VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Table of Contents
INTRODUCTION .......................................................................................................... 1
PART I – GENERAL EDUCATION COMPONENT ..................................................... 10
M
English ................................................................................................................... 10
O
Parts of Speech ..................................................................................................... 10
M
.C
Correct English Usage ......................................................................................... 34
Basic Rules in Agreement and Grammar ............................................................. 67
U
The Use of Figurative Language .......................................................................... 65
FO
R
Literature .............................................................................................................. 79
Filipino .................................................................................................................. 103
KS
Bahagi ng Pananalita ......................................................................................... 103
O
O
Panitikan ............................................................................................................ 147
FB
Mathematics ......................................................................................................... 164
Developing Problem Solving Skills ..................................................................... 164
PD
Tips and Strategies in Solving Mathematical Problems ...................................... 178
Mathematical Review ......................................................................................... 180
T
Fundamental Operations .................................................................................... 182
SI
Order of Operations ........................................................................................... 188
VI
Exponents and Powers ...................................................................................... 189
Fractions ............................................................................................................ 189
Decimals ............................................................................................................ 192
Integers .............................................................................................................. 194
The Number Line ................................................................................................ 194
Plane Geomerty ................................................................................................. 199
Algebra ............................................................................................................... 207
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Natural Science .................................................................................................... 208
Definition of Science ........................................................................................... 208
Steps to Scientific Method .................................................................................. 209
Biology ............................................................................................................... 210
Cell Theory ......................................................................................................... 214
Ecology .............................................................................................................. 214
Important Terms in Ecology ................................................................................ 215
M
Soil Problems ..................................................................................................... 218
O
Water Problems ................................................................................................. 219
M
.C
Forces that Shape the Earth’s Crust ................................................................... 220
Earthquake ......................................................................................................... 221
U
Weather and Climate .......................................................................................... 221
R
Severe Weather Bulletin ..................................................................................... 225
FO
Meaning and Description of the Modified Public Storm Signals .......................... 225
The New Public Weather Forecast ..................................................................... 229
KS
Eclipse ............................................................................................................... 229
Tides .................................................................................................................. 229
O
O
The Solar System ............................................................................................... 230
FB
Social Science ..................................................................................................... 231
PD
Philippine History and Government .................................................................... 231
Political Science ................................................................................................. 248
T
Constitution ........................................................................................................ 254
SI
Human Rights .................................................................................................... 284
VI
Economics .......................................................................................................... 286
Taxation ............................................................................................................. 289
PART II – PROFESSIONAL EDUCATION COMPONENT ....................................... 292
Facilitating Learning, Child and Adolescent Development .............................. 292
Human Growth and Development ...................................................................... 292
The Biological and Psychological Bases of Education ........................................ 292
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Sociological Bases of Education ......................................................................... 313
Anthropological Bases of Education ................................................................... 316
Teaching Profession ........................................................................................... 320
Education ........................................................................................................... 320
Educational Contributions of Ancient Civilizations .............................................. 322
M
Educational Influences of Jesus Christ ............................................................... 327
O
The Different Medieval Movements in Education ................................................ 328
M
.C
Philosophical Movements in Education .............................................................. 332
Psychological Movements in Education .............................................................. 336
U
Legal Bases of Philippine Educational System ................................................... 338
FO
R
The Historical Development of Philippine Educational System ........................... 377
Curriculum Development .................................................................................... 385
KS
Schools of Thought in Curriculum Development ................................................. 385
O
Dimensions in Curriculum Development ............................................................. 385
O
Guidelines for Curriculum Development ............................................................. 386
FB
Approaches to Curriculum Design ....................................................................... 387
Curriculum Patterns ............................................................................................ 387
PD
The Curricula of Philippine Schools .................................................................... 389
2002 Basic Education Curriculum ....................................................................... 401
T
Understanind by Design (UbD) Curriculum ......................................................... 407
VI
SI
The K-12 Program .............................................................................................. 413
Principles of Teaching, Educational Technology
Field Study, Practice Teaching ........................................................................... 414
Types of Principles of Teaching .......................................................................... 414
The Inborn Tendencies of the Child .................................................................... 415
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Multiple Intelligence ............................................................................................ 416
Characteristics of the Filipino Learners ............................................................... 423
Learning ............................................................................................................. 423
Theories of Learning .......................................................................................... 423
Laws of Learning ................................................................................................ 425
Factors that Affect Learning ............................................................................... 425
The Learner ........................................................................................................ 426
M
The Teacher and the Learning Process .............................................................. 427
O
Classroom Management .................................................................................... 428
M
.C
The Art of Questioning ....................................................................................... 430
Hierarchy of Questions ....................................................................................... 431
U
Lesson Planning ................................................................................................. 434
R
List of Behavioral Objectives .............................................................................. 440
FO
Teaching Methods/Strategies ............................................................................. 445
Guidance and Counseling .................................................................................. 460
KS
Counseling ......................................................................................................... 467
FB
O
O
Educational Technology ...................................................................................... 479
Education ........................................................................................................... 479
PD
Technology ......................................................................................................... 479
Educational Technology ..................................................................................... 479
T
Theories ............................................................................................................. 480
SI
Use of Audio Aids ............................................................................................... 481
VI
Device ................................................................................................................ 482
Nonprojected Audiovisual Aids ........................................................................... 483
The Use of Technology in the Classroom ........................................................... 483
Assessment of Learning ..................................................................................... 485
Measurement and Evaluation ............................................................................. 485
Classification of Tests ........................................................................................ 485
Criteria of a Good Examination ........................................................................... 486
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |1
Stages in Test Construction ............................................................................... 493
Statistical Measures or Tools used in Interpreting Numerical Data ..................... 502
Social Dimensions of Education ........................................................................ 510
The Four Pillars of Learning ............................................................................... 510
Ethics ................................................................................................................. 511
M
Values ................................................................................................................ 513
O
Defective Norms of Morality ............................................................................... 515
M
.C
Modern Philosophies of Education ..................................................................... 516
U
Oriental Philosophy ............................................................................................ 521
FO
R
PART III – PRACTICE EXAMINATIONS .................................................................. 528
English ............................................................................................................... 528
KS
Filipino ................................................................................................................ 536
Mathematics ....................................................................................................... 540
O
Natural Science .................................................................................................. 547
O
Social Science .................................................................................................... 556
FB
Facilitating Learning, Child and Adolescent Development, Teaching Profession and
Curriculum Development ..................................................................................... 565
PD
Principles and Methods of Teaching, Field Study, Educational Technology and
Practice ............................................................................................................... 575
T
Assessment of Learning ..................................................................................... 586
SI
Social Dimensions in Education ......................................................................... 596
VI
Last page ........................................................................................................... 609
Visit For more Pdf's Books
Pdfbooksforum.com
FO
R
U
M
.C
O
M
Visit For more Pdf's Books
Pdfbooksforum.com
VI
SI
T
PD
FB
O
O
KS
INTRODUCTION
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |1
The Philippine Teachers Professionalization Act of
1994: Its Implications to Teacher Education
Pursuant to the provision of Section 1 Article XIV of the 1987 of the 1987 Constitution
that “the State shall protect and promote the right of all citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all”.
M
The Philippine Teachers Professionalization Act of 1994 (Republic Act No. 7836) was
M
.C
O
promulgated.
This was signed into law by President Fidel V. Ramos on December 16, 1994. The
U
above mentioned law amends and/or supersedes the provisions of P.D. (No. 1006 or
R
the Teachers Professionalization Decree of 1976, which was the basis of the
FO
Professional Board Examination for Teachers (PBET). This act aimed towards (1) the
promotion, development and professionalization of teachers and the teaching
KS
profession and (2) the supervision and regulation of the licensure examination for
O
teachers.
O
To this effect, the Professional Board Examination for Teachers which was traditionally
FB
administered by the National Board for Teachers, an agency attached to the
Department of Education, Culture, and Sports in coordination with the Civil Service
PD
Commission, will be administered by the Professional Regulations Commission (PRC)
SI
T
starting August 1996.
VI
The Professional Board for Teachers
The teacher’s examination including its rules and regulations will be enforced through a
collegial body called the Board for Professional Teachers, under the supervision of the
PRC. They are appointed by the President of the Philippines based on the
recommendations of the accredited associations of teachers. Pursuant to the provisions
of the law, the board shall be composed of five (5) members who shall be (a) citizens of
the Philippines, (b) at least 35 years old, of proven integrity, and possess high moral
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |2
values in their professional and personal conduct and have not been convicted of any
offense involving moral turpitude, (c) holder of a Bachelor’s degree in Education or
Bachelor of Arts and preferably holders of a master’s degree of doctorate degree in
education or its equivalent, (d) professional teachers with valid certificate of registration
and valid professional license, except those who shall compose the first Board for
Professional Teachers, (e) have been professional teachers in the active practice of the
M
teaching profession for at least ten (10) years in the elementary and secondary level,
O
and (f) not officials or members of the faculty of, nor have a pecuniary interest in any
M
.C
university, college, school or institution conferring a bachelor’s degree in education or its
equivalents for at least three (3) years prior to their appointment, and neither connected
U
with a review center or with any group or association where review classes or lectures
FO
R
in preparation for the licensure examination are offered or conducted.
KS
Examination and Registration
O
All applicants for registration as professional teachers shall be required to pass a written
O
examination which shall be given at least once a year in places and dates as the board
FB
may determine upon the approval by the PRC. A valid certificate of registration and a
valid professional license from the PRC are required before any person is allowed to
T
PD
practice as a professional teacher in the Philippines.
SI
The examination for the elementary and secondary school teachers shall be given
VI
separately. The results of the examination shall be released within one hundred twenty
(120) days after the date of examination. In this connection, a professional license
signed by the Chairman of the PRC and bearing the registration number and date of
issuance and the expiration and renewability shall be issued to every registrant who has
paid the annual registration fees for three consecutive years. This license shall serve as
evidence that the license can lawfully practice his profession.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |3
Periodic Merit Examination
Aside from the licensure examination, a professional teacher is encouraged to grow
professionally by taking a Merit Examination once in every five years as provided by
section 19 of this law, the result of which shall serve as the basis for merit promotion as
M
well as for salary adjustments. However, no fee shall be required in taking the merit
O
examination.
M
.C
A teacher who fails to pass the merit examination will be allowed to take the
examination for the second time. If he fails, he shall be required to take a CHED
U
accredited refresher course or program before being allowed to take another
R
examination. However, failure in the merit examination shall not be used as ground for
FO
dismissal or demotion.
KS
But those who passed shall be awarded a diploma of merit by the board, earn merit
points for purposes of salary adjustment or promotion to higher position or grade level,
O
be placed in priority list for government scholarship, and enjoy other benefits as may be
O
provided by the board. Moreover, the law provides that these incentives shall be
FB
extended to those teachers who make inventions, develop new methods of teaching,
PD
write a book or books and create works of artistic merit.
SI
T
Registration and Exception
VI
The Board for Professional Teachers shall publish a roster of professional teachers,
date of registration, their names and addresses and other pertinent data. Furthermore,
as provided by Section 26, two years after the affectivity of this law, no person shall
engage in teaching and/or act as professional teacher whether in the pre-school,
elementary or secondary level, unless he is a duly-registered professional teacher and a
holder of a valid certificate of registration. Applications for license as a professional
teacher may be issued without examination under the following circumstances:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |4
a) a holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the CHED;
b) registered professional teacher with the National Board for Teachers under the
CHED pursuant to P.D. 1006;
c) an elementary or secondary teacher of five (5) years in good standing and a
M
holder of a Bachelor’s degree in Education or its equivalent;
U
M
.C
holder of a master’s degree in education or its equivalent.
O
d) An elementary or secondary teacher for three years in good standing and a
R
The teachers who fall under the above circumstances are given two years from the
FO
organization of the Board for Professional Teachers within which to register and be
included in the roster of professional teachers. Those incumbent teachers who are not
KS
qualified to register without passing any examination or qualified yet failed to register
within the two year period shall be issued a temporary special permit. Furthermore,
O
those who failed in the licensure examination for professional teachers shall be eligible
PD
FB
O
as para-teachers.
On the other hand, this law also provides for a fine of not less than five thousand pesos
T
(Php5, 000) nor more than twenty-thousand pesos (Php20, 000) or imprisonment of not
SI
less than six months nor more than five years, or both, (at the discretion of the court) to
VI
any person, school or school official found guilty of violating the provisions of this law.
THE “LET” AND QUALITY EDUCATION
The law which professionalizes the teaching profession and placing the authority of
administering the licensure examination for teachers to the Professional Regulations
Commission is a laudable endeavor. Yet it is just one of those herculean tasks that the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |5
State through the CHED needs to accomplish soonest in order to rectify the turbulent
maladies that are now pestering the entire educational system.
The teacher is the most important factor in the educative (teaching-learning) process.
The teacher with his personality has the capacity either to make or break the young
minds that are entrusted to his care. Therefore, the teacher holds in his hands the future
of this nation. No wonder why the oft-quoted EDCOM report in 1991 considered the
M
.C
O
M
teachers as the heart of the problem.
That same report stated that the teachers are poorly trained and most of them in any
U
level of education do not have the minimum qualifications for teaching. It is indicated
R
that the deplorable performance can be traced to poor teaching training and the low
KS
FO
quality of students enrolled in teacher training institutions.
This allegation no matter how hard it is for us in the field of education to accept its
O
veracity has an inherent truth in it. This is due to the fact that teaching is a poorly
FB
O
esteemed profession nowadays. Gone are those years when teachers were the helm of
PD
the public’s eyes and were considered to be the most honorable people in any society.
T
For this, teaching can no longer attract the best high school graduates. The prevalent
SI
psyche today is that if you are bright and talented as much as possible you should avoid
VI
being a teacher and instead take up law, medicine, engineering and other high paying
professions. Whereas, if you are mediocre student, teaching is the easiest course for
you to get a college diploma.
What has really happened to the noblest profession? What did the government do to
save this noble calling from the mire of misery and from its deteriorating condition?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |6
These questions are just the proverbial “tip of the iceberg” in so far as the horrible state
of teaching in the Philippines is concerned.
As expected, nobody is willing and courageous enough to accept the blame. Instead,
the different sectors involved are pointing an accusing finger at each other and
M
upbraiding one another.
O
The government for its part will point to the provision of Section 5 Article XIV of the 1987
M
.C
Constitution as its contribution to alleviate the plight of the poor teachers, for this
mandates that the State should give the highest budgetary priority to education, so as to
FO
R
U
attract the best available talents into becoming teachers.
However, it is easier said than done. As it is mentioned in this book (Foundations of
KS
Education II), teaching has already lost its traditional glory and glamour. It is now
considered a horrible if not a disgusting profession. Teachers are now demoralized and
O
somehow “demonetized” professionals. To this effect nobody dares to take the
FB
O
challenge of educating our youth and worst even those are already in the field are
leaving their calling as teachers to serve as domestic helpers, baby sitters, and even
T
PD
entertainers in foreign countries.
SI
The enrolment of teacher training schools in Metro Manila and even in the whole
VI
country is declining. Well, no one can blame and force the student to be teachers if they
cannot be promised with a bed of roses once they decided to enter the portals of the
teaching profession. If they have other alternatives to make more money, surely they
would not dare embark on the gargantuan and seemingly unrewarding task of being a
teacher.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |7
But of course there are other idealists who would content that teaching is not a moneymaking machine, but rather a calling, a vocation that needed an unwavering devotion
and commitment. And in the words of Socrates of ancient Greece, if the teachers teach
because of salary, they are degrading the reputation of the profession and reducing it to
M
a mere income-generating endeavor.
O
Again, these words are easier said than done. I firmly believe that teachers are just
M
.C
human beings like any other professional. They need what everybody needs. Teachers
cannot teach with an empty stomach. They cannot teach if they have nothing to wear.
They cannot teach effectively if their families are starving and are dying because they
FO
R
U
have no money to buy the necessary medicine.
KS
Moreover, almost all the studies conducted in the past until now, since the Monroe
Survey of the 1920’s and the Swanson Survey of the 1950’s up to the current report of
O
the EDCOM revealed the same thing – teachers are poorly paid and trained. So what
O
else is new? If the proper authorities will not execute decisive actions on this matter with
FB
a sense of urgency, one day we will wake up to see that our country and her citizens
PD
are already in the arid and barren field of ignorance, misery and intellectual deprivation.
SI
T
If we truly care for the future of our children who are, since time immemorial considered
as the hope of the nation, we will seriously consider the gravity of the problem and will
VI
do all means to thwart these boisterous dilemmas that threaten our very existence. Yes,
it is true that teachers need to be properly trained and be fully equipped to qualify them
to teach our children.
Hence, there is a need to professionalize them through the licensure examination.
However, if the government continues to ignore their plea for better compensation and
brighter future in their chosen career, and instead of responding constructively to their
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |8
clamor when they go to the streets to seek redress for their grievances, the same
“humane” government slaps them with threats of suspension and even dismissal from
services, we cannot expect these teachers to teach effectively and be satisfied with their
work, thus, we definitely cannot expect quality education. This is due to the fact that the
students are just as good as their teachers, and as the Lord Jesus Christ stressed in
O
M
Matthew 22:14, “no student is better than his teacher.”
M
.C
The state authorities still claim that there is not enough money to fully implement the
salary increase of teachers because the government does not have enough budget for
this task. But if we try to carefully and objectively analyze the actual situation, we will
R
U
realize that the national budget is devoured by the “foreign debt servicing scheme” via
FO
the provisions of P.D. 1177, which prescribes that the lion share of the annual budget
KS
(General Appropriations Act) be set aside to pay our foreign debts.
O
But sad to say all initiatives in the Congress to repeal this burdensome Marcos’ decree
O
has never prospered for reasons only the gentlemen in the Senate and House of
FB
Representatives know. And to add insult, to injury the national budget is further depleted
PD
by the “pork barrel” which amounts to several billions of pesos yearly given to senators
and congressmen deceitfully labeled as countrywide development fund (CDF), which
SI
T
more often than not leads to budgetary deficits.
VI
And if there is a need for more revenues to finance the whims of the government, there
is always an easy way to generate funds – levy more taxes to the people, just like
Expanded Value Added Tax.
If the government can afford to appropriate more than 35% of the national budget to
repay the debts which the past administrative had acquired (yet failed to explain where
the money went) and can provide the president, vice president, 24 senators and 250
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
Page |9
congressmen their respective pork barrels by the millions and can increase the monthly
salary of the legislators by 100% overnight, why can’t it spare the lowly paid teachers a
small amount to augment their income? Are junketing, electioneering, and paying the
private armies and others more important than educating our people?
M
Every opening of the school year the CHED announces that there is a need for more
O
teachers to meet the needs of increasing enrolment. In order to address this problem of
M
.C
lack of teachers, the CHED has to schedule as many as three teaching shifts, offer
multi-grade classes (a teacher handles at least two different grades at the same time in
one class) and increase the class size to 60 or 70 pupils per section. And as revealed
R
U
by the teachers in the rural areas and far flung provinces, they are already handling as
KS
FO
much as 70 to 90 students per section.
Indeed, how can we expect quality education under this set-up? No matter how efficient
O
a teacher is and regardless of his rating in the licensure and the subsequent merit
O
examination, he is definitely incapacitated to control more than 90 students per section,
FB
much more delivering the goods to them. The way it seems the Philippine society
PD
particularly the government is asking too much from the teachers and yet giving them
too little. With these in mind we cannot help it but ask ourselves that if education is
VI
SI
T
expensive let us try the cost of ignorance.
The Role of Teacher Training Institutions
James A. Garfield, the 20th President of the United States once said that “a good
teacher on one end of a log and interesting pupil on the other will make a university
anywhere.” Based on this premise, no country can ever offer quality education to its
constituents in the absence of quality teachers. However, efficient and dedicated
teachers are not miraculously produced. They are the result of long and tedious work of
the people involved in teacher training. These can be done through improving the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 10
curricula of the Education programs based on the requirements of the LET, and the
curricula of the basic education (i.e. NESC and NSEC), hiring highly qualified
administrators, and faculty and non-teaching personnel, employing modern technology
in the training of the prospective teachers and providing them with sufficient pre-service
training. These and other necessary steps are implemented so as to equip future
teachers with skills and competencies that they badly need not only in hurdling the
M
Licensure Examination but also in dealing with the harsh realities that the world of
M
.C
O
teaching would offer them in the future.
These and other innovations would surely contribute to the achievement of the
R
U
constitutional mandate of providing quality education to all citizens at all levels and
FO
making such education accessible to all. This I believe is the true spirit of democratic
O
O
KS
education.
FB
PART I
PD
GENERAL EDUCATION COMPONENT
SI
T
Part I of the Licensure Examination for Teachers is devoted to General Education
VI
subjects with a weight of 20% consisting of English, Filipino, Mathematics, Natural
Science and Social Science.
ENGLISH
The English component of the General Education portion of the Licensure Examination
for Teachers includes Study and Thinking Skills, Writing in the Discipline, Speech and
Oral Communication, Philippine Literature and Word Literatures.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 11
PARTS OF SPEECH
Parts of speech is used to describe the mechanism of the language, in other words, the
grammar which is defined as the art of speaking and writing the language correctly
according to the rules in general. The parts of speech are noun, pronoun, verb,
M
adjective, adverb, preposition, conjunction and interjection.
O
NOUN
M
.C
Nouns are names of persons, places, events, things, or ideas. Example: lawyer,
R
U
province, table, New Year, freedom
FO
Kinds of Nouns
Example: Danica, Atty. Dined, Christmas, Taft Ave.
O

KS
1. Proper nouns – are specific and written in capital letter.

FB
O
2. Common nouns – are general.
Example: house, girl, street, teacher, country
Example: team, crowd, organization
T

PD
3. Collective nouns – name groups
VI
SI
4. Mass nouns – cannot be counted.

Example: hair, sugar, water, sand, stars
5. Concrete nouns exist in the physical world

Example: flower, moon, chair, bag, bottle
6. Abstract nouns – refer to ideas and feelings.

Example: love, independence, honesty, faith
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 12

Singular – refers to one noun.

Plural – refers to two or more nouns.
M
Number of Nouns
O
Rules in forming the plural of nouns:
Ex.: boy + s = boys, room + s = rooms
U

M
.C
1. Most nouns add s to the singular form.
R
2. Nouns ending in a hissing sound (s, chi, she, x or z) add is.
Ex.: box – boxes, church – churches, match – matches, dish – dishes
FO

Ex.: calf – calves, knife – knives, leaf – leaves
O

KS
3. Most nouns ending in f or fee change f to vet before adding s.
O
4. Most nouns ending y preceded by a consonant sound usually change y to i and
Ex.: city – cities, lady – ladies, reply – replies
PD

FB
add es.
Ex.: key – keys, alley – alleys, monkey – monkeys
VI
SI

T
5. Nouns ending in y after a vowel, add s.
6. Some nouns ending in o preceded by a consonant add es.

Ex. : cargo – cargoes, tomato – tomatoes, hero – heroes
7. A few very common nouns add en or change the vowel or remain unchanged.

Ex.: ox – oxen, child – children, sheep – sheep
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 13
8. Most compound nouns, add s or es to the principal words of the compound.

Ex.: bookcase – bookcases, handful – handfuls, runner-up – runners-up
9. Some nouns function collectively.
Ex.: information, battalion, artillery, furniture, equipment, jewelry
M

O
Cases of Nouns
M
.C
1. Nominative – used as the subject, noun of address, predicate noun or appositive.
FO
a. Danica looks pretty in her red dress.
R
U
Examples:
KS
b. Celine, come and get your toys.
O
c. The winner in the oratorical contest in Czarina.
O
d. Dr. Dioneda, our new professor discusses the lesson well.
PD
Examples:
FB
2. Objective – used as direct object, indirect object, or object of the preposition.
SI
T
a. The students are playing basketball.
VI
b. Charles sent Lourdes a love letter
c. The concert was held in the part.
3. Possessive – used to show ownership or possession. Examples:
a. Mother’s bag is colorful
b. The house’ gate is newly painted
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 14
PRONOUNS
A pronoun is a substitute for nouns. Examples: he, she, they, ours, those.
Antecedent of the pronoun – the noun to which a pronoun refers. A pronoun must agree
M
.C
O
M
with its antecedent in gender, person, and number.
Kinds of Pronouns
R
U
1. Demonstrative pronoun. Examples:
This (singular) – used to point near object.

These (plural) – used to point near objects.

That (singular) – used to point far object.

Those (plural) – used to point far objects.
FB
O
O
KS
FO

singular – any, anybody, anyone, nobody, no one, anyone, anything,
T

PD
2. Indefinite pronoun. Examples:
SI
each, everyone, one, someone, somebody, every, either, neither,
VI
everything

plural – all some, few, both, several, many
3. Interrogative pronoun – who, which, what, whom, whose, whoever, whomever
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 15
Below is the table of personal pronouns, their cases and persons:
Nominative Case
Objective Case
Possessive Case
1st person
I
me
my, mine
2nd person
You
You
3rd person
He, she, it
Him, her, it
M
SINGULAR
O
Your, yours
U
M
.C
His, her, hers
FO
R
PLURAL
We
2nd person
You
3rd person
They
Us
Our, ours
You
Your, yours
Them
Their, theirs
PD
FB
O
O
KS
1st person
T
First (1st) person refers to the speaker.
SI
Second (2nd) person refers to the person spoken to.
VI
Third (3rd) person refers to the person(s) spoken about.
VERB
A verb expresses action or state of being.
Ex. yell, interpret, feel, are
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 16
Forms of Verb
N s, No d/ed, No ing.
1. The base-form educate, learn, write
2. The S-form for third person singular noun or pronoun; educates, learns, writes
M
3. The ing-form or present participle; educating, learning, writing
M
.C
O
4. The past form; educated, learned, wrote
U
Kinds of Verb
R
1. Regular verbs form their past tense by the addition of d, or ed to the base form.
KS
FO
They have the same form both for the past tense and past participle.
S-Form
Present Participle
No s/d//ed/ing
(used for third
O
Base form
Past and Past
Participle
Ending in d/ed
cooks
cooking
cooked
decorates
decorating
decorated
plays
playing
played
O
ing form
FB
person singular
PD
noun or pronoun)
VI
SI
decorate
T
cook
play
2. Irregular verbs form their past tense and past participle in several ways.
Base form
Past tense
Past participle
come
came
come
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 17
broke
broken
seek
sought
sought
cut
cut
cut
Past Form
Past Participles
FO
R
Base Form
U
M
.C
PAST FORM OF SOME IRREGULAR VERBS
O
M
break
arose
awake
awoke
arisen
awaken
O
O
arise
KS
A
FB
B
backslid
backslidden/backslid
was, were
been
bore
born / borne
beat
beat
beaten / beat
become
became
become
begin
began
begun
bend
bent
bent
PD
backslide
SI
VI
bear
T
be
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 18
bet
bet
bid
bid/bade
bidden
bind
bound
bound
bite
bit
bitten
bleed
bled
bled
blow
blew
break
broke
breed
bred
bring
brought
broadcast
broadcast
build
built
O
M
.C
O
KS
FO
R
U
broken
O
SI
T
buy
bred
brought
broadcast
built
burst
burst
bought
bought
C
cast
cast
catch
caught
caught
choose
chose
chosen
cling
clung
clung
come
came
come
VI
cast
blown
FB
PD
burst
M
bet
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 19
cost
cost
cost
creep
crept
crept
cut
cut
cut
dealt
dig
dug
do
did
draw
drew
drink
drank
drive
drove
dwell
dwelt
O
dealt
M
.C
deal
M
D
dug
drawn
drunk
driven
dwelt
FB
O
O
KS
FO
R
U
done
PD
E
ate
eaten
F
fell
fallen
feed
fed
fed
feel
felt
felt
fight
fought
fought
find
found
found
VI
fall
SI
T
eat
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
fled
fled
fling
flung
flung
fly
flew
flown
forbid
forbade
forbidden
forecast
forecast
forecast
foresee
foresaw
foretell
foretold
forget
forgot
forgive
forgave
forsake
forsook
freeze
froze
O
M
flee
M
.C
P a g e | 20
foreseen
forgotten / forgot
forgiven
forsaken
frozen
FB
O
O
KS
FO
R
U
foretold
PD
G
got
gotten / got
gave
given
went
gone
grind
ground
ground
grow
grew
grown
VI
go
SI
give
T
get
H
hang
hung
hung
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 21
had
had
hear
heard
heard
hew
hewed
hewn
hide
hid
hidden
hit
hit
hit
hold
held
hurt
hurt
R
U
hurt
knelt
knit
knit
FO
kneel
KS
kept
FB
O
O
keep
PD
knew
kept
knelt
knit
known
L
laid
laid
led
led
leave
left
left
lend
lent
lent
let
let
let
lie
lay
lain
VI
lead
SI
T
lay
O
M
.C
held
K
know
M
have
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 22
light
lit
lit
lose
lost
lost
made
made
mean
meant
meant
meet
met
misunderstand
misunderstood
mow
mowed
M
.C
O
make
met
partook
pay
paid
FB
O
O
partake
PD
prove
VI
SI
T
put
mown
FO
R
U
misunderstood
KS
P
proofread
M
M
partaken
paid
proofread
proofread
proved
proven
put
put
Q
quick-freeze
quick-froze
quick-frozen
quit
quit
quit
R
read
read
read
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 23
rid
rid
ride
rode
ridden
ring
rang
rung
rise
rose
risen
run
ran
run
said
see
saw
seek
sought
sell
sold
U
say
sawn
FB
O
O
KS
FO
R
sawed
said
seen
sought
sold
sent
sent
set
set
sewed
sewn
shook
shaken
shave
shaved
shaven
shed
shed
shed
shine
shone
shone
shoot
shot
shot
PD
send
O
M
.C
S
saw
M
rid
VI
shake
SI
sew
T
set
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 24
showed
shown
shrink
shrank
shrunk
shut
shut
shut
sing
sang
sung
sink
sank
sunk
sit
sat
slay (kill)
slew
sleep
slept
slide
slid
sling
slung
slink
slinked
O
M
.C
sat
FB
O
O
KS
FO
R
U
slain
slept
slid
slung
slunk
slit
slit
sowed
sown
spoke
spoken
sped
sped
spell
spelled
spelt
spend
spent
spent
spill
spilled
spilt
spin
spun
spun
PD
slit
M
show
VI
speed
SI
speak
T
sow
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 25
spit / spat
spit / spat
split
split
split
spread
spread
spread
spring
sprang / sprung
sprung
stand
stood
stood
steal
stole
stick
stuck
sting
stunk / stank
strew
strewed
stride
strode
strike (delete)
struck
M
.C
O
M
spit
stolen
stunk
strewn
stridden
stricken
FB
O
O
KS
FO
R
U
stuck
struck
struck
strung
strung
strove
striven
sublet
sublet
swear
swore
sworn
sweep
swept
swept
swell
swelled
swollen
swim
swam
swum
PD
strike (hit)
VI
sublet
SI
strive
T
string
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 26
swing
swung
swung
T
took
taken
teach
taught
taught
tear
tore
torn
telecast
telecast
tell
told
test-drive
test-drove
test-fly
test-flew
think
thought
throw
threw
O
KS
FO
R
U
told
O
SI
T
tread
O
M
.C
telecast
FB
PD
thrust
M
take
test-driven
test-flown
thought
thrown
thrust
thrust
trod
trodden / trod
U
understood
understood
undertake
undertook
undertaken
undo
undid
undone
VI
understand
W
wake
woke
Visit For more Pdf's Books
Pdfbooksforum.com
woken
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 27
waylaid
waylaid
wear
wore
worn
weave
wove
woven
wed
wed
wed
weep
wept
wept
win
won
win
won
wind
wound
withdraw
withdrew
withhold
withheld
withstand
withstood
wound
withdrawn
withheld
withstood
FB
O
O
KS
FO
R
U
won
wrung
wrote
written
VI
SI
T
write
O
M
.C
won
wrung
PD
wring
M
waylay
3. Linking verbs are used to link or join the subject with a word in the predicate which
related to the subject.The be form of the ver (am, is, are, was, were) is the most
commonly used linking verb. Others are the verbs of the senses: become, seem, look,
smell, appear, feel, taste, sound, remain.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 28
Linking verbs in sentences:
1. My favorite color is red.
2. He looks great in black.
3. My friend became famous.
M
Tense
M
.C
O
Tense means time
U
Present tense. A verb is in the present tense if:
Ex.The sun rises in the east and sets in the west.
FO

R
a. The sentence expresses a permanent action.
Ex. He goes to church every Sunday.
O

KS
b. It shows habitual action.
Ex. The students are researching in the library now.
PD

