1864-1903) – kilala sa bansag na “Dakilang Lumpo”. Tinaguriang Jesus ang lumagay na “Paruparo” at si Florentino Collantes naman ang sa “Bubuyog”. Si
siyang “Utak ng Himagsikan”. Bilang manunulat, marami siyang akda sa Kastila – mga Sofia Enriquez naman ang mabangong “Kampupot” o Bulaklak ng Kalinisan, samantala si
akdang pampolitika, sosyolohiko, pampamahalaan at pilosopiko. Lope K. Sntos ang siyang nag-lakandiwa. Si Jose Corazon de Jesus ang nanalo sa
labanang iyon, ayon sa pasiya ng hurado. Naging unang Hari ng Balagtasan si Batute.
Mga Akda ni Mabini:
1. La Revolucion Filipino Jose Corazon de Jesus – naging “Makata ng Pag-ibig” sa halalan ng mga mambabasa
2. El Verdadero Decalogo (Ang Tunay na Dekalogo) ng pahayagang Mithi noong 1916. Isa sa mga tanyag niyang tula ang “Isang
Punongkahoy”.
Jose Palma (1876-1903) – kabilang sa mga manunulat sa panahon ng rebolusyon laban
sa mga Amerikano. Ang tulang “Filipinas” ang makabuluhan niyang ambag sa panitikan. Florentino Collantes – naging katunggali ni Batute sa mga pagbabalagtasan. Naibigay
Ito ang naging titik ng musikang nalikha ni Julian Felipe. sa kanya ang karangalang “Makata ng Bayan” kapanabay ng pagbibibay kay Lope K.
Santos ng karangalang “Paham ng Wika”. Kabilang sa mga tula niya ang sumusunod:
Pag-unlad ng Tula Ang Sawa, Sa Dakong Silangan, Ang Lumang Simbahan at Ang Tulisan.

Iba Pang Makata

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 Juan K. Abad – nang magsimula ang himagsikan sinunog ng lahat ni Abad ang kanyang
Teodoro E. Gener – pangunahing tula niya ang “Subo ng Sinaing”, “Guro” at “Pag-ibig”. mga akdang nanunuligsa sa pamahalaan at sa mga prayle at pagkaraa ay umanib siya sa
Katipunan. Hinarap ni Abad ang pagbaka sa comedia sa paniniwalang ito ay nakakalason
Aniceto F. Silvestre – makata ng damdamin. Ang kanyang tulang “Filipinas” ay sa isipan ng mga Pilipino.
ipinagwagi niya ng gantimpala sa tula sa isang patimpalak na Surian ng Wikang pambansa
noong 1946. Ang Pag-unlad ng Nobela

Teo S. Baylen – ang mga tula niya sa loob ng tatlumpung taon ay isina-aklat niya sa  Ang kauna-unahang nobelang Tagalog na ipinalimbag sa anyong aklat ay ang
kanyang Tinig na Darating. Nena at Neneng ni Valeriano Hernandez Peña; inilimbag ito noong 1905.
Isusunod na sana ang Banaag at Sikat ni Lope K. Santos, na labis na
Ang Pag-unlad ng Dula pinananabikang mabasang muli, subalit dahilan sa kakapalan nito, nauna ang
Miminsan Akong Umibigi ni Valeriano Hernandez Peña na lumabas noong 1906.
 Ang dula ay isang sangay na panitikang naglalahad ng isang pangyayari o mga Sumunod na rin nang taon din iyon ang Banaag at Sikat ni Santos.
pangyayaring kinasasangkutan ng isa o dalawang pangunahing tauhan at ng iba  Ang Kathambuhay o nobela ay isang sangay ng panitikang naglalahad ng
pang mga katulong na tauhan na itinatanghal sa isang dulaan. maraming pangyayaring kinasasangkutan ng isa o dalawang pangunahing tauhan
at iba pang katulong na mga tauhan at ang buong pangyayari ay sumasaklaw
Sarsuwela – bilang panooring panlibangan, ay ipinakilala ng mga Kastila noong mga nang higit na mahabang panahon kaysa maikling katha.
taong 1878-1879 ngunit di nagkaroon ng sapat na panahon upang umunlad at lumaganap.
Kaagaw pa nito ang moro-moro na mas dinudunog ng mga mamamayan. Ang Panahong Ginto ng Nobelang Tagalog

Mga Nakilalang Mandudula  Panahong saklaw ng unang dalawampung taon, nasulat ang mga nobelang
nagtataglay ng mga katangiang kasalaminan ng panahon at umayon sa layuning
Severino Reyes (1861-1942) – pangunahing manunulat ng sarsuwela si Severino Reyes. “makapagturo ng mabuti, makapaghimaton ng pag-iwas sa mga sakuna at
Kilala rin siya sa sagisag na “Lola Basyang” dahil sa kanyang mga kuwentong-bayan na kasawian sa buhay, makapagbinhi ng mabuting kaugalian at makapagpaunlad ng
inilathala sa Lingguhang Liwayway. Ang kanyang sarsuwelang Walang Sugat ang isip.” Sa palagay ni Regalado, “hindi maitatanggi ng sino man na ang nobekang
itinuturing na kanyang obra-maestra. Noong 1922, naging patnugot siya ng Liwayway. Tagalog ay nagkaroon ng Panahong Ginto…at ang panahong iyon ay sumasaklaw
sa mga taong buhat sa 1905 hanggang 1921.”
Patricio Mariano – isang mandudula, peryodista, kuwentista, nobelista at makata.
Marami siyang nasulat na dula na kinabibilangan ng Anak ng Dagat, Ang Tulisan, Ang Ang Maikling Kuwento
Dalawang Pag-ibigi, Ako’y Iyo Rin, at iba pa. Siya ng tinaguriang Dekano ng mga
Mandudulang Tagalog.  Ang anyo ng maikling kuwento ay nakilala lamang sa Pilipinas ng mgaunang taon
ng ika-20 siglo nang narito na ang mga Amerikano. Ang mga unang anyo ng
Hermogenes Ilagan – siya ang masasabing kaagaw ni Severino Reyes sa kasigasigan sa maikling kuwento ay ang (1) dagli, na ang himig ay nangangaral. Ang mga ito’y
paglikha at pagtatanghal ng sarsuwela. Ang pinakatanyag niyang dula ay ang Dalagang namumuna at nanunuligsa, at (2) pasingaw o munting kasaysayan na
Bukid. nagpapahayag ng pag-ibig sa mga nililigawan o hinahangaang paraluman.
 Ang maikling kuwento ay isang sangay ng panitikang naglalahad ng isang
Julian Cruz Balmaseda – namumukod ang kanyang aral sa pag-iimpok sa sulang Ang natatangi at mahalagang pangyayari sa buhay ng isang pangunahing tauhan s
Piso ni Anita. Ito ang dulang nagtamo ng unang gantimpala sa timpalak ng Kawanihan ng aisang takdang panahon.
Koreo; sa kanyang Sa Bunganga ng Pating, binaka niya ang sakit na nililikha ng salaping
patubuan. Sangkap ng Maikling Kwento:

Aurelio Tolentino (1868-1913) – dalubhasa sa paggamit ng tatlong wika, Pampango, 1. Paksang-diwa o tema – pangunahing kaisipan ng kuwento, ng isang
Tagalog at Kastila. Maraming dula siyang nasulat tulad ng Bagong Kristo, isang sulang pangkalahatang pagmamasid sa buhay ng may-akda na nais niyang ipabatid sa
sosyolohiko; Sumpaan, isang romantikong sarsuwelang may tatlong yugto. Ngunit higit sa mambabasa.
lahat ng mga dula niya, ang nakilala’y ang kanyang Kahapon, Ngayon at Bukas. Isang 2. Banghay – balangkas o istruktura ng mga pangyayaring kinapapalooban ng mga
alegoriya ang dulang ito ay naglalahad sa pamamagitan ng mga simbolikong tauhan na kilos, pagkahubog ng tauhan, tunggalian at mga hadlang, at mga detalye na buhat
pinagdadaanan ng Pilipinas. sa simula ay mabilis sa pag-akyat sa kasukdulan. Ito ay mabilis na sinusundan ng
wakas.
3. Katimpian – higit na masining ang matimping paglalarawan ng damdamin.

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 4. Paningin – pananaw na pinagdaraanan ng mga pangyayari sa isang katha. Ito  Naglalahad ng kuru-kuro ng patnugot ng isang pahayagan. Ang mga pitak ng mga
ang kahulugan ng paningin. kolumnista ay kahawig ng pangulong tudling, lamang, ang kuru-kuro ng patnugot
ay higit na matimbang o may bigat at siyang kuru-kuro na ng pahayagan.
Apat na paraan ng pagsasalaysay ng kuwento ayon sa paningin ng
nagpapahayag: Panahon ng Hapones (1942-1944)
a. Paningin sa Unang Panauhan – sumasanib ang may-akda sa isa sa
mga tauhan na siyang nagsasalaysay sa unang panauhan.  Marami ang nagsasabing “gintong panahon” daw ng maikling kuwento at ng
b. Paningin sa Pangatlong Panauhan – pangatlong panauhan ang ginamit dulang Tagalog ang panahong ito. Sa panahong ito, halos ipinagbawal ang Ingles
ng manunulat sa pagsasalaysay ng mga pangyayari sa kuwento. Ang ng mga mananakop kung kaya’t naging luwalhati naman ng wikaing Tagalog ang
isipan at damdamin ng mga tauhan ay maaari niyang utusan. pangyayaring ito.
c. Itinakdang Obhetibong Paningin – maaaring ang pangunahing tauhan o  Sa pangangasiwa ng Surian ng Wikang Pambansa, ang pinakamahusay na
ang alin man sa mga katulong na tauhan ang tauhang nagsasalaysay. maikling kuwento ng panahong iyon ay pinili. Ang tatlong kuwentong nanguna ay
d. Obhetibong Paningin – ang tagapagsalaysay ay nagsisilbing isang ang mga sumusunod: “Lupang Tinubuan” ni Narciso G. Reyes, “Uhaw ang Tigang
kamera na malatang nakalilibot subalit maitatala lamang nito ang tuwirang na Lupa” ni Liwayway Arceo, at “Lunsod, Nayon at Dagat-dagatan” ni N.V.M.
nakikit at naririnig. Gonzales.
 Tatlong uri ng tula ang namalasak noong panahon ng Hapon: Karaniwang anyo,
5. Pahiwatig – nagiging malikhain ang mga mambabasa sapagkat naiiwan sa malayang taludturan, na ang pinakamarami ay haiku at tanaga.
kanyang guniguni o imahinasyon sa mga pangyayaring nagaganap o maaaring
maganap sa kuwento. Tanaga – isang uri ng tulang Tagalog noong unang panahon na sa katipiran ng
6. Simbolo – ito ang mga salita na kapag binanggit sa isang akda ay nag-iiwan ng pamamaraan ay maihahalintulad sa Haiku ng mga Hapones, bagamat lalong maikli ang
iba’t ibang pagpapakahulugan sa mambabasa. Halimbawa, ang puti ay haiku. Ang tanaga ay may sukat at tugma. Ang bawat taludtod ay may pitong (7) pantig.
kumakatawan sa kalinisan o kawagasan.
Halimbawa:
Deogracias A. Rosario – Ama ng Maikling Kuwentong Tagalog
Palay
Sanaysay
Palay siyang matino
 Naglalarawan ng mga kuru-kuro at pansariling kaisipan ng isang manunulat. Ang Nang humangi’y yumuko,
sanaysay ay maaaring maanyo (pormal) at maaari namang malaya (di-pormal o Ngunit muling tumayo;
personal). Nagkabunga ng ginto.
 Ang salitang sanaysay ay salitang-likha ni Alejandro G. Abadilla (AGA). Ayon sa
kanya, ito ay pinagsanib na mga salitang pagsasalaysay ng isang sanay o Gawad Pambansang Alagad ng Sining (Panitikan)
nakasulat na karanasan ng isang sanay sa pagsasalaysay. Di gaya ng maraming Amado V. Hernandez - 1973
salitang-likha, ang sanaysay ay dagling tinanggap ng bayan. Jose Garcia Villa - 1973
Nick Joaquin - 1976
Dalawang uri ng Sanaysay: Carlos P. Romulo - 1982
Francisco Arcellana - 1990
1. maanyo o pormal – tanging layunin nito ay magbigay ng kaalaman Levi Celerio - 1997 (Musika at Panitikan)
2. malaya o di-pormal – higit na kaaliw-aliw na basahin dahil sa ang mga salitang N.V.M. Gonzalez - 1997
ginamit ay madaling maintindihan at ang paksa ay karaniwan. Edith L. Tiempo - 1999
F. Sionil Jose - 2001
Talambuhay Virgilio S. Almario - 2003
Alejandro R. Roces - 2003
 Naglalahad ng mahahalagang pangyayari sa buhay o kasaysayan ng isang tao.
Kapag ang talambuhay ay nauukol sa taong siyang sumulat, ito ay tinatawag na Mga Teorya/Pananaw Pampanitikan
pansariling talambuhay (autobiography).
Teorya
Pangulong Tudling

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  Ito ang pormulasyon ng palilinawing mga prinsipyo ng mga tiyak na penomena, at pangpisikal na likas ng tao kaysa mga katangian niyang pangmoral o rasyonal.
paniniwala, o ideya upang makalikha ng isang sistematikong paraan ng Naipakitang ang mga indibidwal ay produkto ng pinanggalingan at kapaligiran.
pagpapaliwanag ng mga ito.
Teoryang Formalismo
Teoryang Pampanitikan  Ang isang akda ay may sariling buhay at umiiral sa sarili nitong paraan. Nasa
 Ang pagbabalangkas ng mga prinsipyo na magpapaliwanag sa pinagmulan at porma o kaanyuan ng isang akda ang kasiningan nito. Ang porma ay binubuo ng
kalikasan ng panitikan, ano ito ngayon at ano dapat ito, papaano ito nalikha at imahe (gamit ng lengguwahe na kumakatawan sa mga bagay, aksiyon at mga
papaano ito nagagamit ng lipunan. ideyang abstrakto), diksiyon (pagpili ng mga salita at paraan ng pagkakaayos nito),
 Isang sistema ng mga kaisipan at mga kahalagahan na nagbibigay-kahulugan sa sukat, tugma, at iba pa. Kailangang magkasama ang porma at ang nilalaman
kalikasan at tungkulin ng panitikan pati na sa proseso ng paglikhang masining, at upang magkaroon ng buong kahulugan ang isang akda.
mga layunin ng may-akda at ng tekstong pampanitikan.

Teoryang Klasisismo Teoryang Imahismo

 Pagtuklas at pagtanaw sa katotohanan, kagandahan, at kabutihan ang nilalayon  Malaya ang makatang pumili ng anumang nais na paksain ng kanyang tula.
ng klasisismo. Hinahangad nito na palawakin ang pananaw at pang-unawa ng Gumagamit ng wika o salitang pangkaraniwan. Kailangang angkop at tiyak ang
matwid na tao, at makamtan yaong tinatawag na grandeur d’ame o pagkadakila ng bawat salita, at walang hindi kinakailangang palamuti. Ang imagism, isang
pagkatao. At dahil ang tao ay sadyang may katutubong karupukan, kinakailangan tradisyon ng panulaang modernista na sadyang tiwalag sa tradisyon ng
din na ang panitikan ay makatulong sa paglilinis o pagpupurga sa kalooban at pangangaral o pang-aliw bilang akdang pansining ay may bukod-tanging kairalan,
niloloob upang lalong makatulong sa pagkakamit ng kadakilaan ng katauhan. at hindi ito kailangang ipasailalim sa anumang layuning hindi makasining. Wika
nga, “Art for art’s sake”.
Teoryang Humanismo
 Walang higit pang kawili-wiling paksa kaysa tao. Kung pumasok man ang Teoryang Siko-Analitika
kalikasan sa sining ay upang lalong mapalitaw ang mga katangian ng tao. Ang  Masalimuot ang teorya ni Freud. Sa pinakamadaling sabi, ang panitikan sa kanya
Diyos man ay nagiging makabuluhan sa daigdig dahil sa tao sapagkat kung ay ang kabuuan ng kamalayan at di-kamalayan: lumalabas dito ang mga bagay na
walang tao sa daigdig, walang makakaisip ng anuman tungkol sa Diyos. Hindi nito di masasabi o maisusulat ng makata nang tuwiran sa harap ng ibang tao.
sinasabi na higit na dakila ang tao kaysa Diyos. Isinesentro lamang nito sa
daigdig ang tao. Arketipal na Pananaw
 o mitolohikal na oryentasyon. Ito ay isa pang pagdulog na tila kawangis ng
Teoryang Romantisismo sikolohikal na pananaw. Tulad ng sikolohikal na pananaw, nakapako ang
 Higit na pinahahalagahan ang “damdamin” kaysa ideyang siyentipiko o may atensiyon nito sa paraan ng paglikha at ang epekto nito sa mambabasa. Subalit
batayan. Nananalig ang mga romantisista sa Diyos; naniniwala sila sa katwiran, waring higit na malawak ang larangang sinusuyod ng arketipong pananaw
siyensya, eksperimento at obserbasyon (empirisismo); materyal din ang tingin nila sapagkat buong kalipunan ng mga sagisag at imaheng palagiang lumilitaw sa mga
sa kalikasan at santinakpan. Ngunit para sa kanila, kulang pa at hindi teksto ng pandaigdigang kultura ang pinagpapakuan nito ng masusing pansin.
maipaliliwanag o nasasagot ng mga ito ang mga tanong at mga karanasan tungkol
sa puso. Teoryang Eksistensiyalismo
 Tulad ng romantisismo, ito ay mahilig sa eksperimentasyon tungo sa “tunay” na
Teoryang Realismo buhay at pananalita o ekspresyon. Sinusuri nito ang lahat ng bagay bilang “lived
 Higit na mahalaga ang katotohanan kaysa kagandahan. Hinahangad nito ang facts”; wala itong dini-diyos at itinuturing na dapat igalang (sacred) maliban sa
katotohanan at ang makatotohanang paglalahad at paglalarawan ng mga bagay, kalayaan, pagka-responsable at indibidwalismo ng bawat tao – ng manunulat o ng
mga tao at lipunan, at alin pa mang maaaring mapatunayan sa pamamagitan ng mambabasa. Walang makapagsasabi ng kung alin ang tama o mali, totoo o
ating mga sentido. Ang paraan ng paglalarawan ang susi, at hindi ang uri ng malikmata, importante o walang silbi, maliban sa taong nakararanas sa pinag-
paksa. Naniniwala ang realismo na ang pagbabago ay walang hinto. uusapan.

Teoryang Naturalismo
 Pinalawak ng naturalismo ang saklaw ng realismo. Tinangka kasi ng naturalismo Teoryang Istrukturalismo
ang mas “matapat, di-piniling representasyon ng realidad, isang tiyak na hiwa ng  Iisa ang simulain ng teoryang ito: ang pagpapatunay na ang wika o lengguwahe,
buhay na ipinakita nang walang panghuhusga”. Dahil sa walang muwang na ay hindi lamang hinuhubog ng kamalayang panlipunan kundi humuhubog din sa
“scientific determinism,” binigyang-diin ng naturalismo ang namana (o aksidente) kamalayang panlipunan. Nakabaon ang panlipunang kamalayan sa paggamit ng

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 wika (social discourse) o paggamit sa mga salita ayon sa mga kinikilalang tuntunin 1. Patulad o Simile – paghahambing ng dalawang bagay na magkaiba ng uri
at pagsasapraktikang panlipunan (social conventions). (ginagamitan ng salitang para, gaya, katulad, kaparis, at iba pa).

Teoryang Dekonstruksiyon Halimbawa:

 Binibiyang-diin sa teoryang ito ang kamalayan ng manunulat at ng mambabasa Para ng halamang lumaki sa tubig,
bilang mga produkto ng social discourse na nakasulat. Ito ay naangkop sa Daho’y nalalanta munting di madilig.
panitikang nakasulat bilang produkto ng isang tiyak na may-akda na tagapagdala o
tagapagingat ng isang tradisyong pang-intelektuwal at pampanitikan. Ang 2. Pawangis o Metapora – paggamit ng salitang nangangahulugan ng isang bagay
kahulugan ng isang tekto ay nasa kamalayang gumagamit sa teksto, at hindi sa sa pagpapahayag ng ibang bagay.
teksto mismo.
Halimbawa:
Teoryang Moralistiko Sapagkat ang haring may hangad sa yaman
 Pinalalagay na ang akda ay may kapangyarihang maglahad o magpahayag hindi Ay mariing hampas ng langit sa bayan.
lamang ng literal na katotohanan kundi ng mga panghabambuhay at unibersal na
mga katotohanan at mga di-mapapawing pagpapahalaga (values). 3. Sinekdoke – gumagamit ng bahagi sa halip ng kabuuan o ng kabuuan sa halip
Pinahahalagahan ang panitikan di dahil sa mga partikular na katangian nito bilang ng bahagi.
likhang-isip na may sinusunod na sariling mga batas at prinsipyo sa kanyang
pagiging malikhain, kundi dahil sa mga aral na naidudulot nito sa mga nakikinig o Halimbawa:
bumabasa. At ang balang bibig na binubukalan
Ng sabing magaling at katotohanan.
Teoryang Historikal/Sosyolohikal
 Di teksto bilang teksto ang lubusang pinagtutuunan ng pansin kundi ang 4. Pangitain o Vision
kontekstong dito’y nagbigay-daan; hindi ang partikular na kakanyahan lamang ang
sinusuri kundi ang mga impluwensiyang dito ay nagbigay-hugis—ang talambuhay Halimbawa:
ng awtor, ang politikal na sitwasyon sa panahong naisulat ang akda, ang mga Sa sinapupunan ng Konde Adolfo’y
tradisyon at kombensiyon na maaaring nakapagbigay sa akda ng mga katangian. Aking natatanaw si Laurang sinta ko.

Marxistang Pananaw 5. Panawagan o Apostrophe – kagyat na pagtutol sa naunang pagpapahayag at

 Ang panitikan ay tinitignan bilang instrumento ng pagbabago, o bilang behikulo na pananawagan sa tao o bagay na wala roon.
magagamit upang mabuksan ang isipan ng tao sa kanilang kalagayang api.
Halimbawa:
Feministang Pananaw Kamataya’y nahan ang dating bangis mo?
 Pinagtutuunan ng pananaw Feminismo ang kalagayan o representasyon ng
kababaihan sa isang akda. Layunin nito na baguhin ang mga de-kahong imahen o 6. Pabaligho o Paradox – pahayag na wari’y salungat o laban sa likas na
paglalarawan sa kababaihan sa anumang uri ng panitikan. Layunin ng pananaw pagkukuro ngunit nagpapakilala ng katotohanan.
na ito na masuri ang mga akdang pampanitikan sa paningin o perspektiba ng
babae. Dahil sa matagal na panahon, halos mga lalaki ang nagsusuri kung kaya Halimbawa:
hindi man maka-lalaki ang pananaw, ay nagtatanghal lamang ng mga nagawa ng Ang matatawag kong palaya sa akin
kalalakihan. ng ama ko’y itong ako’y pagliluhin
agawan ng sinta’t panasa-nasaing
lumubog sa dusa’t buhay ko’y makitil.
Mga Tayutay o Mga Salitang Patalinghaga
7. Padamdam o Exclamation – pagbubulalas ng masidhi o matinding damdamin.
Tayutay (Figures of Speech)
Halimbawa:
 Nagpapaganda sa akda, nagpapalalim sa kaisipan at nagpapayaman sa guniguni Nanlilisik ang mata’t ang ipinagsaysay
ng bumabasa. Ang mga tayutay ay madalas na gamitin sa mga akdang Ay hindi ang ditsong nasa orihinal,
pampanitikan. Kundi ang winika’y ikaw na umagaw
Ng kapurihan ko’y dapat kang mamatay!

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8. Pandiwantao o Personification – binibigyang-katauhan ang isang bagay na 15. Asonansya – inuulit ang tunog ng isang patinig sa halip ng katinig.
walang buhay o kaisipang basal (abstract).
Halimbawa:
Halimbawa: Ang buhay ng tao at sa taong palad,
Parang walang malay hanggang sa magtago’t Nasa ginagawa ang halaga’y bigat.
Humilig si Pebo sa hihigang ginto.
16. Onomatopeya – pagkakahawig ng tunog ng salita at ng diwa nito.
9. Pahalintulad o Analogy – tambalang paghahambing, pagkakawangki ng mga
pagkakaugnay. (1) Tuwirang onomatopeya – kapag ginagagad ng ga tunog ng patinig at katinig ang
tunog ng inilalarawan ng taludtod.
Halimbawa:
Inusig ng taga ang dalawang leon, Halimbawa:
si Apolo mandin sa Serpyente Piton. Ikaw’y iniluwal ng baha sa bundok
Hahala-halakhak at susutsut-sutsot.
10. Enigma – naikukubli ang kahulugan sa ilalim ng malabong pagtukoy.
(2) Pahiwatig na onomatopeya – kapag ang mga tunog ng patinig at katinig ay hindi
Halimbawa: gumagagad kundi nagpapahiwatig lamang ng bagay na inilalarawan.
Tapat ang puso ko’y di nagunamgunam
Na ang paglililo’y nasa kagandahan. Ayon kay Lope K. Santos, ang ating mga titik ay nag-aangkin ng sari-sariling
pahiwatig na kaisipan. Ang A ay nagpapahiwatig ng kalakhan, kalinawan,
11. Papanuto o Aphorism – maikling paglalahad ng isang tuntuning pangkaasalan. kalawakan, kalantaran, samantalang ang I ay nagtataglay ng diwa ng kaliitan,
labuan, karimlan, kalaliman, kalihiman, at iba pa.
Halimbawa:
Kung ang isalubong sa iyong pagdating a – araw, buwan, ilaw, buwan, linaw, tanghal
ay masayang mukha’t may pakitang-giliw
pakaingatan mo’t kaaway na lihim, i – gabi, lilim, lihim, kulimlim, liit, unti, itim
siyang isaisip na kakabakahin.
i - Ang suot ay puti’y may apoy sa bibig,
12. Tanong na Mabisa o Rhetorical Question– tanong na naglalayong magbunga Sa buong magdamag ay di matahimik,
ng isang tanging bisa at hindi upang magtamo ng kasagutan. Ngunit ang hiwagang di sukat malirip,
Kung bakit sa gabi lamang namamasid.
Halimbawa:
Anong gagawin ko sa ganiton bagay Mga Uri ng Matalinghagang mga Pananalita
ang sinta ko kaya’y bayaang mamatay?
Pahayag Idyomatiko (Idiomatic Expression)
13. Pagmamalabis o Hyperbole – pahayag na ibayong maindi kaysa katotohanan o
lagpas sa maaaring mangyari.  Isang pariralang ang kahulugan ay di mahahanago sa alinmang bahagi ng
pananalita.
Halimbawa:  Ang kahulugan ng mga ito ay di bunga ng pagsasama ng kahulugan ng mga
Bababa si Marte mula sa itaas, salitang bumubuo sa mga ito kundi isang natatanging kahulugang naiiba sa
Sa kailalima’y aahon ang parkas. mismong parirala.
 Malayo ang kahulugang literal o tuwirang kahulugan sa kontekstuwal o tunay na
14. Aliterasyon – paulit-ulit na tunog ng isang katinig na ginagamit sa mga kahulugan.
magkakalapit na salita o pantig.  Matatag na ang pagiging gamitin ng mga pahayag idyomatiko dahil ginagamit na
sa mahabang panahon at bahagi na ng talaslaitaan ng bayan.
Halimbawa:  Nagpasalin-salin ito sa bibig ng mg tao.
At sa mga pulong dito’y nakasabog, nangalat, nagpunla.
Nagsipanahanan, nangagsipamuhay, nagbato’t nagkuta. Halimbawa:

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 alagang ahas – taksil, walang utang-na-loob, kalawang sa bakal
gagapang na parang ahas – maghihirap ang buhay, maghihikahos, magiging Practice Test
miserable ang buhay
parang ahas na kuyog – galit na lahat ang buong angkan sa kagalit ng isa sa kanila I. Direksyon: Piliin ang titik ng sagot sa bawat bilang.
bagong ahon – baguhan sa pook, bagong salta
alanganin – bakla, tomboy 1. May prinsipyo si Daves, kaya nang mabalitaan niyang may tali sa ilong ang
lumilipad sa alapaap – walang katiyakan, alinlangan kanyang kaibigan dahil sunud-sunuran sa lahat ng ipinag-uutos ng kanyang hepe,
inalat – minalas, inabot ng alat pinangaralan niya ito.
pinakain ng alikabok – tinalo sa isang karera ng takbuhan a. nasa ilalim ng kapangyarihan
nasagap na alimuom – nakuhang tsismis, sabi-sabi, bali-balita, alingasngas b. di makahalata
c. kulang ang pagkalalake
d. walang iisang salita
Patayutay na Pananalita ((Figurative Word or Phrase) 2. Ang lihim na kanyang iniingatan ay nabunyag dahil siya ay nahuli sa kanyang
sariling bibig.
 Isang salita o parirala na ang kahulugan ay ipinahihiwatig ng salita o ilan sa mga a. tsismosa
salita sa parirala. b. sa sariling bibig nagmula ang katotohanan
 Nasisinag ang kontekstuwal na kahulugan sa mga salitang ginagamit. c. pagiging totoo
d. di marunong magsinungaling
Halimbawa: 3. Talagang sakit ng ulo ang pag-aasawa nang wala sa panahon.
magulo pa sa sangkuwaltang abaka – masalimuot, napakagulo, nakalilito, walang- a. masasakitin ang ulo
walang kaayusan b. di nag-iisip
abo ang utak – walang pang-intindi, bobo, tanga, mahina ang ulo c. malaking suliranin o alalahanin
anay – lihim na kaaway d. mahirap isipin
anak sa labas – anak sa di tunay na asawa, anak sa ibang babae
parang iniihan ng aso – di mapakali, di mapalagay, balisa
buhol-babae – mahina o madaling makalas ang pagkakatali, di matatag/matibay 4. Ang taong may krus sa dibdib ay pinagpapala ng Diyos.
agawin ang buhay – iligtas ang buhay sa kamatayan a. maunawain
mag-alsa ng boses – sumigaw (sa galit), magtaas ng tinig b. mapagmahal
mabigat ang katawan – masama ang pakiramdam o di maganda ang pakiramdam, c. maka-Diyos
tamad d. mapagpatawad
5. Pagdaan ng mga taon, saka mo pa lamang makikita na may pileges ang noo mo.
Eupemistikong Pananalita (Euphemistic Expression) a. nagiging batang muli
b. nagiging isip-bata
 Pananalitang ipinapalit sa mga salita o pariralang kapag ipinahayag sa tuwirang c. maraming problema
kahulugan ay nagdudulot ng pagkalungkot o pagdaramdam, pagkarimarim, d. matanda na
pagkalagim o ibang di kanais-nais na damdamin sa pinagsasabihan o nakakarinig. 6. Paano ko maiintindihan ang kanyang ulat, e boses-ipis siya.
 Ginagawa ang ganitong pagpapalit upang maging kaaya-aya sa pandinig ang a. mahina ang boses
pahayag at nang maiwasan ang makasugat ng damdamin ng iba. b. di makarinig
 Madalas na ginagamit ang mga eupemistikong pananalita sa mga pahayg c. di marinig magsalita
kaugnay ng kamatayan, maseselang bahagi ng katawan ng tao at sa malalaswang d. a at c
gawain. 7. Galit ako sa mga istudyante parang kampana ang bibig sa loob ng klase.
a. tulad ng tunog ng kampana ang boses
Halimbawa: b. mukhang kampana
c. malakas ang boses
Eupemistikong Pananalita Kahulugan d. malaki ang bukas ng bibig kung magsalita
sumakabilang buhay 8. Bukod sa pagtuturo, nais ibuhos ni Miguel ang isip sa pagguhit.
o binawian ng buhay namatay a. ituon ang isip
pagsisiping o pagtatalik pag-aasawahan b. ubusin ang panahon
c. mag-isip nang mag-isip

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 d. maging malikhain a. 1
9. Kaya matumal ang paninda mo ay isang bakol ang mukha mo. Ngumiti ka naman. b. 2
a. nakakunot ang noo c. 3
b. nakangiwi d. 4
c. malungkot 14. Alin sa mga saknong ng binasang tula ang nagpapahiwatig ng pagkakaroon ng
d. nakasimangot pag-asa ng mag-asawa?
10. Lumuha ka man ng bato, di na maibabalik ang buhay ng iyong ama. a. 1
a. matinding panangis b. 2
b. di makaiyak o makaluha c. 3
c. di matinag d. 4
d. wala ng pakiramdam Direksyon: Basahin ang sanaysay. Sagutin ang mga tanong.
Direksyon: Basahin at unawain ang tula. Sagutin ang mga tanong.
Itanghal nga natin ang nasyonalismong Pilipino. Itambal ang diwang
Hapunan malaya, ang sipag sa paggawa at taimtim na pagmamahal sa mga likas at
pinaunlad na pamana ng ating mga ninuno. Pagyamanin at
Nagdiriwang sa hapag 1 pagmalasakitan silang palagi. At huwag limutin na sila ang susing ginto sa
ang tatlong payat na tinapa; tunay na kalayaan at katubusan ng Pilipinas.
tinatanuran ng nilagang kamatis
na binudburan ng maghapong pagtitiis Ating tandaan, na sa sandaling ang Pilipinismo’y maging kalangkap ng
sa ilalim ng matinding sikat ng araw. ating buhay na pang-araw-araw, sa ating mga basar, groseri at pamilihan
Iniingatang may lumusot na butil ay mamumutiktik na ang mga produktong Pilipino at sila ang magiging
ng pawis sa awang ng mesang kawayan; gamit sa bahay-bahay; hindi na ang mga made in USA, made in Japan at
biyaya itong hulog ng langit made in Germany. At mangyari pa, mawawala na ang mga sawimpalad
kaya’t dapat pag-ingatan. na kababayang namumulot sa mga basurahan upang makatawid sa
Hati ang mag-asawa 2 gutom.
sa nakahaing tinapa.
Salit-salitan MATUTUHAN LAMANG NG PILIPINO NA SIYA’Y MAGPAKA-
sa sawsawang nilapirot sa asin. PILIPINO.

Bumukal ang maliliit na butil ng pawis 3 - Pilipinismo: Susi ng Bayang

sa noo ng mag-asawang pagal Tagumpay
sa pagbubungkal ng lupa.
ni Amado V. Hernandez
Tahimik na tahimik 4
sa harap ng hapunang pambihira.

11. Anong larawang-diwa ang ipinakita ng tula? 15. Ano ang paksa ng binasang sanaysay?
a. pagsasama ng mag-asawa a. Pagtangkilik sa mga produktong Pilipino
b. kahirapan ng buhay b. Pagmamalasakit sa pamana ng mga ninuno
c. payak na buhay sa bukid c. Pagtulong sa mga sawimpalad na Pilipino
d. pagtitipid ng mga magsasaka d. Pagiging makabayan
12. Iniingatang may lumusot na butil ng pawis sa awang ng mesang kawayan. Ang 16. Batay sa binasang sanaysay, ano ang masasabing kalagayan ng lipunang
butil ng pawis ay nangangahulugan ng/na _________________. Pilipino?
a. pagtiisan ang anumang pagkaing nasa hapag. a. Pinagmamalasakitan ang mga ninuno na nakipaglaban upang makamit
b. pagpapahalaga sa pagkaing nasa hapag dahil ito ay kanilang ang kalayaan ng Pilipinas
pinaghirapan. b. Higit na pagtangkilik sa mga produktong banyaga kaysa mga produktong
c. pagiging kuntento sa kung anong mayroon. Pilipino
d. pasasalamat sa biyayang tinanggap. c. Pagkakaroon ng mahihirap na Pilipino na namumulot sa mga basurahan
13. Anong saknong ang nagpapahayag ng positibong pananaw. d. Maraming Pilipino ang nagnanais na makapangibang-bansa

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 17. Ipinaliwanag ng sanaysay na kung ang Pilipinismo’y magiging kalangkap ng pang- ng isang bulag ang kanyang mga mata. Alam kong naglalakbay ang
araw-araw na buhay ng mga Pilipino, ______________________. kanyang diwa: marahil, nalalaman ko kung saan naglalakbay iyon.
a. dadami ang mga produkto gawa ng mga Pilipino.
b. mababawasan ang mga Pilipinong kumakalam ang sikmura. Gusto kong isipin na ngayo’y naglalakbay ang kaluluwa ni Layo
c. hindi na aangkat ng mga banyagang produkto sa ibang bansa. patungo sa aming bayan; gusto kong isipin na ngayo’y tila mga tuyong
d. higit na makakamit ang pag-unlad sa buhay ng bawat Pilipino. dahon nang malalaglag ang kanyang hinanakit: gusto kong isipin na sa
18. Ano ang itinuturo ng binasang sanaysay? paglalakbay ng kanyang kaluluwa, sa paglalakbay na iyong pabalik, ay
a. Pagtatanghal ng nasyonalismong Pilipino. nakatatagpo siya ng kapayapaan…
b. Itambal ang diwang malaya, ang sipag sa paggawa at taimtim na
pagmamahal sa mga likas at pinaunlad na pamana ng ating mga ninuno. Nalagay sa mga pahayagan ang pagkamatay ni Layo.
c. Pagyamanin at pagmalasakitang palagi silang susing ginto sa tunay na
kalayaan at katubusan ng Pilipinas. Ang sabi sa pahayagan ay ilalagak daw ang kanyang bangkay sa
d. Mawawala na ang mga sawimpalad na kababayang namumulot sa mga San Roque.
basurahan upang makatawid sa gutom.
Ang kabaong ni Layo ay isinakay sa isang itim na kotse.

Direksyon: Basahin ang bahagi ng kuwento. Sagutin ang mga tanong. Mula sa Maynila, naglakbay iyon sa mga bayan-bayan.

Kay Ama niya inihabilin ang paglilibing sa kanya. Dito sa Maynila, Tumitigil iyon sa mga bahay-pamahalaan. Nanaog ang
sinabi na naman niya. Mag-iisa akong malilibing dito, Tiyo Julio, ngunit nakaunipormeng tsuper at ipinagbigay-alam ang pagdaraan.
gusto kong dito malibing.
Hapon na nang dumating iyon sa San Roque.
“Magdasal ka,” payo ni Ama, “iyang hinanakit mo’y kalimutan mo
na. Masama iyang babaunin mo pa ang mga iyan.” Sa San Roque, marami ang naghihintay na makikipaglibing kay
Layo.
“Mahirap makalimutan, Tiyo Julio. Natatandaan ba ninyo noon,
noong maliit ako? Noong hindi ko matagpuan ang libing ni Ama’t Ina? Naghihintay rin sa kanya ang lupa ng sariling bayan.
Wala akong mauuwian doon, Tiyo Julio. Mag-iisa rin ako.”
- Sa Lupa ng Sariling Bayan
Tumungo ang maputing ulo ni Ama; pati siya’y ibig na ring maluha ni Rogelio R. Sikat
sa sinasabi ni Layo.
19. Ano ang maituturing na kasukdulan ng kuwentong binasa?
“Walang hindi umuuwi sa kanyang bayan. Mayroon nga riyan, a. Pagsasabi ni Tiyo Julio na ang lahat umuuwi sa sariling bayan
namamatay sa Amerika, pagkatapos manirahan doon nang kay tagal, b. Pag-uuwi ng bangkay ni Layo sa San Roque
ngunit ang huling kahilingan ay ang malibing dito sa atin.” c. Paghahabilin ni Layo na ilibing siya sa Maynila
d. Pagkikipaglibing ng mga taga-San Roque kay Layo
“Maganda ang sinabi ninyo, Tiyo Julio.”

“Wala ngang hindi umuuwi sa atin, sa kanyang bayan, Layo. Ikaw 20. Ang suliranin ng kuwento ay binigyang-solusyon sa pamamagitan ng
man ay uuwi rin.” ________________________.
a. pagpanaw ni Layo dahil sa kanyang karamdaman.
Lahat ay umuuwi sa kanyang bayan, ibig ko ring sabihin kay Layo. b. pangangaral ni Tiyo Julio
Maaaring narito ka, ngunit ang iyong kaluluwa ay naglalakbay na pabalik c. pag-uuwi ng bangkay ni Layo sa San Roque, ang kanyang sariling bayan
doon. Maaaring naging mapait ang kabataan mo roon, ngunit huwag d. paglalathala sa pahayagan ng ukol sa pagpanaw ni Layo
mong sabihing ikaw ay di babalik. 21. Ano ang ibig ipakahulugan ng wakas na ito: Naghihintay rin sa kanya ang
lupa ng sariling bayan?
Ngayo’y hindi siya nakatingin sa akin, ni kay Ama, ni kay Ising. a. Lahat ay umuuwi sa kanyang bayan.
Nakatingin siya sa kisame. Nakaangat ang kanyang baba at tila mga mata b. Tanggap pa rin siya ng mga taga-San Roque.
c. Pagkakaroon ng lubos na kapayapaan.

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 d. Pagkawala ng hinanakit ni Layo sa San Roque. Naisip ko, nagiging mabangis pala ang tao kapag nade-delay ang
22. Mahirap makalimutan, Tiyo Julio. Natatandaan ba ninyo noon, noong sahod. Siguro, tulad ko, malaki rin ang pangangailangan niya. May utang
maliit ako? Noong hindi ko matagpuan ang libing ni Ama’t Ina? Wala din siyang dapat bayaran.
akong mauuwian doon, Tiyo Julio. Mag-iisa rin ako. Anong damdamin
ang mababakas kay Layo sa mga pahayag niyang ito? Gusto kong pagsisipain ang machine dahil wala pa rin ang sahod
a. hinanakit ko. Lumabas na ako’t sumakay na dyip papuntang Quiapo na dadaan sa
b. kalungkutan eskwelahang pinapasukan ko.
c. pangungulila sa mga magulang
d. pagtatampo Pagkatapos ng klase ko, pumunta uli ako sa bangkong pinuntahan
23. Anong katotohanan ng buhay ang mababakas sa binasang kuwento? ko kanina. Ipinasok ko ang ATM kard ko at pinindot ang PIN. Parang
a. Ang mga sugat ay napaghihilom ng panahon. nag-iisip ang machine. At ilang sandali pa, namilog ang aking mata sa
b. Ang pakikiramay ay bahagi ng pakikipagkapwa. aking nakita.
c. Lahat ay naghahangad ng isang maayos na libing.
d. Walang hindi umuuwi sa sariling bayan. “Sa wakas!”

Direksyon: Basahin ang kuwento. Sagutin ang mga tanong. Nanginginig kong kinuha ang dadaaning sahod ko. Kay sarap
Opener ako kinabukasan. Mas gusto kong maging opener, tanggapin ang perang pinagpaguran. Di ko na binilang dahil alam kong di
kakaunti lang kasi ang kumakain. Karamihan mga nag-oopisina at lagi ito maaaring magkulang. Matatalino ang mga machine na ‘to. Maggo-
pang take out. Lagi silang mga nagmamadali. Kapag konti ang kumain, groseri ako. Pero di pa ‘ko nakakalayo sa bangko, ay may biglang
konti ang aking lilinisin. umakbay sa akin.