FB
O
c. It expresses an on-going action.
Past tense. A verb is in the past tense if it expresses a completed action.
SI
T
Ex.: They transferred to a new building yesterday.
VI
She gave alms to the beggar.
Nica recited the poem well.
Future tense. A verb is in the future tense if it expresses an action that is yet to be
done.
It is a verb phrase using the auxiliary verbs will/shall + the simple form of the
verb.
Ex.: Will you visit me tonight?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 29
They will pass their projects next week.
I shall return.
Am / is / are + going to also expresses future tense.
Ex.: I am going to Baguio.
M
The friends are going to perform on stage.
O
ADJECTIVES
M
.C
Adjectives are words that describe, limit or modify nouns and pronouns.
U
Ex.: warm, quick, tall, blue, interesting
FO
R
Adjectives answer the questions “Which one?”, “What kind?” and “How many?”
KS
The Uses of Adjectives
O
1. A noun modifier is usually placed directly before the noun it describes.
FB
O
Ex.: He is an intelligent man.
2. A predicate adjective follows a linking verb and modifies the subject.
PD
Ex.: He is happy.
VI
SI
T
The movie seems interesting.
3. An article or noun marker are other names for these adjectives: a, an, the
Ex.: Dorothy was given an apple.
The teacher is awarded for her meritorious performance.
The new born is a baby boy.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 30
Kinds of Adjective
1. Indefinite Adjective: some, many, much, several, few, a few, a great deal of little, a
little.
a. With countable nouns: Ex. I have (many, several, few) books at home.
b. With uncountable nouns: Ex. I have (much, a great deal, little) information on
M
history.
O
c. With both plural countable and uncountable nouns. Ex. He has (some, a lot
M
.C
of, enought) money.
U
d. The indefinite adjectives much, many, little and few may be modified by too
FO
R
and very. Ex. You are making too much noise.
O
Ex. He gave me three roses.
KS
2. Numerals: one two, three, etc., are cardinal numbers.
O
While numerals like first, second, third, etc., are called ordinal numbers.
FB
Ex. We will discuss the third chapter.
PD
3. Descriptive adjectives: new, tall, blue, charming.
T
Ex. The charming woman is my aunt.
SI
4. Proper adjective: Filipino flag, English language, Persian carpet, etc.
VI
Ex. Persian carpets are on sale at the mall.
5. Nouns that modify nouns: oak, paper, etc.
Ex. Here is your history book.
6. Phrases and clauses that modify nouns:
Ex. The girl watching television is my sister.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 31
7. A clause modifying a noun is usually introduced by a relative pronoun: that,
which, who, whom, whose and where.
Ex. The man who is driving the car is my father.
ADVERB
O
M
An adverb modifies a verb, an adjective, or another adverb. Ex. fast, slowly, well, very
M
.C
Adverbs answer the questions, “How?”, “Where?”, “When?”, “How often?” and “To what
degree?”
R
U
Adverbs should not be used to modify nouns.
FO
Kinds of Adverb
KS
1. Adverb of Manner (how)
Ex. He spoke (poorly, fluently,slowly).
O
O
Written Exercise: Change the following adjectives to adverbs by adding ly.
FB
1. slow
PD
2. merry
3. graceful
SI
T
4. quick
VI
5. quiet
6. careful
7. courageous
8. weak
9. easy
10. neat
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 32
2. Adverb of time (when)
Ex. He is coming (tomorrow, next week, next month, tonight).
Written Exercise: Underline the time expression used in each of the following
sentences.
O
M
1. The doctor will check him up very soon.
M
.C
2. Are you going to Baguio this summer?
3. I could not sleep well lately.
R
U
4. The students complained about their grades last week.
FO
5. They will spend their vacation in Baguio in April
KS
6. My sister will see the dentist later on.
O
8. It rained hard last night.
O
7. He hopes to finish college next year.
FB
9. Mother is baking a cake right now.
T
PD
10. Yoly is happy all this morning.
SI
3. Adverb of place (where)
VI
Ex.: Let us meet in the restaurant.
The concert will be in the park.
4. Adverb of frequency (how often)
Ex. He writes to him (daily, regularly, weekly).
5. Adverb of negation/affirmation
Ex. Yes, no, not, never, always, absolutely definitely
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 33
CONJUNCTIONS
Conjunctions connect words or group of words.
Ex. and, but, or, for, yet, therefore, also, however, because, so that, as long as
M
Ex. I will love you as long as the grass shall grow.
O
PREPOSITION
M
.C
Preposition shows the relation between a word and a noun or pronoun that follows. It
indicates:
R
U
a. place and position – at, in, across, above, below, between, behind, beyond
FO
b. direction and motion – in, towards, out, about, around, through, by, down, over
KS
c. time – at, before, after, during, since, until
O
O
Ex. I have been waiting for your call since last week.
FB
INTERJECTION
PD
Interjection expresses emotion, acts as a signal, or adds a conversational touch. It
usually ends with an exclamation point.
SI
T
Ex. ouch! , what! , wow! , hurray!
VI
Ex. Hurray! Ginebra won the game.
VERBALS
Verbals are used as modifiers or nouns in the subject, object, predicate complement or
object of a preposition.
Three Kinds of Verbal
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 34
1. Infinitive – to + the simple form of the verb (no s, no d, or ed, no ing)
Ex. To speak is necessary to improve one’s English.
2. Gerund – verb + ing
Ex. Speaking is necessary to improve one’s English.
M
3. Participle is a word that is formed from a verb and used as an adjective.
M
.C
O
Ex. Speaking English always, she acquired the mastery of the language.
U
CORRECT ENGLISH USAGE
FO
R
Accede – means to agree with.
Concede – means to yield, but not necessarily in agreement.
KS
Exceed – means to be more than.
O
O
We shall accede to your request for more evidence.
PD
FB
To avoid delay, we shall concede that more evidence is necessary.
Access – means availability
VI
SI
T
Excess – means too much.
The lawyer was given access to the records of the company.
The expenditures this month are far in the excess of income.
Accept – means to take when offered.
Except – means excluding. (preposition)
Except – means to leave out. (verb)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 35
The hero gladly accepted the ‘keys to the city.
All the food except the vegetables were eaten by the children.
The school excepted her from taking gym classes because of her illness.
M
Adapt – means to adjust or change
O
Adopt – means to take as one’s own
U
M
.C
Adept – means skillful
R
Children can adapt to changing conditions very easily.
FO
The orphan was adopted by the young couple.
KS
Propery instruction and practice will make you an adept chess player.
FB
O
O
NOTE: adapt to, adopt by, adept in or at.
Adapted to – implies original or natural suitability.
PD
The gills of the fish are adapted to underwater breathing.
T
Adapted for – implies created suitability.
VI
SI
Atomic energy is constantly being adapted for new uses.
Adapted from – implies change to be made suitable.
The movie was adapted from the best selling book.
Addition – means the act or process of adding.
Edition – means printing of a publication.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 36
In addition to a dictionary, he always uses a thesaurus. The first edition of Duka’s
book was published in 1997.
Advantage – means a superior position.
Benefit – means a favor conferred or earned (as a profit).
O
M
He had an advantage in experience over his opponent.
M
.C
The rules were changed for his benefit.
R
U
NOTE: to take advantage of, to have an advantage over.
FO
Adverse – (pronounced AD-verse) means unfavorable.
KS
Averse – (pronounced a-VERSE) means disliking.
O
He took the adverse decision poorly.
FB
O
Many students are averse to criticism from their classmates.
PD
Advise – means to give advice. Advise is losing favor as a synonym for notify.
T
Acceptable: The teacher will advise the student about study habits.
SI
Unacceptable: We are advising you of a delivery under separate cover.
VI
(SAY: notifying)
Affect – means to influence. (verb)
Effect – means an influence. (noun)
Effect – means to bring about. (verb)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 37
Your education must affect your future.
The effect of the last war is still being felt.
A diploma effected a tremendous change in his attitude.
O
M
NOTE: Affect also has a meaning of pretend.
M
.C
She had an affected manner.
U
After – is unnecessary with the past participle.
R
SAY: After checking the timetable, I left for the station.
KS
FO
DON’T SAY: After having checked (omit after) the timetable, I left for the station.
O
Ain’t – is an unacceptable contraction for am not, or not, or is not.
Isle – is a small island
FB
O
Aisle – is a passageway between seats.
PD
All ready – means everybody or everything is ready.
VI
SI
T
Already – means previously
They were all ready to write when the teacher arrived.
They had already begun writing when the teacher arrived.
Alright – is unacceptable.
All right – is acceptable
All-round – means versatile or general.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 38
All around – means all over a given area.
The decathlon champion is an all-round athlete.
The policemen were lined up at Luneta Grandstand.
All together – means everybody or everything together.
O
M
Altogether – means completely.
M
.C
The boys and girls sang all together.
U
This was an altogether different computer from the other office.
KS
FO
Always – means at all time.
R
All ways – means in every possible way.
O
She was in all ways acceptable to the voters.
FB
O
His reputation had always been remarkable.
Allude – means to make a reference to.
PD
Elude – means to escape from
VI
SI
T
It is almost impossible for one to elude tax collectors.
Allusion – means a reference
Illusion – means a deception of the eye or mind.
The student made allusions to his teacher’s habits.
Illusions of the mind, unlike those of the eye, cannot be corrected with glasses.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 39
Alongside of – means side by side with.
Bill stood alongside of Henry.
Alongside – means parallel to the side.
FO
Between – is used with two persons or things.
R
U
NOTE: Amongst should be avoided.
M
.C
Among – is used with more than two persons or things.
O
Alot – is unacceptable. It should always be written as two words a lot.
M
Park the car alongside the curb.
KS
The inheritance was equally divided among the four children.
FB
O
O
The business, however, was divided between the oldest and the youngest one.
Amount – applies to quantities that can be counted only one.
PD
Number – applies to quantities that cannot be counted one by one.
T
A large amount of grain was delivered to the storehouse.
VI
SI
A large number of bags of grain was delivered.
Annual – means yearly.
Biennial – means once in two years or every two years.
Anywheres – is unacceptable.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 40
SAY we can’t find it anywhere.
ALSO SAY nowhere (NOT nowhere),
Somewhere (NOT somewhere)
Aren’t I – is colloquial. Its use is to be discouraged.
M
SAY: AM I not entitled to an explanation?
M
.C
O
(preferred to Aren’t I…)
U
As – (used as a conjunction) is followed by a verb
FO
Do as I do, not as I say.
R
Like – (used as a preposition) is Not followed by a verb.
KS
Try not to behave like a child.
FB
O
O
Unacceptable: He acts like I do.
As far as – expresses distance.
PD
So far as – indicates a limitation.
T
We hiked as far as the next guest house.
VI
SI
So far as we know, the barn was adequate for night‘s stay.
As good as- should be used for comparisons only.
This buildings is as good as the next one.
Note: As good as does Not mean practically.
Unacceptable: They as good as promised us a place in the hall.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 41
Acceptable: They practically promised us a place in the hall.
as if – is correctly used in the expression .”He talked as if his jaw hurt him”
Unacceptable: “He talked like his jaw hurt him.”
M
Ascent – is the act of rising.
O
Assent – means approval.
M
.C
The ascent to the top of the mountain was perilous.
Assay – means to try or experiment.
KS
FO
Essay – means an effort or, the result of an effort.
R
U
Congress gave its assent to the President’s emergency power.
O
We shall assay the ascents of the mountain tomorrow.
FB
O
The candidate’s views were expressed in a well-written essay.
Attend to – means to take care of.
T
PD
Tend to – means to be inclined to
VI
SI
One of the clerks will attend to mail in my Absence.
Lazy people tend to gain Weight.
Back – should NOT be used with such words as refer and return since the prefix re
means back.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 42
Unacceptable: Refer back to the text, if you have difficulty recalling the facts
Backward and backwards – both are acceptable and may be used interchangeably as
adverb.
We tried to run backward (or backwards).
Backward as an adjective means slow in learning. (DON’T say
M
backwards in this case)
M
.C
O
A backward pupil should be given every encouragement.
U
Berth – is a resting place.
KS
FO
R
Birth – means the beginning of life.
The orphans were given a new berth near the sea.
FB
O
O
He was a fortunate man from birth.
PD
Beside – means close to.
Besides – means in addition to.
VI
SI
T
He lived beside the stream.
Besides being a lawyer, she was a skilled musician.
Better – means recovering.
Well – means completely recovered.
He is better now than he was a week ago.
In a few more weeks, he will be well.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 43
Both – means two considered together.
Each – means one of two or more.
Both of the applicants qualified for the position.
O
Note: Avoid using such expressions as the following:
M
Each applicant was given a generous reference.
M
.C
Both girls tried to out do the other. (Use each girl instead.)
R
U
They are both alike (Omit both).
FO
Breath – means an intake of air.
O
FB
O
Breadth – means width.
KS
Breathe – means to draw air in and give it out.
Before you dive in, take a very deep breath.
PD
It is difficult to breathe under water.
VI
SI
T
In a square, the breadth should be equal to the length.
Bring – means to carry toward the person who is speaking.
Take – means to carry away from the speaker.
Bring the books here.
Take your raincoat with you when you go out.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 44
Broke – is the past tense of break.
Broke - is unacceptable for without money.
He broke his arm.
M
“Go for broke” is a slang expression widely used in gambling circles.
M
.C
Bunch – refers to things.
O
Celine accidentally broke the vase.
R
U
Group – refers to persons or things.
FO
This looks like a delicious bunch of bananas.
KS
What a well – behaved group of children!
O
Note: The colloquial use of bunch applied to persons is to be discouraged.
FB
O
A bunch of the boys were whooping it up.
PD
(Number is preferable).
T
Certainly – (and surely) is an adverb.
VI
SI
Sure – is an adjective.
He was certainly learning fast.
Unacceptable: He sure was learning fast.
Cite –means to quote.
Sight – means seeing
Site – means a place for building.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 45
He was fond of citing from the Scriptures.
The sight of the wreck was appalling.
The Board of Directors is seeking a site for the new building.
Course – means a path or a study
M
.C
He was counseled because of his coarse behavior.
O
M
Coarse – means vulgar or harsh
FO
R
Which course English are you taking?
U
The ship took its usual course.
KS
Come to be - should NOT be replaced with the expression become to be, since become
O
means to come to be.
O
Comic - means intentionally funny.
FB
Comical – means unintentionally funny.
PD
A clown is a comic figure.
SI
T
The pecular hat she wore gave her a comical appearance.
VI
Conscience – meanse sens of right
Conscientious – means faithful.
Conscious – means aware of ones self.
Man’s conscience prevents him from becoming completely selfish.
We all depend in him because he is conscientious.
The injured woman was completely conscious.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 46
Considerable – means sense of right.
Cease – means to end.
Seize – means to take hold of.
M
.C
O
Seize him by the collar as he comes around the corner.
M
Will you please cease making those sounds?
U
Cent - means a coin.
R
Scent – means an odor.
KS
FO
Sent – is the past tense of send.
O
The nine-cent postal card is a thing of the past.
FB
O
The scent of roses is pleasing.
PD
We were sent to the rear of the balcony.
T
Calendar – is a system of time.
VI
SI
Calendar – is a smoothing and glazing machine.
Colander – is a kind if sieve.
We measure our calendar year from January 1 through December 31.
In ceramic work, the potting wheel and the calendar are indispensable.
Garden-picked vegetables should be washed in a colander before cooking.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 47
Can – means physically able.
May – implies permission.
I can lift this chair over my head.
Cannot help – must be followed by an – ing form.
U
M
.C
We cannot help feeling (NOT feel) distressed about his.
O
M
You may leave after you finish your work.
R
NOTE: CANNOT HELP FEELING BUT IS UNACCEPTABLE.
FO
Can’t hardly – is a double negative. It is unacceptable.
FB
Capitol – is the building.
O
Capital – is the city
O
KS
SAY: The child can hardly walk in those shoes.
PD
Paris is the capital of France.
T
The Capitol in Washington is occupied by the congress.
VI
SI
NOTE: Capital also means wealth.
Compare to – means to liken something which has a diffremt form.
Compare woth – means to compare persons or things with each other when they are of
the same kind.
Contrast with – means to show the difference betweem two things.
A minister is sometimes compared to a shepherd.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 48
Complement – means to a completing part.
Compliment – is an expression of admiration.
His wit was a complement to her beauty.
Consul – means a government representative
M
.C
Council – means an assembly that meets for deliberation.
O
M
He complimented her attractive hairstyle.
R
U
Counsel – means advice.
FO
Americans abroad should keep in touch with their consuls.
KS
The City Council enacts local laws and regulations.
FB
O
O
The defendant headed the counsel of his friends.
Convenient to - should be followed by a person.
PD
Convenient for – should be followed by a purpose.
T
Will these plans be convenient to you?
VI
SI
You must agree that they are convenient for the occasion
Copy – is an imitation of an original work.(not necessarily and exact imitation)
Facsimile – is an exact imitation of and original work.
The counterfeiters made a crude copy of the one thousand peso bill.
The official government engraver, however, prepared a facsimile of the bill.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 49
Could of – is unacceptable. (Should of is also unacceptable)
Could have – is acceptable. (Should have is acceptable.)
Acceptable: You could have done better with more care
M
Unacceptable: I could of won.
M
.C
O
ALSO AVOID: must of, would of.
U
Decent – means suitable.
R
Descent – means going down.
FO
Dissent – means to disagreement.
O
KS
Allusion – regerence to something.
FB
O
Illusion – means to a wrong idea that will probably not influence action.
PD
People were under the delusion that the earth was flat.
VI
SI
T
It is just an illusion that the earth is flat.
Desert – (pronounced DEZZ-ert) means an arid area.
Desert – (pronounced di-ZERT) means to abandon; also a reward or punishment.
Dessert – (pronounced di-ZERT) means the final course of a meal.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 50
The Sahara is the world’s most famous desert.
A husbamd must not deser his wife.
Lifetime imprisonment was a just desert for his crime.
M
We had leche plan for dessert.
O
Different from – is acceptable.
M
.C
Different than – is unacceptable.
U
Acceptable: Jack is different from his brother.
FO
R
Unacceptable: Baguio’s climate is different than Manila’s climate.
KS
Doubt that – is acceptable.
O
Doubt whether – is unacceptable.
FB
O
Acceptable: I doubt that you will pass this term.
PD
Unacceptable: We doubt whether you will succeed.
T
Dual - means relating to two.
VI
SI
Duel – means a contest between two persons.
Dr.Jekyll had a dual personality.
Both the wrestlers were fatally injured in a duel.
Dute to – is unacceptable at the beginning of a sentence. Use because of, on account
of, or some similar expression instead.
Unacceptable: Due to the rain, the game was postponed.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 51
Acceptable: The postponement was due to the rain.
Each other – refers to two persons.
One another – refers to more than two persons.
The two girls have known each other for many years.
O
M
Several of the girls have know one another for many years.
M
.C
Either… or – is ised when referring to choices.
R
Either you or I will win the election.
U
Neither…nor – is the negative form.
O
Eliminate – means to get rid of.
KS
FO
Neither Bill nor Henry is expected to have a chance.
FB
O
Illuminate – means to supply with light.
Let us try to eliminate the unnecessary steps.
T
PD
Several lamps were needed to illuminate the corridor.
VI
SI
Emerge – means to rise out of.
Immerge – means to plunge into. (also immerse)
The swimmer emerged from the pool.
The student totally immerged himself in his studies.
Emigrate- means to leave one’s country for another.
Immigrate – means to enter another country.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 52
The Norwegiansemigrated to America in the mid -1860’s
Many of the Norwegian immigramts settled in the Middle West.
Everyone – is written as one work when it is a pronoun.
Everyone present voted for the proposal.
M
.C
Every one of the voters accepted the proposal.
O
M
Every one – (two words) is used when each individual is stressed.
U
NOTE: Everybody is written as one word.
R
Everywheres – is unacceptable.
KS
FO
Everywhere – is Acceptable.
O
We searched everywhere for the missing book.
FB
O
NOTE: Everyplace (one word) is likewise unacceptable.
Fell bad – means to feel ill,
PD
Feel bad – means to have a poor sense of touch.
T
I feel bad avbout the accident I saw.
VI
SI
The numbness in his limbs caused him to feel badly.
Feel good – means to be happy.
Feel well – means to be in good health.
I feel bery good about my recent promotion.
Cool weather always makes him feel well.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 53
Flout – means to insult.
Flaunt means to make a display of.
He flouted the authority of the principal.
M
The movies star flaunted her sexy body.
Formerly – means at an earlier time.
U
The letter of reference was formally written.
M
.C
O
Formally – means in a formal way.
FO
R
She was formerly a delegate to the convention.
KS
Former – means the first of two.
O
Latter - means the second of two.
FB
O
The former half of the book was in prose.
The latter half of the book was in poetry.
PD
Forth – means forward.
T
Fourth – comes after third.
VI
SI
They went forth like warriors of old.
The fourth honor is Danica.
NOTE: spelling of forty (40) and fourteen (14)
Get – is a verb that strictly means to obtain.
Please get my bag.
There are many slang forms of GET that should be avoided:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 54
AVOID: Do you get me? (SAY: Do you understand me?)
AVOID: YOU can’t get away with it. (SAY: You won’t avoid punishment if you do it.)
AVOID: Get wise to yourself. (SAY: Use common sense.)
M
AVOID: We didn’t get to go. (SAY: We didn’t manage to go.)
O
Got – means obtained.
R
AVOID: You’ve got to do it. (SAY: You have to do it.)
U
M
.C
He got the tickets yesterday.
FO
AVOID: We have got no sympathy for them. (SAY: We have no sympathy for them.)
O
KS
AVOID: They have a great deal of property.)
FB
O
Hanged – is used in reference to a person. (regular verb)
PD
Hung – is used in reference to a thing. (irregular verb)
T
The prisoner was hanged at dawn
VI
SI
The picture was hung above the fireplace.
However – means in what possible way.
We are certain, however, that you will like this class.
We are certain that how ever you decide to study, you will succeed.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 55
If – introduces a condition.
Whether – introduces a choice.
I shall go to Europe if I win the prize.
O
If it was – implies that something might have been true in the past.
M
He asked me whether I intended to go to Europe. (not if )
U
M
.C
If it were – implies doubt, or indicates something that is contrary to fact.
R
If your book was there last night, it is there now.
KS
FO
If it were summer now, we would all go swimming.
O
In – usually refers to a state of being ( no motion)
FB
O
Into – is used for motion from one place to another.
The records are in that drawer.
T
PD
I put the records into that drawer.
SI
NOTE: “We were walking in the room” is correct even though there is motion,
VI
The motion is not from one place to another.
Irregardless – is unacceptable.
Regardless – is acceptable.
Unacceptable: Irregardless of the weather, I am going to the game.
Acceptable: Regardless of his ability, he is not, likely to win.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 56
Its – means belonging to it.
It’s – means it is.
The house lost its roof due to bad weather.
M
It’s an exposed house, now.
M
.C
O
Kind of and sort of – are unacceptable for rather.
R
O
Latter – refers to the second of two.
KS
Latest – refers to the most recent in time.
FO
Last – refers to the final member in a series.
U
SAY: We are rather disappointed with you.
FB
O
This is the last bulletin. There won’t be any other bulletins.
This is the latest bulletin. There will be other bulletins.
PD
Of the two most recent bulletins, the latter is more encouraging.
T
Lay – means to place.
VI
SI
Lie – means to recline.
NOTE THE FORMS OF EACH VERB:
TENSE
LIE (Recline)
Present
The child is lying down.
Present perfect
The child has lain down.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 57
LAY (Place)
Present
The chicken is laying an egg.
Past
The chicken laid an egg.
Present Perfect
The chicken has laid an egg.
O
M
TENSE
M
.C
Lightening – is the present participle of to lighten.
R
U
Lightning – means the flashes of light accompanied by thunder.
FO
Leaving the extra food behind resulted in lightening the pack.
O
KS
I don’t know, but I would say much rain fell last night.
FB
O
May – is used in the present tense.
PD
Might – is used in the past tense.
T
We are hoping that he may come today.
VI
SI
He might have done it if you had encouraged him.
It’s I – is always acceptable.
It’s me – Is acceptable only in colloquial speech or writing.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 58
It’s him}
This is her} always unacceptable
It was them}
It’s he}
M
This is she} always acceptable
M
.C
O
It was they}
R
The number of pages in the book is 500
U
Number – is singular when the total is intended.
FO
Number – is plural when the individual units are referred to.
KS
A number of pages (in the book) were printed in italic type.
FB
O
O
Of any – (and of anyone) is unacceptable for of all.
SAY: His was the highest mark of all. (NOT of any or of anyone)
PD
Off of – is unacceptable for aloud.
T
SAY: He read aloud to his family every evening.
VI
SI
Outdoor- (and out-off-door) is an adjective.
Outdoors – is an adverb
We spent most of the summer at an outdoor music camp.
Most of the time we played string quartets outdoors.
NOTE: Out- of- doors is acceptable in neither case.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 59
People – comprise a united or collective group of individuals.
Persons – are individuals that are separate and unrelated.
Only five persons remained in the theatre afther the first act.
The people of Tacloban have enthusiastically accepted Pope Francis
O
M
during his visit.
M
.C
Persecute – means to make life miserable for someone. (Persectution is illegal.)
U
Prosecute – means to conduct a criminal investigation. (Prosecution is legal.)
R
Some terrorist insist on persecuting others.
KS
FO
The lawyer is prosecuting the criminals.
O
Precede – means to come before.
FB
O
Proceed – means to go ahead. (Procedure is the noun)
Sit – means to take a seat. (intransitive verb)
SI
T
PD
Set – means place. (transitive verb)
VI
NOTE for the forms of each verb.
TENSE
SIT (Take a seat)
Present
He sits on a chair.
Past
He sat on the chair.
Present perfect
He has sat on the chair.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 60
SET (PLACE)
Present
He sets the lamp on the table.
Past
He set the lamp on the table.
Present Perfect
He has set the lamp on the table.
M
TENSE
O
Some time - means a portion of time.
M
.C
Sometime – means at an indefinite time in the future.
R
U
Sometimes – means occasionally.
FO
I’ll need some time to make a decision.
KS
Let us meet sometime after twelve noon.
FB
O
O
Sometimes it is better to hesitate before singing a contract.
Somewheres – is acceptable.
T
PD
Supersese – means to replace.
VI
SI
What were the circumstances that preceded the attack?
We can then proceed with our plan for resisting a second attack.
It is then possible that Plan B will supersede Plan A.
Principal – means chief or main (as an afjective); a leader (as a noun)
Principle – means a fundamental truth or belief.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 61
His principal supporters came from the city.
The principal of the school asked for cooperation from the staff.
Humility was the guiding principle of Buddha’s life.
M
NOTE: Principal may also mean as sum placed at interest.
O
Part of his monthly payment was applied as interest on the principal.
M
.C
Stationary – means standing still.
R
U
Stationery – means writing materials.
FO
In ancient times people thought the earth was stationary.
O
FB
Stayed – means remained
O
KS
We bought writing paper at the stationery store.
Stood- remained upright or erect.
PD
The army stayed in the trenches for five days.
VI
SI
T
The soldiers stood at attention for one hour.
Sure – for surely is unacceptable.
SAY: You surely (NOT sure) are not going to write that!
Taken in – is Unacceptable in the sense of deceive or attend.
SAY: We were deceived (NOT taken in) by his oily manner.
We should like to attend (Note take in) a few plays during our vacation.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 62
Their – means benging to them.
There – means in that place.
They’re – means they are.
M
.C
Theyre going to the ballpark with us.
O
You will find your books over there on the desk.
M
We took their books home with us.
R
U
Theirselves – is unacceptable.
FO
SAY: Most children of school age are able to care for themselves in
O
O
FB
These kind – is acceptable.
KS
many ways.
This kind – is acceptable.
PD
I am fond of this kind of apples.
T
NOTE: These kinds would also be acceptable.
VI
SI
Through – meaning finished or completed is unacceptable.
SAY: We’ll finish (NOT be through with) the work by five o’clock.
Try to – is acceptable.
Try and – is unacceptable.
Try to come (NOT try and come)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 63
NOTE: Plan on going iis unacceptable
Plan to go is acceptable
To – means in the direction of.
M
Too – means more than or also.
O
There are two sides to every story.
M
.C
Three twos (or2’s) equal six.
U
We shall go to school.
R
We shall go, too.
KS
FO
The weather is too hot for doing outdoor games.
O
Was – If something is contrary to fact (not a fact),
FB
O
Were - use were in every instance.
I wish I were in Paris.
PD
Unacceptable: If he was asensible, he wouldn’t act like that.
VI
SI
T
(SAY: If he were . . .)
Ways – is unacceptable for way.
SAY: we climbed a little way (NOT ways) up the hill.
Went and took – (went and stole, etc.) is unacceptable.
They stole (NOT went and stole) our tools.
When – (and where) should NOT be used to introduce a definition of a noun.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 64
SAY: A tornado is a twisting, high wind on land. (NOT is when a
Twisting, high wind is on land.)
A pool is place for swimming. (NOT is where people swim)
O
SAY: Where (NOT whereabouts) do you live?
M
Whereabouts – is unacceptable for where.
M
.C
NOTE: Whereabouts as a noun meaning a place is acceptable.
R
U
DO you know his whereabouts?
FO
Whether – should NOT be preceded by of or as to.
KS
SAY: The president will consider the question wether (NOT of
O
Whether) it is better to ask for or demand higher taxes now.
FB
O
He inquired whether (NOT as to whether) we were going or not.
PD
Which – is used incorrectly in the following expressions:
T
He asked me to stay, which I did.
VI
SI
(CORRECT: He asked me to stay and I did.)
It has been a severe winter, which in unfortunate.
(CORRECT: Unfortunately, it has been a severe winter.)
You did not write besides which you have not telephoned.
(CORRECT: omit which)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 65
While – is unacceptable for and the though.
SAY: The libratry is situated on the south side: (OMIT while) the
laboratory is on the north side.
Though (NOT while) I disagree with you, I shall not interfere with
M
your right to express your opinion.
O
Though (NOT while) I am in my office every day, you do not attempt
M
.C
to see me.
U
Who – The following is a method (without going into grammar rules) for determining
R
When to use who or whom.
FO
“Tell me (Who, Whom) do you think should represent our company?”
KS
STEP ONE: Change the who- whom part of the sentence to its
O
natural order.
O
(who, whom)” Do you should represent our company?”
FB
STEP TWO: Substitute HE for WHO, HIM for WHOM.
PD
Do you think (he, him) should represent our company?
SI
T
You would say he in this case.
VI
THEREFORE: “Tell me WHO –Whom do you think should represent the company?” is
correct.
Who is}
Who am}
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 66
Note these constructions:
It is I who am the most experienced.
It is he who is ….
It is he or I who am ….
M
It is I or he who is ….
M
.C
O
It is he and I who are …
U
Whose – means of whom.
O
KS
Who’s in the next office?
FO
Whose is this notebook?
R
Who’s – means who is.
FB
O
Would have – is unacceptable for had.
SAY: I wish you had (NOT would have) called earlier.
PD
You all- is unacceptable for you (plural)
VI
SI
T
SAY: I wish you had not (NOT would have) called earlier.
You all – is unacceptable for you (plural)
SAY: We welcome you, the delegates from Region 5.
You are all welcome Delegates of Negros.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 67
BASIC RULES IN AGREEMENT AND GRAMMAR
1. A verb agrees with its subject in person and in number.
Wrong: They doesn’t understand what to do.
M
Right: They don’t understand what to do.
O
2. The number of noun in a phrase introduced by the preposition “of” does not affect
M
.C
the form of the verb.
R
FO
Right: A list of books was made by Bong.
U
Wrong: A list of books were made by Bong.
KS
3 .Compound subjects joined by “and” ordinarily take the base form of the verb.
O
Wrong: Here comes Nanding and Manny.
PD
FB
O
Right: Here come Nanding and Manny
4. When two or more singular subjects are joined by “or” or “nor” the “s” form of the
T
verb is required.
SI
Wrong: A man’s success or failure lie in his hands.
VI
Right: A man’s success or failure lies in his hands.
5. Intervening phrases introduced by “of, with, together with, as well as, including,
Besides, no less than, in addition to, accompanied by, not, do not affect the form
of the verb.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 68
Wrong: The teacher, together with her pupils were there.
Right: The teacher, together with her pupils was there.
6. Compound nouns joined by “and” use the “s” for of the verb if they are regarded as
a unit.
M
.C
O
M
Example: Bread and butter was all he asked for.
7. When the subject and predicate nominative differ in number, the verb must agree
U
with the subject “not” the complement.
FO
R
Wrong: The theme of the essay are the experiences of our heroes.
KS
Right: The theme of the essay is the experiences of our heroes.
O
O
8. Compound subjects joined by “either-or, neither-nor, not only- but also” ordinarily
FB
Take verbs agreeing in number with the nearer subject.
PD
Wrong: Not only the students but also the teacher are learning.
SI
T
Right: Not only the students but also the teacher is leaning.
VI
9. When the subject comes after the verb make sure that the veb agrees with its
subject.
Wrong: In this school is enrolled several alien students.
Right: In this school are enrolled several alien students.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 69
10. Never begin a sentence with a participle that does not logically modify the
subject f the sentence.
Wrong: walking around the campis, the bell rang.
Right: Walking around the campus, I heard the bell rang.
O
M
11. Sentence elements that are grammatically connected should be cloed together.
M
.C
Wrong: I, after the class, went to the movies.
R
U
Right: I went to the movies after my class.
FO
12. Modifiers should be placed as near as possible to the words they modify.
KS
Wrong: She rushed into the room just as we are singing the last song
O
O
breathless with excitement .
last song.
T
PD
singing the
FB
Right: Breathless with excitement, she rushed into the room just as we are
SI
13. Avoid dangling modifiers
VI
Wrong: Having taken the entrance examinations, the President of the College
accepted me.
14. Ordinarily,”this” and “that” take the “s” form of the verb while “these” and “those”
take the base form of the verb.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 70
Examples: That is good idea.
These are times that try man’s soul.
15. The following indefinite pronouns are ordinarily use with the third person. They
take the base form of the verb: “all, both, few , many, several, some.
M
.C
O
M
Examples: All were satisfied.
Both are to be blamed.
U
16. The following indefinite promouns, whether singular or plural in meaning are
KS
FO
R
ordinarily used with the third person “S” form of the verb:
“each, everybody, everyone, everything ,any ,anything , other ,somebody ,someone
FB
O
O
,something ,one ,nothing ,nobody ,either ,neither , another.
PD
Examples: Each arrives on time
SI
T
: Everything is in order
VI
17. The “title” of a book is considered singular.
Example: “The Dialogues” of Plato is a great classic.
18. The word “people”, meaning many persons is plural.
Peoples refer to different races.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 71
Examples: The people were excited about the news.
The people vote for Erap’s candidates.
19. The expression “the number of” takes “S” for of the verb, while the expression
M
“a number of “ takes the base form of the verb.
O
Examples “A number of books are on reserve in the library.
U
M
.C
The number of students in the class is limited.
R
20. Noum referring to money, time, measurement or distance that is preceded by an
FO
Expression of any amount or quantity is considered singular and takes the
KS
singular form of the verb.
O
Examples: Five hundred pesos is a long time to wait for you.
FB
O
Three weeks is a long time to wait for you.
PD
21. The number of the noun that follows an expression “of fraction” or portion
determines the number of the verb to used.
VI
SI
T
Example: One third of the apples are yours.
Half the apple was eaten by rats.
22. Sentences introduced by “it” take the “s” form of the verb.
Examples: It is time to say goodbye.
It hurts to say goodbye.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 72
23. The number of the subject of a sentence introduced by “there” determines the
verb to be used.
Examples: There is a man in the room.
There are days wjen she is lonely.
O
M
There are five schooldays in a week.
M
.C
24. The verb takes an “S” when it is used in the third person singular of the present
FO
R
Example: Jerry plays chess vidorously.
U
tense.
25. The expressions “one of the, the number of and a number of “are always
O
KS
followed by plural nouns.
FB
O
Examples: One of the boys in absent.
PD
A number of books were stolen.
SI
T
A number of apples were rotten.
VI
26. Some nouns are always plural in form
Examples: measles, mumps, pants, shorts, scissors, trousers.
My scissors are missing.
27. Nouns such as Mathematics, Statistics, Economics, Politics, Physics are used
with the singular form of the verb when they refer to an area of study.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 73
Examples: Physics is required for science majors.
Politics, is not dirty per se, but the politicians are the ones making it
dirty.
28. Possession is usually shown by adding apostrophe (‘) or apostrophe and s (s’) to
M
a noun
M
.C
O
Examples: The boy’s club.
U
: The ladie’s club
FO
R
29. The infinitive of a verb is always in the simple form.
KS
Examples: To love is an adventure.
O
O
Long ago, Bong’s dream was to live in a forest.
FB
30. Nouns plural in form but singular in meaning (Singular form of the verb)
PD
Examples: News, measles. The news is exciting.
SI
T
31. Nouns singular in form but function collectively
VI
Examples: information, food, equipment, jewelry; furniture.
THE USE OF FIGURATIVE LANGUAGE
Since literature makes use of effective and affective language. It is proper for the
literature teacher to master the various types of figurative language.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 74
However, it is not enough that he can identify them, he must be able to explain and
justify their use whether in prose or poetry, even in everyday, casual discourse. In
literature, the suggestive power of words give the writer the opportunity to create the
nuances, the connotations, the texture, emotions, the tone color ang the overtones
M
imbedded in figurative language.
O
Types of Figures of Speech
M
.C
The following are the most commonly accepted and often used figures of speecs
R
U
its literature – oral and written.
something in common using “like” or “As”.
FO
1. Simile –A stated comparison between two unlike things or persons that have
O
O
KS
Ex.Her smile is as mysterious as Mona Lisa’s.
FB
2. Metaphor – an implied comparisomn between two person or thins that are
PD
unlike in most respects the words like or as are left out.
T
3. Personification – ging human quality to inanimate objects or abstract things.
VI
SI
Ex. The flowers dance in the garden.
4. Metonymy – consists in the naming of a thing by one of its attributes.
Ex. The crown prefers taxes from the underlings to support his expenses.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 75
5. Synecdoche – substituting a part for a whole, an individual for a class or a
material for the things.
Ex.many squatters dream of roofs over their heads.
6. Hyperbole – An exaggeration used for artistic effect.
M
.C
O
M
Ex. Thanks a million.
opposite.
KS
FO
R
Ex. Edgar Allan Poe is no mean writer.
U
7. Litotese – A deliberate understantement used to affirm by negating its
O
O
8. Irony – the use of a word to signify the opposite of its literal meaning.
FB
There are three types of irony:
PD
(a) Irony of situation, when the result differs from what is expected; (b)
Verbal irony, which is actually veiled sarcasm; and © dramatic irony, the author’s
SI
T
intended meaning differs from the characters expectation.
VI
Ex. You’re so beautiful; you look like a Christmas tree!
9. Oxymoron – Putting together in one statement two contradictory terms.
Ex. The sound of silence is indeed, deafening.
10. Periphasis – The substitution of a descriptive phrase for a name or
Vice -versa.
Ex. The sleeping Giant has broken ties with its neighbors.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 76
11. Apostrophe – An address to (a) dead person as though he were alive; (b) an
Absent person as thought he were present, © an inanimate object as though it were
animate.
Ex. Ninoy, you’re not alone!
M
12. Climax – The arrangement of words or idead according to their degree of
M
.C
O
importance; thus, the last set appears most valuable.
U
Ex.” I came, I saw, I conquered.” (Julius Caesar)
FO
R
13. Anti-Climax – A real apparent or ludicrous decrease in the importance or
impressiveness of what is said. Opposed to climax.
O
FB
O
Abandoned him.
KS
Ex. He lost his shoelace, his house charred to ashes, his wife even
PD
14. Anti-Thesis – Equating or balancing two opposing ideas.
SI
T
Ex. There is a time to sow and there is a time to reap.
VI
15. Parallelism or Juxtaposition – Placing two comparable ideas side by side.
Ex. “Yea! Though I walk in the valley of the shadow of death, I shall fear
no evil. Thy rod and thy stuff thy comfort me.”
16. Pun – A play on words with humorous, witty effects.
Ex. House’s everything for all Filipinos.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 77
17. Paradox – A seemingly, contradictoty but true example.
Ex. There is a grief in happiness.
The following rhetorical devise should not be mistaken for figures of speech.
Actually they help analyze one color or the toal qualities inherent in vowel and
M
.C
O
M
consonant combination. In other words, tone color reinforces sense with sound.
1. Alliteration – The use of repetition of a succession of initial consonant
U
sounds.
KS
FO
R
Ex. She sells sea shells on the seashore.
2. Assonance – Resemblance in sound; specifically in prosody correspondence
O
of the accented vowels, but not of the consonants.
FB
O
Ex. “Alone, alone, all, all alone
PD
Alone on a wide, wide sea
And never a sould took pity on
--Coleridge
VI
SI
T
My sould in agony.”
3. Anaphora – Repeating a word or phrase in the beginning of several
successive verses, clauses or sentences.
Ex. “Love is real, real is love.
Love is wanting, to be loved.
Love is searching, searching love”.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 78
4. Onomatopoeia – Imitation of sounds to produce the desired effect.
Ex. The rain drops in the roof.
The cat meows in the dark.
5. Allusion – A literari device which is unimplied or indirect reference to biblical,
M
.C
EXERCISES ON FIGUTIVE LANGUAGE
O
M
litereray or historical characters or events.
U
Directions: Identify the figure of speech, explain and justify its use.
R
1. Feudalism is the winter or discontent in the countryside.
FO
2. Our Father, who art in Heaven . . . .
KS
3. Throw the book to the coup plotters.
O
4. “My love sprang from my only hate!”
FB
O
5. He courted her, she answered “yes”,they eloped.
6. Mr. Cruz is as quiet as a politician.
PD
7. “If winter comes, can spring be far behind?” (Shelley)
T
8. There is emptiness in wholeness. (From Taoism)
VI
SI
9. Her speech is a newly sharpened scythe.
10. “Oh, Romeo, wherefore art thou my Romeo?”
11. The U.N Forum is a tower of Babel.
12. The baby is a bundle of fat.
13. “The child is Father to the Man.” (Wordsworth)
14. “Oh Liberty, how many crimes are committed in thy name?” (Madame
Roland)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 79
15. “I am thy Lord and God, thou shalt not worship strange gods before
Me!”
16. The night has a thousand eyes.
17. Hearing the gossip spread about her, Rosa flew into a rage.
18. She stamped her foot, banged the door, and pounded the table.
M
.C
20. “If you prick us, do we not bleed?” (Shylock)
O
M
19. No comment.
21. Address tjat question to the chair.
R
U
22. The Hermit Kingdom is divided into two by the 38th parallel.
FO
23. “For the moon never beams without bringing me dreams of my bride,
KS
my darling, Annabel Lee”. (Poe)
24. “Eggheads of the world, unite! You have nothing to lose but your
O
yokes!”
FB
O
25 that man is a Hamlet, it takes him eternity to decide.
PD
LITERATURE
Literature- is derived from the Latin word litera – meaning letter
VI
SI
T
- Any printed matter written within a book, magazine or pamphlet.
- Faithful reproduction of man’s manifold experiences blended into
one garmonious expression.
- Man’s loves, griefs, thoughts, dreams, & aspirations coached in
beautiful language
- Story of man
- SHE – significant human experience
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 80
Reasons for studying literature
1. To better appreciate our literary heritage.
2. TO trace the rich heritage of ideas handed down to us by our fore fathers.
3. To understand the great and noble tradition of the different races of the world.
4. As Filipinos, to take pride in our own culture & manifest deep concern for our
M
.C
O
M
own literature.
Types of Literature
R
U
A. PROSE
KS
to-life stories & spans a long period of time.
FO
1. Novel – long narrative divided into chapters. The events are taken from true-
2. Short Story – a narrative involvinh one or more characters, one plot & one
O
single impression.
FB
O
3. Plays – presented on stage divided into acts & each act has many scenes.
PD
4. Legends – these are fictions, narratives, usually about origins.
5. Fables – stories about animals & inanimate things that speak & act like people
SI
& attitudes.
T
& their purpose is to enlighten the minds of children to events that can mold their ways
VI
6. Anecdotes – products of the writer’s imagination & the main aim is to bring
out lessions to the reader.
7. Essay – expresses the viewpoint or opinion of the writer about a particular
problem or event- best example is the editorial page of a newspaper.
8. Biography – deals wotj the life of a person which maybe about himself or that
of others.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 81
B. POETRY
1. Narrative
a. Epic – an extended narrative about heroic exploits often under
supernatural control.
Ex. Bi-ag ni Lam-Ang-Ilokos
O
M
Ybalon – Bicol
M
.C
Hudhud at Alim – Igorot
Bidasari – Mindanao
FO
KS
Iliad & odyssey – Greece
R
U
Beowulf – England
O
O
b. Tales – stories about supernatural beings
FB
c. Ballads – short poems, adapted for singing, simple in plot and metrical structure
PD
2. Lyric – type of poetry that expresses emotions and feelings of the poet
SI
T
-usually short, simple & easy to understand
VI
a. folksongs (awiting bayan) – short poems intended to be sung
-common themes are love, despair, grief, doubt, joy, hope & sorrow
Ex. Chit-Chirit-Chit
b. Sonnet – 14 line poem dealing with emotions, feelings or ideas
Ex. Sonnets of Shakespeare
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 82
c. Elegy – poem for the dead
Ex. Annabel Lee
By Edgar Allan Poe
Elegy written in Country Churchyard
O
M
By Thomas Gray
M
.C
d. Ode – poem of a noble feeling, expressed with dignity on a certain
thing/object.
R
U
Ex. Ode to the West Wind
KS
FO
Percy Bysshe Shelley
O
Ex. Psalm of David
O
e. Psalms – song praing God & containing a philosophy of life
FB
f. Awit – Florante at Laura – sung – 12 syllables per line – realistic
T
PD
g. Corrido – Ibong Adarna – recited – 8 syllables – elements of fantasy
SI
3. Dramatic Comedy
VI
a. tragedy – involves the hero who struggles mighty against dynamic forces until he
meets death.
Ex. Hamlet
b. Comedy – Greek word “komos” meaning festivity or revelry
- purpose – amusement / happy ending
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 83
c. melodrama – arouses immediate & intense emotion and is usually sad but
there is happy ending for the principal character.
d. farce – exaggerated comedy
- seeks to arouse mirth by laughable lines.
M
.C
O
M
- situations are too ridiculous to be true
FO
R
U
PHILIPPINE LITERATURE
KS
Pre-Spanish Period – oral
O
- Own literature that reflects our own race
O
- Shows our customs & traditions in evereday life
FB
- Own alphabet known as baybayin
PD
- Records were written on leaves & bamboo cylinder, bark of trees
and caves
VI
SI
T
- Legend , folk tales, epics, folk songs , riddles, chants, proverbs &
sayings
- Epics –Hudhod & Alim- Ifugao
1. Ybalon – Bikolano
2. Biag ni Lam-Ang – Ilokano
3. Bidasari – Muslim
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 84
Spanish Period
- Alibata was replaced by Roman alphabet
- Teachings of the Christian Doctrine became the basis of religious
practices
M
- Spanish language gave many of its words to our language
O
- European legends & traditions were assimilated in our songs,
M
.C
corridos, Moro-Moro
- Ancient literature was collected & translated to Tagalog & other
U
dialects
FO
R
- Grammar books were printed in Filipino
KS
- Periodicals gained a religious tone
First Books
O
O
Doctrina Christiana – first book printed in the Phil. In 1593
PD
FB
-written by Fr. Juan de Placencia & Fr. Domingo Nieva
Barlaan at Josephat – first Tagalog novel published in the Philippines.
SI
T
Pasion – life & sufferings of Jesus Christ
VI
Urbana at Felisa – book by Modesto de Castro (Father of Classic Prose in Tagalog)
- Letters between two sisters dealing with good behavior.
Vocabulario Dela Lengua Tagala – first Tagalog dictionary by Fr. Pedro de San
Buenaventura
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 85
Recreational Plays
1. Tibag – search of St. Helena for the cross on which Jesus died.
2. Cenaculo – dramatic performance to commemorate the passion & death of
Jesus Christ
M
3. Panunuluyan – presentation of the search of Virgin Mary & St. Joseph for an
M
.C
O
inn to deliver the baby Jesus
4. Salubong – Easter play that dramatizes the meeting of the Risen Christ & his
U
mother.
R
5. Zarzuela – father of drama musical comedy/melodrama dealing with man’s
KS
FO
passions & emotions.
O
6. Moro-moro – play about the fighting between Moros & Christians
O
7. Duplo/Karagatan – played during wakes for the dead
PD
FB
-princess who dropped her ring in the middl of the sea
T
8. Balagtasan – Debate in poetic verse; created during the American
SI
Colonization of the Philippines.
VI
9. Awit – Metrical romance that is sung or said in fast beat. Subject is mostly
about legends and fantasy.
Corrido or metrical romance that tackles in narrative form the life and adventures
of persons.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 86
Period of Enlightenment – nationalism
- Filipinos demanded changes in the government and in the church.
1. Propaganda Movement – leaders
Jose Rizal, Marcelo del Pilar, Graciano Lopez Jaena
M
A. Jose Rizal – Laong Laan & Dimasalang
O
-Noli and Fili
M
.C
B. Marcelo H. del Pilar – Plaridel, pupdoh, Piping Dilat and Dolores
R
U
Manapat
KS
C. Graciano Lopez Jaena
FO
- Pag- ibig sa Tinubuang Lupa, Dasalan at Tuksuhan
O
- Ang Fray Botod
O
- first magazine – La Solidaridad
FB
D. Other Propagandists
PD
-Antonio Luna, Mariano Ponce, Pedro Paterno (Ninay-first social
SI
T
novel im Spanish by a Filipino, Jose Panganiban.
VI
Period of Active Revolution
- Reforms demanded by propagandists were not given attention
- No other way except to revolt
- Leaders were Andres Bonifacio – father of Filipino Democracy,
Father of Katipunan (KKK), Pag-ibig sa Tinubuang Lupa.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 87
- Emilio Jacinto- Brains of the Katipunan, Katrilya ng Katipunan,
Liwanag at dilim
- Apolinario Mabini – Sublime Paralytic brains of the Revolution
- Jose Palma – Phil. National Anthem
M
-
O
American Regime
M
.C
- Literature had the theme of nationalism but was stopped due to
suppression done by the Americans
U
- English became the medium literary pieces
FO
R
Writers – Cecilio Apostol, Fernando Ma. Guerero, Jesus balmori &
Claro M.Recto, Lope K. Santos, Jose Corazon de Jesus, Amado V.
O
KS
Hernandez, Inigo Ed Regalado
O
- Severino Reyes – Father of the Tagalog drama – Walang Sugat
FB
- Pedro Bukaned – Father of Ilocano Literature
PD
- Claro Caluya – Prince of Ilocano poets
T
- Leon Pichay – best Bukanegero
VI
SI
-
- Sursum Corda (poem) first work to be published in English
In 1919 the UP College Folio published the literary compositions of
the first Filipino writers in English.
-Short Story – Dead Stars by Paz Marqueez benitez became the
model of perfection
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 88
Japanese Literature
- Newspaper in English were stopped by the Japanese
LIWAYWAY was placed under strict surveillance
- HAIKU , TANAGA
M
- Movie houses were closed showing American films
O
- Writers were Jose Ma. Hernandez, Francisco Soc Rodrigo, Julian
M
.C
Cruz Balmaceda, NVM Gonzales, Liwayway Arceo, Carlos P.
Romulo and Carlos Bulosan
R
U
-
FO
Rebirth of Freedom
KS
1945 – American returned
O
O
- Proliferation of newspaper FREE PRESS, MORNING SUN, Manila Times Philippine
FB
Heral, Chronicle, Bulletin
PD
-Poems, novel m short stories
-Without Seeing the Dawn by Javellana
VI
SI
T
Palanca Awards – Kuwento ni Mabuti-Genoveva Edroza (1950-51) (first award)
Period of Activism – because of the ills of society, the youth moved to seek reforms
- Martial Law
- Writings were rebellious
- Placards in red bearing the sign MAKIBAKA
- Period of terror % wrath
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 89
New Society
Age of Ninoy Aquino’s martyrdom
M
People’s Power
O
- Rebirth of newspapers, books
U
M
.C
- Songs – Handog ng Pilipino sa Mundo/Bayan Ko
R
AFRO – ASIAN LITERATURE
FO
Chinese Literature – one of the major cultural heritage of the world
KS
Poetry – characterized by compactness & brevity
O
Confucius or Kung Fu-tze – first sage of China who wanted to make education available
O
to all men.
FB
Great Techer – proponent of Chinese Literature
SI
Five Books
T
PD
SHIH CHING – first anthology of Chinese poetry
VI
1. Yiking (Book of Chnges) divination
2. Liking (Book of Ceremonies) etiquette
3. Shuking (Book of Historical Documents) political ideas & fundamentals of good
government
4. Shiking (Book of Poetry) best poems
5. Chun Chiu (Spring & Autumn) history of Confucius native provinc
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 90
Teachings
Principles of courage & prudence
Filial duty
Selecting friends
M
- Good human relations
O
- Good government
FO
Ex.
R
Analects – are selection or parts of literary works
U
M
.C
- Value of education & self-criticis,
KS
1. If a man in the morning hear the right way, he may die in the evening without regret
O
2. I am not concerned that I am not know but I seek to ve worthy to be known.
FB
O
3. When we see men of worth, we should think of equaling them, when we see men of
Contrary character, we should turn inwards & examine ourselves.
VI
Arabia
SI
T
PD
4. Give man a fish & you feed him for a day, teach man to fish and you feed him for life.
A Thousand & One nights – a collection of stores and folk tales compiled in
Arabic.
Ex. Aladdin, Ali Baba and Forty Thieves and Sinbad the Sailor
- Kahlil Gibran – great poet
Indian Literature – oldest sacred literature is found in four VEDAS (knowledge)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 91
a. Rigveda – oldest – Veda of Praise
b. Brahmanas – rituals & prayers
c. Upanishads – discoursesbetween teachers & pupils
M
d. Puranas – history of the Aryan race
O
Mahabharata (Hindu Epic) – Cosmology, statecraft, philosophy, science of war
M
.C
- Longest poem in the world about the bitter quarrel of two brothers – Pandu &
Karu (Pandavas are unjustly deprived of the ancestral kingdom of their woicked sons)
R
U
Hindu proverb – I weep because I have no shoes, unitl I saw a man without feet
FO
Ramayana (Hindu epic) – It depicts the duties of relationship portraying ideal
KS
characters like the ideal servant, ideal brother, ideal wife and ideal king
Kalidasa – poet know for Sakuntala/greatest Sanskrit playwright ang poets
O
O
Rabindranath Tagore – best know of all recent writers in India
PD
FB
- Masterpiece – Gitanjali
Hebrew Literature
SI
T
Bible – book of all books, 39 books Old Testatament/27 books – New Testament
VI
- Literature that provokes another literature
- Most famous works in the hebew literature is the Old Testament
- Genesis
- Ten Commandments
- David & Goliath
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 92
- Ecclesiates- To everything there is season and a time to every purpose under
heaven; a time to love and a time to hate, a time of war & a time of peace
Psalm of David (Psalm 23)
O
M
The Lord is my shepherd I shall not want.
M
.C
Story of Joseph and Story of Ruth
R
U
Persian Literature – Iran
FO
Rubaiyat – Omar Khayyam (tent-maker) poem of high divine and spiritual
meaning. The beauty and simplicity of this poem is so immaculate that is why people of
O
KS
all faiths seek divine solace.
FB
O
Egyptian Literature – Pharaog, pyramids, mummies, papyrus Book of the Dead,
PD
Hymns to the Sun- Godm Rosetta Stone- reveals the antiquity of Egypt
Egyptian writing – hieroglyphics
SI
T
Poem- To Whom Should I Speak Today
VI
Japanese Literature
1. NOH DRAMA – dramatic dance with lyrical poetic texts and masked actors
2. HAIKU – 7 syllable poetic form usually about nature
3. WAKA – 31 syllable classical poetry
4. KABUKI – Japanese dance drama
5. KOJIKI – (Record of Ancient Matters) earliest surving work in Japan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 93
ENGLISH / AMERICAN LITERATURE
- Jutes, Angles, Saxons
- Language – Anglo Saxon
-Angleland – Stone age people
M
Gaels/Britons
M
.C
O
Romans
BEOWULF (England) - Epic of more than 3,000 lines
R
FO
-greatest English writer of the middle ages
U
CHAUCER – Canterbury Tales
-St.Thomas a Becket
O
O
Ex. Paradoners Tale
KS
-Through Harry BAilly – innkeeper – Tabard Inn
FB
King Arthur & the Knights of the Round Table
PD
-Sir Gawaine
-Sir Thomas Malory- Le Morte de Arthur
T
-rise & decline of the Round Table, quest for the Holy Grail & establishment of the first
VI
SI
printing press in English by William Caxton.
-Sir Thomas More – Utopia
-Doctor Faustus by Christopher Marlowe – The Passionate Shepherd to His Love
“Come Live with me and “Be my Love” I will make thee bed of roses
Sis Walter Raleigh – The nymphs Reply to the Shepherd” If all the world and love were
young and truyth in every shepherd’s tounge
William Shakespeare – greatest writer of all times
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 94
-Venus and Adonis / Romeo and Juliet / Hamlet/Macbeth
-Sonnets
Sonnet 18 – Thou art more lovely and more temperate. Shall I compare thee to a
summer’s day?
Thomas Campion – My Sweetest LEsbia- “Let us live & love”
M
.C
Of Studies – Studies serve for delight, fir ornament & for ability
O
M
Francis Bacon – Father of English Essay
Ben Johnson- Song to Celia “Drink to me only with thines eyes and I will pledge with
R
FO
John Miltom – Paradise: Lost, On his Blindness
U
mine or leave a kiss but in the cup and I’ll not look for mine.”
KS
Thomas Gray – Elegy Written in Country Churchyard
Samuel Taylor Coleridge – Thyme of the Ancient Mariner
O
O
Percy Bysshe Shelley – Ode to the West Wind
FB
Alfred Lord Tennyson – Break, Break, Break
PD
Robert Browning – Last Duchess
Elizabeth Barrett Browning – Hpw Do I Love Thee?”
SI
T
Matthew Arnold – Dover Beach
VI
Rudyard Kipling – Madalay/Recessional
John Masefield – Sea Fever
David Herbert Lawrence – Lady Chatterly’s Lover
American Literature
- Captain Jong Smith (Pocahontas)
- Vitginia
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 95
Thomas Jefferson – Declaration of Independence of the 13th United States of America
Patrick Henry – Hive me liberty or give me death
Washington Irving
- Legend of Sleepy Hollow
- Rip Van Winkle
M
- Ichabod Crane and Rose of Alhambra
O
Edgar Allan Poe – Annabel Lee, Tell-Tale Heart
M
.C
-Father of Horror Stories
R
Henry Wadsworth Longfellow – A Psalm of life
U
Ralph Waldo Emerson- Self – Reliance
FO
- “Tell me not in mournfull numbers”
KS
-“Life is but an empty dream”
O
Samuel Lamghorne Clemens (Mark Twain) – Afventures of Tom Sawyer
FB
O
Henry James- Tree of Knowledge
Stephen Crane – Blades of Grass
PD
Ernest Hemingway – Old Man & the Sea
T
Robert Frost – The Road Not Taken
VI
SI
William Ernest Henley – Invictus
Walt Whitman – O captain, My Captain
Charles Dickens – Christman Carol
Greek Literature
1. Pre Homeric and Homeric Age
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 96
2. Anthenian period – Alexander the Great
3. Period of Decline
Qualities:
M
1. Permanence & universality
O
2. Essentially full of artistry
M
.C
3. Originality
U
4. Diversity of talent
FO
R
5. Intellectual quality
KS
Homer – blind poet of Greece/great epics – Illiad & Odyssey
FB
O
O
Theme- Man’s fate is the result of his actions.
PD
Mythological background of Iliad
Achilles – greatest Greek warrior
SI
T
Thetis and Peleus (Parents)
VI
Eris – Goddess of mischief was not invited
Golden Apple – to the fairies of the Goddess
-Hera – promised power
Athena – wisdom
Aphrodite – most beautiful woman in the world
Helen – married to Menelaos
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 97
- Alexandros abducted Helen and brought her to Troy
- Greeks (Achaians) banded together to restore Helen of Menealos
-10 year war – Trojan war
M
Iliad
M
.C
-Briseis was unjustly taken by Agamemnon
O
-violent quarrel between Agamemnon & Achilles
-Achilles bowed not to fight & stayed on his tent; because of his absemce, the
KS
FO
Patroclus – dear friend of Achilles begged to fight
R
U
Trojans led by prince Hecor were winning & Greeks were driven back
O
-was killed by Hector
O
- and because of this, Achilles killed the Trojans in order to marry Penelope
PD
FB
-Story of Penelope
T
Because of Athena, he reached Ogygia
SI
- met the nympj Calypso, fallen in love with him
VI
-kept for seven years
-Hermes ordered Calypso to realease Odysseus
-Poseidon got angry and Odysseus met several dangers before reaching Ithaca
Dramatist of the Athenian Age
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 98
1. Aeschylus – father of tragedy
- theological poet
- soldier playwright
- Battle of Marathon/Salamy
M
2. Sophocles
O
-Oedipus Rex
M
.C
-Parent Laius & Jocasta (Thebe)
U
- Childless – Apollo at Delphi
R
- received a prophecy that Jocasta would have a son, but will murder his father
KS
FO
and marry his mother
O
-exposed in the mountain
O
- Oedipus was born
FB
-given to the childless King& Queen of Corinth
PD
-went to oracle of Delphi and learned the truth
SI
T
-left Corinth
VI
- on his way , he met an old man & insulted him & tried to beat him
- killed the man
-reached Thebe
- people were suffering under great misfortune in the form of a Sphinx
Riddle – morning walks in 4 legs; noon – 2 legs – night – 3 legs
Oedipus – solved the riddle
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 99
-became king of Thebe & married Jocasta
-plague came to the land
-Theban went to oracle of Delphi
O
M
-Apollo saod that they must look for the murdere of their King Lauis & punish him
M
.C
People sought the help of Oedipus & promised to look for the murderer
U
He learned the truth and Jocasta & Oedipus realized that they were mother and son.
3. Euripides – modern playwright
KS
4. Aristophanes – master of Greek comedy
FO
R
In the end Jocasta committed suicide while Oedipusblinded his eyes
FB
O
O
Rome – Virgil – ggreatest writer that Rome produced
Aeneid – Aeneas (Trojan hero)
PD
-burning troy
T
-went to Latium
VI
SI
-landed in Carthage and welcomed by Queen Dido
-queen fell in love with Aeneas
-Aeneas great destiny was to be the founder of Rome
-oracle – only daughter Lavinia would marry a foreigner- king
Nibelungelied – Siegfred/epic/of Germany
Song of Roland – epic of France
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 100
El Cid – epics of Spain
Diving Comedy – Dante – Father of Italian Literatiore
-greatest literary production of the middle Ages
M
GREEK GODS AND GODDESSES
O
Zeus – In Greek mythology, the father of gods and men, and most powerful of
M
.C
immortals. He was pre-Hellenic and was worshipped as the sky-deity, whose presence
was marked by lightning, thunder, and rain, He was theson of Kronos and Rhea:
U
Poseidon.
R
Hades, Hestia, Demeter, JHera were his brothers and sisters, Hera being also
FO
his wife, When the world was distributed among them after the overhrow of Kronos,
Poseidong obtained the sea, Hades the underworld and Zeus the heavens and upper
KS
regions, the earth being common of them all.
O
O
Thetis – sea goddess, mother of Achilles
FB
Poseidon- Fierce god of the sea and of earthquakes, brother of Zeus and
Hades, defender of Greeks
PD
Hermes – Son of Zeus and Maia. He is familiar in Roman myhology as
T
Mercurius
SI
His best know role was that of messenger of the gods, for which he carried a herald’s
VI
wand. He also conducted the dead to Hades. He was commonly represented in art asa
a head supported by a tapering pillar with a phallus affixed to it. Such images were
known as Hermae.
Hera – Pre-Hellenic goddess whose Greek name is no more than the title, lady.
The daughter of Kronos and Rhea, she figures in Greek mythology as wife and sister
Zeus and patroness of female life in general and of marriage in particular. Her children
included Ares, Hebe and Hephaestus. According to Homer she was jealous and
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 101
quarrelsome; Zeus himself quailed at her tounge. Argos seems to have been the most
ancient place for her worship.
Hephaestus – Also called Hephaistos, in Greek Religon, the God of fire.
Originally a deity of Asia Minor and the adjoining islands, he had an important place of
M
worship at the Lycian Olympus, where natural gas provided both his image and his
O
sanctuary. As god of fire, Hephaestus became the divine smith and patron of craftsmen,
M
.C
the naturalvolcanic or gaseous fires already connected with him were often considered
U
to be his workshops.
R
Athena – Sometimes called Pallas. She spramg fully grown and armed from the
FO
head of Zeus, who had swallowed her mother MEITIS (wise counsel). Although premythology is identified with Minerva.
KS
Hellenic, she became patron goddess of Athems, and personified wisdom. In Roman
O
Artemis – Originally a primitive earg-goddess; she appears in Greek mythology
FB
O
as daughter if Zeus and Leto and sister of Apollo; a virgin huntress and patroness of
chastity.
PD
Aphrodite – The Goddess of Beauty and Love, who beguiled all, Gods and men
alik; the laughter-loving Goddess, who stole away even the wits of the wise. She is the
SI
T
daughyer of Zeus and Dione in the Iliad. She was also known as Venus in the Roman
VI
mythology.
Apollo – Archer god, main protector of the Trojans.
Ceres- Roman goddess of corn, identified with Greek Demeter
Ares – He presented the distasteful aspects of brutal warfare and slaughter.
From at least the time of Homer, who established him as the son of the chief god, Zeus
amd Hera his consort, he was of the Olympiam deities, buthis fellow gods and even his
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 102
parents were not fond of him. HE was accompanied in battle, however, by his sister Eris
(Strife) and his sins (by Aphrodite) DEimos and Phobos (panic and Rout).
Achilles – was the son of Peleus and Thetis and hero of Homers Iliad by whom
Greek valor and its mightiest was exemplified in Trojan War. He was educated in war
M
and eloquence by phoenis amd in hunting, riding, music and medicine by Chiron. He
M
.C
O
was the greatest and bravest warrior among the Greeks.
Agamemnon – Son of Atreus and brother of Menelaus. He was the legendary
U
king of Mycenae. In Homer, he appears to be commander in chief of the Greek
R
expedition against Troy. He was personally brave but somewhat irresolute and
FO
despondent. His quarrel with Achilles is principal motif of the Illiad.
KS
The Odyssey relates, on his return from the wars, he and his followers were
treacherously murdered by his wife Clythemnestra and her lover Aegisthus, Clymnestra
O
also killed Cassandra, thedaughter of Prian, king if Troy, whom agamemno had brought
PD
FB
O
back with him.
Neptune, Neptunus – Roman god of water; later elevated to God of the Sea
VI
SI
T
after his identification with the Greek Poseidon
Vulcan – Roman God of fire and in Particular of furnaces; his festival, the
Vulcania, was observed on 23’rd August. He was identified with the Greek
Hephaesthus.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 103
FILIPINO
Ang bahaging Filipino sa Licensure Examination for Teachers ay binubuo ng
Komunikasyon sa Akademikong Filipino, Pagbasa at Pagsulat tungo sa Pananaliksik,
M
Masining na pagpapahayag
M
.C
O
BAHAGI NG PANANALITA
U
PANGNGALAN
R
Ang Pangngalan ay pasalitang simbolo na ang tinutukoy ay tao, hayop, bagay,
KS
FO
pook at pangyayari.
O
Ang Pangngalan ay ngan ng tao, hayop, bagay, pook at pangyayari
O
Ang unang katuturan ay gumagamit ng katawagang pansemantika, pasalitang simbolo;
T
PD
FB
Ang ikalawa ay ang karaniwang katuturang ibinibigay ng balarilang tradisyunal.
SI
Halimbawa:
Mga pangngalang ngalan ng tao
Ama
guro
Nonoy
anak
manananggol
VI
Gloria
Mga pangngalang ngan ng hayop
Tagpi
Muning pusa
Aso
Tandang
Katyaw
Visit For more Pdf's Books
Pdfbooksforum.com
Kalabaw
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 104
Mga pangangalang ngalan ng pook
Pilipinas
lunsod
kaparangan
Bundok ng Apo
bundok
kamaynilaan
Mga pangngalang ngan ng katangian
pagkamabait
Tapang katapangan
M
kabaitan
pagkamatapang
M
.C
Mga pangngalang ngan ng pangyayari
O
Bait
pulong
Pag-aasawa
kaarawan
KS
FO
Kasalan
R
U
Ikalawang Digmaang Pandaigdig
O
Sa ikalawang pananaw na batay sa lingwistikang istruktural, ang pagbibigay ng
O
katuturan ay batay sa kayarian at gamit sa pangungusap ng tunit ng wika na
FB
binibigayang kahulugan. Hindi isinasaalang-alang ditto ang kahulugang tinutokoy o
PD
binibigay ng salitang binibigyangkatuturan.
T
Ang Kayarian ay tumotukoy sa anyo ng salita at iba pang yunit ng wika.
SI
Sa kayarian, ang pangngalang, ay karaning salitang ugat o anuman pagbabagu-bagong
VI
anyo niyo ayon sa kung ito ay inuulit, nilalapian, o pinagtatambal.
Halimbawa ang agos ay salitang ugat o anumang pagbabahu0bagong
anyo nito ayon sa kung ito ay inuulit, nilalapian, o pinag tatambal.halimbawa and Agod
ay salitang ugay; ang buhay-buhay ay pag uuli ng salitang ugat ng buhay; ang
kabuhayan ay salitang ugat na buhay na nilapian ng Ka . . . . . an; ang buhay-alamang
ay dalawang salitang ugat ma pinagtambal. HInggil sa mga pangangalang maylapi. Sa
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 105
Pilipino ay mayroon tayong mga panlaping sadyang ginagamit lamang sa pagbubuo ng
pangngalan.
Tinutukoy pa rin ng kayarian ang gamit ng salitang sa loob ng wika o ang
kayarian ng mga pariralang, maaring mabuo nito, kasama ng iba pang salita o kataga.
Ang anumang salitang maaring sa ang/si, ng/ni, sa/kay, at mga anyong maramihan ng
mga ito, ay isang pangngalan o dili kaya ay isang salitang gumaganap ng tungkulin n
O
M
gang tatlong pares ng mga katagang binanggit sa katuturan ay mga pananda.
M
.C
Ang unang pares ay pananda ng mga pangngalang na sa kaukulang palagyo; ang
hulinf dalawang pares ay pananda naman ng mga pangngalang nasa kaukulang
R
U
palayon.
FO
Ano ang ibig sabihin ng pariralang “salitang maaring isunod sa . . . loob ng
O
KS
katuturan?
O
Nangangahulugan na ang salita ay nagagamit na kasunod ng alinaman sa mga
PD
FB
katagang nabanggit upang makabuo ng parirala.
Ang anyong maramihan ng ang/so ay ang mmga/sina; ang maramihan ng ng/ni;
T
ay ng mga/nina; at ang mga maramihan ng sa/kay ay sa mga/kina.Kung ang mga
SI
pariralang isahan sa mga halimbawa sa itaas ay ilalagay natin sa maramihan, ganito
VI
ang mga pariralang mabubuo natin:
1. ang mga anak
2. Sina Maria
Ng mga anak
nina Maria
Sa mga anak
kina Maria
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 106
Kung magpapatuloy tayong maghanap ng mga salitang maaring isunod sa
unang pangkay ng mga kataga (ang, ng, sa ) makikita nating ang mga sumusunod na
salita ay maari ring gamitin: akin, mabait, umawit.
sa mga akin
2. ang mabait
sa mga mabait
Ng mabait
ng mga mabait
sa mabait
sa mga mabait
O
sa akin
M
.C
ng mga akin
U
Ng akin
R
ang mga akin
O
O
KS
FO
1. ang akin
M
Makabubuo tayo ng mga parirala na sumusunod:
FB
HALIMBAWA:
PD
1. Mga pariralang ANG
a. Sa opisyal na pulong ko na inuulat ang akin.
SI
T
b. Laging pinagpapala ng DIyos ang mabait.
VI
c. Ang umaawit sa ating palatuntunan ay tanyag sa buong daigdig
2. Mga pariralang NG
a. Kalihim ko ang bumasa ng akin sa opisyal na pulong
b. Karaniwang tahimik at walang bagabag ang buhay ng mabait
c. Ang pangalan ng umaawit ay tanyag sa buong daigdig.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 107
3. Mga pariralang SA
a. Hindi ko malilimot ang kanyang ginagawang tulong sa akin
b. ang diyos ay lagging may gantimpala sa mabait.
c. Walaang katapusan ang papuri ng mga nakinig sa umawit.
Saunang pangungusap, ang pariralang ang ANG AKIN ay pinaikling anyo, isang
M
.C
O
M
ellipsis
Ang salitang AKIN ay pinaikling panghalip na karaninwang ginagamit na kasama ng
U
isang pangngalang kasunod ng AKIN ay ULAT. Kung gayon, ang buong pangungusap
FO
R
na walang elipsis.
KS
Halimbawa:
O
Sa opisyal na pulong ko na iuulat ang aking ulat.
FB
O
Sa kayarian n gating mga pangngusap sa Pilipino, ang salitang ULAT sa
ganitong halimbawa ay maari nang alisin, kaya’t napapalitan ang mtungkulin ng
T
PD
panghalip na AKIN.
SI
Ang dating panuring na AKIN ay nagiging isang salitang gumaganap ng tungkulin ng
VI
pangngalan.
Mga Klasipikasyon Ng Pangngalan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 108
Ang mga pangangalan ay mauuri ayon sa kahulugan og kayarian ng mga ito
bilang isang salita. Ang unang pag-uuri ay klasipikasyon pansemantika, ang ikalawa
ay pangkayarian o pang-instruktura
Mga Uring Pansemantika
M
Sa ilalim ng pag0uuring pansemantika ay may dalawang paraan ng
O
klasepikasyon.
M
.C
Ang una ay batay sa kung ang pangngalan ay may diwang panlahat o hindi panlahat,
at ang ikalawa ay batay sa kung ang pangngalan ay tumutukoy sa isang bagay na
R
U
tahas o hindi tahas .
FO
Ayon sa unang batayan, ang mga pangngalan nay maaring pangngalang
pantangi o pangngalang pambalan. Ayon naman sa ikalawang batayan, ang
O
KS
pangngalan ay maaring tahas o Basal.
O
Pantangi ang pangngalan kung tumutukoy sa isang tanging tao, hayop, bagay, pook, o
FB
pangyayari. Ang ibig sabihin ng tangi ay particular ng tao, hayop, bagay, pook, o
PD
pangyayari. Sumasagot ito sa tanong na: Ano ang panawag sa o ngalan ng particular
na ito; ng partikular na asong ito, o pusang ito; dagat na ito ng particular na aklat na ito
T
o lapis na na ito; ng particular ng dagat na ito, atbp.
VI
SI
HALIMBAWA:
1. MGa pangngalan ng particular na tao
Danica
Bb. Carol Reyes
Czarina
D. Dioneda
2. Mga pangngalang particular na ngalan ng ibat ibang uri ng hayop
Tagpi
Bantay
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 109
Muning
Whitie
3. Mga pangngalang particular na ngalang ng ibat ibang bagay
Pilot
Mongol
Bagon Alpabeto
Magasing Time
Bulkang Mayon
Naga
O
Ilog pasig
M
.C
Talon ng Maria Carolina
M
4. Mga pangngalang partikular na ngalan ng pool
R
Paligsajamg Bb.Universe Taong 1998
U
5. Mga pangngalang particular na pangyayari
FO
Araw ng Paggawa
KS
Pambalana ang mga pangngalang tumutukoy sa pangkalahatang diwa. Halimbawa,
ang pangngalan ng tao ay tumutokoy sa lahat ng nilang na may katawan at kaluluwang
O
O
rasyunal.
FB
1. Pangngalang pang kalahatang nglan ng tao.
PD
Halimbawa: bata, guro, lalaki
2. Pangngalang pangkalahatang ngalan ng hayop
SI
T
Halimbawa: aso, pusa, baka
VI
3. Mga pangngalang pangkalahatang ngalan ng bagay
Halimbawa: Lapis, Radyo
4. Pangngalang pangkalahatang ngalang ng pangyayari
Halimbawa: Kaarawan, sayawan
Ang mga pangngalang pantangi ay sinisimulan sa malakng titik kapag isinusulat.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 110
Ang mga pangngalang pambalana ay sinisimulan naman sa maliit na titik maliban kung
simula ng pangungusap.
TAHAS ang pangngalan kung tumutukoy sa bahay na material.
M
Halimbawa: Tao, hayop, puno, pagkain, gamut, kasangkapan
O
Ang mga pangalang tahas ay mauuri pa rin sa dalawa:
M
.C
Palansak. Ito ay tumutukoy sa pangkay ng iisang uri ng tao o bagay.
Halimbawa: buwig, kumpol, hukbo, tangkal, tampok
R
U
Di-Palansak. Ito ay tumutukoy sa lamang sa mga bagay na isinasaalang-alang
FO
Halimbawa: saging, sundalo, kamatis, tao, bulaklak
KS
Basal ang pangalang kung ang tinutukoy ay hindi material kundi diwa o kaisipan.
FB
Mga Uring Pangkayarian
O
O
HAlimbawa: pag-ibig, katagan at pag-asa
PD
Uri ng pangngalan, batay sa kayarian nito:
1. Pangaalng Payak kung ito ay isang salitang –ugat lamang. Wala itong kasamang
SI
T
panlapi o katambal na salita, at hindi rin inuulit ang kabuuan o bahagi nito. Ang
VI
pangalang payak ay binubuo ng isang morpema lamang.
Halimbawa: Bulak, dahon, bunga, diwa
2. Pangalang Maylapi o Hinango kung binubuo ng salitang ugat at panlaping
makangalan. Sa bagon pananaw, sinasabing ang pangngalang maylapi ay binubuo ng
isang morpemang Malaya at using morpemang di-malaya. Ang morpemang malaya
ay ang salitang-ugat: ang morpamang di-malaya ang panlapi.
Halimbawa: kaklase, kabuhayan, pagbasa, dinuguan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 111
Ang unang halimbawa ay may salitang ugat na dugo, gitlaping in, at hulaping an.
Tinatawag nating makangalan ang mga panlaping ginagamit sa pagbubuo ng pangalan,
at kaiba ito sa iba pang panlapi na ginagamit naman sa pag bubuo ng iba pang bahagi
ng pananalita, tulad ng panaguri at pandiwa.
M
3. Pangalang Inuulit kung ang kabuuan nito o ang bahagi nito ay inuulirr. Batay sa
O
kung ano ang inuulit, nmay dalawang uri ng pag-uulit a) ang pag-uulit na di-ganap o ang
M
.C
pag-uulit na parsyal at (b) ang pag-uulit na ganap.
U
Halimbawa: Bali-balita, da-dalawa, Sali-salita, bali-baligtad
R
May mga pangalang maylapi na ang inuulit ay ang unang salita (katinig) at ang patinig
FO
ng salitang ugat.
O
KS
Alaala, bulaklak, lapulapu, paruparu, sarisari
O
Payak ang klasipikasyong mga ito sapagkat wala namang salitang-ugat na ala, lak,
FB
paro, lapu
Pag-uulit na ganap ang tawag sa pag0uulit ng buong pangalan. MGa pangalang payak
PD
lamang na binubuo ng dalawang patinig ang nauulit nang ganap.
T
Halimbawa:
VI
SI
Kuru-kuru, bayan-bayan, buhay-buhay,sabi-sabi
4. Pangngalang Tambalan
Ang panggalang tambalan ay binubuo ng dalawang magkaibang salitang pinagisa. BInubuo ito, samakatwid, dalawang morpenang Malaya.
May mga pangalang tambalan na nanatili ang kahulugan ng mga salitang
nagtatambal at nagkakaroon ng bagong kahulugan ang nabuong pangalan.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 112
Ang unang pangkat, yaong nanantili ang kahulugan ng pinagsamang salita ay tintawag
na malatambalan o tambalang di-ganap. Samantal, ang ikalawa yaong nagkakaroon
ng bagon kahulugan ang mga salita, ay tinatawag na tambalang ganap.
Halimbawa:
M
(a) Mga tambalang di-ganap
M
.C
O
Balikbayan, alay- kapwa, dalagang-bukid, bahay-kalapati
U
Sa mga tambalang di-ganap ay may kataga o mga katagang nawawala.
FO
R
Halimbawa: ang balikbayan ay galling sa pariralang bumalik sa bayan o
nagbalik sa bayan inalis ang katagang sa at kinuha na lamang ang salitang-ugat ma
O
KS
balik buhat sa bumalik o nagbalik upang mabuo ang pangalang balikbayan.
O
Sa halimbawang alay-kapwa, ang katagang nawawala ay sa.
FB
Sa dalagang-bukid, taga ang katagang inalis.
T
PD
At sa bahay-kalapati ng ang nawawala.
SI
(b) Mga tambalang ganap
VI
Kapitbahay, bahaghari, hampaslupa, dalagambukid (isda)
Mapapansin sa mga tambalang ganap, ang kahulugan ng mga pinagsamang
salita ay nawawala.
Mga Kakanyahan Ng pangngalan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 113
May mga katangian o kakanyahan ang pangngalan na ikinaiiba nito sa iba pang
subkategorya ng mga bahagi ng pananalita.
Sa balarila ni Lope K. Santos, apay ang kakanyahan ng pangalan:
(1) kausapan (2) kailanan, (3) kasarian, at (4) kaukulan,
M
Sa mga balarilang tradisyunal, ang kausapan, itinuturing na isa sa mga kakanyahan ng
O
pangalan, ay natutukoy lamang sa pamamagitan ng panghalip na kasama nito o kaya’y
U
M
.C
sa pamamagitan ng konteksto ng pangungusap.
FO
R
Halimbawa: Ako, ang inyong ama, ang magpapasya
Nalalaman nating ang pangalang ama ay nasa kausapang kumakausap.
KS
Samantala, sa pangungusap na:
O
Isang Pilantropo si Don Crispin.
O
Ang pangalang Don Crispin ay alam na nating nasa ikatlong panauhan dahil sa
FB
konteksto.
PD
Sa ibang salit, Don Crispin halimbawa, ay walang kausapan kung nag-iisa. Kaya
lang magkaroon ito ng kausapan ay kung magiging bahagi ng pangungusap dahil sa
SI
T
mga panghalip.
VI
Halimbawa: Ako si Don Crispin.
Ikaw si Don Crispin.
Siya si Don Crispin.
Sa kailanman ng pangalan ay nalalaman natin kung ang pangalan ay tumutukoy sa isa,
dalawa, o higit pang tao, hayop, bagay, pook o pangyayari. At batay sa kung ilan ang
tinutukoy, ang kailanan ng pangalan ay maaring
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 114
(1) isahan (2) dalawahan, (3) maramihan o lansakan
:
Kapatid
Dalawahan
:
Kambal
Lansakan
:
Kawan
O
Isahan
M
Halimbawa ng mga pangngalang likas na isahan, dalawahan, o lansakan
M
.C
Ang kapatid na likas na isahan ay magagawang dalawahan o maramihan sa
pamamagitan ng paggamit ng pantukoy, pang-uri, pamilang at panlapi
FO
Pantukoy: ang kapatid, ang magkapatid
R
U
Halimbawa:
KS
Pang-uri: mabait na kapatid, mababait na kapatid
O
Pamilang: isang kapatid, dalawang kapatid, limang kapatid
FB
O
Panlaipi : Kapatid, magkapatid, magkakapatidd
PD
Kasarian ng Pangngalan
T
Ang tao, hayop, bagay na tinutukoy ng pangalan ay maaring urrin ayon sa sekso; (1)
SI
may sekso at (2) walang sekso. Tao at hayop ang may sekso; bagay, pook, at
VI
pangyayari ang mga walang sekso.
Dalawa ang uri sekso: (1) lalaki at (2) babae, kaya tang pangalan ay maaring
tumutukoy sa isang tao o hayop na lalaki o isang tao o hayop na babae. Ngunit may
mga pangalang maaring tumutukoy sa alin man sa babae o sa lalaki
Tinatawag na kasariang panlalaki ang kasrian ng mga pangalangg tumutokoy
sa tao o hayop na lalaki. Kasariang pambabae kung ang mga pangalang ay tumutukoy
sa tao o hayop na pambabae. Kasariang di-tiyak kung ito ay mga pangalang maaring
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 115
panlalaki at pambabae. Walang Kasarian ang mga pangalang tumutukoy sa nga
bagay, pook, pangyayari na walang sekso.
May mga salitang likas na pawing sa lalaki, tulad ng ama, kuya, tiyo at mayroon
namang likas na panawag sa babae, tulad ng ina, ate, tiya. Mapapangsing sa mmga
M
salitang ito ay walang tiyak na palatandaan sa kayarian. Kahukugan lamang an gating
O
pinagbabatyan sa pagkilala ng kasarian, tulad ng
M
.C
abogado,abogada,biyahero,biyahera,kondukto,konduktora sa pamamagitan ng mga
U
morpenang (a) at (o) sa pusisyong pinal.
FO
R
Kaukulan ng Pangngalan
Kaukulan ang tawas sa kakanyahan ng pangalang nagpapakita ng gamit nito sa
KS
pangungusap. May iba’t ibang gamit ang pangalan sa loob ng pangungusap, at batay
O
palagyo at kaukunglang palayon.
O
sa mga gamit na ito ay mauuri natin ang kaukulan ng pangngalan sa dalawa: kaukulang
FB
Nasa kaukulang palagyo ang pangalang kung ginamit itong simuno, pamuno sa
PD
simuno o pamuno sa kaganapang pansimuno.
SI
T
Halimbawa:
VI
1. Simuno ang gamit ng pangngalan.
Si Bonifacio ay Dakilang Filipino.
2. Pamuno sa simuno ang gamit ng pangngalan.
Si Bonifacio, ang bayani, ay Dakilang Filipino.
3. Kaganapang pansimuno ang gamit ng pangngalan
Si Mabini ay Dakilang Lumpo.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 116
4. Pangngalang patawag ang gamit ng gpangngalan.
Czarina, alagaan mo si Celine.
5. Pamuno sa kaganapang pansimuno ang gamit sa panggalan.
M
Ang dalang iyon ay si Alice, ang pinsan ko.
O
Sa unang pangungusap, ang pangngalang BOnifacio ay pinapaksa kaya’t
M
.C
simuno ang gamit. Sa sususnod na pangungusap ay mamy pamuno ang simunong
Bonifacio, ang pangngalang bayani. Ang kaukulan ng pamuno ay tulad sa kaukulan ng
FO
R
U
pangngalang pinupunoan.
Ang pangngalang ginagamit na panawag ay tinatawag na pangngalang patawg. Sa
KS
ikatlong pangungusap, ang pangngalang Czarina, ay pangngalang patawag: ito ay nasa
O
ikaukulang palagyo.
O
Nasa kaukulang palayon ang pangngalan kung ginagamit na layon ng pandiwa o
FB
layon ng pang –ukol, o kung pamuno sa alinaman sa dalawa.Tulad ng Makita sa mga
pinupunuan nito.
PD
halimbawa sa kaukulang palagyo, ang pamuno ay may kaukulang tulad ng salitang
T
Halimbawa:
SI
1. Layon ng pandiwa ang gamit ng pangngalan.
VI
Ang masipag na ina ay nagsisinop ng kanilang bakuran.
2. Layon ng pang-ukol ang gamit ng pangngalan.
Ang mga mag-aaral ay nasa palaruan.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 117
PANGHALIP
Ang panghalip ay mga salita na pamalit o panghalili sa pangngalan. Maaring
bigyang katuturan ang panghalip ayon sa pananaw pangsemantika at pananaw na
pang-istruktura.
Halimbawa:
O
M
Si Manuel L. Quezon ang kinikilalang “AMa ng Wikang Pambansa”
M
.C
Sa pananaw na istruktural, ang mga panghalip ay makikilala dahil sa
implekasyon o pagbabagong-anyo ayon sa kaukulan : (a) ang mga panghalip na nasa
FO
R
U
anyong ang, (b) ang mga panghalip na nasa anyong sa.
Tulad ng napag-aralan na natin, ang mga pangngaln ay may kaukulan. Ang
KS
pangngalang pinangungunahan n gang/si ay nasa kaukulang ang. Ang pangangalang
FB
O
ng sa/kay ay basa kaukulang sa.
O
pinangungunahan ng ng/si nasa kaukulang ng. Ang pangngalang pinagngungunahan
Batay sa mga kaukulan ng pangngalan, ang mga panghalip ay maroon ding mga
PD
kaukulan. Ang panghalip na maaring ihalili sa pariralang pangngalang
T
pinangungunahan n gang o si ay sinasabing nasa kaukulang ang o kaukulang palagyo.
SI
Halimbawa:
VI
(1) Ang mabuting mamamayan ay may disiplina sa sarili.
Ang pariralang pangngalang ang mabuting mamayan ay maaring palitan ng
panghalip na siya. Nasa kaukulang an gang pariralang pangngalang ang mabuting
mamamayan, kaya’t ang panghalip na siya ay nasa kaukulang ang din.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 118
MGA URI NG PANGHALIP
May apat na uri ang mga panghalip na panao, panghalip na pamatig, o panghalip
na panaklaw, at panghalip na pananong.
O
Ang panghalip na panao ay panghalili sa ngalan ng tao.
M
Mga Panghalip na Panao
M
.C
Halimbawa:
Si Dr. Jose Rizal ay manggagamot ng baryo.
U
Ang si Dr.Jose Rizal ay maaring palitan ng siya, kaya tang pangungusap ay
FO
R
magiging:
Manggagamot siya ng baryo.
KS
Siya ay manggagamot ng baryo. O kaya’y
O
Mapapangkay sa tatlong anyo ang mga panghalip na panao: panghalip panao sa
FB
O
anyong ang, panghalip panao sa anyong ng, at panghalip panao sa anyong sa.
Narito ang tsart ng mga panghalip na panao sa ibaa’t ibang anyo. Pinag – iiba rin
PD
sa tsart ang mga panghalip ayon sa panauhan o kung sno ang tinutukoy: unang
SI
uusapan).
T
panauhan (kumakausap), ikalawang panauhan (kinakausap), at ikatlong (pinag-
VI
Gayundin, pinapangkat ang mga panghalip ayon sa kailanan o bilang ng
tinutukoy : isahan, dalawahan , at maramihan
Tsart I
Panauhan/kailanan
Anyong ang
(palagyo)
Anyong ng
Anyong sa
(paukol)
(paari)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 119
Isahan
Una
ako
ko
akin
Ikalawa
ikaw, ka
mo
iyo
Ikatlo
siya
niya
kanya
*kata
*nita
*kanita
Kita, tayo
natin
Ikalawa
kayo
inyo
Ikatlo
sila
nila
O
M
.C
atin
R
U
inyo
kanilal
FO
Una
M
Dalawan
Ikalawa
kayo
O
kami
FB
O
Una
KS
Maramihan
sila
amin
ninyo
inyo
nila
kanila
PD
Ikatlo
naming
VI
SI
T
*Bihira nang gamitin
Ipinakikita sa tsar tang mga panghalip na panao sa ibat ibang anyo, sa ibat ibang
panauhan, at sa ibat ibang kailanan.
Ang pag-iiba ng anyo ng panghalip ay naayon sa mga kaukulan ng pangngalang
hinihalipan ay nasa anyong ang, ang panghalip na maihahalili ay nasa anyong ang din.
Halimbawa:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 120
Ang Unang Ginang ng bansa ay masigasig na tagataguyod ng kapakanang pang
madla.
Ay magiging:
O
M
Siya ay masigasig na tagapagtaguyod ng kapakanang pangmadla.
M
.C
Kung ang pangngalang hinahalipan ay nasa anyong ng, ang panghalip na maihahalili
ay dapat na nasa anyong ng din. Halimbawa, ang pangungusap na:
U
Malaki at matataba ang mga baboy na alaga ni Mang Coro.
FO
R
Ay magiging:
KS
Malalaki at matataba ang mga alaga niya.
O
Samantala naman, kung ang pangngalang hinahalipan ay nasa anyong sa, ang
O
panghalip na magagamit ay yaong nasa anyong sa rin. Halimbawa, ang pangungusap
PD
Ay magiging:
FB
na: Ang aklat para sa guro ay tungkol sa industriya at ekonomiya ng bayan.
T
Ang aklat para sa kanya ay tungkol sa industriya at ekonomiya ng bayan.
SI
Sa panauhan malalaman kung ang panghalip ay tumutukoy sa taong kausap, sa taong
VI
kinakausap, o sa taong pinag-uusapan.
Ang kailanman naman ay tumutukoy sa bilang ng taong kinakatawan ng panghalip.
Nasa kailanang isahan ang panghalip na panao kung tumutukoy sa isang tao;
dalawahan kung dalawa ang itinutukoy, ay maramihan kung tatlo o higit pa ang
tinutukoy.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 121
Mga Panghalip na Pamatlig
Panghalip na pamatlig ang tawag sa mga panghalip na humahalili sa ngalan ng
tao, bagay, atb. Na ituturo o inihihimaton.
Halimbawa:
Gaya ng mga turista ang kapatid nito.
M
Ang nito ay may hinahanlinhang pangngalang at, gayundin, nagpapahiwatig na
M
.C
O
ang tinutukoy ay itinuturo ng nagsasalita.\
Mapapangkat sa apat na uri ang mga panghalip na pamatlig: prominal, panawag-
FO
R
U
pansin o pahimaton, patulad at palunan.
Ang bawat uring pronominal ay yaong pamalit at nagtuturo lamang sa ngalan ng
KS
tao, o bagay, at wala nang iba pang kahulugang sangkap, tulad ng panghihimaton sa
tao, o bagay, paghahambing, o pagsasaad ng pook na kinaroroonan ng tinutukoy, na
O
O
siya namang kahulugang ng iba pang mga uri.
FB
Ang bawat uri ng panghalip na pamatlig ay may apat na kategorya: malapit na
malapit sa nagsasalita, malapit sa nagsasalit, malapit sa nakikinig, at malayo kapwa sa
T
PD
nagsasalita at nakikinig.
SI
Ang pamatlig na pronominal ay mapapangkat din sa tatlong anyo ayon sa
VI
pagkakaugnay nito sa pokus ng pangungusap: anyong ang, anyong ng, at anyong sa.
Ang pamatlig na palunan ay pinaikling anyo lamang ng gaya at ng anyong ng
upang magpahayag ng pagkakatulad ng mga tinutukoy ng nagsasalita.
Halimbawa
Gaya nire – ganire, gaya niyan- ganiyan/ganyan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 122
Ang pamatlig napalunan ay masasabi namang pinaikling anyo ng nasa at ng
anyong ang ng pamatlig na maaring ipalit sa mga kayariang nasa sa mga pusisyong
kategoryang iyan, niyan,diyan,ayan,ganyan, at nariyan kung ang inihihimaton o ang
itinuturo ay higit na malapit sa kinakausapan kaysa nagsasalita.
M
Iba’t ibang gamit sa pangungusap ng mga anyo ng pamatlig.
O
Simuno o kaganapang pansimuno ang gamit sa pangungusap ng anyong ang.
M
.C
Halimbawa:
U
1. Ito ay yaring Pilipino. ( simuno)
FO
R
2. Ang yaring Pilipino ay ito. (kaganapang pansimuno)
Ginagamit ang anyong ng na panghalili sa pariralang pang-ukol na nagpapahayag ng
O
KS
diwang paari.
O
Halimbawa:
FB
1. Napapanahon ang kurso ng mag-aaral na ito.
T
PD
2. Napapanahon ang kurso nito.
SI
Ginagamit ang anyong sa bilang panghalili sa pariralang pang-ukol ba
VI
pinangungunahan ng pang-ukol na sa at samakatwid ay nagsasaad ng lunan.
Halimbawa:
1. Ang klima sa pook na ito ay mabuti sa kalusugan.
2. Ang klima rito ay mabuti sa kalusugan.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 123
Mga Panghalip na Panaklaw
Panghalip panaklaw ang tawag sa mga panghalip na sumasaklaw sa kaisahan
dami o kalahatan ng tinutukoy.
anuman
magkanuman
Iba
alinaman
kuwan
Balana
sinuman
lahat
Ilanman
tanan
kailanman
FO
R
U
M
.C
O
Isa
M
Narito ang halimbawa ng mga panghalip na panaklaw.
KS
Halimbawa sa ilang pangungusap:
O
1. Pinalabas ng guro ang isa.
O
2. Balana ay humahanga sa kagandahan ng Bulkan Mayon.
FB
3. Sinuman ay maaring lumahok sa timpalak na ito.
PD
4. Hahanapin ka raw niya saanman.
VI
SI
T
5. Nawawala ang kuwan.
Mga Panghalip na Pananong
Panghalip na pananong yaong mga panghalili sa ngalan ng tao at bagay, na
ginagamit sa pagtatanong. Kaganapang pansimuno ang gamit ng mga ito.
Mapapangkat ang mga ito sa dalawang kailanan: isahan at maramihan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 124
Maramihan
Sino
sinu-sinu
Ano
anu-ano
Alin
alin-alin
Kanino
kani-kanino
O
Isahan
M
Narito ang talaan ng mga panghalip na pananong:
M
.C
Ginagamit ang sino at kanino para sa tao; ang ano at alin ay para sa tao; ang ano atalin
R
U
ay para sa bagay, hayop, o lunan.
FO
PANDIWA
KS
Ayon sa kahulugang pansemantika, ang pandiwa ay salitang nagpapakilos o
nagbibigay buhay sa isang lipon ng mga salita.
O
O
Halimbawa:
FB
Ang pulisya ay naglunsad ng puspusang kilusan sa pagsugpo ng pagkasugapa
PD
sa narkotiko.
Ang salitang naglunsad ay pandiwa sapagkat nagsasaad ng kilos o galaw.
T
Sa pananaw na istruktural, ang pandiwa ay nakikilala sa pamamagitan ng mga
VI
SI
implekasyon nito sa ibat ibang aspeto ayon sa uri ng kilos nito.
Halimbawa:
1. Nagdasal na ang mag-anak. (Perpektibo)
2. Nagdarasal ang mag anak ngayon. (Imperpektibo)
3. Magdarasal na ang mga mag-anak. (Kontemplatibo)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 125
Ang mga pandiwang nagdasal, nagdarasal, magdarasal ay may ibat ibang anyo sa ibat
ibang aspeto ng mga ito.
(1) Kayarian ng Pandiwa
M
Ang pandiwa sa Pilipino ay nabubuo sa pamamagitan ng pagsasama ng isang
O
salitang ugat at ng isa higit pang panlapi. Ang salitang – ugat ang nagbibigay ng
M
.C
kahulugan sa pandiwa samantalang ang panlapi naman ang nagpapahayag bg pokus o
R
U
relasyong pansemantika ng pandiwa sa simuno o paksa ng pangungusap.
FO
Mga Kaganapan ng Pandiwa
KS
Kaganapang ng pandiwa ang tawag sa bahagi ng panag – uri na bumubuo o
nagbibigay ng ganap na kahulugan sa pandiwa at magagawang paksa ng pangungusap
O
O
kung babaguhin ang pokus ng pandiwa.
FB
Ang mga kaganapang tagaganap at kaganapang layon ay naipapahayag sa
pamamagitan ng pariralang ng.
PD
Halimbawa:
T
1. Kinain ng bata ang suman at manggang hinog/
VI
SI
(Kaganapang tagaganap)
2. Kumain ang bata ng suman at manggang hinog.
(Kaganapang layon)
Ang iba [ang kaganapan ay naipapahayag sa pamamagitan ng pariralang sa, o para sa,
tulad ng mga halimbawa pariralang sa (sa phrase) sa mga sumusunod na
pangungusap:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 126
3. Bumili ako ng ilaw na kapis para sa pinsan kong nag-balikbayan.
(Kaganapang tagtanggap)
4. NAgtanim ng gulay sa bakuran ang aming katulong.
5. Pinunasan ko ang mga kasangkapan sa pamamagitan ng basahang malinis.
M
(kaganapang kagamitan)
O
6. Nagkasakit siya dahil sa labis na panghitit ng opyo. (kaganapang sanhi)
M
.C
7. Ipinasyal ko sa tagaytay ang mga panauhin kong kabilang sa ‘Peace Corps’.
R
U
(kaganapang direksyunal)
FO
Katuturan ng mga Kaganapan
KS
Ang kaganapang tagaganap ay ang bahagi ng panaguri na gumaganap sa kilos
na isinasaad ng pandiwa.
O
O
Halimbawa:
FB
Ipinagdiwang ng mga kabataan ang unang anibersaryo ng kanilang samahan.
PD
Ang pariralang ng mga kbataan ay siyang nagsasaad kung sino ang gumaganap
jg kilos ng pandiwa.
VI
SI
T
Halimbawa:
Nagpasadya ako sa Pasig ng binurdahang husi.
Ang pariralang ng binurdahang husi ang itinutukoy sa binili.
Ang kaganapang tagatanggap ay ang nagsasaad kung sino ang nakikinabang ng
kilos ng pandiwa.
Halimbawa:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 127
Nagluto sina Ingga ng halayang ube para sa aking mga panauhin.
Ang pariralang para sa aking mga panauhin ay nagsasaad kung ano para kanino ang
nilulutong halayang ube.
Ang kaganapang ganapan ay ang nagsasaad ng lugar ng ginaganap ng kilos
M
ng pandiwa.
M
.C
O
Halimbawa:
Naglaro ng basketbol sa Rizal Stadium ang koponan n gaming
U
pamantasan.
FO
R
Ang pariralang sa Rizal Stadium at nagsasaad kung saan naglaro ang koponan.
Ang kaganapang kagamitan ay nagsaad kung anong bagay, kagamitan o instrument
O
KS
ang ginagamit upang magawa ang kilos ng pandiwa.
O
Halimbawa:
FB
Binungkal ng tatay ang lupa sa pamamagitan ng asarol.
PD
Ang pariralang sa pamamagitan ng asarol ay nagsasaad kung ano ang ginagamit
SI
T
upang mabungkal ang bukid.
VI
Ang kaganapang sanhi ay nagsasaad kung ano ang dahilan ng pangyayari ng
kilos pandiwa.
Halimbawa:
Yumaman siya dahil sa mina ng ginto.
Ang pariralang dahil sa mina ay nagsasaad ng ikinayaman ng tinutukoy.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 128
\
Ang kaganapang direksyunal ay ang nagsasaad ng direksyon ng kilos na
taglay ng pandiwa.
Halimbawa:
Nagtungo sila sa Bicol.
M
.C
O
M
Ang pariralang sa bicol ay nagsasaad ng direksyon ng kilos na taglay ng padniwa.
Mga Aspeto ng Pandiwa
U
Maraming makabagong lingwistiko ang naniwala na ang mga pandkwang
FO
R
Tagalog ay nababanghay sa aspeto at hindi dahil sa panahunan. Anila ay wala talagang
pagkakaiba ang mga pandiwang Tagalog ayon sa panahunan na di tulad sa Ingles. Sa
KS
IIngles ay may pagkakaiba ang kilos ng pangnagdaan o pangkasalukuyan.
O
Halimbawa:
O
1. My brother studied in Europe.
FB
2. My brothere studies in Europe.
PD
Sa Tagalog, ang distingksyon ng kilos ay tulad sa pakakaiba ng aspekto ng mga
T
pandiwa sa mga sumusunod na pangungusap:
SI
1. He ate his lunch early.
VI
2. He was eating his lunch.
Aspetong Pangnakaraan o Perspektibo
Nagpapahayag ang aspetong pangnakaraan ng kilos na nasimulan na at
natapos na.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 129
Ang implekasyon sa aspetong ito nabubuo sa pamamagitan ng mga sumusunod na
tuntunin:
(a) Kapag ang panlapong pandiwa ay may inisyal na ponemang /m/, ang /m/ ay
nagiging /n/
Aspetong Pangnakaraan
Magsaliksik
Nagsasaliksik
Manghakot
nanghakot
Maunawaan
nauunawaan
FO
R
U
M
.C
O
Anyong Pawatas
M
Halimbawa:
(b) Kapag ang pandiwa ay banghay sa –um/-um, ang panalaping ito ay nanatili sa
KS
pangnakaraan at walang pagkakaiba.
umunlad
PD
Umunlad
Yumuko
Anyong Pangnakaraan
FB
Anyong Pawatas
O
O
Halimbawa:
yumuko
T
c. Kapag ang pandiwa ay banghay sa hulaping –an/-han ay nanatili ngunit nagdaragdag
SI
ng unlapiong –in kung ang pandiwa ay nagsisimula sa patinig, at gitlaping –in- naman
VI
kung ang pandiwa ay nagsisimula sa katinig
Halimbawa:
Anyoong Pawatas
Anyong Pangnakaraan
Alatan
inalatan
Sabihan
sinasabihan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 130
Taliwas sa tuntuning ito ang –an/-han na may kakambal na unlaping ma-. Kapag ang
pandiwa ay banghay sa kabilang panlaping ma– an/han ay nagiging na-
Halimbawa:
Anyong Pangnakaraan
Matamaan
natamaan
Masabihan
nasabihan
M
.C
O
M
Anyong Pawatas
Dapat ding banggiting ang panlaping –in- nas idinaragdag sa anyong pangnakaraan ng
U
mga pandiwang may –an/-han ay nagiging ni- kung ang pandiwa ay nagsisimula sa /l/.
FO
R
Opsyunal ang ganitong pagpapalit kung ang pandiwa ay nagsisimula sa /r/, /w/, p /y/.
Mga Halimbawa:
Anyong Pangnakaraan
KS
Anyong pawatas
nilagutan
O
Lagutan
niligawan
niregaluhan
niwalisan
SI
T
Walisan
PD
Regaluhan
FB
O
Ligawan
VI
Aspetong Pekpektibong Katatapos
Sa mga pandiwang tagalaog ay matroon ding aspetong pangnakaraan katatapos
o aspetong perpektibong katatapos. Nagsasaad ito ng kilos na kayayari o katatapos
lamang bago nagsimula ang pagsasalita. Maihahanay na rin ang aspetong ito sa
aspetong katatapos lamang na nabubuo sa pamamagitan ng unlapong ka- at pag-uulit
ng unang katinig-patinig o patinig ng salitang-ugat.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 131
Halimbawa:
Aspetong katatapos
Tumula
katutula
Uminog
kaiinog
Masulat
kasusulat
Makalibot
kalilibot
Magpatala
kapatatala
M
.C
O
M
Anyong Pawatas
Pansining sa huling halimbawa ang salitang inunlapian ay pangangalang hango na
U
binubuo ng salitang ugat na tala at ng panglaping pa-. Ang iba pang ngalang hango na
FO
R
nagiging pandiwa sa mag- at nalalgyan ng aspektong pangnakaraan katatapos ay
KS
yaong may pang- at ma-.
O
Aspetong Pangkasalukuyan o Imperpektibo
O
Ang aspetong pangkasaliukuyan o imperpektibo ay nagpapahayag ng kilos na
FB
nasimulan na ngunit, di pa natatapos at kasalukuyang ipinagpapatuloy. Nabubuo ito sa
PD
pamamagitan ng pag-uulit ng unang katinig-patinig o unang patinig ng salitang-ugat at
gayundin sa pamamagitan ng ibat ibang tuntuning tinalakay sa ilalim ng aspetong
T
perpektibo. Samakatwid, ang aspetong pangkasaliukuyan ay tulad din ng aspetong
SI
pangnagdaan; inuulit lamang ang unang katinig-patinig o unang salitang-ugat.
VI
Halimbawa;
Anyong Pawatas
Anyong Pangnakaraan
Aspetong Kasalukuyan
Magsaliksik
nagsaliksik
nagsasaliksik
Manghakot
nanghakot
naghahakot
Umunlad
umunlad
umuunlad
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 132
yumuko
yumuyuko
Alatan
inalatan
inaalatan
Sabihan
sinabihan
sinasabihan
Pagtawanan
tinawanan
pinagtawanan
Pagbilhan
pinagbilhan
pinagbibilhan
O
M
Yumuko
M
.C
Aspetong Panghinaharap o Komplatibo
U
Ang aspetong panghinaharap ay nanglalarawan ng kilos na hindi pa nasisimulan.
R
Nabubuo ito sa pamamagitan ng pag-uulit ng unang katinig-patinig o unang patinig ng
FO
Salitang-ugat o pangngalang hango. Walang pagbabago sa taglay na panlapi.
KS
Samakatwid, ang aspetong panghinaharap ay tulad din ng anyong pawatas; inuulit
O
O
lamang ang unang katinig-patinig o unang patinig ng salitang-ugat.
FB
Ang tanging taliwas sa tun tunin ay ang banghay sa –um/-um-. Ang panglaping –um/-
PD
um- ay nawawala sa aspetong panghinaharap.
Halimbawa
Aspetong Panghinaharap
SI
T
Anyong Pawatas
magsasaliksik
VI
Magsaliksik
Umunlad
uunlad
Yumuko
yuyuko
Alatan
aalatan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 133
Mga Pandiiwang Di- Karaniwan
Pandiwang di-karaniwan ang tawag sa mga pandiwang nagkakaroon ng mga
pagbabagong morpoponemikong pagkakaltas ng ponema o mga ponema, pagpapalit
ng ponema, metatesis.
Narito ang ilang halimbawa ng mga pandiwang di-karaniwan na may pagkakaltas
Panlapi
Di-karaniwan
Buhos
+
an
buhusan
Dumi
+
han
dumihan
Higit
+
ma.an
busan
U
dumhan
mahigtan
FO
R
mahigitan
Anyong Pawatas
O
+
M
.C
Salitang Ugat
M
ng mga ponema.
KS
May mga halimbawa rin na ang pagbabagong nagaganap ay hindi lamang pagkakaltas
O
kundi nagkakaroon din ng dagdag na ponema, tulad ng dinig +-in- dinigin-dinggin
O
Narito naman ang ilang halimbawa ba nay metatesis o paglilipat ng mga
di- Karaniwan
Anyo ng Pawatas
+
-an
atipan
aptan
+
-an
silidan
sidlan
+
pag-..-an
pagtaniman
pagtamnan
VI
Silid
Panlapi
T
Atip
+
SI
Salitang – ugat
PD
FB
penema. Mapapansing sa metatesis ay mayroon ding nawawalang ponema.
Tanim
Ang mga sumusunod na halimbawa naman ay mga pandiwang may ponema o
mga ponemang napapalitan ng ibang ponema.
Salitang Ugat
+
Panlapi
Di Karaniwan
Anyong Pawatas
Tawa
+
-han
tawahan
tawanan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 134
Halili
+
-han
halilihan
halinhan
Pawis
+
pag-..-an
pagpawisan
pagpusan
PANG-URI
Ang mga pang-rui ay salitang nagsasaad ng katangian o uri ng taom hayop,
M
bagay, lunan atbp. Na tinutukoy ng pangngalang o panghalip na kasama nito sa loob ng
M
.C
O
pangungusap.
May ibat-ibang gamit ang pang-uri sa loob ng pangungusap: pang –uuring
U
pangngalan o panghalip, pang-uring ginagamit bilang pangngalan, at kaganapang
R
pansimuno.
1. Panuring ng Pangngalan
O
(a) Mararangal na tao ang pinagpala.
KS
FO
Halimbawa:
O
Panuring ng panghalip
FB
(a) Kayong masigasig ay tiyak na magtatagumpay.
PD
2. Pang-uring ginagamit bilang pangngalan
T
(a) Ang mapagtimpi ay malayo sa gulo
SI
3. Pag-uring kaganapang Pansimuno
VI
(a) Mga madasalin ang mga Pilipino.
Kayarian ng Pang-Uri
Mapapangkat sa apat na kayarian ang mga pang-uri: payak, maylapi, inuulit, at
tambalan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 135
Payak ang pang-uri kung binubuo ng likas na salita lamang o salitang walang
lapi.
Halimbawa:
1. Mainit ang ulo ng taong gutom.
2. Huwag kang makipagtalo sa sinumang galit.
M
Maylapi ang pang-uri kung binubuo ng salitang-ugat na may lapi. Tinatawag na
Mataas
makatao
R
kayganda
FO
Kalahi
U
Halimbawa:
M
.C
Ginagamit ang mga panlaping ka-, ma-, maka- at mala.
O
panlaping makapang-uri ang mga panlaping ginagamit sa pagbuo ng pang-uri
KS
Ang pang-uring inuulit ay salitang-ugat o salitang maylapi na may paguulit.
O
Maaring ganap o di ganap ang pag-uulit.
PD
FB
O
Halimbawa:
PAg-uulit na ganap: (ang) puti-puti
SI
T
Puting-puti
VI
Maputing-maputi
Pag-uulit na di-ganap:- (ang) liliit
Maliit
Tambalan ang pang-uri kung binubuo ng dalawang salitang pinag-iisa. Ang mga
ganitong pang-uri ay maaring may kahulugan karaniwan o patalinghaga.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 136
Halimbawa:
Taus-puso
biglang-yaman
Bayad-utang
hilis-kalamay
Patalinghagang Kahulugan
Kalatog-pinggan
M
Karaniwang Kahulugan
U
M
.C
O
Bulang-gugo
R
Kailanan ng Pang-uri
FO
May tatlong kailanan ang mga pang-uri : isahan, dalawahan, at maramihan.
KS
Anyong isahan ang ginagamit kung iisa lamang ang inilalarawan; anyong
dalawahan kung dalawa ang inilalarawan; at anyong maramihan kung higit sa dalawa
FB
Halimbawa:
O
O
ang inilalarawan.
PD
1. Kalahi ko siya (isahan)
2. Magkalahi kaming dalawa. (Dalawahan)
SI
T
3. Magkakalahi tayong lahat. (Maramihan)
VI
Ang anyong isahan ay naipakikita sa paggamit ng panlaping pang-isa, tulad ng
ma,ka,pang nang walang pag-uulit ng unang P o KP ng salitang ugat o walang
panandang mga, o ibang pang salitang nagsasaad ng bilang na higit sa isa.
Halimbawa:
1 Magkamukha ang magkapatid na Nica at Zsa Zsa.
2. Magsinlaki sina Dannize at Chris
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 137
3. Magkasingganda ang damit ninyo.
Ang anyong maramihan ay naipapakita sa pamamagitan ng pantukoy na mga, sa
pag uulit ng unang P o KP ng salitang ugat o sa pag uulit ng pantig n aka sa mga
panlaping magka at magkasing ; o sa paggamit ng salitang nagsasaad ng bilang na
Halimbawa:
M
.C
1. Mga mapagkakattiwalaang kawaksi sa bahay ang mga iyan.
O
M
higit sa dalawa.
U
2. Malilintog na ang mga butyl ng palay.
FO
R
3. Magkakakulay ang mga Pilipino, Indonesyo, at Malayo
Ang pantukoy sa mga ay maaring samahan ng pang-uring may panlaping ma na
O
KS
nasa anyong isahan o maramihan
O
Kaantasan ng kasidhian ng pang-uri
PD
araro, palabiro.
FB
1. Lantay ang karaniwang anyo ng kasidhian ng pang uri, tulad ng mayaman, pang
2. Katamtamang antas ay naipakita sa pamamagitan ng paggamit ng mga salitang
SI
T
medyo, bahagya, nang kaunti o sa pag uulit ng salitang ugat o dalawang pantig nito.
VI
Halimbawa:
1. Medyo hilaw ang sinaing
2. Labis nang bahagya ang pagkain
3. Masidhi ang ikatlong antas at naipapakita sa pamamagitan ng paggamit ng mga
panlaping napaka, nag. an, pagka at kay ; ng mga salitang lubha, masyado, totoo ,
talaga.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 138
Halimbawa:
1. Mataas na mataas pala ang Bundok ng Apo
2. Napakalamig pala sa Lalawigang Bulubundukin.
M
Hambingan ng mga Pang-uri
O
Pang uring pahambing ang tawag sa mga pang-uring naghahambing ng
M
.C
dalawang tao, bagay, pook
FO
Dalawang uri ng pang-uring pahambing:
R
U
Pasukdol naman ang tawag sa mga pang uring naghahambing ng higit sa dalawa.
KS
1. Pahambing na magkatulad kung ang mga pinaghahambing ay pareho o
magkapatas ng uri o katangian. Naipapakita ito sa pamamagitan ng paggamit ng mga
O
panlaping ka, sing, kasing, at ng mga salitang pampaunlad tulad ng gaya, tulad, paris,
O
kapwa
FB
Halimbawa: a- Kamukha ni Mike ang ama niya.
PD
b- Kasingganda niya ang kanyang kapatid.
T
2. Di-magkatulad ang hambingan kung ang mgma pinaghahambing ay hindi
SI
magkapatas ng uri o katangian. Naipapakita ito sa pamamagitan ng mga salitang
VI
paghahambing tulad ng kasya, di-tulad, di-gaya, di gaano.
Halimbawa: Malayo ang Kalinga kaysa Baguio kung manggaling sa Maynila.
3. Panukdulan ng pang-uri ay napakikita sa pamamagitan ng mga panlaping pinaka,
walang kasing.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 139
Halimbawa: a- Pinakatanyag na laro sa Pilipinas ang basketbol.
b- Walang kasing sungit ang matandang dalaga.
Mga Pamilang
Ibinibilang sa mga pang uri ang mga pamilang sapagkat ginagamit na panuring
O
M
ng pangngalang o panghalip.
M
.C
Halimbawa: a- Limang malalaking kaimito ang uwi niyang pasalubong.
R
U
Ang pamilang na lima ay panuring ng pangngalang kaimito.
FO
Mga uri ng Pamilang
KS
Pamilang na Patakaran o Pamilang na Kardinal
Ang pamilang na panunuran ay ginagamit sa pagpapahayag ng pagkakasunod-sunod
FB
O
O
ng tao, bagay, atbp may panlapi itong ika-, o pang-.
PD
Halimbawa:
Pamilang na Patakaran o Pamilang na Kardinal
T
siyam
SI
Isa
labinpito
sampu
labingwalo
Tatlo
labing-isa
labinsiyam
Apat
labindalawa dalawampu
VI
Dalawa
Pamilang na panunuran
Anyong Ika-
Anyong Pang-
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 140
Una
pang-una
Ikalawa
pangalawa
Ikatlo
pangatlo
Ang mga pamilang na patakaran ay batayan ng iba pang pang-uring pamilang: (1)
M
Pamilang na pamamahiga (fraction). (2) pamilang na palansak o pangkat-pangkat
U
M
.C
O
(collective-distributive) at (3) pamilang na pahalaga (unitary collective)
R
PANG-ABAY
FO
Ang pang-abay ay nagbibigay turing sa pandiwa, pang-uri, pandiwari at iba pang
KS
pang-abay. Ang pang-abay ay nahahati sa ibat ibang uri: 1. Pamanahon, 2. Panlunan,
FB
Pang-abay na pamanahon
O
O
3. Pamaraan, 4. Panggaano, 5. Pang-agam, 6. Pananggi at panang-ayon, at 7. Panulad
PD
Ang pang-abay na pamanahon ay karaniwang nagbibigay turing sa pandiwa at
pang-uri at nagsasaad ng panahon. Sinasagot ng pang-abay ang tanong na “kalian”.
Masaya kagabi ang tatay.
VI
SI
T
Halimbawa : Ang pangulo ay dumating kahapon.
Ang iba pang mga pang-abay na pamanahon ay gaya ng: mindan bukas,
Kamakalawa, ngayon,dati, lagi, bihira at iba pang mga salitat pariralang nagsasaad ng
panahon.
Pang-abay na panalunan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 141
Ito ay pang-abay na sumasagot sa tanong na “saan” at madalas na
nagbibigay- turing sa pandiwa at pang-uri.
Halimbawa: Dito nakatira ang guro nina Teodora.
M
Si Lyn ay maligaya roon ngunit siyay malungkot ditto.
O
Pang-abay na pamaraan
M
.C
Ang pang-abay na ito ay nagsasabi kung paano ang pagganap na
binabanggit sa pandiwa. Ang mga pang-uring inuunlapian ng “ma” ay ginagamit ding
U
pang-abay na pamaraan.
FO
R
Halimbawa: Ang manlalaro ay patakbong umalis.\
Marahang lumapit ang pulis at hinuli ang magnanakaw.
KS
Pang-abay na panggaano
O
Karamihan sa mga pang-abay na itoy mga pang-uri rin. Sinasaklaw ng uring ito
O
and “dami” na binabanggit sa pandiwa. Nagbibigay turing din ang pang-abay na ito sa
FB
pang-uri.
PD
Halimbawa: Ang bata ay busog na, huwag mo na siyang pilitin.
Maraming sinba ang matalas na babae ngunit ang kausap ay hindi man lamang
VI
SI
T
sumagot gaputok man.
Pang-abay na pang-agam
Kapag ang nilalaman ng pandiwa o pang-uriy nagkakaroon ng diwa ng pagaalinglangan at di-katiyak, ang pang-abay na pang-agam ay ginagamit.
Halimbawa Sasama marahil ang ama ni Gliza sa pagdiriwang.
Ang kalahok ay tila nahihiya sa mga tao.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 142
Pang-abay na pananggi at panang-ayon
Ang pang-abay na pananggi ay nagbibigay-turing sa pandiwa at pang-uri at ang
diwang isinasaad ay pag-ayaw o kayay pagtanggi.
Halimbawa: Huwag kayong mabahala at tutuparin nila ang kan ilang
M
pangako.
O
Ayaw magluto ni Nanay sa dahilang siyay bumili na lamang ng pagkain sa
U
M
.C
restaurant.
FO
kahulugang binabanggit sa pandiwa at pang-uri
R
Ang pang-abay na panang-ayon ay nagsasaad ngn pagsang-ayon at pagkatig sa
KS
Halimbawa: Oo, nakalampas na si Crispin sa mahigpit na pagsusulit.
FB
O
O
Tunay na maligaya na ngayon ang mag-anakk na Dioneda
Pang-abay na panulad
PD
Ang pang-abay na panulad ay ginagamit sa paghahambing ng kilos o galaw ng
T
pandiwa o kayay paghahambing ng mga pang-uri.
SI
Halimbawa: Lalong nasasayahan si Gloria ditto sa Maynila kaysa lalawigan.
VI
Si Mang Pedro ay higit na mayaman kaysa kay Aling Juana.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 143
MGA PANG-UGNAY
PANG-UKOL
Ang pang-ukol na panulad ay nag-uugnay sa pangalang o panghalip sa ibang
mga salita sa pangungusap. Ang pang-ukol ay maaring isang salita o kayay dalawang
O
M
salita.
M
.C
Pang-ukol na isang salita
Halos “sa” lamang ang siyang ginagamit na pang-ukol na isang salita. Ginagamit
U
din kung minsan ang “ng”
FO
R
Halimbawa: Ang mga pagkain ay inilagay na sa mesa.
O
O
Pang-Ukol na Dalawang Salita
KS
Ang alagang aso ay pumanhik ng (sa) bahay.
FB
Halimbawa: Ang mga ala-alang ito ay para sa iyong ina.
PD
Ayon sa balita, nagkaroon dawn g mahigpit na pagtatalo sa Kongreso
Ang pang-ukol na sinusundan ng pangngalan o panghalip ay siyang bumubuo ng
SI
T
pariralang pang-ukol.
VI
Halimbawa: sa bahay
ukol sa iyo
Bahay na may ilaw
punong may bunga
PANGATNIG
Ang pangatnig ay nag-uugnay ng kapwa salita, parirala at sugnay. Ang
pangatnig ay maaring panimbang, paninsay, panubalim pamukod, pananhi, at panapos.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 144
Pangatnig na panimbang
Tinatawag na panimbang ang pangatnig na ginagamit kapag ang dalawangsalita,
parirala o sugnay na pinag-uugnay ay magkasing-halaga o magkasintimbang. Kabilang
sa mga ito ang at, saka, at saka.
Halimbawa: Ang palatuntunan ay sinimulan ngunit wala ang panauhing
M
tagapagsalita.
M
.C
O
Si Lourdes ay dadalo sa ating kasal bagaman masama ang kanyang loob.
U
Pangatnig na panubali
FO
R
Ito ay nag-uugnay ng mga kaisipang pasumala o may pasubali.
Halimbawa: Pag nasira ka sa iyong pangako, sila ay hindi na maniniwala sa iyo.
O
Pangatnig na pamukod
KS
Kung ikaw ay dadalo sa handaan, tumawag k asana kay Elisa.
O
Ang pangatnig na itoy nagbubukod ng dalawa o mahigit na tao bagay na
FB
binibigyang linaw.
PD
Halimbawa: Si Nestor ba o ikaw ang kandidato.
T
Ni ikaw ni ako ay hindi dadalo sa handaan.
SI
Pangatnig na pananhi
VI
Ginagamit ang pangatnig na ito kapag ang diwang iniugnay ay isang
pangangatwiran o isang kadahilanan ng binananggit sa inuugnayan.
Halimbawa: Dahil sa malayo ang bahay sa simbahan, ang mga bata ay madalas
na hindi makasimba
Si Felisa ay nahinto sa pag-aaral pagkat napaalis sa pina-pasukan ang kanyang
ama.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 145
Pangatnig na panlinaw
Ang pangatnig na panlinaw ay nag-uugnay sa isang kaisipang nagpapaliwanag
sa ibang mga bagay na binabanggit o binanggit na.
Halimbawa: Ang sabi nilay wala na sa talaan ng tanggapan ang iyong pangalan,
M
samakatwid inalis ka na nila sa iyong Gawain.
O
Pawang masama ang kanilang ginagawa at sinasabi, kung gayon nararapat
M
.C
nang paalisin sila sa lalong medaling panahon.
U
Ang iba pang mga pangatnig na panlinaw na lalong gamitin ay: alalaong baga,
R
alalaong sana, sa katagang sabi, sa tahasang sabi at iba pa na pawing binubuo ng
KS
FO
mahigit sa isang salita.
O
Pangatnig na panapos
O
Kapag ang diwang iniuugnay ay nagsasaad ng kawakasan, ang pangatnig na
FB
ginagamit ay pangatnig na panapos.
Halimbawa: Nayari na ang lahat ng Gawain sa loob ng linggong ito, at at saw
PD
akas kami ay makauuwi na.
T
Ang mga dala-dalahay makahanda nang lahat, sa lahat ng uti, nagpapaalan na
VI
SI
kami sa inyo.
PANDAMDAM
Ang pandamdam ay isang bahagi ng panalitang nagpapahayag ng damdaming
di karaniwan. Maaring isang kataga, salita o lipon ng mga salita ang isang pandamdam.
Halimbawa: Ay! Hanggang kalian pa kaya ang hirap na ito.
Mabuhay! Tiyak na siya ang panalo.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 146
Ano k aba! Bakit ka nakatulala?
SUGNAY AT PARIRALA
ANG SUGNAY ay kalipunan ng mga salitang may simuno at panag-uri na maaring may
O
1. Sugnay na makapag-iisa- may simuno at panaguri na may diwa.
M
buong diwa o di-buong diwa.
M
.C
Halimbawa: 1. Nang si Leo ay dumating
U
2. Sapagkat siyay nanalo
1. Umawit siya.
FO
Halimbawa:
R
2. Sugnay na di-makapag-iisa – may simuno at panaguri ngunit walang buong diwa
KS
2. Mabalis silang magtrabaho.
O
FB
uri ito ayon sa kayarian.
O
ANG PARIRALA ay lipon ng mga salitang walang simuno at panaguri. May ibat ibang
PD
1. Pariralang pang-ukol- binubuo ng pang-ukol na sa at layon
T
( pangngalan o panghalip)
VI
SI
Halimbawa:
1. Sa Legaspi
2. Ng ibon
3. hinggil sa tubig
2. Pariralang pawatas – binubuo ng pantukoy at pawatas na pandiwa
(may panalapi)
Halimbawa:
1. Sa nanatili
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 147
2. Ang mga tumayo
3. Ang mga lumabas
3. Pariralang pangngalang-diwa – binubuo ng pantukoy at pangngalang
M
.C
1. Sa pagtuklas
U
Halimbawa:
O
M
pandiwa (pag+salitang ugat)
R
PANITIKAN
FO
Ang salitang Tagalog na panitikan ay galling sa unlaping pang (na nagiging pan-
KS
kapag ang kasunod na salita ay nagsisimula sa d, l , r , s, t sa ugat ng titik (letra) na
nawawalan ng simulang T sa pagkakasunod sa pan; at sa hulaping an, samakatuwid:
O
O
ugat na dating litera na ang kahulugan ay letra o titik.
FB
Ayon kay Hon. Asarias sa kanyang aklat na “Pilosopia ng Literatura”, ang
panitikan ay pagpapahayag ng mga damdamin ng tao hinggil sa mga bagay-bagay sa
PD
daigdig, sa pamumuhay at pamahalaan at sa kaugnayan ng kaluluwa sa Bathalang
SI
T
Lumikha.
VI
Mga Impluwensya sa Panitikan
1. Klima
2. Gawain
3. Kinatitirha
4. Lipunan at Pulitika
5. Relihiyon at Edukasyon
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 148
Labindalawang Kilalang Akda sa Buong Daigdig
1. ANG BANAL NA KASULATAN- mula sa Palestina at Gresya na nagging batayan sa
sangkakristiyanuhan
2. Ang QUR’AN- banal na aklat ng mga Muslim na galling sa Arabia
M
3. ANG ILIAD AT ODYSSEY- ni Homer, batayan ng kaligiran ng mitolohiya o
M
.C
O
paalamatan ng Gresya.
4. ANG MAHABHARATA ng India, kasaysayan ng mga dating Indo at ng kanilang
U
pananampalataya.
R
5. ANG DIVINA COMEDIA – ni Dante ng Italya, na nagtataglay ng ulat hinggil sa
FO
pananampalataya, moralidad at pag-uugali ng panahon ng kinauukulan
KS
6. ANG EL CID CAMPEADOR – ng Espanya, nagpapahayag ng katangian panlahi ng
O
mga kastila at ng kanilang alamat at kasaysayang pambansa noong unang panahon.
O
7. ANG SONG OF ROLAND – kinapapalooban ng Roncesvalles at Doce Pares ng
FB
Pransya na nagsasalaysay ng gintong panahon ng kakristyanuhan at ng dating makulay
na kasayasayan ng mga Pranses.
PD
8. ANG BOOK OF THE SUN (ANACLETS) – ni Confucius, nagging batayan ng
T
pananampalataya, kalinangan at karurunungan ng mga Intsik.
SI
9. ANG BOOK OF THE DEAD – Ehipto, na kinapapaalaman ng Kulto ni Osiris mga
VI
mitolohiiya at teolohiyang Ehipsyo.
10. ANG 1001 TALES OF ARABIAN NIGHTS – ng Arabiaat Persya, na nagsasaad ng
mga ugaling pampamahalaan, panlipunan, pangkabuhayan at panrelihiyon ng mga
Silanganin.
11. ANG CANTERBURRY TALES – Chaucer, sa Inglatera, na naglalarawan ng
pananampalataya at pag-uugali ng mga Ingles noong unang panahon.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 149
12. ANG UNCLE TOMS CABIN- ni Harriet Beecher Stowe, ng Estados Unidos na
nakatawag ng pansin sa karumaldumal na kalagayan ng mga alipin at nagging batayan
R
U
M
.C
O
M
ng simulain ng demokrasya.
FO
ANG AKDANG PANDULAAN NA MAKARELIHIYON
Ipinapalagay na ang dula at ang ppan-aliwang panahon ng mga Kastila ay ang
KS
mga sumusunod
O
Ang Panuluyan
O
Ang Panuluyan ay isang uri ng dulang pang relihiyon na palaksak noong
FB
panahon ng Kastila. Ang pinaka diwa rito ay ang paghahanap ng bahay na matutuluyan
PD
ng mag-asawang San Jose at BIrhen Maria noong bisperas ng Pasko.
May mga bahay na sadyang ginagayakan sa ibat ibang panig ng bayan na
T
nasasakupan ng parokyang nagsasagawa nito. Prusisyon na taglay ang Imahen o
SI
Larawan nina San Jose at Birheng Maria ay inihihinto sa tapat ng bahay na sadyang
VI
ginagayakan at doon idinaraos ang pagsasagutan sa panunuluyan.
Ang Senakulo
Ang Senakulo ay isang uri ng dulang makarelihiyon na ang pinakamanuskrito ay
ang Pasyon. Itinatanghal ito kung Mahal na Araw, kadalasay nagsisimula sa Lunes
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 150
Santo at nagtatapos ng BIyernes Santo. (Kung minsan itoy umaaboot din sa isang
ipinasdyang entablado).
Ang Moro-Moro
Ang Moro-Moro ay itinatanghal sa entablado. Dalawang pangkat ang
naghahamok dito: ang pangkat ng mga Kristiyano at pangkat ng mga Muslim.
M
Ang Tibag
O
Ang Tibag ay may kaugnay sa senakulo sapagkat itoy nauukol sa paghahanap
M
.C
sa krus na kinamatayan ni Kristo sa bundok ng Kalbaryo. Ang mga tauhan ditoy sina
Emperatris/Elena at ang kanyang anak na si Emperador Constantino. Tinatawag na
R
KS
FO
sa malimit na paglalaban ng Kristiyano at Moro.
U
Tibag din ng moro-moro, ang Tibag ay nagging kawili-wiling libangan noong una dahil
Ang Panubong
O
Itoy isang mahabang tulang pang-awit bilang handog sa isang dalagang may
O
kaarawan. Sa tagalog itoy nangangahulugang Pamutong – dahil sa pagpuputong ng
PD
Ang Ensilada
FB
korona ng mga bulaklak sa dalaga.
Ang Ensilada ay isang paligsahan sa pagtula bilang pang aliw sa namatyan. Itoy
SI
T
ginagawa ng gabi gabi habang nagsisiyam sa namatay. Bago maglaro ang mga
VI
kalahok binibigyan ng pangalan ang mga lalaki. Ang paglalaro ay sa pamamagitan ng
pagtula, pag-awit, o paghalik sa kamay sa lahat ng kalahok.
Ang Awit
Sinasabing dinala ng mga Kastila rito ang isang uri ng panitikang hawig kay
Miguel de Cervantes na “Don Quijote de la Mancha”. Nang sumapit ito sa kapuluang
Pilipinas, ang romansang patulang ito ay nahati sa dalawa na kung tawagin ay awit at
kurido.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 151
Ang awit ay isang uri ng tulang binubuo ng labindalawang pantig bawat taludtod
sa isang saknong at kung inaawit ay marahan o “andante”. Ang kagandahan ng awit ay
walaa sa kasaysayan o kuwento kundi nasa magandang aral, maririkit na mga talinhaga
at mga piling salita. Ang “Florante at Laura” ay siyang pangunahing halimbawa ng awit.
Ang kurido namang ay binubuo ng walong pantig bawat taludtod ng isang
saknong at inaawit ito ng mabilis o “allegro”. Ang mga kurido ay kilala sa kagandahan
M
.C
O
M
ng kuwento o kasaysayan. Isang mabuting halimbawa nito ay ang “Ibong Adarna”
MGA BANTOG NA MAKATA
U
Tatlong makatang napabantog sa larangan ng panulaang pang aliwan, sina
FO
R
Francisco Baltazar, Jose dela Cruz, at Ananias Zorilla. Ang tatlong itoy malimit
banggjiting “tungkod” ng tulang Tagalog ng panahong ito.
KS
Jose Dela Cruz
O
Ang makatang itoy kilala sa tawag na “Husing Sisiw” sa dahilang sisiw ang mga
O
kanyang hihingin bayad sa mga nagpapatulong sa kanya sa paggawa ng tula. Sa mga
FB
kilalang katha ni Husing Sisiw ay kabilang ang HIstoria Famoso ni Bernardo Carpio at
PD
ang Doce Pares de Francia.
SI
T
Francisco Baltazar (Balagtas)
VI
Nag-aral si Francisco Balagtas sa Colegio de San Jose ng Canones o batas ng
simbahan, Gramatica, Latina, Doktrina Kristiana, Humanidades Teolohiya at Felosopia.
Nag-aral din siya sa San Juan de Letran, Sinulat niya ang walang kamatayang “Florante
at Laura”, kung saan tinawag niyang “Celia si Maria Asuncion Rivera. Naging huwis
batsilet siya sa Bataan at napangasawa si Juana Tiambeng. Sinulat din niya ang mga
bantog na : La Indiia Elegante y El Negrito amante, isang saynete, Almanzor Y
Rosalinda, Mahomet at Constancia, Don nuno at Zelinda at iba pa.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 152
TULA
Marami ang naibigay na pakahulugan sa tula, subalit ayon kay Julian Cruz
Balmaceda, ang tula ay isang kaisipang naglalarawan ng kagandahan, ng kariktan, ng
kadakilaan : tatlong bagay na kailangang magkatipun-tipon sa isang kaisipan upang
M
maangkin ang karapatang matawag na tula.
O
Kabilang sa mga kilalang makata sa panahong ito sina Teodoro A. Agoncillo (“Sa
M
.C
Dalampasigan”, “REpublikang Basaha”) Manuel Principe Bautista (“Diwang Pilipino”)
Bienvenido A. Ramos (“Ito ang Ating Panahon”) , Ruben Vega (“Sa Pagkaparool”)
U
Lamberto E. Antonio (“ Sangsipil na Unay”) Bienvenido Lumbera (“Sunog sa Lipa”)
R
Teo T. Antonio (“Maskara at Mahika”) Mar Al Tiburcio (“Mga Talababa ng Panahon”)
FO
Rolando S. Tinio (“Mahabang Kuwento”), at ang mga sumusunod na may aklat-
KS
katipunan o namatnugot ng mga katipunan ng tula: Crio H. Panganiban (Salamisim),
Basilio Sarmiento ( Sagimsin), Inigo Ed Regalado (Damdamin), Aniceto F. Silvestre
O
(Kalikasan), Rufino Alejandro (Pangitain; Kudyaping Banyaga-salin nila Federico Licsi
O
Espino), Jose Villa Panganiban ( Mga Butil na Perlas; Tanaga, Haiku,Pantun; salin ni
PD
FB
Julio Caesar)
T
INIGO ED. REGALADO
SI
Si Iñigo Ed. Regalado, mamahayag, patnugot, kuwentista, nobelista at makata
VI
ay may aklat-katipunan ng mga tula, ang Damdamin, na nahahati sa limang uri: Sa
Pag-ibig, Sa panibugho, Sa Talambuhay, Sa Bayan; Sa Buhay.
Kabilang sa “Sa Bayan” ang “ SA may Dakong Bukid” narito ang ibang bahagi:
Anupat ang lahat sa aking paningin ay mutayang larawang may sariling
ningning, ang ayon ko pala at ang Bayan natin ay may katutubo sa sariling Atin, kung
tinatahak man ng hapong –damdamin nangungubli lamang, hindi nalalaing. “Sa Buhay”
naman galling ang “Ang Ganda ng Lahi” na ang ilang bahagi ay sinipi rito. Sa Dinami-
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 153
dami ng ipinupula ng padpad ng agos sa dalampasigan ng di makalayang Bayan ng
Tagalog; sa dinami-dami ng iniiwan ng sundalo ng salot sa pusong Malaki, wagas at
dakila ng lahi kong irog; sa dinami-dami ng isinira ng labing hinubog sa ibang ugali, sa
sariling Diwa.
M
ANICETO F. SIVESTRE
O
Ayon sa makata at gurong si Rufino Alejandro, ang tradisyon at modernism ay
M
.C
ang mga landas na nagsalikup at ang tagpo sa tulaan o panulaan ng makatang sii
Aniceto F. Sivestre sa tulang apat na unang gantimpala bago nagkadigma, ikatlong
U
gantimpala sa Republika, at unang gantimpala sa Palangka o Palanca noong 1969.
R
Ang mga tula niya sa katipunang kalikasan ay pinag pangkat-pangkat sa mga
FO
sumusunod: 1. Malaya, 2. Maalindog, 3. Larawan ng buhay 4. Pintig ng pag-ibig, 5.
KS
Tatag ng pananalig, 6. Tanda ng pag-asa, 7. Batas sa Landas ng Kadakilaan, 8. Dugo
PD
FB
TEODORO A. AGONCILLO
O
O
sa Ningning ng Araw.
Pangunahing manunulat ng kasaysayan si Teodoro A. Agoncillo – tinatawaf
T
siyang madamdaming mananalaysay” ni Carmen Guerrero Nakpil, kilalang manunulat
SI
sa Ingles, marami siyang nasulat na mga salaysay na pangkasaysayan sa ibat ibang
VI
mga magasin gaya ng panitikan, Diwang Pilipino, atbp BUkod sa mga tula, si Agoncillo
ay nagsulat din ng mga maikling katha at sanaysay. Siya rin ang iginalang na patnugot
ng mga mar uring magasing Malaya na nauklas ng mga bagon manunulat na s
kasalukuyan ay may sarili ng pangalan sa ating panitikan.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 154
MANUEL PRINCIPE G. ABADILLA
Marahil ng bagong panahon na nakapagbpabago sa tulang Tagalog nang higit
karino man ay si Alejandto G. Abadilla. Isinilang siya sa KAbite ngunit sa MAynila higit
na nakikilala dahil sa mapanghimagsik na impkuwensya niya sa anyo at nilalaman ng
tulang Tagalog. Hindi iilang bantog na manunulat sa kasalukuyan ang napasailalim ng
kanyang kalinga at impluwensya. Ipinagpakasakit ni AGA ang kaunlaran at may-iromg
O
M
panitikan.
M
.C
Sa panulaan ay tinalikuran niya ang kinamulatang sukat at tugma ng kumbesnsiyonal
na tula; sa halip ay pinalaya nila ang o pinalaganap nila ang malayang taludturan at ang
FO
R
U
mapaghimagsik na diwa ng impersyonismo
ANG PANITIKANG PILIPNO
KS
BAGONG DUMATING ANG MGA KASTILA
O
Ayon sa mga taong gumawa ng pananaliksik sa ksaysayan ng matandang
O
kultura ng Pilipinas ang naggpapatoo na ang mga Pilipino ay mayroon ng panitikang
FB
bago dumating sa mga pulong it ang mga Kastila. Isang KAstilang mananalaysay na
nagngangalang Las Casas ang nagsabi na “ang mga KAstila ay maraming nakuhang
PD
“akda” na pawing gawa ng ditablo, at ang mga iyon ay sinuong nila bilang isang aral sa
mga nalalabubuang taong-bayan” Ang pinaka-papel ng mga Pilipino noon ay ang mga
SI
T
“Kawayan o kayay mga dahong palaspas ,at ang pinaka-panulat nila ang dulo ng isang
lansita o iba pang bahagi ng kawayan … “ SA kasigasigan ng mga paring Kastila at
VI
hangad nilang maopalaganap sa lalong medaling panahon ang Pananampalatayang
Kristiyano, ang mga nasusulat na matandang panitikang Pilipino ay sinira.
Sa mga naiwang labi ng matandang panitikang Pilipino, na nakaligtas sa
pamiminsala at paninira ng tao, ay kabilang ang mga bugtong at kasabihan, nga
salawikain, mga awit sa pamamangka (gaya ng “suliranin” at talindaw”). “Diona”
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 155
“Awit” at iba pa) isang uri ng komedya (na ibat ibang anyo, gaya ng “duplo”, karagatan”
at dalit) ang awit- pandigma (ang tinatawag na “kumintang” “tikam”, at “Tagumpoay” ) at
iba pa.
Ang matandang panitikang moroy may iniingatang daranga, o mga tulang-Epiko,
gaya ng “Bantugan:. Indapatra at Sulayman”, at iba pa, at gayon din ang mga Ipugaw.
M
Ang mga Bisaya naman ay may Katipinan ng mga Batas ni Kalantiaw.
O
1. mga kantahing-bayan
M
.C
2. mga kuwentong-bayan
R
U
3. mga karunungang-bayan
FO
PANAHON NG KASTILA
KS
Bagama’t narrating ni Magallanes ang Pilipinas noong Marso 17,1521, itinuturing
naman ang pananakop ng mga Kastila ay nagsimula lamang noong taong 1565 kung
O
saan itinatag ni Legaspi ang unang Kastilang pamayanan sa Cebu. Dito sa panahong
FB
O
ito nagsimula ang kasaysayan ng panahon ng Kastila.
Maraming pangyayaring pangkasaysayan ang nasasalig sa pag-aaral nating ng
PD
panitikang Pilipino sa panahong ito, tulad ng unang pangunahing hangarin ng mga
Kastila ang palaganap ang relihiyong Katoliko Romano sa buong kapuluan, mapalawak
SI
T
ang hanapbuhay at ganon din ang layuning mapalawak ang mga nasasakupang lupain.
VI
Si Villalobos ang nagbigay ng pangalang “Filipinas” sa ating kapuluan, bilang
pagparangal sa nuoy Haring Felipe II ng Espanya, at sapagkat di-bihasang bumigkas
ng “F” ang mga katutubo ang nagging palasak ay “Pilipinas” sa Hapip na Filipinas”
Nang nagging GObernador HEneral si Narciso Claveria (1848) ay nagbunsod
siya ng maraming pagbabago na nagging dahilan upang ang pag0uugali maging ng
pamumuhay ng mga tao ay sumunod sa ngayon sa kanyang palatuntunang
pampamahalaan at mamayan at ang malawakan pagpapabinyag sa mga katutubo
upang maging mga Kristiyano.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 156
Bunga nito, unti unting nawala ang kaugaliang paghahandog ng mga pruta, mga
hayop, maging ng maliit na bata sa mga diyos-diyosan o mga anitong kanilang
pinaniwalaan at pagsasama ng mga taong walang kasal.
Matatandaan pa rin na noong 19 na siglo, matapos mabuksan ang Pilipinas sa
M
pandaigdig na kalakalan, nagtamasa ng kasaganaan ang mga tao, nakapagtayo sila ng
O
tahanang mga konkreto, nakapagsuot ng ibat ibang uri ng kasuutan at mga alahas na
M
.C
yari sa ibang bansa at nalagyan nila ang mgamuwebles ang kani kanilang mga
U
tahanan tulad ng piyano at magagarang kagamitan o kasangkapan.
R
Nakapaglalakbay sila na lulan ng noong wala pa sila sa ilalim ng panahon ng
FO
kapangyarihan ng Kastila. Nagkaroon din sila ng pangkakataong makabasa ng mga
KS
aklat at pahayagan galling sa Europa, magdikurso tungkol sa mga problema ng
gobyerno, at higit sa lahat ay napag-aral nila ang mga anak nila sa mahuhusay na
FB
O
O
kolehiyo sa Maynila at sa ibat ibang bansa man.
PD
PANAHON NG MGA AMERIKANO
Nawagi ang mga Pilipinong mapaghimagsik laban sa mga kastila. Nagkaroon
T
tayo ng kalayaan, noong ika-12 ng HUnyo, 1898 at ang nagging unang pangulo ay so
SI
Heneral Emilio Aguinaldo, suibalit ang lahat ang ito ay panandalian lamang sapagkat
VI
tayo sinakop ng mga Amerikano.
Naigupo ng mga Amerikano an gating republikang itinatag at napasuko nila an
gating mga kababayang mapaghimagsik stulad ni Hen. Miguel Malvar noong 1903,
subalit ang diwa ng damdaming makabayan ay hindi nakuhan igupo ng sandatahang
amerikano. HIgit pang naging maalab ang pagmamahal sa ating bayan.
Mapapatunayan at mabbasa ito sa panitikang namamalaksak noon.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 157
Halos ang lagat ng larangan nito ay pinasok n gating manunulat tulad ng tula, talumpati,
sanaysay, kuwento, dula at iba pa. Maliwanag na mababasa sa kanilang mga akda ang
pag-ibig sa bayan, inaasam na kasarinlan ng bansang Pilipino at ang pagtutol sa
kolonyalismo.
Nagsimula ang masiglang kilusan sa larangan ng panitikan sa mga sumusunod
M
na pahayagn:
O
1. En Nuevo Dia- nangangahulugan “bagong araw” na itinatag ni Setgio
M
.C
Osmena noong 1900. BInalaan ditto si Osmena at ang kanyang mga kasamahan na
nagsusulat na ipatapon dahil sa mga lathalang makabayan. Makalawang ipinatigil ng
R
U
mga sensor na Amerikano ang pagpalahala nito.
KS
naman ni Pascual Poblete noong 1900
FO
2. El Grito del Pueblo – nangangahulugang “Ang sigaw ng Bayan” ay itinatag
O
3. El Renacimiento – itinatag noong 1901 ni Rafael Palma sa Tagalog ay
FB
O
“Muling Pagsilang”
PD
Maraming mga akda ang nasulat na tumutuligsa sa pamahalaang Amerikano sa
bansa, ilan ditto ay ang mga sumusunod:
SI
T
1. WALANG SUGAT – 1902- ni Severino Reyes
VI
2. TANIKALANG GINTO – Juan Abad
3. MALAYA – ni Tomas Remegio
4. KAHAPON, NGAYON AT BUKAS ni Aurelio Tolentino. Nasakdal sa salang
sedisyon ang may akda nito.
May mga itinatag na kapisanan o samahan ang mga manunulat sa Tagalog nang
panahong yaon, tulad ng
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 158
1. Samahan ng mga Mananagalog
2. Aklatang Bayan
3. Ilaw at PAnitikan o Panitik
4. AKademya ng Wikang Tagalog
M
5. Diwa ni Rizal
M
.C
O
5. Kapulungang Balagtas
Sa mga unang taon pa rin ng pananakop ng mga Amerikano, ang mga wikang
U
ginagamit sa panulat ay Kastila, Tagalog. Kapampangan, Iloko, Bikol, Bisaya, at iba
FO
R
pang wikain n gating kapuluan. At I nga naglaon, ay bigla ring pumailanlang ang Ingles.
Sa kasalukuyan, ang mga naging taluktok na wikang ginagamit sa pagpapahayag ng
O
O
wika,ang Kastila, Tagalog at Ingles.
KS
diwat damdaming makabayan sa larangan ng panitikan ay an gating tatlong opisyal na
FB
ANG PANAHON NG HAPONES
PD
Nang sakupin ang Pilipinas ng mga Sandatahang Hukbong HApones, mabiis na
ipinagbawal ng mga mananakop ang paggamit ng wikang Ingles. Nakabuti naman para
T
sa ating mga manunulat at muling nagkaroon ng pagkakataong magamit an gating hindi
SI
maikakailang ginamit nilay ang wikang maka- INGles. Sa maikling panahon ay lubusang
VI
ipinaturo sa paaralan ang wikang pambansa. Ang mga paksain ng mga sulatin tulad ng
mga kuwentp, tula, dula, sanaysay at iba pa ay natutungkol sa buhay sa lalawigan mga
katutubong kullay mga uri ng pamumuhay. Hindi rin pinahihintulutang ipalabas ang mga
pelikulang Amerikano. Hindi gaanong namala ang mga nobela at iba pang mahabang
sulatin dahil sa kakapusan mga kagamitan sa pagsulat. Ang LIwayway at ang Taliba
ang nag bukas ng pagkakataong maipalathala ang mga tula at kuwento. Nakatulong ito
sa mga manunulat at makata, bagaman hindi kubhan matatas sa Tagalog. Ang isa sa
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 159
pinakamahisay sumulat nang maayos at mabisa sa Tagalog ay si Juan C. Laya na
naging tanyag sa larangan ng Panitikang Tagalog.
PANAHON NG IKATLONG REPUBLIKA
Tinupad ni Heneral Douglas MacArthur ang kanyang pangakong muling
M
magbalik sa Pilipinas. Ang mga Pilipino na karamihan ay nasa kabundukan ng bansa ay
O
nagsipagdiwang sa muling pagbabalik na ito ng mga Amerkano. Ang mga gerilyang
M
.C
namundok ng tatlo o mahigit pang taon ay kasama-sama ng hukbong mapaglayang
Amerikano
U
Ngunint ang ligaya na bayan sa muling pagbabalik ng mga Amerikano ay hindi
R
agad nakapagbigay ng tinig sa panitik sapagkat ang mga akdang pandaigidig ng mga
FO
kawal at ng bagong pamahalaan, mga akdang gutom na nilamon ng manunulat ay
KS
pawing mga katangian at kasulungang hindi karugtong ni gahibla n gating inspirasyong
nalagot noong 1941, kayat kinakailangan ang isang taong muling pag aaral at
FB
O
O
pagsasanay ng mga manunulat bago magkamayaw at magkatinig an gating panitik.
Sang-ayon sa pagsusuri nina Jose Villa Panganivan at Consuelo Torre
PD
Panganiban sa kanilang aklat Panitikan ng Pilipinas, ipinagbatid nila na sa panahong
ito, ang panitikang Pilipino ay nahaharap sa malaking suliranin sapagkat ang manunulat
SI
T
na akda “Ang panitikang ito ay isinusulat ayon sa kung gaano ang makukuhang
gantimpala, ang manunulat,b bago pa sumulat ng bago ng akda, ay nag-iisip muna
VI
kong anong masasabing walang wala nang sinumang nagtataglay ng pag ibig sa sining
ng panulat . Ang kapansin-pansing pangyayari sa Panitikang Pilipino sa panahong ito
ay ang pagsipot sa larangan ng panulat ng kabataang nag aaral sa pamantasan at ang
pagpasok nila sa sariling panulatan ng mgapamantayan ng PAnitikang Pandaigdig.
Subalit ang mga nagiging uliramg manunulat ay ang mga Amerikano katulad nina
Ernest Hemingway, Wilam Saroyon, at John Steineback, na oo nga at paksang hinggil
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 160
sa sex, ang paksang ito ay hindi kilala o sadyang hindi kinikilala ng mga manunulat
noong araw, maliban sa ilang ilang gaya ni Jose Garcia Villa na naparusahan sa
kanyang kapangahasan.
Ang panunulad kina Hemingway ,Sarayon at Stenbeck ay nagbigay ng ideand
M
mapaghimagsik at pangahas sa panitikang Pilipino. Sa kanilang akla na ang Panitikang
O
Ongoco ang suliran sa wika na siya ding pinakasakit ng bansa sa mga panahong ito.
M
.C
Ang suliran sa wika na di dapat mamayani sa isang bansang nagsasarili ay isang
scenario o larawan ng kahungkagan n gating pamahalaan. Ang batay sa Tagalog na
U
Wikang Pilipino ay pambuntot lamang sa Ingles sa pagkawikang pambansa. At alang
FO
R
alang sa pagkalinangang kahapon ay patuloy na itinuro sa paaralan ang wikang Kastila.
KS
Sa may walongpo na wikang sinasalita ng mga dalawamput walong milyong Pilipino
ayon sa senso ng 1960, 44.5% ang nagsasalita ng Tagalog samantalang 39.5 ang
O
gumagamit ng Ingles 2% ang Kastila. Gayunman, ang wika ng pamahalaan ay Ingles.
FB
O
Ang lahat ng pang-ulo o heading ng mga papel pangkomuniskasyon hanggang
pangwawakas ay sa Ingleses nakasulat. Maging ang mga kautusan mula sa kagawaran
PD
ng Pagtuturo na ipinag diwang ang Linggo ng Wikang Pambansa ay sa Ingles
SI
T
nakasulat”.
VI
Ang wikang ay may malaking bias sa kaisipang – bansa, sa disiplinang
pambansa dahil sa patuloy na paggamit sa Ingles na wikang panturo, ang Filipino First”
ng Pangulong Macapagal ay naging hungkag, sapagkat sa wikang opisyal ng bansa, ay
nakapagbasa sa pagka-Pilipino, di lamang sa paningin ng dayuhan kundi sa paningin
na rin ng Pilipino.
\
Dahil sa wika, ang tinatawag na universal education, o pag-aaral na para sa
lahat ay gaya lamang sa panahon o sa turing. Ang edukasyong pormal ay para lamang
sa mga may salaping maitutustos hanggang makatapos ng karera o propesyon. Ang
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 161
libu-libong umalis na mababang paaralan matapos ang ikalawa o ikatlong baytang ay
nakalilimot sa kanilang wikang sinimulan o sisimulan palang nilang matutuhan at
nababalik sa pagka-illiterate sa wikang ito, at maging sa sariling wika.kung minsan”,
Sa kabilang dako, inulat pa rin nin Pineda-Pineda-Ongco: “Mula ng bumalik ang
M
hukbong tagapagpalaya ng Amerika hanggang sab ago magka martial law sa Pilipinas
O
ay laganap sa pamahalaan ang katiwalian. Kung sa bagay, ang katiwalian ay itinatak sa
M
.C
atin ng mga Kastila na siyang nagsimula sa Sistema ng padrino at suhol”.
U
Ito ang larawan ng buhay sa Pilipinas, ang ikalawang digmaang Pandaigdig at
R
hanggang sab ago magkaMartial Law (1972) sa Pilipinas. At sa kapaligirang ito
FO
nagsimulang lumikha ng piling akda an gating manunulat. Ang labi ng Digma at larawan
KS
ng Pilipinas matapos ang Ikalawang Digmaang Pandaigdig ang naging ispirasyon ng
mga manunulat sa kanilang mga kuwento, tula, dula, na binigyang buhay sa mga drama
FB
O
O
sa radio at sa mga pelikula at nitong huli ay sa telebisyon.
PD
PANITIKAN SA KASALUKUYAN
Kakaibang panahon ito sas mga nakaraang panahon ng panitikan. Higit na
T
nalantad ang mga Pilipipno sa pelikula, telebisyo, tanghalan, radio, pahayagan, at ibat
SI
ibang babasahin. Hindi gaanong napag-ukulan ng pansin ang mga maikling kuwento at
VI
tula sa mga aklat. Unting-unting umuusbong ang pagsulat ng nobela na ang karaniwang
paksa ay pag-ibig. Ito ay isinaaklat at ipinagbibili sa haling P30.00 bawat sipi. Napilitan
lamang na basahin ang mga tula at maikling kuwento dahil sa kailangan itong talakayin
ng mga guro at mag aaral sa paaralan.
Batay sa isang pag-aaral, ang Pilipinas ang nangungunang bansa na may pinaka
mataas na bahagdan o porsyento ng mamamayan na madalas manood ng pelikula.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 162
Ang mga sumusunod ay mga posibleng dahilan ng pagka hilig ng mga Pilipino sa
pelikula.
1. Ito ang pinakamurang uri ng libangan at isang paraan sandaling paglimot sa
mabibigat na suliranin.
2. Nahihilig sila rito dahil sa kadalasang ang tema nito ay di nalalayo sa kanilang
M
bahay.
O
3. Isa sa impluwensya ng mga Kastila sa mga Pilipino ay ang pagiging panatiko.
M
.C
Naging kaligayan na nila na mapanood ang mga iniidolong artista sa harap ng malaking
“screen”
U
4. Bagamat di lahat ng sinehan ay “air-conditioned”, naangkop ang lugar na ito
FO
R
para maka-relaks.
May mga positibo at negatibong epekto ang pelikula sa tao. Unahin natin ang mga
KS
positibo:
O
a. Nakapupulot sila ng aral sa napanood na pelikula
FB
O
b. Napapalawak ang kanilang kaalaman sa kasaysayan ng bansa.
c. Napapahalagahan nila ang buhay.
VI
SI
T
PD
d. Bahagyang nakatutulong ito sa ating kalusugan.
ANG DI-MAGANDANG EPEKTO
NG PELIKULA SA TAO AY:
a. Nakapupulot sila ng masamang tekniko tungo sa masamang Gawain.
b. Ginigising ang maka-mundong kaisipan na humahantong sa kriminalidad.
c. Bumaba ang kanilang antas ng pang-unawa.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 163
d. NAwawala o kundi man ay bumaba ang pagpapahalang ispiritual, moral at
pansarili.
Sa mga epektong nabanggit isa lamang ang maaring mangyari o maging
konklusyon: nangahulugan lamang na mayroon tayong mahusay at basurang pelikula
M
sa kasalukuyan. Kung ating susuriin ang mga pelikula, malaking bahagdan ditto ay
O
nahihinghil sa pagmamasaker o kriminalidad tulad ng panggagahasa, pagkidnapp at
M
.C
pagpapahirap. Mainam kung ang mangingibabaw sa pelikula ay aral na mapupulot ng
U
mga manonood.
R
Taliwas sa inaasahan ang kinahihinatnan. Mas marami ang itinutuon sa pagpapakita ng
FO
malaswang bahagi ng pelikula at brutal na pamamaraan ng pagpapahirap sa mga
KS
tauhan. Karamihan sa pelikula sa pangkasalukuyan ay pangkomersyalismo ang layon.
Tinatangkilik hindi lamang dahil sa masining na pagkakagawa at kapupuluitan ng aral,
O
kundi sa dahilang mamamalas nila sa malaking “scree” ang paghuhubad o pagpapakita
FB
O
ng katawan at bagong tekniko sa kriminalidad.
PD
Sino ang dapat sisihin sa katayuang ito ng pelikulang Pilipino? Ang pag-unlad at
pagbasak ng pelikula ay nakasalalay di lamang sa mga producers, artista at director
SI
T
kundi sa mga manonood na marunong kumilatis nang mahusay at maayos na pelikula.
VI
Muling sumigla ang dulaang pangtanghalan sa pagwawagi ni Lea Salonga sa
ibang bansa sa “Miss Saigon”. Sa pamamagitan niya muling nakilala ang kahusayan ng
mga Filipino. Di gaanong nabigyan ng halaga ang wikang Filipino sa tanghalan, sa
dahilang lahat o nakahihigit sa dulang pangtanghalan ay hango sa istorya sa ibang
bansa.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 164
MATHEMATICS
The Mathematics component of the General Education portion of the Licensure
Examination for Teachers include Fundamentals of Math, Plane Geometry, Elementary
M
Algebra, Statistics and Probability
O
DEVELOPING PROBLEM SOLVING SKILLS
M
.C
1. Understand the problem
U
2. Plan what to do
R
3. Do it
FO
4. Look back
KS
In planning what to do, there are a number of strategies that can be selected
Following is Partial list.
FB
1. Draw a diag ram
O
O
from.
6. Look for a pattern
7. Solve a Simpler problem
3. Work Backwards
8. Apply logical reasoning
4. Organize a list
9. Simulation or experimentation
5. Make a table
10. Write and solve equations (s)
VI
SI
T
PD
2. Guess and check
While the above strategies have bearing on mathematics, they are not particular
to mathematics alone. One may not need to solve any mathemitcal problems in his
adult life, but he may apply the strategies and have generality and power.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 165
Converntional mathematics, being concerned more with content and algorithms,
focuses on the last two strategies. Unfortunately, conventional mathematics does not
give adequate attention to the other problem-solving strategies, and therefore fails to
five a realistic flavor to the problem-solving process. Experience with a variety of
problem-solving strategies promotes the improvement of many of the processes involed
O
M
in mathematical/scientific thinking.
M
.C
Experience in looking for patterns helps students develop their ability to make
generalizations on the basis of examples. Experience in drawing diagrams improves the
student’s ability to visualize ability to formulate hypotheses and conjectures. Many of the
R
U
strategies enable students to recognize and remedy errors. There are no set rules or
FO
algorithms for solving problems that involve these processes, therefore experience in
problem solving develops the student’s capability to cope with situations about which
O
KS
they have not been taught.
O
This collection of mathematical problems has been obtained from many sources,
FB
has been classified for the benefit of the teacher, according to different strategies in the
PD
list given previously. This collection should not give the impression that there is only one
way to solve a problem. A problem with sucj cataloging in mind will develop in the
SI
of its power.
T
teacher/supervisor some confidence in the use of each strategy and some appreciation
VI
Ultimately, focusing on these problem-solving strategies may convince you that
teaching mathematics is not just imparting knowledge and skills but also inculcalaing
way of looking at things, a desirable attitude of mind.
Problem
A snail is at the bottom of a 10-meter well. Each day it crawls up 3 meters, but at
night it slips down 2 meters. How many days will it take the snail to get out of the well?
Understanding the problem
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 166
1. What is the snail doing?
2. How deep is the well? How does the depth compare to the height in this room?
Planning the solution
The drawing if the well is divided into 10 equal parts. Each part representing a
O
M
meter. The drawing shows that in 2 days the snail reaches a height of 4 meter.
M
.C
1. How far up the well is the snail in 3 days? 4 days? 5days?
R
U
Guess and Check
FO
Often when no direct procedure for a solution comes to our minds the guess-andcheck strategy keeps us from losing hope – the strategy is always applicable. This
KS
strategy involves guessing, checking, guessing again, checking again repeating until a
O
reasonable answer is arrived. The first guess may be a random one, but successive
O
guesses should become better and better, based on results from the precious guesses.
necessary ingredient.
PD
Problem
FB
It is in these successive “educated” guesses where careful thinking becomes a
T
Ticket were sold for a school activity. Adult tickets cost P12 while student tickets
VI
SI
cost P8. Ana sold 14 tickets for P132. How many tickets for each type did she sell?
Understanding the Problem
1. What did Ana do?
2. Could all the tickets Ana sold have been adult ticket? All student’s tickets?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 167
Planning the solution
We try 10 adult tickets.
This leaves 3 students ticket (i.e, 14-10).
10 adult tickets cost P120 (i.e, 8x4)
O
M
This gives a total cost of P152, more than Anas collection.
M
.C
1. We make a second guess. Shall we try more than 10 adult tickets or less than 10?
U
2. Make a second guess. Check your guess.
FO
guessing, but don’t forget to check each time.
R
3. If you still didmt get the right answer you third guess should be better. Continue
O
KS
The guessing strategy may suggest an algebraic solution as shown below:
O
X adult ticket.
FB
This leaves (14-x) student tickets.
PD
X adult tickets cost 12x pesos.
T
(14-x) student ticket cost 8(14-x)pesos.
SI
This gives a total cost of 12x+ 8 (14 – x) pesos.
VI
Therefore 12x+8(14 – x) = 132
Make an organized list
The make an organized list strategy often facilitates a systematic approach to
certain types of problems. Emphasis is on the word organized, as apposed to “Random”
Problem
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 168
The five disks shown are placed in a box and mixed. Three disks at a time are
then drawn out. The score is the sum of the numbers drawn. How many different scores
are possible?
What are the possible scores?
3
6
2
5
1
M
Understanding the problem
6
1
2
6
5
1
5
3
U
1. What is the score in each draw shown above?
M
.C
2
O
Here are pictures of few draws.
FO
R
2. The picture show 3 different draws. Are the 3 different?
KS
3. What are the possible scores?
O
O
Planning the solution
FB
We can make a list of draw as follows. First we list all draws that start with 3 and
PD
6. Then we list all draws that start with 3 and 2.
The draw “ 3,2,6” was crossed out because it gives the same score as 3,6,2 So
T
also, “3,2,5” was crossed out since it gives the same score as , “3,6,1”
SI
Draw
| Score
3
VI
____________________________________________________
6
2
| 11
3
6
5
| 14
3
6
1
| 10
3
2
6
| 11
3
2
5
|6
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 169
Draw
| Score
____________________________________________
3
5
…
We continue to list all the other draws beginning with 3. In the same manner we list all
M
the drawings beginning with 2. Complete the table.
M
.C
O
Make a table
The making a ble strategy often helps to organize a data of a problem. It may be
U
useful in relation to other strategies such as guess-and-check or look for a patten
FO
R
Problem
Lita read every 100g of sea water contains 3g of salt. Using this information, how
KS
much sea water would be needed to obtain 10g of salt?
O
Understanding the problem
O
1. How much a salt can be obtained from 200g sea water?
FB
2. Is the relation 100g sea water to 3g salt the same as:
PD
a) 50g sea water to 2g salt
T
b) 50g sea water to 1g salt
SI
c) 30g sea water to 1g salt
VI
d) 300g sea water to 9g salt
Planning the solutiob
Let us make a table
Sea water | 100 | 200 | 300 | 400 | 500
___________________________________________
Salt
|3 |6
| ? |
? | ?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 170
Then use the information to arrive at an answer.
Look for a pattern
Look for patterns helps students develop their inductive reasoning ability –i.e
Making tentative generalizations on the basis of examples. As a start, the make a list or
M
make a table strategies may be used to bring up some examples; the list is not
M
.C
O
exgaustive.
Problem
U
A rich neighbor gave jerry a choice of P600 for a 16 day painting job, or 1
R
centavo the first day, twice as much the second day, and so on, doubling the amount
FO
each day to the 16th day. Which arrangement should jerry choose?
KS
Understanding the problem
O
1. According to the double the pay plan, how much will jerry make on the second
O
day? The third day?
PD
days? After 3 days?
FB
2. According to the double the pay plan, what will be jerrys total pay after two
SI
T
Planning solution
VI
We need to find out how much jerry will make in 16 days according to the double
the pay plan. We canb make a table of the pay Jerry gets each day.
1. Continue the table a few more days
a. Do you see a patter?
b. How do we find out how much jerry will make on the 16th day?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 171
DAY |1 | 2 | 3 | 4 | 5 | 6 | ….
_______________________________________
Pay
|1|2|3|4|5|6|
2. We add another row to our table to record the total pay.
a. Continue the table a few more days, Do you see a pattern?
|2
|3
|4
|5
|6
O
|1
|
M
.C
Day
M
b. How do we find the total pay for 16 days?
___________________________________________________
|1
|2
|3
|4
|5
|6
|
U
Pay
|3
|7
Solve a simple problem
|
|
|
KS
|1
O
Total Pay
FO
R
___________________________________________________
O
If you can’t solve the problem posed, try to solve a simpler related problem.
FB
Basically, the strategy consist of breaking up a problem.
PD
The strategy could be used together with other strategies, e.g., draw-a-pic;
SI
T
Make an organized list, make a table, look for pattern.
VI
Problem
Bener and 8 friends decided to play chess. If each of them plays one and only
with each of others, how many chess games will be played?
Understanding the problem
1. How many people are in the group?
2. How many people are involved in one chess game?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 172
3. Will Ben play in all the games?
4. How many games will Ben play?
Planning the solution (1)
We can make the problem sumpler by reducing the number of people in
the group.
O
M
What if there are only 2 people in the group? 3 people? 4 people?
M
.C
Diagrams may help us. Here p1, p2, p3, Indicate the players and the loops indicate the
P2
2 players
3Players
4Players
1 game
3 games
?games
P3
P1P2P3P4
R
P1
FO
P2
KS
P1
U
games.
1. Draw a diagram for the P1 P2 P3 P4 P5 number of games among 5 players.
FB
O
arrange our information in table.
O
2. Look at the diagrams. Counting the loops gives us the number of games. Let us
Players | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9
PD
_________________________________
|
-----
------
------
2
3
?
SI
|
VI
|
T
Games | 1 | 3 | 6 |? | | | | |
|
Look at the successive differences (indicated by | |).
What is the pattern to find in the successive differences?—
3. Continue the pattern to find the number of games among 9 people.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 173
Planning the solution (2)
Another way to analuze the problem is to focus on the number of games added
each time one more person is added to the group-indicated in the diagram below by
hold loops.
P2
P3
P1 P2 P3 P4
2players
3Players
1 game
2 games added
P1 P2 P3 P4 P5
4 Players
5Layers
3games added
M
P1
4games added
O
P2
M
.C
P1
By this thinking process, each diagram builds on the one immediately preceding,
3
|
Games
|
|1+2
4
|
| 1+2+3
R
|.......
1+2+3+4|
------------
O
------- --------
|
5
KS
|2|
O
Players
FO
We can then rearrange the table like this :
U
therefore the eventually of forgetting a loop is lessened
FB
Working backwards
Sometimes it is easier to start at an end result and work backward to an initial
T
Problem
PD
condition, taking nite if the steps on the working backwards process.
SI
A studemt obtain a grade of 75% in each of 3 tests. He needs to take one more
VI
test, and he wants an average of 80% for the four tests.
What grade should he work for in the fourth test?
Understanding the problem
1. What is meant by “average”?
2. Can the grade in the 4th test be lessem than 75% equal to 75%?
3. What should be the total grade of the 4 tests?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 174
Planning ethe solution
To obtain the average we proceed as follows.
Grade in 4th test = add grades in first 3 tests minus 4
Working backwards
M
81x 4 then subtract grades in first 3 tests = grade in 4th test.
O
Logical Reasoning
M
.C
Problems solved using logical reasoning are usually problems “to prove” or those
requiring little computations but uses mostly reasoning in their solutions. Many puzzles
U
can come under this strategy.
FO
R
Problem
There are three boxes, one containing 2 black marbles, one containing 2 white
KS
marbles and another one white and one black marble. The boxes were labeled for their
O
contents – BB, WW and BW – but someone has switched the labels so that every box
O
now is incorrectly labeled. If you draw one marble from particular box without looking
FB
inside, how will you know the contents of all the boxes?
PD
Understanding the problem
1. How can the boxes be mis-labeled?
VI
SI
T
2. From which box should you pick a marble?
Planning the solution
There are two ways in which the boxes could have veen mis-labeled.
If we select a box labeled BB, it might contain either WB or a WW box. Thus if
you pick marble and it turned to be white, you will not be able to tell wether it is indeed a
WB box or a WW box. The same thing is true if you select a box labeled WW.
HOweever, you select the box labeled WB, then you know that is either a WW box or
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 175
BB box. Thus, upon picking a marble and nothing its color, one can tell the correct label
of the box. You can then easily correct the labels of the two remaining boxes.
Write and solve equations
Many of the usual “word problems” can be solved using this strategy. After
M
determining what is the “unknown”, we represent it by some letters ( or variable) ang
O
then set up the equation which can be obtained from the conditions given in the
M
.C
problem. The final solution then depends on whether the resulting equations (s) can be
solved or not.
FO
R
U
Problem
Today, Allan spent 10 more minutes asleep in class then he spent awake. If the
KS
class period is one hour, how long was Allan asleep?
FB
O
O
Understanding the problem
PD
1. What is the unknown?
2. What are the conditions in the problem?
VI
SI
T
3. What quantities are equal?
Planning the solution
If we let x represent the time Allan was awake in class then x + 10 is the time he
was asleep. The total time he was awake and asleep was the total class period. Hence,
X
Time awake
+
x
+
time asleep
10
=
60
Class Period
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 176
Continue to solve the equation to get the answer.
Simulations and experiment
Sometimes, the solution of a problem involves setting up and carrying out an
experiment, gathering data and making a decision based on an analysis of the data.
When the undertaking of an experiment is too unrealistic or oo costly, simulation is an
M
appropriate and powerful problem-solving strategy
O
Problem
M
.C
Form a square the segment shown as a side
U
Understanding the problem
R
In this problem, we have to “experiment” actually the instruction given. In how
FO
many ways can this be done?
O
KS
Planning the solution
O
Dirst, draw the square with one of its side at the top of the left most nails. Then
FB
translate the square one nail to the right. How many times can you translate to the
PD
right? Down?
SI
T
Activity 1. Problem Solving: Learning to Use a Strategy
VI
Problem: Juan, Mario, Gary and Ralph each read four magazines. They read a
different magazine each week, always choosing from a group of four magazines. During
Week 2, Juan read Travel ang Gary read Auto Guide. During Week 3, Mario read
Update and Ralph read Listen. During Week 4, Gary read Listen and Ralph read Auto
Guide. What week did each boy read each magazine?
Situtaion:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 177
1. Each boy read _________- magazines.
Did any of them read the same magazines more than once a week? ________
2. What are you asked to find? ___________
Data:
M
3. During Week, Juan read ______________ and Gary read _________
O
Note how it is shown in the table below.
M
.C
4. During Week 3, which magazine did Mario read? Which magazine did Ralph read?
U
Record that information in the table below:
R
5. During Week 4, which magazine did Gary read? Which magazine did Ralph read?
FO
Plan:
Week 2
O
Week 1
Travel
Rene
Week 3
Week 4
PD
O
Duke
FB
Boy
KS
6. What strategy is being used to solve the problem? _______________
Franklin
Auto Guide
VI
SI
T
Allan
7. During Week 4, Gary read Listen and Ralph read Auto Guide. Since Juan read Travel
during Week 2, which magazines in the table.
8. During Week 3, Mario read Update and Ralph read Listen. Since Juan read Travel
during Week 2, which magazine did he read third? So which magazine did Gary read
third?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 178
Record the magazine in the table.
9. Use logical reasoning to find which boy read which magazine. Record the magazines
in the table.
Answer:
10. Read across in the table to tell which magazine each boy read in each week
O
M
Check:
M
.C
11. Make sure that no magazine appears more than once in each column and that no
R
U
magazine appears more than once in each row.
FO
TIPS AND STRATEGIES IN SOLVING MATHEMATICAL PROBLEMS
1. Round off and estimate whenever possible. Simplify your calculations 3,978 x 289
KS
can be roundned off to 4,000 x 300. Then if only one of the answer choices is slightly
O
O
less than 1,200,000
FB
2. Look for shortcuts. These are often built into problems. For example, you know that
PD
an odd number multiplied by an odd number will give you and odd number. If only one
SI
T
of the answer choices is an odd number, it has to be the right answer.
VI
3. DO not panic if a question has an unusual sumbol. Replace the symbol with the
specially designed definition that accompanies the symbol.
4. Work in consistent units. If one side of a square measures 30inches and the other
measures 2 feet, don’t try mmmuuultiplying until you have both measurements in feet or
in inches
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 179
5. Have important rules and formulas at your fingertips. Use the information supplied at
the top of the first page of each mathematics section. Or better yet, memorize these and
other important facts and formulas before the test date.
6. Read the question carefully. DO not assume anything that is not actually stated.
Some questions are not similar to questions you usualy encounter in regular mat
O
M
classes.
M
.C
7. Beware of positive and negative number. If the problem does not specifically state
that the value of an unknown is positive, then it could also be negative. The square root
FO
R
U
of a number can be positive or negative.
8. Use your time wisely. If you absolutely have no idea on how to solve a particular
O
O
tests, you can go back and try again.
KS
problem, do not waste time on it. Circle it and leave it. If you have time at the end of the
FB
9. Avoid lengtly computation. None of the questions on the test will require terribly
PD
complicated computations. If you find yourself about to start on a long string of
complicated computations. To solve a problem, you are doing something wrong. Either
T
you missed a shortcut, or you are solving the wrong problem. Read the question again.
SI
10. Use the exam booklet wisely. Don’t try to do all computations in your head. Write in
VI
the test booklet. Mark up any diagrams if it will help you.
11. Chech the diagrams. The diagrams may be drawn accurately or they may be
accompanied by a statement saying that figure is not drawn to scale. In the altter case
you may redraw the diagram slightly to make it accurate.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 180
12. Be on the look out for irrelevant material in a word problem. There probably will be
at least one question that gives you more information that you need. Don’t assume that
you have to use it all to solve the problem. If what you need si how many people were
wearing red hats, it does not matter how many were wearing blue shoes.
M
13. Don’t rush to get the most challenging problems. Questions get harder as you go
M
.C
O
along in the math section.
14. Don’t hesistate to work back from the answers. On this test you don’t have to show
U
how you arrive at the answer. First plug in the answer which is easiest to try. Usually
FO
R
this is the correct choice.
KS
15. DO not panic when you are faced with mathematical terminology. Try putting the
O
problem into simpler words. “S” is a set of integers on the number line1-100 inclusive
FB
O
“just means” S is all the numbers from I through 100.”
PD
16. Substiture for unknowns, if necessary, If you are having trouble solving a problem
SI
T
with several unknowns, try substituting simple number for theunknows.
VI
MATHEMATICS REVIEW
SYMBOLS
=
equals
≠
is not equal to
>
is more than
<
is less than
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 181
is greater than or equal to
_
is congquent to
≈
is similar to
│
is perpendicular to
║
is parallel to
±
plus or minus
O
M
≥
M
.C
Important Definitions
U
Sum is the result of addition.
Quotient + Remainder
KS
In division, Divident
FO
Product is the result of multiplication
R
Difference is the result of substraction.
O
___________ = ____________________
Divisor
FB
O
Divisor
A fraction is an indicated division
PD
A decimal is an implied fraction a denominator of 10, 100,1000.. .. . . .
T
A Percent is a fraction with a denominator of 100
VI
SI
A Ratio compares two quantities by dividing one by the other.
A Proportion is an equation, both sides of which are fractions
A Positive numver is one that is greater than zero, a Negative number is one that is less
than zero. The meaning and the use of signed numbers are basic in the study of
Algebra.
Positive numbers are preceded by a plus sign (+); negative numbers, a minus sign (-).
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 182
Arithmetic Concepts
Any quantity multiplied by zero is (x. 0 =0)
Any quantity = 4, except zero raised to the zero power is 1 (xº =1 if x=0)
M
.C
Odd and Even Numbers
O
Any fraction multiplied by its reciprocal equals 1: (x/y) (y/x) = 1.
M
If x2 then x= +2 or -2
U
Even + odd = even
R
Odd + odd = odd
FO
Even + odd = odd
KS
Even x even = even
O
Even x odd = even
FB
O
Odd x odd = odd
PD
Adapted from:
T
Krulik, Stephen and Rudnick, Jesse. Problem Solving: A Handbook for Teachers
VI
SI
Allyn and Bacon, Inc.Boston, Mass. 1980
FUNDAMENTAL OPERATIONS
Whole Numbers
Number is an idea of a given quantity.
Numeral is a symbol to represent a number.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 183
A digit is any numeral from 0 to 9 and can represent different numbers
depending on its position. This is called the place value.
The Factors of a given number are numbers which when multiplied together
Example: The complete set of factors of 15 are 1, 3, 5 and 15.
M
from the given number.
O
Prime factors are those numbers which have no other factors except one and
M
.C
itself.
FO
R
U
Example: The prime factor of 36 are 2,2,3,3
The Greatest Common Factor is the largest common factor of two or more
KS
numbers. It is the product of all the prime factors which they have in common.
O
25= 5 x 5
O
Example: Find the GCF of 25 and 125
SI
ADDITION
T
PD
FB
125 = 5 x 5 x 5, therefore the GCF is 5 x 5 = 25
VI
The numbers that are to be added are called addends. The number resulting in
the addition of these numbers is called the sum of the numbers.
Example:
45
395
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 184
+
4396
890
_____________________
M
5726 SUM
O
SUBSTRACTION
M
.C
Minuend is the number from which another is to be subtracted. Subtrahend is the
number to be subtracted. Differemce is the answer or the result in the process of
U
substraction.
FO
R
Example:
-
KS
5283 minuend
4997 subtrahend
O
FB
DIFFERENCE
PD
286
O
____________
SI
T
MULTIPLICATION
VI
Multiplicand refers to the number to be multiplied. Multiplier refers to the number
of times another number is to be multiplied. Product is the answer in the process of
multiplication.
Example:
1937 Multiplicand
X
86
Multiplier
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 185
__________
11622
15496
O
M
166582 Product
M
.C
DIVISION
Dividend refers to the number to be divided into equal groups. Divisor refers to
R
U
the size of each group. Quotient refers to the number of groups resulting from division
KS
FO
Example:
↓
divisor
quotient
PD
FB
Dividend
↓
O
↓
O
54,528 ÷ 64 = 852
T
Multiples
SI
The multiples of a number are those numbers that are divisable by the given
VI
number.
Characteristics:
1. A number has an infinite number of multiples.
2. A number is always a multiple of itself.
Example: The multiples of 3 are 3,6,9,12,15,18,21,24 . . .
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 186
Divisibility are ways of quickly determining factors without havinf to perform a
complete division.
Divisibility Test for 2
A number divisible by 2 is an even number.
M
.C
O
M
Example: 300, 12, 254, 1008
Divisivility Test for 3
R
U
A number is divisable by 3 if the sum of the digits of the number is divisable by 3.
KS
FO
Example: 186585 is divisable by 3 because 1+8+6+5+8+5=33, and 33 is divisible by 3.
O
Divisibility Test for 4
O
A number is divisible by 4 if the number formed by its last 2 digits is divisible
FB
by 4.
T
PD
Example: 128 & 524 are divisible, by 4 since 28 and 24 are divisible by 4.
SI
Divisiblity Test for 5
VI
If the ones digit is 0 or 5, then the number is divisible by 5.
Example: 300, 505, 2090 are divisible by 5.
Divisibilty Test for 6
A number is divisible by 6 if it is an even number and divisible by 3.
Example: 634128
is an even number. It is divisible by 3 since 6+3+4+1+2+8=24
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 187
And 24 is divisible by 3
Divisibility Test for 7
Steps:
M
1. Double the last digit.
O
2. Subtract the product in step 1 from the number without the last digit.
O
KS
Example: Is 6853 divisible by 7?
Solution:
FB
O
1. 3(2) =6
3.(Repeat 1 & 2) 9(2)=18
4. 67-18=49 is divisible by 7,
PD
2. 685-6=679
R
FO
Note: If the difference is big, repeat steps 1 to 3.
U
M
.C
3. If the difference is a multiple for 7, then the number is divisible by 7.
VI
SI
T
Divisibility Test for 8
If the last 3 digits of a number is divisible by 8, then the number is divisible by 8.
Example: Is 4912 a multiple of 8?
The last 3 digit is 912 & 912 = (114)(8). Therefore, 912 is divisible by 8 and 4912 is
divisible by 8.
Divisibility for 9
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 188
A number is divisible by 9 if the sum of its digits is a multiple of 9.
Example: 845721 is divisible by 9 because 8+4+5+7+3+1 = 27 and 27 is a multiple of 7
Divisibility for 10
U
M
.C
Example: 3,000, 10,000, 000, 200, 500 are divisible by 10
O
M
If any number except 0 end in 0, the nmber is divisible by 10.
R
Divisibilty for 11
FO
A number is divisible by 11 if after subtracting and adding the digits successively,
O
KS
the answer is divisible by 11.
O
Example: Is 4972 divisible by 11?
PD
FB
4-9 +7 -2 = 0, 0 is divisible by 11. Therefore, 4972 is divisible by 11.
T
ORDER OF OPERATIONS
SI
Very often two or more numbers are grouped together to indicate that they are to
VI
be considered together as a single number. To avoid confusion, grouping, grouping
sumbols are used.
The grouping symbols are:
() parenthesis
[] brackets
{} braces
─ vinculum
Rules:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 189
1. Simplify expression inside parentheses and other grouping symbols first.
2. Do multiplication and division next, in the order they occur that is, from left to
right.
3. Do addition and substraction last, in the order they occur, that is from left to
right.
M
In short, you can remember this by using the mnemonic “Please Mind Dear Aunt
O
Sally’. The first letters will remind you of “Parentheses, Multiplication and Division,
M
.C
Addition and Subtraction.’ (PMDAS)
U
Example:
R
Simplify 16 x 2 ÷ 8 + 12 x 3 – 48 ÷ 6 x 3 = 32
FO
EXPONENTS AND POWERS
KS
An exponent is the number that indicates how many times a whole number is used as a
Example:
T
FRACTIONS
PD
FB
25 = 2 x 2 x 2 x 2 x 2
O
O
factor.
VI
fraction.
SI
The symbol a/b, where a,b are the elements of whole nos. and b ≠ 0, is called a
The number above the bar is the numerator and the number below the bar is the
denominator. The word fraction if derived from the latin word fraction, meaning’ to break
into parts.
Kind of Fractions:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 190
1. Proper Fractions – is a fraction in which the numberator is less tan the denominator.
Example: 1/3, 2/3, 15/28, 105/201
2. Improper fraction – A fraction in which the numerator is greater than the
denominator.
O
3. Mixed Fractions – is composed of a whole number and a fraction.
M
Example: 5/2, 25/8, 128/121
M
.C
Example: 2 1/3, 3 2/5, 15 16/17, 100 25/31
4. Equivalent Fraction – fractions that show the same value.
FO
R
U
Example: 2/5 = 8/20, 16/20 = 32/40, 101/120 = 303/360
KS
Addition and Substraction
O
Adding and Subtracting Fractions with similar or Like Denominators
O
To add or subtract fractions with similar or like denominators, add or subtract rhe
FB
numerators. Write the sum or difference over the common denominator.
PD
Examples:
1. 14/27 + 11/27 = 25/27
2. 7/18 , 4/18 = 3/18 = 1/6
SI
T
Adding and Subtracting Frantions with Dissimilar or Unlike Denominators
VI
1. Find the leat common denominator (LCD)
2. Change each fraction to equivalent fraction using LCD.
3. Add or subtract the numberators and write the result over the LCD
4. If necessary, reduce the answer to lowest terms.
Example: Calculate 4 ¼ + 2 4/5 – 1 1/3
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 191
4 ¼ = 4 15/60
+
2 4/5 = +2 48/60
-
1 1/3 + -1 20/60
__________________________
O
M
5 43/60
M
.C
Multiplication and Division
U
Rules for Multiplying Fractions
R
To multiply two fractions, multiply the numerators and multiply the denominators.
FO
Write the product of the numerators over the product of the denominators. If necessary,
KS
reduce the answer to lowest terms.
Example: Find the product
O
O
a. 2/9 x 5/8 = 5/36
FB
b. 3/5 of 5 = ¾ x 5 = 15/14 = 3 ¾
PD
c. (2/3) 3 = 2/3 x 2/3 x 2/3 = 8/27
T
d. 49/10 x 2/3 x 15/77 = 49/10 x 2/3 x 15/17 = 7/11
SI
Rules for Multiplying Mixed Numbers
VI
1. Change each mixd number to an improper fraction
2. Multiply the numerators.
3. Place the result over the product of the denominators.
4. Express the answer as a mixed number or as a proper fraction reduced to lowest
terms.
Example: Simplify
1 ½ x 1/ 7/9= 3/2 x 16/9
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 192
3/2 x 1 6/9 = 8/3 = 2 2/3
Rules for Dividing Fractions
If a, b, c and d are all real numbersm and if b≠ 0, c≠0, d≠-, then a/b ÷ c/d = a/b x d/c
Example: Divide: 3 3/8 by 2 ¼
M
= 27/8 ÷ 9/4= 27/8 x 4/9 = 27/8 x 4/9= 3/2 = 1 ½
O
DECIMALS
M
.C
A decimal fraction is a fraction whose denominator can be expressed as a power
R
U
of ten
FO
Examples
(2.) 16/100 = 16/102= .16
(3.) 425/1000 = 425/ 103 =
KS
(1) 6/10 = 6/101 = .6
PD
To add Decimals
FB
Operations on Decimals
O
O
.425
1. Write the numbers to be added vertically and line up the decimal points.
SI
T
2. Add all digits with the same place value, beginning with the rightmost column.
VI
3. Be sure to place a decimal point in the sum in the correct location
Example: Add 6.47 + 340.8 + 73.523
To Subtract Decimals
1. Write the numbers to be subtracted vertically such that the decimal points are in a
column.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 193
2. If the number of decimal places in the subtrahend exceeds that in the minuend, insert
the necessary number of zeros to the right of the last decimal place in the minuend.
3. Subtract all digits with the same place value, beginning with the rightmost column and
regroup when necessary.
4. Write the decimal point in the difference. This should be in line with the other decimal
M
points.
M
.C
O
Example: Subtract 462 – 26.528
U
To Multiply Decimals
FO
R
1. Calculate the product, in the same manner as whole numbers.
2. Put a decimal point in the appropriate location so that the number of decimals places
KS
in the product equals the sum of the number of decimal places in all the factors.
To Divide Decimals
FB
O
O
Examples: Find the product of 43.7 and 0.00035
PD
1. Move the decimal point in the divisor up to the necessary number of places to the
T
right to make it a whole number.
SI
2. Move the decimal point in the dividend to the same number of places to the right.
VI
3. Put a decimal point in the quotient immediately above the new decimal point in the
dividend.
4. Proceed with the technique for dividing whole numbers, take note of the location of
the decimal point in the quotient,
Example: Find the quotient of 0.02904 ÷ 0.04
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 194
INTEGERS
The set of integers consists of the positive whole numbers, negative whole
numbers, and zero. { . . . . , -5, -4 , -3, -2 , -1 ,0 ,1 ,2 ,3 , 4 ,5 . . . }
Examples: +45 or 45
‘Positive forty-five’
‘negative fifty-seven’
0
‘Zero’
THE NUMBER LINE
FO
R
U
- 9 – 8 – 7 – 6 – 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9
M
.C
O
M
-57
Positive Integers
KS
Negative Integers
O
For any numbers a, the opposite of a is denoted by –a.
O
Examples: The opposite of 100 is -100
FB
The opposite of -99 is 99
VI
SI
T
PD
6 stands for a gain of P6, while -3 stands for a loss of P3
OPERATIONS ON INTEGERS
Addiition
1. if the addends have the same signs, add the numbers disregarding the signs. The
sign of the sum will be the common sign of the addends.
Example: +138 + + 200 = 338
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 195
If the addends are of different signs, subtract the smaller number from the larger
number and write the sign of the larger number.
Example: - 285 + 100 = -185
Subtraction
1. In subtracting signed numbers, change the sign of the subtrahend then proceed to
M
addition of integers.
-
M
.C
Example
O
-10,348
- 9,753
U
_______________
FO
R
-595
KS
Multiplication
1. When two numbers of the same signs are multiplied, the product is positive.
O
O
2. When two numbers of opposite signs are multiplied, the product is negative.
FB
Example: Multiply + 12 by + 4 = 48
SI
T
PD
Multiply -16 by 5 = -80
VI
Division
1. In dividing numbers of the same signs, their quotient is a positive number.
2. In dividing numbers of different signs, their quotient is a negative number.
Examples: Find the quotient
-96
a.
______ = -32
-84
b. - _______ = 12
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 196
3
-7
Cognitive Reasoning and Problem Solving
- Finding Patterns
Objectives
M
-Recognize simple non-mathematical patterns
O
- Recognize number patterns
M
.C
- Recognize patterns that will help gain mathematical maturity
Many discoveries in mathematics are based on patterns. A mathematician often
FO
R
U
uses the strategy of generalizing to form a rule based on a few exampes.
KS
The process of finding patterns is not quick or direct as following a recipe or list
O
O
of instructions. It requires the concept of sequence.
FB
A sequence is a set of numbers in a particular order. The numbers in a sequence
are called terms of the sequence. If we have the sequence 1,3,5,7,9 . . . The first term in
T
PD
1, the second term is 3, the third is 5 and so on.
SI
Example
VI
Given the following sequence of letters,A, C, D, F, G, I
What are the next two letters?
Solution:
To discover the pattern for this problem, let us look at the first nine letters of the
English alphabet, A B C D E F G H I, Let us cross out those letters that are not included
in the sequence, A B C D E F G H I. Following this pattern, J should come after I. Then
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 197
we should skip K and write L. A B C D E F G H I J K L. Hence, the two succeeding lettrs
are J and I.
From the examples shown, it is seen that patterns involve not only numbers, but
M
also non-mathematical objects like letters, words, and figures.
O
Reasoning based on patterns is sometimes called cognitive reasoning. Students
M
.C
often use cognitive reasoning when they answer tests. Employees also often use this
type of reasoning in the performance of their jobs. All of us, in one way or another, use
FO
R
U
cognitive reasoning in our daily lives.
A collection of numbers arranged in order from left to right, such that there is a
KS
first term, second term, etc, and are separated by commas, is called a number
O
sequence.
FB
O
Example:
What are the next three terms of this sequence?
VI
SI
Solution:
T
PD
1, 1, 2,4, 8, 16 ,32 ,64
To describe a sequence, we often try to find a pattern that relates the number of
a term to the term itself. Now for the sequence 1, 1, 2, 4,8 , 16, 32 ,64, the pattern is not
obvious. First, let us look at the relationship between the terms. The first term, I and the
second term, 1, are equal but the third term is 2, which may be treated as the sum of
the forst two terms.
Considering the sums of the terms, we have
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 198
1+1=2
And if we add the first, the second, and the third terms, we have 1 + 1 + 2 = 4,
which is fourth term. Continuing the patterm
1 + 1 + 2 + 4= 8, fifth term
1 + 1 + 2 + 4 + 8 = 16, sixth term
Hence for the next three terms,
O
R
FO
128 + 128 =256 10th term
U
64 + 64 = 128 ninth term
M
.C
1 + 1 + 2+ 4 + 8 + 16 + 32 = 64,eight term
M
1 + 1 + 2 + 4 + 8 + 16 = 32, seventh term
O
KS
256 + 256 = 512, eleventh term
O
READING FOR UNDERSTANDING AND ANALYSIS
FB
Objectives
PD
Analyze the problem to be solved step by step with the aid of a picture or a
diagram. Sometimes a math problem looks more difficult than it really is. You must dirst
T
understand the problem before you attempt to solve it. It often helps to rewrite the
SI
problem using only the important information. This makes it easier to figure out what
VI
you must do.
Guideline for comprehension
1. Jot down the key words or phrases.
2. Write down what is being asked for.
3. Restate what you have read in your own words.
4. Prepare a visual representation
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 199
Example Given the numbers 6, 2 ,3 ,1 ,4 and 5. If the second number is less then the
fourth circle the number that is the difference between the first numbers, circle the
second number.
Solution:
To do this, we have the following:
M
1. The key word is less than.
M
.C
O
2. We are to circle a number in 6 2 3 1 4 5.
U
3. If the second number is less than the fourth number, then circle the number
R
that is the difference between the first and the sixth numbers. Circle the second number
FO
if the third is less than the first.
2
3
1
4
5
O
O
6
KS
4. Now Consider:
5th no.
FB
1st no.
3rd no.
4th no.
6th no,
T
PD
2nd no.
SI
2. (2nd number) > (4th number)
VI
3. (3rd number) < 6 (1st number)
Thus, 6
2
3
1
4
5
PLANE GEOMETRY
Plane geometry deals with shapes like lines, circles and triangles . . . shapes that
can be drawn on a flat surface called a Plane.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 200
Common Symbols Used in Geometry
Symbol
Meaning
Example
In Words
∆
Triangle
∆ABC has
Angle
∟ABC is 45º
Triangle ABC has three
The angle formed by Abc
┴
Perpendicular
KS
FO
AB┴CD
R
U
.
M
.C
O
M
equal sides
EF║GH
The line AB is .
perpendicular to line CD
The line EF is parallel to line GH
FB
Parallel
O
║
O
.
is 45º degress
PD
º
SI
∟
360º makes full circle
T
Degrees
is 90º
A right angle is 90 degrees
AB
Line Segment
AB
The line between A and B
AB
Line “AB”
AB
The Infinite line that includes
VI
Right Angle
.
A and B
Visit For more Pdf's Books
Pdfbooksforum.com
.
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 201
AB
Ray AB
AB
The line that start at A. goes.
.
through B and continues on
≅
Triangle ABC is congruent to
∆ABC≅∆
Conguent
triangle DEF
~
Similar
∴
Therefore
M
.
Triangle DEF is similar to triangle
O
∆DEF~∆
MNO
M
.C
.
FO
R
U
a=b ∴ b = a a equals b, therefore b equals a
KS
Glossary of Gemometric Terms
O
Line
O
A line is one of the basic terms in geometry. We may think of a line as a “straight”
PD
FB
Line that we might draw with a ruler on a piece of paper, except that in geometry, a line
extends forever in both directions. We write the name of a line passing through two
different points A and B as “ line AB”, the two headed arrow over AB signifying a line
passing through points A and B.
VI
SI
T
Example: The following is a diagram of two lines: line AB and line HG
B
A
G
H
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 202
The arows signify that the lines drawn extend indefinitely in each direction.
Point
A point is one of the basic terms in geometry. We may think of a point as a “dot”
On a piece of paper. We identify this point with a number or letter. A point has no length
M
.C
Example: The following is a diagram of points A, B, C and Q:
O
M
or width, it just specifies an exact location.
A
R
U
C
FO
Q
KS
B
O
Intersection
O
The term is used when lines, rays, line segments or figures meet, that is they
FB
share a common point. The point they share is called the point of intersection. We say
PD
that these figures intersect.
VI
SI
T
Example: In the diagram below, line AB and line GH intersect at point D.
G
A
B
D
H
Examople: In the diagram below, line 1 intersects the square in points M and N:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 203
M
.C
O
M
M
R
U
N
KS
FO
Example: In the diagram below, line 2 intersects the circle at point P:
SI
T
PD
FB
O
O
P
VI
Line segments
Lines segments is one of the basic terms in geometry. We may think of a line
segment as a straight line that we might draw with ruler on a piece of paper. A line
segment does not extend forever, but has two distinct endpoints. We write the name of
a line segment with endpoints A and B as “line segment AB” Note how there are no
arrow heads on the line over AB such as when we denote a line or a ray.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 204
Example: The following is a diagram of two line segments: line segment CD and
line segment PM, or simply segment CD and segment PN.
P
O
M
C
N
KS
FO
R
U
M
.C
D
Ray
PD
FB
O
O
A ray is one of the basic terms in geometry. We may think of a ray as a straight
line that begins at a certain point and extends forever in one direction. The point where
the ray beginz is known as its endpoint. We write the name of a ray with endpoint A and
passing through point B as “ray AB”. Note how the arrow heads denotes the direction
the ray extends in: there is no arrow head over the endpoint.
VI
SI
T
Example: The following is a diagram of two rays: ray HG and ray AB.
B
G
H
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 205
A
End point
An endpoint is a point used to define a line segment or ray. A line segment has
M
two endpoints: a ray has one.
O
Example: The endpoints of line segment DC below are points D and C, and the
M
.C
endpoint of ray MN is point M below:
M
KS
C
FO
R
U
D
O
N
O
Parallel Lines
FB
Two lines in the same plane which never intersect are called parallel lines. We
say that two line segments are parallel if the lines that they lie on are parallel. If line l is
PD
parallel to line 2, we write this as line 1 || line 2
When two line segments DC and AB lie on parallel lines, we write this as
T
segment DC || segment AB.
VI
SI
Example: Lines 1 and 2 below are parallel
1
2
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 206
Example: The opposite sides of the rectangle below are parallel. The lines passing
FB
O
Pythagorean Theorem
O
KS
FO
R
U
M
.C
O
M
through them never meet.
Pythagorean theorem or Pythagora’s theorem is a relation in Euclidaean
PD
geometry among the three sides of a right triangle (right angled triangle). It states:
In any right triangle, the area of the square whose side is the hypotenuse (the side
T
opposite the right angle) is equal to the sum of the areas of the squares whose sides
SI
are the two legs (the two sides that meet at a right angle).
VI
The theorem can be written as an equation:
a2 + b2 = c2
where c represents the length of the hypotenuse, and a and b represent the lengths of
the other two sides.
The Pythagorean theorem is named after the Greek mathematician Pythagoras,
who by tradition is credited with its discovery and proof although it is often argued that
knowledge of the theorem predates him.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 207
ALGEBRA
Algebra is the brand of mathematics concerning the study of the rules of
operations and relations, and the constructions and concepts arising from them,
including terms, polynomials, eqyations and algebraic structures. Together with
geometry, analysis, topology combinatorics, and number theory, algebra is one of the
O
M
main branches of pure mathematics.
M
.C
The part of algebra called elementary algebra is often part of the curriculum in