Pero sa kawnter ako napunta. Kahit takot akong humawak ng “Akina! Bilisan mo!” ang mahina ngunit madiin niyang iniutos sa
pera, kailangan kong matutunan ang lahat ng bahagi ng operasyon. Ingat akin.
na ingat ako sa pagsusukli dahil kapag nagkulang ang aking benta, kaltas
sa sahod ko. Mahigpit ang pagkakaakbay niya sa ‘kin. Iginawi niya ako sa
madalim na lugar palihis ng Taft Avenue. At saka niya ako tinutukan ng
Habang napupuno ng pera ang lalagyan ng benta at wala namang patalim. Di na ‘ko nakapalag.
bumibili, inisip ko ang una kong sasahurin. Mamaya, pag-out ko, tiyak na
may laman na ang ATM ko. ‘Nung ibinibigay ko ang unang sahod ko, parang ibinibigay kong
buung-buo ang sarili ko. Habang papalayo ang holdaper lubusan ko
“Siguro konti para sa mga delata’t sabong panligo at panlaba, siyang nakilala. Siya ‘yung pumasok kanina sa loob, ‘yung mukhang de-
bayad kay Nanay at ‘yung matitira, baon at pamasahe ko,” pagkukwenta opisina.
ko.
Kasabay kong lumuha ng dilim ang buwan. Nagdidilim ang isip
Pagkatapos ng anim na oras, ini-remit ko ang benta kay Ma’am ko. Gusto kong biglang mawala na lang.
Sarri. Naglog-out ako at kumain. Minadali ko ang pagkain. Sabik na
‘kong makuha ang aking sahod. Sa pag-uwi ko, naalala ko si Nanay. Di ko pa siya mababayaran
ngayon. At kailangan ko uling magkaroon ng dagdag na lakas ng loob
Pinuntahan ko ang bangkong tumatanggap ng ATM ko. Pumasok upang muling mangutang.
ako at ipinasok sa machine ang kard at agad kong pinindot ang PIN na
galing sa pangalan ni Nanay. Habang hinihintay ko ang lalabas sa screen, - McDonaldisasyon
may pumasok. Sa tunog ng kanyang sapatos sa sahig, at sa suot niyang 24. Alin sa sumusunod na pangyayari ang kasukdulan ng kuwentong binasa?
long-sleeve at kurbata, halatang nag-oopisina siya. May dalawng machine a. Nang ibinibigay niya sa holdaper ang kanyang unang sahod.
sa loob. ‘Yung isa ang ginamit niya. Tumunog ang machine na gamit ko. b. Nang makuha na niya ang pinakaaasam na sahod na ATM.
c. Nang umuwi na siya at maalala ang kanyang Nanay.
“Pambihira! Wala pa!” dinig ko sa mamang de-opisina. d. Nang may umakbay sa kanyang holdaper at igawi siya sa madilim
na lugar.
25. Sa pag-uwi ko, naalala ko si Nanay. Di ko pa siya mababayaran ngayon.
At kailangan ko uling magkaroon ng dagdag na lakas ng loob upang

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 muling mangutang. Ano ang tawag sa bahaging ito ng kuwento kung saan 29. Sino ang sinisimbolo ni Padre Florentino sa kasalukuyang panahon?
binibigyang solusyon ang suliranin? a. mga gurong nagtuturo ng kasaysayan
a. wakas b. matandang nawawalan ng pag-asa
b. kasukdulan c. pangulo ng Pilipinas
c. kakalasan d. mga Pilipinong hangad ay pagbabago
d. suluranin 30. Ang maysakit sa binasang bahagi ng El Filibusterismo ay sumisimbolo sa
____________________.
26. Ano ang ipinahihiwatig ng wakas ng kuwento? a. mga Pilipinong nawalan ng pag-asa.
a. May mga taong maaaring mautangan sa oras ng kagipitan. b. sakit ng lipunang Pilipino.
b. Patuloy na pagkakaroon ng pag-asa sa buhay c. bigong paghihimagsik ng mga bayani
c. Anuman ang suliraning maranasan, tuloy pa rin ang buhay. d. mga Pilipinong nagbuwis ng buhay
d. Walang magulang ang makatitiis sa kanyang anak.
27. Kasabay kong lumuha ng dilim ang buwan. Nagdidilim ang isip ko. Gusto
kong biglang mawala na lang. Anong damdamin ang mababakas sa 31. Alin sa sumusunod na teorya ang mababakas sa binasang bahagi ng El
pangunahing tauhan sa bahaging ito ng kuwento? Filibusterismo?
a. matinding kabiguan a. Humanismo
b. panghihinayang b. Eksistensyalismo
c. paghahanap ng katarungan c. Realismo
d. kawalan ng pag-asa d. Romantesismo
28. Anong katotohanan ng buhay ang mababakas sa binasang kuwento? Direksyon: Tukuyin ang simbolo ng lupa sa sumusunod na saknong ng tula.
a. May mga pagsubok sa buhay na kailangang harapin.
b. Di nakakamit ng mahihirap ang katarungan. Di na ako yaoang basal na bahagi ng daigdig,
c. May mga taong kumakapit sa patalim kapag nagigipit.
d. Talamak ang karahasan sa isang lipunang dumaranas ng Kundi lupang nalinang na ng kalabaw at ng bisig;
kahirapan.
Ang datihang pagka-gubat ay hinawan at nalinis.

Nang makitang walang-kibo ang maysakit, nabuhos ang loob ni - Lope K. Santos, Ako’y si Bukid
Padre Florentino sa isang suliranin at naibulong: “Nasaan ang kabataang
dapat mag-alay ng kaniyang kasariwaan, ng kaniyang mga panaginip at 32. Ang lupa sa tula ay sumisimbolo sa _______________.
sigasig ukol sa kabutihan ng kaniyang Inang Bayan? Nasaan siya na a. kabataan
dapat kusang-loob na magbuhos ng kaniyang dugo upang mahugasan b. kasaganaan
ang nakaparaming kahihiyan, ang napakaraming pagkakasala, ang c. kabuhayan
napakaraming kasuklam-suklam? Dalisay at walang batik dapat ang alay d. bayan
upang tanggapin ang paghahandog!...Nasaan kayo, mga kabataan, na Aling pag-ibig pa ang hihigit kaya
magsasakatauhan sa sigla ng buhay na tumakas sa aming mga ugat, sa
kadalisayan ng pag-iisip na nabulok sa aming mga utak, sa apoy ng Sa pagkadalisay at pagdakila
sigasig na napugto sa aming mga puso? Hinihintay namin kayo, O mga
kabataan! Halikayo, sapagkat hinihintay namin kayo!” Gaya ng pag-ibig sa tinubuang lupa?

At dahil naramdaman niyang namamasa ang kaniyang mga mata, Aling pag-ibig pa? Wala na nga, wala.
binitawan niya ang kamay ng maysakit, tumindig, at lumapit sa bintana
upang masdan ang malawak na karagatan. - Andres Bonifacio, Pag-ibig sa Tinubuang Lupa

- El Filibusterismo 33. Ang lupa sa tula ay sumisimbolo sa _______________.

Jose Rizal a. kabataan
b. kasaganaan
Salin ni Virgilio S. Almario c. kabuhayan
d. bayan

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 Nakayapak, mahilig tayong tumahal sa lupa. b. informativ
c. narativ
Lupang mahalumigmig, malambot, marangay. d. informativ
Ang kompyuter ay produkto ng makabagong teknolohiya. Ito ay isang
- Lamberto E. Antonio, Lupa elektronikong kasangkapan na ginagamitan ng kuryente. Binubuo ito ng
tatlong mahahalagang bahagi: monitor, keyboard, at CPU (central
34. Ang lupa sa tula ay sumisimbolo sa _______________. processing unit). Tumutulong ito sa tao upang mapadali ang
a. kabataan pagmamanipula ng mga datos.
b. kasaganaan
c. kabuhayan - Ligaya Tiamson Rubin
d. bayan 38. Ang talata ay isang uri ng tekstong ____________.
35. Noong sumiklab ang Ikalawang Digmaang Pandaigdig, sumapi si Ka a. descriptiv
Amado sa mga gerilya bilang Intelligence Officer. Pagkatapos ng giyera, b. informativ
nagsimula ang kanyang pagkilos bilang lider-manggagawa. c. narativ
d. informativ
Anong uri ng panandang diskurso ang mga nakahilig na salita? Taong 2001, bigla na lamang naglaho si Danny at walang makapagsabi
kung saan siya naroon. Hinanap siya ng mga kamag-anak at kakilala.
a. komparison at kontras Buong Mindanao ay hinagilap siya subalit walang balitang nakalap tungkol
b. enumerasyon sa kanya. Hanggang isang araw, may isang taong sumulpot at ibinalitang
c. order o pagkakasunud-sunod nakakulong si Danny sa Malaysia dahil sa salang pagpupuslit ng tao
d. sanhi at bunga patungong Sabah.

39. Ang talata ay isang uri ng tekstong ___________.

36. Di na naituturo nang maayos ang mga asignaturang tulad ng Araling a. descriptiv
Panlipunan ay babawasan pa ang oras ng pagtuturo nito. Kung kaya di b. informativ
nakapagtataka na ang mga istudyante ay nagiging pasibo sa mga usapin c. narativ
sa eskwela at sa lipunan. d. informativ
Anong uri ng panandang diskurso ang mga nakahilig na salita? 40. Isang tuntunin o kautusang kinikilala at pinagtibay ng karanasan at
nauugnay lalung-lalo na sa mga bagay at kapakanang maaaring mangyari
a. komparison at kontras o may kahalagahan sa buhay. Nagsilbing batas at tuntunin ng
b. enumerasyon kagandahang-asal ng mga tao.
c. order o pagkakasunud-sunod a. salawikain
d. sanhi at bunga b. kawikaan
c. kasabihan
d. lahat ito
Direksyon: Basahin ang sumusunod na talata. Tukuyin kung anong uri ng teksto ang mga 41. Alin sa sumusunod ang mali?
ito. a. buk-san
b. kop-ya
Nagkaroon ako ng pasyenteng bata na ang amoy ng sipon ang c. to-kwa
inirereklamo ng ina. Ayon sa ina, mabaho raw ang sipon ng bata (hindi d. kap-re
mabaho ang karaniwang sipon). Nang sinilip ko ang loob ng butas ng 42. Alin sa sumusunod ang tama?
ilong, nakita ko ang waring piraso ng tela na nakasuksok doon. Malalim a. sob-re
na ang pagkakabaon nito sa loob ng ilong. Nang makuha ko ito, nagulat b. ek-spe-ri-men-to
ako na foam pala ito ng sifa na unti-unting ipinasok ng bata sa loob ng c. trans-krips-yon
ilong hanggang sa mapipi ito doon. d. ek-sklu-si-bo
43. Ang yosi, boylet, jologs ay mga halimbawa ng anong kategorya ng wika?
- Luis P. Gatmaitan, MD a. literari
37. Ang talata ay isang uri ng tekstong ____________. b. kolokyal
a. descriptiv c. lalawiganin

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 d. balbal b. deskriptiv
44. Ito ay itinuturing na mahalagang ambag sa palatunugang Filipino. Ang c. narativ
tunog na ito ay maaaring nasa unahan, gitna at hulihang posisyon. d. argumentativ
a. Ñ 52. Ang isang teksto ay ____________ kung ito ay naglalahad lamang ng
b. NG isang mahalagang pagkukuro, paniniwala o pananaw. Di ito humihikayat
c. C sa mambabasa upang tanggapin ang mga patotoo ukol sa isang pananaw.
d. F a. informativ
45. Alin sa sumusunod ang mali? b. deskriptiv
a. Ang alpabetong Filipino ay binubuo ng 28 letra. c. narativ
b. Sa 28 letra ng alpabeto, 20 letra ang nasa dating ABAKADA. d. argumentativ
c. 8 letra ang dagdag sa alpabetong Filipino. 53. _____________ ang teksto kung nagtataglay ito ng mahahalaga at tiyak
d. Ang lahat ng letra sa alpabetong Filipino ay binibigkas nang pa- na impormasyon tungkol sa mga tao, bagay, lugar at pangyayari.
Ingles. a. informativ
46. Ito ay mga salitang may pekulyaridad at sa isang lalawigan lamang b. deskriptiv
naririnig. c. narativ
a. kolokyal d. argumentativ
b. literari 54. Hindi, makakapunta si Lee sa ating pulong mamaya.
c. balbal a. di makakapunta si Lee sa pulong
d. lalawiganin b. makakapunta si Lee sa pulong
47. Filipino ang ating pambansang lingua franca c. di siguradong darating si Lee
a. ginagamit mong wika sa klase d. nakapunta na si Lee sa pulong
b. ginagamit mong wika sa pakikipag-usap sa mga piling tao 55. Pagsunud-sunurin ang sumusunod ayon sa tuntunin sa paghihiram.
c. wikang komon na ginagamit ng dalawang taong nag-uusap na 1. Bigkasin sa orihinal na anyo ang hiniram na salita mula sa Kastila,
magkaiba ang katutubong wika Ingles at iba pang wikang banyaga, at saka baybayin sa Filipino.
d. wika sa pang-araw-araw na buhay 2. Gamitin ang kasalukuyang leksikon ng Filipino bilang panumbas sa
48. Kinikilala ng Estado bilang pundasyon ng isang matatag na bansa. mga salitang banyaga.
a. Wikang Pambansa 3. Kumuha ng mga salita mula sa iba’t ibang katutubong wika sa bansa.
b. Pamilya a. 1,2,3
c. Edukasyon b. 2,3,1
d. Mag-asawa c. 3,1,2
49. Romantikong kuwento ng pag-ibig at digmaan ng mga Ifugao na inaawit d. 3,2,1
ng kababaihan.
a. Aliguyon
b. Hudhud II. Direksyon: Piliin ang titik ng sagot sa bawat bilang.
c. Ulpi
d. Mumbaki 1. Madali kasi siyang napakagat sa pain.
50. Alinsunod sa tadhana ng batas at sang-ayon sa nararapat sa maaaring a. naloko
ipasya ng Kongreso, dapat magsagawa ng mga hakbangin ang b. napakain
___________ upang ibunsod at puspusang itaguyod ang paggamit ng c. napahanga
Filipino. d. napaniwala
a. akademya 2. Madali nilang nakamit ang tagumpay, magkataling-puso kasi sila.
b. lipunan a. magkaibigan
c. pamahalaan b. magkasundo
d. mamamayan c. mag-asawa
51. Ito ay isang uri ng tekstong naglalarawan ng isang biswal na konsepto d. magkakilala
tungkol sa tao, bagay, pook, o pangyayari. Maaaring nagbibigay rin ito ng 3. Di niya matanggap ang kasawiang-palad na inabot ng kanyang pamilya.
mas malalim na paglalarawan sa kabuuan ng bagay o ng isang a. aksidente
pangyayari. b. kamalasan
a. informativ c. naputulan ng kamay

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 d. nawalan ng suwerte maglulunoy kitang
4. Magkasundung-magkasundo sila sa lahat ng bagay, pano’y kumakain sila sa payapang-payapa sa tabi ng dagat;
iisang pinggan. di na kailangang
a. magkaibigan
b. ayaw maghugas ng pinggan sapinan pa ang paang binalat-sibuyas,
c. magkasundo ang dating garing
d. magkasama sa iisang bahay sa sakong na wari’y kinuyom na rosas!
5. Umuwi siya isang gabi na parang lantang bulaklak.
a. walang lakas Manunulay kita, 2
b. hinang-hina habang maaga pa, sa isang pilapil
c. nawalan ng puri na nalalatagan
d. nanlalata
6. Di dapat silang magsama dahil sila ay parang langis at tubig. ng damong may luha ng mga bituin…
a. may sama ng loob patiyad na tayo’y
b. di magkasundo mangaghahabulang simbilis ng hangin,
c. mainit ang dugo sa isa’t isa ngunit walang ingay,
d. magkaaway hanggang sumapit sa tiping buhangin…
7. Ayaw kong maniwala na kaya nakakuha siya ng mataas na marka sa pagsusulit ay
dahil dinuktor ito ng iba.
a. minalian Pagdating sa tubig, 3
b. winasto kahit mali mapapaurong kang parang nangingimi,
c. inayos sa pamamagitan ng pandaraya gaganyakin kita
d. ipinawasto sa iba sa nangaroong mga lamang-lati;
8. Talagang tabla ang mukha mo. Di mo man lang inisip na ako ang nagpasok sa iyo doon ay may tahong,
sa trabaho. Bakit mo ako siniraan sa ating Boss? talaba’t halaang kabigha-bighani,
a. walang munti mang kahihiyan hindi kaya natin
b. mukhang tabla ang mukha
c. mahiyain mapuno ang buslo bago tumanghali?
d. walang utang na loob
9. Kaya nagmamagandang-loob si Paulo ay dahil naghuhugas siya ng kamay. Pagdarapit-hapon 4
Huwag mo siyang paniwalaan. kita’y magbabalik sa pinanggalingan,
a. takot magkaroon ng kasalanan sa ibang tao sugatan ang paa
b. nagbabayad ng kasalanan sa isang tao at sunog ang balat sa sikat ng araw!
c. humihingi ng patawad nang di-tahasan Talagang ganoon…
d. umiiwas magkaroon ng pananagutan sa isang naganap na pangyayari
10. Ngayon lang ako nakakita ng labanang ngipin sa ngipin. Sa dagat man, Irog, ng kaligayahan,
a. walang ayawan lahat, pati puso,
b. ubusan ng lahi ay naaagnas ding marahang-marahan…
c. gantihan nang ubos-kaya 1932
d. lakas sa lakas 11. Anong larawang-diwa ang ipinakita ng tula?
Direksyon: Basahin at unawain ang tula. Sagutin ang mga tanong. a. pangingisda
b. pagsusuyuan
SA TABI NG DAGAT c. pag-iibigan
d. paghihirap
ni Ildefonso Santos 12. Di na kailangang sapinan pa ang paang binalat-sibuyas. Ano ang kahulugan ng
paang binalat-sibuyas?
a. maselan
Marahang-marahang 1 b. may-kaya
manaog ka, Irog at kita’y lalakad, c. babae

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 d. delikado a. Isapanahon ang paraan ng paggunita kay Balagtas lalo na ngayong
13. Anong saknong ng tula ang nagbibigay ng positibong pananaw sa nagbabasa? panahon ng makabagong teknolohiya.
a. 1 b. Isabuhay ang mga sinabi ni Balagtas para sa mga kabataan.
b. 2 c. Ang mga pag-alaala kay Balagtas tuwing Abril 2 ay hindi dapat maging
c. 3 pabalat bunga lamang.
d. 4 d. Si Balagtas ang idolo ni Rizal, Mabini, Bonifacio at ng iba pang mga
14. Alin sa sumusunod na taludtod ng tula ang nagpapakita ng kagandahan? bayani.
a. sakong na wari’y kinuyom na rosas 17. Alin sa sumusunod na pahayag ang nagpapaliwanag kung bakit dapat
b. sa isang pilapil na nalalatagan ng damong may luha ng mga bituin pahalagahan si Balagtas?
c. sugatan ang paa at sunog ang balat sa sikat ng araw a. Ikalat natin ang aral at kaisipan ni Balagtas dahil siya ang idolo ni Rizal,
d. sa dagat man, Irog, ng kaligayahan, lahat, pati puso, ay naaagnas ding Mabini, Bonifacio at ng iba pang mga bayani, ang naging bukal ng
marahang-marahan kanilang panulat at pakikibaka.
b. Ang pag-alaala sa kanya tuwing Abril 2 at ang pagsasagawa ng
Direksyon: Basahin ang sanaysay. Sagutin ang mga tanong. Balagtasan tuwing Buwan ng Wika ay hindi dapat maging pabalat bunga
lamang.
Ikalat natin ang aral at kaisipan ni Balagtas. Itanghal natin siya sa c. Kailangan nating siyang basahin.
kanyang dapat kalagyan. Siya ang idolo ni Rizal, Mabini, Bonifacio at ng d. Kailangang maisapanahon ang paraan ng paggunita sa kanya lalo na sa
iba pang mga bayani, ang naging bukal ng kanyang panulat at pakikibaka. ngayong panahon ng makabagong teknolohiya.
Kaya dapat din siyang kilalanin at itanghal, bungkalin at basahin ang iba 18. Alin sa sumusunod na pahayag ang nagtuturo?
pa niyang mga akda. Ipabasa natin sa ating mga kaibigan ng a. Kailangang maipakilala si Balagtas sa buong bansa at sa buong
magagandang saknong sa Florante at Laura. Sumulat tayo ng mga daigdig.
artikulo tungkol kay Balagtas at ipalathala ito sa mga magasin. b. Ipabasa sa mga programa sa telebisyon at radyo ang ilan sa mga
Magkaroon ng pagkakataon ang mga hindi Tagalog o ang ibang lahi na linya o bahagi ng kanyang mga akda.
makilala siya, tulad ng mga dakilang makata sa daigdig. Kailangan nating c. Maging isang teleserye o fantaserye ang Florante at Laura.
maipakilala si Balagtas sa buong bansa at sa buong daigdig. Gumawa ng d. Kailangang maisapanahon ang paraan ng paggunita sa kanya lalo
mga sticker, tarpaulin, at iba pa, ng magagandang linya buhat sa kanyang na sa ngayong panahon ng makabagong teknolohiya.
awit upang ipaskil o idikit sa mga paaralan, pampasaherong dyip, bus, FX,
pedicab, sa mga waiting shed, mall, tambayan, tindahan, palengke, at iba
pa o maging palamuti ng mga mug, t-shirt, sombrero, at iba pang ating Direksyon: Basahin ang kuwento. Sagutin ang mga tanong.
malimit na isinusuot. Ipabasa sa mga programa sa telebisyon at radyo
ang ilan sa mga linya o bahagi ng kanyang mga akda. At kung maaari ay ‘Nung gabi, sa gilid ng isang tindahang sarado kami nahiga ni Tatay.
maging isang teleserye o fantaserye ang Florante at Laura, tiyak na Di ako makatulog. Kahit anong gawin ko, di pa rin ako makatulog. Iniisip
hahakot ito ng rating. Pero higit pa sa mga ito, kailangan nating isabuhay ko ang aming bahay, ang aming mga gamit. Ang dalawa naging pinggan
ang mga sinabi ni Balagtas. Ang mga pag-alaala sa kanya tuwing Abril 2 at baso, ang aming kutsara’t platito, ang aming kaldero’t takure, ang kahon
at ang pagsasagawa ng Balagtasan tuwing Buwan ng Wika ay hindi dapat ng aming damit, ang boteng makulay at pati ang mga piktyur.
maging pabalat bunga lamang. Kailangan nating siyang basahin.
Kailangang maisapanahon ang paraan ng paggunita sa kanya lalo na sa Paggising namin, walang mainit na kape, walang mainit na pandesal.
ngayong panahon ng makabagong teknolohiya.
Sa buong maghapon, nagkargador si Tatay. Pagkatapos na maibaba
- Ang Awit na Florante at Laura sa ang lahat ng gulay, mga karne naman, mga damit, mga tela, mga bihon at
Aking Ipod at Si Francisco harina, mga mantel, batya at palanggana. Kaya paghapon na, hapung-
Balagtas sa Aking Desktop hapo si Tatay. Ako, naiiwan muna sa harap ng simbahan. Tapos ganon
uli kinabukasan. Magkakargador uli si Tatay at maiiwan uli ako sa harap
15. Ano ang paksa ng binasang sanaysay? ng simbahan.
a. Pagkakalat ng mga gintong kaisipan ni Balagtas
b. Pagkilala kay Francisco Balagtas Baltazar “’Wag kang lalayo, pag-uwi ko, masarap na tukneneng ang
c. Pagkalimot sa mga aral ni Balagtas pasalubong ko sa ‘yo,” ang bilin lagi sa akin ni Tatay.
d. Pagpapakilala sa masang Pilipino si Balagtas
16. Alin sa sumusunod na kaisipan sa sanaysay ang maiuugnay sa lipunan?

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 Pero iniisip ko pa rin ang aming may gulong na bahay. Mabawi pa b. Hindi dapat mawalan ng pag-asa.
kaya namin ni Tatay ang aming may gulong na bahay? c. Maging kuntento sa kung ano ang mayroon.
d. Ang kaligayahan ay hindi matatamo sa mga materyal na bagay.
At isang hapon, laging gulat ko nang iparada ni Tatay sa aking
harapan ang aming may gulong na bahay. Isang drayber na uli ang aking
Tatay. Nabawi na rin namin ang aming bahay. Isa-isa kong tinignan ang 22. Di ako makatulog. Kahit anong gawin ko, di pa rin ako makatulog. Iniisip
aming mga gamit. ko ang aming bahay, ang aming mga gamit. Ang dalawa naging pinggan
at baso, ang aming kutsara’t platito, ang aming kaldero’t takure, ang kahon
“Sa wakas!” ang nasigaw ko. ng aming damit, ang boteng makulay at pati ang mga piktyur. Anong
damdamin ang mababakas sa batang nagkukuwento sa mga pahayag
Pinasakay ako ni Tatay sa aming bahay at saka niya ito minaneho niyang ito?
patungo sa aming pinagliliguan. Inalis namin ang aming mga gamit at a. panlulumo
saka inisis ni Tatay ang loob at labas, ako naman sa manibela. Sinabon at b. pagkabalisa
saka binihusan ng tubig. Tapos naging matingkad na asul ang aming c. panghihinayang
bahay. d. pagkalungko
23. Anong katotohanan ng buhay ang mababakas sa binasang kuwento?
“Ang bangong higaan!” ang nasabi ko. a. Mahalaga ang bahay sa bawat bata.
b. Tungkulin ng magulang na ipagkaloob sa mga anak ang maayos
Mula noon, lagi kong binabantayan ang aming bahay. Ako na rin ang na buhay.
nagpapaalala kay Tatay kung bawal itong iparada sa gilid ng kalsada. c. May mga taong kuntento sa kung anong mayroon sila.
d. Di dapat husgahan ang mahihirap.
Tuwing gabi, di pa rin nauubos ang mga kwento ni Tatay tungkol sa Direksyon: Basahin ang kuwento. Sagutin ang mga tanong.
mga may gulong na bahay.
“Okey lang,” sabi niya sa sarili. “Sino ba si Eric? Nobyo lang na
At habang nakahiga kami sa mabangong higaan at natatanaw ang hanggang ngayo’y nagdedepende pa rin sa magulang. Okey lang.”
malawak na langit, ay sinabi ni Tatay, “Ngayon, aking Bunso, hinding-hindi
na mahihiwalay sa atin ang ating munting bahay, ang ating mabango at Naghihimagsik ang kanyang damdamin. Parang sasabog ang
may gulong na bahay.” kanyang dibdib. A, kung mapaghihingahan lamang niya ng sama ng loob
ang mga libro. Kung malulutas lamang ng psychology books ang kanyang
Habang bumababa ang mga asul na asul na ulap. suliranin. Mangyari, kahit anong pag-iwas ang kanyang gawin, si Eric pa
rin ang laman ng kanyang isipan. Kahit ngayong nasa library siya. Wala
- May Gulong na Bahay sa sariling tinitigan ang hilera ng mga libro sa kabinet. Kanina’y
memoryado niya ang call number ng librong hinahanap. Mangyari’y
19. Batay sa iyong binasa, ano sa palagay mo ang kasukdulan ng kuwento? makalawang ulit na siyang nagpabalik-balik sa card catalogue. Isinulat sa
a. Nang matulog ang mag-ama sa gilid ng isang tindahang sarado kapirasong papel ang call number, ang pamagat ng libro at ang may-akda.
b. Nang magkargador ang ama upang makaipon ng pambawi ng kanilang Minemorya. Pero nang malingunan kanina si Eric, kinabahan. Namutla.
bahay Di makatinag. Matigas ang leeg na itinuon ang paningin sa hilera ng mga
c. Nang mawala ang bahay na kariton ng mag-ama libro. Nasa likuran niya si Eric, at sa minsang paggalaw niya, presto! A,
d. Nang iparada ng ama ang kanilang may gulong na bahay sa karapan ng bakit ba ganoon? Kung sino ang iniiwasan mo ay siya mong nakikita?
bata
20. Paano binigyang solusyon ang suliranin ng kuwento? Brag! Nahulog ang hawak niyang libro. Di naman niya makuhang
a. Paghihintay ng anak sa kanyang ama pulutin. Baka lumingon si Eric.
b. Pagkakargador ng ama upang kumita
c. Pagpupunyagi ng ama na mabawi ang kanilang bahay “Gie!” tawag mula sa kanyang likuran.
d. Pangangako ng ama sa kanyang anak na mababawi nila ang kanilang
bahay Kilala niya ang tinig. Bumilis ang tibok ng kanyang puso. Bago
21. Ano ang ibig ipakahulugan ng: Habang bumababa ang mga asul na asul nakaiwas, nasa harapan na niya si Eric. Iniabot ang nahulog na aklat.
na ulap bilang wakas ng kuwento?
a. Lahat ng problema ay nabibigyang-solusyon.

220
 “Namatanda ka ba? Naengkanto? Why don’t you speak up?”
Hinahabol ni Eric ang paghinga. “Ang labo mo naman, Gie. Library ‘to. At si Donya Victorina, ang tanging babaeng nakaupo sa piling ng mga
Puwede mo naman akong kausapin, di ba?” Napalakas ang tinig ni Eric. Europeo, ang makapagsasabi kung tamad ang Tabo, matigas ang ulo, at
sumpungin. Nerbiyosang tulad ng dati, nilalait ni Donya Victorina ang
K-R-I-N-G! Bell iyon ng librarian. Napalingon sila sa mesa ng mga kasko, bangka, balsang niyog, ang mga namamangkang Indio, at pati
istriktong puno ng library. Itinuro ng librarian ang malaking sign board: ang mga naglalaba at mga naliligo na ikinayayamot niya ang katuwaan at
SILENCE. tawanan. Oo nga, maaaring bumuti ang takbo ng Tabo kung walang mga
Indio sa ilog, walang mga Indio sa bayang ito! Oo nga, kung wala na kahit
Napahiya wari, nagkatinginan sila. Si Gie ang unang umiwas. isang Indio sa mundong ito. Nawala sa isip niya na pawang mga Indio ang
Pilit iniiwas ang mukha sa binata. nagtitimon, Indio ang mga marino, Indio ang mga makinista, Indio ang
siyamnapu’t siyam na bahagi ng mga pasahero, at isa rin siyang Indio
Dati-rati, sa ganoong pagkakataon, lalo nilang iniinis ang masungit kung kakayurin ang kulapol niya sa mukha at huhubarin ang mayabang
na librarian. Naroong magsenyasan sila na animo mga piping nag-uusap. niyang damit.
O di naman kaya’y tutop ng kaliwang palad ang kanilang bibig hanggang
sa sila’y umalis. At sa labas, sabay silang magtatawanan. Pero ngayon, - El Filibusterismo
parang pinitpit na luya si Gie. Walang kibo, isang bakol pa ang mukha. A, Jose Rizal
kabisado na niya ng dalaga. Ang pagmamaktol nito’y nangangahulugan
galit sa kanya si Gie. Salin ni Virgilio S. Almario

- OKEY SA ‘YO SI ERIC, ‘TAY?

ni Pat V. Villafuerte
29. Sino ang sinisimbolo ni Donya Victorina sa kasalukuyang panahon?
24. Alin sa sumusunod na pangyayari ang kasukdulan ng kuwentong binasa? a. Pilipinong nagsisilbi sa ibang bansa
a. Paghihimagsik ng damdamin ni Gie. b. Pilipinong banyaga sa sariling bayan
b. Nang sitahin sila ng istriktong librarian. c. Pilipinong walang pagmamahal sa sariling bayan
c. Nang mahulog ang hawak na libro ni Gie. d. Pilipinong may colonial mentality
d. Nang marinig niya ang isang pamilyar na tinig. 30. Oo nga, maaaring bumuti ang takbo ng Tabo kung walang mga Indio sa ilog,
25. Bakit sinita ng librarian sina Gie at Eric? walang mga Indio sa bayang ito! Ang Tabo ay maaaring sumimbolo sa
a. Bawal ang mag-usap sa loob ng library. __________________.
b. Nakakaistorbo sila sa ibang estudyante. a. mga Pilipino
c. Bawal ang maingay sa loob ng library. b. bansang Pilipinas
d. Di nila sinusunod ang nakapaskil na sign board. c. mahabang kasaysayan ng pananakop
26. Ano ang ipinahihiwatig ng huling bahagi ng kuwento? d. ekonomiya
a. Galit si Gie sa mahigpit na librarian. 31. Alin sa sumusunod na teorya ang mababakas sa binasang bahagi ng El
b. May tampo si Gie kay Eric. Filibusterismo?
c. Napahiya nang labis si Gie. a. Humanismo
d. Naguguluhan si Gie. b. Eksistensyalismo
27. Naghihimagsik ang kanyang damdamin. Parang sasabog ang kanyang c. Realismo
dibdib. Anong damdamin ang mababakas kay Gie sa bahaging ito ng d. Romantesismo
kuwento?
a. paghihimagsik
b. panghihinayang Direksyon: Tukuyin ang simbolo ng lupa sa sumusunod na saknong ng tula.
c. matinding pag-ibig
d. sama ng loob Hindi ko na ibig na maging halaman
28. Anong katotohanan ng buhay ang mababakas sa binasang kuwento?
a. Di dapat seryosohin ang unang pag-ibig. na namumulaklak ng may bango’t kulay.
b. Piliin ang wastong lugar sa pag-uusap.
c. Walang pinipili ang pag-ibig. At sa halip nito’y ibig ko na lamang
d. Di maitatago ang tunay at wagas na damdamin.

221
 Maging lupa ako’t magsilbing taniman. Authority (MMDA). At upang maiwasan ito, ______________ nang
maghanap ang MMDA ng iba pang tapunan ng basura sakaling mapuno
- David T. Mamaril, Lupa at Halaman na ang mga kasalukuyang tapunan ng basura. ______________ ay ang
paghihikayat sa mga mamamayan na iwasan ang pagtatapos ng basura
32. Ang lupa sa tula ay sumisimbolo sa _______________. sa mga ilog at pampublikong lugar.
a. kamatayan
b. buhay 36. Anong mga panandang diskurso ang dapat ilagay sa mga patlang?
c. pagsamba sa Diyos a. una, Ikalawa
d. kabataan b. noon, Ang sumunod
Nakalaan akong c. sinimulan, Pagkatapos
malamay: d. bago, Nang lumaon
lupa ang simula ng lahat ng bagay, Direksyon: Basahin ang sumusunod na talata. Tukuyin kung anong uri ng teksto
ang mga ito.
diyan din sisibol
ang binhi ng baging pag-asa at buhay. Nagbago ang mukha ng Tondo. Tapos na raw ang masasayang araw ng
- Amado V. Hernandez, Lupa mga “halang ang kaluluwa” dahil ang mga dating siga, ngayon ay
nagtataguyod na ng mga proyekto para sa mga kabataan. Ito raw ay para
33. Ang lupa sa tula ay sumisimbolo sa _______________. makaiwas sa mga rambol at droga. Pero sa paglilinis ng Tondo sa
a. kamatayan kanyang imahe, may ilang lugar naman sa Metro Manila ang tila
b. buhay nanganganak ng bagong pugad ng mga siga.
c. pagsamba sa Diyos
d. kabataan 37. Ang talata ay isang uri ng tekstong ____________.
a. informativ
b. descriptiv
Sa maghapon, tatlong ulit yumukod c. narativ
Ang kaniyang palaspas pahalik sa lupa d. ekspositori
- Rio Alma, Sa Panahon ng Babaylan
34. Ang lupa sa tula ay sumisimbolo sa _______________.
a. kamatayan Layunin ng 13 bansa sa Asta sa inilunsad na Asian Environmental
b. buhay Compliance Network (AECEN), kasama ang Pilipinas na isulong at
c. pagsamba sa Diyos pagtibayin ang pagpapatupad at pagpapasunod sa mga batas
d. kabataan pangkalikasan. Isa itong napakagandang simulain ng isang ugnayang
makapagsasaayos ng mga problemang dulot ng pagkasira ng ating mga
Direksyon: Punan ng panandang diskurso ang mga patlang sa talata. likas-yaman.

Isang kasunduan ang nilagdaan namagbibibgay ng dagdag ng karapatan 38. Ang talata ay isang uri ng tekstong ____________.
at benepisyo sa mga Overseas Filipino Worker (OFW) sa Timog Korea. a. informativ
Ang kasunduan ay nilagdaan ng mga kinatawan ng Pilipinas at Timog b. descriptiv
Korea. Sa ilalim ng kasunduan, ang mga OFW sa Timog Korea ay c. narativ
magkakaroon ng karagdagang benepisyo _____________ ang industrial d. ekspositori
accidents insurance, medical insurance, at employment insurance. Sa isang Parliamentary System, ang namumuno sa gobyerno (ang tawag
sa kanya ay Prime Minister o Premier) ay di direktang hinahalal ng
35. Anong panandang diskurso ang dapat ilagay sa patlang? mamamayan. Sa sistemang ito, ang mga mamamayan ay naghahalal
a. ang mga halimbawa muna ng mga kasapi ng Parliament. Ang mga kasapi naman ng
b. kabilang dito Parliament ang maghahalal ng Prime Minister. Ang Prime Minister,
c. ang apekto kasama ang kanyang gabinete na pipiliin din niya mula sa mga kasapi ng
d. tulad ng Parliament, ang siyang magpapatakbo ng gobyerno. Kadalasan, ang
Magkakaroon ang Kalakhang Maynila ng krisis sa basura sa susunod na pinuno ng partidong may pinakamaraming nanalo sa Parliament ang
dalawang taon. Ito ang naging babala ng Metro Manila Development siyang pinipiling Prime Minister.

222
39. Ang talata ay isang uri ng tekstong ___________. b. p-a-p-a-n-t-i-g
a. informativ c. pa-ti-tik
b. descriptiv d. bay-ba-yi
c. narativ 49. NAGPAGANDAHAN – Ilang pantig mayroon ang salitang ito?
d. ekspositori a. 4
40. Ito ay pagsasagawa ng plano, pamamaraan, patakaran o batas upang magkaroon b. 5
ng isang pamantayan sa paggamit ng alpabetong Filipino. c. 6
a. intelektwalisasyon d. 7
b. pagsasalin 50. Ito ay siyentipikong pag-aaral ng wika.
c. instandardisasyon a. translation
d. ispeling b. sociolingguistics
41. Kailangang itaas ang antas ng wikang Filipino upang magamit ito sa mga c. lingguistics
larangang pangkaisipan tulad agham, medisina, teknolohiya, at iba pa. d. code switching
a. intelektwalisasyon 51. Alin sa sumusunod na pahayag ang di totoo?
b. pagsasalin a. Ang wikang Filipino ay naging instrumentong politikal nang sakupin tayo
c. instandardisasyon ng dayuhan noong siglo 16.
d. ispeling b. Ang Doctrina Christiana ay inilimbag para sa mga katutubo.
42. Ang lahat ng wika ay arbitraryo dahil c. Ang pagsasalin ng mga tekstong Espanyol ang panimulang hakbang sa
a. nagkakaiba-iba ang sistema ng paggamit nito pag-angkin ng mga misyonero sa Tagalog.
b. may napagkasunduang sistema ng paggamit nito d. Wikang katutubo ang ginamit ng mga Kastila sa pagpapalaganap ng
c. may mga di sumusunod sa itinakdang sistema ng paggamit nito Kristiyanismo.
d. ginagamit ito sa pakikipag-usap sa ibang tao 52. Ang Florante at Laura ni Francisco Balagtas Baltazae ay isang ___________.
43. Alin sa mga sumusunod ang di totoo? a. diona
a. Ang wika ay may istruktura. b. awit
b. Ang wika ay binubuo ng mga tunog. c. korido
c. Ang wika ay di nanghihiram. d. romance
d. Ang wika ay may katumbas na simbolo o sagisag. 53. Sino ang sumulat ng tulang “Sagot ng Espanya sa Hibik ng Filipinas”?
44. Tawag sa isang taong maraming alam na wika a. Jose Rizal
a. dalubwika b. Andres Bonifacio
b. polyglot c. Marcelo H. del Pilar
c. linguist d. Graciano Lopez-Jaena
d. translator 54. Kinikilalang “Ama ng Maikling Kuwento ng Tagalog”
45. Paraan ng pagsasalita na naririnig sa isang partikular na lalawigan o bayan. a. Edgardo M. Reyes
a. sociolect b. Rogelio Sicat
b. idiolect c. Deogracias A. Rosario
c. dialect d. Genoveva Edroza Matute
d. punto 55. Alin sa sumusunod ang pangungusap na walang paksa?
46. May sariling register ang ekonomiks. Ang register ay ______________. a. Maraming salamat!
a. mga salitang hinihiram mula sa ibang wikang banyaga b. Sasama ka ba?
b. mga salitang di mahahanapan ng katumbas sa wikang Filipino c. Namili kami sa Divisoria.
c. salitang kalimitang ginagamit sa isang larangan tulad ng ekonomiks d. Alin ang bibilin mo?
d. salitang pinanatili na lamang ang orihinal na ispeling
47. Alin sa sumusunod ang daglat?
a. KWF /key-dobolyu-ef/ III. Tukuyin ang kahulugan ng sumusunod na pahayag idyomatiko sa kahon sa
b. Fe /ef-i/ ibaba. Isulat ang titik ng sagot sa patlang.
c. Kgg. /kapital key-ji-ji/ a. mabagal lumakad b. madaldal
d. MLQ /em-el-kyu/
48. Alin sa sumusunod ang di papantig? c. may asawa na d. iniligtas sa kamatayan
a. pa-pan-tig e. matinding kagutuman f. masama ang rekord
g. malaki ang agwat h. matinding pagsubok
223 i. nagpigil ng sarili j. malaking kamalasan
 24. Simulan ang pagtulog
Matulog ka _____.