secondary education and introduces the concept of variables representing numbers.
U
Statements based on these variables are manipulated using the rules of operations that
FO
R
apply to numbers, such as addition.
This can be done for a variety of reasons, including equation solving. Algebra is much
KS
broader than elementary algebra and studies what happens when different rules of
O
operations are used and when operations are devised for things other than numbers.
O
Addition and multiplication can be generalized and their precise definitions lead to
PD
FB
structures such as groups, rings and fields.
T
Elementary Algebra
SI
Elementary algebra is the most basic form of algebra. It is taught to students who
VI
are presumed to have no knowledge of mathematics beyond the basic principles of
arithmetic. In arithmetic, only numbers and their arithmetical operations (such as +, - , x
÷), occur. In algebra, numbers are often denoted by symbols (such as a.x or y). This is
useful because it allows the general formulation of arithmetical laws (such as a+b=b+a
for all a and b), and thus is the first step to a systematic exploration of the properties of
the real number system.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 208
It allows the reference to “unknow” numbers, the formulation of equations and the
study of how to solve these (for instance, Find a number x such that 3x+1 = 10º or going
a bit further “Find a number x such that ax+b=c”. Step which lets to the conclusion that
is not the nature of the specific numbers the one that allows us to solve it but that of the
operations involved.
M
It allows the formulation of functional relationships (such as “If you sell x tickets,
O
then your profit will be 3x-10 dollars, or f(x) = 4x – 10, where f is the function, and x is
M
.C
the number to which the function is applied.”).
U
Polynomial
R
A polynomial (see the article on polynomials for detail) is an expression that is
FO
constructed from one or more variables and constants, using only the operations of
addition, subtraction, and multiplication (where repeated multiplication of the same
KS
variables is standardly denoted as exponentiation with a constant non-negative integer
O
exponents) For example, x2 + 2x – 3 is a polynomial in the single variable x.
O
An important class of problems in algebra is factorization of polynomials, that is
FB
expressing a given polynomial as a product of other polynomials. The example
polynomial above can be factored as (x –1) (x + 3). A related class of problems is
SI
T
PD
finding a; gebraic expressions for the roots o a polynomial in a single variable.
VI
NATURAL SCIENCE
The natural Science component foR the General Education oart if the Licensure
Examination for teachers includes Biological Science-General Biology: Physical Science
with Earth Science
DEFINITION OF SCIENCE
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 209
Science is derived from the Latin scientia, which means knowledge. It is defines
as a systematic procedure of gathering knowledge about the world and organizing and
condensing that knowledge into testable laws and theories.
As knowledge increased, some methods have proven morereliable than others,
and today the scientific method is the standard for science. The use of the scientific
M
method make new discoveries is called scientific research and the people who carry out
M
.C
O
this research are known as scientist.
U
STEPS OF SCIENTIFIC METHOD
R
1. Define the problem.
FO
2. Gather preliminary data, find out all abailable and accessible sources.
3. Formulate a hypothesis.
KS
4. Test the hypothesis, gather sufficient data to be able to solve the problem or explain
O
the phenomenon.
O
5. Analuze and interpret the data in No.4
FB
6. Draw a generalization or conclusion.
7. Verify generalization by applying to similar situations.
PD
Illustration:
T
While playing house with her sister, Dorothy boiled some seaweeds.
SI
When they’ve finished playing, she threw the cold seaweed extract away, but it
VI
accidentally splashed on the vegetable seedbed of her father. A few days later, Dorothy
was surprised to see that some portion of the seedbed have faster growing vegetables
than the other portions.’
To find out the seaweed extract has anything to do with the phenomenon, Dorothy
decided to use the scientific method in her investigation. What would be her first step?
1. gather preliminary data
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 210
2. formulate a scientific hunch
3. state the problem
4. look into the seedbed intrinsictly to find the answer right away.
5. design an experiment to prove her theory
To get accurate results from her experiment, Dorothy should conduct:
M
1. a controlled experiment
O
2. atrial and error experiment
M
.C
3. an uncontrolled experiment
4. a structured laboratory activity
FO
R
U
5. an unstructured activity
KS
What scientific attitude was exhibited by Dorothy?
O
1. thrill of finding something new
O
2. curiousity and intuitiveness
FB
3. critical outlook
4. willingness to sstudy and work hard
T
BIOLOGY
PD
5. keen power of observation
SI
Biology is the scientific study of living things and their environment.
VI
Biology is a natural science concerned with the study of life and living organisms,
including their structure, function, growth, origin, evolution, distribution, and taxonomy.
Biology is a vast subject containing many subdivisions, topics, and disciplines
among the most important topics are five unifying principles that can be said to be the
fundamental axioms of modern biology:
1. Cells are the basic unit of life
2. New specied and inherited traits are the product of evolution
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 211
3. Genes are the basic unit of heredity
4. An organism will regulate its internal environment to maintain a stable and
constant condition
5. Living organisms consume and transform energy.
Subdisciplines of biology are recognized on the basis of the scale at which organisms
are studied and the methods used to study them:
M
1. Biochemistry examines the rudimentary chemistry of life:
O
2. Molecular biology studies the complex interactions of systems of biological
M
.C
molecules;
3. Cellular biologu examines the basic building block of all life, the cell;
R
organs and organ systems of an organism; and
U
4. Physiology examines the physical and chemical fundtions of the tissues,
FO
5. Ecology examines how various organisms interrelate with their environment.
KS
Historical Development
O
Modern Biology appearsto have been introduced independently by Karl Friedrich
O
Burdach (1800), Gottfried Reinhold Treviranus (Biologic order Philosophie der lebeden
FB
Natur, 1802), and Jean-Baptiste Lamarck (Hydrigeologie, 1802). It was inspired by the
PD
Greek word Bioc, bios, “life” and the suffix-Aoyia, - logia, “study of”
Although biology is a relatively recent development, sciences related to and
T
included within it have been studied since ancient times. Natural philosophy was studied
SI
as early as the ancient civilizations of Mesopotamia, Egyt, the Indian subcontinent, and
VI
China However, the origins of modern biology and its approach to the study of nature
are most often traced back to ancient Greece.
The formal study of medicine dates back to Hippocrates (ca, 460 BC-ca, 370 BC)
it was Aristotle (384 BC – 322 BC) who contributed most extensively to the development
of biology. Worth mentioning is Aristotles History of Animals and other works where he
showed naturalist leaning, and later more empirical works that focused on biological
causation and diversity of life.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 212
Aristotle successor at the Lyceum, Theophrastus, wrote a series of books on
botany that survived as the most important contribution of antiquity to botany, even into
the middle Ages. Significant advances in the study and development of biology were
promoted through the efforts of such Muslim physicians as the Afro-Arab scholar al-
O
Persian physician Rhazes (865-925) in anatomy and physiology.
M
Jahiz (781-869) in zoology, Kurdish biologist Al-Dinawari (829-896) in botany, and the
M
.C
These philosophers elaborated on, especially well studied by Islamic scholars working
in Greek philosopher traditions, while natural history drew heavily on Aristotelian
R
U
thought, especially in upholding a ixed hierarchy of life.
FO
Biology began to quickly develop and grow with Antony van Leeuwenhoek’s
dramatic improvement of the microscope. It was then that scholars discovered
KS
spermatozoa, bacteria, infusoria and the sheer stangenesss and diversity of
O
microscopic life. Investigations by Jan Swammerdam led to new interest in entomology
O
and and built the basic techniques of microscopic dissection and stainin. Advances in
FB
microscopy also had a profound impact on biological thinking itself. In the early 19 th
PD
century, a number of biologist pointed to the central importance of the cell.
In 1838 and 1839, Scheilden and Schwann began promoting the ideas that (1) the basic
T
unit of organisms is the cell and (2) that individual cells have all the characterisitics of
VI
cells.
SI
life, although they opposed the idea that (3) all cells come from the division of other
Through the efforts of Robert Remak and Rudolf Virchow, by the 1860’s most
biolofists accepted all three tenets of what came to be known as cell theory.
On the other hand, taxonomy and classification became a focus in the study of
natural history. Carolus Linnaeus published a basic taxonomy for the natural world in
1735, and in the 1750’s introduced scientific names for all his species.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 213
Georges-Louis Leclerc, Comte de Bufofon, treated species as artificial categories and
living forms as malleable-even suggesting the possibility of common descent. Though
he was opposed to evolution,Buffin suggesting the possibility of common descent.
Though he was opposed to evolution, Buffon is a key figure in the history of evolutionary
O
M
theories of both Jean-Baptise Lamarck and Charles Darwin.
M
.C
Serious evolutionary thinking originated with the works of Jean-Baptise lamarch,
However, it was the british naturalist Charles Darwin, combining the biogeographical
U
approach of Humboldt, the uniformitarian geology of Lyell, Thomas Malthus’s writings in
R
evolutionary theory based on natural selection ; similar evidence led Alfred Russel
FO
Wallace to independently reach the same conclusions.
KS
The discovery of the physical representation of heredity came along with
O
evolutionary principles and population genetics. In the 1940’s and early 1950’s,
O
experiments pointed to DNA as the component of chromosomes that held genes. A
FB
focus on new model organisms such as viruses and bacteria, along with the discovery
of the double helical structure of DNA in 1953, marked the transition to the era of
PD
molecular genetics.
T
From the 1950’s to present times, biology has been vastly extended in the molecular
SI
domain. The DNA code was cracked by Har Gobind Khorana, Robert W. Holley and
VI
Marshall Warren Nirenberg after DNA Was proven to contain codons.
Finally, the Human Genome Project was launched in 1990 with the goal of
mapping the general human genome. This project was essentially completed in 2003,
with further analysis still being published. The Human Genome Project was the first step
in a globalized effort to incorporate accumulated knowledge of biology into a functional,
molecular definition of the human body and the bodies of other organisms.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 214
CELL THEORY
Cell theory states that the cell is the fundamentall unit of life, and that all living
things are composed of one or more cells or the secreted products of those cells. All
cells arise from other cells through cell division. In multicellular organisms, evry cell in
the organism body derives ultimately from a single cell in fertilized egg. The cell is also
phenomenon of energy flow occurs in cells in processes that are part of the function
M
known as metabolism. Finally, cells contain hereditary information which is passed from
M
.C
O
cell to cell during cell division.
Biotic Community
R
live together and interact with one another in a region
U
Biotic community refers to all the different kinds of organisms, or species, which
FO
Members of the Biotic Community
KS
1. producers – chlorophyll-bearing organisms.
O
- capable of producing their own food
O
2. consumers – this is the group which animals, as well as plant without chlorophyll
FB
belong.
- these organisms are not capable of producing fod from non-living materials.
PD
3. decomposers – a special group of consumers that feed on dead things and in so
T
doing return the substances of those dead things back to the environment.
SI
Food Chain – a sequence of organisms in a biotic community each of which uses the
VI
preceding organisms in the sequence as a source of food, the ultimate of which is plant.
Example : banana – monkey – decomposers
Food Web – several food chains interlace
ECOLOGY
Ecology is derived from the Greek words “oikos” meaning house and “logos”
meaning the study of. It is the scientific study of the interrelationship of plants and
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 215
animals and the environment. This word in recent years has beenmisused as a
synonym for environment.
Ecology includes wildlife management, agriculture, forestry, pollution control and
conservation.
Ecological Classification of Organisms
M
Autotrophs (“self-nourishers or producers”). These are mainly green plants which
O
manufacture their own food from carbon dioxide, water, mineral and sunlight.
M
.C
Heterotrophs are organisms which lack metabolic machinery to synthesize their
own food and must obtain it from other sources.
U
Classification of Heterotrophs
Omnibores – eat both plants and animals
KS
Scavengers – eat large dead organisms
FO
Carnivores – predators / animals eater
R
Herbivores – plant eater
O
Decomposer – smaller heterotrophs that feed on dead organisms
O
Parasites – eat living organisms but unlike predators, they do not devour their hosts at
FB
one
PD
IMPORTANT TERMS IN ECOLOGY
Ecosystem refers to an area whose chemical, physical and biological traits and
T
forms of energy present, like air, water and soil including the oraganisms big and small
SI
are interrelating in a natural way showing specific characteristics that distinguish the
VI
area from adjacent communities. It is a community of living things in an area at a given
time, where the environment affects the growth and development of living things. An
ecosystem is a life support system in equilibrium.
Community is the term applied to the assemblage oof roganisms
Biomes refers to the most extensive communities which occuoy a wide
geographic area
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 216
Conservation is the planeed and wise use of water, forest and other natural
resources so that they will not be wasted.
Recycling means using something more than once, either just the way it is, or
treated and made into something else.
Pollution is the contamination of air, water or soill by material that can injure
M
health, the quality of life or the working of the ecosystem.
O
Deforestation means the cutting down of most of the trees from forested land so
M
.C
that the land can be use for another purpose.
U
Reforestation means plating new trees in the place where other trees have been
R
vut down.
FO
Groundwater is the water that flows in the spaces between soil particles and
tocks this upplies water for wells and springs.
KS
Fossil fuel is anything that comes from once living matter deep in the earth such
O
O
as coal, gas and oil.
FB
Endangered species refers to roganisms whose population is so reduced that
they are threatened with extinction.
PD
Extinction is the complete disappearance of a species of a plant or animal from
the earth.
T
Causes of Extinction
SI
1. Environmental change
VI
2. Human activities such as hunting, fihing and clearing of lands and forests.
3. Pollution
Pollution is the addition of chemical, physical or biological agent into the air, water or
soil in an amount or rate that threatens human health, wildlife and plants or disrupts the
orderly functioning of the environment. The main pollutants are industrial wastes and
plastics.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 217
Biodegradable are substances which can be broken down by the decomposing
action of living organisms like bacteria.
Non-Biodegradable are substances that cannot be broken down by
decomposers. They are pollutants like plastics and other manmade chemicals.
Ozone Depletion. The zone layer protects the earth from too much radiation of
the sun. When ozone layer is destroyed, the ultraviolets rays coming through pose great
M
health risk to people and other living organisms on earth.
O
Global warming is the increase in earths temperature due to a build up of certain
M
.C
gases in the atmosphere.
R
a blanket in the atmosphere high over the earth.
U
Greenhouse effect is the warming of the earth caused by certain gases that form
FO
Compost heap is a pile of food scraps and yard wastes broken down by worms, tiny
KS
insects and other microorganisms which can be used to enrich the soil.
O
Acid rain refers to the rainfall with a pH less than 5.6 in a measuring scale that
O
runs from 0-14. Pollutants and other emissions coming from industrial and electric
FB
plants increase acidification. The usual sources of acid rain are electricity generating
PD
plants and large burning of coal and oil.
El Niño is the term applied to the change in the circulation of pacific currents
T
caused by the dropping of pressure in the giant high pressure system centered near
SI
East Pacific of South America. This brings warmer weather on certain areas and colder
VI
weater to other areas in the circulation of the Pacific currents. This phenomenon seems
to occur every 4-7 years which brings drought to affected areas. This is named after the
Child Jesus, as at this occurs often on Christmas season.
La Niña is the opposite of El Niño. This brings heavy torrential rains on affected
areas.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 218
Sustainable Development is the term applied to the idea od securing the need of
the present but without compromising the ability of the future generations to meet their
own needs.
SOIL PROBLEMS
M
Erosion
O
Erosion is defined as the process which rock fragments and sediments (products
M
.C
of wheathering) are acarried along by such agents as running water and wind.
When does erosion become harmful? Only when it is extensive. This is brought
U
about by several activities of the people such as the following:
R
1. Shifting cultivation to kaingin system – burning the field after harvest leaving
FO
the soil bare and planting rootcrops on steep slopes.
2. Construction projects – e.g. roads, dams, reservoirs, irrigation and drainage
KS
projects, hydroelectric plants, resorts and other related facilities.
O
exposing them to further erosion.
O
3. mining – mining operations dig out and loosen rocks in the mountains,
FB
4. overgazing and burning of grassland – grass as soil cover reduces the rate of
run off. Uncontrolled grazing of animals removes the grass cover and packs and soil
T
PD
more. What happens when the soil is tightly packed?
SI
Effects of Soil Erosion
VI
1. Deterioration of farmlands
2. Deterioration of forests
3. Occurrence of floods and droughts
4. Siltation of rivers and water reservoirs
5. Destruction of houses and infrastructure
Soil Erosion Control
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 219
A. Preventive type of soil erosion for slightly eroded areas
1. forest fore prevention
2. proper land use
3. correct range and forest management
4. proper road construction
M
5. education of the people
O
B. Rehabilitation types
M
.C
1.1 reforestation
1.2 aforestation
U
1.3 covercropping
R
1.4 crop rotation
FO
1.5 strip cropping
KS
2. Mechanical method
O
2.1 terracing
O
2.2 contourinng
FB
2.3 riprapping
2.4 constrution of dikes along river banks
T
PD
2.5 constructing farm ponds
SI
Soild Pollution
VI
The addition of materials to the soild that may be harmful to people and other
living things. Pesticides are the main source of soil pollution in our country.
WATER PROBLEMS
It is estimated that the total amount of water in the universe is a constant 1.5
billion cubic kilometers and that only 1/30 of this total amount is fresh water. Of the total
amount of water (fresh), only 1/3 is available for domestic and industrial use. This is
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 220
because most of the fresh water sources are locked up in glaciers and ice caps in the
worlds tallest mountains, and the rest is too far underground or contains too much
mineral to be useful.
WATER POLLUTION
a. Domestic sewage
O
M
b. Industrial wastes
M
.C
b1. Organic substances
b2. Inorganic substances – acids and toxic substanecs
U
c. Mine tailings – consist of silt, toxic metals, acids, bases and inorganic salts.
FO
R
d. Agricultural run off
O
d.2 pesticide residues
KS
d.1 fertilizer residues
O
e. Soil erosion
FB
f. Salinization
g. Water vessel discharges
T
PD
h. Thermal pollution
VI
SI
FORCES THAT SHAPE THE EATH’S CRUST
DIASTROPHISM
Diastrophism is the process which involves movements of the earth’s crust such
that a portion is pushed up, pushed down or forced sideways.
Theories on what causes diastrophism
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 221
1. Theory if Isostacyt maintains that the continents, mountains, plain and ocean basins
are in a balanced state. Any changes in any of the components of the earth’s crust
affects the balance and therefore, the other components must also adjust.
2. Contraction Theory states that the earth is slowly shrinking, which is caused either by
lowering its temperature or the squeezing of its parts into smaller volume by great
M
pressure.
O
3. Convection Theory maintains that a powerfyl convection currents may occur in the
M
.C
earth’s crust causing the flow of, materials from underneath upward and the sinking of
heavier materials.
U
4. Continental Drift Theory states that originally, the earth was composed of only one
R
continent. Due to the movements of material under the earth’s crust, the continent was
FO
divided.
KS
EARTHQUAKE
O
Earthquake is the shaking of the earths surface as a result of the sudden release
O
of stresses built up in the earth’s crust
FB
Seismology is the branch of science that deals with earthquakes.
PD
WEATHER AND CLIMATE
time.
T
Weather is the condition of the atmosphere in a particular place at a specific
VI
years.
SI
Climate is the average weather condition in a region over a long or a number of
Meteorology is the scientific observation and study of the atmosphere so that
weather can be accurately forecast.
WATER CYCLE
1. evaporation
2. condensation
3. precipitation
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 222
Weather Disturbances
The Philippines is known for the many cyclones (or low pressure area) that come
our way. Our country is located in the North Pacific Ocean where the greatest number
of cyclones form. An average of 22 cyclones form in this area every year, about 19 of
Kinds of Cyclones :
M
.C
1. tropical depression – wind speed of less than 63kpph
O
M
which enter the Philippine Area of Responsibility.
2. tropical storm – wind speed of 63 to 118kph
R
U
3. typhoon – wind speed of more than 118 kph
FO
Naming of Tropical Cyclones
Prior to 1890, the worlds tropical cyclones were named arbitrarily. An, atlantic
KS
storm which dismasted a boat named “ Antje” in 1842 became “Antje’s hurricane”,
O
A typhoon which devastated Samar and Leyte on the 12th of October 1897 was called “
O
El Baguio de Samar y Leyte” Before the end of the 19th Centy, Clement Wragge, an
FB
Australian
PD
Weatherman, started giving tropical cyclones female names. Those which formed
elsewhere were given male names. Normally Wragge was said to bestow this honor
T
upon poli[ticians who had incurred his disfavor.
SI
In 1941, a storm was named after Maria in the novel “storm” by George B.
VI
Stewart.
Naming storms became quite popular in the United States during the Second World
War. A number of air force and navy weather forecaster gave their wives and girlfriends
the supposed distinction of having storms name after them.
In 1942, a storm was named after the President Truman by the U.S press and
later in the season another one was named after the presidents wife, Bess.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 223
In July 1946, a rare case occurred where in three storms develop most
simultaneously in the western North Pacific basin where the Philippine territory is
located. Instead of names, all three were identified based on their location (latitudelongtitude). After sometime confusion prevailed over which storm was being reported.
Earlyy the next year, forecasters decided to identify storms using name in
M
alphabetical order in which the first of the year will be dubbed Agnes, then Beverly ,
O
then Carmen, etc. Military communicators suggested female names for those forming in
M
.C
the Northern Hemisphere and male names for those in the southern half.
U
Names issued by the US Air Force weather squadron statione in Guam was then
FO
R
adopted by the Philippine Weather Service until 1963.
Thus in the 1963 tropical cyclone season, the Philippin Weather Bureau adopted
KS
four sets of Filipino womens nickname ending in “ng” from A yo Y to name all tropical
O
O
cyclones occurring within the Philippine area of responsibility.
FB
These for groups of names have been prepared and arranged according to the Filipino
alphabet. Names from each set group is accompanied by an auxiliary list from A to G
PD
just in case the number of tropical cyclones for the year always begin with A, the second
begins with letter B and so forth. The said system of naming tropical cyclone is quite
SI
T
practical in many ways.
VI
Name selected cannot be confused with American name – they being unique and
applicable only to Philippine Tropical Cyclones.
The Filipino names will indicate that the storm is within the forecast responsibility
of the Philippine Weather Bureau and would have a high probability of affecting the
Philiippines.
The Filipino alphabet has 20 characters which is about the average number of
tropical cyclones occurring in the Philippine area of responsibility in a year. Hence, at
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 224
the end of the year one can tell the umber if storms occurring in the Philippine area of
responsibility in a year. Hence, at the end of the year one can tell whether the number
of storms occurring in the area is above or below normal by noting how far the name of
that last cyclone of the year was from the first letter of the alphabet. Further, the name
of the tropical cyclone will indicate how many cyclones have occurred within the area
since the start of the year. Thus, for 1993 typhoon Tasing will be the 16th tropical
O
M
cyclone of the year.
M
.C
In February 1979, the names of extraordinarily destructive storms were retired or
decommissioned and a revised list of names for tropical cyclones entering the Philippine
U
area of responsibility was adopted. A tropical cyclone causing a total damage of one
R
billion pesos or greater and claiming three hundred or more lives was then classified as
FO
destructive and consequently decommissioned. The said list was again revised in 1985
KS
to help minimize confusion in the historical records.
O
Weather Advisory For Tropical Cyclones contains the general information on the
O
presence of a cyclone even if it is still too far away from the country to pose a threat in
FB
the next three days. This gives the people ample time to become aware of a potential
threat.
PD
When is it issued?
As soon as a severe weather system is detected and the forecaster decide that
SI
T
this might affect the Philippines.
VI
The advisory is issued once a day at 3:30 pm except for the initial issuance
which may come out anytime when the severe weather system is detected
The Weather Advisory For other Severe Weather System is an advisory for the
occurrence of monsoons, active low pressure area and a complex weather system
which is a combination of two or more interating systems. These systems are capable of
causing floods because of the prolonged rains it may bring.
When is it issued?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 225
There is, no lead time in these cases. It is issued only when there are indications
that the rain may prolong and capable of causing fllods. The Advisory is issued once a
day at 3:30 pm except for the initial ussuance which may come out at anytime when a
severe weather system is detected
SEVERE WEATHER BULLETIN
M
A sever weather bulletin is of two levels:
O
a. Tropical Cyclone Alert
M
.C
b. Tropical Cyclone Warning
A Tropical Cyclone Warning is the third stage of the cyclone warning. It indicates
U
that there is real and immediate cy lone threat to a part or parts of the country from a
FO
R
cyclone. It provides detailed information about the tropical cyclone.
This includes a description of the cyclones current location, movement and intensity.
KS
Further, it indicates the areas where public storm signals are in effect. Finally , it advises
O
the public to take appropriate safety. The warning includes a 24-hour forecast or outlook
O
that gives more details in terms of future cyclones location and movement with respect
FB
to a particular area of reference.
PD
When is it issued?
The warning is issued for times a day, at 5 AM, 11 AM , 5PM, 11Pm or at any
SI
T
time as conditions warrant.
VI
MEANING AND DESCRIPTION OF THE MODIFIED PUBLIC STORM SIGNALS
Puclic Storm Signal No. 1
Meteorolofical Condition:
- A tropical cyclone will affect the locality
- Wind of 30-60 KPH may be expected in atleast 36 hours.
Impacts of the Winds:
- Twigs and branches of small trees may be broken.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 226
-Some banana plants may tilt or land flat on the ground
- Some houses of very light material (nip and cogon) may be partially unroofed
- Very light or no damage at all may be ustained by the exposed communities.
- Rice in flowering stage may suffer significant damage.
Precautionary Measure:
M
People are advised to listen to the latest Severe Weather Bulletin issued by
O
PAGASA every six hours. Business may be carried out as usual. When the tropical
M
.C
cyclone is strong, intensifying or is moving close, this signal may be gradyally increases.
Disaster preparedness is activated to alert status.
R
U
Public Storm Signal No. 2
FO
Meteorological Conditions:
- A moderate tropical cyclone will affect the locality
KS
- Winds of greater than 60 KPH and up to 100KPH may be expected in at least 24hours
O
Impacts of the Winds:
O
- Some coconuts trees may be tilted with few others broken
FB
- Few big trees may be uprooted.
- Many banana plants may be destroyed
PD
- Rice may be adversely affected
- Large number of nipa and cogon houses may be partially or totally unroofed
T
-Light to moderate damage to palay in flowering stage.
SI
Precautionary Measure:
VI
- The sea and coastal water are dangerous to smaller seacraft. Fishermen are adbised
not to go out to sea.
- Avoid unnecessary risks. Travelling by sea or air is risky.
- Stay indoors.
- Secure Properties.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 227
Special attention should be given to the latest position, direction and speed
movement and intensity of the tropical cyclone as it may intensify and move towards the
locality. Disaster preparedness agencies and othe organizations are alerted.
Public Storm Signal No.3
Meteorological Conditions:
M
- A strong tropical cyclone will affect the locality.
O
- Winder greater than 199KPH up to 185 KPH may be expected in at least 18 hours
M
.C
Impacts of the Winds:
uprooted
FO
-Rice and corn crops may suffer heavy damage
R
U
- almost all banana plants may be destroyed and a large number of trees amy be
-Majority of nipa and cogon houses may be unroofed or destroyed and there may be
KS
considerable dmage to structure of light to medium construction
O
- There may be widespread disruption of electrical power and communication services
O
-In general, moderate to heavy damage may be expected in both the agricultural and
FB
industrial sectors.
PD
-Travel by sea and by air is very risky.
- Sea and coastal water will be dangerous to all seacrafts
T
Precautionary Measure:
SI
- People are advised to evacuate and stay in strong buildings
VI
- Evacuate low lying areas.
- Stay away from coasts and river banks
- Watch out for the passage of the “EYE” of the typhoon
- During the passage of the “eye” do not venture away from the safety of the shelter
- Suspend classes in all levels and make sure children stay in the safety of strong
buildings
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 228
The disturbance is dangerous to threatened or affected communities. The passage of
the “eye” of the typhoon is indicated sudden change from bad to fair weather. Fair
weather ,ay last for one or two hours after which the worst weather will resume with very
strong winds generally coming from the opposite direction. Disaster preparedness and
response agencies/organizations are activated to respond appropriately.
M
Public Storm Signal no.4
O
Meteorological Conditions:
M
.C
- A very intense typhoon will affect the locality
- Very strong winds of more than 185 KPH may be expected in at least 12 hours
R
U
Impact of the Winds:
FO
- Coconut plantaions may suffer extensive damage
- Many large trees may be uprooted
KS
- Rice and corn plantations may suffer severe damage
O
- Most residential and institutional building of mixed construction may be severely
FB
O
damaged
- Electrical power distribution and communications services may be disrupted
PD
- Damage to affected communities can be very heavy
Precautionary Measures:
T
- Cancel all travel and other outdoor activities
SI
- Stay in the safety of houses or evacuation center
VI
The situation is potentially very destructive to the community. Disaster
coordinating councils concerned and other disaster response organization must
respond to emergencies very intense typhoon. The description of each signal is
enhanced with the addition of statements pertaining to the perceived degree of
associated damage based on typhoon passage surveys and empirical analysis
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 229
THE NEW PUBLIC WEATHER FORECAST
In its continuing effort for enhance service delivry to the public, PAGASA recently
modified the Public Weather Forecast. In lime with this, it has set new guideliunes for its
issuance to sustain the improvement of weather forecasting services.
Under the modified weather forecast, a brief statement of the synoptic situation
that may influence the weather during the forecast period is included.
M
IT still contains the weather conditions, as mit normally had the in the past,
O
expected in different areas of the country like Metro Manila, Bauio City, Metro Cebu and
U
M
.C
Metro Davao.
R
ECLIPSE
FO
Eclipses are due to the revolution of the moon around the earth and the
earth’s water sphere produces tides.
KS
revolution of the earth around the sun, While the strong influence of the moon upon the
O
Solar Eclipse happens when the moon passes directly between the sun and the
O
earth, the moon casts a shadow onearth. It happens during day time and during new
FB
moon.
Perigee is the period when the moon must be at, or very near so that the darkest
PD
part of its shadow will touch the earth.
T
Apofee is the period when the moon is very far from the earth
SI
Lunar exlipse occurs when the earth happens to be in the same line as the sun and the
VI
moon, then the earth casts a shadow on the surface of the moon. It happens at night
time and during full moon. If the moon is covered by the earth umba, a total lunar
eclipse occurs. If the moon gets within the earths penumbra partial lunar eclipse occurs.
TIDES
Tides are the effects of the rise and fall of the ocean level due to the strong
influence of the moon upon the earths water sphere.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 230
During The new moon and the full moon every month, the sun, the earth and the
moon are in line with one another. The tidal effects during such time are much stronger
because the gravitational pulls of the sun and the moon are combined. This is the time
when spring tide occurs. While a neap tide occurs when the high tides do not go up very
high and the lowrides do not go down very low.
M
THE SOLAR SYSTEM
O
The sun and all the other bodies held by its gravitational pull inmcluding
M
.C
the nine know planets make up the solar system
Sun
U
The sun is a huge ball of hot gases 148,800,800 kilometers away from the earth
R
it is the center of the solar system.
FO
Planets
KS
There are nine known planets in the solar system: Mercury, Venus , Earth, Mars ,
O
Jupiter , Saturn, Neptune and pluto. Among the other planets the eart is the only one
O
that can sustain life because of the presense of oxygen in its atmosphere.
FB
Other Celestial Bodies
Planetoids or asteroid are the tiny celestial bodies found between the orbits of mars and
PD
Jupiter
T
Comets are celestial bodies composed of rocks and frozen gases and having very
SI
eccentric orbits.
VI
Example:
Halley comet- it has a “head” of burning gases believed to surrounding
some loose rock fragments.
Hyakutakes comet – scheduled to pass within 15 million kilometers of eartg.
Meteors are rock like particles in space. They are the smallest member of the solar
system.
Meteorite is a meteor which actually strikes the earth surface.
Galaxy is a huge congregation of billions of stars.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 231
SOCIAL SCIENCE
The Social Science component to the Licensure Examination for Teachers includes
Philippine Government New Constitution with Human Rights; Philippine History; Basic
Economics, Taxation, Agrarian Reform; Society, Culture with Family Planning; Rizal and
M
Other Heroes; Philosophy of Man; Arts; General Psychology; Information and
M
.C
O
Communication Technology
PHILIPPINE HISTORY AND GOVERNMENT
The Philippines as a nation has passed through several stages and has been
R
U
under different colonial rule in the course of its history. Discussed hereunder is the
FO
evolution of the Philippines together with the different forms of government that had
KS
been implemented by the different colonizers.
THE PRE-SPANISH GOVERNMENT
O
Before the Spaniards came to the Philippines there were settlements composed
O
of villages called barangay consisting of more or less 100 families. Evey barangay was
PD
FB
virtually a State for it possessed the four basic elements of the state.
Each barangay was ruled by a datu. He is the chief excecutive, law-giver, chief judge
T
and military head. He was assisted by the council of Elders called the Maginoos which
SI
served as his advisers. In form the government in a barangay is monarchial nature with
VI
the datu as the monarch.
Social classes in the barangay are divided into four: the nobility or the maharlika;
the freemen or the timawa; the serfs or the aliping namamahay; and the slaves or
aliping saguiguilid.
The early laws were both written and unwritten. The written were promulgated by
the datus. The two known written laws are the Maragtas Code written by Datu
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 232
Sumakwel in 1250 AD and the Kalantiaw Code written by Datu Kalantiaw is 1433 AD
both in Panay. The unwritten laws can be seen in Filipino culture, but the authenticity of
the Code of Kalantiaw is doubtful.
The name Kalantiaw was heard first in an article entitled CIvilizacion prehispana
written by Manuel Rtigas and published in Renancimiento Filipino in July of 1913. It was
M
mentioned in the said article that Daty Kalantiaw built a fort in Galangin, negros which
O
was destroyed by an earthquale in the year A.D 435 he was also said to have enacted
M
.C
16 laws in 1433 he used to goverm his constituents.
U
Kalantiaws prominence started in 1914 when a certain Jose Marco donated five
R
manuscripts to the Philippine Library & Museum which included Las antiguas leyendes
FO
de la Isla de Negros, a two volume leather bound to work which was supposedly written
by a Friar Jose Maria Pavon between 1838 and 1839. Jose Marco has no definitive
O
KS
explanation where how and when he got Fr. Pavons manuscripts.
O
The Code of Kalantiaw was presumed to be one of the six documents that were
FB
supposedly translated before the arrival of the Spaniard in the Philippines. The Original
Code was claimed to have been discovered in the possession of a Panay datu in 1614.
PD
In 1839 when Pavon wrote the documents the original copies were supposedly in hands
of a certain Don Marcelio ORfila of Zaragoza. Howeever, when the Philippine
T
government asked he government of spain for the return of the original Code of
SI
Kalantiaw in 1966, the descendants of Marcelio Orfila cannot be located and no records
VI
of that person or his descendants coulb be found in the city of Zaragoza.
To further confound the already confusing issue, Henry Otley Beyer, former head of the
Anthropology Department of the University of the Philippines related a story to a certain
colleague name Mauro Garcia. Otley Beyer told his friend that around 1840 a certain Fr.
Pavon the parish priest of Hiammaylan, Negros was on possession of some important
documents that supposedly forces Jose Marco’s father wh was the looters , stole what
they thought was a chest of coins or jewelries.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 233
When the chest was opened they discovered that it was full of papers which were
apparently the Pavon Manuscripts.
When Marco explained the origin of the manuscripts to the Philippine Studies
Program at the Univiersity of Chicago in 1954, he declarefd that the manuscripts were
M
handed to him by an old cook who once worked at the convent in Himamaylan
O
wherePavon had lived. He added that the cook who was the one who had stolen the
M
.C
manuscripts during the looting of the convenient in 1899 sold rthem to Marco in 1913,
U
but this tory remains unverified to this day.
R
Modern historians no longer believed the authenticity of the Pavon Manuscripts
FO
or the story of the Jose Marco. One major reasons to reject the authenticity of the Code
of Kalantiaw is the inadequancy of historical evidence that would support its existence.
KS
More oever, there are no written or pictorial documents from that time in Philippine
O
history that will even suggest the existence of the Code. There are also no documents
O
from other countries that mention the existence of great ruler baned Kalantiaw. On the
FB
other hand the punishments in the cide were so barbaric and not regelctive of the
humane nature of ancient customs at that time allowed even the most serious
PD
lawbreakers just to pay a fine or be placed into servitude for a period of time in cases of
T
debt.
SI
The second reason is the lack of evidfence for a Kalantiaw legend. Many ardent
VI
admirers of the Datu, who disdain all historical evidence to contrary, claim that he has
long been a part of Visayan culture and heritage. This is simply not true .
The Spaniards never recorded any Filipino legend about KAlantiaw. If they were aware
of such legend they had no reason to suppress it bevause those Spaniards who were
sympathetic to the Filipinos could have presented the mere existence of the Code as
proof that their ancestors were civilized, just as many Filipinos do today, while
detractors could have pointed to the maniacal Datu himself as proof of their savagery.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 234
Even eminent scholars like Scott who docused his inverstigation by tracing the
original source of every reference to the pre-Hispanic history of the Philippines in the
available college text books in use at that time was not convinced in the existence og
the Code. Scott examined the original documents available during his time and
searched almost all archives to find out the truth about Kalantiaw but Scott fount out that
M
Jose E. Marco contributions to Philippine historiography appear to be deliberate
O
fabrications with no historic validity. There is therefore no present evidence that any
M
.C
Filipino ruler by the name of Kalantiaw ever existed or that the Kalantiaw penal code is
U
any older than 1914.
R
For these and other causes, there is no compelling reason supported by tangible
KS
Philippine history classes (Duka, 2008)
FO
evidence to believe the existence of this code or to include the study of the code in
O
THE SPANISH GOVERNMENT
O
Spain’s title to the Philippines was based, on the discovery of the Philippines by
FB
Ferdinand Magellan on march 16, 1521 and consummated by the conquest of Miguel
Lopez de Legaspi forty-five years later, Spain kept the Philippines for almost four
PD
centuries until 1898 when the Philippines was ceded by Spain to the United States
T
byVirtue of the Treaty of Paris.
SI
The Philippines was governed by the King of Spain through Mexico from 1565, to
VI
1821, When Mexico gained its independence, the Philippines was ruled directly by
spain through the council of Indies from 1821 to 1837. In 1837, legislation for the
Philippines was temporarily performed by the Council of Ministers. From 1863, the
Ministry of Ultramar exercised general power of supervisions over Philippine affairs.
The Spanish government in the Philippines was centralized structure and
national in scope. The barangays were consolidated into pueblos (towns) and headed
by a gobernadorcillo popularly called as Capitan and the towns into provinces headed
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 235
by Gobernador who represents the Governor-General in the province. Cities governed
under special Charters were created. Each of these cities had an Ayuntamiento or
Cabildo (city council) Cebu was the first city to be established in 1565 in the Philippines.
These second Manila in 1571.
The powers of government was exercised by the Governor-General and ably
M
assisted by the Board of Authorities and the Council of Administration. The first Spanish
O
governor-general was Miguel Lopez de Legaspi and the last was Gen.Diego delos Rios.
M
.C
To strengthen the judicial system, Spain established the Royal Audiencia in 1583
in Cebu and Vigan, which exercised appellate jurisdiction over criminal cases coming
U
from the surrounding areas. In 1886, the Courts were established in the town level.
KS
THE REVOLUTIONARY GOVERNMENT
FO
R
Special courts were also organized.
O
During the Spanish period, several forms of de facto government were
O
established.
FB
Among them were:
PD
The Katipunan-The Katipunan was a secret society that precipitated the
Philippine revolution against Spain on August 26, 1896. The Katipunan was organized
T
by Andres BOnifacio. The central government of the Katipunan was vested in the
SI
Supreme Council. A Provincial Council was established in each province. A Popular
VI
Council was established in the town level. The judicial power was exercised by a
Judicial Council or the Sangguniang Hukuman. After the execution of Bonifacio, another
government was established by Gen. Emilio Aguinaldo who acted as the first President
of the Philippine Republic by virtue of the election in the Tejeros Convention on March
22, 1897.
The Biak-na-Bato Republic- On November 1, 1897 a republic was established by
Gen. Aguinaldo in Biak na Bato. It had a Constitution which was to take effect for two
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 236
years only. The republic lasted up to December 15, 1897, with the conclusion of the
Pact of Biak na BAto.
The Dictatorial Government – Following the outbreak of the Spanish-American
War on April 25, 1898, Gen. Aguinaldo established the Dictatorial Government on May
24, 1898. The most important achievements of the government were the proclaimation
M
of Philippine Independence at Kwait, Cavite on June 12, 1898 and the reorganization of
M
.C
O
the local governments.
The Revolutionary Government – On June 23, 1898, Gen. Aguinaldo established
U
the Revolutionary Government replacing the dictorial government. The aim of the new
R
fovernment was to struggle for the independence of the Philippines, until all nations
FO
including Spain ex[ressly recognize it and to prepare the country for the establishment
KS
of a real republic.
O
The First Philippine Republic – On September 15, 1898, a revolutionary congress
O
of Filipino representatives met in Malolos, Bulacan and framed the so-called Malolos
FB
Constitution. The Constitution established a free and independent Philippine Republic
which was inaugurated on January 23, 1899 with Gen. Aguinaldo as President. The
PD
Republic was not recognized by the family of nations. It was nevertheless an organized
government because it actually existed from January 23, 1899 to March 23, 1901. In
T
February 1899, the United States annexed the Philippines as a result of the Spanish-
VI
SI
American War and in April 1901, Gen. Aguinaldo was captured.
THE AMERICAN GOVERNMENT
There were three kindsof government implemented by the Americans during their
period:
The Military Government – The American military rule in the Philippines started
on April 14, 1898 the day after the capture of Manila. The existence of war gave the
President of the United States the power to establish a Military government. His
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 237
authority was delegated to the military governor who exercised, as long as the war
lasted, all powers of government – executive, legislative, and judicial. The three
American Military governors were: Gen. Wesley Merrit, Gen. lElwell Otis and the last
was Gen. Arthur McArthur.
The Civil Government – The spooner Amendment ended the military regime in
M
the Philippines. On July 4, 1901 a Civil government was inaugurated headed by a Civil
O
Governor. On febryary 6, 1905, the title was changed to Governor-General, who
M
.C
exercised legislative powers.
U
He remained as President of the Philippines Comimission, the sole lawmaking body of
R
the government from 1901 to 1916. The Philippine commission acted as the upper
FO
house of the legislative branch with the Philippine Assembly serving as the lower house.
With the passage of the Jones Law in 1916, these two bodies gave way to the
O
KS
Philippine legislature.
O
The Philippines was reoresented in the United States by two Resident Commissioners
FB
where elected by the Philippine Legeslature. These Comissioners had seats in the
United States of Representatives, receiving the same emolumenrts and other previlages
PD
as the American memvers of theat body, but without the right to vote.
T
The first Civil Governor was Judge Wlliam H. Taft (1901-1903). He was
SI
succeeded by Luke F. Wright (1904-1906) who was the first American to enjoy the title
VI
of Governor-General of the Philippines. The last Governor-General was Frank Murphy
(1933-1935) who was also the first Hig Commissioner of the United States to the
Philippines upon the inauguration of the Commonwealth government of the Philippines.
The Commonwealth Government- The next stage in the political development of
the Filipinos was the establishment of the Commonwealth government of the Philippines
the Filipinos was the establishment of the Commonwealth government of the Philippines
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 238
pursuant to an act of the United States Congress on March 24, 1934, commonly known
as the Tydings-Mcduffie Law.
The law provided for a transition period of ten years during which the Philippine
Commonwealth would operate until July 4, 1946, where in the independence of the
Philippines would be proclaimed and established. The new government of the
M
Philippines was anaugurated on November 15, 1935, following the first national election
M
.C
Sergio Osmeña as President and Vice President respectively.
O
under the 1935 constitution held on September 12, 1935 with Manuel L. Quezon and
U
The Commonwealth government of the Philippines was republican in form under the
R
presidential type. The legislative power was vested in a unicameral National Assembly
FO
and later in a bicameral Congress composed of the Senate and the House of
Representatives. The Judicial power was vested in the Supreme Court and inferior
KS
courts provided by law. The government of the Commonwealth was automous in nature.
O
The Filipinos had almost complete control over the domestic affairs, the United States
FB
O
retaining control only over matters involving foreign affairs.
During World War II, the Commonwealth government functioned in exile in
PD
Washington from May 13, 1942 to Octover 3, 1944. Iw was reestablished in Manila on
February 27, 1945 when Gen. Douglas McArthur turned over to President Osmeña the
VI
SI
Constitution.
T
full powers and responsibilities of the Commonwealth government under the 1935
THE JAPANESE GOVERNMENT
The Japanese Military Administrator was established in Manila on January 3,
1942, one day after its occupation. The Japanese High Command immediately
terminated the sovereignty of the United States over the Philippines.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 239
A Civil government known as the Philippine Executive Commission was
established with Jorge B. Vargas as its chairman. The Comission exercised both the
executive and the legislative power. However, laws enacted were subjected to the
approval of the Commander-in-chief of the Japanese forces. The Judiciary continued in
the same manner as it had traditionally enjoyed independence.
M
On Octover 14, 1943, the so called Japanese sponsored Republic of the
O
Philippines was inaugurated with Jose P. Laurel as President. Like the Comission, the
M
.C
ultimate source of its authority was the Japanese military authority and government. On
U
August 17,1945, President Laurel dissolved the Republic.
R
THE THIRD PHILIPPINE REPUBLIC
FO
When the Philippines was finally liberated from the hands of the Japanese, the
Third Philippine Republic was inaugurated on July 4 1946 with Manuel A. Roxas as
KS
president and Elpidio Quirino as Vice President. Roxas died on April 16 1948, paving
O
O
the way for the Quirino presidency which lasted until 1953.
FB
Quirino was followed by Ramon Magsaysay, who was not able to finish his term when
he died in a plane crash on March 17, 1957. Carlos Garcia succeeded Magsaysay.
PD
Garcia was followed by Diosdado Macapagal who served the country for only term.
T
Macapagal was defeated by Ferdinand Marcos in the presidential election of 1965.
SI
The Marcos Years. Marcos took his oath of office on December 30 1965. He was
VI
reelected in 1969, due to his outstanding performance as chief executive. However,
before the end of his second term, Marcos made serious efforts to amend the 1935
Constitution which was in effect at that time. A Constitutional Convention was created
which drafted the 1973 Constitution. But even before the framing of this charter was
finished, Marcos issued Proclamation No. 1081 which placed the entire archipelago
under Martial Law. By virtue of this declaration, the Congress was abolished, the
opposition leader disappeared.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 240
Marcos assumed the executive, lesgilative, and even judicial powers of the government.
He virtually controlled all the aspects of the Philippine politics through his Presidential
Derees and through the Batasang Pambansa.
The Aquino Presidency. On February 7, 1986, Marcos called for a snap
presidential election which was marked by rampant cheating presumably on both the
M
administration candidates led by Marcos for President and Arturo Tolentino for Vice
O
President and the opposition candidates led by Corazon Aquino for President and
M
.C
Salvador Laurel for Vice President.
U
This event led to the so called EDSA Peoples Revolution from February 22-25, 1986
R
that paved the way for the downfall of the 20years of Marcos presidency. Corazon
FO
Aquino was inducted as the first lady President of the Philippines on February 25,1986
in Club Filipino, San Juan, Matro Manila. Aquino issued Proclamation No. 3 on March
KS
25, 1986 promulgating the Freedom Constitution. Thereafter, on June 2, 1986, she
O
appointed a Constitutional Commission composed of fifty memvers which drafted the
FB
O
1987 Constitution.
On February 2, 1987 the people voted to ratify the Charter, thereby legalizing the
PD
restoration of democratic government and institutions in the country. This was followed
Ramos , the formor Chief of Staff of the Armed Forces and the anointed successor of
T
Corazon Aquino was elected president.
VI
SI
Ramos Administration
On May 11, 1992, the first presidential elections undetthe 1987 Constitution were
held. The elections were generally peaceful and resulted in the lawful and orderly
transfer of the presidency. Ramos earlier joined the Majority LDP pParty but bolted
when he losts in the part nomination for president. Thereafter he formed his own LakasNUCD Party and went on to wil by just 23.6% of the vote, over Miriam DefensorSantiago of the Peoples Reform Party (PRP), Eduardo Cojuangco, Jr. of the Nationalist
Peoples Coalition , House Speaker Ramon Mitra of the Laban ng Demokratikkong
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 241
Pilipino (LDP), former First lady Imelda Marcos of the Kilusang Bagong Lipiunan (KBL),
Senate President jovito Salonga of the Liberal Part(LP) and Vice President Salvador
Laurel of the Nationalista Party (NP)
President Fide Ramos took his oath to as the 12th President of the Republic of
the Philippines onm June 30, 1992at the Quirino Grandstand in Rizal Park. Early in his
M
administration, Ramos declared “national reconciliation” as his highest priority. He
O
legalized the communist party and created the National Unification Commission (NUC)
M
.C
to lay the groundwork for talks with the communist and other insurgent groups.
U
Ramos, learning from the experiences under the Aquino government, focused his
R
efforts on the restoration of peace and order and the stabilization of the economy.
FO
Ramos has made big stride in bringing about a new social and political order by actively
reaching out to even political opponents and insurgents to unite the nation behind a
KS
common bision. His framework of governance is sustainable development; energy and
O
O
power generation; environmental protection; and a streamlined bureaucracy.
FB
The Estrada Presidency
On May 11, 1998, the former movie star, former Senator and the Vice
PD
President during the Ramos administration, Jose Marcelo Ejercito alsno know by his
screen name Joseph Estrada won in the second democratic presidential election since
T
the EDSA revolution. He bested Jose De Venecia of Lakas NUCD, Raul Roco of
SI
Aksyon Demokratiko, Juan Ponce Enrile, an independent candidate, Alfredo Lim of the
VI
Liberal Party, Miriam Santiago of the People’s Reform Party, Imelda Marcos of the
Kilusang Bagong Lipunan, Cebu Governor Emilio Osmena of PROMDI, sweepstakes
Chairman Manuel Morato of Partido Bansang Marangal and Santiago Dumlao of
Kilusan Para sa pambansang Pagbabago.
Estrada was the popular choice for President and not the preferred candidate of the
outgoing President. On June 30, 1998, Estrada took his oath of office as the 13th
President of the Republic of the Philippines in Barasoain Church, Malolos, Bulacan, the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 242
same place where Emilio Aguinaldo took his oath as the first presiden of the Philippines
a hundred years ago.
When Estrada delivered his inaugural speech at the Rizal Park later that day, mostly in
the Tagalog language, the people especially his supporters – the masa, were ecstatic
specially when he promised that in his administration “walang kumpare, walang kamag
M
anak …huwag ninyo akong subukan.” Estrada’s popularity started its decline in the
O
middle 1999, as mounting allegations of cronyism and a badly managed attempt to
M
.C
change the constitution to attract more foreign investment led to a sharp drop ratings.
U
On June 19, 2000, Estrada was accused by the chairman of the Securities Exchange
R
Commission Perfecto Yasay of pressuring him to clear a friend accused in the country’s
FO
worst insider trading scandal. Yasay was later forced to quit and the stock market
KS
flounders.
O
Then on April 23,2000, the Abu Sayyaf Muslim extremist group abducted 21 hostages
O
from seven nations from the nearby Malaysia resort of Sipadan and brought them to
FB
Jolo, Sulu two days later.The crisis frightened foreign investors and puts Estrada under
pressure for months as foreign governments expressed concern over the safety of the
PD
hostages.The situation worsened when Estrada’s friend, Ilocos Sur Governor Luis
“Chavit” Singson revealed on October 9,2000, that Estrada wa receiving bribes from the
T
jueteng lords all over the country ,pocketing more than 400 million pesos in bribes from
SI
illegal gambling syndicates and about 130 million pesos in kickbacks from tobacco
VI
excise taxes meant for his province.
Estrada of course denied the accusations but announces an end to state sponsored
gambling and privatized a government –run casino firm. On October 18, 2000 the
opposition legislators filed an impeachment complaint against Estrada in the House of
Representatives over the scandal as thousands of anti-Estrada activists led by former
president Corazon Aquino called for Erap’s resignation.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 243
Estrada thereafter, announced sweeping reforms in government and offered Arroyo the
country’s top economic post as a gesture of reconciliation. Arroyo rejected the offer,
saying he should step down to prevent an economic collapse.
Estrada was adamant and vowed that he will not resign and will defend himself in
Congress. Estrada’s key supporters in Congress, Senate President Franklin Drilon and
M
House of Representatives Speaker Manuel Villar, quit the ruling coalition with 45 other
O
legislators on November 3, 2000. On November 4, 2000 Vice President Gloria Arroyo,
M
.C
the leaders of the Catholic Church and other key member of the opposition lead some
U
60,000 people in a peaceful protest in Manila calling for Estrada’s resignation.
FO
R
Arroyo Assumed Presidency
In the morning of Sunday, January 20, 2001, the fourth day since EDSA People
KS
Power 2 started, the militant groups marched from EDSA towards Malacanang Palace
O
against the admonition of Cardinal Sin. The Supreme Court led by Chief Justice Hilario
O
Davide declared tha the office of the president was vacant.
FB
At noon, Vice President Gloria Macapagal-Arroyo took her oath of office before Chief
Justice Davide in the presence of the crowd at EDSA, becoming the 14 th president of
PD
the Republic of the Philippines. At around two o’clock in the afternoon, Estrada released
a letter saying he had “strong and serious doubts about the legality and constitutionality
T
of her proclamation as president”, but saying he would give up his office to avoid being
VI
SI
an obstacle to healing the nation.
Thereafter, Estrada, First Lady Luisa Ejercito and their children left Malacanang via the
palace gate at the Pasig River. General Angelo Reyes was in Malacanang to secure the
safe exit of the deposed President and his family.
Amidts the chaos, Estrada and his wife were still smiling, Waving to reporters and
shaking hands with the remaining members of the Cabinet and other palace employees.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 244
On April 4, 2001 Ombudsman Aniano Desierto charged Estrada with perjury before the
Sandiganbayan for filing a false Statement of Assets and Liabilities and Net Worth
(SALN) for the year 1999.
Estrada was accused of declaring a net worth of only P35 million, when evidence
indicated that he had ammased billions of pesos from jueteng payoffs, tax kickbacks
M
and questionable business deals. On April 18, 2001, the Ombudsman file a case
M
.C
viaolating Republic Act No. 7080 or the Anti Plunder Law.
O
against Estrada, his son Jinggoy and several others before the Sandiganbayan for
R
U
May 1, 2001 Rebellion
FO
From the time of Estrada’s arrest on April 25, 2001, his supporters from all over
the country converged at the EDSA Shrine, the site of the EDSA People Power 2 that
KS
toppled Joseph Estrada from Malacanang on January 20, 2001. Agitated by the political
O
allies of Estrada like Senators Miriam Santiago, Juan Ponce Enrile, Gregorio Honasan,
O
Ernesto Maceda, Pamfilo Lacson, Tessie Oreta, John Osmena, Nikki Coseteng, Tito
FB
Sotto and Robert Jaworski the throngs of angry mob marched towards Malacanang
PD
Palace on May1, 2001 to demand the ouster of Arroyo.
At least two police officers and one protester were killed and 16 others have been taken
T
to hospital when supporters of Joseph Estrada tried to storm the gates of Malacanang.
SI
Riot police managed to clear the area after a few hours, but not before more protesters
VI
were injured.
Arroyo declared a state of rebellion within Metro Manila, to try to quell the
demonstrations and restore peace and order. The police identified the opposition
leaders believed to have encourage the crowds to attack the presedential palace.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 245
These included Senator Juan Ponce Enrile, Gregorio Honasan and Miriam DefensorSantiago and former Ambassador Ernesto Maceda and former PNP Chief Panfilo
Lacson. All are seeking a senate seat in the May 14, electios.
The government ordered their arrest but only Enrile and Maceda were apprehended but
M
they were able to post bail and were thereafter released from detention.
M
.C
O
The Oakwood Rebellion
In the early hours of July 27, 2003 the Glorieta shopping complex and the
U
Oakwood Premier hotel in Makati City were taken over by a group of young rebel
R
soldiers and officers who organized themselves into the Magdalo group. Their
FO
spokesman, Lt. SG. Antonio Trillanes of the Philippine Navy, accused the government
of staging bombings in Davao City and pinning the blame on the Moro Islamic Liberation
KS
Front in order to label the group a terrorist organization and secure military aid from
O
O
United States.
FB
The rebels also demanded the resignation of Col. Victor Corpus, the chief of Intelligence
Service of the Armed Forces of the Philippines (ISAFP) and AFP Chief of Staff General
PD
Narcisco Abaya. After a 24-hour standoff, the Makati siege was lifted with the rebel
troops peacefully returning to their barracks. The rebel troops agreed to go back to the
T
barrack after marathon meeting with former AFP Chief of Staff Roy Cimatu and middle
VI
SI
lever officers from the Navy and the Scout Rangers.
2004 National Elections
On May 14, 2004, the Filipinos trooped to the polling precincts once more to
choose their leaders from the president down to the municipal councilors. Arroyo won
the presidential derby by 12,905,808 votes over movie actor and Estrada’s friend
Fernando Poe, Jr., Senator Panfilo Lacson, Raul Roco and Evangelist Eduardo
Villanueva, amidst charges of massive fraud, vote buying and violence especially in the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 246
rural areas, while Arroyo’s running mate, newscaster turned senator Manuel “Noli” De
Castro won the vice presidential race over Loren Legarda and Herminio Aquino.
On June 30, 2004, Gloria Arroyo took her oath of office as president of the Republic of
the Philippines for the second time but this time in her own right as duly elected by the
M
Filipino people. She was inaugurated on the island of Cebu, the first Philippine
M
.C
O
President to be inaugurated there.
This was done in gratitude for the support given to her by the people of Cebu during the
U
election. Fernando Poe, Jr. filed an electoral protest against Arroyo before the
R
Presidential Electoral Tribunal of the Supreme Court, but during the pendency of his
FO
protest, Poe died early in the morning of December 14, 2004 after he was rushed to St.
KS
Luke’s Hospital in Quezon City the night before.
O
Poe, fell into a coma after a massive stroke over the weekend and never recovered.
O
Poe’s lawters filed a petition before the Supreme Court to substitute Susan Roces,
FB
Poe’s wife and continue the protest; however, the Highest Tribunal dismissed on March
29, 2005 the petition and the lectoral protest lodged by the deceased actor. Scandals
PD
and corruption rocked the arroyo government.
T
These include the “Garci recordings”, various human right violations which prompted the
SI
United Nations to send Philip Alston, the United Nations special rapporteur on
VI
extrajudicial killings who reported that there are compelling reasons supported by
evidence that human rights violations including extra judicial killings were done by the
military, the National Broadband Network –ZTE scandals among others.
These led to the filing of three impeachment cases in the three consecutive years
against Gloria Arroyo. However, the impeachment cases did not prosper due to the fact
that majority of the members of the House of Representatives were faithful allies of
Gloria Arroyo.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 247
Estrada was Convicted and Pardoned
On Septemver 12, 2007, Joseph Estrada was convicted of Plunder by the
Sandiganbayan and was sentenced to reclusion perpetua (imprisonment for 20years
and one day to forty years). However, even before he could serve his first day of
imprisonment, Gloria Arroyo granted former president Joseph Estrada’s application for
O
M
pardon on October 25, 2007.
M
.C
Arroyo invoked “National unity, the rule of law, justice with accountability “as the
guideposts she used in deciding to grant pardon to her ousted predecessor due to
U
plunderer. The pardon was given a little more than a month after Estrada was convicted
R
by the Sandiganbayan and sentenced to reclusion perpetua, which carries a jail term of
FO
20 years and a day to 40 years.
KS
Aroyo said that she was aware that her decision would be “debated, welcomed,
O
criticized and given all sorts of meanings and motives,” but stressed freeing the nation
O
from bitter political rivalry has been her administration’s agenda sincere she assumed
FB
office. Arroyo also invoked Estrada’s wish to be with his ailing 102-year-old mother,
PD
Mary Ejercito.
T
The 2010 National Elections
SI
On May 10, 2010, The Filipino people once again went to the polling places to
VI
exercise their right of suffrage and choose their next leaders from the President to the
municipal and city coucilors. The 2010 national elections was the first time when the
counting of the ballots was done by Precinct Count Optical Scan (PCOS) machines
pursuant to the Election Automation Law (Republic Act No. 9369).
The candidates for president were Benigno Simeon Aquino III, of the Liberal Party,
Manuel VIllar of the Nacionalista Party, Joseph Ejercito Estrada of the Partido ng
Masang Pilipino, Gilberto Teodoro of Lakas – Kampi, Eduardo Villanueva of Bangon
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 248
Pilipinas, Richard Gordon of Bagumbayan Party, John Carlos Delos Reyes of Ang
Kapatiran Party, Nicanor Perlas, an independent candidate and Jamby Madrigal,
another independent candidate.
While the candidates for vice president were Manuel Roxas of the Liberal Party, Loren
Legarda of the Nacionalista Party, Jejomar Binay of the Partido ng Masang Pilipino,
M
Eduardo Manzano of Lakas- Kampi, Perfecto Yasay of Bangon Pilipinas, Bayani
O
Fernando of Bagumbayan Party, Dominador Chipeco of Ang Kapatiran Party and Jose
M
.C
Sonza of Kilusang Bagong Lipunan. After the votes have been counted, Senator
Benigno Simeon Aquino III, emerged as the winner in the presidential race while Makati
R
U
MayorJejomar Binay, emerged as the Vice President.
FO
Their term of office will start on June 30, 2010 and will end on June 30, 2016. The 2016
KS
national elections saw the victory of a city mayor into the office of the President.
O
Davao City Mayor Rodrigo Roa Duterte bested four other candidates for the highest
O
office- Manuel Roxas III of the then ruling Liberal Party, Grace Liamanzares Poe,Vice
FB
President Jejomar Binay and Senator Miriam Santiago. While Congresswoman Maria
Leonor Gerona Robredo was elected Vice President but her victory was under election
PD
protest filed by one of the losing candidates for Vice President Senator Ferdinand
T
Marcos Jr.
VI
SI
POLITICAL SCIENCE
Political Science is the systematic study of the State and government. Politics is a
science because it gives us a basic knowledge and understanding of the state and the
principles and ideals underlying its organization and activities.
Therefore, in political science, we study the affairs of the State and how the system
work. Politics becomes a science because it undergoes scientific methodologies and
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 249
strategies in the process of governmental operations and the relations between men
and the State.
M
THE STATE AND GOVERNMENT
M
.C
O
The State
The state is a community of persons, more or less numerous, permanently
U
occupying a definite portion of territory, independent of external control and possessing
FO
R
na organized government to which the great body of inhabitants render obedience.
KS
The Elements of the State
O
The following are the elements of the state:
O
People – It refers simply to the inhabitants of the State.
FB
Territory – It is the fixed portion of the surface of the earth inhabited by the people of
PD
the State. The national territory of the Philippines is comprised of the following;
1. The Philippine archipelago with all the islands and waters embraced therein.
T
2. All the other territories over which the Philippines has sovereignty or
SI
jurisdiction, consisting of its terrestrial, fluvial and aerial domains, including its territorial
VI
sea, the seabed, the subsoil and other submarine areas; and
3. The waters around, between, and connecting the islands of the archipelago,
regardless of their breadth and dimensions, form part of the internal waters of the
Philippines.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 250
Government – It is the agency or instrumentality through which the will of the
State is Formulated, exressed and realized. The government of the Republic of the
Philippines is composed of the Following:
1. National Government- refers to the entire machinery of the government.
M
2. Local Governments – refer to the political subdivisions such as provinces,
O
ceties, municipalities, and barangays.
M
.C
3. Autonomous Regions – refers to the autonomous governments or regions in
the country.
U
4. Metropolitan Authority – refers to the special political subdivisions composed
R
of all local fgovernment units comprising Metro Manila.
FO
Sovereignty – is the supreme power of the state to enforce its will upon the
people and the freedom from external or foreign control.
KS
Origin of the State
FB
O
O
There are several theories concerning the origin of the state, among them are:
Divine Right Theory – It holds that the state is of Divine creation and the ruler is
PD
ordained by God to govern the people. Reference has been made to the laws which
SI
T
Moses received at Mt.Sinai.
VI
Necessity or Force Theory – It maintains that the state must have been created
through force, by some great warriors who imposed their will upon the weak.
Paternalistic Theory – It attributes the origin of the state to the enlargement of
the family which remained under the authority of the father or mother. By natural stages,
the family grew into a clan, then developed into a tribe, and then broadened into a
nation, and the nation became a state.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 251
Social Contract Theory – It asserts that the early states must have been formed
by deliberate and voluntary compact among the people to form a society and organize
government for their common good. This theory justifies the right of the people to revolt
O
M
against a bad ruler.
U
M
.C
Distinction between a State and a Nation
R
The state is a political concept while nation is an ethnic concept. A nation is a group
FO
of people bound together by common culture and who believe that they are one and
O
KS
distinct from other.
O
A nation may or may not be independent of external control, while a state may consist
FB
of one or more nations and a nation may be made of several states.
PD
Functions of Government
SI
function.
T
The government has two functions classified as constituent function and ministrant
VI
1. The constituent functions are those which constitute the bond of society, and
are therefore, compulsory in nature, such as:
a. The keeping of order and providing for the protection of person and property
form a violence and robbery;
b. The fixing of legal relations between man and wife and between parents and
children;
c. The regulation of the holding, transmission and interchange of property and
the determination of its liabilities for debt or for crime;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 252
d. The determination of constractual rights between individuals;
e. The definition and punishment of crimes;
f. The administration of justice in civil cases;
g. The determination of political duties, previleges and relations of citizens;
h. Dealings of the state with foreign powers; the preservation of the State from
O
M
external danger of encroachment and the advancement of its international interests.
M
.C
2. The ministrant functions are those undertaken by way of advancing the general
interests of society, and are therefore, optional, such as public works, public education,
R
U
public charity, health and safety regulations and regulations of trade and commerce.
FO
Forms of Government
O
KS
The Principal forms of government are:
O
1. Monarchy – one in which the supreme and final authority is in the hands of a single
FB
person without regard to the source of his election or the nature or duration of his
tenure.
PD
Monarchies are classified into:
1. Absolute monarchy – one in which the ruler rules by divine right;
VI
SI
constitution.
T
2. Limited monarchy – one in which the ruler rules in accordance with a
2. Aristocracy – one in which political power is exercised by a few privileged class
which is known as aristocracy or oligarchy; and
3. Democracy – one in which political power is exercised by a majority of the people.
Democratic governments are furher classified into:
1. Direct or pure democracy – one in which the will of the state is formulated or
expressed directly and immediately through the people in a mass meeting or primary
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 253
assembly rather than through the medium of delegates or representatives chosen to act
for them;
2. Indirect, representative or republican democracy – one in which the will of the
State is formulated and expressed through the agency of a relatively small and select
M
body of persons chosen by the people to act as their representatives.
O
4. Other forms of government
M
.C
As to extent of powers exercised by the central or national government:
1. Unitary – one in which the control of national and local affairs is exercised by
U
the central or national government: and
R
2. Federal – one in which the power of the government is divided between two
FO
sets of organs, one for national affairs and the other for local affairs, each organ being
supreme within its own sphere.
KS
As to relationship between the legislative and the executive:
O
O
1. Parliamentary – one in which the state confers upon the legislature the power to
FB
terminate the tenure of office of the real executive. Under this system, the Cabinet or
Ministry is immediately and legally responsible to the legislature and politically
PD
responsible to the legislature and politically responsible to the electorate, while the
and
T
titular or nominal executive – the Chief of State – occupies a position of irresponsibility;
SI
2. Presidential – where the executive is independent of the legislative as to tenure,
VI
policies and acts. He is directly elected by the people.
Kinds of Government
1. De Jure – has general support of its people and is founded on existing
constitutional laws of the state.
2. De Facto – is founded not on existing constitutional laws of the state.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 254
2.1 De facto government by usurpation – gets possession and control of, or
usurps by force, or by voice of the majority, the rightful government and maintains itself
against the will of the latter.
2.2 De facto government by insurrection – established as an independent
government by the inhabitants of a country who rise in insurrection against the parent
state; and
M
2.3 De facto government by invasion – established and maintained by military
U
CONSTITUTION
M
.C
which is dominated by a government of paramount force.
O
force which invades and occupies a territory of the enemy in the course of war, and
R
A constitution is a written instrument by which the fundamental powers of
FO
government are established, limited and defined, and by which the powers are
distributed among several departments for their safe and useful exercise for the benefits
O
KS
of the body politics.
O
It is a written charter, enacted and adopted by the people of the state, through a
FB
convention of representatives or in any way the people may choose to act, which a
government for them is ordained or established, and by which the people give organic
T
PD
and corporate form to that ideal thing – the state.
SI
Types of Constitution
VI
There are several types of a constitution.
1. Written constitution is a kind of a constitution whose provisions are all
contained in a single document. A good example of this constitution is the Philippine
constitution.
2. Unwritten constitution is a kind of constitution where the provisions are not
contained in a single document but rather in different documents which are considered
as part of the fundamental law of the land. A more appropriate term for this kind would
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 255
be un-compiled constitution. The constitution of United Kingdom is fine example of this
type of constitution.
3. Conventional or enacted constitution is a type of constitution that was
formulated by a constitutional convention that is called to draft the constitution.
4. Cumulative or evolved constitution is a constitution which is not drafted by
a positive act of the state but it developed as a part of the history of the nation.
O
M
.C
unless such amendment is provided for by the constitution itself.
M
5. Rigid or inelastic constitution is one which cannot be easily amended
U
Parts of a Constitution
R
The Constitution is a fundamental law has three major parts namely:
FO
1. Constitution of Government which refers to those provisions which set up the
government structure specifically, Articles VI,VII,VIII,IX and X of the 1987 Constitution.
KS
2. Constitution of Liberty are the provisions which guarantee indibidual fundamental
O
liberties against governmental abuse specifically provided in Articles III,IV,V,XII,XIII,XIV
O
and XV of the 1987 Constitution and
FB
3. Constitution of Sovereignty which refers to those provisions which outline the
process whereby the sovereign people may change the constitution. These are
PD
provided in XVII and Article II Section 1 of the 1987 Constitution.(Duka,2010)
T
Essential Qualities of a Written Constitution
SI
A desirable written constitution must be broad, brief and definite. It must be
VI
broad in the sense that it provides for the organization and structure of the entire
government. It must embody the political history of the nation, the present realities and
future prospects of the nation’s destiny.
The constitution must be brief for it must limit itself to the basic principles and leave the
implementations o such fundamental principles to the sound judgement of the legislative
department. It must be definite in order to avoid unnecessary ambiguities which would
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 256
later on lead to confusion, brought about by the different interpretations and
constructions of its provisions (Cruz, 2003).
THE 1987 CONSTITUTION
The 1987 Constitution is founded upon certain fundamental principles of
government which have become part and parcel of our cherished democratic heritage
M
as a people. A knowledge of these principles is, therefore, essential to proper
O
understanding of our organic law. Among these principles as contained in the new
M
.C
Constitution are the following:
1. Recognition of the aid of the Almighty God. (See Preamble)
U
2. Sovereignty of the people (Art. II, Sec 1):
R
3. Renunciation of war as an instrument of nation policy (Art.II, Sec 2);
FO
4. Supremacy of civilian authority over the military (Art II, Sec 3);
5. Separation of church and state (Art II, Sec 6);
KS
6. Recognition of the importance of the family as a basic social institution and of
O
vital role of the youth in nation-building (Art. II, Sec. 12,13; Art. XV);
O
7. Guarantee of Human Rights (Art. III, Sec 1-22)
FB
8. Government through suffrage (Art V, Sec 1);
9. Separation Powers ( Art VI, Sec 1);
PD
10. Independence of the Judiciary (Art VIII, Sec 1);
11. Guarantee of local autonomy ( Art X, Sec 2);
T
12. High sense of public service morality and accountability of public officers (Art XI,
SI
Sec 1);
VI
13. Nationalization of natural resources and certain private enterprise affected with
public interest (Art XII, Sec 2, 3 ,17 , 18);
14. Non-suability of the State (Art. XVI, Sec. 3);
15. Rule of the majority; and
16. Government of laws and not of men
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 257
PREAMBLE
Te term preamble is derived from the Latin word “preambulare” which means to
walk before. It is the introduction to the main subject.
It is the prologue of the Constitution. The preamble of the 1987 constitution is
M
reproduced hereunder:
O
“We, the sovereign Filipino people, imploring the aid of Almighty God, in order to
M
.C
build a just and humane society and establish a government that shall embody our
ideals and aspirations, promote the common good, conserve and develop our
U
patrimony, and secure to ourselves and our posterity the blessings of independence
R
and democracy under the rule of law and a regime of truth, justice, freedom, love,
KS
FO
equality and peace, do ordain and promulgate this Constitution”
O
ARTICLE I – NATIONAL TERRITORY
O
The National Territory comprises the Philippine Archipelago, with all the islands
FB
and waters embraced therein, and all other territories over which the Philippines has
sovereignty or jurisdiction, consisting of its terrestrial, fluvial, and aerial domains ,
PD
including its territorial seas, the seabed, subsoil, the insular shelves, and other
submarine areas. The water around, between and connecting the islands of the
T
archipelago, regardless of their breadth and dimensions, form part of the internal waters
VI
SI
of the Philippines.
ARTICLE II – DECLARATION OF PRINCIPLES AND STATE POLICIES
The function of the Declaration of Principles and State Policies in the constitution are:
1. To shed light on the meaning of the other provisions of the constitution; and
2. To guide all departments in the implementation of the Constitution
ARTICLE III – THE BILL OF RIGHTS
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 258
The Bill of Rights may be defined as declaration and enumeration of the
individual rights and privileges which the Constitution is designed to protect against
violations by the government or by individual or groups of individuals. It is a charter of
liberties for the individual and a limitation upon the power of the state.
M
Classification of Rights
O
1. Natural Rights – right possessed by every citizen without being granted by the
M
.C
State for they are conferred by God to human being so that he may live a happy
life. Ex. The right to live and the right to love.
U
2. Contitutional Rights – rights conferred and protected by the Contitution. Since
the law- making body.
KS
Classification of the Contitutional Rights
FO
R
they are part of the fundamental law, they cannot be modified or taken away by
O
1. Political Rights – rights which give citizens the power to participate directly or
O
indirectly, in the establishment or administration of the government. Ex: rights of
FB
citizenship and suffrage.
2. Civil Rights – right which the law will enforce at the instance of private individuals
PD
for the purpose of securing them the enjoyment of their means of happiness.
2.1. Social and Economic Rights – rights are intended to insure the well being
T
and economic security of the individual.
SI
2.2. Rights of the Accused – Intended for the protection of a person accused
VI
of any crime.
3. Statutory Rights – provided by law promulgated by the law making body and
consequently, may be abolished by the same body.
Ex: rights to receive a minimum wage and to inherit property.
The Rights of the Individual As Provided by the Bill of Rights
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 259
1. No person shall be deprived of life, liberty, or property without due process of law nor
shall any person be denied the equal protection of the laws.
2. The right of person to be secured in their persons, houses, papers, and effect against
unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall be issued except upon
M
probable cause to be determined personally by the judge after examination under oath
O
or affirmation of the complaint and the witnesses he may produce, and particularly
U
M
.C
describing the place to be search and the persons or things to be seized.
R
3. The privacy of communication and correspondence shall be inviolable except upon
FO
lawful order of the court, or when public safety or order requires otherwise as prescribed
by law. Any evidence obtained in violation of this or the preceding section shall be
O
O
KS
inadmissible for any purpose in proceeding.
FB
4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or right of the people peaceably to assemble and petition the government for
T
PD
redress of grievances.
SI
5. No law shall be made respecting an establishment of religion or prohibiting the free
VI
exercise thereof.
6. The liberty of abode and changing the same within the limits prescribed by law shall
not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as
may be provided by law.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 260
7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents, and papers pertaining to
official acts, transactions, or decisions, as well as to government research data used as
basis for policy development shall be afforded the citizen, subject to such limitations as
O
M
may be provided by law.
M
.C
8. The right pf the people, including those employed in the public and private sectors, to
for union, associations, or societies for purposes not contrary to law shall not be
FO
R
U
abridged.
O
KS
9. Private property shall not be taken for public use without just competition.
O
10. No law impairing the obligation of contracts shall be passed.
FB
11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
PD
shall not be denied to any person by reason of poverty.
T
12. (1) Any person under investigation for the commission of an offense shall have the
SI
right to be informed of his right to remain silent and to have competent and independent
VI
counsel preferably of his own choice. If the person cannot afford the services of
counsel, he must be provided with one.
These rights cannot be waived except in writing and in the presence of counsel. (2) No
torture, force violence, threat, intimidating, or any other means which vitiate the free will
shall be used against him.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 261
Secret detention places, solitary, incommunicado, other similar forms of detention are
prohibited. (3) Any confession or admission obtained in violation of this or section 17
hereof shall be inadmissible in evidence against him (4) The law shall provide for penal
and civil sanctions for violations of this section as well provide for penal and civil
sanctions for violations of this section as well as compensation to and rehabilitation of
O
M
victims of torture or similar practices, and their families.
M
.C
13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall before conviction, be bailable by sufficient
U
sureties, or be released on recognizance as may be provided by law. The right to bail
KS
FO
suspended. Excessive bail shall not be required.
R
shall not be impaired even when the privilege of the writ of habeas corpus is
O
14. No person shall be held to answer for a criminal offense due process of law. In all
O
criminal prosecution, the accused shall be presumed innocent until the contrary is
FB
proved, and shall enjoy the right to be heard by himself and by counsel, to be informed
of the nature and cause of accusation against him, to have a speedy, impartial, and
PD
public trial, to meet the witnesses face to face, and to have compulsory process to
secure the attendance of witness and the production of compulsory process to secure
T
the attendance of witness and the production of evidence in his behalf. However, after
SI
arraignment, trial may proceed notwithstanding the absence of the accused provided
VI
that he has been duly notified and his failure to appear is unjustifiable.
15. The privilege of the writ of habeas corpus shall not be suspended except in case of
invasion or rebellion when the public safety requires it.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 262
16. All persons shall have the right to a speedy disposition of cases before all judicial,
quasi-judicial, or administrative bodies.
M
17. No person shall be compelled to be a witness against himself.
O
18. (1) No person shall be detained solely by reason of his political beleifs and
M
.C
aspiration. (2) No involuntary servitude in any form shall exist except as a punishment
R
U
for a crime whereof the party shall have been duly convicted.
FO
19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless for compelling
O
KS
reasons involving heinous crimes, the Congress hereafter, provides for it.
O
Any death penalty already imposed shall be reduced to reclusion perpetua. (2) The
FB
employment of physical, psychological, or degrading punishment against any prisoner
or detainee or the use of substandard or inadequate penal facilities under subhuman
PD
conditions shall be dealth with by law.
VI
SI
T
20. No person shall be imprisoned for debt or non-payment of a poll tax.
21. No person shall be twice put in jeopardy of punishment for the same offense.
22. No expost facto law or bill of attainder shall be enacted.
ARTICLE IV – CITIZENSHIP
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 263
Citizenship denotes membership of a permanent character in a political
community. A citizen of a state is one who owes allegiance to it and is correspondingly
entitled to its protection.
Modes of acquiring citizenship
M
A person’s citizenship may be acquired either by birth or by naturalization. Those
M
.C
O
who acquired citizenship by birth are considered as natural born citizens.
U
There are two principles in acquiring citizenship by birth – jus snguinis and jus
FO
R
soli principles.
KS
1. Citizenship by birth
O
A person’s citizenship is determined at the time of his birth by following either of
FB
O
the following principles:
A. jus sanguinis – under this principle a child follows the nationality or citizenship
PD
of the parents regardless of the place of his birth.
VI
SI
his birth.
T
B. jus soli – under this principle a child citizenship is determined by the place of
The Philippines adheres to the jus sanguinis principle
The Philippine law on citizenship adheres to the principle of jus sanguinis.
Thereunder, a child follows the nationality or citizenship of the parents regardless of the
place of his/her birth, as opposed to the doctrine of jus soli which determines nationality
or citizenship on the basis of place of birth. (Valles vs Commission on Elections, G.R.
No.137000, August 9, 2000)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 264
2. Citizenship by naturalization
Naturalization refers to an act whereby a person acquires a citizenship different
from that person’s citizenship at birth. Naturalization is most commonly associated with
economic migrants or refugees who have immigrated to a country and resided there as
aliens, and who have voluntarily and actively chosen to become citizens of that country
M
.C
O
M
after meeting specific requirements.
A. Administrative Naturalization under Republic Act No. 9139, also known as
KS
Special Committee on Naturalization
FO
R
U
the Administrative Naturalization Act of 2000.
O
There shall be constituted a Special Committee on Naturalization herein referred to as
O
the “Committee”, with the Solicitor General as chairman, the Secretary of Foreign
FB
Affairs, or his representative, and the National Security Adviser, as members, with
the power to approve, deny or reject applications for naturalization as provided in this
T
PD
Act. (Section 6, R.A.9139)
SI
b. Judicial Naturalization under Commonwealth Act No. 473
VI
The applicant for naturalization must file his petition for naturalization with the Court.
c. Citizenship by Congressional grant
The Congress of the Philippines may enact a law which would grant an alien an
outright Philippine citizenship.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 265
An example of this mode of acquiring Philippine citizenship by an alien is Republic Act
No. 8266 which was approved on February 20, 1997 and granted Filipino citizenship to
Rev. Fr. Paul Van Parijs, CICM, a Belgian citizen and a Roman Catholic Priest of the
Congregation of the Immaculate Heart of Mary (CICM). (Duka, 2010)
M
Natural born citizens
O
Based on the express provisions of the 1987 Consitution, the following are
M
.C
natural born citizens of the Philippines:
1. Citizens of the Philippines from birth without having to perform any act to
U
acquire or perfect their Philippine citizenship;
R
2. Those born before January 17, 1973 of Filipino mothers, who elect
KS
FO
Philippine citizenship upon reaching the age majority.
O
O
Duties and Obligations of a Citizen
FB
1. To be loyal to the Republic
2. To defend the State
PD
3. To contribute to the development and welfare of the State
4. To uphold the Constitution and obey the laws
T
5. To cooperate with the duly constituted authorities
SI
6. To exercise rights responsibly and with due regard for the rights of toher
VI
7. To engage in gainful work
8. To register and vote
ARTICLE V – SUFFRAGE
Suffrage is the right and obligation to vote of qualified citizens in the election of
certain national and local officers of the government and in the decision of public
questions submitted to the People.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 266
Scope of Suffrage
1. Election – A political exercise whereby the sovereign people chose a
candidate to fill up an elective government position.
M
2. Plebiscite – A political right of the sovereign people to ratify or eject
O
constitutional amendments or proposed laws.
M
.C
3. Referundum – the right reserved to the people to adopt or reject any act or
mesure which has been passed by a legislative body and which in most cases would
U
without action on the part of the electors become law.
R
4. Initiative – the power of the people to propose bills and laws, and to enact or
FO
reject them at the polls, independent of the legislative assembly.
5. Recall – a system by which an elective official is removed by popular vote
O
O
KS
before the end of his term.
FB
Persons Disqualified to Vote. Any person who has been sentenced by final
judgment to suffer imprisonment for not less than one year, such disability not having
PD
been removed by plenary pardon or granted amnesty. But such person shall
VI
SI
sentence;
T
automatically reacquire the right to vote upon expiration of five years after service of
Any person who has been adjudged by final judgement by competent court or
tribunal of having committed any crime involving disloyalty to the duly constituted
government such as rebellion, sedition, violation of the anti subversion and firearms
laws, or any crime against national security, unless restored to his full civil and political
rights in accordance with law. Such person shall likewise automatically regain his right
to vote upon expiration of five years after service of sentence; and
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 267
Insane or incompetent persons as declared by competent authority.
ARTICLE VI – LEGISLATIVE DEPARTMENT
M
Legislative power is essentially the authority under the Constitution to make laws
O
and to alter and repeal them. Under the present set-up, the legislative department is
M
.C
divided into two chambers: the Senate with 24 members and the House of
Representatives with note more than 250 members, 20 percent of which comes from
FO
R
U
the party list representatives.
Qualification of Senators
KS
1. Natural born Citizens of the Philippines
FB
4. A registered voter
O
3. Able to read and write
O
2. At lest 35 years old on the day of election
PD
5. A resident of the Philippines for 2 years preceding the day of election
T
Qualifications of Representatives
SI
1. Natural born Citizens of the Philippines
VI
2. Atleast 25 years old on the day of election
3. Able to read and write
4. A registered voter in his district (except the party list)
5. A Resident of the Philippines for at least a year before the day of election
HOW A BILL BECOMES A LAW
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 268
LEGISLATIVE PROCESS FLOW CHART
HOUSE
SENATE
FILING OF BILLS
FILING OF BILLS
FIRST READING
Assigned
number,title,author,Committee
referral
M
.C
O
M
FIRST READING
Assigned
number,title,author
Committee Referral
COMMITTEE HEARINGS
Approval without
amendments,substitutions,
Consolidations
FO
R
U
COMMITTEE HEARINGS
Approval without
Amendments,substitutions,
Consolidations
COMMITTEE REPORT
KS
COMMITTEE REPORT
COMMITTEE ON RULES
O
O
COMMITTEE ON RULES
VI
SI
T
PD
FB
SECOND READING
Period of Debate:
-Reading of Bill
-Sponsorship
-Interpellation
-Turno en Contra
-Rebuttal
PERIOD OF AMENDMENTS
-Committee amendments
-Individual amendments
APPROVAL ON SECOND
READING
SECOND READING
Period of Debate:
-Reading of bill
-Sponsorship
-Interpellation
-Turno en Contra
-Rebuttal
PERIOD OF AMENDMENTS
-Committee amendments
-Individual amendments
APPROVAL ON SECOND
READING
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 269
THIRD READING
-Distribution to members
-In printed final form
-Approval
ROLL CALL VOTE
ROLL CALL VOTE
R
O
U
M
.C
CONFERENCE COMMITTEE
Compromise version prepared and set to each
Chamber for final approval
M
THIRD READING
-Distribution to members
-In printed final form
-Approval
FB
O
O
KS
FO
Compromise version approved and ordered printed
in enrolled form
VI
SI
T
PD
PRESIDENT
Sign into law or vetoes and sends back to
Congress with veto message
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 270
The Party – list system
Based on Article VI, Section 5 (2) of the Constitution as implemented by Republic
Act No. 7941, the different sectors of the Philippine society like the farmers, labors,
education, women, youth and others except the religious sector shall be represented in
the congress.
M
.C
O
M
The different sectors from a party and register their respective parties with the
Commission on Elections.The voters for the party that they want in the ballot on election
day and the Party who garners at least two per cent of the votes will be entitled to one
party list representative in Congress.
U
ARTICLE VII – EXECUTIVE DEPARTMENT
KS
FO
R
The executive power is vested in the President of the Philippines. Executive power
is defined as the power to administer the laws, which means carrying them into practical
operation and enforcing their due observance.
O
Qualificatios of the President and Vice-President
PD
FB
O
1. A natural born citizen of the Philippines
2. A registered voter
3. Able to read and write
4. At least forty (40) years of age on the day of the election for President
5. A resident of the Philippines for at least ten years immediately preceding such
election.
SI
T
List of Philippine Presidents
VI
1. Emilio Aguinaldo (January 23, 1899 – April 1, 1901)
2. Manuel L. Quezon (November 15, 1935 – August 1, 1944)
3. Jose P. Laurel (October 14, 1943 – August 17, 1945)
4. Sergio Osmeña (August 1, 1944 – May 26, 1946)
5. Manuel A. Roxas (May 26, 1946 – April 15, 1948)
6. Elpidio Quirino (April 17, 1948 – December 30, 1953)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 271
7. Ramon Magsaysay (December 30, 1953 – March 17, 1957)
8. Carlos Garcia (March 18, 1957 – December 30, 1961)
9. Diosdado Macapagal (December 30, 1961 – December 30 1965)
10. Ferdinand Marcos (December 30, 1965 – February 25, 1986)
M
11. Corazon Aquino (Febuary 25, 1986 – June 30, 1992)
M
.C
O
12. Fidel Ramos (June 30, 1992 – June 30, 1998)
13. Jose Ejercito Estrada (June 30, 1998 – January 20, 2001)
U
14. Gloria Arroyo (January 20, 2001 – June 30, 2010)
FO
R
15. Benigno Simeon Aquino, III (July 1, 2010 – June 30, 2016)
O
O
List of Philippine Vice Presidents
KS
16. Rodrigo Roa Duterte (July 1, 2016 – June 30, 2022)
FB
1. Mariano Trias (January 23, 1899 – April 1, 1901)
PD
2. Sergio Osmeña (November 15, 1935 – August 1, 1944)
3. Benigno Aquino Sr. and Ramon Avancena (October 14, 1943 – August 17, 1945)
SI
T
4. Elpidio Quirino (May 26, 1946 – April 15, 1948)
VI
5. Fernando Lopez (April 17, 1948 – December 30, 1953)
6. Carlos Gacria (December 30, 1953 – March 17, 1957)
7. Diosdado Macapagal (March 18, 1957 – December 30, 1961)
8. Emmanuel Pelaez (December 30, 1961 – December 30, 1965)
9. Fernando Lopez (1965 – 1969 and 1969 – 1972)
10. Salvador Laurel (Febuary 25, 1986 – June 30, 1992)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 272
11. Jose Ejercito Estrada (June 30, 1992 – June 30, 1998)
12. Gloria Arroyo (June 30, 1998 – January 20, 2001)
13. Teofisto Guingona (January 20, 2001 – June 30, 2004)
14. Manuel De Castro (July 1, 2004 – June 30, 2010)
O
16. Maria Leonor Robredo (July 1, 2016 – June 30, 2022)
M
15. Jejomar Binay (July 1, 2010 – June 30, 2016)
M
.C
ARTICLE VIII – JUDICIAL DEPARTMENT
FO
R
U
The Judicial power is vested in the Supreme Court and in such lower courts as may
be established by law. Judicial power is the power to apply the laws to contests or
disputes concerning legally recognized right or duties between the state and private
persons, or between individual litigants in cases properly brought before the judicial
tribunal.
O
O
KS
The Supreme Court is composed of a Chief Justice and 14 Associate Justices. It
may sit en banc or in its discretion, in division of three, five or seven members.
Qualifications of the Justices
PD
FB
1. A natural born citizen of the Philippines
2. At least 40 years old
3. A judge or a law practitioner for 15 years in the Philippines
4. A person of proven competence, integrity, probity and independence
SI
T
The Judicial and Bar Council nominates at least three candidates to the President
for every vacant position in the Supreme Court and other lower courts.
VI
It is the body that screens and nominates to the president prospective appointees
to Philippine courts. It is composed of:
1. Chief Justice – ex- officio chairman
2. Secretary of Justice
3. Representative from Congress
4. Representative from integrated Bar of the Philippines
5. A professor of law
6. A retired member of the Supreme Court
7. A representative of the private sector
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 273
The Philippines Court System
SANDIGAN
BAYAN
U
COURT OF
APPEALS
SHAREA DISTRICT COURTS
METROPOLITAN
TRIAL COURTS
SHAREA CIRCUIT
COURTS
VI
SI
T
PD
MUNICIPAL
TRIAL COURT
IN CITIES
FB
O
O
REGIONAL TRIAL COURTS
KS
FO
R
COURT OF TAX
APPEALS
M
.C
O
M
SUPREME
COURT
MUNICIPAL TRIAL
TRIAL COURTS
MUNICIPAL CIRCUIT
TRIAL COURTS
REGULAR COURTS- NOT BOLD
SPECIAL COURTS- BOLD
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 274
ARTICLE IX – CONSTITUTIONAL COMMISSIONS
M
The Constitutional Commissions which are independent are the Civil Service
Commission, the Commission on Election and the Commission on Audit. Their
creation is established in the Constitution because of the extraordinary importance of
their functions and the need to insulate them from undesired political interference of
pressure.
M
.C
O
Their independence cannot be assured if they were to be created merely by statute.
The Civil Service Commission
FO
R
U
The term civil service embraces all branches, subdivisions, instrumentalities, and
agencies of the Government, including government-owned or controlled corporations
with original charters.
FB
O
O
KS
The Civil Service Commission is composed of a Chairman and two
Commissioners who shall be: natural-born citizens of the Philippines, at the time of their
appointment, at least thirty-five years of age, with proven capacity for public
administration and must not have been candidates for any elective position in the
elections immediately preceding their appointment.
PD
The chairman and the two commissioners are appointed by the president with the
concurrence of the Commission on Appointments for seven years without any
reappointment.
SI
T
The Commission on Elections (COMELEC)
VI
The Commission on Elections is composed of a Chairman and six
Commissioners who shall be natural-born citizens of the Philippines, at the time of their
appointment, at least thirty five years of age, holders of a college degree, aand must not
have been candidates for any elective positions in the immediately preceding elections.
However, a majority thereof, including the Chairman, shall be members of the
Philippine Bar who have been engaged in the practice of law for at least ten years. The
Chairman the Commissioners are appointed by the President with the concurrence of
the Commission on Appointments for seven years without any reapoinment.
The Commission on Audit (COA)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 275
The Commission on Audit is composed of a Chairman and two Commissioners,
who shall be natural born citizens of the Philippines. At the time of their appointment, at
least thirty years of age, Certified Public Accountants with not less than ten years of
auditing experience, or members of the Philippine Bar who have been engaged in the
practice of law for at least ten years, must not have been candidates for any elective
position in the elections immediately preceding their appointment.
M
At no time shall all Members of the Commission belong to the same profession.
M
.C
O
The chairman and the Commissioners shall be appointed by the President with the
consent of the Commission on Appointments for a term of seven years without
reappointment. Appointment to any vacancy shall be only for the unexpired portion of
the term of the predecessor. In no case shall any Member be appointed or designated
in a temporary or acting capacity.
FO
R
U
ARTICLE X – LOCAL GOVERNMENT
FB
O
O
KS
The term local government refers to a political subdivision of a nation or state
which is constituted by law and has substantial control of local affairs, with officials
elected or otherwise locally selected. The implementing law for this Article is Republic
Act 7160 or the Local Government Code of 1991.
Region- A sub-national administrative unit comprising of several provinces
having more or less homogenous characteristics, such as ethnic origin if inhabintants,
dialect spoken, agricultural produce, etc.
PD
Province – The largest unit in the political structure of the Philippines. It consists,
in varying numbers, of municipalities and, in some cases, of component cities.
SI
T
Its functions and duties in relation to its component cities and municipalities are
generally coordinative and supervisory.
VI
City – There are three classes of cities in the Philippines: the highly urbanized,
the independent component cities which are independent of the province, and the
component cities which are part of the provinces where they are located and subject
to their administrative supervision.
Municipality – Is a political corporate body which is endowed with the facilities of
a municipal corporation, exercised by and through the municipal government in
conformity with law.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 276
It is a subsidiary of the province which consists of a number of barangays within its
territorial boundaries, one of which is the seat of government found at the town proper
(poblacion).
Barangay – The smallest political unit into which cities and municipalities in the
Philippines are divided. It is the basic unit of the Philippine political system.
O
M
It consists of less than 1,000 inhabitants residing within the territorial limit of a city or
municipality and administered by a set of elective officials, headed by a barangay
chairman (punong barangay).
M
.C
City Classification
FO
R
U
Highly urbanized Cities – Cities with a minimum population of two hundred
thousand (200,000) inhabitants, as certified by the Philippines Statistics Authority, and
with the latest annual income of at least One Hundred Million Pesos (100,000,000,) as
certified by the city treasurer.
FB
O
O
KS
Independent Component Cities – Cities whose charters prohibit their voters
from voting for provincial elective officials. Independent component cities shall be
independent of the province.
Component Cities – Cities which do not meet the above requirements shall be
considered component cities of the province in which they are geographically located.
PD
If a component city is located within the boundaries of two (2) or more provinces, such
city shall be considered a component of the province which it used to be a municipality.
T
LIST OF PROVINCES
VI
SI
As of December 31, 2017 there are 17 regions, 81 provinces, 144 cities, 1490
municipalities and 42029 barangays
Region I (Ilocos Region)
Ilocos Norte
Ilocos Sur
La Union
Pangasinan
Region II (Cagayan Valley)
Batanes
Cagayan
Isabela
Nueva Vizcaya
Quirino
REGION III (Central Luzon)
Aurora
REGION VIII (Eastern Visayas)
Eastern Samar
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 277
Leyte
Northern Samar
Samar (Western Samar)
Southern Leyte
Biliran
REGION IV (Southern Tagalog)
Region IV A-CALABARZON
Cavite
Laguna
Batangas
Rizal
Quezon
REGION IX (Zamboanga Peninsula)
Zamboanga Del Norte
Zamboanga Del Sur
Zamboanga Sibugay
O
M
.C
U
R
FO
O
KS
REGION XI (Davao Region)
Davao Del Norte
Davao Del Sur
Davao Oriental
Davao Occidental
Compostela Valley
FB
REGION V (Bicol Region)
Albay
Camarines Norte
Camarines Sur
Catanduanes
Masbate
Sorsogon
REGION X (Northern Mindanao)
Bukidnon
Camiguin
Lanao Del Norte
Misamis Occidental
Misamis Oriental
O
REGION IV B-MIMAROPA
Occidental Mindoro
Oriental Mindoro
Marinduque
Romblon
Palawan
M
Bataan
Bulacan
Nueva Ecija
Pampanga
Tarlac
Zambales
VI
SI
T
PD
REGION XII (SOCCSKSARGEN)
South Cotabato
REGION VI (Western Visayas) Sultan Kudarat
Aklan
Cotabato (North Cotabato)
Antique
Sarangani
Capiz
Guimaras
Ilo-Ilo
Negros Occidental
REGION XIII (Caraga)
Agusan Del Norte
REGION VII (Central Visayas) Agusan Del Sur
Bohol
Surigao Del Norte
Cebu
Surigao Del Sur
Negros Oriental
Dinagat Islands
Siquijor
CAR- Cordillera Administrative NCR-NATIONAL CAPITAL REGION
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 278
Municipality City
O
M
Las Piñas City
Parañaque City
San Juan City
Taguig City
Pateros
Navotas City
Valenzuela City
M
.C
Quezon City
Caloocan City
Pasig City
Ifugao
Pasay City
Kalinga
Makati City
Mountain Province
Mandaluyong City
Apayao
Marikina City
Malabon City
ARMM – Autonomous Region in
Muslim Mindanao
Basilan
Lanao Del Sur
Maguindanao
Sulu
Tawi-Tawi
FO
R
Abra
Benguet
U
City of Manila
Region
KS
ARTICLE XI – ACCOUNTABILITY OF REPUBLIC OFFICERS
FB
O
O
A public office is the right, authority and duty created and conferred by law which,
a given period either fixed by law or enduring at the pleasure of the appointing power,
an individual is invested with some portion of the sovereign functions of the government
to be exercised by him for the benefit of the public. This individual so invested is a
public officer.
VI
SI
T
PD
Section 1. It enunciates the principle of public accountability. It sets down in
unequivocal terms the mandate that all government officials and employees, whether
they be highest in the land or the lowest public servants, shall at all times be
answerable for their misconduct to the people from whom the government derives its
powers.
Impeachment is a method of national inquest into the conduct of public men.
Impeachable Officials
1. President
2. Vice President
3. Members of the Supreme Court
4. Members of the Constitutional Commissions
5. Ombudsman
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 279
The Grounds for impeachment are
M
1. Culpable violation of the Constitution
2. Treason
3. Bribery
4. Graft and corruption
5. Other high crimes
6. Betrayal of public trust
M
.C
O
The Ombudsman (Tanodbayan)
U
There shall be one Ombudsman and one overall Deputy and at least one Deputy
each for Luzon, Visayas and Midanano and one Deputy for the military establishment.
KS
FO
R
The Ombudsman and his Deputies shall be appointed by the President from a list of six
nominees prepared by the judicial and Bar Council, without the need for confirmation by
the Commission on Appointments .
FB
O
O
The Ombudsman and his deputies must be natural born citizens of the
Philippines; at least forty years old at the time of appointment; members of the
Philippine Bar (lawyers); and must not be candidates in any elective office in the
preceding election.
PD
The Ombudsman has a duty to investigate upon his own initiatives or upon
complaints of any person any act or omission of any public official, office or agency
when such act or omission appears to be illegal, unjust improper, or inefficient.
VI
SI
T
He can direct the officer concerned to take appropriate action against a public official or
employee at fault and recommend his removal, suspension, demotion, fine, censure or
prosecution
ARTICLE XII – NATIONAL ECONOMY AND PATRIMONY
The national economy refers to the entire structure of economic life in a country.
It encompasses all the activities relating to or concerned with the production, distribution
and consumption of goods and services, and what are called”factors of production’
which are utilized to carry out these activities.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 280
The national patrimony refers to the natural resources of our country which under
the Constitution includes all lands of the public domain, waters, minerals, coal,
petroleum, etc. It is the obligation of every generation to love and care for their national
patrimony, to conserve and develop it for the benefit of succeeding generations.
ARTICLE XIII – SOCIAL JUSTICE AND HUMAN RIGHTS
U
M
.C
O
M
Social justice is not a mere slogan to express concern for the plight of the poor
and the downtrodden. As a mandate imposed by the constitution, it requires the
adoption by the State of measures that guarantee the right of all the people to equality
of opportunity in all fields of human endeavor and to equitable sharing of social and
economic benefits with special emphasis on such measures that ameliorate the
standard of living of the under privileged groups.
KS
FO
R
The end of social justice measures or programs should be to assure that those
who are less favored in lfe be more favored in law.
O
O
ARTICLE XIV – EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE
AND SPORTS
PD
FB
The states shall protect and promote the right of all citizens to quality education
at all levels and shall take appropriate steps to make such education accessible to all.
SI
T
Establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society;
VI
Establish and maintain a system of free public education in the elementary and
high school levels.
Without limiting the natural rights of parents to rear their children, elementary education
is compulsory for all children of school age;
Establish and maintain a system of scholarship grants, student loan programs,
subsidies and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 281
Encourage non-formal, informal and indigenous learning system, as well as self
learning, independent and out of school study programs particularly those that respond
to community needs.
Provide adult citizens, the disabled, and out of school youth with training in civics
vocational efficiency, and other skills.
M
.C
O
M
All educational institutions shall include the study of the Concstitution as part of
the curricula.
FO
R
U
They shall inculcate patriotism and nationalism, foster love of humanity, respect
for human rights, appreciation of the role of national heroes in the historical
development of the country, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge, and promote vocational efficiency.
FB
O
O
KS
At the option expressed in writing by the parents or guardians, religion shall be
allowed to be taught to their children or wards in public elementary and highschools
within the regular class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong, without additional cost
to the Government.
PD
All educational institutions shall be owned by the Filipinos or corporations or
associations of which at least 60 percent is owned by such citizens.
SI
T
Control and administration of educational institution shall be vested in citizens of the
Philippines.
VI
No school shall be established solely for aliens and no group of aliens shall
comprise more than one third of the enrolment in any school.
All assets of non stock, non profit educational institutions used actually, directly
and exclusively for educational purposes shall be exempt from taxes and duties.
Academic freedom shall be enjoyed by all institutions of higher learning.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 282
Every citizen has the right to select a profession or a course of study subject to
fair, reasonable and equitable admission and academic requirements.
The state shall enhance the right of teachers to professional advancements.
M
.C
O
M
The state shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfilment.
ARTICLE XV – THE FAMILY
R
U
The State recognizes the Filipino family as the foundation of the nation.
FO
Accordingly, it shall strengthen its solidarity and actively promote its total development.
KS
The family is very important to the state because it is the basic social institution.
O
The family is the very heart of society and the community’s first socializing agency.
FB
O
ARTICLE XVI – GENERAL PROVISIONS
The general provisions include the following:
PD
1. The flag of the Philippines and compulsory flag ceremony.
SI
T
2. The Congress is given the power to adopt a new name for the country, a national
anthem or a national seal.
VI
3. The principle of non suability of the State.
4. The Armed Forces of the Philippines to include a citizen armed force.
5. Assistance to veterans, their widows and orphans.
6. Review of pensions and other benefits due to retirees.
7. Protection of consumers.
8. Ownership and management of mass media by Filipino citizens.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 283
9. Regulation of the advertising agencies.
10. Creation of consultative body for indigenous cultural communities.
ARTICLE XVII – AMENDMENTS OR REVISIONS
M
Bot denote a change in the Constitution. Amendment is a change effected in
some parts of the Constitution without considering the whole document.
M
.C
O
Revision is rewriting or substantially changing the Constitution in its entirety.
Any amendment to, or revision of, this Constitution may be proposed by:
FO
R
U
The Congress, upon a vote of three-fourths of all its Members; or A constitutional
convention.
FB
O
O
KS
Amendments to this Constitution may likewise be directly proposed by the
people thtrough initiative upon a petition of at least twelve per centum of the total
number of registered voters, of which every legislative district must be represented by at
least three per centum of the registered voters therein.
No amendment under this section shall be authorized within five years following the
ratification of this Constitution nor oftener than once every five years thereafter.
The Congress shall provide for the implementation of the exercise of this right.
SI
T
PD
The Congress may, by a vote of two thirds of all its Members, call a constitutional
convention, or by a majority vote of all its Members, submit to the electorate the
question of calling such a convention.
VI
Any amendment to, or revision of, this Constitution under section 1 hereof shall
be valid when ratified by a majority of the votes cast in a plebiscite which shall be held
not earlier than sixty days nor later than ninety days after the approval of such
amendment or revision.
Any amendment under Section 2 hereof shall be valid when ratified by a majority
of the votes cast in a plebiscite which shall be held not earlier than sixty days nor later
than ninety days after the certification by the Commission on Elections of the sufficiency
of the petition.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 284
ARTICLE XVIII – TRANSITORY PROVISION
The transitory provisions of a Constitution are schedules and ordinances forming
part of, or appended to, a Constitution to provide for the trasnsitiom from the old
government to the new and put the provisions of the new Constitution into effect, or to
qualify, restrict or limit some permanent provisions for a limited period.
M
Their main purpose is to obviate confusion which would otherwise arise during the
transition period. They have temporary or transient operation.
M
.C
O
HUMAN RIGHTS
R
U
Human rights refer to those rights which human beings have simply because
they are human beings. These rights are quite independent of social circumstances or
the achievement level which the individual has attained.
O
Advocates of Human Rights
KS
FO
A person’s human rights cannot be relingquished, transferred or forfeited by the actions
of another individual. Additional rights which a person may have are largely derived
from the human rights which are basic to each individual.
FB
O
1. Cleistenes (600 B.C) made military service and civil administration open to the poor
in ancient Greece.
PD
2. Pericles (489-429 B.C) made democracy complete for all freemen of ancient Greece.
SI
T
3. Aristotle (384-322 B.C) believed that justice and fairness must prevail in all human
affairs. Honor and riches in the society must be granted on the basis of the efforts
expended or the qualities which were displayed by each individual.
VI
4. Marcus Tulius Cicero (106-43 B.C) proposed a well developed concept of natural law
which was eternal and which applied to all people at all times.
5. George Wilhelm Friedrich Hegel (1770-1831) believed that the most important agent
of history is the state, which is the creator and protector of values including human
rights.
6. Karl Marx (1818-1883) advocated communism as the only way to protect the rights of
the proletarian who are constantly oppressed by the bourgeois.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 285
7. Jeremy Bentham (1748-1842) believed that the government is the one that issues
pious declarations about the rights of men, yet it is also the one that hampers the
implementatiom of these rights.
8. Thomas Aquinas (125-1274) advanced the idea that men have the right to disobey
manmade legislation which violate eternal principles of justice and equality.
M
9. Francois Marie Arouet Voltaire (1694-1778) contented persuasively for freedom of
the person, the press and religion.
M
.C
O
10. Jean Jacques Rousseau (1712-1778) argued that if there was much evil in the world
it could not be blamed on man’s natural inclinations but on the social injustice and
inequality which drive man to commit every conceivable depraved act.
U
THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
FO
R
One of the very first achievements of the United Nations is the Universal
Declaration of Human Rights by the General Assembly on December 10, 1948.
FB
O
O
KS
The Assembly proclaimed the Declaration a “common standard of achievement for all
peoples of all nations” It called upon all member states and all people to promote and
secure the effective recognition and observance of the rights and freedoms set forth in
the Declaration.
In 1950, the General Assembly decided that December 10 each year should be
observed internationally as Human Rights Day.
PD
Articles 1 and 2 of the Declaration state that “all human beings are born free and
equal in dignity and rights and are entitled to all the rights and freedoms set forth in the
Declaration without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
SI
T
Articles 3-21 of the Declaration set forth the civil and political rights to which all
human beings are entitled including:
VI
The right to life, liberty and security of person;
Freedom from slavery and servitude;
Freedom from torture, cruel, inhuman or degrading treatment or punishment;
The right to recognition as a person before the law; equal protection of the law;
To be brought to an effective judicial remedy; freedom from arbitrary arrest,
detetion or exile; the right to a fair and public hearing by an independent and impartial
tribunal; the right to be presumed innocent until proven guilty;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 286
o Freedom from arbitrary interference of privacy, family, home or
correspondence;
o Freedom of movement; the right of aslum; the right to a nationality;
o The right to marry and found a family; the right to own property;
M
o Freedom of thought, conscience and religion; freedom of opinion and
expression;
M
.C
O
o The right of association and of assembly;
o The right to take part in government and the right of equal access to public
service.
O
KS
The right to social security;
The right to work;
The right to rest and leisure;
The right to standard of living adequate for health and well being:
The right to education; and
The right to participate in the cultural life of the community.
O
o
o
o
o
o
o
FO
R
U
Articles 22-27 of the Declaration set forth the economic, social and cultutral rights
which all human beings are entitled including:
PD
FB
The concluding Articles 28-30 recognize that everyone is entitled to social and
international order in which these rights and freedoms may be fully realized, and they
stress the duties and responsibilities which the individual owes to the community.
SI
T
The Provisions stipulated in the Universal Declaration of Human Rights are now
adopted and enshrined in the Bill of Rights of the 1987 Philippine Constitution.
VI
ECONOMICS
Economics is the study of how societies efficiently use scarce resources to
produce valuble commodities and distribute them to satisfy the need and wants of their
members.
It is also defined as the proper allocation and use of available resources for the
maximum satisfaction of human wants.
BRANCHES OF ECONOMICS
Economics is divided into two branches:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 287
1. Macroeconomics which deals with the economic behavior of the whole economy or
its affregates such as government, business and the like.
It is concerned about the gross nationanal product, level of production, unemployment
rate, etc.
M
2. Microeconomics deals with the economic behavior of individual units or specific
segments of the whole economy such as firms, consumers, price of commodities and
the like.
M
.C
O
DIVISIONS OF ECONOMICS
1. Production – the process of manufacturing goods needed by the people to
satisfy their needs.
R
U
2. Consumption – the proper utilization of economic goods.
FO
3. Distribution – the marketing of goods and services to different economic
outlets for allocation to individual consumers.
KS
4. Exchange – the process of transferring goods and services from one person
to another in exchange for something.
FB
O
O
5. Public Finance – the activity of the government regarding taxation,
borrowings and expenditures
FACTORS OF PRODUCTION
PD
Factors of producting are economic resources that are necessary to produce
economic goods. They are the following:
VI
SI
T
1. Land – natural resources
2. Labor – human resources or manpower
3. Capital – manmade physical producitive capacity such as plants, machine
tools and the like.
4. Entrepreneur – the person who organizes and coordinates all the other
factors of production to produce economic goods.
5. Foreign Exchange – the foreign currency reserve used for importing goods
and services in the process of production.
THE LAW OF DIMINISHING RETURNS
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 288
If states that when successive unit of a variable input (like farmers) work with a
fixed input (like one hectare of land ) beyond a certain point , the additional product
(output) produced by each additional unit of a variable input decreases (Fajardo,1986)
SUPPLY AND DEMAND
Supply is the flow of goods and services which the firms are willing or can make
available in the market at a given price structure.
M
.C
O
M
Demand is the relationship between market price and the quantity demanded,
expressing how much of the same commodity or services one consumer or all
consumers would buy at a given real price schedule.
Price is the value of a product or service
U
The Law of Supply and Demand
KS
FO
R
It states that when the supply is greater than the demand, the price of goods or
services decreases; whereas, if the demand is greater than the supply, the price
increases, and if the supply is equal to the demand, the price remains constant.
MARKET MODELS
FB
O
O
Market is an impersonal set of pressures bringing together supply and demand.
The different market models are the following:
1. Pure competition – a market situation where there is a considerable number
of sellers offering the same products.
PD
2. Pure monopoly – a market situation where there is only one seller of a
particular good or service
SI
T
3. Monopolistic competition – a market situation where there is a relatively
large number of small sellers offering where similar but not identical products.
VI
4. Oligopoly – a market situation where there are few firms offering standardized
pr differentiated goods and services.
ECONOMIC SYSYTEMS
An economic system is a set of economic institutions that dominates a given
economy (Fajardo, 1986). The following are the major economic systems in the world
today
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 289
1. Capitalism. In this economic system, the factors of production and distribution
are owned by the private individuals or corporations.
2. Socialism. It is the bridge between capitalism and communism. It is a
combination of capitalism and communism. Under this system, the major factors of
production distribution and industries are owned and managed by the state, while the
minor industries are owned by the private sector.
O
M
3. Communism. It is exactly the opposite of capitalism, where all the factors of
production and all the industries are owned and managed by the state. It is also known
as command economy, where private property ownership is not allowed.
M
.C
TAXATION
U
Taxation is the process by which the sovereign, through its lawmaking body,
raises income to defray the necessary xpenses of the government.
FO
R
It also refers to the inherent power of the state to demand contributions to finance public
expenditures.
O
KS
Tax is the enforced proportional contributions from persons and property levied
by the lawmaking body of the state by virtue of its sovereignty for the support of the
government and all public needs.
FB
O
Characteristics of tax
1. It is an enforced contribution
PD
2. It is generally payable in money
T
3. It is levied on persons or property
SI
4. It is proportionate in character
VI
5. It is levied by the lawmaking body of the state
6. It is levied by the state upon persons or property under its jurisdiction
Classification of taxes
A. According to subject matter or object
1. Personal, poll or capitation- tax of fixed amount imposed on persons
residing within a specified territory, whether citizens or not without regard to their
property or occupation or business.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 290
Community tax (residence tax)
2. Property – tax imposed on property whether real or personal in proportion to
its value.
M
3. Excise – any tax than does not belong to the classification of a poll or property
tax. It is a charge imposed upon the performance of an act, the enjoyment of a privilege
or the engaging in an occupation.
O
B. As to who bears the burden
M
.C
1. Direct – directly demanded from and paid by the taxpayer.
U
2. Indirect – demanded form one person in the expectation and intention that he
shall indemnify himself at the expense of another.
FO
R
C. As to the determination of amount
KS
1. Specific – tax of a fixed amount imposed by the head or number, or by some
standard or weight or measurement.
O
O
2. Ad valorem – tax of fixed proportion of the value of property with respect to
which the tax is assessed.
PD
FB
D. As to purpose
1. General, fiscal or revenue – tax imposed for general governmental purposes
and expenditures.
2. Special or regulatory – tax imposed for a special purpose
SI
T
E. As to scope
VI
1. National – tax imposed by the national government.
2. Municipal or local – tax imposed by local government units.
F. As graduation or rate
1. Proportional – tax which is based on a fixed percentage vis-à-vis the amount
of the property or other bases to be taxed.
2. Progressive or graduated – the tax rate increases as the tax base increases.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 291
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M
3. Regressive – the tax rate decreases as the tax base increases.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 292
PART II
PROFESSIONAL EDUCATION COMPONENT
U
M
.C
O
FACILITATING LEARNING, CHILD AND
ADOLESCENT DEVELOPMENT
M
Part 2 of the Licensure Examination for Teachers covers the professional education
which consists of Facilitating Learning and Child and Adolescent Development, The
Teaching Profession, Curriculum Development, Social Dimensions of Education
Principles, Methods and Strategies of Teaching, Field Study, Educational Technology
and Assesment of Learning.
HUMAN GROWTH AND DEVELOPMENT
KS
FO
R
This subject deals with the nature of the learner as the basis of the teachinglearning process. It tackles the growth and development of the child in a life spam
approach.
COMPONENTS OF THE EDUCATIVE PROCESS
O
O
1. Learner
FB
2 Teacher (involved in the learning process)
PD
3. School (the learning situation)
T
THE BIOLOGICAL AND PSYCHOLOGICAL BASES OF EDUCATION
SI
The Beginning of Life
VI
Life begins at the moment of conception – the time when a reproductive cell of
the female (ovum, plural ova) is fertilized by a male reproductive cell the spermatozoon
(spermatozoa, plural).This is approximately 280 days before birth.
Within each sex cell (sperm/egg) there are 23 chromosomes. They are threadlike
particles which contain between 40,000 and 60,000 genes. The genes contain the DNA
and RNA which are considered as blueprint of life and transmitters of hereditary
characteristics traits from the parents to the offsprings.
Sex Determination
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 293
All the female gametes carry X chromosomes, while half of the male gametes
carry the X chromosomes and the other half carry the Y chromosomes.
If the X bearing spermatozoon unites with the ovum, it will result to XX
combination and the sex of the child is female.
O
M
And if the Y bearing spermatozoon unites with the ovum, it will result to XY combination
and the sex of the child is male.
M
.C
Multiple Birth/Twins
U
The term multiple birth refers to the birth of two or more babies within a few hours
or days. There are two types of twin births – the identical and fraternal twins.
FO
R
The identical or uniovular twins come from a single ovum fertilized by a single sperm
cell.
O
O
KS
Some times, it happens that at the time of the first division of the cell the new cell
separates instead of remaining together. Why the speration occurs, no one knows for
certain, but there are evidence that it is a result of hormonal disturbances.
PD
FB
Non-identical, biovular or fraternal twins on the other hand, are the products of
two ova fertilized simultaneously by two separate sperm cells.
T
FACTORS OF GROWTH AND DEVELOPMENT
SI
The factors affecting the growth and development of the individual are:
VI
Heredity – the process by which the new organism is endowed with certain
potentials (inherited from the parents) for his later development. Maturation on the other
hand is the process by which heredity exerts influence long after birth.
Environmental influence – interaction between an individual’s inherited traits
his surroundings and his nurture.
PRINCIPLES OF DEVELOPMENT
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 294
Phylogenetic principle – states that development follows an orderly sequence
which is predictable and is true to all members of certain race.
Predictable trends of development
M
Cephalocaudal trend – development proceed from head to foot direction
M
.C
O
Proximodistal trend – the parts of the body nearest the center (i.e.) are the
parts which develop earlier.
O
STAGES OF DEVELOPMENT
KS
Ex. Though both children are of the same age, one might talk earlier than the
O
other.
FO
R
U
Ex. The baby can see first before he can walk.
Ontogenetic principle – the rate of development is unique to every individual. It is
brought about by one’s heredity as well as environmental influences.
FB
Hereunder are the stages of development that an individual passes through in his
lifetime:
T
PD
1. Pre-natal Stage – from conception (when the ovum is fertilized by the
spermatozoon producing a zygote or fertilized egg) to the time of birth.
SI
2. Infancy/babyhood (birth to two years)
VI
It is the foundation age when basic behavior patterns are organized and
many ontogenetic skills emerge.
3. Earcly Childhood (two to six years)
It is characterized as pre-gang, exploratory and questioning age. Language
and elementary reasoning are acquired and initial socialization is experienced.
4. Late Childhood (six to twelve years)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 295
skill.
Gang age, age of creativity, development of social, self help, play and school
5. Adolescence (thirteen to nineteen years)
Transition age from childhood to adulthood when sex maturation and rapid
physical development occurs resulting to changes in ways of feeling, thinking and
acting.
M
6. Early adulthood (nineteen to forty years)
M
.C
O
Age of adjustment to new patterns of life and new roles such as spouse, parent
and bread winner.
KS
8. Old age (retirement to death)
FO
R
U
7. Middle age (forty to retirement)
Transition age when adjustments to initial physical and mental decline are
experienced.
FB
O
O
Increasing rapid physical and mental decline. Psychological as well as physical
illnesses are experienced.
THEORIES OF DEVELOPMENT
PD
The following are the major theories of development:
T
PSYCHOANALYTIC THEORY (psycho-sexual development)
VI
SI
This was advocated by Sigmund Freud (1856-1939), an Austrian psychiatrist
who believed that a person’s behavior can be motivated by strong unconscious drive or
urges toward self-satisfaction.
Stages of Development Based on the Psychoanalytic Theory
A. Oral stage (birth to two years)
- Mouth is the center of pleasure
- Failure to satisfy this stage will result later to smoking and other vices
involving the mouth.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 296
B. Anal stage (two to four years old)
-anal region is the center of pleasure
-gains pleasure in the elimination of bowel
-failure to satisfy this will result to:
M
1. Frugality (stinginess)
O
2. Greediness
M
.C
3. Obstinate/stubborn character
FO
R
U
C. Phallic stage (four to six years old)
This is derived from the Greek work “PHALLUS” which means male sex organ (symbol
of strength and power) derives pleasure from the manipulation of sex organs
KS
Oedipus complex – rivalry between the son and the father to get the
mother’s attention
O
Electra complex – rivalry between the daughter and the mother to get the
father’s attention
-Calm stage
FB
O
D. Latency stage (six to twelve years old)
PD
- Conflicting feelings are confined in the sub-conscious mind
T
- Energies are diverted to school and peer activities
SI
E. Genital Stage (twelve years old and above
VI
-Starts with the onset of puberty
- The individual is now attracted to the opposite sex
SOCIAL DEVELOPMENT THEORY
This is based on Lev Vygotsky’s ideas. Vygotsky was born in Russia in 1896 and
is responsible for the social development theory of learning.
He proposed that social interaction profoundly influences cognitive development.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 297
He belIeved that this life long process of development was dependent on social
interaction and that social learning actually leads to cognitive development.
other.
other.
- Cognitive development and language are shaped by a person’s interaction with
- Children’s knowledge, values and attitudes develop through interaction with
- Social interactions that assist in learning increase a child’s level of thinking.
M
- Students will learn best through activity.
M
.C
O
- Students should be encouraged to communicate frequently with self and with
teacher.
FO
R
U
PSYCHO-SOCIAL THEORY
This theory was advocated by Erik Erikson, who identified eight basic
developmental stages that the individual has to pass through in his life.
O
A. Stage 1 (0-18 months)
- Trust vs. mistrust
KS
Each of these stage has a specific psychosocial crisis that affects the development of
the child.
FB
O
- The child trust those who care for her and mistrust a stranger
B. Stage II (18 months to 3years old)
PD
-Learns to walk and use his hands
T
- If encouraged, develops autonomy
VI
SI
- If discouraged and punished harshly and excessively the child develops
dependence and shame, doubt, self pity
C. Stage III (3 to 6 years old)
- begins to explore his social and physical world, discovering what he can
accomplish aware of various social roles imitates adult’s behavior
- When punished develops sense of guilt
- The family is responsible for the child’s behavior and action
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 298
D. Stage IV (6 to 12 years old)
- Child’s world broadens – neighborhood/school
- Technical skills are learned
- Peer group influence
M
- Identification and/or separation with sexes
O
- Play age
U
R
FO
E. Stage V (12 to 18 years old)
- Identity crisis –always asking who am I?
M
.C
- When the child cannot accomplish the expectations from him, he develops a
sense of inferiority
-Struggles with society’s demands and physical changes in his body
O
FB
- Age of intimacy
O
F. Stage VI (18-24 years old)
KS
-Peer group becomes an essential source of rules of behavior
PD
- Develops warm intimate relation with anither person and failure to develop
such a relationship results to isolation
T
G. Stage VII (24 to 54 years old)
SI
- The most productive years of adulthood
VI
- The individual’s worth is dependent on his contribution to family and society
H. Stage VIII (54 to death)
- The individual comes to the temporal limits of his life
- The period of achievement and sense of integrity
-Failure to achieve one’s goals results to regret and despair
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 299
- Fear of the end of life
COGNITIVE DEVELOPMENT THEORY (intellectual development)
M
This theory was advocated by Jean Piaget, who believed that a child enters the
world lacking virtually all the basic cognitive competencies of the adult, and gradually
develops these competencies by passing through a series of stages of development
discussed hereunder.
O
Cognitive Development Process
M
.C
Assimilation – (Latin “ad” - to + “similes”– like) absorb as part of itself.
FO
R
U
The individual acquires information or knowledge by which experiences
are integrated into existing schemes
Accomodation – a process of creating a new scheme by modifying an existing
scheme after an individual’s interaction with the environment.
KS
Stages of Development Based on Piagaet’s Theory
O
1. SENSORIMOTOR STAGE (birh to 2yeas) – learning is based on sense
perception
FB
O
- The child is unaware of his environment
This stage is also characterized by the following events that happen to the child
PD
A. Primary circular reaction – repeated actions centered on the infant’s body.
T
Ex. thumb sucking
VI
SI
B. Intentional Behavior – the child repeats actions so as to prolong
interesting/pleasant events
Ex. Crying to attract attention
C. Object Permanence – knowledge of the existence of objects in his
environment, independent of the child’s actions emerges such that the child start to
search for missing objects like toy’s etc.
D. Representation – allows the child to seek necessary solution through
manipulating of internal symbols instead of physical objects.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 300
Ex. trial and error to solve the problem, manipulation of toys
2. PRE-OPERATIONS STAGE (2 to 7 years)
- Emergence of language skills
M
- Interprets experiences
The child thinking is ecgocentric – centered on himself.
M
.C
O
- Words become symbols for objects
U
Ex. The child is fond of telling tall tales to get the attention of everyone
FO
R
The child’s thinking is irreversible – inability to rethink
KS
Ex. Coins are preferred than a 100 peso bill. The child is incapable of logical
thinking
FB
O
-Elementary school years
O
3. CONCRETE OPERATIONS (7- 11 years old)
-The child begins to learn symbol and concepts, time, space, shape, size etc.
T
Major Events
PD
- The child’s thinking becomes more logical and systematic
VI
SI
Conservation – is the ability of the child to conceptualize the retention and
preservation of the same quantity under various transformations
Ex. four .50 coins – Php2.00
1kg. nail = 1kg. Cotton
Reversibility- is the ability of the child to understand the completion of certain
operations in reverse order but ending up the same.
Ex. Ability to understand that ice and water vapor are the diferent states of water
4. FORMAL OPERATION (11 to 16 years old – high school years)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 301
-develops logical reasoning skill
- decreases egocentricity
THEORY OF MORAL DEVELOPMENT
M
This theory was advocated by Laurence Kohlberg, who believed that as
Children grow they pass through several levels of moral development consisting of
different stages which setve as the bases of their behavior as adults.
M
.C
O
LEVEL ONE (Pre-Conventional Morality)
- Childrens judgements are based on external criteria
U
- Right and wrong are according to standards set by authorities
FO
R
Stage one
- Behavior is based on reward and punishment
KS
- Wrong behavior results to punishment
O
- Right behavior results to reward and praises
FB
O
LEVEL TWO (Conventional Morality)
PD
- Childrens judgement is based on Groups expectations
Stage two
T
- Actions are based on self-satistfaction
VI
SI
- Helps those who help him
Stage three
- Desirable behavior pleases others
- Conform to rules of the group to remain accepted
Stage four
- What is right is what is accepted
- Conforms to the rules to avoid disapproval
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 302
LEVEL THREE (Post-Conventional Morality)
- The individual recognizes arbitrariness (absoluteness) of social and legal
conventions
- The individual develops concept of moral values
O
- The concept of right and wrong is governed by reasons
M
Stage five
- Laws are obligatory (dura lex sed lex)
M
.C
Stage six
- Morality is based on mutual respect
U
- The individual conforms to the rules to avoid self condemnation
FO
R
INDIVIDUAL DIFFERENCES
KS
Refers to the idea that no two individuals are exactly the same or alike, as such,
the teacher should make it a point tutelage.
FB
O
O
Factors Affecting Individual Differences
Although it is said that all men are created equal, yet individuals do vary and differ
from one another in terms of:
1. Age differences and personal adjustments
PD
An infant cannot perform the tasks of elementary school pupils though the child is
intelligent.
SI
T
2. Sex differences
VI
- Boys are given roles in the society defferent from the girls
- Boys are characterized by fearlessness, aggreesiveness and are expected to
perform burdensome activities
- Girls on the other hand are characterized by neatness, simplicity and for being
affectionate
3. Family and community back groud
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 303
4. Physical condtions Physical ailment/defects affect the learning process
5. Emotional response and attitudes (E.Q.)
O
M
.C
Mental Age (determined by a test)
I.Q. = -------------------------------------------------------------- x 10
Chronological age (actual age)
M
6. Mental abilities and specific aptitudes (I.Q.)
Descriptions
140+
Genius
130-139
Very Superior
120-129
Superior
110 – 119
A bove Average
13.00%
90-109
Average (Normal)
60.00%
80-89
Below Average
13.00%
Dull (borderline)
6.00%
FO
PD
O
O
KS
.25% more males than females
T
70-79
VI
49 below
.75%
6.00%
Moron
.75%
Imbecile/Idiot
.25% more males than females (
SI
50-69
Persons
R
I.Q.
FB
U
Lewis Terman of England is considered as the father of Modern IQ Test.
(Feebleminded)
Moron – capable of caring for his own needs
- has mentality of a 12 year old child
Idiot – has a mental capacity of a 4 years old child
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 304
- has a short life span
Imbecile – can be taught concerning his personal needs
- has a mental capacity of an eight year old child
THE LEARNING PROCESS
M
.C
O
M
Learning is a mental activity wherein knowledge, skills, habits, attitudes and
ideals are acquired, retained and utilized, resulting in the progressive adaptation and
modification of conduct and behavior (Bugelskie, 1956).
In so far as the behaviorists are concerned, learning is any change in the behavior of
the organism.
R
U
TYPES OF LEARNING
FO
Learning is classified into:
KS
Sensory-motor – understanding of the external world through sense perception.
Development of movements as a reaction to stimuli.
O
O
1. Cognitive – rational/mental/intellectual development
FB
Association learning – acquisition and retention of facts and information
Establishing relationships among ideas and experiences
PD
Problem-solving – overcoming difficulties that appear to interfere with the
attainment of a goal.
VI
SI
T
2. Affective (Appreciative) involves acquisition of attitudes and interest as well
as experiences that will lift the individual above the tangible values associated with
everyday life.
Aesthetic appreciative experiences – obtained in the field of music, art and
literature
Intellectual appreciative experiences – based on the premise that all learning
has emotional correlates
THEORIES OF LEARNING
The following are the major theories of learning (Morris L. Bigge, 1964):
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 305
1. STIMULUS-RESPONSE (S-R) OR ASSOCIATION THEORY – states that for every
stimulus there is a corresponding response.
Connectionism is the theory under S-R, formulated by Edward Lee Thorndike
in 1900.
O
M
It assumes that human activities are based on the association or connection between
stimulus and response.
M
.C
It is the belief that all mental processes consist of the functioning of native and acquired
connections between the situations and response.
R
U
It includes the three fundamental laws of learning:
KS
FO
a. Law of Readiness – when an individual is prepared to respond or act,
allowing him to do so is satisfying, whereas preventing him would be annoying.
O
O
b. Law Exercise – constant repetition of a response strengthens its connection
with the stimulus, while disuse of a response weakens it.
PD
FB
c. Law of Effect – learning is strengthened if it results in satisfaction, but it iis
weakened if it leads to vexation or annoyance.
SI
T
2. THEORY OF CONDITIONING states that the process of learning consists of the
acquisition of new ways of reacting to stimuli developed through attaching new stimuli to
established modes of behavior.
VI
There are two types of conditioning theory:
Classical Conditioning is based on the experiment on the reaction of the dog
conducted by Ivan Pavlov, a Russian psychologist, who postulated that conditioning
consist of eliciting a response by means of a previously neutral or inadequate stimulus.
Principles under Classical Conditioning
a. Adhesive principle – a response is attached to every stimulus. For every
stimulus, there is always a corresponding response.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 306
b. Excitation – also known as the law of acquisition. It occurs when a preciously
neutral stimulus gain the ability of eliciting the response.
c. Extinction – also known as unlearning and occurs when the conditioned
response is no longer elicited by the conditioned stimulus because the conditioned
stimulus is frequently presented without the paired stimulus.
M
d. Stimulus generalization – happens when the conditional response is also
elicited by other stimuli similar to the conditioned stimulus.
M
.C
O
e. Spontaneous recovery – happens when a conditioned response which does
not appear for sometime but re-occurs without need of further conditioning.
R
U
Operant Conditioning is a theory based on the experiment conducted by Burrhus
Frederick Skinner on a hungry rat.
KS
FO
He believed that since an organism tends in the future to do what it was doing at the
time of reinforcement, one can train that organism either by presenting him a reward or
punishment as a consequence of his action.
FB
O
O
Feedback Principle – states that an organism’s responses maybe reinforced by
presentation or removal. In other words, rewards and punishments.
PD
3. SOCIAL LEARNING THEORY is based on the studies of Richard Wallace and
Albert Bandura concerning a group of children who were exposed to three models in
films.
SI
T
The first model was rewarded, the second was punished while nothing was done to the
third model.
VI
Children were then asked to choose among these models.
The children chose the first model, then the no consequence/model and the last choice
was the model who was punished.
Based on this experiment, it was viewed that children’s learning process involves
observation and imitation.
4. COGNITIVE FIELD THEORY – otherwise known as Field Theory describes how a
person gain understanding of himself and his world in a situation where his self and his
environment compose a totality of mutually interdependent, coexisting events. This
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 307
theory defines learning as a relativistic process by which a learner develops new
insights and changes the old ones.
Types of Cognitive Field Theory
a. Insight Leaning – a basic sense of, or feeling for relationships. It is used to
denote the meaning of a matter, idea or point.
M
.C
O
M
The Insights of a person are not equated with his consciousness or awareness of his
ability to describe them verbally; their essence is a sense of, or feeling for pattern in a
life situation.
R
U
This theory is based on the experiment conducted by Wolfgang Kohler on the
chimpanzee.
Kohler postulated that the more intelligent the organism and the more experiences he
has the more capable he is of gaining higher insight.
KS
FO
B .Vector and Topological Theory. Basically, this is derived from the terms vector
which means a quantity that has magnitude and direction and topology which is
concerned with properties of geometric configuration which are unaltered by elastic
deformation.
FB
O
O
As a learning theory, it was advance by Kurt Lewin and states that individuals exist on a
field of forces within his environment that move, change and give him a degree of
stability and substance or define his behavior.
PD
The behavior of an individual is a result of forces operating simultaneously within his
environment and life space.
VI
SI
T
C .Gestalt Learning. The word gestalt is a German term which means a structure,
configuration or pattern of physical, biological, or psychological phenomena so
integrated as to constitute a functional unit with properties not derivable by summation
of its parts.
It claims that the whole is more that the sum of its parts and the whole gets its meaning
from its parts. Gestalt view learning as a change in knowledge, skills, attitudes, values
or beliefs and may or may not have anything to do with the change in overt behavior.
It further claims that one does not learn by doing; for learning to occur, doing must be
accompanied by realization of consequences. Thus, learning occurs as a result of or
through experiences.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 308
Learning, therefore, involves the catching, and generalization of insights which often
are acquired first on a nonverbal level or the level of feeling and may be verbalized later
or may not be verbalized at all.
M
D .Instrumental Conceptualism is the term applied to the theory of learning as
advocated by Jerome Bruner, who believed that the acquisition of whatever form of
knowledge is always a dynamic and interactive process because the learner purposively
participates in the process of knowledge acquisition who selects, structures, retains and
transform information.
M
.C
O
Bruner argued that learning is thinking and thinking is the process whereby one makes
sense out of the various and somehow unrelated facts through a process called
conceptualization or categorization. (Bigge, 1980)
FO
R
U
Subsumption Theory
This theory is based on the works of David Paul Ausubel (1918- 2008), an
American psychologist born in New York and an ardent follower of Jean Piaget
Ausubel’s theory is concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school setting.
KS
According to Ausubel, learning is based upon the kinds of superordinate,
representational, and combinatorial processes that occur during the reception of
information.
FB
O
O
He considered that a primary process in learning is subsumption in which new
material is related to relevant ideas in the existing cognitive structure on a substantive
non-verbatim basis.
PD
Cognitive structure represent the residue of all learning experiences; forgetting occurs
because certain details get integrated and lose their individuality identity.
VI
SI
T
A major instructional mechanism proposed by Ausubel is the use of advance
organizers; “These organizers are introduced in advance of learning itself, and are also
presented at a higher level of abstraction, generality, and inclusiveness; and since the
substantive content of a given organizer or series of organizers is selected on the basis
of its suitability for explaining, integrating and interrelating the material they precede,
this strategy simultaneously satisfies the substantive as well as the programming criteria
for enhancing the organization strength of cognitive structure.
Ausubel emphasizes that advance organizers are different from overviews and
summaries which simply emphasizer key ideas and are presented at the same level of
abstraction and generality as the rest of the material. Organizers act as a subsuming
bridge between new learning material and existing related ideas.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 309
Ausubel emphasizes that subsumption involves reorganization of existing
cognitive structure not the development of new structures as constructivist theories
suggest. Ausubel was apparently influenced by the work of Piaget on cognitive
development. (www.wikipedia.org)
Conditions of Leaning
M
This theory stipulates that there are several different types or levels of learning.
M
.C
O
The significance of these classifications is that each different type requires different
types of instruction.
KS
FO
R
U
This theory of learnings is based on the work of Robert Mills Gagñe (1916 – 2002), an
American educational psychologist best known for his “Condition of Learning “Gagñe
pioneered the science of instruction during WWII for the air force with pilot training.
Later he went on to develop a series of studies and works that helped codify what is
now considered to be good instruction. He also was involved in applying concepts of
instructional theory to the design of computer based training and multimedia based
learning.
FB
O
O
Gagñe work is sometimes summarized as the Gagñe Assumption. The
assumption is that different types of learning exist, and that different instructional
conditions are most likely to bring about these different types of learning
PD
Gagñe identifies five major categories of learning: verbal information,
intellectual skills, cognitive strategies, motor skills and attitudes. Different internal
and external conditions are necessary for each type of learning.
VI
SI
T
For example, for cognitive strategies to be learned, there must be a chance to practice
developing new solutions to problems; to learn attitudes, the learner must be exposed to
a credible role model or persuasive arguments.
Gagñe suggests that learning tasks for intellectual skills can be organized in a
hierarchy according to complexity: stimulus recognition, response generation, procedure
following, use of terminology, descriminations, concept formation, rule application, and
problem solving.
The primay significance of the hierarchy is to identify prerequisities that should be
completed to facilitate learning at each level.
Prerequisities are indetified by doing a task analysis of a learning/training task. Learning
hierarchies provide a basis for the sequencing of instruction.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 310
In addition, the theory outlines nine instructional events and corresponding
cognitive processes:
1. Gaining attention (reception) – Example – show variety of geometric shapes
generated triangles
O
M
2. Informing learners of the objective (expectancy) – Example – pose question:
“What is a rectangle?”
M
.C
3. Stimulating recall of prior learning (retrieval) - Example – review definitions of
rectangle
R
U
4. Presenting the stimulus (selective perception) – Example – give definition of
rectangle
FO
5. Providing learning guidance (semantic encoding) – example – show example
of how to create a rectangle
KS
6. Eliciting performance (responding) – Example – ask students to create 5
different examples
O
O
7. Providing feedback (reinforcement) - check all examples as correct/incorrect
FB
8. Assessing performance (retrieval) – Example – check all examples as
correct/incorrect
T
PD
9. Enhancing retention and transfer (generalization) – show pictures of objects
and ask students to identify equilaterals. http://tip.psychology.org/gagne.html)
VI
SI
TRANSFER OF LEARNING
Transfer of learning occurs when a person’s learning in one situation influences
his learning and performance in other situations
THEORIES ABOUT TRANSFER OF LEARNING
The following are the major theories concerning transfer of learning:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 311
Mental discip discipline. This theory asserts that education is largely a matter
of training or discipling the mind with vigorous mental exercises in the classics,
grammar, logic mathematics, and science on the assumption that such training makes a
person equally effective in all areas where a given faculty is employed.
M
Apperception is a process of relating new ideas or mental states to a store of
old ones. Memories stored in the subconscious and brought into the conscious enable
one to interpret a given experience.
M
.C
O
New ideas are learned through their being related to what is already in the apperceptive
mass. Apperception, therefore, consists of becoming consciously aware of an idea and
assimilating it with other ideas which are already acquired.
FO
R
U
In so far as this theory is concerned, transfer of learning is completely a matter of
mechanistic storage of ideas in aninert mind.
Identical elements is the theory of transfer of learning that is advocated by
connectionism. It states that transfer of learning is facilitated in a second situation to the
extent that it contains identical elements or factors which occurred in an earlier learning
situation.
O
O
KS
Among these identical elements of practical importance are associations including ideas
about aims and methods of general principles and associations involving basic factual
experiences which involve length, color and number which are repeated in different
combination (Thorndike, 1913.)
PD
FB
Identical elements may take the form of content, procedures, facts, actions, attitudes,
techniques or principles. This theory implies that a school should list the aspects of
situations that are important to the child even out of the school or in later courses and
teach the pupils to cope ith different indetical experiences or situations in real life.
VI
SI
T
Generalization. This theory was advocated by Charles Judd who said that there
are two levels or kinds of knowledge – wrote learning or memorization without any
meaning and generalized knowledge with many intellectual associations.
He believed that it should always be in the form which makes generalizations possible.
Basically, generalization is a statement or understanding of relationshipps, a principle, a
rule or a law.
Generalization is another name for relating experiences in such a manner that what is
gained at one point will redound to the advantage of the individual in many spheres of
thoughts and actions (Judd, 1939).
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 312
Furthermore, for this theory, transfer of learning is the sensed relationship between the
elements of the situations and it is automatic. Generalization is expected to spring into
action whenever the environment sets the stage for its occurrence.
M
Gestalt theory of transfer. The Gestaltist advanced the idea of transposition or
the belief that when transfer of learning occurs it is in the form of generalizations,
concepts, or insights which are developed in one learning situation and employed in
other situations.
M
.C
O
For them, transfer of learning is best achieved when a person is in the best frame of
mind and he is aware of the meaning of the situations and experiences as well as their
practical application to his daily life activities.
O
O
TYPES OF MOTIVATION
KS
FO
R
U
MOTIVATION
Motivation is derived from the Latin word “movere” which means to move. It is the
stimulation of action toward a particular objective where previously there was little or no
attraction toward that goal. It is the process of arousing, maintaining and controlling
interest. This could eplain why the individual always takes what he perceives to be the
shortest route to his goals.
FB
Motivation is either intrinsic or extrinsic.
T
PD
Intrinsic motivation refers to the inherent or internal stimulus of the individual to
learn. It is based on the natural desire of the individual to satisfy his drives and motives
without the need for reward and punishment.
VI
SI
Extrinsic motivation is based on incentives which are artificial devices which
are employed to evoke attitude conductive to learning. Rewards and praises like
medals, good grades, prizes, scholarships and the like as well as punishments are good
examples of this form of motivation
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 313
SOCIOLOGICAL BASES OF EDUCATION
SOCIOLOGY is the systematic study of the development, structure, interaction and
collective behavior of organized groups of human beings.
M
SOCIETY is derived from the latin word“socios” or “socials”– meaning fellow,
companion or associate.
M
.C
O
It is a group of individuals with well defined limits which persists in time, thus enabling
them to develop a set of common ideas, attitudes, interact and of techniques for living
and fitting together.
R
U
The members think of themselves as a social unit. The society is formed based on
man’s gregariousness or the tendency or desire of people to be with other people.
FO
CONCEPT OF GROUPS
O
KS
GROUP is a unit of interacting personalities with independence of roles and
status existing between them.
O
KINDS OF GROUPS
PD
FB
1. Primary group is characterized by intimate, face to face, informal, personal
relationship among members. It is also characterized by the so called “we feeling.”
T
EX. family
VI
SI
2. Secondary group is characterized by impersonal, formal, contractual business-like,
and casul relationship. Large in size, of short duration, the members are physically and
spatially distant from one another.
Ex. Religion, school
3. In group is the group where the individual identifies himself and is given a sense of
belongingness. It can be as small as the family or as big as a nation.
This group is further characterized by ethnocentrism or the belief that one’s group is
superior over the other chauvinism – excessive ethnocentrism.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 314
4. Out-Group is a group in which one has a feeling of indifference, avoidance,
stangeness, dislike, antagonism and even hatred.
Ex. Religious groups
M
5. Peer group is the group where the members are of the same age and socioeconomic status.
M
.C
O
Types of Peer Groups
U
Play-group is characterized by spontaneity, and informality and with
minimum or no adult supervision at all. It is common among children.
KS
FO
R
Gang has a recognized leader, pass word, rules of behavior, definite place and
time of meeting and planeed activities. It is also characterized by deviant, anti-social
behavior.
FB
O
O
Clique is composed of persons with the same interest or line of thinking.
6. Reference group – a group to which the individual refers and with whom he
identifies himself either consciously or unconsciously. It is more of identification rather
than actual membership.
PD
7. Voluntary associations – members joined together due to their common decisions
or needs.
SI
T
Personal interest group – caters to people with the same interest
VI
Ex. Ball clubs
Social service groups – for community services
Ex. NGO’s, Rotary, Lions, etc.
Political action group – for the promotion of a political agenda or candidacy of a
political leader
Ex. Aksyon Demokratiko
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 315
SOCIAL STRATIFICATION is the system or process of assigning men their respective
ranks in a society based on income or wealth, education, occupation and lifestyle.
SOCIAL MOBILITY is the process of moving from one social stratum to another, may
either be horizontal, vertical or lateral.
M
.C
O
M
SOCIALIZATION is the prcess by which the individual acquires the social and cultural
heritage of his society. Through this, the individual learns his social position in the
society.
LEVELS OF SOCIALIZATION PROCESS
R
U
1. VEgtative Level – the stage characterized by the preoccupation with food.
FO
The desire is primarily for survival.
KS
2. Sentient Level – geared towards the satisfaction of sensual passions and desires.
O
O
3. Rational Level – a persn has already acquired morality and a sense of justice.
PD
FB
LANGUAGE plays a vital role in the socialization of the individual and without this, man
would not be able to integrate the values of his society. Language is also considered as
the basic difference between man and animals.
SI
T
STATUS AND ROLE
VI
STATUS is the position a person occupies in a society by virtue of his age, birth,
sex, marriage, occupation, achievement.
Types of Status
1. Ascribed – position assigned to an individual without reference to his innate
differences and abilities. This is assigned at birth.
Ex. sex, race, age, etc.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 316
2. Achieved – it is not assigned to an individual from birth, but is left open for
competition and individual effort.
Ex. One’s proffesion
ROLE is the part that the individual is expected to play in his social group. It is the sum
of the culture patterns associated with a particular status.
M
.C
O
M
SOCIAL DEVIATIONS refer to the failure of the individual to play the role
expected from him by the society.
U
INTERNALIZATION is the process of making an attitude or a practice a part of
one’s automatic and unthinking responses.
FO
R
SOCIAL ORDER is the way the individual is expected to behave in a society
where he belongs in order to preserve and maintain the tranquility of his social milieu.
O
KS
SOCIAL CONTROL is the means by whch people are led to fill their expected
roles in the society even against their will just to achieve social order.
O
ANTHROPOLOGICAL BASES OF EDUCATION
PD
FB
ANTHROPOLOGY is derived from the Greek words anthropos which means man and
logos meaning the study of. It is the study of human difference, cultural and biological
against the background of the nature all humans share. Anthropologist study human
social life and culture including the origin of the human race.
VI
SI
T
CULTURE is defined by Edward B. Taylor as that complex whole which includes
knowledge, belief, art, law , morals, customs and other capabilities and habits acquired
by man as a member of a society.
KINDS OF CULTURE
1. Non-Material culture (intangible) includes beliefs, moral, laws, customs,
traditions, folk ways and mores etc.
2. Material culture (tangible) includes man’s technologies, etc.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 317
CHARATERISTICS OF CULTURE
1. Culture is learned – man is not born with culture, but he is born with the
capacity to acquire and learn the culture of his group.
M
2. All people have varied culture – every society has its cultural values that are
entirely different from the others.
O
3. Culture is a group product – man cannot develop a culture of his own if he is
M
.C
alone.
R
U
4. Culture is transmitted – the learned culture of the past generation are
transmitted to posterity through education.
O
O
IMPORTANCE OF CULTURE
KS
FO
What we are today is the product of what they were before.
FB
1. Through the development of culture man can set aside certain laws of nature
to conform to his needs.
T
PD
2. Through the development of culture man can overcome his physical
handicaps.
VI
SI
FOLKWAYS – customary ways of behaving which have become habitual
repetitive to an individual or group.
Ex. Caring for the elders and saying po and opo
MORES occurs when folkways become compulsive for the welfare of the society
and it has acquired moral significance.
Failure to observe or conform to this will result to ostracism or condemnation.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 318
CULTURE CHANGE may oocur either by accident or direction. It is brought
about by the passage of time, migration and other factors.
SUB-CULTURE refers to the attitude of a certain group to deviate from the
habitual practices of themajority.
M
This is apparent in the new styles of dressing, language and other practices of a group
of people which are different from the majority.
M
.C
O
CULTURAL RELATIVISM refers to the practices considered immoral or taboo to
a certain group of people, yet moral to other societies.
Ex. Polygamy, pre-marital sex, etc.
FO
R
U
CULTURE SHOCK is the term used to denote the feeling of depression, often
expressed as homesickness, cause by living in a foreign environment.
KS
Faced with an unknown or poorly understood foreign language and confused by
different codes of conduct, unfamiliar food and even unfamiliar physical surrounding, the
traveler or new resident may look upon the people and the unaccustomed behavior with
distaste and sometimes with fear.
FB
O
O
CULTURAL VALUES refer to the collective ethical, aesthetics and religious values of
the community including artistic inclination, poetry, music , painting, literature and such
other practices which the entire society consider as bital elements of their existence.
PD
Test of Robin Williams to determine which practices are included in one’s culture
SI
T
1. Extensiveness – number of percentage of the population practicing the value.
VI
2. Duration – time element. How long has the value been practiced.
3. Intensity – the total impact of the value upon the populace. The severity or
gravity of punishment or condemnation for violation.
4. Prestige of the value carrier- refers to the people practicing such value.
FILIPINO CULTURAL VALUES
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 319
The Filipino people are known for their various cultural values. Whether
beneficial or not, these cultural values make the Filipinos unique and distinct from other
peoples of the world.
Some of the important Filipino cultural values are the following:
M
Non-rationalism is the tendency to perceive thoughts, objects, events and persons as
sacred. This includes:
M
.C
O
Aminism – the belief in supernatural spirits who are presumably interferin with
man’s daily affairs.
FO
R
U
Fatalism – belief in luck, fortune telling,”Bahala Na” “suwerte” or malas,
horoscope etc.
KS
Social Acceptance – the desire to be always accepted by the group
O
O
Pakikisama – yielding to the decisions of the majority
Euphenism – stating an unpleasant truth, opinion, or request as pleasantly as
possible.
PD
FB
Go-between – the use of a third party to be exact favor or request from another
person. This includes hiya and amor propio
SI
T
Emotional closeness and security of the family means the mutual dependence
among relative. This could also mean granting special favors or privileges among the
immediate or even distant relatives.
Authority refers to the emphasis on the power and importance of authority
VI
figure.
Economic and social improvement is the desire to improve the standard of
living of his family and his hometown.
Utang Na loob means sense of gratitude
Personalism emphasizes the importance of the person with whom one has
immediate face to face contact and contact and connection.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 320
This includes pakiusap, lagay, areglo and palakasan
Indolence – laziness
O
Mañana habit refers to procrastination or putting for tomorrow what can be done
M
.C
today.
M
Ningas kugon means great enthusiasm at the beginning of a task, yet after a certain
period of time the enthusiasm is fading gradually.
R
U
Hospitality means cordially entertaining guests and visitors even to the point of
sacrificing their own welfare.
KS
FO
Fiesta syndrome refers to the lavish spending during fiestas and other
occasions.
TEACHING PROFESSION
O
O
EDUCATION
PD
FB
Education is derived from the Latin word “educare” or “educere” which means to
lead forth. It is defined as the process of acquiring knowledge, habits, attitudes, interest,
skills and abilities and other intangible human qualities through training instructions and
self-activity, and transmitting these vital elements of human civilization to posterity.
SI
T
TYPES OF EDUCATION
VI
1. Formal Education – refers to the hierarchically structured chronological
graded learning organized and provided by the formal school system and for which
certification is required in order for the learner to progress through the grades or move
to higher levels.
This corresponds to the following levels:
A. elementary education
B. secondary education
C. tertiary education
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 321
2. Non-formal education – refers to any school based educational activities
undertaken by the DECS and other agencies aimed at attaining specific learning
objectives for a particular clientele, specially the illiterates and the out- of -school youths
and adults, distinct from the outside the regular offerings of the formal school system.
M
(B. P 232 Art. III Chapter 1 and 2 Sections 19 and 24)
M
.C
O
3. Informal Education- a type of education which can be acquired anytime and
anywhere. It is otherwise known as the education for all seasons.
U
ORIGIN OF EDUCATION
R
There are two theories concerning the exact origin of Education:
KS
FO
1. The Theory of Divine Creation advocates that when God, in the beginning of
time, created man according to His image and likeness and commissioned him to
multiply and replenish the earth and subdue it and have dominion over all other
creations
FB
O
O
(Genesis Chapter 1). He equipped man with intellect and free will. But because man
chose to ignore God and disobey his will, the firs couple was banished from the “Garden
of Eden” and severed the former relation between the Creator and man.
T
PD
Henceforth, the first couple multiplied, passing the knowledge acquired from God
to their offspring, until the time when their children inhabited the earth possessing the
intelligence they inherited from their parents.
VI
SI
These include the ability to communicate, read and write, knowledge in science and
arts, as well as other skills like hunting, farming, fishing, etc.
Finally, due to man’s superior intelligence and God given talents, scientific
advancements became part of man’s existence.
2. The Theory of Evolution, on the other hand, believes that education started
when the very primitive man, basically savage, brutish and animalistic, for he had just
evolved from the lower primates, began his quest to find ways and means to feed
clothe, shelter and protect himself and compete with other animals for survival (i.e.
survival of the fittest).
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 322
Education at this point, says this theory was on its simplest form characterized by
the absence of reading, writing or comprehensive language.
EDUCATIONAL CONTRIBUTION OF ANCIENT CIVILIZATIONS
M
.C
O
JEWISH – religious educations
M
The education was informal and learning was through observation and imitation or
apprenticeship for there were existing schools yet.
1. Synagogues – temple schools
U
2. Bible and the Talmud
KS
1. Analects of Confucius
FO
CHINESE – career oriented education
R
3. Rabbis – teacher/priests
O
2. Civil Service Examination (Han Dynasty 206 B.C)
FB
O
a. Flowering talent – whole day exam
b. Promoted man – 3 days exam
T
PD
c. Entered scholar/fit for office – 13 days exam, and those who passed
became the ministers of the emperor
VI
SI
Every examination that an individual passed had a corresponding decoration in
his dress, in his household and certain previliges.
EGYPTIAN – practical and empirical education
1. Hieroglyphucs – ancient picture-writing system
2. Papyrus – ancient paper
3. Mathematics – value of pi = 3.16
4. Engineering/Architecture
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 323
Pyramids, dams, dikes, palaces
5. Geometry - land surveying and measuring
6. Astronomy – positions of stars and other heavenly bodies to determine tides,
seasons, floods.
M
Calendars composed of 24 hours a day, 7 days a week, months of 30 days with 365
days a year.
M
.C
O
7. Medicine – explored human anatomy
- Mummification of the dead
FO
R
U
GREEKS – liberal and democratic education
1. Olympic Games
KS
2. Mythology
O
3. Democracy
FB
PD
The Greek City States
Sparta
O
4. Philosophy
SI
T
- Authoritarian government
VI
- Military city-state
- Communal life
- Military academy
- at birth, the child is taken care by the mother, but at the age of seven he is turned over
to the paidonomus or a military drill master who will teach him the art of warfare.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 324
Athens
- Liberal education
- Freedom of thought, expression and religion
- Education was a family responsibility
M
- Every male child is given a paedagogus or a tutor who will train
M
.C
O
- Him to be a good and responsible citizen
Ancient Athenian Schools
FB
O
3. Grammar school
O
Kitharist – music teacher
KS
2. Music school
FO
Paedotribe – teacher of gymnastics
R
U
1. Palaestra – gymnastic school
PD
Grammatist – teacher of letters
Protagoras was the most famous sophist who said that man is the measure if all
VI
things.
SI
T
The Sophist were the wandering scholars who went to Athens, taught Athenian boys
but collected fees from them.
The Greek Thinkers flourished in order to conteract the influences of the Sophists
who were not Athenians.
Among them were:
Socrates (469-399 B.C)
- He advanced the idea of Gnothi Seauton or know thyself
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 325
- He believed that knowledge is virtue and all virtuous actions are based on
knowledge
- He introduced Socratic dialect method of teaching which is composed of:
1. Ironic (destructive) element
O
M
2. Maieutic (constructive) element
M
.C
Plato (427-347 B.C.)
R
U
- He proposed that the society should be divided into classes of people based on their
talents and intelligence.
FO
a. Philosophical class – guardians or rulers of the society
KS
b. Warrior Class – protectors of the society
O
c. Artisan or industrial class- workers of the society
FB
O
- He believed that education should be determined by the social class where the person
belongs
PD
- He established a school called Academy
T
Aristotle (384-322 B.C.)
SI
- He was the paedagogus of Alexander the Great
VI
- He established a school called Lyceum
- He believed that virtue is brought by doing not by knowing
- He advanced the idea that man is a social animal and must use his reason to
attain his ultimate end which is the summum bonum or highest/supreme Good.
- He postulated that man is composed of two distinct but united entities:
Body and soul the soul is composed of:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 326
1. Irrational element – appetites, desire, passions
2. Rational element – intellect
THE GREEK UNIVERSITIES
University of Athens – world’s first comprehensive university
It had the most advanced library facilities.
M
.C