_____1. Naghunusdili ang babae kaya naayos agad ang problema. 25. Dagdagan ang oras ng paghihintay.
_____2. Parang gutom na aso ang batang aking pinakain. Hintayin _____ natin siya.
_____3. Hindi matanggap ni Mang Nestor ang dagok ng kapalaran sa kanilang pamilya.
_____4. May pananagutan na sa buhay ang kanyang napangasawa. 26. Huwag ng hintayin.
_____5. Parang palakang kokak kung magsalita ang babaeng iyon. Iwan _____ natin siya.
_____6. Inagaw sa kamatayan ni Aling Lilia ang anak sa nasusunog nilang bahay.
_____7. Parang nakikipagprusisyon ang batang iyong kung maglakad. 27. Simulan ang pag-aaral.
_____8. Langit at lupa ang kanilang kalagayan kaya di nagtagal ang kanilang pagsasama. Mag-aral ka _____.
_____9. Nagdaan ako sa butas ng karayom bago ko natamo ang aking mga pangarap.
_____10. Hindi siya nanalo sa eleksyon dahil basa ang kanyang papel. 28. Pagtataka sa pagdating
Aba nandito ka _____ pala!
Pagsasalin. Tukuyin ang katumbas sa salitang ingles ng sumusunod na matalinghagang
mga pananalita. Isulat ang titik ng sagot sa patlang. 29. Hindi matanda
a. one who speaks convincingly Bata _____ si Tolits.
b. one who immediately strikes another with his hand or fist when irritated
c. to live in solitude 30. Humihingi ng dagdag.
d. cruel; merciless; ruthless Bigyan mo ako ng isa _____.
e. great liking; passionately fond of
f. sterile; unproductive IV. Tukuyin ang kahulugan ng sumusunod na pahayag idyomatiko sa kahon sa
g. one who has no perseverance; one who just relies on whatever fortunes ibaba. Isulat ang titik ng sagot sa patlang.
comes his way
h. very much alike; very similar a. payat na mataas g. hindi magkasundo
i. hard-headed b. kinukuwartahan h. lumalaban sa makapangyarihan
j. prostitute; whore
____11. Hindi na magkakaanak si Sonia dahil sira ang aparato niya. c. mapagpatawad i. buhay na maraming pagsubok
____12. Matigas ang ulo ng kanyang anak. d. matalik at matapat na kaibigan j. naubos ang pera sa sugal
____13. Ang napangasawa niya ay kalapating mababa ang lipad. e. anak na maliliit k. ngiting pakunwari
____14. Marami siyang naloko dahil matamis ang dila niya. f. walang galang l. mga abubot
____15. Walang puso ang pumatay ng aso.
____16. Patay na patay ang binata sa anak na babae ni Mang Gustin. _____1. Ngiting aso ang ipinakita niya sa kanyang kaibigan.
____17. Nag-ermitanyo si Ruben nang mamatay ang maybahay. _____2. Parang aso’t pusa ang magkapatid.
____18. Parang biniyak na bunga ang magkapatid. _____3. Kahit saan siya magtungo ay dala niya ang kanyang mga retaso.
____19. Magaan ang kamay ni Sally sa mga anak. _____4. Parang tutubing karayom ang banyagang kanyang napangasawa.
____20. Ang taong parang hipong tulog ay hindi uunlad sa buhay. _____5. Kahiramang suklay niya ang aking kapatid na babae.
_____6. Nanalo siya sa eleksyon dahil may krus sa dibdib ang taong iyon.
Na o Pa (time markers) _____7. Baligtad ang bulsa ni Mang Nestor kahapon sa perya.
_____8. Naging palabigasan ni Lilia ang kanyang anak na panganay dahil may trabaho
21. Dagdagan ang pagkain na ito.
Kumain ka _____. _____9. Pilit tinahak ni Sally ang landas na matinik kung kaya siya nagtagumpay.
_____10. Huwag mo nang ituloy ang demanda, para ka lang bumangga sa pader.
22. Simulan ang pagkain
Kumain ka _____. Pagsasalin. Tukuyin ang katumbas sa Ingles ng sumusunod na matalinghagang mga
pananalita. Isulat ang titik ng sagot sa patlang.
23. Kadarating pa lang
Dumating _____ siya. _____11. Hilamos-pusa ang kanyang ginawa sapagkat maginaw ang panahon.
224
_____12. Hubarin mo na ang damit mo sapagkat hinahabol na ng sabon. d. Dasalan at Tocsohan
_____13. Huwag ka nang magpilit sumama sa piknik nila baka masabon ako ng Nanay
kapag nalamang umalis ka. 25. Alin sa sumusunod na salita ang dapat na walang gitling (-)?
_____14. Kumukulo ang dugo ko tuwing nakababasa ako tungkol sa mga lalaking nang- a. kahoy-gubat
aabuso ng mga babae. b. ala-ala
_____15. Maraming hirap na ang tiniis mo sa iyong asawa kaya kailangan mo nang c. kabi-kabila
magdilat ng mata. d. maka-Johnson
_____16. Nagdamdam si Angela nang malaman niyang siya’y pamasak-butas lamang sa
kasintahan ni Ruben. 26. Tinutukoy si Maria Josefa Cruz at sinasabi ang kanyang buong pangalan. Maaaring
_____17. Hindi magustuhan ni Rosa si Roy dahil sa ginawa niyang ligaw-Intsik. itinuturo lamang si Maria, o maaari rin namang kaharap siya ng mga nag-uusap.
_____18. Ang taong mahaba ang dila ay malimit maging dahilan ng away. a. Maria Josefa Cruz ang tawag sa kanya.//
_____19. Makatulo-laway ang katawan ng babaing nakilala nila kanina sa parke. b. Maria/ Josefa Cruz ang tawag sa kanya.//
_____20. Makalaglag-matsing ang tinging iniukol ni Tomas sa nililigawang si Nena. c. Maria Josefa/ Cruz ang tawag sa kanya.//
d. Maria Josefa Cruz/ ang tawag sa kanya.//
a. to be scolded; to be reprimanded
b. to open the eyes 27. Kinakausap si Maria, at ipinakikilala sa kanya si Josefa Cruz.
c. conveyor of what is heard or seen; talkative; tale bearing a. Maria Josefa Cruz ang tawag sa kanya.//
d. substitute b. Maria/ Josefa Cruz ang tawag sa kanya.//
e. an alluring look or a fascinating stare c. Maria Josefa/ Cruz ang tawag sa kanya.//
f. wooing by means of giving gifts and visiting the ladylove at noontime d. Maria Josefa Cruz/ ang tawag sa kanya.//
g. mouth-watering
h. very angry; very much annoyed 28. Kausap ang isang babae na Maria Josefa ang pangalan. Ipinakikilala sa kanya si
i. very dirty ; needs bathing or washing Cruz, o kaya’y itinuturo si Cruz.
j. quick and superficial washing of the face a. Maria Josefa Cruz ang tawag sa kanya.//
b. Maria/ Josefa Cruz ang tawag sa kanya.//
Direksyon: Piliin ang titik ng sagot sa bawat bilang. c. Maria Josefa/ Cruz ang tawag sa kanya.//
d. Maria Josefa Cruz/ ang tawag sa kanya.//
21. Ipinagdiriwang ang Buwan ng Wika tuwing buwan ng ____________.
a. Marso 29. Namili ng mga tela ang nanay sa Baclaran para kay Mely.
b. Abril a. pokus sa layon
c. Hunyo b. pokus sa ganapan
d. Agosto c. pokus sa tagaganap
d. pokus sa tagatanggap
22. Ang Araw ni Balagtas ay tuwing ____________.
a. Marso 2 30. Binili ng nanay ang mga tela sa Baclaran para kay Mely
b. Abril 2 a. pokus sa layon
c. Hunyo 2 b. pokus sa ganapan
d. Agosto 2 c. pokus sa instrumento
d. pokus sa tagatanggap
23. Manunulat-Propagandista na gumamit ng sagisag-panulat na “Laong-Laan”.
a. Jose P. Rizal Piliin ang wastong sagot sa loob ng panaklong.
b. Marcelo H. Del Pilar
c. Graciano Lopez-Jaena 31. Nawawala ng takip (nang, ng) kaldero.
d. Mariano Ponce 32. Tawag (nang, ng) tawag ang kanyang amang nasa sa Singapore.
33. Ipinamana na (nang, ng) matanda ang kanyang mga lupa sa anak.
24. Alin sa mga sumusunod ang hindi akda ni Emilio Jacinto? 34. Paano (daw, raw) natin ipagdiriwang ang Buwan ng Wika?
a. La Patria 35. Bakit di pa (doon, roon) sila matulog bukas?
b. A Mi Madre 36. Tinutulungan (raw, daw) nila ang mga batang-lansangan.
c. Liwanag at Dilim 37. Dumating (rin, din) ang mga hinihintay naming lumang damit.

225
 38. Nagsalita (din, rin) ang mga manggagawang nawalan ng trabaho.  Subtraction
39. (May, Mayroong) batang naiwan sa loob ng simbahan. In subtracting integers, change the sign of the subtrahend. Then, proceed to the steps in
40. (May, Mayroon) siyang aasikasuhin sa Maynila. adding integers.
41. (May, Mayroon) mga dadalhin akong aklat bukas.
42. (May, Mayroon) pa kaya akong masasakyan pauwi? Example:
43. (MakaNora, Maka-Nora) pala ang nanay mo.
44. (Maka-bansa, Makabansa) ang aking mga mag-aaral. a) 14 – (-5) = 14 + 5 b) -8 – (-10) = -8 + (-10)
45. Sa (ika-17, ika 17) ng Abril ang kanyang alis papuntang Canada. = 19 = -18
46. (Ikalawa, Ika-lawa) ko ng pagpunta rito.
47. (Dalhin, Dalhan) mo ng pagkain ang iyong tatay sa bukid.  Multiplication/Division
48. (Dalhin, Dalhan) mo na itong bigas sa tindahan. The sign of the product/quotient of two integers with the same sign is positive (+).
49. (Walisan, Walisin) mo na ang iyong silid.
50. (Walisan, Walisin) natin ang mga tuyong dahon sa bakuran. Examples:

a) (-3) (-3) = 9 b) 4 / 2 = 2

LET REVIEWER- MATHEMATICS The sign of the product/quotient of two integers with opposite signs is negative (-).

Examples:
Lecture Notes ARITHMETIC
a) 14 x (-3) = -42 b) (-51) / 3 = -17
Real numbers – all numbers having decimal representations.
Rational numbers – all numbers that is a quotient of two integers whose divisor is not B. Law of Addition and Multiplication
equal to zero.
Irrational numbers – any that is not rational and represented by a non repeating Commutative Law of Addition
decimal. A+B=B+A

A. Integers – the set of positive numbers, zero, and negative numbers. Associative Law of Addition
A + (B + C) = (A + B) + C

I = {…-3, -2, -1, 0, 1, 2, 3…} Commutative Law of Multiplication

AB = BA
Operation on Integers
Associative Law of Multiplication
 Addition A (BC) = (AB) C
In adding integers with the same sign, add the numbers and copy the sign of the given
numbers. Distributive Law
(A + B) C = AC + BC
Example:
C. Least Common Multiple (LCM)
a) (-3) + (-6) = -9 b) 2 + 5 = 7
The LCM of two or more numbers is the smallest number which is the common multiple
In adding integers with opposite signs, subtract the numbers and copy the sign of the among the numbers.
larger number.
Example: Find the LCM of 18 and 24.
Example:
i) 18 = 3 x 3x 2 24 = 3 x 2 x 2 x 2
a) (-12) + 8 = -4 b) 18 + (-15) = 3 ii) The common factor is 3 and 2, so delete these in one of the factors
iii) LCM is equal to 3 x 3 x 2 x 2 x 2 or 72

226
D. Divisibility Example: Change 2 3/5 into a fraction
A number is divisible by a certain number if the remainder of their quotient
is equal to zero. ((2 x 5) + 3) / 5 = 13/5
Divisibility by 2 – even number  Multiplication of fractions
Example: 22 is an even number, therefore it is divisible by 2 In multiplying fractions, multiply the numerators together for the numerator
of the product and the denominators together for the denominator of he product.
Divisibility by 3 – sum of digits is divisible by 3
Example: The sum of the number 111 is equal to three (1+1+1 =
3) which is divisible by 3, therefore 111 is divisible by 3. Example:
Divisibility by 4 – Last two digits is divisible by 4 5/8 x 3/7 = 15/56

 Division of fractions
Example: The last two digits of the number 528 is 28 which is divisible by The division of fraction is changed to multiplication of fraction by changing
4, therefore 528 is divisible by 4. the divisor into its reciprocal and proceeding as in multiplication.
Divisibility by 5 – Last digit ends by 5 or 10 Example:
¾ / 4/5 = ¾ x 5/4 = 15/16
Example: The last digit of 635 is 5 therefore it is divisible by 5.
 Addition/Subtraction of fractions
Divisibility by 6 – divisible by 2 and 3 When the fractions have the same denominator, add or subtract the
numerators and write the result over the common denominator.
Example: 222 is an even number which makes it divisible by 2. The sum of
its digits is equal to 6 which is divisible by 3. Since it is both divisible by 2 Example:
and 3, 222 is divisible by 6. 2/15 + 6/15 = 8/15

Divisibility by 8 – The last three digits is divisible by 8 When the fractions have different denominators, express the fraction to
equivalent fractions having a common denominator. Find the Least Common
Example: The last three digits of 6328 is 328 which is divisible by 8, Denominator. The LCD of the desired fraction is the Least Common Multiple (LCM)
therefore 6328 is divisible by 8. of the given denominators.

Divisibility by 9 – sum of digits is divisible by 9 Example:

Example: The sum of 2736 is 18 which is divisible by 9, therefore 2736 is ¾ + 7/8 + 5/6 = 18/24 + 21/24 + 20/24 = 59/24
divisible by 9.
Finding the LCD,
Divisibility by 10 – ends with zero 4=2x2
8=2x2x2
Example: The last digit of 820 is zero therefore it is divisible by 10. 6=2x3
LCD = 2 x 2 x 2 x 3 = 24
E. Fraction – a number written as a ratio of two whole numbers.
 Addition/Subtraction of Mixed Numbers
 Expressing Mixed Numbers as Fractions The sum/difference of mixed fractions is equal to the sum/difference of the
A mixed number consists of a whole number and a fraction. Any mixed whole number added to the sum/difference of the fraction.
number can be changed into fraction. One way of changing a mixed number to
fraction is by multiplying the whole number to the denominator of the fraction and Example:
then the product will be added to the numerator. The result will then be written over 3 ½ + 4 2/6 = 3 3/6 + 4 2/6 = 7 5/6
the denominator.
 Lowest Term
227
 A fraction is n its lowest term if the numerator and the denominator are To divide a decimal, divide as in whole numbers and place the decimal
prime to each other. Two numbers are prime to each other when the only common point in the quotient above the point in the dividend.
divisor or factor is 1.
To express a fraction in its lowest terms, divide the numerator and Example: Divide 81.5 by 2
denominator by a factor common to both until the only common divisor is 1.
When the divisor is a decimal fraction, convert the divisor into a whole
Example: number by moving the decimal point to the right of it, and move also the decimal
24/36 = (24/12) / (36/12) = 2/3 point of the dividend.

 Equivalent Fractions Example: Divide 32.2 by .125

F. Decimals G. Percent

 Addition of Decimals Percent is only another name for hundredths. Since percent means hundredths, it
In adding decimals, write the given numbers so that the decimal point falls can be converted to a decimal or a fraction.
in line or arranged in one column. Then proceed as in addition of whole numbers
and place the decimal point to the sum in the same column as the other decimal
points. Conversion of fractions, decimal and percents

Example: Add 32.8, 5.235, 122.2  Fraction to Decimal

Divide the numerator by the denominator.
32.8
+ 5.235 Example: Change 3/5 to decimal form.
122.2 3/5 = 0.60
160.235
 Decimal to Percent
 Subtraction of Decimals Move the decimal point two places to the right and write the % sign.
Write the given numbers so that the decimal point falls in line or arranged
in one column. Then proceed as in subtraction of whole numbers and place the Example: Change 0.02 to percent
decimal point to the difference in the same column as the other decimal points. If 0.02 = 2%
the minuend contains fewer figures after the decimal point than the subtrahend,
annex zeroes.  Fraction to Percent
First, change the fraction to decimal by dividing and then change the
decimal to percent by moving the decimal point and writing the % sign.
Example: Subtract 2.34 from 12.5

12.50 Example: Change 2/5 to percent

- 2.34 2/5 = 0.4
10.16 0.4 = 40%

 Multiplication of Decimals  Percent to Decimal

To multiply a decimal, multiply as in whole numbers; then, beginning from Move the decimal point two places to the left and remove the % sign.
the right of the product, move the decimal point to the left depending on the
number of decimal places of both factors. Example: Change 35% to decimal
35% = 0.35
Example: Multiply 53.165 by 3.02
53.165 x 3.02 = 160.5583  Decimal to Fraction
Write the decimal number as the numerator of the fraction. The
 Division of Decimals denominator of the fraction will be the last place value in the decimal.

228
 Example: Change 0.7 to fraction To find the percent of increase and decrease in a quantity, divide the amount of
0.7 = 7/10 increase or decrease by the original number before the increase or decrease.

 Percent to Fraction Example:

Write the percent as the numerator of a fraction with a denominator of 100. a) A farmer harvested 60 cavans of palay last year and 80 cavans this year. What is the
percent of increase?
Example: Change 23% to fraction
23% = 23/100 80 – 60 = 20
20/60 = 33 1/3 %
Example: In a class of 25 students, 10 are male. We can describe this statement b) A farmer harvested 80 cavans of palay last year and 60 cavans this year. Find the
by saying: percent of decrease.

a) 2/5 of the class are males. (Fraction) 80 – 60 = 20

b) 0.4 of the class are males. (Decimal) 20/80 = 25%
c) 40% of the class are males. (Percent)
H. Ratio and Proportion
NOTE: In verbal problems concerning fractions, decimals and percents, the word “of”
usually means multiplication. Ratio – comparison of two quantities
- expressed by the quotient obtained by dividing the first quantity by the
Finding a percent of a number second quantity

To find the percent of a certain number, express the percent as a decimal and Proportion – formed when we express the fact that one ratio is equal to another
multiply.
Example:
Example: 2:4 = 3:6
a) 5% of 600 = 0.05 x 600 = 30 2/4 = 3/6
b) 20% of 50 = 0.20 x 50 = 10 2(6) = 3(4)
12 = 12
To find what percent one number is of another number, divide the first number by
the second and express the result as percent. Kinds of Proportion

Example: a) Direct Proportion

a) Find what percent 25 is of 625 If two quantities are related in a manner that an increase or decrease in
25/625 = 0.04 or 4% one will produce the same kind of change in the other, the two quantities are
directly proportional with each other.
b) 30 is what percent of 120?
30/120 = 0.25 or 25% Example: Ms. Ramirez used 15 meters of cloth for 6 dresses. How many meters
will be used for 10 dresses?
To find a number when a certain percent is given, express the percent as a
decimal and divide the known part of the number by the decimal. 15:6 = n:10
15/6 = n/10
Example: 6n = 150
a) 15 is 25% of what number? N = 25 meters
15 / 0.25 = 60
b) Indirect Proportion
b) 25 is 10% of what number? If two quantities are related in a manner where an increase or decrease in one
25 / 0.10 = 250 will produce an opposite change in the other, then the two quantities are inversely
proportional with each other.
Finding the percent of increase and decrease
229
 Example: If 40 men can build a house for 15 days, how long will 20 men do the Example: What is the sum of the integers from 21 to 242?
same work?
Average = (242 + 21) / 2 = 131.5
40:20 = n:15 No. of terms = (242 -21 + 1) = 222
40/20 = n/15 Sum = 222 x 131.5 = 29193
20n = 600
N = 30 days
J. Exponents and Roots
c) Partitive Proportion
This proportion is used when a number is divided into parts proportional to Exponent – no. of times that a number/base will be multiplied to itself.
a given ratio.
bn or b^n
Example: Divide 636 into parts proportional to 3:4:5
where b = base
3 + 4 + 5 = 12 n = exponent

Example:
3/12 x 636 = 159 3^4=3x3x3x3
4/12 x 636 = 212 = 81
5/12 x 636 = 265
Laws of Exponent
I. Consecutive Numbers

A collection of numbers is said to be consecutive if each number is the  bm x bn = bm+n

successor of the number which precedes it.
Example: 33 x 34 = 3(3+4) = 37
Example:  (bm)^n = bmn
a) 1,2,3,4 b) 2,4,6,8
Example: (32)2 = 3(2x2)
 Average of Consecutive Numbers
 ambm = (ab)^m
The average of consecutive numbers is the average of the smallest and largest number.
Example: 22 x 32 = (6)2
Example:
a) 2,4,6,8 NOTE:
(2 + 8) / 2 = 10 / 2 = 5 a) b0 = 1 , for any non-zero value of b
 Counting Consecutive Integers Example:
10800 = 1
The number of integers from R to S inclusive is S – R + 1.
b) b-n = 1/bn
Example: How many integers are there from 21 to 242, inclusive?
Example:
242 -21 + 1 = 222 25-2 = 1/252 = 1/625
 Sum of Consecutive Numbers Roots = an exponent that is a fraction
1
Sum = average x number of terms √ 2=2 2
230
 Laws of Radicals The rightmost digits, 5 and 5 were multiplied to get 25. The lefthand digit 4,
n n n was multiplied by 5 (4 increased by 1) which gives a result of 20. Putting these
> √ a⋅√ b=√ ab together, the result is 2025.

√√
2 2 2
√a =n a√ 9⋅√ 16=√ 9⋅16=12
n
Example: d) Multiplying two numbers whose rightmost digits make a sum of 10 and whose

√
n b3 216 lefthand digits are the same.
> √b =
3 216
=2 When multiplying such numbers, we multiply the rightmost digits of the two
3 27 numbers. The other digit shall be multiplied by a number which is the same digit
Example: √ 27 increased by 1.

K. Multiplication Shortcuts Example:

To save time and effort 36 x 34 = 3<6> x 3<4>
= 12<24>
a) Multiplying by 10 or a multiple of 10 The rightmost digits, 6 and 4, were multiplied and gave the result of 24.
When a number is multiplied by 10 or by a multiple of 10 (100, 1000, etc.), The lefthand digit 3, was multiplied by 4 (3 increased by 1) and gave a result of 12.
move the decimal point of the number as many places to the right as there are Putting these together, the result is 1224.
zeroes in the multiple of 10.
*If the rightmost digits are 9 and 1, we will write its product as “09”.
Example:
22.5 x 10 = 225 Example: 49 x 41 = 4<9> x 4<1>
22.5 x 100 = 2250 = 2009
22.5 x 1000 = 22500
The rightmost digits, 9 and 1 were multiplied to get 09. The other digit 4,
b) Multiplying by the reciprocal of 10 or its multiple was multiplied by 5 (4 increased by 1) to get 20. Putting these together, we get
When a number is multiplied by a reciprocal of 10 or its multiples (0.1, 2009.
0.01, 0.001, etc.), move the decimal point of the number to as many places to the
left as there are decimal places in the reciprocal of 10 or its multiple. e) Multiplying two digit numbers to 11
The lefthand of the two digit number that will be multiplied will be placed on the
Example: lefthand of the product. The righthand of the two digit number will be placed on the
22.5 x 0.1 = 2.25 righthand of the product. The middle part of the product is the sum of the lefthand
22.5 x 0.01 = 0.225 and righthand of the two digit number. If the sum is greater than 10, it will be
22.5 x 0.001 = 0.0225 carried to the lefthand digit number.

c) Multiplying two numbers that both end with 5 and whose lefthand digits are the Example:
same. a) 23 x 11 = 2 5 3
Two numbers ending with five when multiplied shall always have 25 for its For the middle part,
rightmost digits. The lefthand digits of the product will be obtained by multiplying 2+3 = 5
the lefthand digit of the multiplicand by a number which is the same digit increased b) 59 x 11 = 6 4 9
by 1. For the middle part.
Example: 5+9 = 14
1 will added to the lefthand digit which is 5
25 x 25 = 2<5> x 2<5> 5+1 = 6
= 6<25> The answer will then be 649.
The rightmost digits, 5 and 5 were multiplied to get 25. The lefthand digit 2,
was multiplied by 3 (2 increased by 1) which gives a result of 6. Putting these
together, the result is 625.
ALGEBRA
45 x 45 = 4<5> x 4<5>
= 20 <25> ALGEBRA

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 Algebra is a branch of mathematics concerning the study of structure, relation and Division:  quotient divide, into, ratio
quantity. The name is derived from the treatise written by the Persianmathematician,
astronomer, astrologer and geographer, Muhammad bin Mūsā al-Khwārizmī titled Kitabal-
Jabrwa-l-Muqabala (meaning "The Book of Compulsion and Encountering" "The Simplifying algebraic expressions
Compendious Book on Calculation by Completion and Balancing"), which provided
symbolic operations for the systematic solution of linear and quadratic equations. Some pointers to remember:

Together with geometry, analysis, combinatorics, and number theory, algebra is A. To simplify any given expression, it is advised that one should be guided by the
one of the main branches of mathematics. Elementary algebra is often part of the acronym, PEMDAS (Parentheses- Exponentiation- Multiplication-Division- Addition-
curriculum in secondary education and provides an introduction to the basic ideas of Subtraction).
algebra, including effects of adding and multiplyingnumbers, the concept of variables,
definition of polynomials, along with factorization and determining their roots. The strategy suggests that:
1. The operations inside the parenthesis (or any grouping symbol) should be
In addition to working directly with numbers, algebra covers working with symbols, performed first.
variables, and setelements. Addition and multiplication are viewed as general operations, 2. Exponent should be dealt after step 1 is accomplished.
and their precise definitions lead to structures such as groups, rings and fields. 3. The operations: Multiplication and Division should be performed before Addition
and Subtraction.
B. The order in which letters and numbers are used as factors does not matter.
A variable is a letter that represents a number. Since it represents a number, you (Commutative Property of Multiplication)
treat it just like you do a number when you do various mathematical operations involving
variables. Example: 21mn = 21nm
“x” is a very common variable that is used in algebra, but you can use any letter ( a,
b, c, d, ....) to be a variable. C. You may use the following laws of exponents to simplify terms with roots or powers.
An algebraic expression is a number, variable or combination of the two
connected by some mathematical operation like addition, subtraction, multiplication, D. Combining like terms
division, exponents, and/or roots. Terms having identical literal coefficients are combined.
2x + y, a/5, and 10 - r are all examples of algebraic expressions.
POLYNOMIALS
You evaluate an expression by replacing the variable with the given number and
performing the indicated operation. Polynomials are algebraic expressions which is the sum of finite number of terms,
each of which is the product of a finite collection of numbers and variables. A polynomial
Sometimes, you find yourself having to write out your own algebraic expression based on contains positive integral exponents.
the wording of a problem. 
6x2 + 4y – 5 is a polynomial while 20x-4 + y2 -3 is not.
In that situation, you have to  Polynomials like 3x2and 5xyz4 which have only one term are called monomials.
Those with two terms like x – 4y are called binomials. 5x3- xy2 + 4 in an example of a
1. read the problem carefully, trinomial; that is, it is composed of three terms.
2. pick out key words and phrases and determine their equivalent mathematical
meaning, I. Addition and Subtraction of Polynomials
3. replace any unknowns with a variable, and Just like any algebraic expression, the process of addition can be conveniently
4. put it all together in an algebraic expression. carried out by combining like terms. In order to subtract two polynomials, convert
Here are some commonly used terms that signal specific mathematical operation. the problem to addition and proceed.
Addition: sum, plus, add to, added to, more than, increased by, total II. Multiplication of Polynomials
Subtraction:  difference of, minus, subtracted from, less than, decreased by, less, Multiplication of polynomials is based upon the method of multiplying
diminished by monomials, together with the repeated use of the distributive law.
Multiplication:  product, times, multiply, twice, thrice, of 

232
 Binomials as Factors 1. If the divisor is a monomial (a variable, a constant or a product of variable/s and
a) Product of Two Binomials constant) each term is to be divided one-by- one.
Illustrative examples: 2. If the divisor is a binomial, the dividend should be written in a decreasing
1. (x + 1) (x + 2) = x2 + 3x + 2 order of exponent. In case a
2. (x + 5) (x – 7) = x2 – 2x – 35 3. The division continues step by step until a remainder is reached whose degree is
Note: When multiplying two binomials with only one variable, the middle term less than the degree of the divisor. If the remainder is zero, the division is said to
is just the sum of the constant terms where each one takes the operation that be exact.
precedes it as its sign (i.e., 1 for x + 1, and -7 for x-7).

b) Binomial Raised to a Nonnegative Integer Example: Divide 6x3 – x2 + 11x + 4 by 3x + 1

It is practical to use the Pascal’s Triangle in order to identify the numerical
coefficient of specific term of a binomial expansion of a binomial of the form (a 2x2 – x + 4
+ b)n , where a and b are any variable, and n is a nonnegative integer. 3x + 1 / 6x3 – x2 + 11x + 4
- 6x + -2x3x2 + 11x
3 2

The Pascal’s Triangle is illustrated below:

- - 3x2 - x
0 1 12x + 4
1 1 1 - 12x + 4
2 1 2 1 0
3 1 3 3 1 EQUATIONS
4 1 4 6 4 1
5 1 5 10 10 5 1 An equation is a statement that says two algebraic expressions are equal.

The numbers on the left indicate the value by which the binomial is being There are two important things to note in solving equations (finding the roots or
raised. value of the variable/s that will satisfy the given):
For example, i) If you add or subtract the same algebraic expression to or from each side of an
“3” is for (x + y)3 and the numbers on its right are the coefficients of the equation, the resulting equation is equal to the original equation; and
expansion. ii) If you multiply of divide both sides of an equation by a nonzero algebraic
So that (x + y)3 = 1x3 + 3x2y + 3xy2 + y3 expression, still the resulting equation is equivalent of the original equation.
The literal coefficients are either a single variable raised to the highest
exponent or a product of the two variables whose exponents add up to the original Solving Two Equations with Two Unknowns
(the exponent of the given). A. By Substitution
Use one equation to solve for one unknown in terms of the other,
c. Special Products change the second equation in only one unknown and then solve.
For any variable x and a, or any constant a,
(x + a) (x + a) = (x + a)2 = x2 + 2ax + a2 Example: Solve for the value of x and y in system of equation,
(x – a) (x – a) = (x - a) 2
= x2 + 2ax + a2
(x + a) (x – a) = x2 - a2
(x + a) (x + b) = x2 + (a + b)x + ab 2x + y = 4 (equation 1)
(x + a) (x2 - ax + a2) = x3 + a3 3x + 2y = 6 (equation 2)
(x - a) (x2 + ax + a2) = x3 - a3 Solution:
(x + a)3 = (x3 + 3ax2 +3a2 x + a3) Using equation 1, solve for y in terms of x, y = -2x + 4 (equation 3)
(x - a)3
= (x3 - 3ax2 +3a2 x + a3) Now, substitute the value of y obtained in equation 3 to equation 2, then solve for
the value of x.
III. Division of Polynomials 3x + 2 (-2x + 4) = 6
3x + (-4x) + 8 = 6
-x = 6 - 8
The following are some of the points to consider when dividing a polynomial: -x (-1) = -2 (-1)
x=2

233
 Since y = -2x + 4 (equation 3) and x = 2, by substitution Given ax2 + bx + c = 0 then
y = -2(2) + 4
y=0
B. By Elimination through addition or subtraction The quadratic formula will always give you the solution to any quadratic equation,
but if you can factor the equation, factoring will give you the solution in less time. If you
Sometimes we can solve two equations by adding them or subtracting one can’t find the solution immediately, then use the formula.
from the other.
Solving Radical Equations
Example: Solve for x and y: x + 2y = 4 (equation 1)
4x – 2y = 6 (equation 2) When the given variable in an equation occurs in a square root, cube root, and so
Solution: Adding equations 1 and 2, we were able to eliminate terms containing the on, that is; it occurs in a radical, the equation is called a radical equation.
variable y,
x + 2y = 4 In some cases, a suitable operation changes a radical equation into linear or
4x – 2y = 6 quadratic.
5x = 10
then solve for the value of x, Example: 3
√ 2x – 4 - 2 = 0
5x = 10 (3√ 2x – 4 )3 = (2) 3
x = 2. 2x – 4 = 8
By subtracting the value of x to either equation 1 or 2 we will be able to 2x = 12
find the value of y. x=6
x + 2y = 4 (equation 1) Note that the most commonly used procedure is to isolate the most complicated
2 + 2y = 4 radical on one side of the equation and then eliminate it by raising both sides of the
2y = 2 equation to a power equal to the index of the radical.
y=1
Solving Quadratic Equations Checking is necessary to identify the solution set of the given equation.
Sometimes, the value(s) do not satisfy the given. Those which satisfy the equation are
Equations in the form ax2 + bx + c = 0, where a ≠ 0, are called quadratic included in the solution set while those which do not are discarded.
equations.
In order to find the value of the variable that will satisfy the given quadratic equation: Inequalities
1. Group all the terms on one side of the equation so that the other side is zero.
2. Combine the terms on the nonzero side. An inequality is a statement involving two expressions separated by one of the
3. Factor the expression into linear expressions (if possible). inequality symbols <, ≤, >, ≥ or ≠.
4. Set the linear factors equal to zero and solve.

The method is based on the fact that if a product of an expression is zero, then at The following basic principles are used in working with inequalities:
least one of the expressions must be zero. 1. If a < b then a + c < b + c
2. If a < b then a – c < b – c
Example: Solve for x in x2 + 5x = -6 3. If a < b and c >0 then ac < bc
Solution: 4. If a < b and c < 0 then ac > bc
1. x2 + 5x + 6 = 0 5. If a < b and c < d then a + c < b + d
2. (x +2) (x + 3) = 0 6. If a < b and b < c then a < c
3. x + 2 = 0 or x + 3 = 0
4. x = -2 or x = -3 Solution set {-2, -3}. The above principles also applies when the inequality symbol is replaced by >, ≤,
>, ≥ or ≠.
Note: a quadratic equation will usually have two different solutions, but it is possible to
have only one solution or even no real solution or root. As with equations, one method of solving inequalities is to replace it by a series of
equivalent inequalities until an inequality with an obvious solution like x > 5 is obtained.
You can also solve for the value of the variable in a quadratic equation by using Operations used in solving equations may be used to solve inequalities.
the quadratic formula,
x = -b ± √ b2 – 4ac 234
2a
 The following procedures leave the inequality symbol unchanged:
Example:
i) simplifying both sides of the inequality by combining like terms;
ii) adding or subtracting the same expression or quantity to both sides of the Two trains start at the same time and travel toward each other from cities 260
inequality; and miles apart. How many hours will it take for them to meet if one train travels at 60 mi/h and
iii) multiplying or dividing by the same positive number or expression. the other travels at 70 mi/h?

The following procedure reverses the sense of inequality symbols, thus making it Given:
inconsistent: Rate of train 1: 60 mi/h
Rate of train 2: 70 mi/h
i) interchanging the two sides of inequality Distance of Stations from each other = 260 mi
8 < x becomes x < 8
ii) multiplying or dividing both sides by the same negative expression without Let:
changing the inequality symbol t = time from when the train starts to when they meet
-4x > 12 becomes -4x>12 60t = distance traveled by train 1
-4 -4 70t = distance traveled by train 2
Note: When you multiply or divide both sides of an inequality with a negative
quantity, the inequality symbol is replaced as follows: (a) > by < and (b) ≤ by ≥ . Solution:
60t + 70t = 260
Example 1: Solve the inequality 3 (x + 2) ≥ 2 (5 – x) 130t = 260
t=2
Solution: 3 (x + 2) ≥ 2 (5 – x)
3x + 6 ≥ 10 – 2x It takes 2 hours for the trains to meet
3x + 2x ≥ 10 – 6
5x ≥ 4 Work Problems
x ≥ 4 /5
It is always assumed that workers in the same category work at the same rate.
Example 2: Solve the inequality 4x – 10 < 5x – 3
The general formula for work problems is:
Solution: 4x – 10 < 5x – 3
-10 + 3 < 5x – 4x 1/t1 + 1/t2 = 1/t
-7 < x or x > -7
where:
VERBAL PROBLEMS t1 = time taken by the 1st person
t2 = time taken by the 2nd person
Verbal Problems are solved by translating them into appropriate algebraic t = time taken by both
equations. These are the general steps in solving a verbal problem
the formula can be extended depending on the number of persons involved in the problem
 Read the problem carefully
 Determine the given and the unknown quantities Example
 Write the working equation
 Solve the equation Jamee can clean the house in 6 hours. Christine can do the same job in 5 hours.
 Check if the answer satisfies the conditions given by the problem How long will it take them to clean the house together?

Motion Problems 1/6 + 1/5 = 1/t

(1/6 + 1/5)30 = (1/t)30
The general formula for this type of problem is: 5 + 6 = 30/t
11 = 30/t
Distance = Rate x Time t = 30/11 or 2 8/11 hours
235
 If the product of two variables x and y is constant (not zero), then x and y is said
Counting Problems: to vary inversely.

In a public survey done by the SWS 60% owned a mobile phone, 80% owned a landline xy = k
and 50% owned both a mobile phone and a landline. What percent of those surveyed Example:
owned a mobile phone or a landline?
If the volume of a gas varies inversely as the pressure and if the gas occupies 20 cubic
People who owned a mobile phone or a landline = people who own a mobile phone + centimeter at a pressure of 40 lb, what is the volume of the gas at a pressure of 50 lb?
people who own a landline – people who own both a landline and a mobile phone
Solution:
People who own a mobile phone or a landline = 60% + 80% – 50%
= 90% We have two variables, the volume and the pressure. Knowing one set of values of V and
P, we can solve the constant k.
90% percent of those surveyed owned either a landline or a mobile phone
xy = k
800 = k
VARIATION
Substituting the value of k in the equation VP = k we can get the new volume of the gas at
Direct Variation 80 lb.
If the ratio of two variables is a constant (not zero), then either variable is said to vary VP = 800
directly as the other. V = 800/80
V = 10 cc
If the variables are x and y then:.
SEQUENCE AND PROGRESSION
y/x = k
A sequence is a set of numbers, which obeys a fixed law. In the sequence 3, 6, 9, 12 … 3,
where k is called the constant of variation and can be any constant except zero 6, 9, 12 are called terms of the sequence.
Example: Arithmetic Progression
If y varies directly as x and x = 13 and y = 5. What is the value of y when x = 21?
A sequence of numbers, called terms, in which each term after the first is formed from the
Solution: preceding term by adding to it a fixed number called the common difference.

If we are given one set of values of x and y, we can solve for the value of k and in an = a1 + (n-1) d
turn find the corresponding value of y at a certain value of x.
where:
y = kx an = last term n = number of terms
5 = 13k a1 = 1st term in the progression d = common difference
k = 5/13
Example
since we need to find the value of y at x = 21 Find the 38th term of the series 7,1,-6 . ..

y = 21(5/13) Given:
y = 8 1/13 a1= 7
n = 38
Inverse Variation d = -6
Solution:

236
 a set of assumed principles from which other principles can be deduced. In geometry, the
an = 7 + (38-1) -6 assumed principles are called postulates in geometry while axioms in algebra.
an = 7 + (37) -6
an = -215 The statements that are deduced (or proved) are known as theorems.

The nth term or the last term of an arithmetic progression can be solved by using Four Parts of a Mathematical System
the formula: 1. Undefined terms
2. Defined terms vocabulary
Sn = (n/2) (a1 +an) or Sn = (n/2) (2a1 +(n-1)d) 3. Axioms or postulates
4. Theorems principles
Example:
Find the sum of the first 100 terms of the progression 10,7,4 … Undefined Terms

Solution: “Point”, “line”, and “plane” are terms often used without being defined. Instead, they are
simply described and serve as building blocks for later terminology. A point, which is
Given: represented by a dot, has location but not size; that is, a point has no dimension.
a1= 10 Lines have quality of “straightness” that is not defined but assumed. Whereas a point has
n = 100 no dimensions, a line is one-dimensional; that is, the distance between any two points on a
d = -3 given line can be measured. Plane, another undefined term is two-dimensional; that is, it
has infinite length and infinite width, but no thickness.
Solution:
Sn = (100/2) (2(10)+(100-1)-3) Notations
= 50( 20 + 99(-3)) ↔ “line AB”
AB
= 78
− “line segment AB”
AB
Geometric Progression
A sequence is a considered a geometric progression when the ratio of two →
AB “ ray AB”
consecutive terms in the sequence is always the same.

an = a1r(n-1) AB “length of segment AB”

where:
r = common ratio Postulate 1
Through two distinct points, there is exactly one line.
Example:
Write the first 3 terms of the geometric progression in which an is 5 and r is ½.
Postulate 2
a2 = 5(1/2) = 5/2 The measure of any line segment is a unique positive number.
a3 = 5(1/2)2 = 5/4
Postulate 3
the first three terms of the geometric progression are 5, 5/2, 5/4 If Z is a point on AB and A-Z-B, then AZ + ZB = AB.

Postulate 4
Through three non-collinear points, there is exactly one plane.
GEOMETRY
Postulate 5
If two distinct planes intersect, then their intersection is a line.
Geometry is an example of a mathematical system. Being a mathematical system, it is Postulate 6
characterized by (1) acceptance of undefined terms on which definitions are based and (2)

237
 Given two distinct points in a plane, the line containing those points also lies in the Complementary angles are pair of angles whose sum adds up to 90 degrees.
plane. Supplementary angles are a pair angles whose measure adds up to 180 degrees.
Sample Problem:
In the figure on the right, AB and EF are said to be When two straight lines intersect, the pairs of nonadjacent angles formed are
skew lines because they neither intersect nor are parallel. known as vertical angles, and vertical angles are congruent.
How many planes are determined by In the figure on the right,
(a) parallel lines AB and DC (ans. 1) G F s and u are vertical angles s
(b) intersecting lines AB and BC (ans. 1) as and . v t
(c) skew lines AB and EF (ans. infinitely many) t v u
A Practice on these:
(d) lines AB, BC, and DC (ans. 1) B
(e) points A, B, and F (ans. 1) H 5
(f) points A, C, and H (ans. 1) E
(g) points A, C, F, and H (ans. 4) 1) Consider the figure below, l and m intersect so that m = 2x + 2y
m 8 = 2x – y
D C 5 m
7 8 6 = 4x – 2y
6
ANGLES
Find the value of x and y.
If two lines meet at a point, they form an angle. The point is called the vertex of the
2) Given: m RST = 2x + 9 R
angle and the lines are called rays of the angle. Thus, as defined, angle is the union of
m TSV = 3x – 2
two rays that share a common endpoint. T
m
RSV
= 67˚ S
Find x.
Naming Angles
A V
3) Suppose that (a) and → →
(i) ABC CAD are adjacent and AF and AD are opposite
B rays. What can you say aboutFAC and CAD ?
C FAC
(ii) B (Given that B is the vertex of the angle) 4) The two angles are complementary and one angle is 12 degrees larger than the other.
Using the variables x and y, find the size of each angle.
(iii) 1 or x where x or 1 is written inside the angle
5) Find the value of z.
1 x 7x + 54
Adjacent angles are angles having the same vertex and a common side and one angle
is not inside the other. z
3x + 90
A transversal is a line that intersects two (or more) other lines at distinct points; all
Postulate 7 of the lines lie in the same plane.
The measure of an angle is a unique positive number.
In the figure on the right, 1
Postulate 8 2
the interior angles are: , , , and
If a point D lies in the interior of ABC , 3 4
then m ABD + m DBC = m ABC . exterior angles are: and
Congruent angles are angles with the same measure. 5 6
238 7 8
Two angles that lie in the same relative positions Scalene triangle “none of the sides are equal in length”
when two lines are cut by a transversal are
corresponding angles.

Corresponding angles: and , and and and Equilateral triangle Isosceles triangle Scalene triangle
Two angles that have different vertices (plural of “vertex”) and lie on opposite sides Types According to Component Angles
of the transversal are alternate interior angles. Acute triangle- all angles measure less than 90˚
Right triangle- has a right angle
Alternate interior angles: and , and Obtuse triangle – one of the angle measures greater than 90˚
Two exterior angles that have different vertices and lie on opposite sides of the
transversal are alternate exterior angles.

Alternate exterior angles: and , and

Acute triangle Right triangle Obtuse triangle

Parallel Lines

Parallel lines are lines in the same plane that do not intersect. Significant Facts About Triangles
Postulate 9 1. The sum of the angles of a triangle is 180˚.
Through a point not on a line, exactly one line is parallel to the given line. 2. The measure of the exterior angle of a triangle is equal to the sum of two the
remote interior angles.
Postulate 10
If two parallel lines are cut by a transversal, then the corresponding angles are
congruent. 100˚
130˚
Try this:
30˚
In the figure, if l║m (read as l parallel to m)
and m = 117˚, find v 3. If two angles of a triangle are congruent to the two angles of a second triangle, the
1
third angles are congruent.
(a) m l 1 2
(b) m 2
5 3 4 Illustrative example
(c) m
4
(d) m
8 − ┴
− − − BFE
┴
m 5 6
Given ED AB, BC AE and m = 126˚. Find x and y.
TRIANGLES 7 8

A triangle is a 3-sided polygon.

E
Types According to the Number of sides of Equal Length

Equilateral triangle “has three sides of equal length” C

Isosceles triangle “has two sides of equal length”
239 126˚
F

y x B
A
D
 b) The leg opposite the 60˚ angle is of the hypotenuse.
2
c) An altitude in an equilateral triangle forms a 30˚- 60˚ - 90˚ triangle and is therefore
equal to of the hypotenuse.

Solution: Formula to find the area of a triangle:

90˚ + x = 126˚ ( Since 126˚ is the measure of the exterior angle of the triangle and A = ½ bh where b is the length of the base
by (2) the sum of the remote angles x and the right angle must be and h is the altitude
equal to it.) For an equilateral triangle,
solving for x,
x = 126˚ - 90˚ A = s2 __ where s is the length of the side of the equilateral
x = 36˚
Alternative solution:
Polygons √34 triangle.
To solve for y, we can use (1).
y + x + 90˚ = 180˚ Polygon is a closed figure in a plane composed of line segments which meet only
at their endpoints. The line segments are called sides of the polygon and a point where two
since x = 36˚ sides meet is called a vertex of the polygon.
y + 36˚ + 90˚ = 180˚ To find the value of y, we can simply B G
solving for y, A
subtract the value of x from 90˚ since the angle H
y = 180˚ – ( 36˚ + 90˚)
y = 180˚ – ( 126˚) other than x and y is a right angle. C
y = 54˚
Therefore x = 36˚ and y = 54˚.

Right Triangles D J I
ABCD is a polygon while GHIJ is not.
The Pythagorean Theorem 1. Polygons are classified by the number of angles or sides they have.
In any right triangle, the sum of the squares of the length of its legs is equal to the 2. If the sides and angles of the polygon are all equal in measurement, that polygon
square of the length of the hypotenuse. is called a regular polygon.
3. The sum of the measures of the angles of a polygon with n sides is (n-2) 180˚.
In symbols,
a2 + b2 = c2 where a and b are length of the legs and c is the length of the In a parallelogram:
hypotenuse. a) Opposite sides are parallel. M N
b) Opposite sides are congruent.
Example c) Opposite angles are congruent.
Find the length of the hypotenuse, x. d) Consecutive angles are supplementary.
e) Diagonals bisect each other. O
x2 = 32 + 52 P
f) Each diagonal bisects the parallelogram into two congruent triangles.
x2 = 9 + 25
3 x2 = 34 In a rectangle, in addition to the properties listed above:
x ___
x = 34 a) All angles are right angles
√
Note: we only considered the positive root since the length
is nonnegative
b) Diagonals are congruent.]

In a rhombus, the properties are the same with that of a parallelogram,

5 30˚ – 60˚ – 90˚ triangle
Special Case: a) All sides are congruent.
b) Diagonals are perpendicular.
a) The leg opposite the 30˚ angle is ½ the hypotenuse.
__ c) Diagonals bisect the angles.

√3 240
 Therefore, angle 1 is equal to 8 degrees.
A square has all the properties given above. (Note that Theorem 2 is applied to arrive
to the final answer.)
The apothem of a regular polygon is perpendicular to a side, bisects that side, and
also bisects a central angle. (b) m 2 = ½ AB
= ½ (92˚)
OX is an apothem. = 46˚ THEOREM 2 A
It bisects AB, and is perpendicular to AB The measure of an inscribed angle of a
and bisects .
AOB is equal to
The area of a regular polygon O circle is one-half the measure of its intercepted arc.
one- half of the product of its apothem and perimeter. B
C
CIRCLES If AC = 130˚
then ABC = 65˚
A
Circle is a set of points equidistant from a fix point called the center. X B
A tangent is a line that touches a circle at exactly one point; the point of intersection is the
point of contact or the point of tangency. (c) m 3 = ½ (m AB – m CD)
A secant is a line (or segment or ray) that intersects a circle at exactly two points. but, THEOREM 3
m CD = 360˚–(m AB + m DA + m BC) An angle outside the circle
A polygon is inscribed in a circle if its vertices are points on the circle and its sides are = 360˚ - ( 92˚ + 114˚ + 138˚) formed by two secants, a secant and a
chords of the circle. In such case, the circle is circumscribed about the polygon. = 360˚ - 344˚
= 16˚ tangent, or two tangents is equal in
Now, degrees to one half the difference of its
m 3 = ½ ( 92˚ - 16˚) intercepted arc.
= ½ ( 76˚)
E = 37˚
CIRCLES, ANGLES and ARCS A If RS = 60˚, QR = 20˚
D 1 then RTV = ½ (60˚ - 20˚)
2 6 = ½ (40˚)
O S
4 = 20˚
Given: m AB = 92◦ F 3 5
B O
m DA = 114◦ TERM C
m BC = 138◦ T
Find the measure of each of the numbered R Q
angles. Inscribed angle of a circle is an angle whose
vertex is a point on the circle and whose sides are
Solution:
(a) m 1 = 360˚ – ( m DA + m AB + m BC) chords of the circle. Theorem 4

An angle formed by two chords intersecting in a circle is equal in degrees to one-half of t

2
= 360˚ – ( 114˚ + 92˚ + 38˚ ) THEOREM 1 sum of its intercepted arcs. A C
2 A central angle is 40˚ E 80˚
= 360˚ – 344˚
2 equal in degrees to its i A
D B
= 16˚ ntercepted arc.
2 O B If m AD = 40˚ and m CB = 80˚
= 8˚
If AB = 40˚
then AOB = 40˚ then CEB = 60˚ .
241
 __
Equilateral triangle: A = s 2
√4 3
(d) m 4 = ½ (m AB + m CD) 5. Trapezoid: A = ½ h (b1+ b2) where b1 and b2 are length of the parallel sides
= ½ (92˚ + 16˚) Theorem 5
= ½ ( 108˚) 6. Circle: A = πr2 where r is the radius and π is the constant (approx. 3.14)
= 54˚ Two tangent segments drawn to a C = 2πr or C = πd where d is the diameter
circle from the same external
A point are 7. Regular polygon: A = ½ a P where a is the apothem and P is the perimeter
(e) m 5 = ½ ( m DA + BC) P = n∙s n is the number of sides and s is the
congruent. length of the sides
= ½ ( 114˚+ 138˚)
= ½ ( 252˚)
B O.
= 126˚
Exercises
(f) m 6 = ½ ( m AB) 1. If m = 3x – 9, what the value of x?
= ½ (92˚)
1
= 46˚ C
Theorem 6
1
The radius (or any other line through

the center of a circle) drawn to a tangent at

.O
the point of tangency is perpendicular to the 50˚ 30˚

FORMULAS IN FINDING THE AREA, VOLUME, PERIMETER and

CIRCUMFERENCE
2. If h = 12 and a = 9 then b = _____ ?
1. Rectangle: AR = lw h
PR = 2l + 2w wherel is the legnth and w is the width
a b
2. Parallelogram: A = bh where b is the length of the base and h is the altitude
P = 2b + 2 (length of the slanting side)
3. In triangle ABC, C is a right angle, AC = 40, BC = 30.
3. Rhombus: A = ½ d1d2 Find the altitude to the hypotenuse.
P = 4s C
4. Square: A = s2 where s is the length of the sides
P = 4s

5. Triangle: A = ½ bh where b is the length of the base and h is the altitude B

P = a + b + c where a, b, and c are the length of the sides of the A
triangle 4.Find the area of an equilateral triangle with perimeter equal to 9 cm.
__
242
√3
5. An equilateral triangle has an altitude of 5 cm long. Find its area.

Note: To be given before the end of the first 2 hours—Geometry

5. In the figure below, if radius OX is 12 and the area of the right triangle OXY is 72, what
is the area of the shaded region?
Exercises

1. O is the center of the circle. Find the value of x.

X O

x
140˚
O Y
Note: Figure not drawn to scale
2. Find the value of y.
y Note: To be given before the end of the last 2 hours (Session for Geometry)

TRIGONOMETRY
80˚
30˚ A. Trigonometric Functions
2
r =√ x + y
Let P(x,y) be any point other than the origin on the terminal
standard position. The distance from the point to the origin is
2 of2 an angle θ in
side

3. Find the value of x. The six trigonometric functions are defined as:

y
(6x + 54)˚
2
X (4x – 6)˚
P(x,y)
r
θ
4. What is the value of w? x

y cscθ= r y
sin θ= tan θ=
180˚ r y x
x r x
cos θ= secθ= cot θ=
r x y
w
243
Example:
The terminal side of an angle α goes through the point (5,12). Find the values of
the six trigonometric functions of angle α. y

r2 =√ x22 + y 22
Finding r: 2
r2 =√ 5 +12
r2 =√ 25+144 Angle of Elevation Horizontal
r =√ 169 x x
r=13
12 13 12
sin θ= 5 cscθ=13 tan θ= 5 Horizontal Angle of Depression
cosθ=13 secθ=12 cot θ= 5
13 5 12
B. Reciprocal Identities y
Some of the1 functions are1reciprocals of each other. Reciprocal identities hold for
any anglesin θ= does
θ that 1 notcsc
leadθ=
to a 1zero denominator.
cosθ=cscθ1 secθ= sin1θ
tan θ= secθ cot θ= cosθ
cot θ tan θ 1. The angle of elevation is the angle made by the ray xy (above horizontal) and the
ray with endpoint x as shown in the figure above.
2. The angle of depression is the angle made by ray xy (below horizontal) and the
Example: ray with endpoint x as shown in the figure above.
Find sec θ if cos θ is 6/7

1
sec θ=
6 Example:
7 The angle of depression is measured from the top of a 43 ft tower to a reference point
7 on the ground. Its value is found to be 63°. How far is the base of the tower from the
secθ= point on the ground?
6
C. Function Values of Special Angles
θ sin θ cos θ 63°
θ
30°
1 √3 43 ft
2 2
45° √2 √2
2 2
x
60° √3 1
2 2
Solution:
D. Common Applications of Right Triangles

244
 x
tan 27=
43 θ = 90 – 63
1. Consider a circle in a coordinate plane whose center is the origin (0, 0) and the
43( tan 27)=x 2
radius 2 1. This circle is called the unit circle. The equation governing this circle is
θ = 27
x + yis=1 and every point in the unit circle must satisfy this equation.
x=21 .91 ft 2. An arc running counterclockwise from point (1,0) is an arc of positive length while
an arc running clockwise from the same point is an arc of negative length.
3. In both air and sea navigation. The clockwise angle from north of the line of sight 3. A circular function is defined in terms of the arc length and the coordinates (x,y)
to a point of reference is called the bearing of the point. There are two common in the terminal point of the arc as it moves around the unit circle
ways to express bearing.

a. If a single angle is given it is understood that the bearing is measured in a Domain: R For sine and cosine functions only
clockwise direction from due north. Range: {( x , y )|−1≤r≤1} y 1
tan θ= x ( x≠0 ) secθ= 1 ( x≠0 )
cosθ=x cot θ= x ( y≠0 ) cscθ= x ( y≠0)
sin θ= y y y
33° 4. Behavior of Sine and Cosine Functions
135°
Special numbers for sine and cosine functions

θ A(0) sinθ cosθ

0 (1,0) 0 1
b. The second way of expressing bearing starts with the north-south line and uses an π/2 (0,1) 1 0
acute angle to show the direction, either east or west, from this line. π (-1,0) 0 -1
3π/2 (0,-1) -1 0
2π (1,0) 0 1

Signs of Circular Functions y x 1 1

tan θ= cot θ= cscθ= secθ=
33° 30°
Quadrants sin θ= y cos θ=x x y y x
I + + + + + +
II + - - - + -
N 42° E III - - + + - -
y S 42° E IV - + - - - +
E. Circular Functions
5. Conversion of Radians to Degrees and Vice Versa

(0,1) A rotation of 360° (one revolution) is equal to 2 π radians therefore half a revolution is
A(1,0) equal to π radians.
r=1
(-1,0) (1,0) x
radians deg rees
=
π 180°
Example:
(0,-1)
245
 2π
Convert 3 radians to degrees
2π s
3 deg rees v=
= t where S is the length of the arc cut by point R at time t
π 180 °
2 deg rees
= 8. the measure of how fast angle FOB is changing is called angular velocity (ω)
3 180°
θ
120 °=deg rees ω=
t where θ is the measure of angle FOB at time t
6. Arc Length
The length s of the arc intercepted on a circle of radius r by a central angle of measure Example:
θ radians is given by the product of the radius and the radian measure of angle. Suppose point F is on a circle with radius of 8cm and ray OF is rotating with an
angular velocity of π/10 radians per second.
s=rθ
a) find the angle generated by F in 5 seconds.
Example: θ
A circle has a radius of 19cm. Find the length of the arc intercepted by a central
ω=
t
3π π θ
8 =
angle measuring radians. 10 5
s=rθ π
θ=
s=19 ( )
3π
8
2
b) find the distance travelled by F along the circle in 5 seconds
57 π
s= centimeters s=rθ
8 π
s=8
7. The measure of how fast the position of F is changing is called the linear velocity 2
(v) y s=4 π cm

c) find the linear velocity of F

s
F v=
t
4π
v=
B 5 cm per second
O
F. Trigonometric Identities

246
Basic Identities Phytagorean Identities Example:
2 2 Prove cotθ = cos θcscθ
sin (−θ )=−sin θ sin ( θ )+cos ( θ ) =1
cos (−θ )=cosθ
tan (−θ )=−tanθ
2
2
2
1+tan (θ )=sec ( θ )
2
1+cot ( θ ) =csc ( θ ) =
( cos θ ) ( sinθ1 )
cosθ
Sum and Difference Identities = sin θ
cos ( A∓B )=cos A cos B±sin A sin B = cotθ
sin ( A±B ) =sin A cos B±cos A sin B G. Solving Oblique Triangles
tan A±tan B Triangles that are not right triangles (oblique triangles) can also be solved using
tan ( A±B)= the trigonometric functions
1∓tan A tan B
1. Law of Sines
Double Angle Identities Half Angle Identities For any triangle ABC in which a,b, and c are the lengths of the sides opposite the

√
angles with measures A,B, and C respectively.
θ 1−cosθ
sin =±
sin 2θ=2 sin θ cos θ 2 2 a b c
= =

cos 2 θ=cos2 θ−sin2 θ

θ
cos =±
2 √ 1+cos θ
2 Example:
Solve triangle ABC, if A  60 ,
sin A sin B sin C
∠B=50 ° and c = 65.

= 1−2 sin
2
θ
θ
tan =±
2 √
sin θ
1−cosθ
1+cosθ
2
= 2 cos θ−1 = 1+cos θ
tan 2 θ=
2 tanθ 1−cos θ
1−tan 2 θ 60° 50°
= sin θ ∠C=180°−(60 °+50 °)=70°
1−cos2 θ 65
sin2 θ= sin A sinC sin B sin C
2 = =
a c and b c
1+cos 2 θ
cos 2 θ= sin 60 sin 70
=
sin 50 sin70
=
2 a 65 b 65
Proving identities: 65 sin 60=a sin70 65 sin 50=b sin 70
One way of proving identities is to write equivalent expressions on one side of the 65 sin 60 65 sin 50
equation until you arrive at an expression that is identical to the other side of the equation.
=a =b
sin 70 sin 70
Another way is by replacing expressions on both sides of the given equation with
59 .9=a 52. 99=b
equivalent expressions until they are indentical.
247
 y=cos x
−1 [ −1,1 ] [ 0,π ] I and II
2. Law of Cosines

( )
−1 (−∞,∞ ) −π π I and IV
For any triangle ABC in which a,b, and c are the lengths of the sides opposite the y=tan x ,
angles with measures A,B, and C respectively. 2 2
a2 =b 2 +c 2 −2 bc cos A
−1
y=cot x (−∞,∞ ) [ 0,π ] I and II
−1
[ 0 , π ] , y≠ π
(−∞,−1]∪[1,∞) I and II
b2 =a 2 +c 2 −2 ac cos B y=sec x
c 2 =a2 + b2 −2 ab cos C 2

[ ]
−1
y=csc x (−∞,−1]∪[1,∞) −π π I and IV
Example: B , , y≠0
Find the length of side c for the given triangle.
2 2
Example:
c
15 1. Find y in the following:
1
y=sin −1
a. 2

[ ]
C 60° A
−π π 1
c 2 =a2 + b2 −2 ab cos C 14 ,
2 2 2 2 2 2
c =15 +14 −2(14 )(15 )cos60 ° y is the number in whose sine is
2 1
c =211 sin y=
2
c=14 . 53 units
π 1
sin =
6 2
INVERSE TRIGONOMETRIC FUNCTIONS π
y=
6

 y=sin x
−1
or y=arcsin x means x=sin y , for y in
[ −π π
,
2 2 ] π
y=
π
6 6
 y=cos−1 x or y=arccos x means x=cos y , for y in [ 0,π ] ∴ Since is in the range of the arcsin function we can conclude that

 y=tan x
−1
or y=arctan x means x=tan y , for y in
( −π2 , π2 )
STATISTICS
Function Domain Range Quadrant
[ −1,1 ]
[ ]
−1 −π π I and IV
y=sin x , A. Statistics is the study of techniques concerned with the collection, analysis, and
2 2 interpretation of data.
248
 9!
9 P 4=
Statistics is used to
a. Summarize and describe data (descriptive statistics) (9−4 !)
b. Draw conclusions from the data (inferential statistics)
= 3024 ways
B. If for example, one is to gather data from a survey. All the data collected is referred
to as population. When only part of the data is collected it is referred to as The number of distinguishable permutations P of n elements taken n at a time with
sample. r1 like elements, r2 like elements of another kind, and so on is given by the formula:

C. Random sampling means selecting individuals entirely by chance. A random n!

sample must be taken from many places in the population, the more samples, the P=
better the chances of getting the true picture of the population. r 1 !r 2 !r 2 !...
D. Fundamental Counting Principle
Example:
When one event can occur in m different ways and another event can occur in n
different ways, then together the events can occur in m*n different ways provided that the How many permutations can be made using all the letters of the word institution?
second event is not in any way influenced by the first event.

Example: 12!
How many even numbers of two digits each can be formed from the digits 1, 2, 3,
P=
3!2!2!3!
4, 5, 6, 8 and 9, if repetition of digit is not allowed?
= 3,326,400
The units place can be filled by 2, 4, 6, and 8. This place can be filled 4 ways.
The tens place can be filled 8 ways because repetition is not allowed. The number of circular permutations of n objects where n is a natural number is (n
Therefore the number of even two digit numbers if repetition is not allowed is: – 1)!
Example:
4 x 8 = 32
In how many ways can 9 people be seated at a round table?

E. An arrangement of a group of objects in a definite order is called permutation. Number of ways = (9 – 1)! = 40,320

The number of Permutations of n distinct elements taken r at a time, denoted n Pr F. A group of objects or things, irrespective of their order is called a combination. A
is given by the formula: combination of n elements of a set taken r at a time, denoted nCr is anyr-element
subset of the given set.
n!
n P r= n!
(n−r!) 0≤r≤n
for n Cr =
Example: r !(n−r )! for 0≤r≤n
Example:
How many different ways can 9 people be seated in a row of 4 chairs? In how many ways can a committee of 6 be chosen from 10 people?

n! 10!
n P r= 10 C6 =
(n−r!) 6!(10−6)!

249
 10 ! b. Mode is the value of the measure that occurs most frequently.
10 C6 =
c. Median is the value of the middle measure when the measures have been
6!( 4)! arranged in rank order. If there is no middle value, we take the midway
between the values of the middle two cases.
10⋅9⋅8⋅7
10 C6 = Example:
( 4 )!
10 C6 =210
Find the mean median and mode for the following quiz scores.
5, 7, 10, 10, 7, 9, 5, 6, 7, 7, 4
G. In sample space that contains equally likely outcomes that can be counted, the
probability than an event E will occur, P(E), is the ratio of the number of outcomes
¿
5+7+10+10+7+ 9+5+6+ 7+7+ 4
in the event to the number of outcomes in the sample space. x=
11
¿
P(E) = number of outcomes in the event
number of outcomes in the sample space x =7
Example: First arrange the scores into ascending order.
A die is rolled. Find the probability of each event. 4, 5, 5, 6, 7, 7, 7, 7, 9, 10, 10
The median of the scores is 7
a. P(getting 1) = 1/6
b. P(getting an even number) = 3/6 = ½ The value that occurs most frequently is 7 therefore the mode is 7.
c. P(getting 1,2,3,4,5, or 6) = 6/6
d. P(getting an 8) = 0/6 = 0 J. Measures of Variation
Shows the variability or dispersion of the data.
H. A table showing the distribution of measures of the same kind is called a
frequency distribution. The frequency distribution can be used to organize date. a. The range of a set of data is the difference between the highest value and
the lowest value. It shows the distance of the scattering values away from
Example: the middle.
Construct a frequency distribution for the marks of 15 pupils in an algebra exam.
Example:
32 33 34 31 33 35 40 39 37 31 35 30 29 37 36
Given a set of scores in a Biology test 99, 95, 78, 61, 54, 87, 75.
Interval Frequency The highest score is 99 and the lowest score is 54
39-40 2 The range of the set is 99 - 54 = 45
37-38 2
36-35 3 2
34-33 3 b. Variance ( σ )
32-31 3 The greater the variance the more the scores vary from the mean.
29-30 2
I. Measures of Central tendency n
1 ¿
σ = ∑ ( xi −x )2
2
In a large population a great number of individuals cluster near the middle of the n i=1
scale. The concentration of cases near the middle helps us to describe and compare ¿
distributions easily. ¿
Each value
x i−x is called a deviation from the mean
¿ n
1 is the arithmetic average of the data. It is denoted as
a. Mean x.
x= ∑ xi
n i=1 xi Example:
¿
where n is the number of values, each is an individual Find the variance for the data set 10, 2 , 3, 9, 1 with x =5
value
250
 ¿ ¿
¿
x- x ( x−x )2 x = 60 and σ =3
What is the z-score for 90 when
x ¿
10 5 25 x−x
2 -3 9 z=
3 -2 4 σ
9 4 16
1 -4 16 90−60
z=
3
n ¿ z=10
∑ ( x i −x )2=70 ∴ 90 is 10 standard deviations above the mean.
i =1
1
σ 2 = (70 )
5 Practice Test
2
σ =14 Multiple Choices:

c. Standard Deviation ( σ )
1. What is the average of A, B, C?
a. ABC/3 c. 3(A+B+C)/.3
The standard deviation is the most frequently used measure of the spread b. (A+B+C)/3 d. ABC/A+B+C
of the set of data.
2. Which of the following has the LEAST Numerical value?

√
n ¿ a. 11/12 b. 6/8 c. 5/7 d. ¾
∑ ( xi− x ) 2

i =1
σ=
n 3. If 2 apples cost P25.00, how many apples can be purchased for P100.00?

a. 8 apples c. 2 dozens
In the preceding example the variance was computed to be 14. To get the b. ½ dozen d. 1 ½ dozens
standard deviation, we take the square root of the variance which is the
√ 14 . The standard deviation for the preceding example is approximately 4. If 2 tablespoons= 1 liquid oz., and 5 tablespoons = ¼ cup, then, how many liquid
ounces are there in one cup?
3.74. a. 4 ounces c. 16 ounces
b. 10 ounces d. 24 ounces
K. When data is distributed in a bell shape or normal curve it is assumed that
approximately 68% of the values are within 1 standard deviation of the mean, 5. 2 is what percent of 5?
approximately 95% are within 2 standard deviations of the mean and about 99.8% a. 25% b. 38% c. 40% d. 35%
are within 3 standard deviations of the mean. 6. Five (5) average office workers earn a total average monthly salary of P10, 000. If
the average monthly salaries of two of these workers total P 4,000, what is the
L. A z – score is the number of standard deviations the value is from the mean. The average monthly income of each of the remaining three workers?
sign of the z – score tells its direction from the mean. a. P 6,000.00 c. P 2,500.00
¿ b. P 2,000.00 d. P 4,000.00
x−x
z= 7. Which of the following equation has the LEAST value?
σ a. 6+3x4 c. 6+4x3
b. 6x4+3 d. 6x3+4
Example:
251
8. 3.54 is multiplied by 10 to the fifth power, what would be the value? a. 50, 30 b. 55, 35 c. 40,60d. 45, 65
a. 3.054 c. 305.40
b. 30.54 d. 354,000 21.The ratio of two numbers is 16: 33. The larger number is 264. What is the smaller
number?
9. If the short hand of the clock is at 4, what is the degree of its’ angle? a. 131 b. 130 c. 129 d. 128
a. 90 b. 120 c. 130 d. 150
22.¾ of 100 is equal to 5 times what number?
10.There are two numbers whose sum is 48. One of the numbers is greater by 6. What a. 10 b. 75 c. 25 d. 15
are the numbers?
a. 23,24 b. 21,27 c. 22,26 d. 23,26 23.What is the smallest positive number which, when it is divided by 3, 4 or 5, will
leave a remainder of 2?
11.Add: 17 5/8 + 21 ¾ =? a. 42 b. 22 c. 62 d. 122
a. 38 3/8 c. 39 4/8
b. 39 3/8 d. 38 4/8 24.Which of the following number has the largest numerical value?
a. ( 3+3+3) to 3rd power c. ( 4x3x3) to 2nd power
12. My uncle’s weight is two times that my nephew. My aunt’s weight is half that of my b. ( 3x3) to 3rd power d. 3 cube + 3 square
nephew. What is the total weight of the three? Which of the following formulae will
apply for the correct answer? 25.Eight percent of 36 is 72% of what number?
a. x3+2 1/2 c. (2x) + (x) + (1/2x) a. 2.06 b. 2.88 c. 3.24 d. 4
b. ½ + 3x d. 2x + 1/2x2 26.Which of the following has the greatest value?
a. 6/10 b. 8/12 c. 17/24 d. 7/9
13. 2 3/4 of P100 is equal to
a. 6/4 x 100 c. 11/4 + 100 27.If 25% of 50% of 80 is 10, then ¼ of 5/10 of 80 is
b. 11/4 x 100 d. 6/4 +100 a. 40 b. 20 c. 15 d. 10

14.Which of the following fraction is > than 1/3? 28.What number is 35 more than 70?
a. 22/63 c. 4/11 a. 105 b. 135 c. 170 d. 185
b. 15/46 d. 33/98
29. The number is 15 less 7; when added to ten, what will the number be?
15.In 1 ½ hours, the minute hand of a clock rotates through an angle of how many a. 28 b. 18 c. 17 d. 15
degrees?
a. 60 b. 90 c. 180 d. 540 30.What is -2 + (-3.1) + (-.02)?
a. -.512 b. 5.012 c. 0.512 d. -5.12
16.When the fraction 2/3, 5/7, 8/11 and 9/13 are arranged in an ascending order, the
result would be? 31. What part of an hour elapses between 11:50 am and 12:14 pm ?
a. 8/11, 5/7, 9/13, 2/3 c. 2/3, 8/11, 5/7, 9/13 a. 2/5 b. 7/30 c. 17/30 d. 16
b. 5/7, 8/11, 2/3, 9/13 d. 2/3, 9/13, 5/7, 8/11
32. A motion was passed by a vote of 6 is to 4. What parts of votes cast were in favor
17. ADD: 48.63+96.28+436.45+.2385 = ? of the motion?
a. 581.60 c. 581.5990 a. 6/10 b. 6/4 c. 4/6 d. 4/10
b. 581.5985 d. 581.5986
33.If three miles is equivalent to 4.83 kilometers, then 11.27 kms is equivalent to how
18. 15 is 20% of what number? many miles?
a. 75 b. 78 c. 80 d. 70 a. 2 1/3 b. 7 1/3 c. 5 d. 7
34.Ever good Systems employ 115 people. During the low season, it laid off 20% of its
19. 7 is 5 percent of what number? employees. By what percent must the company increase its’ manpower to return to
a. 120 b. 125 c. 145 d. 140 full capacity?
a. 20 b. 22 c. 23 d. 25
20.The ratio of two numbers 5: 3 and their differences is 20. What are the numbers?

252
35.Golen Bell Books offer 2004 World Almanac marked at P2, 450.00 less discount of
10% and 5 %. Another bookstore offers the same book but with a single discount of 45. Jake is 67 years old. His son Jay is 29 years old. In how many years will Jay be
15%. How much does the buyer save by buying at the best price? exactly half his father’s age?
a. P12.25 c. P 12.00 a. 6 b. 7 c. 8 d. 9
b. P 12.50 d. P10.50
PROBLEM SOLVING :
36. Lulu travels a distance of 20 kilometers at 60 kms. per hour (kph) and then returns
over the same route at 40 kph. What is his average rate for the round trip in kms. 46. Jamie bought 55 copies of phil. History and paid a total of P 3,850.00. If she buys 3
per hour? copies more of the same book, how much will she pay in all?
a. 50kms b. 48 kph c. 47 kph d. 46 kph a. P4,060 b. P4,260 c. P4,160 d. P4,150

37.Mr. Milby took his four children to the trade exhibit. The total cost of their admission 47.A manufacture finds that 150 pieces of pens are defective and unsuitable for sale. If
tickets was P 135.00 Mr. and Mrs. Alonzo and their six children had to pay P the defective pens are equivalent to three percent of the production, how many
220.00. What was the cost of an adult ticket and that of a child’s ticket? pens are being produced?
a. P 35.0 & P 25.00 c. P 24.00 & P 35.00 a. 5100 b. 4990 c. 5000 d. 5150
b. P 25.00 & P 35.00 d. P35.00 & P 28.00
48. Trisha is paid P 380.00 per hour for the 1 st hrs. She works in a day. For every hour
38. Cass and uma both have part time jobs. Last week, Cass worked 8 hours and thereafter, she is paid P 475.00 per hour. If she works 4 more hours’ day for 3 days
Uma, 5 hours and both of them earned a total of P800.00. This week, Uma worked in a week, how much does she earn per week?
12 hours and Cass, 4 hours and they earned a total of P1, 250.00. How much is a. P2,1000 b. P2,0900 c. P2,0950 d. P2,9990
Cass’s hourly rate?
a. P 48.00 b.P49.50 c. P 44.08 d. P44.50 49. Maxine owns 40% of the stock in Millennium Traders, Inc. Justine owns 15,000
shares. Aleah owns all the shares not owned by Maxine or Justine. How many
39. What is Uma hourly rate? shares does Maxine own if Aleah has 25 % more shares than Maxine?
a. P89.90 b. P89.00 c. P88.75 d. P 89.47 a. 45,000 shares c. 60,000 shares
b. 50,000 shares d. 75,000 shares
40.If X is located on line segment AB and point Y is located on line segment CD, If AB c.
= CD and AX >CY, then : 50. What would Aleah’ total number of shares in Millennium Traders Inc?
a. XB > YD c. XB > YD a. 75,500 c. 75,050
b. AX > XB d. AX > XB b. 75,600 d. 75,000

41.If W > X, Y< Z and X > Z, then which of the following equation must be true? 51.Two trains start from the same station at the time but travel in opposite directions.
a. W >X >Y> Z c. X >Z >Y >W Their rate is 45 miles per hour and 65 miles per hour respectively. After how many
b. W> X >Z >Y d. Z < Y < X < W hours will the train be 640 miles apart?
a. 4 hrs. 40 mins c. 6 hrs
42.The number of degrees through which the hour hand of a clock moves in two hours b. 5 hrs 48 mins d. 4 ½ hrs
and 12 minutes is? 52.C is the midpoint of line segment AE, B and D are in the line AE so that AB = BC
a. 66 degrees c. 126 degrees and CD = DE. What percent of AC is AD?
b. 72 degrees d. 732 degrees a. 33 % b. 50 % c. 133 % d. 150 %

43.Emang is 15 years old. Veronica is one-third older. How many years ago was 53. Admission tickets to a college play cost P20 for students and P 50 for non-
Veronica twice as old as Emang. students. If 550 tickets were sold and total receipts amounted to P 15,500. How
a. 3 b. 5 c. 7.5 d. 10 many tickets of each type were sold?
a. 160 & 390 c.150 & 400
44.A train running between Calamba and Magallanes arrives at its destination 10 b. 100 & 450 d.170 & 380
minutes late when it goes at 40 kms. per hour. And 16 minutes late when it goes at
30 kms. per hour. What is the difference between the two towns? 54. Mang Jose, a gardener, can mow a lawn in 3 hrs. After 2 hrs., it rained and he
stopped mowing the lawn, in the afternoon, Aling Tina, completed the rest of the
a. 25 kms. b. 12 kms. c. 75 kms. d. 80 kms.

253
 work in one hour and 30 minutes. How long would it take Aling Tina to mow the a. 2.5 % c. ¼
lawn by herself? b. 2500 % d. 250%
a. 2 hr. and 30 mins. c. 1 hr. and 45 mins.
b. 1 hr. and 22 mins. d. 2 hr. and 22 mins. 67. 1 ¼ subtracted from its reciprocal is?
a. -9/20 c. 25
55. A couple wants to have only four children so spaced that the first is older than the b. .45 d. 9/20
second by 2 years, the second older than the third by three years, the third older
than the fourth by 4 years. If their plan is realized, how old will the eldest child be 68. What is the ratio of ¼ to 3/5?
when the youngest is nine years old? a. 1:3 b. 3:20 c. 5:12 d. 3:4
a. 18 yrs. Old c. 17 yrs. old
b. 16 yrs. Old d.15 yrs. Old
69. What is the difference between √150 and √54?
56. Write 3.4 % as a fraction. a. 3√6 b.16√6 c. 6√2 d. 2√6
a. 3.4 / 100 c. .34 / 100
b. 3.4 / 1000 d. .34 / 1000 70. One tenth is what part of three-fourths?
a. 3/40 b. 1/8 c. 2/15 d. 15/2
57. Write ¾ % as a decimal.
a. .75 c. .0075 71. How many 1/8’s are there in 2 5/8?
b. .075 d. .00075 a. 21 b. 22 c. 23 d. 24

58. The number missing in the series 6, 12, 20, 30, ? , 56, 72 is ? 72. A blue neon light blinks every 4 seconds. A red one blinks every 5 seconds, while
a. 38 b. 42 c. 44 d. 48 a green one blinks every 6 seconds. How many times will they blink together in
\ one hour?
59. If the following numbers are arranged in order from smallest to the largest, what a. once b. 10 times c. 20 d. 60
will be the correct order?
* 9 /13 * 13/9 * 70% * 1/.70 73. Which of the following is divisible by 3, but not by 9?
a. Bacd c. Cdab a. 11,070 c. 45,072
b. Cbad d. Acdb b. 20,103 d. 19,386

60. 3 is 6 % of a certain number. What is the number? 74. The distance between two towns on a given map is 2 ¾ cm. If 1/2cm represents 6
a. 53 b. 50 c. 48 d. 18 km. What is he distance between the two towns?
a. 18 km c. 36 km
61. What is the average of 0.6, 6.6, 0.4, and 2.4? b. 33 km d. 42 km
a. 1 b. 10 c. 2 ½ d. 2
75. Margo paid P400 for a blouse. If the blouse was sold at 20% discount, what was its
62. What is the sum of √12 + √27? original price?
a. √29 b. 5√3 c. 3√5 d. 13√ 3 a. P 80 b. P 480 c. P 500 d. P 540

63. Find 65% of 75. 76. Julius drove 193.5 kilometers did he travels in one hour? How long it will take him
a. 4.87 b. 488 c. 48.75d. 487.50 to travel 150.5 kilometers more?
a. 43 km & 3.5 hrs. c. 40 km & 7.3 hrs.
64. P25.00 is 20% of what? b. 54 km & 4 hrs.d. 42 km & 4 hrs.
a. P 1,250 c. P 128.50
b. P 125.00 d. P 120.00 77. Mr. Perez earned P27, 895 from mango plantation. He also earned 352,168 from
his poultry farm. How much did he earn in all?
65. 12 is 125% of what number? a. P 379,953 c. P 379,963
a. 9.6 b. 8 c. 9 d. 10 b. P 380,063 d. P 479,063

66. What percent of 16 is 40?

254
78. Christine bought 8 kilos margarine. She used 2 1/3 kilos for baking cake and 1 ½ 90. Which of these is a correct proportion?
kilos for spaghetti. How many kilos of margarine were left? a. 3:5 = 5:10 c. 1 ½ :2 = 5:7
a. 5 5/5 kilos c. 5 1/6 kilos b. 7:10 = 15:18 d. 4:9 = 2:41/2
b. 4 1/6 kilos d. 3 5/6 kilos
91. The area of rectangle is 17 cm2. Find its perimeter if its length is 13 cm
79. Mrs. Salas bought 6 meters of wire for P20. How much will 9 meters of wire cost? a. 9 cm b. 30 cm c. 44 cm d. 54 cm
a. P 15 b. P 20 c. P 25 d. P 30
92. What is the sum of the first five prime numbers?
80. Belen deposited P4, 000 in a bank with an interest of 7 ½% per Annum. How a. 11 b. 18 c. 26 d. 28
much is the interest of her money after one year?
a. P 100 c. P 1000 93. In a sequence of start and stops an elevator travels from the first floor to the fifth
b. P 300 d. P 3000 floor and then to the second floor. From there, the elevator travels to the fourth and
then to the third floor. If the floors are 3 meters apart how far has the elevator
81. There are 40 pupils with only 20 textbooks in the science class of Mrs. Dela Cruz. traveled?
What is the pupil textbooks ratio? a. 18 m b. 27 m c. 30 m d. 45 m
a. 1:2 b. 2:1 c. 2:3 d. 20:40
94. 14.3 is equal to
82. On test 25 questions, Uma made 4 mistakes. What percent id he answer a. 0.143 x 100 c. 143  100
correctly? b. 14.3 x 100 d. 0.143 x 1000
a. 80% b. 84% c. 85% d. 82%
83. Mrs. Ponti borrowed P1, 500 at 10% interest per annum for 6 months. How much 95. Which of the following has the greatest value?
did she pay back? a. 0.351 b. 35/100 c. 3/10 d. 3/9
a. P 1,525 c. P 1,575
b. P 1,500 d. P 1,595

84. Which polygon has four equal sides? 96. Which of the following numbers is greater than -3/2?
a. Rhombus c. Scalene a. -4/3 b. -3 c. -7/4 d. -2
b. Equilateral d. Isosceles
97. Simplify 1/3+2/5-2/6
85. Which two numbers total the sum of 72 the difference being 12? a. 1/14 b. 1/5 c. 2/3d. 2/5
a. 32 and 40 c. 41 and 31
b. 30 and 42 d. 24 and 48 98. Find the product of (2 ½) (5/7) (2/5)
a. 0 b. 5/44 c. 1 d. 5/7
86. The ratio of the number of boys to the number of girls in a class is 2:3. If here are
40 students in the class. How many boys are there? 99.Simplify [2(-3)2 –(-4)(-5) -2]
a. 8 b. 16 c. 18 d. 24
a. -4 b. 14 c. 28 d. 10
87. Mrs. Paredez paid P94.50 for 3 ½ dozen of eggs. How much would two dozen of
such eggs cost?
a. 50.50 b. 54.00 c. 55.00 d. 56.00

88. Mark divides his day into leisure, sleep, and work in the ratio 1:2:3. How many
hours does he spend work.
a. 4 hr b. 8 hr c. 10 hr d. 12 hr

89. It takes 20 men to build a house or 60 days. How many men will be needed to
build in 15 days?
a. 5 b. 80 c. 100 d. 120

255
 LET REVIEWER- SCIENCE Note: Scientific laws and theories cannot be proven absolutely. They are maintained as all
observations support them.
Lecture Notes
Measurements
General Science
In science, the metric system is used in all measurements for its convenience and
Definitions of Science simplicity.
The International System of Units (SI) uses the seven base quantities and units
An organized body of knowledge gathered over a long period of time to explain the given below:
world we live in.
Knowledge or a system covering general truths or the operation of general laws
especially as obtained and tested through scientific method. Physical Quantity Unit Name (symbol)
Mass Kilogram, kg
Length Meter, m
Scientific Method Time Second, s
1. Identifying the problem (Questioning) Amount of Substance Mole, mol
2. Gathering Preliminary data Temperature Kelvin, K
3. Formulating a hypothesis* Electric current Ampere, A
4. Testing of the hypothesis Luminous intensity Candela, cd
5. Analysis and Interpretation of data
6. Drawing of Conclusion
A. Reading Metric Measurements
No. of significant digits = no. of certain digits + one certain digit (0 or 5)
Independent Variable – variable changed by the experimenter
Example 1: The diagram below is a metric ruler used to measure the length of a pencil.
Dependent Variable – variable that responds to the variable that is changed in the How long is the pencil?
experiment.

Experimental group – groups that receive treatment.

Control group – opposite of Experimental.

hypothesis – it is what we think the answer to the question is and it should stated 8 cm 9 10
in terms of the variables defined.

The smallest fraction of a centimeter in the metric ruler is 0.1 cm. This corresponds
Laws and Theories to the last certain digit in any measurement. The pointer reads 9.0 cm. One uncertain digit
should be added. In this case it is 0.
*Scientific law – a description of a natural occurrence that has been observed many
times. Answer: Length of pencil = 9.00 cm
*Scientific theory – a reasonable explanation of a scientific law. It is derived from a B. Converting Metric Units
hypothesis that has been supported by repeated testing. Conversion of metric units is easily performed,
*Model – helps visualize occurrences and objects that cannot be observed directly.

256
 Weathering is a term for all processes which combine to cause the disintegration and
chemical alteration of rocks at or near earth surface.
Mega 106
Decimal Erosion includes all the process of loosening, removal, and transportation which tend to
Kilo 103 point wear away the earth’s surface.
moves to
Deka 102 the left Lithification is the conversion of unconsolidated sediment into solid rock.
Decimal
point
Hector 101
moves to
Base unit 100 the right Weather and Climate
Deci 10-1
Centi 10-2 Meteorology – the study of the earth’s atmosphere, weather and climate
Milli 10-3 Weather – the daily condition of the earth’s atmosphere
Micro 10-6
Climate – general conditions of temperature and precipitation in a large area over a long
period of time.
Example 2: How many grams are there in 37.d centigrams?
Gases found in the atmosphere:
To convert 37.5 cg to grams, count the number of steps from centi to base unit.
Since it moves upward, the movement of the decimal point is to the left. a. Nitrogen – about 78%
Answer: 0.375 g - nitrogen in air reacts with chemicals to produce nitrates, which are used by
living things for the manufacture of proteins
Major Regions of the Earth - is returned to the atmosphere by the process of decay
b. Oxygen – 21%
1. Lithosphere – the solid part and the largest portion of the earth -used for respiration
2. Hydrosphere – the liquid part. It covers about 71% of the earth’s surface
3. Atmosphere – the gaseous portion that envelops the earth -for combustion processes
4. Biosphere – the region where living things are found.
Rocks and Minerals c. Other gases – (water vapor, CO2, O3)

Everywhere you look, you find rocks of different shapes and sizes. What is Layers in the atmosphere
important to remember about rocks is the way they were formed. The varying conditions for
the rock formation influence the characteristics that each rock develops, 1. Troposphere – layer where life exists
- where different weather conditions prevail
Igneous rocks – formed from hardened magma and lava. - has lowest temperature
e.g. Rhyolite, Granite, Basalt, etc. 2. Stratosphere – contains ozone that serves as a protective shield against UV rays.
- where jetstream is found
Sedimentary rocks – form from deposited fragments or particles of other rocks that 3. Mesosphere – layer where meteoroids that enter the earth’s atmosphere are
have been weathered and eroded. burned.
e.g. limestone, conglomerate, dolomite, shale 4. Ionosphere – contains ions that are used for radio communications
5. Exosphere – orbit space for artificial satellites.
Metamorphic rocks – rocks that have undergone changes due to heat and The uneven temperature and pressure in the atmosphere result in the movement
pressure of air called winds.
e.g. marble (from limestone), slate(from shale) Monsoons are examples of winds that result from the differences in the absorption
and reflection of thermal energy by different materials of Earth.
* Rocks are made up of minerals which are either elements or compounds.

257
Ecology Solar eclipse – when the sun, the moon and the earth are in straight line. During solar
eclipse, the sun can’t be seen from earth because the moon covers it.
1. Ecology – the study of how living things interact with their environment.
2. Ecological Factors Lunar eclipse – same as solar but in this case the sun covers the moon.
a. biotic – all living factors in the environment
b. abiotic – nonliving factors that are essential to living
organisms
3. Population – a group of the same species living together
4. Community – all the different populations living together
Biology
5. Ecosystem – community of different living things interacting with one another and Biology – the branch of science that deals with the study of living systems and life
with their nonliving environment processes.
6. Biomes – a large area whose ecological communities are determined by its
climate. A. Cells

This is probably the most basic term that you would need to know. All living
Solar System systems are composed of cells. They are the basic unit of structure and fuction in living
things. Following is an illustration and concept map of a cell and the different structures
The probable origin of our solar system, specifically the sun, is similar to that of other contained in it.
stars. The age of a star is related to its temperature and its color. Bluish and white
stars are the hottest and youngest stars. The least hot and the oldest star are the
reddish stars. Cell wall/cell membrane

Nebular theory – states that the solar system originated from a rotating gas and dust mitochondrion
cloud composed of hydrogen, helium and some heavier elements.
Except for the
Ptolemaic Theory – The earth is stationary; each planet and the sun revolved around chloroplast
the earth.
Cell
Copernican Theory – This theory considers the sun as the center of the solar system. nucleus ribosome
The earth and other planets revolve around the sun in a circular orbit.
Except for the Endoplasmic reticulum
Planets

- Mercury- Rocky, cratered surface; extremely thin atmosphere Golgi apparatus

- Venus-Thick cloud cover; green house effect cytoplasm
- Earth-liquid water, life
- Mars-polar ice caps, pink sky, dominant volcanoes lysosome
- Jupiter-Great red spots, thin ring; huge magnetosphere
- Saturn-many rings and ringlets, Titan only moon with substantial
atmosphere
- Uranus-Rotates on side; worldwide ocean of superheated water protoplasm centriole
- Neptune- Unusual satellite rotation, 4 rings, great dark spot.
Asteroids - are objects that orbit the sun like planets. However they are smaller than the Microtubules and
planets and so they are sometimes called minor planet. microfilaments
Meteoroids – are objects smaller than the asteroids that revolve around the sun. Organelles are structures with specific functions found within living cells.