O
M
University of Alexandria – founded by alexander the Great in Egypt.
It had excellent products like:
FO

R
U
The Septuagint which is the Greek translation of the Hebrew Bibles ws translated by 70
scholars in this university.
KS
1. Euclid – in the field of Geometry
O
2. Archimedes – in the field of Physics
FB
O
3. Erathothenes – in the field of Geography and Astronomy
T
PD
ROMANS – pragmatic and progressive education
1. Latin Language
2. The Laws of the Twelbe Tables
3. The Roman Senate
SI
THE ROMAN SCHOOLS
VI
1. Elementary – school of the litterator or Ludi Magister
2. Secondary – school of the Grammaticus or Literatus
3. Higher education – rhetorical schools
Imperial Contributions to Education
1. Vespasian (A.D. 69-79) – founded the Roman University and Roman Library
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 327
2. Trajan (A.D.98-117) – gave scholarships to poor but deserving students
3. Hadrian (117-138) – gave pensions for retired teachers and gave more
attention to Law and Medicine than to Philosophy.
4. Antoninus Pius (138-161) – exempted all Roman teachers from taxation and
military service.
O
M
5. Constantine (306-337) – continued all the privileges, mentioned above and
legalized Christianity by virtue of the Edict of Milan an AD 313.
M
.C
6. Julian (361-363) – required that all teachers be licensed and be given
qualifying exams. He also eliminated Christian teachers from Romal Schools.
U
7. Gratian (367-383)
FO
R
– subsidized all Roman schools, and created a salary scale for teachers.
KS
8. Theodosius (383-395) – he nationalized all schools and considered the
establishment of private schools a grave punishable by law.
O
EDUCATIONAL INFLUENCES OF JESUS CHRIST
FB
O
Jesus was born ca. 4 B.C and was crucified 33 years after, approximately AD 30.
PD
In the short stay of Jesus Christ here on earth. He revolutionized man’s concept of
religiosity and theology.
VI
SI
T
His methods of teaching people were simple and direct and were intended to touch
mans spirituality. However, his association with the outcasts of the Jewish society and
with the gentiles as well as His frequent attacks against the established norms religious
legalism of the Jews drew the ire of the religious leaders of His time led to His
crucifixion when He was 33 years of age.
But after three days, He rose from the dead to fulfill his promise of redemption and
everlasting life for all mankind.
The Teaching Methods of Jesus Christ
Parable – a short story, a weighty similitude used to convey instruction to
ignorant prejudices and inattenntive hearers.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 328
Ex. Prodigal Son (Luke 15:11-33)
Conversational Method – an intimate, face to face direct natural personal and
informal method. It is a sort of questions and answer method.
Ex. John 3:1-11 between Jesus and Nicodemus
M
Mat. 22:15-17 about paying taxes.
M
.C
O
Proverbial or Gnomic Method – Jesus, in his teachings frequently used
gnomes or proverbs, some were quoted from the Old Testament and others were His
own.
R
U
Ex. “For many are called but a few are chosen” Mat 22:14
FO
EARLY CHRISTIAN EDUCATION
FB
O
O
KS
Upon the resurrection of Jesus Christ, He commissioned His disciples to “go into
the world and preach the Gospel (Mathew 28:19), but they received a lot of
persecutions from the unbelieving world. However, when Emperor Constantine of the
Roman Empire proclaimed Christianity as the official religion of the Roman world the
Christians and their teachings became part of the mainstream society, and the Emperor
himself supported the church and established schools.
By virtue of this support, the following Christians schools were established:
PD
1. Catechumenal – school for new converts
T
2. Catechetical – school for leadership training
VI
SI
3. Cathedral/episcopalian- school for the clergy
THE DIFFERENT MEDIEVAL MOVEMENTS IN EDUCATION
The medieval period is also known as the middle age or the dark age which
refers to the span of time from the downfall of the Roman empire in the year A.D 476 to
the beginning of the Renaissance period about 1333.
The different educational movements during this epoch in history are discussed
hereunder:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 329
Monasticism – education was a religious discipline. Education was strict, rigid
and punishment was severe.
Education was based on Monastic vows of poverty, chastity and obedience. During
reign of Charlemagne (722-804), he supported the Monastic schools and even
established court schools to educate his constituents.
O
M
Scholaticism – education was an intellectual discipline. The purpose of this movement
was to bring reason to faith and support theology by using logic.
U
M
.C
Saint Thomas of Aquinas (1225-1274) was one of foremost proponents of
Scholastic movement. He wrote the Summa Theologiae which became the basis of the
majority of the doctrines of the Catholic Church.
FO
R
The Medieval University – the Medieval Universities started as “universitas
magistrorum et scholarium” or corporation of teachers and students chartered by the
pope or the kings.
O
KS
The first organized university was the University of Bologna chartered by the Emperor
Frederick I in 1158.
FB
O
Composition of the medieval university:
Studium generale – the student body
PD
Nation – a group of students who had the same place of origin
T
Councilors – leaders of a nation
SI
Facultas – teachers of the same subject
VI
Dead – head of the facultas
Rector – head of the medieval university
Chivalry – education as a social discipline. This kind of movement flourished in the
Christian countries in Europe as a response to the increasing educational needs of the
sons of the nobility. Under this system, a boy of noble birth has to pass through the
following stages before he is fully accepted as a member of his social class:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 330
Page – an attendant to the noble courts at the age of 7 years
Squire – an attendant to a knight at the age of 14 years
Knight – a full-pledged warrior who has vowed to:
-protect the women and the poor
M
.C
O
M
- defend the church and the state
- attack the wicked and
- shed blood for the sake of his contry and his compatriots
FO
R
U
The Guild System- education for the middle class. Towards the end of the
medieval period, a new class of people arose between the nobles and the peasants- the
bourgeoisie (burgher) or the middle class.
O
O
KS
These people were not really rich like the landed gentry, nor poor like vassals, but
rather, they acquired their fortune from the profits in commercial and industrial
endeavors brought about by the “Crusaders”. In order to protect their interests, they set
up organizations known as guild.
FB
There were two types of guilds:
PD
Crafts guild- organization of skilled craftsmen
T
Mechant guild – organization of business
VI
SI
Before a person is accepted as a member of any of the guild, he must pass
through the following stages:
Apprentice – a trainee assigned to a master
Journeyman – a trainee who travels from place to place under different
masters and is paid for his labor
Master craftsman – a full pledged member of a guild
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 331
As the number of the middle class increased the need for more schools to meet
the education needs of their children also increased which paved the way for the
establishment of the new type of schools, viz:
Chantry schools – schools established through the foundations under the clergy
O
M
Guild Schools – served as vocational schools who catered to the children of the
members of the craft guild
M
.C
Burgher schools – established to educate the children of the members of the
merchant guild
R
U
ISLAMIC INFLUENCES ON EDUCATION
O
O
KS
FO
Islam which means submission to God, a religion that was established by the
prophet Muhammad (570-632) is a monotheistic religion whose followers worship only
one God –Allah.
The teachings of this religion is based on the Qur’an, their sacred scripture. At the peak
of the glory of the Islamic civilization they have contributed the following to the world
and to education:
FB
1. Established the most complete curricula from elementary to university.
PD
2. Hindu-Arabic numerals
3. Advanced learning in Pharmacy, surgery and medicine for the preservation of life
SI
T
4. Taught geography using globes
VI
5. Invented the pendulum clock, discovered the nitric acid and sulfuric acid
6. Used compass, gunpowder
7. Cultivated rice, silkworm, sugar and cotton
8. Determined the height of the atmosphere, weight of the air and specific gravity of
bodies
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 332
PHILOSOPHICAL MOVEMENTS IN EDUCATION
M
Renaissance. It is derived from the Latin word “renaistre” meaning to be born
again. It is considered as the revival of ancient learning brought about by the discovery
of the “New World” of Christopher Columbus the fascinating stories of Marco Polo about
the wealth and technology of the East, (i.e China under Kublai Khan), the invention of
the printing press and other events during the latter part of the medieval period.
M
.C
O
Humanism. It was one of the various philosophies that flourished during the
renaissance period. It is a philosophy which holds the idea that education aims to
liberate man from the oppressive and demanding medieval institutions like the church
and the state so as to enable him fully develop his potentials.
FO
R
U
Italian or Individual Humanism
O
O
KS
It stressed that individual freedom is a prerequisite to the achievement of a rich
and fullfiled life.
Vittorino Da Feltre (1397-1446) – a school teacher who administered the Casa
Giacosa (Happy House) whose purpose was to educate young boys by the use of
games and other physical and educational activities.
FB
Northern or Social Humanism
T
PD
The humanistic movement in Northern European countries like Holland, France
Germany and England. This movement advocated that education is an avenue for
societal regeneration.
VI
SI
Desiderius Erasmus (1467-1536) an educator from Rotterdam who wrote book
called Liberal Education of Children where he advanced the idea of using games and
play and individualized instruction to educate children and prohitibted the use of harsh
and physical punishment.
Reformtion. It was acaused by the massive corruption in the Roman Catholic
Church and the sale of indulgences. This movement highlighted the protests of the
people who were dissatisfied by the policies of the Roman Catholic Church.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 333
Martin Luther (1483-1546) – Father of Reformation who wrote the 95 theses,
denouncing the Catholic Church and posted it in the doorpost of his Cathedral on
(Wittenburg) on Octover 31, 1517.
O
Saxony Plan- first public school system based on the “Report”
M
Philip MElanchton – education reformer. He published the “Report of Book of
Visitation” which is considered as the first educational survey in history.
U
M
.C
Catholic Counter- Reformation. It was the response of the Roman Catholic
Church to the protests of the “Reformers” led by Rev. Martin Luther. In order to examine
the doctrines and policies of the Church, the Council of Trent was convened by Pope
Paul III in 1545-1563.
KS
FO
R
As a result, several changes were instituted in the Roman Catholic Church so as to
prevent the Catholics from joining the ranks of the Protestant who at that time were
growing in number.
Among them were:
FB
O
O
The Catholics realized that the Protestants used education to implement societal
reforms and gained the support of the masses. Due to this, the Catholic Church
sanctioned the establishments of the different congregation to carry-out her version of
educational innovations.
SI
T
PD
Jesuit Order (Society of Jesus) founder by Ignatius of Loyola whose aims were:
To teach the children to become leaders both of the Church and the State little learning
at a time but emphasized mastery encouraged competition and rivalry.
VI
Little School of Port Royale (1637-1660) aimed to develop the moral and religious
character of the child.
Institute of the Brethren of Christian Schools (La Salle Schools) founded by
Jean Baptiste de la Salle (1651-1719) who aimed to teach the poor and the
underpreviledged.
Realism. It was an educational philosophy which advocates that education should be
concerned with the actualities of life and prepare for its concrete duties. The following
were the proponents of realistic education:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 334
John Milton (1608-1674) – he believed that boys should study formal grammar
and formal education must be emphasized he advocated the use of resource persons.
M
Francois Rabelais (1483-1553) – he suggested that education should be made
attractive rather than compulsive all elarning should be made pleasant he believed that
education should be gained through books
M
.C
O
Michael de Montaigne (1533-1592) – he emphasized the use of field
trips/education tours in the teaching – learning process and introduced the concept of
finishing schools
FO
R
U
John Amos Comenius (1592-1670) - he wrote “Orbis Pictus Sensualism” or the
World of Sensible Things Pictured which is considered as the first textbook on the use
of visual aids in classroom teaching
KS
- He organized a school system from pre-school to the university
- He also advocated the following:
FB
O
O
- Older children should stay longer in school, and younger ones should stay in
school only for a short period a day.
- Morning hours should be devoted for intellectual subjects while subjects for
PD
- Physical and aesthetic development should be given in the afternoon.
SI
T
-The level of teachin should be suited to the understanding of children.
VI
Francis Bacon (1561-1626)
- He suggested the use of inductive method of teaching
- He believed that all scientific progress must be based on nature
Richard Mulcaster (1531-1611)
- He argued that education should be in accordance with the nature of the child
and its aim is
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 335
- To secure the expression and development of childish tendencies and not to
suppress them.
-He suggested that teachers should be required to obtain university training like
- Lawyers, ministers etc.
M
- He developed teacher training colleges (Normal Schools)
O
Wolfgang Ratke (1571-1635)
M
.C
- He advocated that everything should constantly be repeated to ensure mastery
FO
R
U
- He argued that everything should be without compulsion and rote learning
should by all means be avoided.
FB
O
O
KS
Disciplinism. A philosophy which believes that education is based on discipline. It
advanced the idea based on Aristotle’s faculty psychology that the human mind is
composed of several faculties such as memory, reason, will, judgement ,etc.
And the power in any faculty can be developed through training and proper discipline. It
advocated that mastery of mathematics and linguistic ensures mastery of other
subjects.
PD
The foremost exponent philosophy was John Locke (1632-1704) who believed that
when the child is born his mind cacn be compared to a “tabula rasa” or a ban or a
blank tablet and experiences will be the ones to write on that tablet.
VI
SI
T
Naturalism is an educational philosophy which adhers to the belief that
education should be in accordance with the nature of the child. All educational practices
should be focused towards the natural development of all the innate talents and abilities
of the child.
The outstanding personality involved in naturalism in education was Jean Jacques
Rousseau (1712-1778) who wrote several books on politics and education like the
Social Contract, Emile, etc. Emile is considered as the “gospel of the child’s
educational freedom.”
Rousseau believed that man at birth is naturally good, societal influences make man
evil and that the stronger the body, the more it obeys; the weaker the body, the more it
commands.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 336
PSYCHOLOGICAL MOVEMENTS IN EDUCATION
This movement calls for the application of basic psychological principles like
individual differences, motivation, transfer of learning and others to the educative
process.
Among the educators who belong to this movement were:
M
Johan Heinrich Pestalozzi (1746-1827)
O
He advocated the following:
M
.C
Education has the power for societal regeneration
Learning should be through observation and experience
R
U
Bookish learning should be avoided
FO
Discipline must be based on love (thinking love)
KS
A teacher must have a special training that is not simply intellectual
but one which also touches the heart
O
Education is basically a “contact of souls” and thetacher must feel
FB
O
Respect and sympathy for the children he teaches
PD
Johan Friedrich Herbart (1776-1841)
He was known for the Herbatian Method of Teaching which has the following steps:
SI
T
a. Preparation
VI
b. Presentation
c. Association
d. Generalization
e. Application
Friedrich Wilhelm August Froebel (1782-1852)
- He established a child centered school in 1840 which came to be known as
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 337
Kinder garten” which literally means “Garden of Children”
- He included games and sport in the curricula of formal schools
Maria Montessori (1870-1952) - the first female doctor in Italy. She based her work on
the direct observation of children.
Educators called her a miracle worker