Comet - is a mass of frozen materials such as water, methane and ammonia along with
the bits of rock and dust.

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  Nucleus – This organelle is arguably the most important structure in the cell a. Carbohydrates – immediate source of energy
because it serves as the control center in which individual functions of the other - elemental composition: C, H, O
organelles are coordinated. - building blocks: monosaccahrides
 Cell wall/cell membrane – the cell wall in plant cells and in some monerans and - e.g. sucrose (table sugar), maltose, amylase
protests provides rigidity for support to the cells and a characteristic shape for b. Fats/Lipids – these molecules serve as another source of energy after carbohydrates
functionality and structure. The cell membrane on the other hand is selectively - elemental composition: C, H, O
permeable. - building blocks: fatty acids and a glycerol backbone
 Mitochondrion – this organelle is also called as “powerhouse of the cell”. It serves - e.g. waxes, oils, and cholesterol
as the site where ATPs are abundantly synthesized. c. Proteins – these molecules serve as sources of building materials.
 Chloroplast – this serves as the site of photosynthesis among plants and - elemental composition: C, H, O, N, S
photosynthetic algae. - building blocks: amino acids
 Ribosome – this serves as the site of protein synthesis. - e.g. amylase, actin and myosin
 Endoplasmic Reticulum – These organelles serve as channels or passageways d. Nucleic Acids – these molecules include the RNA’s and the DNA’s
through which materials are transported to the different parts of the cell. - elemental composition: C, H, O, N, P
 Centriole – this serves for cytokinetic purposes and is very common among - building blocks: nucleotides
dividing cells
 Lysosome – the structure is also called “suicidal bag” as it releases digestive juices Cells according to complexity
 Golgi apparatus – this serves for selection and packaging of cellular materials. Prokaryotic cells – have no membrane-bound nucleus and organelles; typical of
bacteria and blue-green algae
Eukaryotic cells – have membrane-bound nucleus and organelles; typical of
Differences between plant and animal cells protests, fungi, plants, and animals.

Structure Plants Animals Cell Transport

1. cell wall Present Absent Passive Transport – does not require the expenditure of energy; moves particles through
the concentration gradient.
2. chloroplast Present Absent
Active transport – requires the expenditure of energy; moves particles against the
3. centriole Absent Present concentration gradient.
4. lysosome Absent Present Diffusion - this refers to the process in which molecules of solvent move from an area of
high concentration to an area of low concentration.
5. vacuole One/large Many/small
Osmosis – this refers to the diffusion of particles or molecules across selectively
permeable membrane.

How did the concept of the cell come about? Cell Reproduction

The Cell Theory serves as the basis on which everything that we know about the cell is This refers to the process by which cells divide to produce daughter cells. It involves either
anchored. There are three elements to this theory; mitosis if somatic or body cells are involves or meiosis if germ or sex cells are involved.

1. All living things are made up of cells. Mitosis - refers to the division of the somatic cells

2. Cells are the basic unit of structure and function in living systems. - also referred to as equational dvision because the ploidy number of the daughter cells
is equal to the ploidy number of the dividing cell.
3. All cells come from preexisting cells. Meiosis - refers to the division of germ cells

Like any biological structure, the cell is composed of biomolecules that are intricately - also referred to as reductional division because the ploidy number of the
combined to enable the cell to perform its metabolic functions. daughter cells is only half that of the parent cell
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B. Botany Stem

Plants are autotrophic organisms capable of synthesizing their own food for growth The stem is readily recognized by the presence of nodes. Leaves are born on
and maintenance through the process of photosynthesis. Their cells are eukaryotic (i.e. these nodes. The intervening area between the two nodes is an internode.
with a distinct nucleus and other membrane-bound organelles) like fungal and animal cells,
but are distinguished by the presence of cellulosic cell walls, plastids and large vacuoles. Leaf
Plant cells may also contain non-living inclusions called ergastic substances that are
products of the cell’s metabolism, like crystals and starch. It is a flattened, green, lateral appendage that carries out the functions of
photosynthesis and transpiration. Chlorophyll gives the leaf its green color.
Major plant cell types:
Flower
Three major plant cell types, parenchyma, collenchyma and sclerenchyma, make up the
different tissues of the plant. Although they assume various shapes, they are most easily It is a modified branch representing the reproductive structure of an angiosperm. It
distinguished by general features and location in plant body. is generally divided into four parts: the green sepals, brightly colored petals, the male
structure stamen, and the female structure known as pistil (carpel). Each of these has a
o Parenchyma cells are usually large, thin-walled and are extremely variable in collective term, respectively, the calyx, corolla, andorecium and gymnoecium.
shape.
o Collenchyma cells have primary cell walls that are thickened irregularly by Fruit
cellulose and pectin materials.
o Sclerenchyma cells have a comparatively thick primary cell wall bearing heavy The fruit is the ripened ovary with functions to protect and disperse the seeds. It is
depositions of lignified secondary substance laid down in a laminated pattern. the product of the entire pistil and other floral parts that may be associated with it. Two
processes precede fruit development; pollination or the transfer of pollen from the anther to
Tissues are aggregate of cells with similar structure and function. Some of the cells the stigma and fertilization or the fusion of a sperm nucleus and an egg cell.
in the tissue may even undergo further cell modification and change in function. Thus it is
difficult to classify plant tissues on the basis of a single criterion like function, origin or Photosynthesis and Transpiration
structure.
Photosynthesis and transpiration are physiological processes occurring in leaves.
o Meristematic tissues are composed of immature cells and regions of active cell Photosynthesis involves the trapping of the radiant energy and its conversion into chemical
division. They provide for growth and are found in the root tip. energy. It takes place in the chloroplast of the leaves. Transpiration is the loss of water in
o Permanent tissues vapor form through the stomates, minute openings distributed on the surface of leaves. A
a. Epidermis –composed of tiny openings principally on the underside of the stoma has a pair of epidermal cells called guard cells. Water moving into the guard cells
leaves that regulate the exchange of water and gases called stomates. cause latter to be turgid thereby opening the stomal pore. When the water moves out of the
b. Periderm – constitute the corky outer bark of trees. guard cells, these become flaccid and the stomal pore closes.
c. Vascular tissues – composed of xylem and phloem; xylem functions for the
transport of water and minerals upward from the roots while phloem functions The numerous stomates of a leaf serve as entry point for a carbon dioxide
for the transport of food materials. (photosynthesis) and the exit for water vapor (transpiration). If transpiration proceeds at a
rate much faster that that of the roots could absorb water from the soil, the plant tissues
suffer from water deficit, causes plant to wilt.
Different Plant Parts
General Equation:
Root
Photosynthesis: 6 CO2 + 6 H2O C6H12O12 + 6 O2
It is typically underground organ of the plant axis that functions principally for
anchorage and absorption of water and minerals from the soil. The first formed root is the Respiration
primary root. It develops from the radicle of the seed embryo. Some root arises from other
plant organs like stems and leaves hence are described as adventitious. There are two C6H12O12 + 6 O2 6 CO2 + 6 H2O
general types of root system, the fibrous which is found in monocotyledons, and the
taproot, characteristic of dicotyledons. - it is a complex process by which energy in the form of ATP is released from food
molecules ingested by organisms.

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Plant Taxonomy *Law of Independent Assortment states that the alleles of the different genes separate
cleanly from each other and randomly combining during meiosis.
It is the science of classification, nomenclature and identification of plats. It is the
most basic and a unifying field of botany. These laws can be illustrated using monohybrid and dihybrid cross:

Classification is the arrangement of plants into categories that have similar a. Monohybrid Cross
characteristics. These categories called taxa are arranged into hierarchy to form a
classification system. The smallest taxonomic unit is the species. Similar species form a One of the pairs of alternative characters in sweet peas studied by Mendel waqs
genus and elated genera, a family. The most inclusive category, the kingdom comprises all round vs wrinkled seed. These distinctive characters or traits are called phenotype while
plants. the gene or genetic content coding for these traits is the genotype. In example below, both
parents are homozygous so that the round (P1) and wrinkled (P2) parents have the RR
Nomenclature is the orderly assignment of names to taxa or categories in and rr genotypes, respectively. The gametes produced after meiosis by P1 is R and by P2
accordance with the rules of International code of botanical nomenclature. A plant’s is r so the progeny of the first filial generation (F1) have heterozygous (Rr) genotypes.
scientific name is a binomial, that is, it is composed of a generic name (genus) and a Since R is dominant over r, then the F1’s have round phenotype. This is an example of
specific epithet. The name of the person who proposed the binomial completes the complete dominance. R masks the expression of r. This is the dominant allele. The allele
scientific name (Oryza sativa L.) that is masked ( r ) is the recessive.

C. Genetics Genetics is the study of heredity and variation. Heredity is the Female Parent (P1) Male Parent (P2)
transmission of traits from generation to generation while variation deals with genetic
differences between organisms. The process mainly involved in heredity and variation is Phenotype: Round Wrinkled
cell division.
Genotype RR rr
The cells in all organisms grow and reproduce by cell division. A unicellular
bacterium, after doubling in size, can reproduce by dividing into two cells. In multicellular Gametes R r
organisms like man, increase in size is attained by dividing its constituent cells.

Gene Segregation and Interaction

Dominant Allele - alternative trait that is expressed in the phenotype.

Fertilization
Recessive Allele – alternative trait whose expression is marked in the phenotype.

F1 genotype: Rr
Law of Dominance – state that only dominant alleles are expressed in the phenotype and
that recessive alleles are masked among hybrids but are manifested among pure breeds. Phenotype; Round

Law of Co-dominance – states that two equally dominant alleles are equally expressed in To demonstrate that the F1’s are heterozygous, a testcross can be conducted
the phenotype and that no blending is achieved. wherein the F1 plants are crossed to the homozygous recessive parents (rr). The recessive
parent contributes the gametes ( r ) while the other parent contributes R and r. Testcross
Law of Incomplete Dominance – states that among multi-allelic traits, two dominant results in 1 Rr (round): 1 rr (wrinkled) or 1:1 segregation ratio.
alleles that are not dominant enough to mask the expression of one another, are
incompletely expressed in the phenotype, hence a blended trait is achieved. Rr x rr

Mendel’s law may be separated into two rules: first, the law of Independent Segregation of Gametes r
Alleles and second, the Law of Independent Assortment.
R Rr (round)
*Law of Independent Segregation states that the alleles in a gene pair separate cleanly
from each other during meiosis. r rr (wrinkled)

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 (protein synthesis). The transfer of information from cell to cell or from generation to
generation is achieved by replication. On the other hand, the transfers of information from
Genotypic Ratio: 1Rr : 1rr the DNA to the proteins involve two processes: transcription and translation. Generally, all
organisms follow this mode of transfer except for some viruses that undergo reverse
Phenotypic Ratio: 1round : 1 wrinkled transcription.

b. Dihybrid Cross

The members of gene pairs located on different homologous chromosome Transcription

segregate independently of each other during meiosis. Translation

Mendel studied two phenotypes, texture and color of seeds with two alternative
traits; round and yellow seeds vs. wrinkled and green seeds. He crossed pure breeding DNA RNA
round, yellow seeded plants with pure breeding wrinkled, green seeded plants. The F1 PROTEIN
progenies were all yellow round seeded plants. The F2’s gave 315 round, yellow: 101
wrinkled yellow; 108 round, green and 32 wrinkled, green plants. Approximately 9:3:3:1.

The method used in getting the genotypic ratio among F2 progeny is called Reverse
Punnett Square or Checkerboard method.
Mutation – changes in the genetic materials that are essentially heritable.
Transcription
Molecular Basis of Heredity
a. Deletion – refers to a segment of base pairs in the DNA that is spliced off.
The first part dealt with the physical basis of heredity – the chromosomes.
Chromosomes are the carriers of the multitude of genes. Genes or hereditary units, on the b. Substitution – refers to a segment of the base pairs in the DNA that is replaced by a
other hand, are actually fragments or portions of the deoxyribonucleic acid or DNA. different series of base pairs.

A chromosome is made up of one very long DNA packaged with histones to fit C. Translocation – refers to segments of base pairs that are differently positioned.
inside a minute nucleus of the cell. Eukaryotic cells with several chromosomes would,
therefore, contain more than one molecule of DNA. Prokaryotic cells and viruses generally d. insertion – refers to base pairs that are added to segment of DNA.
possess one long molecule of DNA either naked or associated with proteins but not as
organized as compared to eukaryotic chromosomes. The DNA has been tagged as the Evolution – this process refers to the gradual change in populations through time.
genetic material of all organisms with the exception of some viruses with ribonucleic acid
or RNA as their genetic material. D. Animal Development (30 minutes)

Central Dogma of Molecular Biology Animal Cells, Tissues and Tissue Organization

DNA as the genetic material is capable of transmitting biological information from a Animal tissues are generally classified into four categories: Epithelium, Connective
parent cell to its daughter cells and, in a broader perspective, from one generation to Tissue, Muscle and Nerve. These animal tissues make up all the organ systems of the
another. The information stored in its base sequence is copied accurately by replication. body.
Replication is a process of faithfully copying a DNA to produce two DNA molecules
identical to the parent DNA. These DNA molecules are then passed on to the daughter o Epithelium, in its simplest form, is composed of a single continuous layer of cells of
cells via the chromosomes during cell division. the same type covering an external or internal surface.

The information stored in the DNA when expressed will result to a particular trait of
an individual. The trait is expressed through the action of proteins either directly or o Connective Tissue, has the widest range encompassing the vascular tissue(blood
indirectly. and lymph), CT proper, cartilage and bone.
o Muscular tissue consists of elongated cells organized in long units of structures
The central dogma of molecular biology consists of three general processes called muscle fibers or muscle cells. The two general categories of muscle, smooth
namely: replication (DNA synthesis), transcription (RNA synthesis) and translation

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 and striated. Striated or skeletal muscle functions for voluntary control while d. Blastula
smooth muscle functions for involuntary contractions.
o The nerve cells or neurons comprising the nervous tissue each possess a cell The mass of blastomeres forms a hollow fluid-filled cavity, the blastocoel. In frogs,
body which contains the nucleus and the surrounding cytoplasm. The process cells below the blastocoel are large; these are the macromeres.
come in contact with other nerve cells, or with other effector cells through a point of
contact called synapse.
Animal Development
In humans, at this embryonic stage, the 32-cell cell blastocyst burrows into the
Animal development is a series of events that is controlled by the genetic uterus. The blastocyst has two distinct cell types; an inner cell mass and an outer shell, the
information in the nucleus and factors in the cytoplasm. It starts with fertilization and ends trophoblast. The former will become the embryo, the latter will give rise to the extra-
into the arrangement of cells which gives the embryo its distinct form. Features which are embryonic membranes termed amnion and chorion.
unique to organism such as the shape of the face, location and number of limbs and
arrangement of brain parts are molded by cell movements in response to the action of e. Gastrula
genes in the nucleus and molecules in the cytoplasm.
Gastrulation, a stage of extensive cell movements, rearranges the embryonic cells.
Stages of Development Cells are translocated to the different areas thus acquiring new neighbors and new
positions. The neighbor cells may act as inducers in the formation of structures. The
a. Gametogenesis different cell movements establish the third germ layer, the mesoderm.

Each species has its own chromosome number. Somatic cells of humans have 23 At the end of gastrulation, the embryo has three primary germ layers: an outer
pars of chromosomes (22 pair somatic and one pair sex; one chromosome of each pair is ectoderm, an inner endoderm and middle mesoderm. At this stage tissues have become
originally derived from the father and the other from the mother. The chromosomal pair committed to form one type of organ- a brain or stomach.
comes in contact with each other and exchange segments during meiosis. This
phenomenon provides combinations of parental traits hence there is more viability in the The ectoderm gives rise to the epidermis of the skin, sense organs and the
characters of the offspring. nervous system. The endoderm gives rise to the organs of the respiratory and digestive
systems. The mesoderm gives rise to the organs of the circulatory, skeletal, muscular,
Gametogenesis changes the diploid cells into haploid sperms and ova. Cells excretory and reproductive systems, connective tissues and linings of body cavities.
undergo meiosis, a sequence of two divisions during which the chromosomes divide only
once. The resulting cells have only half the number of the chromosomes of the parent f. Neurula
cells. This process prevents doubling of the chromosomes during fertilization.
Toward the end of gastrulation, the ectoderm along the dorsal surface elongates to
The male germ cells, initially round and large, are changed into slender and form a layer of columnar cells, the neural plate. This region thickens and moves upwards
flagellated cells. The cytoplasm is practically lost and mature cells develop a head, neck forming the neural fold which then fuse to form a hollow tube, the neural tube. Closing of
and tail. The female germ cells gradually increase in size as a result of growth. the neural tube starts at the head region and continues posteriorly. This piece of tissue
gives rise to skin pigments, nerves and the adrenal medulla.
b. Fertilization
g. Organ formation
The ovum and the sperm unite thus restoring the diploid chromosome number of
the species. In humans, each gamete has 23 chromosomes (haploid). Upon fertilization the The ectoderm, mesoderm and endoderm formed in the gastrulation are the source
zygote acquires 46 chromosomes. At this stage of development, the genetic sex of the materials for the development of organs. At this stage the component cells are still
individual is established. undifferentiated and do not show any adult feature. These masses are further subdivided
into groups of cells until the organ acquires its unique characteristics and specific location.
c. Cleavage
h. Brain Formation
The unicellular zygote undergoes cleavage characterized by active mitoses. It is
not a period of growth but a time in which the zygote is divided into a large number of small The earliest form of the brain is the nueral tube. At this stage, the brain shows
cells, the blastomeres. Each blastomere nucleus has the same DNA since these are three regions- prosencephalon (forebrain), mesencephalon (midbrain) and the
derived from the same cell, the zygote. Cleavage ends with the formation of the rhombencephalon (hind brain). Later, the prosencephalon divides into telencephalon and
multicellular organism. diencephalons. The mesencephalon remains undivided.

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 In frogs, the brain is a straight tube and remains in that condition in adult. In The abiotic component, on the other hand covers climatic, edaphic (soil) and
humans, the embryonic brain undergoes bending and twisting. Hence in adult, the topographic factors.
hindbrain is adjacent to the forebrain and the eyes become anterior to the nose.
Climate includes light, temperature, precipitation and wind. Light influences the
i. Limb Formation biotic components in many ways, as in photosynthesis, flowering seed dormancy, leaf
senescence, nesting, migration and hibernation. Light quality penetrating with increasing
water depths also determines the type of producers (i.e. green algae in shallow water and
red algae at greater depths). Temperature affects living organisms by influencing their
Limbs start as buds at the embryonic sides, which later develop as paddle-like metabolic processes. It can determine the type of vegetation in different ecosystems
extremities. Later, circular constrictions appear dividing the limb into three main segments. depending on its availability.
Fingers and toes develop when cells at the most distal end die. The upper limb rotates 90º
sideward so that the thumbs move sideward. The lower limb rotates 90º towards the Water as the universal solvent plays an important role in the ecosystem as it
center, placing the big toe at the center. serves as a medium for biochemical processes. It can determine the type of vegetation in
terrestrial ecosystems depending on its availability. In aquatic ecosystems, however, what
E. Ecosystem and Ecology plays important roles are salinity, ph, temperature and dissolved oxygen.

The branch of biology that pertains specifically to the relationship of an organism The atmosphere is a major reservoir of nutrients important to life. Nutrient cycling
with that of its environment is known as ecology. Ecology is a body of knowledge that in the atmosphere is further facilitated by wind. The latter also accelerates evapo-
covers the economy of nature. It involves the study of overall relationship of an organism to transcription rate causing damage to plant structures. However, it plays an important role in
its inorganic/organic environment, that is, the physical world; and its relation and interaction facilitating seed dispersal and in the distribution of plants and animals.
with other organisms, both plants and animals alike.
Biome - is a geographical unit uniformly affected by a common prevailing climate havin a
The basic functional unit and the most important concept in ecology is the similar flora and fauna.
ecosystem, as it includes both plants and animals and the physical environment, each of
which influencing the other. Ecosystem or ecological system may refer to biotic Terrestrial biomes the world over include:
assemblage of plants, animals, microbes interacting among them and with that of the
physico-chemical environment.  Tropical rainforests – which have the highest species diversity
 Coniferous forests – which harbors the pine-trees
Components of the Ecosystem and Trophic Levels  Deserts – characterized by very low species diversity
 Grasslands – also variously called savannahs, steppes and scrubs
The ecosystem has two basic components – the biotic (living) and abiotic (non-  Taigas and
living) components. The biotic component is further subdivided into two units, namely, the  Tundras-characterized by permafrosts
autotrophs (self nourishing/self feeding) and the heterotrophs (other feeding). Aquatic biomes on the other hand include:

The autotrophs are usually chlorophyll-bearing organisms, that are able to  Marshlands
harness solar energy. In the presence of water and carbon dioxide, they convert this  Lakes
energy into (chemically-stored energy) known as adenosine triphosphate or ATP. They  Seas and oceans and
assume the role as producers in an ecosystem. Plants are the typical producers. However,  Estuaries
in aquatic systems, algal communities or phytoplanktons may be the producers. Five Kingdoms

Heterotrophs, on the other hand, are those that depend on the producers as food.  Monera – prokaryotic; unicellular; includes the bacteria and the cyanobacteria.
They are generally classified as consumers, although those that secure food directly from  Protista – eukaryotic; unicellular/colonial; includes the flagellates, the ciliates, the
the producers are better known as herbivores or primary consumers. A secondary sarcodines and the algal systems.
consumer or carnivore, on the other hand, derives its nourishment indirectly from the  Fungi – eukaryotic; unicellular (yeasts) and multicellular (molds and mushrooms).
producers by devouring the herbivore. In some ecosystems, tertiary consumers exist.  Plantae – eukaryotic; multicellular;
Other heterotrophs include also the decomposers where organic matter is reduced to  Animalia – eukaryotic; multicellular; includes the invertebrates and vertebrates.
simpler substances. Structurally therefore, the ecosystem can composite the following, that Ecological Relationships
is, the abiotic factors; the producers; the macroconsumer; and the decomposers.
a. Mutualism – “give and take” relationship

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 b. Commensalisms- a relationship where the commensal is benefited and the host is Chemistry- is a science that studies matter, its properties, structure and the changes it
neither benefited nor harmed undergoes together with the energy involved.
c. Parasitism – a relationship where the parasite is benefited and the host is harmed
d. Competition – neither organism in this relationship is benefited Branches of Chemistry
e. Predation – a relation where the predator is benefited and the prey is harmed
Food Chain  Analytical Chemistry
 Physical Chemistry
Three components of a Food Chains  Inorganic Chemistry
 Organic Chemistry
a. Producers – occupies the 1 st trophic level; composed of plants and photosynthetic  Biochemistry
algae Scientific method- a systematic approach/procedure in investigating nature; a
b. Consumer combination of observations, experimentation and formulation of laws, hypotheses and
- herbivore – occupies the 2nd trophic level; 1º consumer theories; an organized approach to research
- carnivore – occupies the 3rd trophic level; 2º consumer
- omnivore – occupies either the 2nd or 3rd trophic levels.
c. Decomposer – the last component of a food chain

Energy Transfer - energy is transferred from one trophic level to another following the 10
% rule.

Food Web - it is a feeding relationship that is illustrative of a series of interlinking food

chains.

Ecological Laws

Two ecological laws can demonstrate this relationship between organisms and
their environment. These include Liebig’s Law of Minimum and Shellford’s Law of
Tolerance. STEPS IN A SCIENTIFIC METHOD

 Liebig’s Law of Minimum states that “growth and survival of an organism is 1. Observation or Data Gathering
dependent primarily on the nutrients that are least available. “A plant will
grow and develop well where a particular nutrient critical for growth and Observations-things perceived by the senses; can be quantitative or qualitative
survival is found to be inadequate or not available at all in that particular
area. Take note that magnesium is an important component for the  Qualitative – consist of general observations about the system
production of chlorophyll, being the central atom of pigment.  Quantitative – consist of numbers obtained by various
 Shellford’s Law of Tolerance states that “the existence of the organism is measurements of the system
within the definable range of conditions.” This means that “ organisms then Examples:
can live within a range between too much and too little”. Thus an organism
han an optimum range of conditions (peak) curve and an intolerance zone,  Ice floats in water
where number of organisms is at its lowest or zero.  Vinegar is sour
 Body temperature is 39.0oC
 An object weighs 1.5 kg
Chemistry
Observation vs. Inference
Inference – interpretation of the observation
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 e.g. The clouds are dark. (observation) Final zeros after a decimal point are always significant.
It might rain. (inference) e.g. 25.330 g has 5 significant figures
2. Are the observations answerable by any natural law? 2. Captive Zeros
Law (natural law) - a pattern or consistency in observation of natural phenomena; a verbal Zeros that are found between any two non-zero digits are significant.
or mathematical statement which relates a series of observation e.g 706.3 mm has 4 significant figures
e.g. Law of Conservation of Mass 3. Leading Zeros
Law of Thermodynamics a. Zeros before a decimal point are not significant.
3. Defining a problem e.g 0.786 g has 3 significant figures.
4. Formulate a possible solution (Hypothesis Making) b. When there are no digits before a decimal point or when the digit before a decimal point
Hypothesis- an educated guess to explain an observation; a tentative explanation of a is zero, the zeros after the decimal point preceding other digits are not significant.
natural law based on observation e.g. 0.000543 cm3 has 3 significant figures
5. Experimentation 4. Final Zeros in a whole number may or may not be significant.
- Is the hypothesis really the answer to the problem? To resolve this, use of exponential is recommended.
6. Interpret results.
7. Generate a generalization. EXACT NUMBERS Any number that is exact such as the number 3 in the statement
“there are three feet in one yard” is said to have unlimited number of significant figures.
Theory- a hypothesis that survived testing through experimentation; a model or a way of
looking at nature that can be used to explain and make further predictions about natural ADDITION AND SUBTRACTION
phenomena
The sum or difference should have the same number of digits to the right of the
Laboratory Rules and Techniques decimal point as the factor with the least number of digits to the right of the decimal point.
e.g. 35.986
 Do not return extra chemicals to the main supply unless so directed. To avoid + 675.8
waste, take from the supply only the amount of material needed. 567.3839
 Perform experiments with the apparatus at arm’s length from the body never
directly under the face. 1279.1699  1279.2 (five significant figures)
 If you must smell a substance, hold the container at a distance and, with a cupped MULTIPLICATION AND DIVISION
hand, waft the fumes toward your nose.
 Never use cracked or broken equipment. It can complete its breaking. The result obtained by multiplication and/or division must have the same number
 Never pour water into concentrated acid. Always add the acid to the water with of significant figures as the factor with the least number of significant figures.
stirring.
 Read the lower meniscus of a colorless liquid at eye level. Use the upper meniscus e.g (34.6)(3450.0)/345 =346.00  346 (three significant figures)
when the liquid is colored.
 Never weigh hot substances. RULES FOR ROUNDING OFF NUMBERS

Measurements in Chemistry When the answer to a calculation contains too many significant figures, it must be
rounded off to the proper number of significant figures. The rules for rounding off is
Rules on the Use of Significant Figures summarized as follows:

NON- ZERO DIGITS All non-zero digits are significant 1. If the digit to be removed is less than 5, drop this digit and leave the remaining numbers
unchanged. Thus, 1.23 becomes 1.2 when rounded off to two significant figures.
ZEROS IN MEASUREMENTS
2. If the digit to be removed is equal to or greater than 5, drop this digit and increase the
There may be some confusion about the zero in a measurement. Rules will be preceding digit by one. Thus, 3.46 becomes 3.5 when rounded off to two significant figures.
used to determine whether zeros are significant or not.
ACCURACY AND PRECISION
1. Trailing Zeros
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Accuracy  refers to the nearness of a value to the true or actual value.  In the solid state, the ions do not move from their positions in the lattice but only
 measured by percentage error vibrate in place
Error – the difference between a measured value and the true (or most probable) Properties of Ionic Compounds
value.
% error = /Average value – True value/ x 100% Melting Point: High
True value Electrical Conductivity: Solid Non-conducting
Higher % error, less accurate Molten Conducting
Precision  indication of the agreement among different measurements of the same event. Aqueous Conducting
 measured by deviation Hardness: Very Hard
Deviation – absolute value of the difference of the measured value from the Malleability: Brittle
average value
Deviation = /Measured value – Average value/ Covalent Molecular Substances

Higher deviation, less precise  Uncharged or neutral structural units (molecules) in the crystal lattice.
 The atoms in each molecule are held together by strong COVALENT BONDS.
Properties of Covalent Molecular Compounds
MATTER
Melting Point: Low
Matter- anything that has mass, takes up space (volume) and possesses inertia Electrical Conductivity: Solid Non-conducting
Molten Non-conducting
Aqueous Non-conducting
Matter Hardness: Soft
Malleability: Brittle

Covalent Network Substances

Pure substances Mixture
 The structural units that occupy the lattice points in the solid are ATOMS.
 The atoms are bound to each other by strong COVALENT BONDS.

Elements Compounds Homogeneous Heterogeneous

(Solution) Properties of Covalent Network Substances

Melting Point: Very high

Pure Substance- homogeneous matter that cannot be separated into its components by Electrical Conductivity: Solid Non-conducting (except graphite)
physical means; with fixed composition and distinct properties Molten Non-conducting
Aqueous Insoluble
Types of Pure Substances: Hardness: Very Hard
a. Elements- pure substance composed only of 1 type of atom; cannot be decomposed by Malleability: Brittle
ordinary means into simpler substances (Ex. H, He, Au, W)
Mixture- combination of different substances in variable proportions; can be separated into
b. Compounds- two or more elements chemically combined in a definite and constant its components by physical methods of separation
proportion (Ex. KCl, CH3COOH, MgCl2)
Types of Mixtures:
Ionic Compounds
a. Homogeneous- uniform composition and properties throughout a given sample, but
 Structural units are the cations and anions composition and properties may vary from one sample to another (e. g. solutions)

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b. Heterogeneous- with non-uniform properties throughout a sample where components Intrinsic Properties properties which are inherent to the substance and do not change
retain their identity and phase boundaries exist (e.g. colloids, suspensions) for different samples of the same substance

Other Classification of Matter e.g. density, boiling and melting points, odor, taste

a. Physical States of Matter (Phases of Matter) Physical properties characteristics observed or measured without changing the
identity or composition of the material
 SOLID – rigid, has definite volume and shape
 LIQUID – fluid ( has ability to flow), takes the shape of the portion of the container Chemical Properties characteristics observed or measured only by changing the
they occupy identity or composition of the material; ability or inability of matter to undergo a change in
 GAS – fluid, expands to fill up its container its identity or composition at given conditions
b. Special forms based on arrangement of particles and the degree of cohesiveness
Changes in Matter
Crystalline solids; amorphous solids; liquid crystals

 Crystalline solids – high degree of cohesiveness and very orderly arrangement of Changes in Matter
particles
 Amorphous/non-crystalline solids – disordered arrangement of particles but with a
high degree of cohesiveness
 Liquid crystals – medium degree of cohesiveness and very orderly arrangement of Physical Change Chemical Change
particles; allows a degree of ordered motion of particles

PROPERTIES OF MATTER Phase Change

Synthesis Decomposition Single Displacement

Properties of Matter

Solid Liquid Gas Double Displace

Extensive/Extrinsic Intensive/ Intrinsic Physical Chemical

Extensive Properties properties that depend on the amount of material observed

Physical Change changes in the phase or state of a substance but not its
e.g. mass, volume, texture composition

Intensive Properties properties that does not depend on the amount of material e.g. changes in state (liquid  gas), shape or size (granules  powder)
observed
Phase Change – determined by existing conditions of temperature and pressure
e.g. density, odor, taste
Sublimation Solid to Gas Deposition Gas to Solid
Extrinsic Properties properties that can vary with different samples of the same
material Melting Solid to Liquid Freezing Liquid to Solid
e.g mass, volume, size Evaporation Liquid to Gas Condensation Gas to Liquid

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Chemical Change substances are converted into other substances LAWS OF CHEMICAL COMBINATION

e.g. rusting of iron, burning of wood 1. Law of Conservation of Mass

Types of Chemical Reactions  Antoine Lavoisier (1743-1794) - “Father of Chemistry”

Established chemistry as a quantitative science
1. SYNTHESIS / COMBINATION – formation of a bigger compound from simpler Studied combustion
ones

A+B+C…D “In a chemical reaction, the total mass of the starting materials (reactants) is equal to the
total mass of the materials produced (products).”
2. DECOMPOSITION - A single compound is broken down to 2 or more simpler
substances 2. Law of Definite Proportion or Composition

- Solids require heat (D)  Joseph Proust (1754-1826)

Showed that copper carbonate always has the ff. proportion by mass:
AB+C+D+… 5.3 parts Cu : 4 parts O : 1 part C
“Any sample of a pure chemical substance contains the same elements in the same
3. Single Displacement- Cation or anion is replaced by an uncombined element definite proportion by mass of its elements.”

AB + C  AC + B 3. Law of Multiple Proportion

4. Double Displacement – Metathesis Exchange of partners  John Dalton (1766-1844)

“In different compounds of the same elements, the different masses of one element that
AB + CD  AD + CB combine with a fixed mass of the other element are in the ratio of small whole numbers.”

Other types: HISTORICAL DEVELOPMENT OF ATOM

 Combustion - Reaction with O2 to form CO2, H2O, N2 and oxides of any other Greeks (400 BC)
elements present o Matter was composed of 4 fundamental substances: FIRE, EARTH,
 Precipitation - Formation of a precipitate when a solution is added to another WATER, AIR
Precipitate – an insoluble or slightly soluble solid that forms when 2 solutions are Leucippus and Democritus (5th BC)
mixed. o First to propose that matter is made up of tiny indivisible particles called
“atomos” meaning indivisible
Solubility Rules Lucretius and the Greeks (1 BC)
o What appears as a solid object may actually consist of small particles
1. All nitrates are soluble. o There must be some limit to the number of subdivisions which can be
2. All acetates are soluble. formed on any bit of matter
3. All NH4+ salts are soluble. o Matter can be resolved ultimately into a unit which is indivisible and
4. All salts of Group 1 are soluble. indestructible
5. All chlorides are soluble except chlorides of Hg22+, Pb2+ and Ag+. “ATOM” means cannot be cut/destroyed
6. All bromides are soluble except bromides of Hg22+, Pb2+ and Ag+.
7. All iodides are soluble except iodides of Hg2+,Hg22+, Pb2+ and Ag+ - The Greeks were only concerned on the existence of the atom but not on its
8. Most sulfates are soluble except Group 2, Pb2+ and Hg2+. nature
9. All phosphates are insoluble except NH4+ and Group 1.
10. All chromates are insoluble except NH4+ and Group 1. DALTON’S ATOMIC THEORY
 Neutralization -Reaction between an acid and a base forming water and salt
John Dalton (1766-1844)

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  In 1808, published the book “A New System of Chemical Philosophy”  He also showed that whatever metal is used as a cathode and whatever gas is
wherein he presented the atomic theory in detail. present inside the tube, the cathode ray consist of the same particles as shown by
Dalton’s Billiard Ball Model the same e/m ratio.
Importance of Thomson’s Experiment
The atom is a tiny, hard, indestructible sphere.
 It correctly suggested that the atom consists of an arrangement of + and –
charges.
Dalton’s Atomic Theory  It postulated the presence of the electron in all matter
Robert Millikan (1909)
1.Matter consists of tiny particles called atoms which are  Using oil drop experiments, he determined the charge of an electron:
indestructible. -1.6 x 10-19 c
2. All atoms in a given element are identical and have the same  Thus the mass of an electron is (using e/m ratio):
mass. 9.11 x 10-28 g
3. Atoms of different elements have different properties.
4. Reactions involve only the rearrangement of atoms; separation or union. When
atoms combine to form compounds, the ratio of the no. of combining atoms is
fixed.
Thompson’s Raisin Bread/ Plum Pudding Model

Joseph John Thomson (1904) Rutherford’s Nuclear Atom Model (Alpha Scattering Experiment)
 Studied cathode ray tubes
Ernest Rutherford (1871-1937) and Hans Geiger (1882-1945)

 The cathode rays are repelled by the negative pole of a magnetic field Majority were
 This suggests that the ray consists of a stream of negatively charged undeflected
particles  Some
 All atoms must contain electrons. were slightly
deflected

 Few

bounced off

Explanations:

 Most of the mass and all the (+)

charges on an atom are centered in a
 An atom is a diffuse, spherical cloud of positive electrification very small region called the nucleus.
with randomly embedded negatively charged electrons.  The atom is mostly empty space.
 Thomson measured the charge to mass ratio of the electron:  The magnitude of (+) charge is different
e/m = -1.76 x 108 c/g for different atoms.

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  Electrons move around the (+) nucleus. • There is a fundamental limitation to just how precisely we can know both the
position and the momentum of a particle at a given time.
The Nature of Light

- Radiant energy that exhibits wavelike behavior and travels

through space at the speed of light in a vacuum. It has
oscillating magnetic and electric fields in planes
perpendicular to each other.

Eugene Goldstein (1850-1930) Primary Characteristics of Wave

 Goldstein, in 1886 identified the positively charged particle and named it proton 1. WAVELENGTH, λ

- distance between two consecutive peaks or troughs in a wave

 He used cathode with holes and observed
rays passing through the holes opposite in 2. FREQUENCY, 
direction to those of the cathode rays.
 The mass of this particle almost the same as - number of waves or cycles per second that pass a given point in space
the mass of the H atom
 The charge is equal in magnitude (but Relationship of λ and 
opposite in sign to that of the electron)
λa 1/ν or λν = c

Bohr’s Solar System Model of the Atom Where c= speed of light (2.9979 x 108 m/s)

Neils Bohr (1885-1962) Atomic Spectra

 In 1913, tried to explain the line spectra of hydrogen
Features: - The spectra produced by certain gaseous substances consist of only a
limited number of colored lines with dark spaces between them.
The electrons move about the nucleus in certain circular orbits.
Only certain orbits and energies are allowed. - This discontinuous spectra.
The electron can remain in an orbit indefinitely.
In the presence of radiant energy, the electron may absorb E - Each element has its own distinctive line spectrum- a kind of atomic
and move to an orbit with higher E fingerprint.
Quantum or Wave-Mechanical Model
Robert Bunsen (1811-1899) and Gustav Kirchhoff (1824-1887)
Louis de Broglie (1892-1987), Erwin Schrodinger (1887-1961),
Werner Heisenberg (1879-1976) • Developed the first spectroscope and used it to identify elements.
Features: Max Planck (1858-1947)

The energy of the electron is quantized. • Explained certain aspects of blackbody radiation
The electron moves in 3-D space around the nucleus but not in an orbit of definite • Blackbody – any object that is a perfect emitter and a perfect absorber of radiation
radius. • Sun and earth’s surface behave approximately as blackbodies
The position of the electron cannot be defined exactly, only the probability. • Proposed that energy, like matter, is discontinuous.
• When the energy increases from one allowed value to the next, it increases by a
tiny jump or quantum.
Heisenberg Uncertainty Principle • Matter could absorb or emit energy only in the whole number multiples of the
quantity.
E=hv where E is energy

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 h is Planck’s constant = 6.626 x 10-34 Js Atom and the subatomic particles

v is frequency  The diameter of an atom is in the order of 10-8 cm

 The nucleus is roughly 10-13 cm in diameter (1/100,000 diameter of the atom)
So, ΔE = n hv Where n is an integer (1,2,3…)  The charge of the nucleus is a unique character of the atoms of an element
 The charge is positive
 Energy is “quantized” and can only occur in discrete units of size hv (packets of Particles within the nucleus
energy called Quantum)
 Transfer of energy can only occur in whole quanta, thus, energy seems to have PROTON
particulate properties.
Albert Einsetein(1879-1955)  Eugene Goldstein (1886)
 from Greek “protos” meaning “first”
• Proposed that electromagnetic radiation is itself quantized  mass of p+ = 1.67 x 10-24 g
• Electromagnetic radiation can be viewed as a stream of particles called PHOTONS  charge = +1.60 x 10-19 c
Summary of the Works of Einstein and Plancks  The no. of p+ is a unique property of an element
# of p+ = atomic #, Z
• Energy is quantized. It can occur only in discrete units called quanta.
• Electromagnetic radiation, which was previously thought to exhibit only wave = nuclear charge
properties, also exhibit particulate properties, thus the dual nature of light.
If light has particulate properties, not just wave, does matter also have wave properties, not = # of e -s in a neutral atom
just particulate?
NEUTRON
Louis de Broglie (1892-1987)
 James Chadwick (1932)
• Small particles of matter may at times display wavelike properties.  Protons cannot account for the total mass of the atom
• For a particle with velocity, v  Has the same mass as the proton but has no charge
m=h/λv  Symbol: n0
 mass of p+ + mass of n0 = mass of atom (atomic mass)
Then λ = h / mv # of p+ + # of n0 = mass #, A

Thus, we can calculate the wavelength for a particle. A = Z + # of n0

• All matter exhibits both particulate and wave properties. ELECTRON

• Large pieces of matter predominantly exhibit particulate properties because their λ
is so small that it is not observable.  Ernest Rutherford
• Very small pieces of matter such as photons exhibit predominantly wave  negatively charged
properties.  in a neutral atom :
• Those with intermediate mass, such as electrons, show clearly both particulate  # of e - = # of p+ = Z
and wave properties. Summary:

Particle Discovery Mass in Charge

MODERN VIEW OF THE ATOM grams
ALLOTROPE – elements with different forms (composed of one type of element) Electron discovered by JJ Thomson; name given by 9.11 x 10-28 -1
George Stoney
ISOTOPES – elements with different mass number due to the difference in the number of
neutrons Proton discovered by Rutherford in 1911, name given by 1.67 x 10-24 +1
Goldstein
ISOBARS – different elements with the same mass number but different atomic number

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Neutron discovered and named by James Chadwick, 1.67 x 10-24 0 • The sum of atomic #’s (Z) must be the same on both sides
1932 Nuclide

• A nucleus with a specified mass # (A), # of p+ (Z) and # of n0

• Stable nuclide
Symbol of the Atom • Radioactive nuclide

Atomic number, Z, is the number of protons

in the nucleus Stability of Nuclide

Ex. The element N has 7 protons, so Z= 7. • ODD-EVEN RULE

• Even # of n0 and p+ : more likely to be stable
• Odd # of n0 and p+ : more likely to be unstable
• MAGIC NUMBER
Mass number, A, is the sum of the number of • Isotopes with specific # of p+ or n0 are more stable than the rest:
protons and neutrons in the nucleus of an • 2, 8, 20, 28, 50, 82 and 126
atom • All nuclides with 84 or more protons are radioactive.
• e. g. Po, At ….
Ex. An atom with 5 protons and 5 neutrons has an atomic number of 5 and a mass number
of 10
TYPES OF RADIOACTIVE DECAY
ISOTOPES
1. ALPHA DECAY OR EMISSION
 Francis William Astron (1877-1945)
– observed using the mass spectrometer that neon has 3 isotopes • a- particle:
 The listed atomic mass of an element is the weighted average of the atomic • Heavy, travel short distances
masses of the naturally occurring isotopes. • Usually emitted by a heavy nuclei
Atomic mass =  (% abundance)(isotopic mass) 2. BETA DECAY OR EMISSION OR NEGATRON EMISSION

For Ions •  particle (negatron)

• Usually when neutrons are in
 (+) charge – cation excess, they are transformed
- Lost electrons equal to the charge into protons with emission of
beta particles.
 (-) charge – anion
- Gained electrons equal to the charge
3. POSITRON EMISSION
NUCLEAR CHEMISTRY
• Usually when p+ are in
- proposed by Marie Curie (1867-1934) excess, these are transformed
into n0 with emission of
positron

Spontaneous disintegration of an unstable atomic nucleus with accompanying emission of

radiation in order to form a more stable species. 4. ELECTRON CAPTURE OR K- CAPTURE

Nuclear Equation • Usually happens when p+ are

in excess (as in positron
• The sum of the mass #’s (A) must be the same on both sides emission)

273
 • Nuclear stability achieved by capturing one of the inner e -s (lowest E level or K- higher E- e- is less tightly bound to the nucleus
shell) converting a p+ to a n0
• X-rays emitted 2. Azimuthal or Angular Momentum Quantum Number (l)
5. GAMMA EMISSION ( – radiation is emitted)

• high energy photons or radiation similar to

x-rays but shorter  , high , high
penetration
• no mass, A and Z of nucleus remain
unchanged

NUCLEAR FISSION

• Heavy nucleus splits into 2 or more lighter nuclei

• Occurs when a heavy nucleus is struck with projectiles or bullets (nuclear  Values: 0 to n-1 for each value of n
particles)  Sublevel or subshell
NUCLEAR FUSION  Related to the shape of the orbital
• Nuclei of lighter elements are made to combine to form heavier nuclei
• Occurs at very high temp.
• More E released but difficult to harness
HALF-LIFE, t1/2 Orbital Symbol
• Time required for half of radioactive nuclei in a sample to undergo radioactive l Letter designation
- combination of n and l
decay
• Constant for every radioactive isotope - consists of a number (for n) and a letter (for l) 0 s
t1/2 = ln 2/ k k is the rate
e.g. 3s  n = 3 ; l is s = 0 1 p
ln (N/N0) = -kt N0 = initial amount or activity
3. Magnetic Quantum Number (ml)
N = amount left or activity left after time t 2 d
 Values: l to –l including zero
THE ELUSIVE ELECTRON  Related to the orientation in space of the angular momentum associated with the
orbital
Quantum Number – describes the orbital and the electron Degenerate orbitals – orbitals having the same energies
ORBITAL is an energy state for an electron described by the three quantum numbers n, l e.g. the three p-orbitals have the
and ml same energy
- may hold two electrons with opposite spins 4. Electron Spin Quantum Number (ms)
1. Principal Quantum Number (n)  Values: +1/2, -1/2
 The value does not depend on any
 Take positive, nonzero integral values: 1,2,3… of the three quantum numbers
 Main energy level or principal shell
 As n increases:
orbital becomes larger, e- becomes farther from the nucleus Pauli Exclusion Principle (Wolfgang
Pauli 1900 -1958)
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- In a given atom, no 2 e-’s can have the same set of 4 q.nos. Shortcomings:

Thus, an orbital can hold only 2 e-’s, and they must have opposite spins.  Some positions were forced just to maintain his proposition
 Some positions contained 2 elements
Electronic Configuration – describes the manner in which  There were no room for other elements which may be discovered
electrons are arranged in an atom 3. Julius Lothar Meyer’s Atomic Volume Curve and Periodic Table (1869)

Ground state electronic configuration- lowest  A periodic trend in properties is observed when elements are arranged in
energy arrangement of electrons increasing atomic weights.
4. Dmitri Mendeleev’s Periodic Table and Periodic Law (1869)
Excited state- allowed arrangements of electrons
other than the ground state  Properties of elements are periodic functions of their atomic weights
 Predicted the discovery of 10 elements
Isoelectronic- same number of electrons The Modern Periodic Law

Rules to remember when writing ground state electronic - The properties of the elements are functions of their atomic numbers
configurations
Groups
¤ Aufbau Principle- the orbitals of an atom are
filled in order of increasing energy  Vertical rows
- According to the (n+l) rule. The lower the value of (n+l), the lower the  Previous notation: IA – VIIIA, IB – VIII
energy of the orbital. If the (n+l) values of two orbitals are the same, the  New IUPAC* notation: 1-18
one with lower n is filled first. *IUPAC – International Union of Pure and Applied Chemistry
¤ Hund’s Rule of Multiplicity- the lowest energy arrangement of electrons in a set
of degenerate orbitals is where there is a maximum number of electrons of the  Elements belonging to the same group have similar (not identical) properties
same spin. Electrons occupy degenerate Special names of some groups
orbitals singly before pairing.
 Group 1 – Alkali metals
 Group 2 – Alkaline earth metals
 Group 17 – Halogens
 Group 18 – Noble Gases
Periods

THE PERIODIC TABLE  Horizontal rows

 Properties of elements that belong to a period show a pattern or trend that is
The Elements repeated in the next period
 Numbered 1-7
 there are 112 elements to date, 90 of Pattern in Ion Formation
which are naturally occurring
Early Classifications  Most elements form ions (except noble gases)
 Group 1 : +1 Group 15 : -3
1. Johann Wolfgang Dobereiner’s Law of Triads (1817)  Group 2 : +2 Group 16 : -2
 Group 13 : +3 Group 17 : -1
- In a triad , the combining weight of the central member is the average of its partners.  Group 14 : do not readily form ions
Of the known elements, 11are gases at room temperature. four are liquids at 25°C, Hg, Br,
2. John Newlands’ Law of Octaves (1865) Ga and Cs. If Fr can be prepared in large quantities, it is expected to be a liquid.

- When elements are arranged in increasing atomic mass, every eighth element had similar Property Across a period (left to right) Down a group (top to bottom)
properties. atomic size/radius Decreasing Increasing
275
ionization energy Increasing Decreasing An element is represented by a symbol which may be one or two letters; the first is
affinity for electrons Increasing (upto Group 17) Decreasing capitalized and the second is in the lower case. The symbols may be derived from the
Greek, German or Latin names of the elements.
Tendency to form Decreasing Increasing
Cation Binary Covalent Compounds
Tendency to form Increasing (upto Group 17) Decreasing
Anion Binary covalent compounds are formed between two non-metals
Metallic Character Decreasing Increasing
Electronegativity Increasing Decreasing A. Naming binary covalent compounds

1. Identify the elements present in the compound given by the chemical formula. The name
of the more metallic element is written first.
Note: The size of the cation is smaller as compared to its neutral atom
2. Change the suffix of the less metallic element to –ide.
The size of the anion is larger as compared to its neutral atom.
3. Use the prefix corresponding to the number of atoms present in the compound.
Atomic Size
Number Greek Prefix Number Greek Prefix
► Covalent radius – ½ the distance between the nuclei of two identical atoms joined
by a single covalent bond.
► Metallic radius – ½ the distance between the nuclei of 2 atoms in contact in the 1 Mono- 6 Hexa-
crystalline solid metal.
Ionization Energy 2 Di- 7 Hepta-

► Energy required to remove an e- from a gaseous atom or ion 3 Tri- 8 Octa-

X(g)® X+(g) + e-
4 Tetra- 9 Nona-
Where the atom or ion is assumed to be in its ground state
5 Penta 10 Deca-
Affinity for electrons

► Tendency of an atom or ion to attract additional e-

X(g) + e- ® X- (g) The mono- prefix is frequently omitted, particularly for well-known substances. If no prefix
is use, it usually implies that no number of atoms of element is one. However, experts in
nomenclature caution that this can be dangerous and suggest that it is better to include the
mono- prefix.
Electronegativity
Some compounds are known only by their common names. The most common of this are:
► The attraction of an atom for shared electrons.
Note: Forrmula

Metals react with oxygen gas forming a basic oxide in water. H2O

Nonmetals react with oxygen gas forming an acidic oxide in water. NH3

CHEMICAL LANGUAGE AND SHORTHAND PH3

Chemical symbols Name

Water
276
Ammonia Example: CuSO45H2O copper (II) sulfate pentahydrate or cupric sulfate
pentahydrate
Phosphate

. Writing formulas of binary compounds

B. Writing Formulas of Ionic Compounds
1. Represent each kind of element in a compound with the correct symbol of element.
1. Write the symbol of the positive ion (cation) first, followed by the symbol of the
2. Indicate by a subscript the number of atoms of each element in a molecule of the negative ion (anion).
compound.
2. Write the charge of each ion over the symbol of that ion. Usually, for the main group
3. Write the symbol of the more metallic element first. (H is an exception to this rule.) elements, the group number usually gives the charge of the monoatomic ion.
Remember that Group 1 elements would have a charge of (+1); Group 2 (+2); Group 3
IONIC COMPOUNDS (+3); Group 16 (-2); Group 17 (-1); and Group 18 (0) unless indicated.

Compounds formed between metals and nonmetals are called ionic compounds. 3. Choose a subscript that will make the net charge zero. The simplest procedure is to
use the absolute value of the charge of the anion as the subscript for the cation; and
A. Naming Ionic Compound the absolute value of the cation charge as the subscript for the anion (CROSS-OVER
RULE). When both subscripts in the formula can be divided by same number to
1. Write the name of the cation first, followed by the name of the anion. simplify the formula, you should do so, unless you know the actual molecule
2. Unlike binary covalent compounds, PREFIXES ARE NOT USE to indicate the represented.
number of ions present in the formula.
4. For hydrates, follow the same steps, then add a centered dot, followed by the
Note that for ionic compounds, the prefixes are not attached to the chemical name to number of water molecules (indicated by the prefix) and the chemical formula of water.
denote the number of atoms of the elements. The number of atoms is implied by the
charges of the cation and the anion. It is therefore important to know the charges of the ACIDS
common cations and anions.
A. Naming Binary Acids
3. Most transition metals can exist in more than one ionic form. Thus, it is important to
know the charge of the cations in their compounds. Binary acids contain only two different elements- hydrogen and a nonmetal. Binary
acids are named as hydro ____ic acid, where the stem of the nonmetal is inserted in place
Examples: Formula Stock system Old system of the line. Thus,

SnCl4 tin (IV) chloride stannic chloride HF- hydrofluoric acid and HBr- hydrobromic acid

SnBr2 tin (II) bromide stannous bromide The names hydrogen fluoride and hydrogen bromide are also used for HF and
HBr, respectively. Both names are correct although the convention is that these
The method of indicating the charge of the cation involves placing a Roman numeral compounds are named as acids when they are present in aqueous solutions. Thus, HF in
equivalent to the magnitude of the charge of the cation in parenthesis after the English aqueous solution is hydrofluoric acid, but pure HF is referred to as hydrogen fluoride.
name is called the Stock System of Nomenclature.
B. Naming Oxyacids

Some ionic compounds form crystals that contain a certain proportion of water Another type of acid is the oxyacids derived from the oxyanions. Since some
molecules apart from the ions of the compound. Such compounds are called elements form more than one oxyanion, they also form more than one oxyacid. The name
HYDRATES. Hydrates are named just like other ionic compounds except for the of the oxyacid is derived from the name of the oxyanion with a change in the suffix using
addition of the “hydrate” with a Greek prefix indicating the number of water molecules the following rules:
per unit of the ionic compound.
1. If the name of the oxyanion ends in –ate, the name of the oxyacid will be of the form
____ic acid.

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 Example SO42- sulfate H2SO4 sulfuric acid • Represented by chemical equations:
Reactants  Products
ClO4- perchlorate HClO4 perchloric acid

2. If the name of the oxyanion ends in –ite, the name of the oxyacid will be of the form
___ous acid. 2H2 + 1 O 2 2H2O

Example SO32- sulfite H2SO3 sulfurous acid 2 molecules + 1 molecule  2 molecules

ClO- hypochlorite HClO hypochlorous acid 2 moles + 1 mole  2 moles

Names and Symbols of Some Common Polyatomic Anions 4.04 g + 32.00 g  36.04 g

Formula Name Formula Name

OH- Hydroxide NO3- Nitrate 36.04 g reactants  36.04 g products
O22- Peroxide NO2- Nitrite
CN- Cyanide CH3COO- Acetate  FOLLOWS THE LAW OF CONSERVATION OF MASS
Balancing Chemical Equations
N3- Azide CrO42- Chromate
SO42- Sulfate Cr2O72- Dichromate Some important points:
SO32- Sulfite MnO4- Permanganate
HSO4- Hydrogen sulfate C2O42- Oxalate • Use correct chemical formulas
• Adjust only the coefficients, NOT the subscripts
or bisulfate • Balance elemental forms ( e.g. Ar, Cu, Na, O2, N2, I2, S8…) and H and O last.
HSO3- Hydrogen sulfite or SCN- Thiocyanate • Use the simplest possible set of whole no. coefficients
bisulfite Stoichiometry- The quantitative study of reactants and products in a chemical reaction
PO43- Phosphate CO32- Carbonate Mole Method - The stoichiometric coefficients in a chemical equation can be interpreted as
HPO42- Hydrogen HCO3- Hydrogen carbonate the number of moles of each substance.
phosphate or bicarbonate
Steps:
H2PO4- Dihydrogen
phosphate • Write correct chemical formulas and balance the equation.
• Convert the quantities into moles.
• Use the mole ratios to calculate moles of the required substance.
Some common oxyanions • Convert calculated moles to whatever units required.
Three types of calculation:
Chlorine Bromine
ClO4- Perchlorate BrO4- Perbromate
ClO3- Chlorate BrO3- Bromate
ClO2- Chlorite BrO2- Bromite
ClO- Hypochlorite BrO- Hypobromite
STOICHIOMETRY

Chemical Reactions

• Processes in which substances are changed into one or more new substances
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 Ans. BaCO3

The Mole Molecular Formula- gives the actual composition or the actual number of atoms of each
element present in one molecule or one formula unit of the compound
In 1971, at the 14 th meeting of the General Conference of Weights and Measures,
scientists agreed to adopt the mole as the unit of an amount of substance Ex. Molecular formula of glucose: C6H12O6

The mole (abbreviated mol) is the amount of substance that contains the same number of Empirical Formula of glucose: CH2O
elementary particles as the number of atoms in exactly 12 grams of C-12.
Stoichiometry of Reactions
Ways of expressing the mole:
Chemical Stoichiometry- is the quantitative relationship of the amounts of reactants used
1. by number of particles (use Avogrado’s number, 6.02 x 1023 particles per mole) and amounts of products formed in a reaction. This mass relationship is expressed in the
balanced equation for the reaction.
2. by mass (use molar mass)
Percent yield- portion of the theoretical yield of product that is actually obtained in the
3. by volume (use molar volume, 22.4 L at STP) reaction
%yield= (actual amt of product obtained/ theoretical amt) x 100
Interconversions
Theoretical Yield - the amount of product that would result if all the LR reacted.
÷ MM x 6.02 x 1023 - Maximum obtainable yield
Actual Yield -The amount of product actually obtained from a reaction
- Always less than theoretical yield
Mass Mole No. of particles Limiting reactant- reactant that is completely consumed in the reaction. It also determines
x MM ÷ 6.02 x 10in grams of 1 mole of a substance. The molar mass is
23 the amount of products that can be formed.
The molar mass is the mass
numerically equal to the atomic mass (or atomic weight) of an atom or the formula mass of Excess reactant- reactant that is not completely used up in a chemical reaction
a molecule, a compound or a polyatomic ion.

Formula and Composition

TIES THAT CHEMISTRY BIND
The percentage composition of a compound is a list of the percentages by weight of the
elements in the compound. The percentage by weight of an element in a compound is Chemical Bonds- net forces of attractions that hold atoms together
numerically equal to the number of grams of the element that are present in 100 g of the
compound Properties:
Ex. What is the percentage composition of quick lime, CaO?  Bond energy – amount of energy that must be supplied to separate the atoms that
make a bond
Ans. 71.5% Ca, 28.5% O  Bond length – distance between 2 nuclei of 2 covalently bonded atoms
 Bond order – number of bonds between atoms
Empirical Formula- is the formula with lowest possible whole number subscripts to Types of Chemical Bonds
represent the composition of the compound. It can be determined from the % composition
data. a. covalent bond- pair of electrons that is shared by two atoms of nonmetals; represented
by Lewis structure or electron dot formula
Ex. Barium carbonate, a white powder used in paints, enamels and ceramic, has the
following composition: Ba, 69.58%; C, 6.090% and O, 24.03%. Determine its empirical Types of Covalent Bonds:
formula
Single bond - two atoms held by one e- pair
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 Double bond – two atoms held by 2 e- pairs 4. Distribute remaining electrons to the terminal atoms to satisfy octet.

Triple bond – two atoms held by 3 e- pairs 5. If there are still available electrons, put them on the central atom to satisfy octet.

• Higher Bond order, shorter Bond length, higher Bond energy 6. If the central atom does not satisfy octet, move electron pair (lone pair) from the terminal
Polar covalent bond – one atom is more electronegative than the other atom; atoms towards the central atom to form multiple bonds.
unequal sharing of electrons; the more electronegative atom is partially negative and the
less electronegative atom is partially positive. STRICT FOLLOWERS of OCTET: C, N, O, F and H (2 electrons)

Nonpolar covalent bond – equal sharing of electrons 7. Check the Lewis structure. H and F are always terminal atoms and joined by a single
bond.
Coordinate Covalent Bond – the electrons being shared comes from a single atom
HYPERVALENT ATOM – atom that could accommodate more than the octet due to low-
b. ionic bond or electrovalentbond– It is the transefer of electrons from a metal to a lying d- orbitals.
nonmetal, i.e., the metal loses an electron while the nonmetal gains an electron converting
them intro charged ions. RESONANCE -The use of two or more Lewis Structures to represent a particular molecule
or ion.
- attraction between cations and anions
- Can be written for molecules/ions having a double or a triple bond and single bond(s).
c. metallic bond- the attraction between the cations in the lattice and the “sea of
delocalized electrons” moving within the lattice Resonance Structures- one of two or more Lewis structures for a single molecule that
cannot be represented accurately by only one Lewis structure.

- The true structure is the average or the “hybrid” of the resonance structures.
Lewis Structure-one or a combination of Lewis symbols to represent a single atom
(neutral or charged), a molecule or a polyatomic ion. FORMAL CHARGE- Used to evaluate non-equivalent Lewis structures (different from
resonance structures)
- based on Octet Rule
= no. of valence electron in the free state – no. of nonbonding electrons – no. of
Octet rule- the observed tendency of atoms of the main block elements to lose, gain or bonds
share electrons in order to acquire an octet of electrons in their outermost main energy
level It is more appropriately called Noble Gas Rule

Electron Pairs could either be GEOMETRY OR SHAPE OF MOLECULES

 Lone pairs – pairs of electrons localized on an atom - the three-dimensional arrangements of atoms in a molecule
 Bonding pairs – those found in the space between the atoms
Drawing Lewis Structures - governed by VSEPR Theory

1. Sum the valence electrons from all atoms (total # of e-’s) Valence Shell Electron Pair Repulsion (VSEPR) Theory

Total electrons = sum of the valence electrons of all atoms – charge - The structure around a given atom is determined principally by minimizing electron pair
repulsions
2. Determine the central atom and draw the skeletal structure.
Steps for using VSEPR Theory
Cental atom is the most metallic atom or the least electronegative.
1. Draw the Lewis structure for the molecule/ion.
3. Use a pair of e-’s to form a bond between each pair of bound atoms. 2. Count the e- pairs around the central atom and arrange them in the way that
minimizes repulsions.

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 3. Determine the positions of the atoms from the ways the e- pairs are shared.  Interactions among molecules (not within the molecules)
4. Name the molecule structure from the positions of the atoms.  Weaker than ionic or covalent bonding
 Explains the physical states of the molecules
Types:
Type of Molecule Geometry Polarity
AX2 Linear Nonpolar 1. London Dispersion Forces (LDF)
2. Dipole-Dipole Forces (DDF)
AX3 Trigonal planar Nonpolar 3. Hydrogen Bonding
AX2E Bent or V-shaped Polar
AX4 Tetrahedral Nonpolar
AX3E Trigonal pyramidal Polar London Dispersion Forces (LDF)
AX2E2 Bent or V-shaped Polar
 Relatively weak forces that exist among noble gas atoms and non-polar molecules
AX5 Trigonal bipyramidal Nonpolar  Atoms can develop a momentary non-symmetrical e-
AX4E See-saw –shaped Polar distribution (instantaneous dipole)
AX3E2 T-shaped Polar  This atom can induce a similar dipole in the neighboring
AX2E3 Linear Nonpolar atom
AX6 Octahedral Nonpolar Polarizability
AX5E Square pyramidal Polar  The ease with which a dipole can be
AX4E2 Square planar Nonpolar induced in an atom or molecule
AX3E3 T-shaped Polar  Increases with increasing no. of e-’s
AX2E4 Linear Nonpolar (increased MM).  results to higher
boiling point
 Increasing polarizability, stronger LDF
* The polarity are always TRUE if the substituents are the same since the net dipole is Dipole-dipole Forces
zero. The dipole moments cancel out.
 Exhibited by polar molecules
X  number of substituents E  no. of lone pairs  Stronger than LDF
 Only about 1% as strong as covalent or
Repulsion Order: ionic bonds
 Molecules with dipole moments can
Lone Pair (LP) – LP repulsion > LP- bonding pair (BP) repulsion > BP- BP repulsion attract each other electrostatically so
that the positive and negative ends are
*For the VSEPR model , molecules with multiple bonds, multiple bonds count as one close to each other
effective e- pair

* When a molecule exhibits resonance, any one of the resonance structures can be used Hydrogen Bonding
to predict the geometry
 Special type of dipole-dipole forces
 Exhibited by molecules with H-F, H-O or H-N
bonds
Bond Polarity – results from a net dipole moment  Occurs when an H atom is “sandwiched” between
F,O or N:
Dipole moment – results from the difference of electronegativity
Strongest IMFA due to:

INTERMOLECULAR FORCES OF ATTRACTION (IMFA)  Small size of the H atom – molecules can approach each other closely

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  High electronegativity of F,O,N – H is pulled closely; highly polar bond The Kinetic Molecular Theory (KMT)

 Applied to gases:
The structure of ice due to H-bonding is 1. Gases consist of large number of particles (molecules or atoms).
shown on the left. There is hollow space 2. The gas particles are far apart. The volume therefore is negligible.
making ice less dense than water. 3. The particles are in constant, random and rapid motion. They move in all directions
4. At higher temp. the particles move faster. As the temp. of the gas increases, the
ave. KE of the particles also increases.
5. The particles are so far apart that the repulsion or attraction between them is
Nature of Liquids as Effects of IMFA negligible.
KMT extended to liquids
1. Surface Tension- Ability to resist an increase in
surface area 1. Liquids consist of large number of particles.
2. These particles are close together.
Stronger IMFA, higher surface tension 3. The particles are in constant motion. Their motion is more limited compared to that
in gases because of their nearness to each other but their can slip around one
another.
4. The dependence between temperature and KE is the same as that in gases.
2.Viscosity – fluid’s resistance to flow 5. The particles experience attractive forces between them since they are closer to
each other.
Stronger IMFA, higher viscosity KMT extended to liquids

3. Vapor Pressure- Vapor exerted by a vapor at equilibrium with its liquid at a given temp. 1. Solids like liquids and gases consist of large number of particles.
2. The particles are close together, as in liquids. The difference is that the molecules
Stronger IMFA, lower vapor pressure in a solid have a very well-ordered arrangement.
3. The movement of particles consist mostly of vibration within a fixed point.
4.Enthalpy of Vaporization, ∆Hvap- Energy that must be supplied to evaporate a liquid at 1 4. The dependence between temp. and KE is the same as that of gases and liquids.
atm 5. The particles experience attractive forces between them. These forces are
stronger compared to that in liquids.
Stronger IMFA, higher ∆Hvap Factors Affecting Vaporization

5. Boiling Point- temperature at which the vapor pressure of a liquid equals atmospheric 1. Atmospheric pressure – the lower the pressure above the liquid, the faster the rate
pressure of vaporization
2. Humidity – high humidity, slow rate of vaporization
Stronger IMFA, higher boiling point 3. Surface area – a large surface area provides more molecules the opportunity to
escape
6. Freezing Point/ Melting Point- temperature at which the rate of liquid converting to solid 4. Motion of the atmosphere – vaporization occurs rapidly in moving air than in still air
equals the rate of solid converting to the liquid Heating Curve

Stronger IMFA, higher FP/MP

At constant temperature,
phase change occurs and at
7. Heat of Fusion, ∆Hfus- amount of heat required to melt a specified amount of solid at its this temperature, kinetic
MP energy is constant while
potential energy is increasing
Stronger IMFA, higher ∆Hfus

PHASE CHANGES AND PHASE DIAGRAMS

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At increasing temperature, kinetic energy is increasing while potential energy is constant. 2. Volume (V)- space occupied by the gas (unit: L, mL)

1 dm3 = 1L; 1 cm3 = 1 mL

PHASE DIAGRAM 3. Temperature (T)- expressed in K, °C or °F

K= °C + 273.15

 Triple point – all 3 states are present

Absolute zero temp= 0 K= -273.15°C  molecules stop moving

 Critical point:
 Critical temp. – temp.above Standard Temperature and Pressure (STP): 0°C, 1 atm
which the vapor cannot be
liquefied no matter what Standard Ambient Temperature and Pressure (SATP): 25°C, I bar
pressure is applied
 Critical pressure – pressure 4. no. of moles of gas (n)
required to produce
liquefaction at the critical Gas Laws
temp.
1. Boyle’s Law- Robert Boyle

Supercritical Fluid (SCF) - the volume occupied by a given mass of gas at const temp is inversely proportional to the
pressure
 Has the high density of a liquid but the low viscosity of a gas
 Molecules in SCF, being in much closer proximity than in ordinary gases, can exert (V α 1/P)
strong attractive forces on the molecules of a liquid or solid solute
GASES  does not apply to liquids and solids
 applies only at moderate or low P and moderate or high T
Properties: P1V1 = P2V2

 Expansion
 Indefinite shape
 Compressibility 2. Charle’s Law- Jacques Charles (1746-1823)
 Ease of mixing
 Low density - the volume occupied by a given mass of gas at const pressure is directly proportional to
Jan Baptista van Helmont- coined the term “chaos” or “gas” temp (V α T)

Evangelista Toricelli- showed that the air in the atmosphere exerts pressure; designed the  Charles is the first person to fill a balloon with hydrogen gas (Made the first solo
first barometer balloon flight)
V1 = V2
Properties of Gases (Measurable)
T1 T2
1. Pressure (P)- force per unit area
3. Avogadro’s Law- Amadeo Avogadro(1776-1856)
P= F/A SI unit: 1 Pa= 1 N/m2
- for a gas at const T and P, V is directly related to the no. of moles of gas (V α n)
Standard atmosphere : 1 atm=760 mmHg=760 torr=101325 Pa = 1.01325 bar
Molar volume- one mole of any gas at STP occupies a volume of 22.4 L

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 V1 = V2 Rate of effusion of B √MMA

n1 n2 SOLUTIONS

4. Gay-Lussac’s law- the pressure occupied by a given mass of gas at const volume is -homogeneous solutions
directly proportional to temp (P α T)
Components:
P1 = P2
• SOLUTE – substance being dissolved; present in smaller amount
T1 T2 • SOLVENT – the dissolving medium; present in larger amount
Solubility -The maximum amount of solute that can be dissolved in a given amount of
5. Combined gas law solvent at a given temperature

(PV)/T = k, hence (P1V1)/T1 = (P2V2)/T2 Types of Solutions:

6. Ideal Gas Law • DILUTE SOLUTION – relatively little solute present

• CONCENTRATED SOLUTION – relatively large amount of solute present
PV= nRT

Where P = Pressure (atm)

Types of Solutions based on amount of solute dissolved:
V = Volume (L)
• UNSATURATED – contains less than the maximum amount of solute that can be
n = no. of moles (mol) dissolved
• SATURATED – contains the maximum amount of solute that can be dissolved
R = Universal gas constant= 0.0821 L-atm/mol-K • SUPERSATURATED – contains greater than the maximum amount of solute that
can be dissolved
T = Temperature (K) Concentration-The amount of solute present in a given quantity of solvent or solution

Daltons’s Law of Partial Pressures Ways of Expressing Solution Concentration

 For a mixture of gases in a container, the total pressure exerted is the sum of the 1. Molarity, M = moles of solute/ L of solution
pressures that each gas would exert if it were alone. 2. Mass Percent or Weight Percent = (g solute/ g solution) x 100%
Ptotal = P1 +P2 + P3 + … + Pn 3. Mole Fraction, X = moles of a component/moles of solution
= moles solute/ (moles of solute + moles of solvent)
 Where P1, P2 and P3 are partial pressures of the gas each gas would exert if it
were alone in the container. 4. Molality, m = moles solute/ kg solvent

FACTORS AFFECTING SOLUBILITY

Graham’s Law of Effusion - Thomas Graham (1805-1869)
1. Structure effects
“ The rates of effusion of 2 different gases are inversely proportional to the square roots of
their molar masses.” “Like dissolves like”

Effusion -Escape of gas particles from their container through a tiny orifice or pinhole. In general, substances that have similar IMFA have strong solute-solvent
interactions and tend to form solutions.”
For 2 gases A and B:
2. Pressure
Rate of effusion of A = √MMB

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 • Affects solutions containing gases 4. Osmotic Pressure
• Higher pressure, higher solubility of a gas in liquid
3. Temperature - Pressure required to stop osmosis

For solid solute and liquid solvent: Osmosis -selective passage of solvent molecules through a porous membrane
from a dilute solution to a more concentrated one
• For an endothermic dissolution: higher temperature, higher solubility
• For an exothermic dissolution: higher temperature, lower solubility Semi-permeable membrane -- Allows the passage of solvent molecules but blocks
For gas solute and liquid solvent: the passage of solute molecules

• Increasing temperature, lower solubility π = MRT Where π = osmotic pressure

Stoichiometry in solutions:
M = molarity of solution
 Relate mole of reactant to mole of another reactant
 Relate mole of reactant to mole of product R = gas constant
 Relate mole of product to mole of another product
 makes use of balanced chemical equation T = Kelvin temp.

 always convert to mole since the balanced equation is in terms of mole. ACIDS AND BASES

DILUTION – procedure for preparing a less concentrated solution from a more Arrhenius Definition (Svante Arrhenius, 1859-1927)
concentrated one.
 Acid - substance that when dissolved in water, increases [H +]
M1V1 = M2V2 where M – molarity and V- volume  Base - substance that when dissolved in water, increases [OH-]
Bronsted-Lowry Definition (J.N. Bronsted and T.M. Lowry, 1923)
COLLIGATIVE PROPERTIES
 Acid – a proton donor
- Solution properties that depend on the amount of solute present and not on the nature of  Base - a proton acceptor
the solute  Conjugate base – product formed when an acid loses a proton
 Conjugate acid- product formed when a base accepts a proton
1. Vapor Pressure Lowering

- The presence of a non-volatile solute lowers the vapor pressure of a solvent Monoprotic acid – donates 1 mole H+ per mole of acid

2. Boiling Point ELevation Polyprotic acid – donates more than 1 mole H+ per mole of acid

- The presence of a non-volatile solute increases the boiling point of a solution Amphiprotic - Substance that can act either as a proton donor or proton acceptor

BPsolution – BPsolvent = Kb m where Kb is theboiling point elevation constant Kw = [H3O+] [OH-] = 1.0 x 10-14

m is the molality pH = -log [H3O+]

3. Freezing Point Depression pOH = -log [OH-]

- The presence of a non-volatile solute decreases the freezing point of a solution pH + pOH = 14

FPsolvent – FPsolution = Kf m where Kf is the freezing point depression constant Strong Acids

m is the molality  HCl HBr

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  HI HClO4 Components:
 HNO3 H2SO4 (1st ionization only)
Strong Bases  A weak acid and its conjugate base (in salt form) OR
 A weak base and its conjugate acid (in salt form)
 Hydroxides of Groups 1 and 2 pKa = - log Ka
Weak Acids and Bases – ionizes to small extent
pKb = - log Kb
The larger the Ka (ionization constant of acid), the stronger the acid, greater [H 3O+]
Henderson-Hasselbach equation: pH = pKa + log [base]/[acid]
The larger the Kb (ionization constant of base), the stronger the base, greater
[OH-] CHEMICAL EQUILIBRIUM

Lewis Definition (Gilbert Newton Lewis, 1875-1946) - The state in which the forward and backward reactions continue to occur but the
concentrations of all reactants and products remain constant with time.
 Base – a substance that can donate an e- pair
 Acid – a substance that can accept an e- pair Characteristics:
Titration
1. Dynamic Situation – the forward and backward reactions continue to exist
- a neutralization reaction 2. Balance - the rate of forward reaction is equal to the rate of backward reaction
- a solution is gradually added to another solution until the solute of the first solution 3. Law of Mass Action – reactions in equilibrium can be expressed in a Definite
has completely reacted with the solute of the second solution Mathematical Expression
Indicator – an organic compound that changes color depending on the pH For a general equation:

e.g. phenolphthalein colorless – acidic aA + bB cC + dD

faint pink – neutral Keq = [C]c [D]d / [A]a[B]b where Keq is the equilibrium constant

pink – basic [ ] molar concentration

Equivalence Point- the point at which the solute of the first solution has completely reacted In the expression, only aqueous and gaseous substances are included. Solids and liquids
with the solute of the other solution are not included since their concentrations are relatively constant.

Endpoint – approximates the equivalence point. It is very close to the equivalence point. Keq = Kc Kc is the equilibrium constant when substances are expressed in molar
concentration
Standardization – it is the process of determining the concentration of a solution using a
standard solution. The solution has a known concentration. Kp = Kc (RT)ng Kp is the equilibrium constant when substances are expressed in
their partial pressures
Titrant- the solution usually placed on the buret. This is usually the solution of known
concentration. R is the universal gas constant and T is the temperature in Celsius

ng is the difference between the number of moles of gaseous

particles of products and reactants
Analyte- the solution of unknown concentration usually placed in the Erlenmeyer flask.
Keq > 1, at equilibrium, reaction system consist mostly of products
BUFFERS
-shift to the right
- A solution that resists drastic changes in pH when small amounts of acids or bases are
added. - very large Keq: reaction goes to completion

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Keq < 1, at equilibrium, reaction system consist mostly of reactants CHEMICAL KINETICS

-shift to the left  The area of chemistry concerned with the speeds or rates at which a chemical
reaction occurs
- reaction does not occur to a significant extent Collision Theory- Chemical reactions occur as a result of collisions between reacting
molecules.
Le Chateler’s Principle -Henry Louis Le Chatelier (1850-1936)
 For a reaction to procede, reacting particles must collide effectively to enable outer
- If a change in conditions (a “stress”) is imposed on a system at equilibrium, the shell electrons to interact.
equilibrium position will shift in a direction that tends to reduce that change in conditions.

Factors Affecting Equilibria  Collisions to be effective, must be with enough energy to overcome repulsive
forces between electrons surrounding the nuclei of atoms.
1. Change in concentration Activation Energy (Ea)

- If a reactant or product is added to a system at equilibrium, the system will  The threshold energy that must be overcome to produce a chemical reaction
shift away from the added component. Transition State or Activated Complex
- If a reactant or product is removed, the system will shift toward the
removed component.  A temporary species formed by the reactant molecules as a result of the collision
2. Change in pressure before they form the product.

 affects only system involving gases

FACTORS AFFECTING REACTION RATES
Three ways to change the pressure of gaseous systems at a given temperature:
1. Concentration
a. Add or remove a gaseous reactant or product at constant volume- same effect as
change in concentration – higher concentration, higher reaction rate; more molecules, more collisions

b. Add an inert gas (not involved in the reaction) at constant volume – increase in total 2. Temperature
pressure but has no effect on concentrations or partial pressures of the reactants
or products - Higher temperature, more collisions with high energy, higher reaction rate

c. Change the volume of the container – when the volume of the container holding a 3. Catalyst
gaseous system is reduced, the system responds by reducing its own volume. This
is done by decreasing the total no. of gaseous molecules in a system - A substance that increases the reaction rate without itself being consumed.

3. Change in temperature - hastens the reaction by providing a path with lower activation energy thus less energy is
needed for a reaction to proceed
1. Keq value changes with temperature
2. Energy is treated as a reactant (endothermic) or product (exothermic) 4. Pressure
3. If energy (heat) is added, the equilibrium will shift to the direction which consumes
the added energy - affects gaseous systems
4. Catalyst
- higher pressure, more collisions; higher reaction rate
- Speeds up both the forward and backward reactions
- Equilibrium is achieved more rapidly but the equilibrium amounts are unchanged THERMOCHEMISTRY
- Therefore, has no effect on equilibria
• Study of heat changes in chemical reactions
• Thermal energy transferred between 2 bodies that are at different temperatures

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 • Units: 1 calorie = 4.184 J • The amount of heat required to raise the temperature of a given quantity of a
System  A specific part of the universe that is of interest substance by 1oC
• An extensive property
Surrounding  The rest of the universe outside the system • S = m Cp where m = mass
Amount of Heat, Q
Exothermic Process : Q= (-)
Q = mCpT where m is mass and T is final temperature – initial temperature
- Heat is transferred from the system to the surroundings
If Q is positive, the process is endothermic.
Endothermic Process: Q = (+)
If Q is negative, the process is exothermic.
- Heat is transferred from the surroundings to the system
Note: Qsys = - Qsurr
LAW OF THERMODYNAMICS
OXIDATION – REDUCTION (REDOX) REACTION
1. First Law of Thermodynamics - Energy can be converted from one form to another, but
cannot be created nor destroyed. - Electron transfer reactions

HALF- REACTION

2. Second Law of Thermodynamics - In any spontaneous process, there is always an  Shows the electrons involved in a redox reaction
increase in the entropy (disorder) of the universe a. Oxidation half-reaction

- The entropy of the universe is increasing  Half-reaction that involves loss of electrons
 REDUCING AGENT (Reductant) – donates e-’s
• SPONTANEOUS PROCESS – occurs without outside intervention (given the right b. Reduction half-reaction
conditions)
• NON-SPONTANEOUS PROCESS – can occur as long as they receive some sort  Half-reaction that involves gain of electrons
of outside assistance  OXIDIZING AGENT (Oxidant) – accepts e-’s
• DG < 0 (negative) – SPONTANEOUS Mnemonics:
• DG > 0 (positive) – NON- SPONTANEOUS
• DG = 0 (zero) – at equilibrium LEORA –Loss of Electron, Oxidation, Reducing Agent

GEROA- Gain of Electron, Reduction, Oxidizing Agent

DG = DH -TDS
Disproportionation Reaction

- same substance on the reactant side is oxidized and reduced

CALORIMETRY
Comproportionation Reaction
- Measurement of heat changes
- same substance on the product side is oxidized and reduced
• CALORIMETER – a closed container used to measure heat changes
Specific Heat Capacity (Cp) Oxidation State

• The amount of heat required to raise the temperature of 1g of the substance by - A concept that provides a way to keep track of electrons in redox reaction according to
1oC. certain rules.
• An intensive property
Heat Capacity (S) RULES & CONVENTIONS FOR DETERMINATION OF OXIDATION STATES

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Fundamental Rules: • Electrode at which reduction occurs
• Positive (+) terminal
1. The sum of the oxidation state for all atoms in the formula for an electrically neutral • Electrons enters
compound is zero. What occurs?

2. The oxidation state for any element in the free or uncombined state is zero. • Electrons flow from anode to cathode in the external circuit.
• Oxidation occurs at the anode, anions flow toward the anode within the cell
3. The oxidation state for an ion is the same as its charge. • Reduction occurs at the cathode, cations flow toward the cathode within the cell
Anolyte – where anode is immersed
Special Convention
Cathoyte- where cathode is immersed
1. In all hydrogen compounds, the oxidation state for H is +1.
Salt Bridge – maintains the neutrality
Exception: in hydrides where H is –1
External Wire- pathway for electron flow
2. In all oxygen compounds, the oxidation state for O is –2.
Voltmeter
Exception: in peroxides where O is –1
• Measures the cell potential
3. In all halides, the oxidation state for the halogens is –1. • Gives positive readings in volts

4. In all sulfides, the oxidation state for sulfur is –2.

Cell Representation or Diagram
5. In binary compounds, the element with the greatest attraction for electrons is
assigned a negative oxidation state equal to its charge in its ionic compound. • Anode │ Reducing species (oxidized form) ║ oxidizing species (reduced form)
│cathode
Where │- boundary between different phases (e.g. electrode and solution)

Electrochemistry ║- boundary between half-cell compartments (e.g. salt bridge)

- Area of chemistry that deals with the

interconversion of electrical and chemical
energy Mnemonics: ABC  anode- bridge- cathode

CELL POTENTIAL / CELL VOLTAGE / ELECTROMOTIVE FORCE (emf or E)

Electrochemical Cell/ Voltaic Cell/ Galvanic Cell • The difference in electrical potential between the anode and the cathode
• Higher cell potential, higher energy given off by e-’s, strong tendency to
• The experimental apparatus for generate electric current
generating electricity through the use of • 1 volt = 1 joule / 1 coulomb
a spontaneous redox reaction. • 1V = 1J/C
Parts: • Energy (J) = charge(C) x cell potential (V)
E0 cell  positive  spontaneous process
Anode
For reactions in which reactants and products are in their standard states,
• Electrode at which oxidation occurs DGo = -nFEocell
• Negative (-) terminal
• Electrons leave DGo Eocell Spontaneity
Cathode - + spontaneous
0 0 at equilibrium
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 + - non-spontaneous 2. Ethers (R-O-R)
Note: Higher reduction potential higher tendency to undergo reduction 3. Carboxylic Acids (RCOOH)
Higher oxidation potential higher tendency to undergo oxidation 4. Esters (RCOOR)
Electrolytic Cell 5. Aldehydes (RCOH)
• Electrical energy is used to cause a non-spontaneous chemical reaction to occur 6. Ketone (RCOR)
• ELECTROLYTIC CELL is the apparatus used. Others:
1. alkyl halides (RX) where X is either F, Cl, Br, I
1. Two electrodes share the same compartment
2. Has a single electrolyte 2. amines (RNH2)
3. The conditions are usually far from the standard : gas pressures are rarely close to 3. amides (RCONH2)
1 atm and solutions are not 1 M.
Battery withdraws e-’s from the anode and pushes them to the cathode. NOMENCLATURE OF ALKANES
Anode  where oxidation occurs; positive
Alkanes are named by the IUPAC (International Union of Pure and Applied Chemistry)
Cathode  where reduction occurs; negative system, which uses a systematic set of rules. Many also have non-systematic common or
Electron flows from anode to cathode trivial names that are still in use.
Anions go to the anode and cations go to cathode
E0cell is negative  non-spontaneous Common Names

At a time when relatively few organic compounds were known, it was customary to name
CORROSION new compounds at the whim of their discoverers. Urea was so named because it was
isolated from urine. Morphine, a painkiller, was named after Morpheus, the Greek god of
 conversion of metal to its metal oxide dreams. Barbituric acid, a tranquilizer, was named by its discoverer after his friend
Barbara. These older names for organic compounds are now called common or trivial
Rusting – corrosion of iron names; many of these names are still widely used in the chemical literature and in
commerce.
ORGANIC CHEMISTRY
In the common nomenclature, the total number of carbon atoms in an alkane, regardless of
- study of carbon and its compounds; chemistry of the hydrocarbons (compounds their arrangement, determines the name. The first three alkanes are methane, ethane and
containing only carbon and hydrogen) and their derivatives. propane.
Hydrocarbons:
For alkanes beyond propane, certain prefixes are used to differentiate the different
1. Alkane – CnH2n + 2 structural isomers.

- all single bonds

2. Alkene – CnH2n  The prefix normal or n- is used to indicate that all carbons are joined in a
continuous chain.
- double bond between carbon and hydrogen is present  The prefix iso- is used to indicate that one end of an otherwise continuous chain
terminates in a (CH3)2CH- group
3. Alkyne – CnH2n - 2  The prefix neo- is used to indicate that one end of an otherwise continuous chain
terminates in (CH3)3C- group
- triple bond between carbon and hydrogen is present

Aromatic  cyclic derivative THE IUPAC System

Aliphatic  open-chain
Oxygen Containing The system of nomenclature so devised is presently known as the IUPAC system.
1. Alcohol (R-OH) Systematic names or organic compounds consist of three main parts:
290
 Prefix – stem – suffix 4. Write the name of the compound by first arranging all substituents in alphabetical order
and preceeding the name of each substituent by the position number and then adding the
The stem indicates the number of carbon atoms in the backbone or parent chain of the name of the parent chain; use hyphens to separate the different prefixes and commas to
molecules. The parent chain is the longest continuous chain of carbon atoms. separate numbers.