Developed a child centered curriculum

Education is life that evolves from a child’s use of all his or her
senses
In the learning process
O
M
.C

M

Emphasized manipulation and experimentation to promote
independence and creativity

Specialized tool were used to allow the child to proceed at his or
her own pace
KS
FO
R
U

SOCIOLOGICAL MOVEMENT IN EDUCATION
FB
O
O
This is based on the tenets of this movement, education is looked upon as the
process geared the propagation, perpetuation and amelioration of the society and the
total development of an individual.
PD
John Dewey (1856-1952)
He believed that:
Education must be democratic

The aim of education is social afficiency
VI
SI
T


Utilization rather than subordination for the capacity of the individual

Public school system is the chief means to achieve the above mentioned
purpose

Education is life and not just a preparation for life.
He postulated the famous “Learning by Doing Dictum” which states that the learner
best if he is an active participant in the teaching learning process.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 338
LEGAL BASES OF PHILIPPINE EDUCATIONAL SYSTEM
THE 1987 CONSTITUTION
ARTICLE XIV Sections 1-5(5)
M
Section 1. The state shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
M
.C
O
Section 2: The State shall:
1. Establish maintain and support a complete, adequate and integrated system
of education relevant to the needs of the people and society;
FO
R
U
2. Establish and maintain a system of free public education in the elementary
and highschool levels. Without limiting the natural rights of parents to rear their children,
elementary education is compulsory for all children of school age;
KS
3. Establish and maintain a system of scholarship grants, student loan programs
subsidies and other incentives which shall be available to deserving students in botth
public and private schools, especially to the underprivileged;
FB
O
O
4. Encourage non-formal and indigenous learning system, as well as selflearning, independent and out-of school study programs particularly those that respond
to community needs; and
PD
5. Provide adult citizens, the disabled and- out- of- school youth with training in
civics, vocational efficiency and other skills.
T
Section 3
VI
SI
1. All educational institutions shall include the study of the Constitution as part of
the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and personal discipline, encourage critical
and creative thinking, broaden scientific and technological knowledge and promote
vocational efficiency.
3. At the option expressed in writing by the parents or guardians, religion shall be
allowed to be taught to their children or wards in the public elementary and highschools
within the regular class hours by instructors designated or approved by the religious
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 339
authorities of the religion to which the children or wards belong, without additional cost
to the Government.
Section 4.
1. The state recognizes the complementary roles of public and provate
institutions in the educational system and shall exercise reasonable supervisions and
regulations of all educational institutions.
The Congress may, however, require increased Filipino.
M
.C
O
M
2. Educational institutions, other than those established by religious groups and
mission boards, shall be allowed solely by citizens of the Philippines or corporations or
associations at least sixty per centum of the capital of which is owned by such citizens.
R
U
3. Equity participation in all educational institutions. The control and
administration of educational institutions shall be vested in citizens of the Philippines.
KS
FO
No educational institution shall be established exclusively for aliens and no group of
aliens shall comprise more than one third of the enrolment in any school.
The provisions of this subsection shall not apply to schools established for foreign
diplomatic personnel and their dependents and unless otherwise provided by law, for
other foreign temporary residents.
FB
O
O
4. All revenues and assets of non-stock, non-profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from taxes
and duties.
PD
Upon the dissolution or cessation of the corporate existence of such institutions, their
assets shall be disposed of in the manner provided by law.
SI
T
Proprietary educational institutions, including those cooperatively owned,may likewise
be entited to such exemptions subject to the limitations provided by law including
restrictions on dividends and provisions for reinvestment.
VI
5. Subject to conditions prescribed by law, all grants endownments, donations or
contributions used actually, directly and exlusively for educational purposes shall be
exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral need and conditions
and shall encourage local planning in the development of educational policies and
programs.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 340
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to
fair, reasonable and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement.
M
Non-teaching academic and non-academic personnel shall enjoy the protection
of the State.
M
.C
O
5. The State shall assign the higest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfilment.
U
BATAS PAMBANSA BLG.232 (THE EDUCATION ACT OF 1982)
KS
FO
R
This was an act providing for the establishment and maintenance of an
integrated system of education.
In accordance with Section 2, this act shall apply to and govern both formal and nonformal system in public and private schools in all levels of the entire educational system.
As provided by this Act, the national development goals are as follows:
FB
O
O
1. To achieve and maintain an accelerating rate of economic development and
social progress.
PD
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
T
3. To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a changing world.
SI
It is also stated inSection 3 that:
VI
The state shall promote the right of every individual to relevant quality education
regardless of sex.age, creed socio economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation.
The state shall therefore promote and maintain equality of access to education
as well as the enjoyment of the benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (Section 9)
1. The right to receive competent instruction relevant to quality education.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 341
2. The right to freely choose their field of study subject to the existing curricula and
contiunue their course up to graduation, except in cases of academic deficiency or
violations of disciplinary regulations.
3. The right to school guidance and counselling services.
4. The right to access to his own school records and the confidentiality of it.
M
5. The right to the issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and other similar documents within thirty days from request.
M
.C
O
6. The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.
FO
R
U
7. The right to free expression of opinions and suggestions and to effective channels of
communications with appropriate academic and administrative bodies of the school or
institution.
8. The right to form or establish, join and participate in organizations and societies
recognized by the school…. Or to form, join and maintain organizations and societies
for purposes not contrary to law.
O
KS
9. The right to be free from involuntary contributions except those approved by their
organizations and societies.
FB
O
RIGHTS OF ALL SCHOOL PERSONNEL (Section 10)
1. Free expression of opinions and suggestions.
SI
T
PD
2. To be provided with free legal service by the appropriate government office in case of
public school personnel and the school authorities concerned in case of private school
personnel, when charged in an administrative, civil and criminal proceedings, by parties
other than the school authorities concerned, for actions committed directly in the lawful
discharge of professional duties and/or in defense of school policies.
VI
3. Establish join, maintain labor organization of their choice to promote their welfare and
defend their interest.
4. To be free from involuntary contributions except those imposed by their own
organizations.
SPECIAL RIGHTS and/or PREVILEGES OF TEACHING OR ACADEMIC STAFF
(Section 11)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 342
1. Right to be free from compulsory assignment not related to their duties defined in
their appointments or employment contracts unless compensated thereof ( additional
compensation Sec. 14 R.A 4670 – at least 25% of his regular remuneration)
2. Righ to intellectual property . . . . .
M
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities shall therefore be accorded due respect and protection (Common-wealth
Act No. 578)
O
4. Teachers shall be given opportunity to choose career alternatives for advancements.
M
.C
RIGHT OF ADMINISTRATORS (Section 12)
FO
R
U
School administrators shall be deemed persons in authority while in the lawful discharge
of their duties and responsibilities ....shall be accorded due respect and protection
(Commonwealth Act No. 578
RIGHT OF SCHOOLS (Section 13)
KS
1. The right of their governing boards…. To adopt and enforce administrative or
management systems.
FB
O
O
2. The rights of institutions of higher learning to determine on academic grounds
who shall be admitted to study, who may teach, and who shall be the subjects of the
study and research.
PD
MAINTENANCE OF QUALITY EDUCATION
1. Voluntary Accreditation (Section 29)
SI
T
2. Teachers and Administrators obligations and qualification (Section 16 and 17)
VI
3. Government Financial Assistance to Private Schools (Section 41)
OTHER LAWS ON EDUCATION
Act No.74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:

Establishment of the Department of Public Instruction headed by
General Superintendent
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 343
The archipelago was divided into school divisions and districts for
effective management of the school system

English was made as medium of instruction in all levels of
schooling

Optional religious instruction in all schools (section 16)

Establishment of a Trade school in Manila (Philippine College of
Arts and Trade – PCAT not known as Technological Universty of
the Philippines) a school of Agriculture in Negros, a Normal school
in Manila (Philippine Normal School) (Section 18)
M
.C
O
M

FO
R
U
Philippine Normal School, however, was renamed Philippine Normal College
(PNC) by virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991
the PNC was converted to Philippine Normal University as provided by Republic Act No.
7168. On June 30, 2006, Republic Act. No. 9467 was signed into law which designated
PNU as the National Center for Teacher Education.
KS
Act No. 2706
FB
O
O
This was known as the “Private School Law” enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of private
schools and colleges by the Secretary of Public Instruction so as maintain a standard of
Effeciency in all private schools and colleges in the country.
PD
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936
which provided that:
VI
SI
T
The secretary of Public instruction was vested with power to supervise, inspect
and regulate said schools and colleges in order to determine the efficiency of instruction
given in the same.” And all private schools come under the supervision and regulation
of the Secretary of DPI, thus eliminating “diploma mills” and substandard schools.
Commonwealth Act No. 1 (Amended by R.A 9163)
This law is otherwise known as the “National Defense Act” passed by the
Philippine Assembly on Decemver 21, 1935, which provided in Section 81 that:
“Preparatory Military training shall begin with the youth in the elementary grade school
at the age of ten years and shall extend through the remainder of his schooling into
college or post secondary education.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 344
By virtue of Presidential Decree 1706, issued by the late President Marcos on
August 8, 1980, otherwise known as the National service Law”, Commonwealth Act
No.1 was amended, and required all citizens to render , civic welfare service law
enforcement service and military service.
Commonwealth Act No. 578
M
This law was enacted on June 8, 1940, and conferred the status of “persons in
authority” upon the teachers, professors, and persons charged with the supervision of
public or duly recognized private schools, colleges and universities.
M
.C
O
This Act also provided a penalty of imprisonment ranging from six months and
one day to six years and a fine ranging from 500 to 1,000 pesos upon any person found
guilty of assault upon those teaching personnel.
U
Executive Order No. 27
FO
R
Issued on July 4, 1986, this law seeks to include courses or subjects on human
rights in the school curricula, in textbooks, and other reading materials and in the
qualifying examinations on government service.
KS
Executive Order No. 189
FB
O
O
Issued by former President Corazon Aquino on June 10, 1987 it placed all public
secondary school teachers under the administrative supervision and control of the
Department of Edcation, Culture and Sports.
PD
The basic salaries and cost of living allowances of said teachers shall be paid by
the national government.
Republic Act No. 1079
VI
SI
T
Approved on June 15, 1959, it provided that Civil Service eligibility shall be
permanent and shall have no time limit.
Republic Act No. 1425
It was approved on June 12, 1956, it prescribed the inclusion in the curricula of
all schools, both public and private, from elementary schools to the universities, the life,
works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo
Republic Act No. 4670
Known as the “Magna Carta for public School Teachers”. This was approved on
June 18, 1966 to promote and improve the social and economic status of public school
teachers, their living and working conditions, their employment and career prospects.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 345
It also provided the following:
Recruitment qualification for teachers
Code of Professional Conduct for teachers

Teaching hours – 6hours of classroom teachinh (maximum load)

Additional compensation – 25% of the regular remuneration

Health and injury benefits (thru GSIS)

One year study leave (sabbatical leave) after seven years of continuos teaching,
the teacher should receive 60% of the monthly salary.

One range salary increase upon retirement (basis of computing the retirement
fee)
Freedom to form organizations
O
M
.C
U
R
FO
KS

M

O
Republic Act No. 6655
FB
O
Known as the Free Public Secondary Education Act of 1988, it was approved on
May 26, 1988 and provided for:
PD
a. Free public secondary education to all qualified citizens and promote quality
education at all levels.
T
b. No tuition or other fees shall be collected except fees related to membership in
the school community such as I.D student organization and publication.
VI
SI
c. Non-payment of these shall not hinder a student from enrollment or
graduation.
d. Nationalization of all public secondary schools (section 7)
e. A student who fails in majority of his academic subjects for two consecutive
years could no longer avail of their program.
Republic Act No. 6728 (Amended by R.A 8545)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 346
Known as the “Act Providing Government Assistance to Student and Teachers in
Private Education”, it was approved on June 10, 1989 and provided for:
Tuition fee supplement for student in private high schools,
vocational and technical courses whose schools charge less than
1,500 pesos tuition fee.