Backbone Stem Backbone Stem a. If the same alkyl group occurs more than once as a substituent, indicate by
prefixes di-, tri-, tetra-, etc. However, do not use these prefixes for alphabetizing purposes.
C1 Met- C11 Undec-
C2 Eth- C12 Dodec- 5. Prefixes such as cyclo, neo- and iso- are included in alphabetizing substituents, while
C3 Prop C13 Tridec- hyphenated prefixes such as tert-, sec-, n- are ignored.
C4 But- C14 Tetradec- e.g.
C5 Pent- C15 Pentadec-
C6 Hex- C16 Hexadec-
C7 Hept- C17 Heptadec-
C8 Oct- C18 Octadec-
C9 Non- C19 Nonadec-
C10 Dec- C20 Eicos-
The suffix identifies the type or class of the compound. For alkane, the suffix is –ane. 2,6-dimethyloctane

Attached to the backbone are the side-chains or substituents. The substituents present For alkenes
are indicated by the prefix. In alkanes, the side-chains are called alkyl groups, which are
derived from alkanes through the removal of one hydrogen atom. They are named by The same as alkanes with some modifications:
changing –ane ending of the parent alkane to –yl.
a. The parent chain must contain the double bond.
Steps:
b. The parent chain is named by changing the –ane ending of the corresponding alkane to
1. Locate the parent chain –ene and indicating the position of the double bond by the lowest number possible.

a. Find the longest continuous chain present in the molecule and use the name of c. The carbons bearing the substituents are also given the lowest numbers possible, but
that chain as the parent name. the double bonds takes precedence.

b. If there are two different chains of equal length, choose the one with the larger For alkynes
number of branch points as the parent chain.
The rules are the same as for naming of alkenes, except that the ending –yne replaces –
2. Number the carbon atoms in the parent chain so that the substituents are given the ene
lowest position numbers.
Biochemistry
3. Identify the substituents and the position of the carbon atoms to which they are attached. Polymers Building Blocks
Protein amino acids
a. If there are two substituents on the same carbon, assign them both the same Carbohydrates monosaccharides
number.
Nucleic Acids nucleotides
b. There must always be as many numbers in the name as there are substituents. Lipids fatty acids + glycerol
Saccharides – Sugars
Monosaccharide  one unit
Disaccharide  two units of monosaccharide
Glycogen  stored food in animals
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Starch  stored food in plants 2m 3m or 5m
Cellulose  supporting framework of plants
Nucleotides
Components b) Subtraction – if vectors are acting on opposite directions. The resultant vector
1. Nitrogenous Base (adenine, guanine, cytosine, thymine, uracil) takes the direction of the larger vector.
2. Sugar moiety Example: A ball was tossed upward from the building and reached the height of
3. phosphate group 5m above the building. It the moved downwards, traveling 10m until it hits the
DNA – deoxyribonucleic acid ground.
RNA – ribonucleic acid
D = -10m + 5m = -5m

Physics Using an arrow,

A. Vector and Scalar

Scalar quantity – a quantity which is expressed by magnitude only
5m 10m or 15m
Examples:

a) Mass d) Area
b) Time e) Distance
c) Temperature
Vector quantity – a quantity which is expressed by magnitude and direction

Examples: c) Pythagorean Theorem – if vectors are acting at a right angle with one another

a) Force d) Acceleration
b) Velocity e) Displacement Example: Marivic first walks 2km north before proceeding 1.5 km east.What is her
displacement?
√( 2
c) Weight
1 .5 )
2 2
 An arrow is used to represent a vector D= +

Parts of the arrow D = 2.5 km

a) arrowhead – indicates the direction of the vector Using an arrow,

b) length of the arrow – represents the magnitude of the vector
c) Tail – represents the origin of the vector 1.5km
 Resultant vector – sum/difference of two or more vectors which will give the same
effect as the original vectors.
Process of finding the resultant vector

a) addition – if vectors have the same direction

Example: Kelly walks 2 meters to the east. After 10 seconds, he continued walking 2km
3 meters to the same direction. What is his displacement?
2.5km
D = 2m + 3m = 5m to the east
d) Component Method – if several vectors are acting on different directions, x and y
Using an arrow, component are mathematically added to find the resultant vector.

292
 Example: An airplane flies in a northeasterly direction at 100kph at the same time Displacement – change in position of an object. It represents the straight line path
that there is a wind blowing at 20kph to the northwest. What is the resultant between the starting and end points.
velocity of the plane?
Example:
X-components:
a. Jen travels 5km to work and back. What is the distance she travels?
Vxplane = +Vplane cos 45о What is the displacement?
Distance = 5km + 5km
= 70.71kph
= 10km
Vxwind = -Vwind cos45 о
Displacement = 5km – 5km
= -14.14kph
=0
Y-components:
*since there is no change in position, her displacement is zero
Vyplane = +Vplane sin45 о
b. Rocky walks 20 km due north from his camp. Late in the afternoon, he
= 70.71kph walks back 11km south along the same path.

Vywind = +Vwind sin 45 о i. What is his total displacement from the camp?

= 14.14kph ii. What is the total distance he traveled?

Resultant Velocity i. Displacement = 20km + (-11km)

= 9km due north
Vx = Vxplane + Vxwind
ii. Distance = 20km + 11km
= 70.71 – 14.14 = 31 km

= 56.57 kph Speed vs. Velocity

Vy = Vyplane + Vywind Speed – measure of how fast an object travels

= 70.71 + 14.14 o Average speed – ration of total distance traveled to the time needed to
cover that distance.
= 84.85kph

B. Mechanics
Motion – change in position of an object relative to other objects that are TotalDis tan ceTravelled
considered at rest.
AverageSpeed =
ElapsedTime
Example: It takes a school bus 1 hour to travel 20km. What is its average speed?
 Linear Motion
Distance vs. Displacement 20 km km
AverageSpeed = =20
Distance – total path length traveled by a body. 1hr hr

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 o Instantaneous speed – is the speed at particular instance in time ChangeOfVelocity
Acceleration=
time
Δx x 2−x 1 km km
= =
Δt t 2−t 1 hr
Instantaneous Speed Example: A driver steadily increases his velocity from 30 to 60 hr in 2
hours. What is his acceleration?
Example: What is the speed of a car that covered 150km in two hours?

Δx 150 km−0 km
1
= = =75
Instantaneous Speed Δt 2 hrs−0 hr
√ 2=2 2
o Velocity – rate of motion with direction
Graphs relating displacement, velocity and acceleration

n n n
Velocity=
displacement √ a⋅√ b=√ ab

2 2 2
time

√9⋅√16=√9⋅16=12
Example: Rocky drives a distance of 80km in 2 hours towards the north
direction. What is his velocity?

Given:

d = 80km

t = 2hrs

Find: v

Solution:

80 km
v=
2hrs
km
v =40 north
hrs
o Acceleration – rate of change of velocity

294
 √
n
Find: Δx

√ a =n a
Solution:

Δx = vt

Δx = 20m/s (2s)

Δx = 40m

b) Uniform
3 Accelerated Motion – motion with constant acceleration

3
√27 √
√216 = 3 216 =2
27

n
√b b Where:
sin θ=
y
r
r2=√x2+y2

 Ideal linear motion Vf = final velocity

Vo = initial velocity
a) Uniform Motion – motion with constant velocity
a = acceleration
Δx = vt
t = time
Where
X = final position
Δx = x – xo
Xo = initial position
v = velocity
ΔX = X – Xo,displacement
t = time

Example: What is the displacement of a car moving at a constant velocity of

20m/s after 2 seconds? Example: A cyclist is moving with a velocity of 2m/s and accelerates to 4m/s after 2
seconds. What is the acceleration of the cyclist?
Given:
Given:
v = 20m/s
Vf = 4m/s
t = 2s
Vo = 2m/s
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 t=2s Yo = initial position

Find: a ΔY = Y – Yo, displacement

Solution: Example: A ball is dropped from a building without an initial velocity. Find the velocity of the
ball after 5 seconds.
r
csc θ = Given:
y
T=5s
y
tan θ= Vo = 0
x
Find: Vf
x
cos θ = Solution:
r
Vf = gt
a = 1 m/s2
= (-9.8m/s2) 5s
c) Freefall - a good example of uniform accelerated motion
= -49m/s
- one dimensional motion where the moving object is only under the influence of
gravity

- gravitational acceleration is equal to -9.8m/s2 Example: A mango falls from a tree. How far does it fall after 0.5 seconds?
r
sec θ =
x x Given:
cot θ=
y t = 0.5 s
r =√ x + y r =√5 +12
2 2 2 222
Vo = 0

2
r =√ 25+144
Find: ΔY

Solution:

2
r =√ 169
Where:

Vf = final velocity

r=13
Vo = initial velocity

g = -9.8m/s2, gravitational acceleration

t = time

Y = final position
ΔY = -19.6 m
296
 12
sin θ= i)
ii)
the x component of the velocity is constant
the y component of the velocity is equal to zero

13
d) Projectile Motion – curved motion of an object that is projected into the air and acted iii) the acceleration is still equal to g,-9.8m/s2
upon by the gravitational force of the earth Example: A stone is thrown with an initial horizontal velocity of 10m/s from the top of a
tower 200m high. Where is the stone after 2s? When will it hit the ground? What is its
- a combination of uniform motion and freefall speed just before it hits the ground?

Projectile – an object thrown into the air that is allowed to move freely and is influenced Given:
only by gravity
Vx = 10m/s

dy = 200m

t = 2s
Range – horizontal distance covered by a projectile
Find: dx after 2s, t, Vf
Time of flight – time in which the projectile is up in the air
Solution:
Trajectory – curve traced by the path of the projectile
i) Δx = vt
Maximum height, h – the vertical displacement traveled by the projectile in its trajectory
Δx = (10m/s)(2s)
Conditions of Projectile Motion throughout the flight:
Δx = 20m
a) Neglect the effect of air resistance to the body
13
b) The horizontal and vertical motions are independent of each other. Separate the csc θ =
displacement and velocity to its x and y components.
ii) 12
Along the horizontal:
Since there is no initial velocity along the vertical and the top of the building is the
i) the x component of the velocity is constant throughout the flight reference point, Yo and Vyo is equal to zero.
ii) the horizontal displacement x, follows uniform motion
iii) Formula along the horizontal is the same as uniform motion 12
tanθ=
Along the vertical:
5
i) the y component of the velocity acts as freefall and thus, only affected by the
5
ii)
gravitational acceleration
The velocity’s sign is positive (+) for upward motion while for downward cosθ=
iii)
motion, it is negative (-).
Upon hitting the ground, its velocity is always equal to zero.
13
iv) The time required for the projectile to reach its maximum height from its firing
point is equal to the time that the projectile will reach the same height of its t = 6.38 s
firing point from the maximum height.
v) Formula along the vertical is the same as freefall 13
sec θ =
When vertical displacement is at its maximum height: iii) 5

297
 5 a = 5m/s2
cot θ=
12
1
sin θ=
csc θ
Find: F
C. Newton’s Laws of Motion
- explains why objects move, and define the relationship between the Solution:
external forces acting on a body – as well as between two or more
interacting bodies and the motion that arises from the action of these F = ma
forces.
1. First Law of Motion (Law of Inertia) F = (50kg)( 5m/s2)
“Every material continues to be at rest if it is at rest or in uniform motion if it
is in motion, unless it is compelled to change that state by forces acted F = 250 kg-m/s2 or 250N
upon it.”
3) Third Law of Motion (Law of action-reaction)
Inertia – is the tendency of an object to resist a change in its state of motion
“Whenever one object exerts a force on a second object, the second
Mass – is a measure of an object’s inertia object, exerts an equal and opposite force.”

Weight – force acted upon an object due to gravity Hence, if your hand exerts a force of 20N in a wall, the wall will also exert a force
of 20N in your hand
Force – a push or a pull (e.g. gravitational force, friction, normal forces,
electromagnetic force, etc.) D. Momentum and Impulse
Momentum
- a vector quantity with SI unit of Newton (N = kg-m/s2)
2. Second Law of Motion (Law of acceleration) Momentum is a physical quantity obtained when the mass of an object is
“The acceleration of an object is directly proportional to the net force acting multiplied to its velocity. It has the same direction as the velocity. This means that
an object with large mass and velocity has high momentum. Accordingly, an object
on the object, is in the direction of the net force, and is inversely at rest has a momentum equal to zero.
proportional to the mass of the object.”
p = mv
1
cscθ= Where:
sinθ
p = momentum
F = ma
m = mass
* Force and mass have opposite effect on acceleration. The more massive the
object, the less is the acceleration. This means that acceleration is inversely proportional to v = velocity
the mass. The greater force will result to greater the acceleration. Force is directly
proportional to the acceleration of an object. Example: A truck full of sand with a mass of 40,000kg travels east with a velocity
of 50m/s. What is the truck’s momentum?
Example: Neglecting friction, what constant force will give a mass of 50kg an acceleration
of 5m/s2? Given:

Given: m = 40,000kg

m = 50kg v = 50m/s

298
Find: p Solution:

Solution:
1
cot θ=
p = mv tan θ
p = (40000kg) (50m/s)
1
sec θ =
p = 2,000,000 kg-m/s 6
7
Impulse 7
sec θ =
6
Impulse is a vector quantity that has the same direction as the force. It is equal
to the product of force and time. It is also associated with the change of Law of Conservation of Momentum
momentum.
1
cos θ =
sec θ
“The total momentum of a system remains constant if the net external
1 forces acting on the system are equal to zero.”
sec θ =
cos θ 1
2
1
tan θ =
cot θ
As stated, the total linear momentum of the system does not change. This means
Where: that if you add all the momenta, you will get the same result even if the objects are
colliding with each other
J = impulse
Collision – any string interaction between two bodies that lasts a relatively short time
F = Force
Two types of Collision
Δt = change in time
i) Elastic collision – after the collision, the objects is still separatd
m = mass from each other
ii) Inelastic collision – after the collision, the objects move as one unit
v = velocity External Forces – Forces exerted on any part of the system by any body outside the
system
Example: A bat hits the baseball. The bat and the baseball remain in contact for
0.005 seconds. The 0.1kg ball leaves the bat with a velocity of 100m/s. What is the E. Work, Energy, Power
average force of the bat on the baseball? Work – the product of force and displacement
√3
Given: 2

t = 0.005s Where:
m = 0.1kg W = work
v = 100m/s F = force
Find: F
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 Δx = displacement a) Potential Energy – The energy stored on an object due
to its position.
NOTE: A force does no work if it is perpendicular to the displacement

Example: A 100N block lies on a frictionless surface. A force of 20N was applied i) Gravitational Potential Energy
horizontally where the block had moved 5m. Find the work done by the force and
weight of the block. x=21 .91 ft
Given: Where:

Weight of the block = 100N PE = Potential Energy

Force applied = 20N m = mass

Displacement = 5m g = gravitational acceleration

Find: Work by the force and weight h = height

Solution: ii) Elastic Potential – energy stored on an elastic material due to its
stretching or compressing
√2 2 2
i) 2
x + y =1
√2 Where:
2
PE = Potential Energy
√3
2 k = force constant of the spring
1 Δx = extension/compression of the spring
ii) 2
b) Kinetic Energy – energy of an object in motion
tan 27 =
x
43 {(x, y)|−1≤r≤1}
43(tan27)=x Where:

KE = Kinetic energy
The work done by the weight is equal to zero since it is perpendicular to the
displacement. m = mass
Energy – capacity to do work v = velocity
- a scalar quantity Practice Test
Types of Mechanical Energy
1. Which is not considered as adaptive mechanism of living things?

300
a. Modification of body parts to suit the environment. a. reproduction
b. Presence of specialized structures like thorns and fins. b. adaptation
c. Possession of camouflage features like color, pattern or shape. c. metabolism
d. Reproduction for the preservation of a certain species. d. growth

2. Biologists are at present involved in gene manipulation by altering the genes in nuclei. 10. Which process involves in the movement of dissolved molecules (solute) through a
Which aims seem to be the most important of such manipulation? differentially permeable membrane?
a. to cure ancient genetic diseases like cancer a. diffusion
b. to prolong life b. osmosis
c. to create new types of agricultural plants and animals c. Brownian movement
d. to make significant changes in man himself d. dialysis

3. Which chemical substance produced by the body regulates and coordinates the 11. Which refers to the earth’s entire zone of air, land and water which occupied by living
functions and activities of bodily organ? things?
a. gene b. Deoxyribonucleic acid c. hormone d. a. biosphere b. biome c. bioassay
enzyme d. biomass

4. Which endocrine abnormality is characterized by dwarfness, low intelligence and sex 12. Which body organ is responsible for the removal of waste from the blood and body
immaturity? fluids?
a. myxedema b. cretinism c. tetany d. a. liver
acromegaly b. pancreas
c. kidney
5. What is the present connotation of symbiosis? d. large intestine
a. a give and take relationship of organism
b. any type of relationship between two dissimilar organisms living together 13. What is meant by excretion?
c. a one- sided relationship between two species a. Elimination of waste and undigested food from the anus.
d. neutral relationship that exist between two organisms b. Removal from the cells and blood streams of substances which are no further use in the
body.
6. Living things are classified either as aerobic or anaerobic as they grow or metabolize in c. Release from the cell of some substance that is utilized elsewhere in some bodily
the presence or absence of: process.
a. carbon dioxide d. Absorption of soluble food by the body cells.
b. nitrogen
c. water 14. The clotting of the blood is essentially the function of:
d. oxygen a. red blood cells b. white corpuscles
c. plasma d. hemoglobin
7. What is the structural difference between plants and animals?
a. Plant cells have plastids but animal cells do not. 15. All living things have a tendency to maintain uniformity or stability in their internal
b. Plant cells have a stiff cell wall of cellulose but animal cells do not. environment called:
c. Animal cells have centriole but the cells of higher plants do not. a. anabolism b. metabolism c. epigenesist d. homeostasis
d. Plant cells have only a thin membrane but animals do not.
16. What is an ecosystem?
8. Only living things can respond to stimuli, to physical and chemical changes in their a. A basic unit that shows interaction between living things and their environment.
environment. Such a characteristic is called: b. A recognizable unit which shows plant and animal distribution as influenced primarily by
a. metabolism climate.
b. irritability c. A fundamental unit that shows various types of relationship among organism.
c. movement d. A distinct unit that shows how physical factor can affect other abiotic components in the
d. specific organization environment.

9. The preservation of specie is made possible through:

301
17. Which plant structure transports organic nutrients both up and down the stem and 27. The nutrient glucose is useful to the body:
roots? a. to prevent goiter c. active reabsorption
a. xylem b. vascular bundle c. parenchyma d. b. as a source of energy d. during the process of respiration
phloem
28. Radiant energy is covered into chemical energy during:
18. Under what condition does a living organism live best or has the greatest chance of a. oxidation b. glycosis
survival? c. respiration d. photosynthesis
a. maximal b. minimal c. optimum d.
standard 29. Which of the following is not a form of vegetative reproduction?
a. regeneration
19. Which traps light energy from the sun for use in the photosynthesis? b. budding
a. carbon dioxide c. spore formation
b. water d. vegetation by runners
c. chlorophyll
d. oxygen 30. Nitrogenous waste is produced by the metabolism of:
a. fats b. carbohydrates c. proteins d.
20. Smoking cigarettes: starches
a. causes ulcer
b. decreases the vital capacity of the stomach 31. Which of the following is a reflex act?
c. leads to emphysema and lung cancer a. breathing b. blinking c. walking d.
d. leads to abnormal life sleeping

21. Blood cells and plasma factors are important: 32. In an ecosystem:
a. immune defense b. invaders c. external defenses a. only energy is recycled c. both materials and energy are
d. internal defenses recycled
22. A spinal nerve is: b. only materials are recycled d. neither materials nor energy is
recycled
a.motor nerve
b. sensory nerve 33. Distribution of plants is affected by:
c. neuron a. type of soil
d. mixed nerve b. amount of light
c. amount of rainfall
23. The anterior pituitary stimulates the: d. A, B, and C are correct
a. motor coordination b. consciousness c. sense reception d.
homeostasis 34. Which decoction contains traces of iron to arrest hemorrhage?
a. corn silk b. ampalaya leaves flowers c. gumamela d.
24. What do all methods of birth control have in common? coconut milk
a. they all use some device
b. they are all expensive 35. Hyperacidity can destroy the lining of the stomach. Which of the following substance
c. they interrupt lovemaking can ease the discomfort?
d. they prevent the egg from coming in contact with the sperm
a. water therapy
25. Pregnancy begins: b. milk of magnesia
a. upon successful implantation c. when the egg is fertilized c. starch solution
b. during the follicular phase d. when ovulation occurs d. gelatin
26. The fact that many insects are now immune to DDT is an example of: 36. Deficiency of carbohydrates is characterized by:
a. natural selection b. genetic drift c. geographical isolation d. translocation a. sluggishness
b. pallor
302
c. obesity 1. Knowledge
d. bone deformation a. Peace – students should investigate different concepts and examples of
peace on a variety of levels from personal to global.
37. Salt as a preservative causes: b. Conflict and Violence – students should study the problems of violence
a. cell shrinkage b. ionization c. hydrolysis d. c. Some Peaceful Alternatives
hydration  disarmament
 non-violent conflict resolution
38. What do you call the practical or industrial application based on scientific principles?  development based on justice
a. scientific method b. technology c. theory  human rights respect
d. experimentation  human solidarity
 environmental care
39. What is the principal cause of earthquakes? d. Ethical and Practical Rationale – students should study the ethical and
a. faulting practical basis for the above-cited peaceful alternatives in order to provide
b. landslides added motivation for learning.
c. nuclear explosions 2. Attitudes/Values
d. volcanic erupt a. Self-respect
b. Respect for others
40. Purification of metals can be done best by: c. Respect for human life/nonviolence
a. filtration d. Global concern
b. flotation e. Ecological concern
c. aeration f. Cooperation
d. electrolysis g. Openness/Tolerance
h. Social Responsibility
i. Positive Vision
3. Skills
LET REVIEWER- SOCIAL SCIENCE a. Reflection
b. Critical Thinking
Lecture Notes c. Decision-making
d. Imagination
Peace Education, Human Education & Global Education e. Communication
f. Conflict Resolution
To address present critical issues, there is a need to revise our teacher education g. Group Building
curriculum to make it truly integrated and holistic in content and approach. To do so, we
need to identify 3 important areas of concerns:
Principles and Concept About Peace
 Peace Education – This area affirms personal and global responsibilities for the
promotion of peace, cooperation, disarmament, justice and non-violent resolution “Since wars begin in the minds of men and women, it is in the minds of woman and men
of conflict. that the defense of peace must be constructed.”
 Human Rights Education – Promotes understanding of Human Rights concepts
and values to enable learners to comprehend and transform conditions which give Love
rise to human rights violation.
 Global Education – Involves learning about those problems and issues which cut  self-worth/self-esteem
across national boundaries and about the interconnectedness of system – cultural,  positive self-criticism
ecological, economic, political, and technological. It also includes citizenship  deep sense of responsibility
education.  fidelity/loyalty
 sense of reconciliation
 gentleness
Objectives of Peace Education  trust and respect
 openness

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  concern for others Spirituality
 sense of sacrifice
 courage  inner peace
 endurance  belief in one’s material and spiritual development
Compassion  reverence and respect for life
 commitment to genuine human development
 kindness  confidence in human spirit
 sensitivity to others needs  freedom of thought, conscience and belief
 nurturing
 moral strength/fortitude
 goodwill Human Rights Education
 supportiveness
Harmony Human rights is defined as the supreme, inherent and alienable right to life, dignity, and
self development. It is concerned with issues on both areas of civil and political rights and
 mutual trusts and understanding economic, social and cultural rights founded on internationally accepted human rights
 cooperation/collaboration obligations to which the Philippines government is a state party. (Educator’s Human
 sense of belongingness/cultural worth Rights Handbook, Commission on Human Rights).
 effective communication
 sense of reconciliation The Fundamental Principles Underlying The Human Rights Standards
Tolerance
Universality – that human rights should be enjoyed by everyone without discrimination as
 mutual respect to sex, age, language, religion, or race. Wherever a person is, whether in a rich or poor
 respect for personal and cultural differences (unity in diversity) country, in a tribe, and whoever the person is, a king, queen or pauper, man or woman, old
 genuine acceptance and accommodation and young s/he can claim such rights.
 peaceful conflict resolution
 acceptance and appreciation of diversity of cultures Inviolability – that human rights as an irreducible element of one’s humanity cannot be
 respect for minority groups and foreigners abrogated or violated unless determined by law and “solely for the purpose of securing due
 sense of humor, courtesy/cordiality, open-mindedness recognition and respect for the rights of other an of meeting the just requirements of the
Caring and Sharing general welfare, morality, and public order in a democratic society.”

 love Interdependence – a person’s well being cannot be enjoyed in a piece meal. Human
 concern dignity cannot be taken in increments. This means that certain rights cannot be sacrified in
 generosity favor of other rights because taken together, these rights make human beings whole.
Interdependence
The Different Groups of Rights
 sense of interconnectedness with others and with creation
 globalization/nationalization and internationalism According to Nature
 sense of subsidiarity
 non-violence a. Civil Rights – are those rights when the law will enforce at the private individuals
 active participation for the purpose of securing to them the enjoyment of their means of happiness.
 global understanding/mutual respect among nations Examples are right to life, liberty, and security, freedom to travel, right to due
 creative and collective responsibility and cooperation process.
 transformational leadership b. Political Rights – are those rights which enable us to participate in running the
 commitment to the future affairs of the government either directly or indirectly. Examples are the right to
Empathy vote, right to information on matters of public concern and the right initiative,
freedom of speech, of the press, of assembly.
 appreciation of the other c. Economic and Social Rights – are those which the law confers by law upon the
 awareness people to enable them to achieve social and economic development, thereby
 concern

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 ensuring them their well being, happiness and financial security. Example: are the especially the marginalized is a major requirement for human rights protection
right to property, education, and promotion of social justice. and promotion.
d. Cultural Rights – are those rights that ensure the well being of the individual and 3. National Programs of Action – human rights are not juts a compilation of laws,
foster the preservation, enrichment and dynamic evolution of national culture these are a framework for governance, a national vision that must be pursued.
based on the principle of unity in diversity in a climate of free artistic and Human rights should guide government leaders in formulating policies and
intellectual expression. programs. The everyday conduct of government activities should be guided by
the principles of human rights.

According to Recipient
Global Education
Individual Rights – are those being accorded to individuals
“Global education involves learning about those problems and issues that cut across
Collective/Group Rights – are those of the society, those that can be enjoyed only in national boundaries, and about the interconnectedness of systems—ecological, cultural,
company with others. economic, political and technological. Global education involves perspective taking—
seeing things through the eyes and minds of others—and it means the realization that
According to Source while individuals and groups may view life differently, they also have common needs and
wants.”
Natural Rights – are rights believed to be based on reason or given by Supreme Being.
They existed long before they were recognized by law. Examples of which are right to life, Global Education involves the:
right to property, right to justice, right to freedom, right to peace
 Study the systems (economic, political, ecological, technological)
Legal Rights – are rights recognized by laws. Examples of which are right to habeas  Study of human values (universal and diverse)
corpus, right to be presumed innocent until proven guilty, right to bail, etc.  Study of persistent problems (war and peace, human rights, environmental issues)
 Study of global history (development of global systems and human values)

Issues Relevant to Global Education

According to Implementation
Children’s Rights
Immediate – are those rights the States can readily implement because these are
dependent on the States’ political will such as civil and political rights.  The Convention on the Rights of the Child is a universally agreed set of non-
negotiable standards and obligation which spells out the basic human rights that
Progressive/Incremental – are those rights whose implementation is dependent on children everywhere – without discrimination.
availability of the states’ resources and thus can only be enjoyed gradually. Such rights Disasters
are the social, economic and cultural rights.
 Reducing human suffering and economic losses caused by natural and
Human Rights are Guaranteed By: technological disasters comes from preparedness and mitigation through policies,
education and strategic and rapid responses.
National Human Rights Mechanism: Education

1. Legislation – international human rights laws still have to be translated and  Investing in education systems helps build human capital and ensures that people
incorporated into the national laws of States parties. This can be done either can participate more fully in society.
through (1) amending and supplementing national laws to suit international laws Environment
and (2) promulgating new legal documents.
2. Education and Campaign – much of human rights violations occur because of  As the world’s population grows there is more and more pressure on the
lack of human rights awareness among the people. Educating state agents such environment to produce enough food and energy without consuming the resources
as the police, government officials and public servants is crucial only as an faster than they can be replaced.
immediate measure to prevent violations of human rights. However, Food Security
dissemination of human rights in the grassroots and educating the people

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  Providing for the physical, social and economic access by all people at all times to  The majority of the world’s poor live in rural areas, and are disproportionately
sufficient, safe and nutritious food which meets their dietary needs and food dependent on natural resources for their livelihoods, especially resources such as
preferences for an active and healthy life. forests and fisheries.
Governance Volunteering

 Effective governance means competent management of a country’s resources in a  Many people give their time and skills without pay to make a contribution to assist
way that is fair, open, accountable and responsive to people’s needs. others.
HIV/AIDS Water

 The HIV/AIDS pandemic represents one of the greatest challenges facing  Water is the source of life – vital for health, food and ecoomic development.
developing countries. Women
Health
 Improving the status of women is not just a women’s issue, but a goal that requires
 Improving the basic health and the quality of health service delivery and the active participation of both men and women.
addressing the health effects of natural disasters and emergencies are the means
of improving the health of people.
Human Rights Global Citizenship

 The Universal Declaration of Human Rights sets forth the human rights and A Global Citizen is Someone Who:
fundamental freedoms of all men and women in all nations, everywhere in the
world.  is aware of the wider world and has a sense of their own role as a world citizen;
Infrastructure  respects and values diversity;
 has an understanding of how the world works economically, politically, socially,
 The development and maintenance of essential public services and systems is an culturally, technologically, and environmentally;
important ingredient for sustained economic growth and poverty reduction.  is outraged by social injustice;
Micro credit  participates in and contributes to the community at a range of levels from local to
global;
 Small scale business development is an important means of helping individuals out  is willing to act to make the world a more sustainable place;
of poverty.  takes responsibility for their actions.
Peace building

 The support structures and processes which strengthen and solidify peace in order The Key Elements of Global Citizenship
to avoid a relapse into conflict.
Poverty Alleviation Knowlegde and Understanding

 The Complex web that keeps people poor is being addressed through economic Social justice and equity  understanding of global debates
growth and improving governance, education and health.
Refugees Diversity  deeper understanding of different
cultures and societies
 Forced to flee their homes because of persecution refugees are a significant group Globalization and interdependence  complexity of global issues
who need international protection as they seek a durable solution to their plight.
Rice Sustainable development  understanding of key issues of
Agenda 21
 Highlighting the importance of rice as a primary food and income source in many  lifestyles for a sustainable world
developing countries. Peace and conflict  complexity of conflict issues and
Rural Development conflict resolution

Skills

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Critical thinking  handling contentious and complex 2. Outputs – which can either be consumption goods
issues 3. Capital goods – items which are used to produce other goods and services in the
Ability to argue effectively  political literacy future, rather than being consumed today
 participating in the relevant political 4. Processes of production
processes 5. Processes of distribution
Ability to challenge injustice and  campaigning for a more just and Branches
inequalities equitable world
a. Macroeconomics – the branch of economics that examines the economic behavior
Respect for people and things  following a personal lifestyle for a of aggregates – income, employment, output, and so on – on a national scale.
sustainable world b. Microeconomics – the branch of economics that examines the functioning of
Co-operation and conflict resolution  negotiation individual industries and the behavior of individual decision-making units, that is,
 conflict resolution business firms and households.
Methods of Economics

Values and Attitudes a. Positive economics – an approach to economics that seeks to understand
behavior and the operations of systems without making judgment. It describes
Sense of identity and self-esteem  open-mindedness what exists and how it works.
b. Normative economics – an approach to economics that analyzes outcomes of
Empathy and sense of common humanity  sense of individual and collective economic behavior, evaluates them as good or bad, and may prescribe courses of
responsibility action. Also called “policy economics”.
Commitment to social justice and equity  commitment to the eradication of Economics is important to the:
poverty
Valuing and respecting diversity  valuing all people as equal and a. Individual – as a consumer who wants to maximize satisfaction and minimize
different expenditure.
Concern for the environment and  commitment to sustainable b. Businessmen – as a producer who wants to maximize profits and minimize costs.
commitment to sustainable development development c. Government – in providing a high standard of living for the people.
Basic Economic Problems
Belief that people can make a difference  willingness to work towards a more
equitable future 1. What to produce?
Economics 2. How to produce?
3. For whom to produce?
 The study that deals with how scarce resources are allocated to maximize the 4. How much to produce?
unlimited wants that indibiduals and societies want to fulfill. 5. How much more to produce?
 The study of how individuals and societies choose to use the scarce resources that Economic Systems
nature and previous generations have provided.
 The study of how societies choose to use scarce productive resources that have 1. Capitalist System – an economy in which individual people and firms pursue their
alternatives uses to produce commodities of various kinds, and to distribute them own self-interest with any central directions or regulations. This is also known as
among different groups. laissez-faire economy, free enterprise, price mechanism, or free market economy.
 Economics is the science which studies human behavior as a relationship between 2. Command Economy – an economy in which a central authority or agency draws
ends and means which have alternative uses (Lionel Robbins, 1935). up a plan that establishes what will be produced and when, and makes rules for
 Economics or political economy is an “inquiry into the nature and causes of the distribution.
wealth of nations” (Adam Smith, 1976). 3. Mixed Economy – it is a regulated market economy. In reality, all economies are,
 Economics is the science of production. Production is a social force insofar as it to some extent, mixed. It is just a matter of degree of intervention.
channels human activity into useful ends (Karl Marx, 1848). Factors of Production

1. Land (Natural Resources) – includes all resources found in the sea and on land.
Elements of an Economic System Raw materials, landscapes, ports (natural harbor), climatic conditions,
geographical location.
1. Resources – which include land, labor and capital

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 2. Labor (Human Factor) – any kind of work, either mental o manual in nature, which 2. Changes in income
has the sole purpose of receiving rewards. 3. Changes in population
3. Capital (Man-Made) – wealth uesd for production 4. Changes in the price of related goods
4. Entrepreneur (Management) – usually the organizer in a company 5. Advertisements
6. Introduction of new products
7. Social and economic conditions
Price System 8. Festive seasons
9. Speculation
 Is the mechanism by which producers and consumers transmit information about
production to one another. It is referred to as the basic coordination and
communication system of a market economy because it helps producers make Supply
production decisions and whereby keeps the economy balance.
Market  The amount of a good sellers want to sell at different prices.
 behavior of sellers
A set of arrangements by which buyers and sellers of a good are in contact to Quantity Supplied
trade that good.
Demand  The amount of a particular product that firm would be willing and able to offer for
sale at a particular price during a given time period.
 The amount of a good buyers want to purchase at different prices. Supply Curve
 behavior of buyers
Quantity Demanded  A graph illustrating how much of a product a firm will supply at a different price.
Surplus
The amount (number of units) of a product that a households would buy in a given
period it if could buy all it wanted at the current market price.  Excess supply
Demand Schedule Law of Supply

A table showing how the quantity demanded of some product during a specified  The positive relationship between price and quantity supplied: An increase in
period of time changes as the price of that product changes, holding all other market price will lead to an increase in quantity supplied, and a decrease in market
determinants of quantity demandes constant. price will lead to a decrease in quantity supplied.
Demand Curve Factors Affecting Supply

 A graphical depiction of a demand schedule. It shows how the quantity demanded Price Factor
of some product during a specified period of time will change as the price of that
product changes, holding all other determinants of quantity demanded constant. 1. Price of the good itself
Shortage Non-Price Factors

 Excess demand 1. Climatic Conditions

Law of Demand
2. Cost of Production
 The lower the price, the higher the quantity demanded of a particular commodity. 3. Technological Advancements
Factors Affecting Demand 4. Government Policies (e.g. tax, subsidies)
5. Time Period
Price Factor 6. Price of Related Goods (Competitive Supply, Joint Supply)
Equilibrium Price
1. Price of the product itself
 The price at which the quantity demanded and the quantity supplied are equal.
Non-Price Factors Market Structures

1. Fashion, taste, and climate 1. Perfectly Competitive Markets has the following characteristics:

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 a. There are many buyers in the market Taxation
b. There are many sellers in the market
c. Goods are homogeneous and not differentiated  It is an inherent power of the state to impose and collect revenues to defray the
d. There must be free entry to and exit from the market necessary expenses of the government.
e. Both consumers and the producers have perfect knowlegde about the  It is a compulsory contribution imposed by a public authority irrespective of the
market situation amount of services rendered to the payer in return.
f. There is mobility of factors of production  It is a compulsory levy on private individuals and organizations by the government
g. No transport cost to raise revenue to finance expenditures on public goods and services.
h. There is independence in decision making Purpose of Taxation
i. There is no preferential treatment
2. Monopoly has the following characteristics: 1. To collect revenue for the government
a. There is only one single seller but two types of monopoly (Natural and 2. To redistribute income
Private Monopoly) 3. To combat inflation
b. Many buyers are available 4. To correct an adverse balance of payments
c. There are barriers to entry 5. To check consumption of goods which are considered undesirable
d. The product does not have close substitutes 6. To protect local/infant industries
e. An important assumption is that monopolist can only control price or 7. To influence population trends
quantity but not both 8. To improve unfavorable terms of trade
3. Monopolistic Competition has the following characteristics: 9. To reallocate resources
a. There are many buyers 10. To create a sense of identity
b. There are many sellers but not as many as in perfect competition
c. Products are differentiated
d. There is ease of entry and exit, but not as easy as in perfect competition The Four “R” s
e. Non-price competition exist (ex., advertisements, sales promotion, etc.)
f. No perfect knowledge is assumed  Taxation has four main purposes or effects:
g. One producer can lower the price without affecting other firms. o Revenue –
4. Oligopoly has the following characteristics:  Taxes raise money to spend on roads, schools and hospitals, and
a. There are many buyers in the market on more indirect government functions like market regulation or
b. There are few sellers in the market justice systems. This is the most widely known function.
c. Products sold can either be homogenous or differentiated o Redistribution
d. Barries to entry exist but these are not as restrictive as monopoly  This means transferring wealth from the richer sections of society
e. There is interdependency in pricing and output in relation to other firms to poorer sections.
f. Price can be determined through: o Repricing
 price leadership  Taxes are levied to address externalities: tobacco is taxed, for
 dominant firm example, to discourage smoking.
 cartel o Representation
 collusion Theory
Opportunity Cost
 Taxation is a necessity and indispensable, for without taxes government cannot
 The value of the next best alternative that the decision forces the decision-maker function and exist.
to forgo. Rational decision making, be it in industry, government, or households, Basis
must be based on opportunity cost calculations.
Economic Goods  It is found in the reciprocal duties of protection and support between the state and
its inhabitants.
 Things of value that you can see, touch, and show to others. Sources and Origin of Taxation
Economic Services
1. The Constitution
 Intangible things that have value but often cannot be seen, touched or shown to 2. Statutes or Presidential Decrees
others. 3. Bureau of Internal Revenue regulations

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 4. Judicial Decisions B. Indirect Taxes
5. Provincial, City, Municipal and Barrio Ordinances 1. The tax burden can be shifted to the third party
6. Observance of International Agreements 2. Indirect taxes are based on expenditures and consumption
7. Administrative Rulings and Opinions 3. All indirect taxes are regressive in nature
Objects of Taxation 4. Indirect taxes are optional in the sense that they can be avoided
Examples:
1. Persons – whether natural or judicial
2. Property of any kind  sales tax
3. Transactions, interest and privileges  import tax
Limitations on the Powers of Taxation  VAT/EVAT

1. Inherent Limitations Characteristics of a Sound Tax System

a. The tax must be for public purpose
b. No improper delegation of legislative power to tax  Efficiency – must generate revenues greater than the amount of money the
c. Exemption of government entities government must spend to collect taxes.
d. Territorial jurisdiction  Equity – individuals and groups belonging to the same income bracket must be
e. Observance of International Law taxed equally while those belonging to different income groups must be taxed
differently.
2. Constitutional Limitations  Convenience – to set up measures and procedures that will make it more
a. Equal protection of the law convenient for taxpayers to pay.
b. Uniformity rule  Stability – tax system must not bet too ofetn or it will encourage taxpayers to
c. Observance of due process of law withhold tax payments until a more preferred system is put in place.
d. Non-impairment of obligation of contracts
e. Non-imprisonment for non-payment of poll tax
f. Non-impairment of religious freedom Agrarian Reform Program
g. No appropriation for religious purposes
h. Property tax exemption What is Agrarian Reform?
i. Non-impairment of the jurisdiction of the Supreme Court in tax cases
 Agrarian Reform is the redistribution of lands to farmers and regular farmworkers
who are landless, irrespective of tenurial arrangements. Agrarian reform is not just
Classification of Taxes the transfer of lands, it includes a package of support services: economic and
physical infrastructure support services, (credit, extension, irrigation, roads and
1. Progressive Income Tax – the higher the income, the higher the tax rate. bridges, marketing facilities) and human resource and institutional development or
2. Proportional Tax – the tax rate is constant and unaffected by the level of income. social infrastructure building and strengthening.
3. Regressive Tax – the higher the income, the lower the tax rate. What is a the legal basis for CARP?
Types of Taxes
 The Comprehensive Agrarian Reform Program (CARP) was passed in 1988 under
A. Direct Taxes the administration of President Corazon C. Aquino.
1. The burden cannot be shifted to the third party  The legal basis for CARP is Republic Act 6657 otherwise known as
2. Direct taxes are based on income and wealth Comprehensive Agrarian Reform Law (CARL) signed by Aquino on June 10, 1988.
3. In most cases, direct taxes are progressive in nature It is an act instituting a CARP to promote social justice and industrialization,
4. Direct taxes are compulsory in nature providing the mechanism for its implementation, and for other purposes.
Examples: What does CARP cover?

 income tax  CARP covers all alienable and disposable lands of the public domain devoted to or
 residence tax suitable for agriculture, all lands of the public domain in excess of the specific
 real state tax limits, all other lands owned by the Government devoted to or suitable for
 immigration tax agriculture, and all private lands devoted to or suitable for agriculture regardless of
 estate/gift/inheritance tax the agricultural products raised or that can be raised thereon.

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  Consumer Cooperative
o The primary purpose is to procure and distribute commodities to member
Cooperatives and non-members.
 Producers Cooperative
What is a Cooperative? o Undertakes joint production whether agricultural or industrial.

 A cooperative is a duly registered association of persons with a common bond of

interest, who have voluntarily joined together to achieve a lawful common social or  Service Cooperative
economic end, making equitable to contribution to the capital required and o Engages in medical, and dental care, hospitalization, transportation,
accepting a fair share of the risks and benefits of the undertaking in accordance insurance, housing, labor, electric lights and power, communication and
with universally accepted cooperative principle. other services.
 By forming a cooperative you pool money, human resources and talent to build  Multi-Purpose Cooperative
capital and work together to produce more goods and raise incomes. o Combines two (2) or more of the business activities of these different types
 Through cooperatives, you can look for the other sources of loans at low interest of cooperatives
rates of borrowing form informal lenders or users. The Categories of Cooperatives According to Membership and Territory:

In terms of membership:
What are the Principles of Cooperativism?
1. Primary – the members of which are natural person of legal age;
 The cooperative principles were reformulated by he International Cooperative 2. Secondary – the members of which are primeries;
Alliance in Vienna in 1966 during its 23 Congress: 3. Tertiary – the member of which are secondaries upward to one or more
o Voluntarism apex organizations. Cooperatives whose members are cooperatives are
 Each member of a cooperative becomes a member voluntarily and called federations or unions.
is not restricted by social, political or religious discrimination. In terms of territory, cooperatives are categorized according to areas of operation which
o Democracy may not be coincide with the political subdivision of the country.
 Coops are democratic organizations with officers and managers
elected or appointed in a manner agreed on by members. Each The General Steps in Forming a Cooperative
member, no matter the amount of his share, is entitled to one vote.
o Limitation of Share Capital Interest Six Steps in Setting Up A Cooperative:
 Interest on a member share capital is limited so that no person-
especially those with money—can have an overwhelming equity in 1. Get Organized.
the coop.
o Sharing all location of cooperatives surplus or savings  You must have at least 15 members. At once determine the common problems
 Mandates distribution of surplus equitably so that no member, you would want to solved and the basic needs you would want provided for
gains at the expense of another. through a cooperative.
o Provision for the education and training of cooperatives members, officers 2. Prepare a general statement called an economic survey.
and employees, and of the general public in the principles and techniques
of cooperation  This will help you measure your cooperatives chances of success.
o Promotion of cooperation between cooperatives at local, national and 3. Draft the cooperatives by-laws.
international levels.
o Concern for community by working for its sustainable development through  The by-laws contain the rules and regulation governing the operation of the
policies approved by the cooperative members. cooperative.
4. Draft the articles of cooperation.

Kinds of Cooperative  Indicate the name of the cooperative, its members, terms of existence and other
pertinent description about your cooperative.
 Credit Cooperative 5. Secure bond of your accountable officers, normally the treasurer, or the treasurer and
o Promotes thrift and savings among its members and creates funds in order
to grant loans for productivity. the manager.

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  The amount of the bond is to be decided upon by the Board of Directors, based on  The science of society and he social interactions taking place in that society.
the initial network of the cooperatives which includes the paid-up capital,  The study of human society: its origin, growth, structure, function, customs,
membership fees and other assets of the cooperatives at time of registration. traditions, group life and institutions.
 Sociology is considered a branch of the social sciences.
Importance
6. Register your cooperative with the Cooperative Development Authority (CDA), you
must submit four copies each of the Economic Survey, By-Laws, and Articles of  To obtain factual information about our society and the different aspects of our
Cooperation and Bond of Accountable Officer(s). social life.
 To enable us to see the connection between our own personal experiences and
Members of a Primary Cooperative the social forces in the bigger social world which influence our life
Auguste Comte
 If you are a Filipino of legal age, you can ba a coop member if you meet the
qualifications prescribed by the coop’s by laws.  The term “sociologie” was first used in 1780 by the French essayist Emmanuel
 The board of directors act on application for membership. Joseph Sieyes (1748-1836) in an unpublished manuscript.
 A member may exercise his rights only after having paid the fees for membership  The term was used again and popularized by the French thinker Auguste Comte in
and acquired shares in the cooperative. 1838.
 Comte had earlier used the term ‘social physics’, but that term had been
appropriated by others, notably Adolphe Quetelet.
Two Kinds of Membership in the Cooperative  Comte hoped to unify all studies of humankind—including history, psychology, and
economics.
Two Kinds of Members:  His own sociological scheme was typical of the 19 th century; he believed all human
life had passed through the same distinct historical stages (theology, metaphysics,
1. Regular Member – entitled to all the rights and privileged of membership as stated positive science) and that, if one could grasp this progress, one could prescribe the
in the Cooperative Code and the coops by-laws. remedies for social ills.
2. Associate Member – has no right to vote and to be voted upon and is entitled to  Sociology was to be ‘queen of the positive sciences’. Thus, Comte has come to be
such rights and privileged provided by the cooperatives by laws. viewed as the “Father of Sociology”.
New Cooperative Law Sociological Scholars

 Cooperative Code of the Philippines (RA 6938)  These scholars greatly influenced the founding of sociology:
 Cooperative Development Authority (RA 6939) o Auguste Comte
 Executive Order 95 and 96 were issued by Pres. Fidel Ramos in June 1993, o Emile Durkheim – Social Facts (material and non-material) are to be
providng for implementation guidelines for some of he provisions of he two studied empirically, not philosphically, mechanical (social) solidarity and
vs.cited. organic solidarity society
Cooperatives Values o Karl Marx – Dialectical Materialism and Economic Determinism
o George Herbert Mead – interrelatedness of humans and society (social
 self-help self)
 self-responsibility o Vilfredo Pareto
 democracy o Robert E. Park
 equality o Georg Simmel
 solidarity o Ferdinand Tonnies – Gemeinschaft and Gesselschaft
 equity o Max Weber – Bureaucratization as ideal type of Verstehen
 honesty Scope and Topics of Sociology
 openness
 social responsibility  Sociologist study society and social action by examining the groups and social
 caring for others institutions people form, as well as various social, religious, political, and business
Sociology organizations.
 They also study the social interactions of people and groups, trace the origin and
 The scientific and systematic study of society, including patterns of social relations, growth of social processes, and analyze the influence of group activities on
social stratification, social interaction, and culture. individual members and vice versa.

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  Sociologist research macro-structures and processes that organize or affect  Sociologists also often use qualitative method—such as focused interviews, group
society, such as, but not limited to, race or ethnicity, gender, globalization, and discussions and ethnographic methods—to investigate social processes.
social class stratification.  Sociologists also use applied research method such as evaluation research and
 They study institutions such as the family and social processes that represent assessment.
deviation from, or the breakdown of, social structures, including crime and divorce. Society and Culture
And, they research micro-processes suchas intepersonal interactions and the
socialization of individuals. Society
 Sociologists are also concerned with the effect of social traits such as sex, age, or
race on a person’s daily life.  A system of interacting individuals and interrelate groups sharing a common
 Sociologists study the many dimensions of society. culture and territory
 A group of people living together in a social system of long established
relationship, recognizing and following a certain way of life
Three Basic Theoretical Approaches:

 The structural-functional approach Two Types of Society

 The social-conflict approach
 The symbolic-interaction approach  Non-industrial
 Industr
Social Structure
Sociological Paradigm
 The patterned and recurrent social relationship among persons in organized
 Specific ‘points of view’ used by social scientists in social research. collectivities
 Sociological paradigms are particular paradigms that emply the sociological Forms of Social Structure
perspective and the sociological imagination.
 A sociological paradigm usually refers to the briad schools of thought in sociology  Primary group structures – families, friendship groups and work groups
that encompass multiple theories from the same perspective. These include:  Purposely organized structures – voluntary organizations and associations
o Conflict Paradigm – focuses on the ability of some groups to dominate  Territorial structures – city, community, neighborhood
others, or resistance to such domination, including Marxism.  Latent structures – sex or racial categories
 Feminism – focuses on how male dominance of society has Social Groups & Social Organizations
shaped social life.
o Functionalism – also known as a social system paradigm, examines what Social Groups
functions the various elements of a social system perform in regard to the
entire system.  Primary group – family and friendship group considered the building blocks of the
o Interactionism – believes that meaning is produced through the larger society
interactions of individuals.  Secondary group – groups where interaction among members are impersonal,
o Darwinism Paradigms – also known as the evolutionary paradigm, sees a business like. Focus of the group is on development of skills and specialized know
progressive evolution in social life. how.
o Positivism Paradigm – Social Positivist believe that social processes Gemeinschaft & Gessellschaft (Ferdinand Toennies)
should be studied in terms of cause and effect using the scientific method.
Sociological Research Gemeinschaft

 The basic goal of sociological research is to understand the social world in its  A community of intimate private and exclusive living and familialism. Maybe likend
many forms. to our tribal goup, fishing villages, agricultural village
 Quantitative methods and qualitative methods are two main types of sociological Gessellschaft
research methods.
 Sociologists often use quantitative methods—such as social statistics or network  Large secondary group where there is division of labor, specialization, functional
analysis—to investigate the structure of a social process or describe patterns in interdependence
social relationships. In-group and Out-group

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  Based on sense of belonging. These are not actual groups but a kind of Agencies of Socialization
relationship exist in the mined. The used of “we” (in-group) and “they” (out-group)
defines this grouping.  Family
Informal and Formal Groups  Peer group
 Church
 Based on form of organization  School
 Informal group – arises spontaneously our of interaction  Mass media
 Formal group – also called social organization  Work place
Formal organizations are necessary in industrialized complex societies. Goals of formal Social Interaction
organizations are for:
 Refers to the various actions and interactions of individual in a social situation.
 profit Social Process
 the spiritual needs of people
 education  Cooperation – people work together for a common good
 workers benefits o Assimilation – blending/fusing two cultures
 service to the poor o Acculturation – adaptation of culture upon contact
Bureaucracy o Amalgamation – brought about by intermarriage
 Competition and Conflict
 The administrative machinery of a formal organization or social organization which Culture
is aimed to enable members to meet their goals.
 From the Latin cultura stemming from colere, meaning “to cultivate”
 Refers to patterns of human activity and the symbolic structures that give such
Socialization acitivities significance and importance.
 Cultures can be “understood as systems of symbols and meaning that even their
 Process through which a person acquires the skills and behavios necessary for creators contest, that lack fixed boundaries, that are constantly in flux, and that
social living. interact and compete with one another”.
 Culture can be defined as all the ways of life including arts, beliefs and institutions
Elements of Socialization of a population that are passed down from generation to generation.
1. Child’s culture  “the way of life for an entire society”
2. Biological inheritance
3. Child’s interaction Components of Culture

Family – Most important socializing agent  Non-material culture

o Social Norms – rules or expectation that define what is acceptable or
School – Transmitter of culture required in a social situation
 folkways – commonly known as customs, traditions and
Language – An important tool in socialization conventions of society
 mores – “a way of behaving,” “a custom as determined by usage
Social Order – Means by which people fill their expected role or practice and not by law”
 laws – formalized norms enacted by people who are vested by
Status political and legal authorities designated by the government
 The position a person occupies in society by virtue of age, birth, marriage, o Values – abstract standards that persist overtime and serve as guides to
occupation or achievement what is right and proper for people in society
Ascribed status o Knowlegde – the total range of what has been learned or perceived as
true. This could be natural, supernatural, and magic knowlegde.
 Position assigned to the individual  Material culture (products of technology)
Achieved status o Artifacts: simple tools to computer
Culture Within A Society
 Acquired through competition

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  Large societies often have subcultures, or groups of people with distinct sets of o Recreation
behavior and beliefs that differentiate them from a larger culture of which they are o Arts
a part. o Environment
 The subculture may be distinctive because of the age of its members, or by their o History
race, ethnicity, class, or gender. o Spirituality
 The qualities that determine a subculture as distinct may be aesthetic, religious,
occupational, political, sexual, or a combination of these factors.
Cultures By Region Filipino Society & Culture

 Regional cultures of the world occur both by nation and ethnic group and more Development of the Filipino Culture
broadly, by larger regional variations.
 Similarities in culture often occur in geographically nearby peoples.  Asian or Oriental Culture
 Many regional cultures has been influenced by contact with others, such as by o Malayan as the indigenous core with strains of Aeta, Indonesian, Hindu,
colonization, trade, migration, mass media, and religion. Arab and Chinese culture
 Culture is dynamic and changes over time. In doing so, cultures absorb external  Western or Occidental Culture
influences and adjust to changing environments and technologies. Thus, culture is o Spanish – strongly manifested in our religious and cultural orientation
dependent on communication. o American – manifested in Filipino political orientation
 Local cultures change rapidly with new communications and transportation Pre-Spanish Settlements
technologies that allow for greater movement of people and ideas between
cultures.  The social unit was the barangay, from the Malay term balangay, meaning a boat.
Cultural Bias  The barangay were generally small. Most villages boasted of only thirty to one
hundred houses.
 Cultural bias is when someone is biased due to his or her culture.  Most communities were coastal, near-coastal or riverrine in orientation. This was
 Cultural bias can also relate to a bias that a culture possesses. For instance, a because the principal sources of protein came from the seas and the rivers, the
bias against women could be held by a culture who degrades women. people relying more on fishing than on hunting for sustenance.
Ethnocentrism  Dealing with traders meant coming in contact with Chinese, Arabian and Indian
civilizations. Thus, the coastal communities in Manila, Cebu, Jolo, and Butuan
 The tendency to look at the world primarily from the perspective of one’s own attained a higher cultural level.
culture.  Most of the members of a community were related to one another by blood or
 Ethnocentrism often entails the belief that one’s own race or ethnic group is the marriage. Besides kinship, common economic interests and shared rituals formed
most important and/or that some or all aspects of its culture are superior to those the bases for community cohesion.
of other groups.  The barangay was a social rather than a political unit, each one a separate entity
with only informal contacts with the other villages.
Social Hierarchy in Luzon
Cultural Universal
 Based on Spanish records, William Henry Scott concluded that there were three
 Is an element, pattern, trait, or institution that is common to all human cultures on social classes in pre-Spanish Luzon and Visayas.
the planet. o Maginoo – highest among all classes
 Examples of elements that may be considered cultural universal are gender, roles,  This was composed of datus and their families
the incest taboo, religious and healing ritual, mythology, marriage, language, art,  Datu – polotical and economic leader
music, cooking, games and jokes.  Babaylanes – a Visayan term for spiritual leader, katalonan was
 The principal cultural universal are: the Tagalog counterpart
o Food o Maharlika – next to the maginoo class
o Water  This class was composed of warriors who served as protectors of
o Clothing the barangay from its enemies.
o Shelter  The Maharlika did not pay taxes but they were obliged to
o Social organization accompany the datu in times of war.
o Family o Timawa – free person
o Communication

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  During the Spanish period, being timawa meant being free to be  The process by which those who violate group norms are identified as norm
exploited and enslaved by the Spaniards. violators
 Composed the main bulk of the population.  People are often said to have a disorder because their behavior deviates from
o Slaves – lowest class what their society considers acceptable. What constitutes normality varies
 aliping namamahay – lived in their own houses and was called somewhat from one culture to another, but all cultures have—such norms. When
only by the datu to help in building a house or in farming. people violate these standards and expectations, they may be labeled mentally ill
 aliping saguiguilid – lived in the datu’s house because of a large (Thomas Szasz)
debt he had incurred. Deviants

People who diverges from group norms while deviates are those who display
Social Classes in the Visayas divergent behavior but are not identified as norm violates.
Component of Deviant Behavior
 Datu – highest class
o Composed of the political leader, his family and those who belonged to  Act or unit of action
their class.  Actor who exhibits the behavior
 Timawa – belongedto the second class and were known as free people.  Social situation
 Oripun – lowest class. They could be bought and sold.  Audience of definers of the act

Culture And Civilization of Ancient Societies

Social Control
 Ancient Filipino civilization was reflected in the political system, economy, religion
and belief system, system of writing and traditions.  Refers to all those attitudes and behaviors originating in the social environment
o Politics – the political leader in the barangay level was the datu. that have the effects or directing or restricting the attitude and behavior of an
o Religion – the ancient Filipinos’ religion was called animism. They individual or group.
believed that gods and goddesses inhabit in nature. This religion is also
called anitoism.
 Bathala (Tagalog) Theories on the Causes of Deviance
 Laon (Visayans)
 Kabunian (Ibalois)  Anomie Theory – groups with fewer opportunities to achieve success goals will
o Economy – the artifacts excavated by the archeologists proved that the have greater motivation to violate norms and higher rates of deviance.
external trade was alive.  Subculture Theory – the greater motivation to violate norm will result in different
 Agriculture – Kaingin system – burning of one part of the forest in patterns of deviance depending upon the availability of illegitimate opportunities in
order to clear the area to be used for planting. the neighborhood.
o System of writing – the ancient system of writing was called baybayin.  Differential Association Theory – specific direction of a person’s motivation and
Composed of 14 consonants and three vowels. action depends upon frequency and intensity of interaction with others.
o Residence – houses were built in places where there was steady supply of  Labeling Theory – assumes that most people commit deviant acts at one time to
food. another
 Bahay-kubo – made from nipa and bamboo and had good Social Mobility
ventilation.
o Belief in After Life – early Filipino believed in the after-life. The afterlife  Refers to movement up or down in social status. This usually involves a change in
was believed to be a continuation of life on earth, thus valuables were occupation. This process may be speeded by:
also buried alongside the dead. o Revising one’s standard of living
 Manunggul Jar – reflection of this belief o Cultivating class-typed modes of behavior
o Manipulating associational membership
o A strategic marriage
Deviance and Social Control Social Stratification

Deviance

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  Exists when there is a hierarchy of position with differences in wealth, power and  …there is no negative Filipino values. There are only wrong uses of the values.
prestige and when there is intergenerational transmission of advantage or That is why we label as crime the misuse of values or the violation of value
disadvantage stemming from one’s location in the hierarchy. principles, particularly the legal ones (F. Landa Jocano)
o Caste system – made upon religiously sanctioned and hierarchically  Values are the reason why we see and do things the way we do. They are “the
ranked groupings in which membership is fixed at birth and is permanent. guiding principles in our lives with respect to the personal and the social ends we
This is found in India where the rank order are: (1) Brahmans; (2) desire—such as salvation or peace—and with respect to moral conduct and
Ksashtriya; (3) Vaishyas; (4) Sudras. Untouchable is considered outcasts. personal competence—such as honesty and imagination” (Kouzes and Posner,
o Social Class System – composed of economic groups that are cased 1993).
upon similarities in occupation, income and wealth. Social mobility is
allowed in this system.
o Race and Ethnicity – both passed on from parents to child but race refers Forces that Shape Contemporary Filipino Values
to the genetic transmission of physical characteristics and ethnicity refers
to socialization into distinct cultural patterns. Foundation of the Filipinos Oriental Nature
Nature of formal organization
 Aeta, Indonesian, Malayan, Hindu, Arabian, Chinese Interpersonal and social
 It is a deliberately constructed social unit with explicitly coordinated activities relationship revolve around blood ties, marriage and ritual kinship
designed to contribute toward the attainment of a stated goal. Filipinos’ Occidentalism
o Bureaucracy – where there is a clearly ordered hierarchy of positions or
officers; a defined sphere of competence; activities are recorded; positions  Spanish influence is manifested in our religious, political, economic, educational
are filled on the basis of expertise; operation is based upon a system of life and even in our language, dress and diet.
general rules; and relationship among people within a bureaucratic o Emphasis on spiritual aspect had shaped out attitude towards divorce,
organization is impersonal. birth control, fiestas and ceremonies.
Institutions o Gambling and our aversion to manual labor could be traced to Spain’s
inferior regard for us
 Cluster of norms associated with important social activities.  Americanization of Filipinos
o Family – basic social unit which is the source of intimate social o Manifested in our political and social outlook. With the introduction of a
relationship and the most effective agent of transmitting culture. democratic system of government we become aware of our rights and
o Economic Institutions – is the actual organization and utilization of privileges. The popularization of education gave us the opportunity for
natural and human resources by a given society at a given time in social mobility.
accordance with their cultural patterns.  Japanese Occupation
o Religion – is any set of attitudes, beliefs, and practices pertaining to DECS Values Education Program (1988)
supernatural power.
o Political Institutions  This program drew inspiration from 1986 EDSA Revolution and the 1987
o Educational Institutions Constitution where the vision of a “just and humane society” was emphasized.
This vision calls for a shared culture and commonly held values such as “truth,
justice, love, equality, and peace.”
Values Education, Ethics, & Moral Education

Values Philosophy of Values Education Program

 Expressions of the ultimate ends, goals or purposes of social action. They are  Rational understanding of the Filipino as a human being in society and his or her
society’s moral imperatives that deals with what ought to be. role in shaping society and the environment. The task of education is to help this
 “A thing has a value when it is perceived as good and desirable.” (DECS) human being (Filipino) develop his or her human potential so he or she can
 Values are made up of assumptions and beliefs, which our culture endorses as contribute to the growth of Philippine culture and must be able to harness human
appropriate bases for responses to events, facts, and states. It is our assumptions and non-human resources to attain a just and humane society.
and beliefs that influence us to see things the way we do (F. Landa Jocano,
Filipino Value System).
Core Value

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  Human dignity (the human person is of infinite value) o Erikson partitioned the life span into eight stages, each characterized by a
Theories of Values Formation psychosocial crisis involving transitions in important social relationships.
o According to Erikson, personality is shaped by how individuals deal with
 Psycho-Analytic Theory (Sigmund Freud, 1856-1939) these psychosocial crises. Each crisis is a potential turning point that can
o Suggests that unconscious forces act to determine personality and yield different outcomes.
behavior. The unconscious is that part of the personality about which a o Erikson described the stages in terms of these alternative outcomes, which
person is unaware. It contains infantile wishes, desires, demands and represent personality traits that people display over the remainder of their
needs that are hidden, because of their disturbing nature, from conscious lives.
awareness. Freud suggested that the unconscious is responsible for a o Erikson’s Stage Theory
good part of our everyday behavior. Accoring to Freud, one’s personality  Erikson’s theory of personality development posits that people
has three aspects: evolve through eight stages over the life span. Each stage is
 The id – is the primitive, instinctive component of personality that marked by a psychosocial crisis that involves confronting a
operates according to the pleasure principle. fundamental question, such as “Who am I and where am I going?”
 The ego – is the decision-making component of personality that The stages are described in terms of alternative traits that are
operates according to the reality principle. potential outcomes from the crises. Development is enhanced
 The superego – is the moral component of personality that when a crisis is resolved in favor of the healthier alternative.
incorporates social standards about what represents right and  Person-Centered Theory (Self-Theory) – (Carl Rogers, 1902-1987)
wrong. o “It seems to me that at bottom each person is asking, “Who am I, really?
 Behaviorist View (John B. Watson, 1878-1958) How can I get in touch with this real self, underlying all my surface
o Behaviorism is a theoretical orientation based on the premise that scientific behavior? How can I become myself?”
psychology should study only observable behavior. o Rogers (1951) argue that human behavior is governed primarily by each
o Behavior refers to any overt (observable) response or activity by an individual’s sense of self, or “self-concept”—which animals presumably
organism. Watson asserted that psychologist could study anything that lack.
people do or say—shopping, playing chess, eating, complimenting a friend o Rogers viewed personality structure in terms of just one construct. He
—but they could not study scientifically the thoughts, wishes, and feelings called this construct the self, although it’s more widely known today as the
that might accompany these behaviors. self-concept. A self-concept is a collection of beliefs about one’s own
 Social-Cognitive Learning Theorist (Albert Bandura) nature, unique qualities, and typical behavior.
o “Most human behavior is learned by observation through modeling” (Albert o Both he and Maslow (1954) maintained that to fully understand people’s
Bandura) behavior, psychologist must take into account the fundamental human
o Observational learning occurs when an organism’s responding is drive toward personal growth. They asserted that people have a basic
influenced by the observation of others, who are called models. This need to continue to evolve as human beings and to fulfill their potentials.
process has been investigated extensively by Albert Bandura. Bandura  Humanistic Theory – Abraham Maslow’s Self-Actualization Theory
does not see observational learning as entirely separate from classical and  Maslow proposed that human motives are organized into a
operant conditioning. hierarchy of needs—a systematic arrangement of needs,
o Bandura maintains that people’s characteristic patterns of behavior are according to priority, in which basic needs must be met before less
shaped by the models that they’re exposed to. In observational learning, a basic needs are aroused.
model is a person whose behavior is observed by another. At one time or  Maslow argued that humans have an innate drive toward personal
another, everyone serve as a model for others. Bandura’s key point is that growth—that is, evolution toward a higher state of being. Thus, he
many response tendencies are the product of imitation. described the needs in the uppermost reaches of his hierarchy as
 Confluent Theory – Tracks of Consciousness (Brian Hall) growth needs. These include the needs for knowlegde,
o Acquisition of value is dependent upon and could be limited by one’s level understanding, order, and aesthetic beauty.Foremost among them
of consciousness (the older one gets, the higher level of consciousness is the need for self actualization, which is the need to fulfill one’s
and the wider the range of needs and value options). potential.
 Maslow summarized this concept with a simple statement: “What a
man can be, he must be.”
 Psycho-Social/Epigenetic Theory (Eric Erikson)  According to Maslow, people will be frustrated if they are unable to
o Erikson concluded that events in early childhood leave a permanent stamp fully utilize their talents or pursue their true interests.
on adult personality.  Cognitive Moral Development (Lawrence Kohlberg)

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 o There exist a structural bases written each person that determine the  Spaniards born in the Philippines.
process of perceiving value. This series of progression depends on the Kalayaan
person’s interaction with the environment. Moral reasoning is related to
moral behavior.  Newspaper of the Katipunan, which first came out on January 1896, with Emilio
o Kohlberg’s stages of moral development describe the young child as being Jacinto as editor.
in the “Premoral Stage” (up to about eight years), which basically means Katipunan
that “the child believes that evil behavior is likely to be punished and good
behavior is based on obedience or avoidance of evil implicit in  The secret revolutionary movement founded by Andres Bonifacio on July 7, 1892
disobedience.” in Tondo, Manila. It means KATAASTAASAN KAGALANG-GALANG NA
KATIPUNAN NANG MGA ANAK NG BAYAN. It laid down three fundamental
objectives: Political, Moral and Civic. The political aim consisted in working for the
Ethics & Moral Education separation of the Philippines from Spain. The moral objective focused on the
teaching of good manners, hygiene, good morals and attacking obscurantism,
Ethics religious, fanatism, and weaknesses of character. The civic aim revolved around
the principle of self-help and the defense of the poor and the oppressed.
 Comes from the Greek word ethos, “usage,” “character,” “custom,” “disposition,” La Liga Filipina
“manners”
 The analysis of concepts such as “ought,” “should,” “duty,” “moral rules,” “right,”  Founded by Rizal on July 3, 1892, in Tondo, Manila, its aims were:
“wrong,” “obligation,” “responsibility,” etc. o to unite the whole archipelago into one compact, vigorous, and
 The inquiry into the nature of morality or moral acts. homogenous body;
 The search for the morally good life. o mutual protection in every want and necessity;
o defense against all violence and injustice;
o encouragement of instruction, agriculture, and commerce; and
Imperatives of Ethics o study and application of reforms.

1. Existence of God or a Supreme Being

La Solidaridad
2. Existence of human freedom
 Organ of the Reform Movement in Spain, with Graciano Lopez-Jaena as its first
3. Immortality of the soul editor. Its first issue came out on February 15, 1889. Its aim was to gather, to
collect liberal ideas which were daily exposed tin the camp of politics, in the field of
Philippine History science, arts, letters, commerce, agriculture, and industry. Known as Sol to the
propagandists, it became the mouthpiece of the Filipinos in Spain.
Terms from the Philippine Revolution Magdalo

Cavite Mutiny  One faction of the Katipunan in Cavite, led by Baldomero Aguinaldo, with
headquarters in Kawit, Cavite.
 Filipino soldiers in the fort of San Felipe in Cavite rose in mutiny under the Magdiwang
leadership of Sergeant La Madrid. The cause was the abolition of some privileges
of the Filipinos. GOMBURZA were arrested and killed because of the suspicion  The other Katipunan faction in Cavite, led by Mariano Alvarez, with headquarters
that they were involved in the said mutiny. in Noveleta, Cavite.
El Filibusterismo Noli Me Tangere

 Rizal’s second novel, published in 1891 in Belgium, with the financial support of  Rizal’s masterpiece, published in 1887. This is a sociohistorical novel based on
Valentin Ventura, who lent him the money to print the book. Rizal dedicated this facts that Rizal gathered while in the Philippines. It is a novel, but not fiction. The
book to GOMBURZA, the three martyr-priests. This is a political novel in which novel gained popularity immediately, but the Spaniards authorities, especially the
Rizal predicted the coming of the revolution. friars whom Rizal ridiculed in the novel, prohibited its reading.
Insulares Pact of Biak-na-Bato

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  Agreement made between the Filipinos and the Spaniards, mediated by Pedro Gregoria de Jesus – Lakambini of Katipunan and wife of Andres
Paterno, wherein Aguinaldo and his companions would go into voluntary exile in Bonifacio.
Hong Kong while Governor Gen. Primo de Rivera would pay cash money to the
rebels. Fernando Ma. Guerrero – Poet of the Revolution.
Palabra de Honor Felipe Agoncillo – Outstanding Diplomat of the First Philippine
Republic.
 Word of honor, or keeping one’s promises.
Peninsulares Rafael Palma – Cofounder of La Independencia and First UP
President.
 The Spanish-born residents of the Philippines. Juan Luna – Greatest Filipino Painter.
Spolarium Marcelo H. del Pilar – Greatest Journalist and Moving Spirit of the
 The most famous painting of Juan Luna. Propaganda Movement.
The True Decalogue Leona Florentino – First Filipino Poetess (Ilocos Sur).
Pedro Paterno – Peace of the Revolution.
 A political tract written by Apolinario Mabini which became the bible of the Filipino Isabelo delos Reyes – Founder of Philippine Socialism.
rebels.
Thomasites Artemio Ricarte – Revolutionary General, known as Viborra.
Jose Palma – Wrote the Spanish Lyrics of he Philippine
 American teachers who came to the Philippines in 1901 to teach English to the National
Filipinos. The first batch of these teachers arrived aboard the American ship Anthem.
Thomas, hence, they were called Thomasites.
Lakandola – Chief of Tondo, Friendly to the Spaniards.
Rajah Soliman – The Last Rajah of Manila.
The Philippine National Heroes Leonor Rivera – Cousin and Fiancee of Jose Rizal.
Marcela Mariño Agoncillo – Maker of the First Filipino Flag.
Dr. Jose Rizal – The National Hero
Galicano Apacible – One of the Founders of Katipunan.
Andres Bonifacio – The Great Plebian and Father of the
Jose Ma. Panganiban – Bicolandia’s Greatest Contribution to the
Katipunan.
Historic
General Gregorio del Pilar – Hero of the Battle of Tirad Pass.
Campaign for Reforms.
General Emilio Aguinaldo – President of the First Philippine Republic.
Diego Silang – Leader of the Ilocano Revolt.
Apolinario Mabini – Sublime Paralytic and Brains of the
Maria Josefa Gabriela Silang – Continued the Fight After her Husband’s
Revolution.
Death.
GOMBURZA – Martyred Priests of 1872.
Lapu-Lapu – Chieftain of Mactan Who Killed Magellan.
Trece Martirez – 13 Martyrs from Cavite.
First
Emilio Jacinto – Brains of the Katipunan.
Filipino Hero.
General Antonio Luna – Cofounder of La Independencia.
Francisco Dagohoy – Leader of the Longest Revolt in Bohol.
Melchora Aquino – (Tandang Sora) Mother of Balintawak.
Epifanio delos Santos – A Man of Many Talents; the Former Highway
Graciano Lopez-Jaena – Greatest Filipino Orator of the Propaganda
54 is
Movement.
Now Named After him (EDSA).
Panday Pira – First Filipino Cannon-maker.
Francisco Balagtas Baltazar– Prince of Tagalog Poets.
Mariano Ponce – Propagandist, Historian, Diplomat and
Teresa Magbanua – First Woman Fighter in Panay. Visayan Joan
Managing
of
Editor of La Solidaridad.
Arc.
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Trinidad Tecson – Motherof Biak-na-Bato. c. The statement is a fallacy.
Agueda Esteban – Wife of Artemio Ricarte who carried secret d. There is no basis for judgment.
7. What are the forms of government in which the political power is exercised by a few
messages about Spanish troops. privilege class.
Marina Dizon – Daughter of One of the Trece Martirez. a. Oligarchy and Aristocracy
Gen. Francisco Makabulos – Leader of the Revolt in Tarlac. b. Aristocracy and Monarchy
c. Theocracy and Fascism
Julian Felipe – Composer of the Philippine National Anthem. d. Democracy and Tyranny
8. The pre-colonial Philippines has no established government. Its villages and settlements
were called barangays.
Practice Test a. Only the first statement is true and correct.
b. Only the second statement is true and correct.
Part 1 c. Both statements are true and correct.
d. Both statements are untrue and incorrect.
1. All of the following constitute the meaning of political science except: 9. There were four social classes of people in the pre-colonialbarangays. They were the
a. A basic knowledge and understanding of the state. nobles, freemen, serfs, and the slaves.
b. It is primarily concerned with the association of human beings into a political a. Only the first statement is true and correct.
community. b. Only the second statement is true and correct.
c. Common knowledge every events taking place in the society. c. Both statements are true and correct.
d. It deals with the relationship among men and groups which are subject to the d. Both statements are untrue and incorrect.
control by the state. 10. What are the two known written codes during the pre-Spanish era in the Philippines?
2. It refers to the community of persons more or less numerous, permanently occupying a a. Maragtas and Kalantiaw Codes
definite portion of territory, having a government of their own to which the great body of b. Sumakwil and Sulayman Codes
inhabitants render obedience, and enjoying freedom from external control. c. Panay and Subanon Codes
a. Sovereignty                  d. Hammurabi and Ur Nammu Codes
b. Nation 11. Under the Spanish colonial government, who directly governed the Philippines?
c. Citizenship                    a. The Governor-General
d. State b. The Viceroy of Mexico
3. It refers to the agency through which the will of the state is formulated, expressed and c. The Royal Audiencia
carried out. d. The King of Spain
a. Government 12. What is the first city to be established in 1565 in the Philippines?
b. Sovereignty a. Manila
c. Constitution b. Davao
d. Laws c. Cebu
4. What are the four elements of state? d. Iloilo
a. people, territory, sovereignty, government 13.The government which Spain established in the Philippines was defective. It was a
b. people, constitution, territory, government government for the Spaniards and not for the Filipinos.
c. government, law, peace, territory a. Only the first statement is true and correct.
d. constitution, people, land, independence b. Only the second statement is true and correct.
5. What theory asserts that the early states must have been formed by deliberate and c. Both statements are true and correct.
voluntary compact among the people to form a society and organize government for their d. Both statements are untrue and incorrect
common good? 14. What was the secret society founded in 1896 that precipitated the glorious revolution
a. Necessity Theory against the Spaniards.
b. Devine Right Theory a. The Katipunan
c. Social Contact Theory b. The Kalahi
d. Social Compact Theory c. The Biak naBato Republic
6. Government exists and should continue to exist for the benefit of the people. d. The Ilustrado
a. The statement is a general truth. 15. Arranged the sequence of governments during the revolutionary era:
b. The statement is just an assumption.       1. The Dictatorial Government

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      2. The Revolutionary Government c. The statement is partially correct.
      3.The Biak-na-Bato Republic d. There is no basis to conclude.
      4. The First Philippine Republic 23. Requisites of a good written constitution.
a. 2 3 1 4 a. Brief
b. 3 1 2 4 b. Broad
c. 4 1 3 2 c. Definite
d. 1 2 3 4 d. All of the given options
16. Arranged according to its establishment during the American Regime: 24. Who has the authority to interpret the constitution?
       1. The Commonwealth Government a. Private individual
       2. The Military Government b. Courts
       3. The Civil Government c. Legislative and Executive departments of the government
a. 1 2 3 d. All of the given options
b. 2 3 1 25. “We, the sovereign Filipino people, imploring the aid of Almighty God , in order to build
c. 3 2 1 a just and humane society and establish a government that shall embody our ideals and
d. 2 1 3 aspirations, promote our common good, conserve and develop our patrimony, and secure
17. What was the civil government established during the Japanese occupation of the to ourselves and our posterity the blessings of independence and democracy under the
Philippines? rule of law and the regime of truth, justice, freedom, equality and peace, do ordain and
a. The Japanese Imperial Government promulgate this Constitution.” 
b. The Philippine Republic What part of Constitution is this?
c. The Puppet Government of Japan a. General Provision
d. The Philippine Executive Commission b. Amendments
18. The Constitution used by the Philippine government from the commonwealth period c. Preamble
until 1973. d. National Patrimony
a. The Malolos Constitution
b. The Biak-na-Bato Constitution
c. The 1935 Constitution Part II
d. The 1901 Constitution 1. The problem of scarcity _____.
19. What kind of government was installed under the 1973 Constitution under the Marcos a. arises only in poor countries.
regime? b. exists because the price of goods is too high.
a. Modified Presidential system c. exists because of limited resources.
b. Modified Parliamentary system d. will eventually be solve by better planning.
c. Military system 2. “If an individual is to maximize the utility received from the consumption, he or she
d. Bicameral system should spend all available income…” This statement assumes ________.
20. A de facto government acquires a de jure status when it gains wide acceptance from a. that saving is impossible.
the people and recognition from the community of nations. b. that the individual is not satiated in all goods.
a. The statement is true and valid. c. that no goods are “inferior.”
b. The statement is an assumption. d. both A and B.
c. The statement is a fallacy. 3. An individual’s demand curve
d. The statement is doubtful. a. represents the various quantities that the consumer is willing to purchase of a good
21. It is defined as written instrument by which the fundamental powers of the government at various
are established, limited and defined and by which these powers are distributed among the      price levels.
several departments or branches for their and useful exercise for the benefit of the people. b. is derived from an individual’s indifference curve map.
a. Laws c. will shift if preferences, price of other goods, or income change.
b. Statutes d. all of the above.
c. Constitution 4. What is a firm?
d. Ordinances a. A president, some vice presidents, and some employees
22. There is no Constitution that is entirely written or unwritten. b. Any organization that wants to make a profit.
a. The statement is true and correct. c. Any accumulation of productive assets.
b. The statement is incorrect. d. Any organization that turns inputs into outputs

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5. If more and more labor is employed while keeping all other inputs constant, the marginal b. Land Reform                                                     d.  Development Goals 
physical productivity of labor _____. 13. What is the process by which the productive capacity of the economy is increased over
a. will eventually increase. time to bring about rising levels of national output and income?
b. will eventually decrease. a. Economic growth                                               c.  Economic
c. will eventually remain constant. development                    
d. cannot tell from the information provided. b. Industry                                                              d. Employment              
6. In general, microeconomic theory assumes that the firms attempt to maximize the 14. A system whereby the determination of exchange rate is left solely to the market
difference between ______. forces.
a. total revenue and accounting costs. a. Foreign exchange liberalization   
b. price and marginal cost. b. Import liberalization  
c. total revenues and economic costs. c. Terms of trade  
d. economic costs and average cost. d. Foreign investment
7. In a competitive market, efficient allocation of resources is characterized by ________. 15. All are possible results when a high population growth rate continues in the Third World
a. a price greater than the marginal cost of production. except
b. the possibility of further mutually beneficial transactions. a. growth of slums
c. the largest possible sum of consumer and producer surplus.\ b. spread of diseases due to poverty and poor sanitation
d. a value of consumer surplus equal to that of producer surplus. c. not enough schools, hospitals, roads, bridges, etc.
8. Price controls _______. d. increased Gross National Product
a. are always popular with consumers because they lower prices. 16. Which of the following is the nature of power of taxation?
b. create shortages. a. It is inherent in sovereignty.
c. increase producer surplus because firms can now sell a greater quantity of a good b. It is legislative in nature.
at a lower price. c. It is subject to constitutional and inherent limitations.
d. are necessary to preserve equity. d. All of the above
9. The excess burden of tax is ____. 17. A kind of tax based on the rate of which decreases as the tax base or bracket
a. The amount of which the price of a good increases increases.
b. The loss of consumer and producer surplus that is not transferred elsewhere. a. Progressive                                          c. Regressive
c. The amount y which a person’s after-tax income decrease as a result of the new b. Graduated                                            d. Proportional
tax. 18. Agrarian reform program, Philippine experience is a success.
d. The welfare costs to firms forced to leave the market due to an inward shift of the a. The statement is generally true.
demand curve. b. The statement is doubtful.
10. In the opening of the free trade, if world prices of a good are less than domestic prices c. The statement is untrue.
of that same good, _________. d. There is no basis to conclude.
a. domestic consumers will experience a loss of surplus. 19. It is also known as the Comprehensive Agrarian Reform Law (CARL)
b. domestic prices will drop to the world price level. a. Presidential Decree # 2
c. all domestic producers of that good will try to find another market because they b. Presidential Decree # 27
can’t compete with foreign producers. c. Republic Act 6657
d. domestic producers will increase the quantity supplied in order to crowd out the d. Republic Act 5766
foreign produced goods. 20. The Cooperatives Development Program of the government is designed primarily to
11. It states that as the price of the commodities increase the amount of goods the support the agrarian reform program. It aims to achieve a dignified existence for the small
consumer is willing to purchase decrease and as the price of the commodities decrease farmers free from pernicious institutional restraints and practices.
the willingness of the consumer to buy increases and other factor remain constant. a. Only the first statement is true and correct.
a. Law of Diminishing Marginal Utility       b. Only the second statement is true and correct.
b. Law of Gravity c. Both statements are true and correct.
c. Law of Supply              d. Both statements are untrue and incorrect.
d. Law of Demand
12. A deliberate attempt to recognize and transform existing agrarian system with the
intention of improving the distribution of agricultural incomes and thus fostering rural
development.
a. Millennium Development Plan                          c. Water Reform                      

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 Filipino- Part III

1I 4C 7A 10F 13J 16E 19H 22na 25pa 28na

2E 5B 8G 11F 14A 17C 20G 23na 26na 29pa
3J 6D 9H 12I 15D 18H 21pa 24na 27na 30pa

Filipino- Part IV

1K 6C 11J 16d 21D 26A 31ng 36daw 41may 46kilawa

2G 7J 12I 17F 22B 27B 32nang 37din 42mayroon 47dalhan
3A 8B 13A 18C 23A 28C 33ng 38rin 43maka- 48dalhin
nora
4D 9I 14H 19G 24D 29C 34raw 39may 44maka- 49walisan
bansa
5D 10H 15b 20E 25B 30A 35roon 40mayroon 45ika-17 50walisin
ANSWER KEY
English
1B 11B 21A 31B 41B 51A 61B 71B 81D 91D Mathematics
2A 12C 22B 32B 42B 52B 62A 72C 82C 92D
3B 13A 23B 33C 43C 53B 63C 73B 83A 93B 1B 11B 21A 31B 41B 51A 61B 71B 81D 91D
4C 14B 24A 34D 44B 54B 64B 74C 84B 94B 2A 12C 22B 32B 42B 52B 62A 72C 82C 92D
5A 15C 25B 35A 45A 55B 65C 75B 85B 95D 3B 13A 23B 33C 43C 53B 63C 73B 83A 93B
6B 16A 26D 36B 46B 56D 66A 76C 86A 96C 4C 14B 24A 34D 44B 54B 64B 74C 84B 94B
7A 17B 27A 37B 47B 57B 67B 77B 87C 97C 5A 15C 25B 35A 45D 55B 65C 75B 85B 95D
8B 18B 28B 38C 48B 58C 68B 78D 88A 98B 6B 16A 26B 36B 46B 56D 66C 76C 86A 96C
9B 19B 29B 39A 49A 59C 69B 79C 89C 99A 7A 17B 27A 37B 47B 57B 67B 77B 87C 97C
10C 20B 30B 40C 50B 60B 70C 80C 90B 100C 8B 18B 28B 38C 48B 58C 68B 78D 88A 98B
9B 19B 29B 39A 49A 59C 69B 79C 89C 99A
FILIPINO-Part 1 10C 20B 30B 40C 50B 60B 70C 80C 90B 100C

1A 6D 11B 16B 21B 26B 31A 36D 41C 46D 51B

2B 7C 12B 17D 22A 27A 32C 37A 42A 47C 52D Science
3C 8A 13A 18A 23A 28A 33D 38B 43D 48B 53A
4D 9D 14D 19B 24B 29D 34B 39C 44B 49B 54B 1D 5A 9A 13A 17D 21A 25C 29A 33D 37A
5D 10A 15D 20C 25C 30A 35C 40A 45D 50C 55B 2C 6D 10D 14C 18C 22D 26A 30C 34B 38B
Filipino-Part II 3C 7A 11A 15D 19C 23B 27B 31B 35B 39A
4B 8B 12C 16A 20C 24D 27D 32C 36A 40D
1A 6B 11C 16A 21A 26B 31C 36C 41A 46C 51B Social Science Part 1
2C 7C 12A 17A 22B 27A 32B 37D 42B 47C 52B
3A 8A 13C 18D 23C 28D 33D 38A 43C 48B 53C 1C 6A 11D 16B 21C
4A 9D 14A 19C 24D 29C 34C 39A 44B 49B 54C 2D 7A 12C 17D 22A
5B 10C 15A 20B 25C 30B 35B 40C 45B 50C 55A 3A 8C 13C 18C 23D
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4A 9C 14A 19B 24D
5C 10A 15B 20A 25C
Social Science Part 11

1C 6C 11D 16D
2D 7C 12B 17C
3D 8B 13A 18C
4D 9B 14A 19C
5B 10B 15D 20C

325