High schools textbooks assistance fund

Expansion of Educational Service Contracting Scheme (ESC)

Voucher system of the Private Education Student Financial
Assistance Program (PESFA)

Scholarship grants to graduating valedIctorians and salutatorians

Tuition fee supplements to students in private colleges and
univiersities

Educational Loan Fund

College Faculty Development Fund
O
Republic Act No. 7079
O
KS
FO
R
U
M
.C
O
M

FB
Also known as the “Campus Journalism Act of 1991”, this was signed into law by
President Corazon Aquino on July 5, 1991.
T
PD
This law provides for the promotion and protection of press freedom in the
campus by providing for the establishment and maintenance of a student publication in
all elvels of education in both public and private schools.
VI
SI
This aso mandates the DECS to sponsor periodic competitions, press conferences and
training seminar in which student editors/ writers and teacher advisers of student
publications shall participate.
Republic Act No. 7104
This Act is known as the “Commission on the Filipino Language Act”.
Pursuant to the mandate of the Constitution, it is hereby declared to be a policy of the
Government to ensure and promote the evolution, development and further enrichment
of Filipino as the national language of the Philippines, on the basis of existing Philippine
and other languages.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 347
To this end, the Government shall take the necessary steps to carry out the said policy.
Composition of the Commission
M
.C
O
M
The Commission shall be composed of eleven commissioners, one of whom
shall serve as a Chairman. The commissioners shall represent the major Philippine
languages, as defined in the Section 3 of this Act: Tagalog, Cebuano, Ilocano,
Hiligaynon and the major language of Muslim Mindanao; the Northern Cultural
Communities; the Southern Cultural Communities; and such other Philippine languages
or ethnolinguistic regions as the Commission may decide upon; Provided, That at least
(4) four of these commissioners shall also represent various disciplines.
R
U
The chairman and two (2) of the commissioners shall serve on a full time basic;
the remaining eight (8) shall serve on a part- time basis and shall attend the regular and
special meetings of the Commission.
O
KS
FO
Appointment and Qualifications of Commissioners
The commissioners shall be appointed by the President, with the consent of the
Commission on Appoinments, from the list of nominees to be submitted by the different
ethnolinguistic regions in the country. The President shall appoint the eleven (11)
commissioners, the Chairman, and the two (2) full time commissioners.
PD
FB
O
The President shall likewise appoint from the remaining eight (8) commissioners, four
(4) commissioners who shall serve for a term of five (5) years and four (4) who shall
choose a temporary or acting chairman from the two (2) full- time commissioners.
VI
SI
T
No one shall be appointed as commissioner unless he/she is a natural born
Filipino citizen, at least thirty (30) years old, morally upright and noted for his/her
expertise linguistic, the culture and language of the ethnolinguistic region, and the
discipline he/she represents.
Term of Office
The chairman and the two (2) full- time commissioners shall serve for a term of
seven (7) years. Four (4) other commissioners shall serve for a term of five (5) years
and the four (4) other commissioners, for a term of three (3) years.
The commissioners may be reappointed for a maximum of one (1) term by the
President with the consent of the Commission on Appointments. In case a vacancy
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 348
occurs prior to the expiration of the term of office of a commissioner, the replacement
shall serve only the unexpired portion of the term of office that was vacated.
O
M
The commission shall, within thirty (30) days from the date the vacancy occurs,
recommend to the President a replacement from the list of nominees submitted by the
particular ethnolinguistic region affected by the vacancy, subject to the confirmation of
the Commission on Appointments: Provided, That, in the event the Commission fails to
make such recommendation, the vacancy shall be filled up by the President, also from
the said list of nominees and with the consent of the Commission on Apointments.
M
.C
Organizational Structure
KS
FO
R
U
The Commission shall determine its organizational structure: Provided, That
technical personnel of the Commission shall be exempt from the rules and regulations
of the Office of Compensation and/or eligibility requirements of the Civil Service
Commission.
O
Director General
PD
FB
O
There shall be a director general who shall be appointed by the Commission for a
term of seven (7) years and who may be reappointed for a maximum of one (1) term.
The Commission shall determine the powers, functions, duties and compensation of the
director general.
T
Republic Act No. 7356
SI
This Act is the “Law Creating the National Commission for Culture and the Arts.”
VI
Based on the provisions of this law, the Filipino national culture shall be (a) independent
free of political and economic structures which inhibit cultural sovereignty; (b) equitable,
effectively creating and distributing cultural opportunities and correcting the imbalance
that has long prejudiced the poor and other marginalized sector who have the least
opportunities for cultural development and educational growth; (c) dynamic continuously
developing in pace with scientific, technological, social, economic and political changes
bot in national and international levels; progressive, developing the vast potential of all
Filipinos as responsible change agents of society; and (e) humanistic, ensuring the
freedom and creativity of te human spirit.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 349
O
M
The Filipino national culture shall be evolved and developed by the people themselves
in a climate of freedom and responsibility. National cultural policies and programs shall
be formulated which shall be; (a) pluralistic, fostering deep respect for the cultural
identity of each locality, as well as elements assimilated from other cultures through the
natural process of acculturation;(b) democratic, encouraging and supporting the
participation of the vast masses of our people in its program and projects; (c)non
partisan, open to all people and institutions, regardless of creed , affiliation, ideology,
ethnic origin, age, gender, or class, with no organized group or sector having monopoly
of its services, and (d) liberative, having concern for the decolonization and
emancipation of the Filipino psyche in order to ensure the full flowering of Filipino
culture.
M
.C
Preservation of the Filipino Heritage
R
U
It is the duty of every citizen to preserve and conserve the Filipino historical and
cultural heritage and resources.The retrieval and conservation of artifacts of Filipino
culture and history shall be vigorously pursued.
FO
The Commission
FB
O
O
KS
A National Commission for Culture and Art is hereby created to formulate policies
for the development of culture and arts, implement these policies in coordination with
affiliated cultural agencies; administer the National Endownment Fund for Culture and
Arts (NEFCA); encourage artistic creation within a climate of artistic freedom; develop
and promote the Filipino national culture and arts; and preserve Filipino cultural
geritage. The Commission shall be an independent agency.
T
Composition
PD
It shall render an annual report of its activities and achievements to the President and to
Congress.
VI
SI
The Commission shall be composed of the following members:

The Undersecretary of the Department of Education, Culture and
Sports

The Undersecretary of the Depatment of Tourism;

Te Chairman of the House Committee on Culture;

The Chairmanof the Senate Committee on Culture

The President of the Cultural Center of the Philippines
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 350
The Executive Director of the National Historical Institute

The Director of the National Museum

The Director of the National Library

The Director of the Institute of the Philippine Languages

The Director of the Records Management and Archives Office;



The Executive Director of the Commission;
O
M
.C
The Head of the Subcommission on Cultural Communities and
Traditional Arts.
Three (3) representatives from the private sector who shall be the
elected heads of the three (3) representatives from the private
sector who shall be the elected heads of the three (3)
Subcommission identified hereunder, namely: the Subcommission
on Cultural Heritage, the Subcommission on the Arts and the
Subcommission on Cultural Dissemination. They shall be elected
by the chairpersons of the national committees under their
respective Subcommissions.
O
The National Cultural Agencies
O
KS
FO
R
U

M

PD
FB
The Commission shall coordinate with the national cultural agencies including but
not limited to the Cultural Center of the Philippines, the Institute of the Philippine
Languages, the National Historical Institute, the National Library, the National Museum,
the Records Management and Archives Office.
VI
SI
T
However they shall continue operating under their respective charters or as provided by
law wgere provisions therein are not inconsistent with the provisions of this Act. They
shall serve as the national repository and/or showcase, as the case may be of the best
of Philippine culture and arts.
For this purpose these agencies shall submit periodic reports, including
recommendations to the commission. This law was approved on April 3, 1992.
Republic Act No. 7610
On June 17, 1992, Congress enacted Republic Act No. 7610 otherwise known
as the Special Protection of Children against Abuse, Exploitation and Descrimination
Act, or the Anti child Abuse Law.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 351
More than ten years thereafter or on November 9, 1993, Republic Act No. 7610 was
amended on by Republic Act No. 9231 in order to strengthen the law for the protection
of the Filipino children from abuse, exploitation and for the elimination of the worst forms
of child labor.
Children
M
.C
O
M
Children refers to person below eighteen (18) years of age thos over but are
unable to fully take care of themselves or protect themselves from abuse, neglect,
cruelty, exploitation or discrimination because of a physical or mental disability or
condition. (Section 3[a], Republic Act No. 7610)
Policy of the State on Children
KS
FO
R
U
It is hereby declared to be the policy of the State to provide special protection to
children from all forms of abuse, neglect, cruelty, exploitation and discrimination, and
other conditions prejudicial development including child labor and its worst fom; provide
sanctions for their commission and carry out a program for prevention and deterrence
and crisis intervention in situations of child abuse, exploitation and discrimination.
PD
FB
O
O
The State shall intervene on behalf of the child when the parent, guardian teacher or
person having care or custody of the child fails or is unable to protect the child against
abuse, exploitation and discrimination or when such acts against the child are
committed by the said parent guardian teacher or person having care and custody of
the same. It shall be policy of the State to protect and rehabilitate children gravely
threatened or endangered by circumstances which affect or will affect their survival and
normal development and over which they have no control.
VI
SI
T
The best interests of children shall be the paramount consideration in all actions
concerning them, whether undertaken by public or private social welfare institutions,
courts of law, administrative authorities, and legislative bodies, consistent with the
principle of First Call for Children as enunciated in the United Nations Convention on the
Rights of the Child.
Every effort shall be exerted to promote the welfare of children and enhance their
opportunities for a useful and happy life. (Section 1, Republic Act No. 9231)
Child Abuse
Child abuse refers to the maltreatment, whether habitual or not of the child which
includes any of the following:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 352
1. Psychological and physical abuse, neglect, cruelty, sexual abuse amd
emotional maltreatment;
2. Any act by deeds or words which debases, degrades or demeans the intrinsic
worth and dignity of a child as a human being;
3. Unreasonable deprivation of his basic needs for survival, such as food and
shelter.
M
.C
O
M
4. Failure to immediately give medical treatment to an injured child resulting in
serious impairement of his growth and development or in his permanent incapacity or
death.
Penalty for Child Abuse
FO
R
U
Any person who shall commit any other acts of child abuse, cruelty or
exploitation or be responsible or othe conditions prejudicial to the child’s development
shall suffer the penalty of prision mayor in its minimum period.
KS
Employment of Children
PD
FB
O
O
Children below fifteen (15) years of age shall not be employed except:
1. When a child works directly under the sole responsibility of his/her parents or legal
guardians and where only members of his/her family are employed provided that his/her
employment neither endangers his/her life, safety health, and morals, nor impairs
his/her normal development, provided further that the parent or legal guardian shall
provide the said child with the prescribed primary and /or secondary education;
VI
SI
T
2. Where a child’s employment or participation in public entertainment or information
through cinema, theater, radio, television or other forms of media is essential, provided
that the employment contract is concluded by the child’s parents or legall guardian, with
express agreement of the child concerned, if possible, and the approval of the
Department of Labor and Employment, provided further that the following requirements
in all instances are strictly complied with:
a. The employer shall ensure the protection, health, safety, morals and normal
development of the child.
b. The employer shall institute measure to prevent the child’s exploitation or
discrimination taking into account the system and level of renumeration, and the
duration and arrangement of working time; and
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 353
c. The employer shall formulate and implement, subject to the approval and supervision
of competent authorities, a continuing program for training and skills acquisition of the
child.
M
In the above exceptional cases where any such child may be employed, the
employer shall first secure, before engaging such child, a work permit from the
Department of Labor and Employment which shall ensure observance of the above
requirements.
M
.C
O
For purposes of this Article, the term “child” shall apply to all persons under
eighteen (18) years of age. (Section 2 Republic Act No. 9231)
Hours of Work of a Working Child
FO
R
U
1. A child below fifteen (15) years of age may be allowed to work for not more
than twenty (20) hours a week provided that the work shall not be more than four (4)
hours at any given day.
KS
2. A child fifteen (15) years of age but below eighteen (18) shall not be allowed to
work for more than eight (8) hours a day, and in no case beyond forty (40) hours a
week;
PD
FB
O
O
3. No child below fifteen (15) years of age shall be allowed to work between eight
(8) o’clock in the evening and six (6) o’clock in the morning of the following day and no
child fifteen (15) years of age but below eighteen (18) years shall be allowed to work
between ten (10) o’clock in the evening and six (6) o’clock in the morning of the
following day. (Sec 3, Republic Act No. 9231)
T
Ownership, Usage and Administration of the Working Child’s Income
VI
SI
The wages, salaries, earning and other income of the working child shall belong
to him/her in ownership and shall be set aside primarily for his/her support, education or
skills acquisition and secondarily to the collective needs of the family, provided that not
more than twenty (20%) percent of the child’s income may be used for the collective
needs of the family.
The income of the working child and/or the property acquired through the work of
the child shall be administered by both parents. In the absence or incapacity of either of
the parents, the other parent shall administer the same.
In case both parents are absent or Incapacitated, the order of preference or parental
authority as provided for under the Family Code shall apply.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 354
Trust Fund to Preserve Part of the Working Child’s Income
O
M
The parent or legal guardian of working child below eighteen (18) years of age
shall set up trust fund for atleast thirty (30%) percemt of the earnings of the child whose
wages and salaries from work and other income amount to atleast two hundered
thousand (200,000.00) pesos annually, for which he/she shall render a semi-annual
accounting of the fund to the Department of Labor and Employment, in compliance with
the provisions of this act. The child have full control over the trust fund upon reaching
the age of majority.
M
.C
Prohibition Against Worst Forms of Child Labor
U
No child shall be engaged in the worst forms of child labor. The phrase “worst”
forms of child labor” shall refer to any of the following:
KS
FO
R
1. All forms of slavery, as defined under the “Anti -Traficking in Persons Act of
2003” or practices similar to slavery such as sale and trafficking of children, debt
bondage and serfdom and forced or compulsory labor, including recruitment of children
for use in armed conflict; or
O
O
2. The use, procuring, offering or exposing aof a child for prostitution for the
production of pornography or for pornographic performances; or
PD
FB
3. The use, procuring or offering of a child for illegal or illicit activities, including
the production and trafficking of dangerous drugs and volatile substances prohibited
under existing laws.
T
4. Work which, by its nature or the circumstances in which it is carries out, is
hazardous or likely to be hamful to the health, safety or morals of children such that it;
VI
SI
a. Debases, degrades or demeans the intrinsic worth and dignity of a child as a
human being
b. Exposes the child to physical, emotional or sexual abuse, or is found to be
highly stressful psychologically or may prejudices morals; or
c. Is performed underground, underwater or at dangerous heights; or
d. Involves the use of dangerous machinery, equipment and tools such as power
-driven or explosive power-actuated tools; or
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 355
e. Exposes the child to physical danger such as, but not limuited to the
dangerous feats of balancing, physical strength or contortion, or which requires the
manual transport of heavy loads; or
g. Is performed under particularly difficult conditions; or
M
f. Is performed in an unhealthy environment exposing the child to hazardous
working conditions, elements, substances, co-agents or processes involving ionizing,
radiation, fire, flammable substances, noxious components and the like, or to exteme
temperatures, noise levels, or vibrations; or
M
.C
O
h. Exposes the child to biological agents such as bacteria, fungi, viruses,
protozoans, nematodes and other parasites; or
R
U
i. Involves the manufacture or handling of explosives and other pyrotechnic
products’.
FO
Access to Education and Training for Working Children
KS
a. No child shall be deprived of formal or non-formal education. In all cases of
employment allowed in this Act, the employer shall provide a working child with access
to at leasy primary and secondary education.
T
PD
FB
O
O
b. To ensure and guarantee the access of the working child to education anmd
training the Department of Education (DepEd) shall (1) formulate, promulgate, and
implement relevant and effective course designs and educational programs; (2) conduct
the necessary training for the implementation of the appropriate curriculum for the
purpose ;(3) enseure the availability of the needed educational facilities and materials;
and (4) conduct continuing research and development program for the necessary and
relevant alternatve education of the working child.
VI
SI
c. The DepEd shall promulgate a course design under its non-formal education
program aimed at promoting the intellectual, moral and vocational efficiency of working
children who have not undergone or finished elementary or secondary education.
Such course design shall integrate the learning process deemed most effective under
given circumstances. (Section 4, Republic Act No.9231)
Prohibition in the Employment of Children in Certain Advertisements
“No child shall be employed as a model in any advertisements directly or indirectly
promoting alcoholic beverages, intoxicating drinks, tobacco and its by- products
gambling or any form of violence or pornography”. (Section 5, Republic Act no. 9231)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 356
Republic Act No.7722
Known as the “Higher Education Act of 1994”, it was signed into law on May 18,
1994. This law created the Commission on Higher Education (CHED) vested it with the
following functions:
M
1. Formulate and recommend development plans, policies and programs on
Higher Education and research;
M
.C
O
2. Recommend to the executive and legislative branches priorities and grants on
higher education and research;
3. Set minimum standards for programs and institutions of higher learning;
FO
R
U
4. Monitor and evaluate the performance of programs and institutions of higher
learning for appropriate incentives as well as impositions program, termination or school
closure.
FB
O
O
KS
Republic Act No. 7743
This was approved on June 17, 1994 which provided the establishment of Public
Libraries and Reading Centers in all barangays all over the country.
This also provided that the National Library shall provide the standard set of
reference books and other materials such as but not limited to encyclopedias,
dictionaries, maps and globes upon the establishment of public libraries.
T
PD
This project shall be undertaken by the National Library in coordination with the
Department of Interior and Local Government (DILG).
SI
Republic Act no. 7784
VI
This is known as an “Act to Strengthen Teacher Education in the Philippines by
Establishing Centers of Excellence”
This was approved on August 4, 1994 and provided that there shall be identified
designated, established and developed in strategic places in each of the regions in the
country, one or more center of excellence for teacher education based on the following
criteria:
1. Highly educated, professionally quialified and experience faculty dedicated to
the philosophy, mission, vision and goals of the Institution an education;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 357
2. Well selected students;
3. Adequate library research and study facilities;
4. Competent administrative and support staff;
5. Well planned and relevant instructional programs;
M
6. Adequate student development programs;
O
7. Adequate student services;
M
.C
8. Relevant extensions service and outreach program;
9. Percentage of graduates who become teachers; and
FO
R
U
10. Other criteria as maybe established by the Teacher Education Council of the
Commission on Higher Education.
FB
O
O
KS
Any center of excellence that is established shall be maintained for at least five
(5) years before any proposal or review is made to transfer it elsewhere.
This law also mandated the CHED to create a Teacher Education Council who
shall take charge of all the programs that are related to teacher – education in the
Philippines.
Republic Act No. 7796
PD
This is known as the Technical Education Skills Development Act of 1994 or the
TESDA Act of 1994”
SI
T
This law was approved on August 25, 1994 and provided for the creation of the
Technical Education Skills Development Authority or TESDA.
VI
This Agency replaced and absorbed the National Manpower and Youth Council,
(NMYC) the Bureau of Technical and Vocational Education (BTVE) and the personnel
and functions pertaining to technical-vocational in the regional offices of the DECS and
the apprenticeship programs of the Bureau of Local Employment of the Department of
Labor and Employment.
The TESDA Secretariat is composed of:
The Secretary of Department of Labor and Employment
Visit For more Pdf's Books
Pdfbooksforum.com
Chairperson
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 358
Co-Chairperson
The Secretary of Trade and Industry
Co-Chairperson
The Secretary of Agriculture
Member
The Seretary of Interior and Local Government
Member
The Director General of Tesda Secretariat
Member
M
The Secretary of Education Culture and Sport
M
.C
O
The TESDA shall also have a Board composed of ten members to be appointed
by the President of the Philippines. The TESDA is acreated to take charge of all the
technical and vocational manpower training programs of the government,
O
Republic Act No. 7836
KS
FO
R
U
Republic Act No. 7797
This law was passed on August 18, 1994, and provided for the lengthening of the
school calendar from two hundered (200) days but not than two hundred twenty (220)
days beginning in the school year 1995-1996
FB
O
This known as the “Philippine Teachers Professionalization Act of 1994.” It was
signed into law on December 16, 1994
Creation of the Board for Professional Teachers composed of five (5)
Commissioners appointed by the President of the Philippines upon the
recommendations of the recognized and accredited association of teachers.
SI
T

PD
This law provided for the following:
VI
The Board shall be under the general supervision and administration of the
Professional Regulation Commission (PRC);

Institutions if the Licensure Examination for Teachers (LET) which shall replace
the Professional Board Exam for Teachers (PBET)

Transferring the authority of administering the LET from the Civil Service
Commission and Department of Education, Cuture and Sports (DECS) to the
Board for Professional Teachers in the Professional Regulation Commission.
Republic Act No. 7877
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 359
This law in known as the “Anti Sexual Harassment Act of 1995”. This was signed
into law on February 14, 1995.
This law provided that all forms of sexual harassment in the employment,
education or training environment are unlawful.
M
Sexual harassment in the work place as defined by this Act is commited when
the sexual favor is made as a condition for employment, promotion, continued
employment and other privileges.
1 Against one who is under the care or custody or supervision of the offender;
When the sexual favor is made a condition to the giving of a passing grade, or
the granting of honors and scholarships or the payment of a stipend, allowance
or other benefits privilege or consideration; or
When the sexual advances result in an intimidating, hostile or offensive
environment for the student, trainee or apprentice.
FO

R
U


M
.C
O
On the other hand, sexual harassment in an education or training environment is
commited:
FB
O
O
KS
The law also provided that any person who violates the provisions of the said Act
shall upon conviction be penalized by imprisonment of not less than one (1)
month nor more than six (6) months, or a fine of not less than ten thousand
(10,000) nor more than twenty thousand pesos, or both at the discretion of the
court.
Republic Act No. 7880
SI
T
PD
The Act is known and as the “Fair and Equitable Access to Education Act.” It is
the declared policy of the State to uphold the primacy of education, to foster patriotism
and nationalism, accelerate social progress, and promote total human liberation and
development.
VI
Accordingly, the State shall provide for thedevelopment of its citizenry as
represented by all legislative districts by ensuring them fair and equtable access to the
infrastructure and tools necessary for quality education.
Towards this end, the State shall provide all legislative districts a minimum and
continuing level of educational development by establishing an objective mechanism
that would make equitable the allocation of the Department of Education, Culture and
Sports (DECS) budget for capital outlay.
The total amount allocated herein shall be used exclusively for capital outlay
pursuant to the educational priorities of the legislative district, as determined by the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 360
DECS upon prior consultation with the representative of each legislative district:
Provided, That the primary objective in the use of any allocation shall be to eliminate
classroom shotagers if any:Provided, further,
That any amounts allocated in accordance with subparagraph (1) of paragraphs (a) and
(b) of the preceding section shall be used only for the acquisition or improvement of
school sites, construction of school buildings and calssrooms and the purchase of
material or equipment that directly aid in education: Provided, furthermore,
M
.C
O
M
That the amount so appropriated in accordance with subparagraph (2) of paragraphs (a)
and ( b) of the same section shall be used exclusively for the construction of new school
buildings: Provided finally,
FO
R
U
That if the amount so appropriated in subparagraph (2) of paragraphs (a) and (b) should
exceed the amount required to meet classroom shortage the excess shall be integrated
with subparagraph (1) of paragraphs (a) and (b) of the same section excluding capital
outlays of division offices, regional and central offices.
This law was approved on February 20, 1995.
KS
Republic Act No. 8047
O
This Act is known as the “Book Piublising Industry Development Act”
PD
FB
O
It is recognized that the book publishing industry has a significant role in national
development, considering that books which are its products are instrumental in the
citizenry’s intellectual, technical and cultural development – the basic social foundation
for the economic and social growth of the country.
SI
T
Books are the most effective and economical tools for achieving educational growth, for
imparting information and for recording, preserving and disseminating the nation’s
cultural heritage.
VI
Accordingly, it is hereby declared a policy of the State to promote the continuing
development of the books publishing industry, with the active participation of the private
sector, to ensure an adequate supply of affordable, quality-produced books not only for
the domestic but also for the export market.
For this purpose, the Government shall formulate, adopt, and implement a National
Book Policy and a corresponding National Book Development Plan that will serve as the
enduring basis for fostering the progressive growth and viability of the book industry.
National Book Development Plan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 361
The National Book Development Plan shall include the specific measures
needed to realize the purposes and objectives of the National Book Policy. The
formulation of the plan shall involve:
the collection and tabulation of data on book production covering
such areas as paper production, supply and consumption,
publishing equipment and machinery and existing distribution
networks;

A survey on the availability of adequate and proper manpower and
supporting skills needed by the publishing industry such as authors,
editors, designers and illustrators, marketing personnel and
printers;

a survey of existing legislation affecting the book industry both at
the national and international levels;

A survey of professional training capability as well as of reading
habits and attitudes; and,
Consultations with all segments of the book industry concerned in
planning for and preparing the National Book Development Plan on
the basis of the results of the aforementioned surveys.
FO
O
KS

R
U
M
.C
O
M

FB
O
Governing Board; Composition, Terms, Power and Functions
T
PD
There is hereby created a National Book Development Board hereinafter referred
to as the Board, which shall be under the administrative supervision of the Office of the
President. The Governing Board shall be composed of eleven (11) members who shall
be appointed by the President of the Philippines.
Five (5) representative if the government to be chosen from the
Department of Education, Culture and Sports,(DECS), Department
of Trade and Industry, (DTI) Department of Science and
Technology, (DOST) National Commission for Culture and Arts,
(NCCA) and nominees by the Commission on Higher Education
(CHED) and the Technical Education Skills Development Authority
(TESDA) from the academe and training institutions, respectively;
and;

Six (6) representatives from the nominees of organization of private
book publishers, printers, writers, books industry related activities,
students and the private education sector, preferably
representatives of the three (3) main islands of the country, in view
VI
SI

Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 362
of the substantial progress made by other regions in the book
publishing industry.
The appointees to the Board shall be one of the three (3) nominees of the
concerned nationwide organizations duly incorporated with the Securities and Exchange
Commission (SEC) and with membership, whenever feasible, in all the cities and
provinces throughout the country.
O
M
The members of the Board shall elect a chairman from among themselves. The
DECS representative in the Board shall be the ex-officio vice-chairman of the Board.
KS
FO
R
U
M
.C
The members of the Board shall serve for a term of three (3) years: Provided,
That no member shall serve for more than (2) consecutive terms. Provided, further, That
the terms of the first appointees from the private sector shall be staggered thus: the first
two (2) representative of the private sector shall serve for three (3) years; the second
two (2) for two (2) years; and the third two (2) for one (1) year: Provided,
furthermore,That the appointee from the academe shall serve for a period of three (3)
years and the appointee from training institutions shall serve for a term of two (2) years.
The members if the Board shall serve and continue to hold office until their
successors shall have been appointed and qualified. Should a member of the Board fail
to complete his term, his successor shall be appointed by the President of the
Philippines but only for the unexpired portion of the term.
PD
FB
O
O
No person shall be appointed to the Board unless he is a citizen of the Philippines, at
least thirty (30) years of age, and of established competence and integrity. For
administrative purposes, the Board shall be under the Office of the President. The
members of the Governing Board shall receive per diem and such allowances as may
be authorized for every meeting actually attended and subject to petinen laws, rules and
regulations.
T
Public School and Textbook Publishing
VI
SI
The DECS shall consult with the Board in prescribing the guidelines, rules and
regulations in preparing the minimum learning competencies and/or prototypes and
other specification for books required by public elementary and secondary schools.
The DECS shall confine itself to:

preparing the minimum learning competencies, and/or prototypes
and other specifications for books and/or manuscripts called for;

Testing, evaluating, selecting and approving the manuscripts or
books to be submitted by the publsihers for multiple adoption;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 363

Providing assistance in the distribution of textbooks to the public
schools systems; and

Promulgating with the participation and assistance of the Board
rules and regulations for the private book publishers in the call,
testing, evaluation, selection, approval, as well as production
specification and acquisition of public School textbooks.

M
.C
O
M
The printing of public elementary and secondary school textbooks shall be done on a
regional or provincial level, whenever economically feasible. The DECS shall within a
period of not more than three (3) years from the effectivity of this Act phase out its
elementary and secondary textbook publication and distribution functions and shall
support the phasing in of private sector publishers to assume these functions here.
FO
R
U
For its part, the Board shall monitor and conduct an annual evaluation of the progress
the shift of functions from the DECS to the private sector.
KS
Participation of Private Publishers in the Public School Textbook Program
FB
O
O
Guided by the minimum learning competencies for the elementary level, the
desired learning competencies for the secondary level, and other specifications
prepared by the DepEd, private publishers shall develop and submit to the DepEd those
syllabi and/or prototypes and manuscripts or books intended for use in the public
schools for testing, evalution, selection and approval.
PD
Upon approval of the manuscripts or books, publishers shall produce and supply the
textbooks as ordered by the DepEd.
SI
T
Incentives for Book Development
VI
Persons and enterprises engaged in book publishing and its related activities
duly registered with the National Book Development Board shall be entitled to the
applicable fiscal and non-fiscal incentives as provided for under Executive Order No.
226, otherwise known as the Omnibus Investment Code, as amended , subject to the
qualifications and requirements set by the Board of Investments (BOI): Provided;
That book development activities shall always be included in the Investment Priorities
Plan (IPP).
In the case of tax and duty free importation of books or raw materials to be used
in book publishing, the board and its duly authorized representatives shall strictly
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 364
monitor the quality and volume of imported books and materials as well as their
distribution and the utilization of the ssaid imported materials.
M
The Board shall also recommend to the proper prosecuting agencies any
violations of the conditions of the duty-free importation. Books, magazines, periodicals,
newspapers, including book publishing and printing, as well as its distribution and
circulation, shall be exempt from the coverage of the expanded value added tax law.
O
Penalties
KS
Republic Act No. 8049
FO
This law was approved on June 7, 1995.
R
U
M
.C
Any person who violates any provision of this Act or the terms and conditions of
the rules and regulations issued pursuant thereto, or aids or abets in any manner any
violation shall be subject to a fine not exceeding one hundred thousand pesos
(100,000.00) or imprisonment of not more than five (5) years or both, at the discretion of
the court.
O
This is an act regulating hazing and other forms of initiations rites in fraternities,
sororities, and other organizations and providing penalties for its violations.
PD
FB
O
Hazing, as used in this Act, is an initiation rite or practice as a prerequisite for
admission into membership in a fraternity, sorority or organization by placing the recruit,
neophyte or applicant in some embarrassing or humiliating situations such as forcing
him to do menial, silly, foolish and other similar task or activities or otherwise subjecting
him to physical or psychological suffering or injury.
VI
SI
T
The term “organization” shall include any club or the Armed Forces of the
Philippines, Philippine National Police, Philippine Military Academy, or officer and cadet
corps of the Citizens Military Training and Citizen’s Army Training.
The Physical and mental and psychological testing and training procedure and practices
to determine and enhance the physical, mental and psychological fitness of prospective
regular members of the Armed Forces of the Philippines and the Philipine National
Police as approved by the Secretary of National Defense and the National Police
Commission duly recommend by the Chief of Staff, Armed Forces of the Philippines and
the Director General of the Philippine National Police shall not be considered as hazing
for the purpose of this Act.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 365
No hazing or initiation rites in any form or manner by a fraternity, sorority or
organization shall be allowed without prior written notice to the school authorities or
head of organization seven (7) days before the conduct of such initiation. The written
notice shall indicate the period of the initiation activities which shall not exceed three (3)
days, shall include the names of those to be subjected to such activities,and shall
further contain an undertaking that no physical violence be employed by anybody during
such initiation rites.
M
.C
O
M
The head of the school or organization or their representatives must assign at
leat two (2) representatives of the school or organization, as the case may be, to be
present during the initiation. It is the duty of such representative to see it that no
physical harm of any kind shall be inflicted upon a recruit, neophyte or applicant.
FO
R
U
If the person subjected to hazing or other forms of initiation rites suffers any
physical injury or dies as a result thereof, the officers and members of the fraternity,
sorority or organization who actually participated in the infliction of physical harm shall
be liable as principals.
KS
The person or persons who participated in the hazing shall suffer:
The penalty of reclusion perpetua if death, rape, sodomy or mutilation results
there from.

The penalty of reclusion temporal in its maximum period (17 years, 4 months and
1 day to 20 years) if in consequence of the hazing the victim shall become
insane, imbecile, impotent or blind.

The penalty of reclusion temporal in its medium period (14 year, 8month and one
day to 17 years and 4 months) if in consequence of the hazing the victim shall
have lost the use of speech or the power to hear or to smell, or shall have lost an
eye, a hand, a foot, an arm or a leg or shall have lost the use of any such
member shall have become incapacitated for the activity or work in which he was
habitually engaged.
VI
SI
T
PD
FB
O
O


The penalty of reclusion temporal in its minimum period (12 years and one day to
14 years and 8 months) if in consequence of thehazing the victim shall become
deformed or shall have lost any other part of his body, or shall have lost the use
thereof, or shall have been ill or incapacitated for the performance of the activity
or work in which he was habitually engaged for a period of more than ninety (90)
days.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 366
The penalty of prision mayor in its maximum period (10 years and one day to 12
years) if in consequence of the hazing the victim shall have been ill or
incapacitated for the performance of the activity or work in which he was
habitually engaged for a period of more than thirty days.

The penalty of prison mayor in its medium period (8 years and one day to 10
years) if in consequence of the hazing the victim, shall have been ill or
incapacitated for the performance of the activity or work in which he was
habitually engaged for a period of ten (10) days or more, or that the injury
sustained shall require medical assistance for the same period.

The penalty of prison mayor in its minimum period (6 years and one day to 8
years) if in consequence of the hazing the victim shall have have been ill or
incapacitated for the performance of the activity or work in which he was
habitually engaged from one (1) to nine (9) days, or that the injury sustained shall
require medical assistance for the same period.
R
U
M
.C
O
M

O
Republic Act No. 8491
O
KS
FO
The penalty of prison correccional in its maximum period (4 years and 2 months
and one (1) day to 6 years) if in consequence of the hazing the victim sustained
physical injuries which do not prevent him from engaging in his habitual activity or work
not require medical attendance.
FB
Also known as the “Flag and Heraldic Code of the Philippines” and it was
approved on February 12, 1998.
PD
This law provides among others:
T
Design of the National Flag
VI
SI
The flag of the Philippines shall be blue, white and red with an eight rated golden
yellow sun and three five pointed stars, as consecrated and honored by the people.
Hosting and Display of the National Flag
The flag shall be displayed in all public buildings, official residences, public
plazas, and institutions of learning every day through the year.
The flag shall be permanently hoisted, day and night throughout the year, in front
of the following: at the Malacañang Palace; the Congress of the Philippines building;
Supreme Court building; the Rizal Monument in Luneta, Manila; Aguinaldo Shrine in
Kawit, Cavite; Barasoan Shrine in Malolos, Bulacan; the Tomb of the Unknown Soldier
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 367
Libingan ng mga Bayani; Musoleo de los Beteranos dela Revolucion; all International
Ports of Entry and all other places as may be designated by the Institute.
The Flag shall be properly illuminated at night.
O
M
The flag shall also be displayed in private buildings and residences or raised in
the open on flag-staffs in front of said buildings every april 9 (Araw ng Kagitingan); May
1 (Labor Day); May 28 (National Flag Day) to June 12 (Independence Day); last Sunday
of August (National Heroes Day); November 30 (Bonifacio Day); and December 30
(Rizal Day); and on such other days as may be declared by the President or local chief
executives.
U
M
.C
The flag may also be displayed throughout the year in private buildings or offices
or raised in the open flag-staffs in front of private building: Provided, that they observe
flag-raising ceremonies in accordance with the rules and regulation to be issued by the
Office of the President.
KS
FO
R
All government agencies and instrumentalities, and local government offices,
government-owned corporation and local government units are enjoined to observe
Flag Day with appropriate ceremonies. Socio-civic groups, non government
organizations and the private sector are exhorted to cooperate in making the celebration
a success.
FB
O
O
The flag shall be flown on merchant ships of Philippine registry or more than one
(1000) thousand gross tons and on all naval vessels.
PD
When the Philippine flag is flown with another flag, the flags, if both are national
flags, must be flown on separate staffs of the same height and shall be of equal size.
The Philippine flag shall be hoisted first and lowered last.
VI
SI
T
If the other flag is not a national flag, it may be fown in the same lineyard as the
Philippine flag but below the latter and it cannot be of greater size than the Philippine
flag.
When displayed with another flag, the Philipine flag shall be on the right of the
other flag. If there is a line of other flags, the Philippine flag shall be in the middle of the
line.
When carried in a parade with flags which are not national flags, the Philipine flag shall
be in front of the center of the line. The flag shall be hoisted to the top briskly and
lowered ceremoniously.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 368
The flag shall never touch anyting beneath it, such as the ground flood, water or other
objects. After being lowered the flag shall be handled and folded solemnly as part of the
ceremony.
Conduct of Flag Raising Ceremony
O
M
All government offices and educational institutions shall henceforth observe the
flag-raising ceremony every Monday morning and the flag lowering ceremony every
Friday afternoon. The ceremony shall be simple and dignified and shall include the
playing or singing of the Philippine National Anthem.
M
.C
The Office of the President upon the recommendation of the Institute shall issue
rules and regulations for the proper conduct of the flag ceremony.
O
KS
FO
R
U
The observance of the flag ceremony in official or civic gatherings shall be simple
and dignified and shall include the playing or singing of the anthem in its original Filipino
lyrics and march tempo.
FB
O
Pledge to the Flag
PD
The following shall be the Pledge of Allegiance to the Philippine flag:
Ako ay Pilipino
T
Buong katapatang nanunumpa
VI
SI
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 369
Makabansa
Such pledge shall be recited while standing with the right with palm open raised
shoulder high. Individuals whose faith or religious beliefs prohibit them from making
such pledge must nonetheless show full respect when the pledge is being rendered by
standing at attention.
M
The National Anthem
M
.C
O
The National Anthem is entitled Lupang Hiniran. The National Anthem shall
always be sung in the national language within or outside the country. The following
shall be the lyrics of the National Anthem:
U
Bayang magaliw,
FO
R
Perlas ng silanganan
Alab ng Puso,
KS
Sa dibdib moy buhay.
Lupang hinirang,
O
,
PD
Di ka pasisiil.
FB
Sa manlulupig,
O
Duyan ka ng Magiting,
Sa dagat at bundok,
SI
T
Sa simoy at sa langit mong bughaw,
VI
May dilag ang Tula,
At awit Sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay Na na gniningning,
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 370
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit Sa piling mo,
Aming ligaya Na pag may mang-aapi,
Ang mamatay ng dahil Sa iyo.
U
M
.C
O
M
The rendition of the National Anthem, whether played or sung, shall be in accordance
with the musical arrangement and composition of Julian Felipe. When the National
Anthem is played at a public gathering, whether by a band or by singing or both, or
reproduced by any means, the attending public shall sing the anthem.
The singing must be done with fervor.
FO
R
The National Motto
KS
The National Motto shall be “MAKA - DIYOS, MAKA-TAO. MAKAKALIKASAN AT
MAKABANSA.”
Republic Act No. 8492
O
O
This Act is known as the “National Museum Act of 1998”
PD
FB
To implement the above declared State Policies, and to ensure its independence
and autonomy, the presemt National Museum hereafter referred to as the Museum, is
hereby converted into a trust of the government.
VI
SI
T
The National Museum is detached from the Department of Education, Culture and
Sports and from the National Commission of Culture and the Arts. It shall be placed
solely for budgetary purposes udner the Office of the President.
The Museum, as established under this Act, shall be known by the name of
“National Museum,”, and by that name shall be known and have perpetual succession
with the power, limitations, and restrictions hereafter contained and no other.
The National Museum shall be a permanent institution in the service f the
community and its development, accessible to the public, and not intended for profit. It
shall obtain, keep, study and present material evidence of man and his environment.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 371
The national Museum shall inform the general public about these activities for the
purpose of study, education and entertainment.
The primary mission of the National Museum shall be to acquire documents,
preserve, exhibit, and foster scholary study and appreciation of works of art, specimens
and cultural and historical artifacts.
M
.C
O
M
Pending its reorganization by the board of trustees, the National Museum shall
be composed of the Museum structure, organization and its collections, properties,
assets and liabilities.
R
U
The whole executive House Building also known as the old Congress Building,
the Department of Finance building and Department of Tourism building on Agrifina
Circle shall be the permanent and exclusive site of the Museum. They shall be known
as the National Museum Complex.
KS
FO
The Executive shall now be known as the “Nation Museum”.
Acquire documents, collect, preserve, maintain, administer and exhibit to the
public, cultural materials objects of art,archaeological artifacts, ecofacts, relics
and other materials embodying the cultural and natural heritage of the Filipino
nation, as well as those of foreign origin.
FB
O

O
Duties and functions. – The Museum shall have the following duties and functions:
PD
Materials relevant to the recent history of the country shall be likewise acquired,
collected, preserved, maintained, advertised and exhibited by the Museum;
T
Conducct researches, archaeological and scientific, on Philippine flora and
fauna; collect, preserve, identify and exhibit to the public systematically all types
of plants and animals found in the Philippines, prepare for publication
manuscripts and scientific papers on them and maintain a reference collection on
such subjects;
VI
SI


Document all objects held by the National Museum in its collections or borrowed
by the Museum by registering them in an inventory and cataloguing them, and
manage any movement of the collections both within the Museum and elsewhere
in such a way that the Museum is able to locate any object in the collection at
any time, initially on paper records, but to be converted to computerized records
on a professional museum is able to locate any object in the collections at any
time; initially on paper records, but to be converted to computerized records on a
professional museum documentation system as soon as time and budget allow.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 372
Conduct researches on the origin, history and geographic distribution of, and to
collect, preserve, study and exhibit rocks, minerals and fossils of plants and
animals; maintain a reference collection and to prepare for publication scientific
studies on them;

Regulate registration, excavation, preservation and exportation of Philippine
cultural properties through a legal department and customs department which
shall be established for these purposes;

Implement the pertinent provisions of Presidential Decree No. 374, as further
amended, and other related laws on the protection and conservation of cultural
properties.

Undertake research on salvage archaeology, monitor and control archaeological
excavations, diggings and researches into Philippine pre-history and protohistory;

Gather, identify, reconstruct, restore and maintain a national archaeological
reference collection; study archaeological artifacts and ecofacts, with their
corresponding data and deduce archaeological interpretations;

Undertake researches on the pre-history of the Philippines in order to define the
foundations of the cultures of the people by conducting systematic and controlled
archaeological excavations in different sites on land and underwater, and to
supplement existing historical documentation;

Collect, preserve, restore and exhibit to the public object of arts.
PD
FB
O
O
KS
FO
R
U
M
.C
O
M

T
Republic Act No. 8525
VI
SI
This law was approved on February 14, 1998 and known as the “Adopt-a -School
Act of 1998”.
This program will allow private entities to assist a public school, whether
elementary, secondary, or tertiary, preferably located in any of the twenty(20) poorest
provinces indetifies by the Presidential Council for Countryside Development or any
limited to, the following areas: staff and faculty development for training and further
publications and other instructional materials; and modernization of instructional
technologies.
A Memorandum of Agreement (MOA) specifying the details of the adoption shall
be entered into between the adopting entity and the head of the school concerned:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 373
Provided, That such MOA shall be subject to review and approval of the Superintendent
of schools of the province or district concerned: Provided, further, That the
agreementshall last for atleast two (2) years with the possibility of extension: Provided,
finally, That such period may be shortened only in cases where the adopting entity is
dissolved before the end of such period unless otherwise earlier terminated in
accordance with the succeeding section.
M
.C
O
M
Republic Act No. 8545
`
This is a law amending Republic Act No. 6728, otherwise known as “An Act
Providing Government Assistance to Students and Teachers in Private Education” was
approved on February 24, 1998. This law established a fund for the purpose of
subsidizing salaries of private school teachers.
This provides among others:
Tuition fee supplement for students in private high schools,
vocational and technical courses whose schools charge less than
1,500 pesos tuition fee.

highschool textbooks assistance fund

expansion of Educational Service Contracting Scheme (ESC)

voucher system of the Private Education Student Financial
Assistance Program (PESFA)

scholarship grants to graduating valedictorians and salutatorians

tuition fee supplements to students in private colleges and
universities;

Educational Loan Fund
SI
T
PD
FB
O
O
KS
FO
R
U

VI

College Faculty Development Fund
Republic Act No. 9155
This law was approved on August 11, 2001 and known as “An Act Instituting A
Frame Work of Governance for Basic Education, Establishing Authority and
Accountability, RenamingThe Department of Education Culture and Sports As the
Department of Education.”
It provides that it is declared the policy of the State to protect and promote the right of all
citizes to quality basic education and to make such education accessible to all by
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 374
providing all Filipino Children a free and compulsory education in the elementary level
and free education in the highschool level.
Such education shall also include alternative learning systems for -out of- school youth
and adult learners. It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, self reliant, productive and pariotic
citizens.
O
M
The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic educations for all
learners.
U
M
.C
Governance of basic education shall begin at the national level. It is at the
regions, divisions, schools and learning center herein referred to as the field offices –
were the policy and principle for the governance of basic education shall be translated
into programs, projects and services developed, adapted and offered to fit local needs.
O
KS
FO
R
Governance
The Department of Education, Culture and Sports shall henceforth be called the
Department of Education. It shall be vested with authority, accountability and
responsibility for ensuring access to, promoting equity in, and improving the quality of
basic education. Arts, culture and sports shall be as provided for in Sections 8 and 9
hereof.
O
National Level
PD
FB
The secretary of the Department of Ecuation shall exercise overall authority and
supervision. The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose assignment,
duties and responsibilities shall be governed by law.
SI
T
There shall be at least one undersecretary and one assistant secretary who shall be
career executive service officers chosen from among the staff of the Department.
VI
Regional Level
There shall be as many regional offices as may be provided by law. Each
regional offices shall have a director, an assistant director and an office staff for
program promotion and support, planning, administrative and fiscal services.
Division Level
A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff
for programs promotion, planning, administrative, fiscal, legal, ancillary and other
support services.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 375
School District Level
Upon the recommendation of the schools division superintendents, the regional
director may establish additional schools district within a schools division. School district
already existing at tile time of the passage of the law shall be maintained.
A schools district shall have a schools district supervisor.
M
School Level
M
.C
O
There shall be a school head dor all public elementary schools and public high
schools or a cluster thereof. The establishement of integrated schools from existing
public elementary and public high schools shall be encouraged.
FO
R
U
The school head, who may be assisted by an assistant school head. , shall be
both an instructional leader and administrative manager. The school head shall form a
team with the school teachers/learning facilatators for delivery of quality educational
programs, project and services.
O
Transfer of Cultural Agencies
KS
A core of non teaching staff shall handle the school’s administrative, fiscal and auxiliary
services.
PD
FB
O
Cultural Agencies – The Komisyon ng Wikang Pilipno, National Historical
Institute, Records Management and Archives Office and the National Library shall now
be administratively attached to the National Commission for Culture and the Arts
(NCCA) and no longer with the Department of Education.
The program for school arts and culture shall remain part of the school curriculum.
SI
T
Abolition of the Bureu of Physical Education and School Sports
VI
All functions, programs and activities of the Department of Education related to
sports competition shall be transferred to the Philippine Sports Commission (PSC). The
program for school sports and physical fitness shall remain part of the basic education
curriculum.
The Bureu of Physical Education and School Sports (BPESS) is hereby
abolished. The personnel of the BPESS, presently detailed with the PSC, are hereby
transferred to the PSC without loss of rank, including the plantilla positions they occupy.
All other BPESS personnel shall be retained by the Department.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 376
Republic Act No. 9710
This is known as the Magna Carta of Women and was signed into law on August
4, 2009.
This law provides in Section 13 that:
M
a. The State shall ensure that gender stereotypes and images in educational
materials and curricula are adequently and appropriately revised. Gender-sensitive
language shall be used at all times.
M
.C
O
Capacity-building on gender and development (GAD), peace and human rights,
education for teachers, and all those involved in the education sector shall be pursued,
toward this end.
R
U
Partnerships between and among players of the education sector, including the private
sector, churches and faith groups shall be encouraged.
FO
b. Enrollment of women in nontraditional skills training.
O
KS
c. Expulsion and non-readmission of women faculty, due to pregnancy outside of
marriage shall be outlawed. No school shall turn out or refuse admission to a female
student, solely on the account of her having contracted pregnancy outside marriage of
marriage during her term in school.
FB
O
Nondiscriminatory and Nonderogatory Portrayal of Women in Media and Film
SI
T
PD
The State shall formulate policies and programs for the advancement of women
in collaboration with government and ‘nongovernment media related organizations. It
shall likewise endeavor to raise the consciousness of the general public in recognizing
the dignity of women and the role and, contribution of women in the family, community,
and the society, through the strategic use of mass media (section 16)
VI
Special Leave Benefits for Women
A women employee having rendered continuous aggregate employment service
of at least six (6) months for the last twelve (12) months shall be entitled to a special
leave benefit of two (2) months with full pay based on her gross monthly compensation
following surgery caused by gynecological disorders. (Section 18)
Equal Rights on Matters Relating to Marriage and Family Relations
The state shall take all appropriate measure to eliminate discrimination against
women in all matters relating to marriage and family relations and shall ensure:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 377
A. the same rights to enter into and leave marriages or a common law
relationships referred to under the Family code without prejudice to personal or religious
beliefs;
B. the same right to choose freely a spouse and to enter into marriage only with
their free and full consent. The betrothal and the marriage of a child hall have no legal
effect;
O
M
C. The joint decision on the number and spacing of their children and to have
access to the information, education and means to enable them to exercise these rights;
M
.C
D. The same personal rights between spouses or common law spouses including
the right to choose freely a profession and an occupation;
FO
R
U
E. The same rights for Both spouses or common law spouses in respect of the
ownership, acquisition, management, administration, enjoyment, and disposition of
property.
O
O
KS
F. the same rights to properties and resources whether titled or not and
inheritance, whether formal or customary; and
G. women shall have equal rights with men to acquire, change, or retain their
nationality. The State shall ensure in particular that neither marriage to an alien nor
change the nationality of the wife and render her stateless or force upon her the
nationality of the husband.
PD
FB
Various statues of other countries concerning dual citizenship that may be enjoyed
equally by women and men shall likewise be considered. Customary laws shall be
respected provided, however, that they do not discriminate against women. (Section 19)
VI
SI
T
THE HISTORICAL DEVELOPMENT OF PHILIPPINE
EDUCATIONAL SYSTEM
Philippine education has passed through various stages of development. These
stages underwent numerous dramatic changes which are depicted in the different
period of educational evolution, from the pre-Spanish and Spanish periods, American
Regime, Japanese occupation to the present.
Education during the Pre-Spanish Period (Before 1521)
The Pre-Spanish period does not give a definite information regarding the system
of education in the Philippines. In the history of the Philippine civilization, culture has
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 378
been identified to have manifested the use of the system of education although there
were no definite records that were available to determine the type of schools that the
early Filipinos had, the subject offered, and the methods of teaching they used.
M
The early Filipinos possessed both written and oral literature. All written records,
however, were destroyed by the Spaniards for they believed that these were the works
of the the devil. Oral literature has been preserved to the present time through songs,
proverbs, maxims, duplos, epics and various tales and religious and criminological
codes.
M
.C
O
They possessed astronomical knowledge which they used in devising a calendar. Their
practical knowledge of engineering was exhibited in the world famous rice terraces.
R
U
The architectural skills were also displayed on idols of wood, stone, gold and ivory. An
animodeist religion was practiced. Much of their religious practices were connected with
superstitious beliefs which included the worship of anitos and spirits of ancestors.
FO
Education during the Spanish Period (1565-1898)
FB
O
O
KS
This Educational decree of 1863 was an attempt of the Spaniards to reform the
educational system of the Philippines.
The following were its features:
1. The establishment of a complete secondary and collegiate levels; 2. The provision
for government supervision and control of these schools; and 3. The establishment of
teacher-training institutions.
Education during the American Regime (1898-1936)
SI
T
PD
The system of public education established during the American Regime was
patterned after the American educational systems which prevailed during this period.
Colleges and universities organized by the religious orders during the Spanish time
continued to operate.
VI
However, their program of studies and curricula were revised to adapt to the
changes of the time, like teaching the English language.
Education during the Commonwealth Period (1935-1941) and Japanese
Occupation (1941-1945)
The commonwealth period was instrumental to the development and progress of
education. The curricula in the secondary and elementary school levels were revised.
Some of the significant developments during the Commonwealth period were the
following: (1). Re-orientation of educational plans and policies to carry out the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 379
educational mandate of the Constitution; (2). Revision of the elementary and secondary
school curricula to carry out the objectives of education embodied in the Constitution;
(3.) Emphasis on character education and citizenship training; (4). Introduction of
vocational subjects in the general secondary course; and (5) passage of the education
Act of 1940 (Commonwealth Act No. 586) which provided for the complete revision of
the public elementary school system of the country.
M
The Present Educational System (1946-Present)
M
.C
O
The present system of education in the Philippines is patterned after the prevalent
state school system of the United States. Since its establishment, the system has
undergone a process of transformation.
KS
FO
R
U
Under the 1935 Constitution, the schools aimed to develop moral character, personal
discipline, civic conscience and vocational efficiency and to teach the duties of
citizenship. The system that dispensed education in the Philippines comprised the
schools established by private individuals or corporation or the private schools as well
as the public schools which were owned and managed by the state.
FB
O
O
Vocational education was emphasized in both the public and private schools.
The task of supervising and regulating all educational institutions belonged to the
Department of Education and through the two bureaus under its jurisdiction which were
concerned with school instruction. Public elementary, secondary, normal and technical
school were supervised and controlled by the Bureau of Public Schools.
T
PD
Private schools came under the supervision and regulation of the Bureau of Private
Schools. In the late sixties and the early seventies, the nation was shaken by social,
economic and political restiveness among the masses, particularly the youth.
VI
SI
Martial Law was declared in 1972 and the massive reforms in all government sectors
were undertaken.
The country’s educational system adopted the acronym PLEDGES as a means
of directing all strategies in achieving the goals set for education. PLEDGES means
Peace and Order, Land Reform, Ecnomic Developmet, Government Reorganization,
Employment and Manpower Development and Social Services
The History of the Department of Education, Culture and Sports
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 380
The present Department of Education, Culture and Sports has passed through
several changes in its evolution. It has been called by different names depending upon
the several changes in its evolution.
It has been called by different names depending upon the need of the times. Discussed
herein are the different stages in the history of the DECS.
The Department of Public Instruction
M
.C
O
M
The administration of Philippine Government during the early part of the
American Occupation was in the hands of the Philippine Commissions whose members
were appointed by the President of the United States. This commission, on January 21,
1901, passed Act No.74 which established the Department of Public Instruction, which
have executive control and general supervision of all schools already established by the
military authorities.
R
U
The Bureau of Education
KS
FO
Act No. 477, which was passed on October 8, 1902 amended Section 1 of Act
No.74, created the Bureau of Education which assumed the general control and
supervision of the public schools.
PD
FB
O
O
The Department of Education
Upon the reorganization of the National Government as embodied in Executive
Order No.94 which was officially released on October 15,1947, the Department was
renamed Department of Education headed by the Secretary of Education for the reason
that the old designation was not inclusive enough to express the scope and nature of its
functions.
The Department of Education and Culture
VI
SI
T
By virtue of Presidential Decree No.1, the executive branch of the government
was reorganized with the adoption of the Integrated Reorganization Plan on September
24, 1972. The President ordered the reorganization of the government structure and
functions and with it, the Department of Education underwent changes.
Its name was change to Department of Education and Culture to stress its major role in
economic and cultural development. The Presidential Order of 1972, based on
Presidential Decree No.1 abolished the Bureau of Public Schools, Bureau of Private
Schools and the Bureau of Vocational School.
The three (3) bureaus namely: The Bureau of Elementary Education, the Bureau of
Secondary Education and the Bureau of Higher Education, would be responsible for the
formulation and evaluation of programs and standards at their respective level of
education, both public and private.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 381
The Ministry of Education and Culture
In 1978, pursuant to Presidential Decree No. 1397, along with other government
departments, the Department of Education and Culture was converted into a Ministry
and named Ministry of Education and Culture. Since then, it has undergone a series of
reorganizations with end in view of increasing its effectiveness and efficiency in
delivering service to its clientele.
M
.C
O
M
It has been decentralized and the burden of effectively responding to the peculiar needs
and concerns of the different regions of the country is shared by 13 regional directors
who reported directly to the Minister. The Minister was assisted by four Deputy Ministers
and other staff personnel in managing the affairs of the agency.
U
The Department of Education, Culture and Sports
KS
FO
R
A new administration took over in 1986 following the deposition of President
Ferdinand Marcos on February 25, 1986. The new leadership of the Ministry of
Education, Culture and Sports reviewed the progress and problems in the system and
instituted policies and thrust to improve the delivery of educational services.
PD
FB
O
O
On February 11, 1987, the Ministries were converted into departments and
corresponding change in the titles of key point thereof. The Ministry of Education
Culture and Sports was changed into Department of Eucation Culture and Sports by
virtue of Administrative Order No. 15 and Department Order No.16, s. 1987. The title of
the Minister was changed to Secretary. Likewise, Deputy Ministers were changed to
Undersecretaries and Assistant Ministers as Assistant Secretaries.
The Department of Education
SI
T
By virtue of Republic Act 9155, the Department of Education was created. Due to
this reorganization, the DepEd as it is known today is in charge of the basic education –
elementary and secondary levels.
VI
This law was approved on August 11, 2001 and known as “An Act Instituiting a Frame
Work of Governance For basic Education, Establishing Authority and Accountability,
Renaming the Department of Education, Culture and Sports as the Department of
Education.
It provides that it is declared the policy of the State to protect and promote the right of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free compulsory education in the elementary level and
free education in the high school level.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 382
YEARS
OFFICIAL NAME
OF DECS
OFFICIAL TITULAR
HEAD
LEGAL BASES
1863
Superior
Commission of
Primary Instruction
Chairman
Educational Decree
of 1863
1901 -1916
Departmement of
Public Instruction
General
Superintendent
1916-1942
Department of
Public Instruction
Secretary
1942-1944
Department of
Education Health
and Public Welfare
Commissioner
1944-1945
Department of
Education Health
and Public Welfare
Same year
Department of
Public Instruction
1945-1947
Department of
Instruction
T
SI
VI
1975-1978
1984-1986
1987
2001
Department of
Education and
Culture
Ministry of Education
and Culture
Ministry of Education
Culture and Sports
Department of
Education, Culture
and Sports
Department of
Education
Secretary
Secretary
Secretary
Secretary
Minister
Minister
M
O
M
.C
U
R
FO
KS
O
O
FB
PD
Department of
Education
1947-1975
1978-1984
Minister
Act No.74 of the
Philippines
Commission,
January 21, 1901
Organic Act law of
1916
Renamed by the
Japanese Executive
Commission; June
11, 1942
Renamed by the
JapaneseSponsored
Philippine Republic
Renamed by the
JapaneseSponsored
Philippine Republic
Rnamed by the
Commonwealth
Government
E.O.No.94 October
1947
(Reorganization Act
of 1947)
Proc.No.1081
September 24, 1972
P.D.No 1397 June
2, 1978
Education Act of
1982
Secretary
E.O.No.117,
January 30, 1987
Secretary
R.A 9155 August
11,2001
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 383
THE EVOLUTION OF THE DEPARTMENT OF EDUCATION
ANTI BULLYING LAW
M
.C
O
M
Republic Act No. 10627 is also known as the Anti-Bullying Act of 2013. This law
provides that “bullying” shall refer to any severe or repeated use by one or more
students of a written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student, that has the effect of actually causing
or placing the latter in reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other student infringing on the
rights of the other student at school; or materially and substantially disrupting the
education process or the orderly operation of a school;
U
Mechanism to Address Bullying
FO
R
The law mandates that the school principal or any person whoo holds a
comparable role shall be responsible for the implementation and oversight of policies
intended to address bullying.
PD
FB
O
O
KS
All schools shall inform their respective schools division superintendents in
writing about the anti-bullying policies formulated within six months from the effectivity of
this Act. Such notification shall likewise be an administrative requirement prior to the
operation of new schools. In the rules and regulations to be implemented pursuant to
this Act, the Secretary of the DepEd shall prescrive the appropriate administrative
sanctions on school administrators who shall fail to comply with the requirements under
this Act. In addition thereto, erring private schools shall likewise suffer the penalty of
suspension of their permits to operate.
T
The Child Protection Policy of the Department of Education (D.O. No.40 s. 2012
VI
SI
DepEd shall ensure that our schools are conductive to the education of children.
The best interest of the child shall be the paramount consideration in all decisions and
actions involving children.
Teachers are their substitute parents and are expected to discharge their functions and
duties with this in mind. DepEd shall promulgate a zero tolerance policy for any act of
child abuse, exploitation, violence, discrimination, bullying and other forms of abuse.
Violence Against children committed in schools
It refers to a single act or a series of acts committed by school administrators,
academic and non-academic personnel against a child which result in or is likely to
result in physical, sexual, psychological, harassment or arbitrary depriviation of liberty.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 384
Corporal Punishment
It refers to akind of punishment or penalty imposed for an alleged or actual
offese, which is carried out or inflicted, for the purpose of discipline, training or control,
by a teacher, school administrator, an adult, or any other child who has been given or
has assumed authority or responsibility for punishment or discipline.
M
Bullying or Peer Abuse
M
.C
O
It refers to wilful aggressive behavior that is directed towards a particular victim
who may be out numbered, younger, weak with disability, less confident, or otherwise
vulnerable, more particularly: a. Bullying b. Cyber-Bullying
Duties of the School
O
KS
FO
R
U
It is the duty of every school to adopt a child protection policy, organize and
convene Child Protection Committee (CPC) for the school; conduct the capacity building
activities for the members of the CPC and Guidance Counselors/Teachers; ensure that
the participatory and other rights of children are respected and upheld in all matters and
procedures affecting their welfare.
O
Child Protection Committee (CPC)
FB
The Child Protection Committee shall be composed of:
PD
School Head/Administrator-Chairperson
Guidance Counselor/Teacher-Vice Chairperson
SI
T
Representative of the Teachers as designated by the Faculty Club
VI
Representative of Parents as designated by the PTA
Representative of pupils/students designated by the Student Council
Protective and Remedial Measures to Address Bullying and Other Acts of Abuse
All bullying incidents shall be reported to the school Head. The School Head shall in
turn inform the parents of the pupils concerned and a meeting shall be held for that
purpose. Protective and Remedal Measures to Address Bullying and Other Acts of
Abuse.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 385
The student shall be referred to the CPC for counseling and other interventions. The
School may impose Non-punitive Measures in accordance with the principles of Positive
and Non-Violent Discipline. Punitive measures will be a last resort.
CURRICULUM DEVELOPMENT
M
.C
SCHOOLS OF THOUGHT IN CURRICULUM DEVELOPMENT
O
M
Curriculum has veen defined in different ways by different authors. Traditional schools
defined it as a group of subject arranged in a certain sequence peculiar to a specific
field for the purpose of instruction.
R
FO
-wants to maintain the status quo
U
1. Essentialist – considers the curriculum as something rigid composed of various
subject areas
- Book- centered
KS
-memorization method is used to master facts and skills
O
O
2. Progressivist – includes the pragmatists, experimentalist, Reconstructionists, and
existentialists
FB
-conceives the curriculum as something flexible based on areas of
interest
PD
-Learner-centered
T
-considers the principle of individual differences
VI
SI
-aims towards the holistic development of the learner
DIMENSIONS IN CURRICULUM DEVELOPMENT
1. Philosophic – Theological Dimensions


Essentialism – value centered
Ideals that are essential to one’s culture should
never be forgotten
Idealism – preservation of one’s freedom
-concentration should be on moral, intellectual and aesthetic
development of the learner
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 386
Pragmatism - The meaning of ideas lies in its consequences
Education must be useful to the society

Progressivism – Education must be flexible
-Emphasizes self-activity
-Chid centered curriculum

Existentialism – Education should enable man to make choices in
life .The teachers have the right to teach students how to think
but not what to think.

Reconstructionism – Aims to develop the inherent powers of the
learner. Espoused a critical re-examination and reconstruction of
the current problems and situations to modify them.

Aims to transform the society through technological and scientific
revolution.

Realism – Education based on natural phenomena and social
institutions.Education should be based on the actualities of life.
Aims to prepare the child to face the real world.
O
2. Psychological Dimensions
KS
FO
R
U
M
.C
O
M

PD
3. Social Dimensions
FB
O
- Consideration of the Principles and Laws of Learning such as Association, Field
Theories, etc.
- Curriculum for individual development (Individual or Italian Humanism)
SI
T
- Curriculum for social development (Social or Northern Humanism)
VI
- Curriculum for individual and social development (Democratic Education John
Dewey)
GUIDELINES FOR CURRICULUM DEVELOPMENT
A Good Curriculum Must:
1. Encourage inquiry and creativity
2. Be democratic with regards to procedure
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 387
3. Accept individual differences
4. Take into consideration scientific and scholarly findings and methods
5. Minimize memorization and maximize discovery
O
7. Must employ teacher resources in a multi-dimensions role
M
6. Take into consideration the potential for achievement through either the
individual learner or the group
M
.C
APPROACHES TO CURRICULUM DESIGN
R
U
1. Subject-Centered Curriculum – organized on the basis of separate and
distinct subjects, each of which embodies a body of knowledge and skills. The learner is
expected to acquire these knowledge and skills.
FO
2. Child-Centered Curriculum – the child is considered the center of the
educative process.
O
CURRICULUM PATTERNS
O
KS
3. Problem-Centered Curriculum – the child is guided toward maturity within
the context of the social group. It helps the child to solve his problems.
FB
1. Traditional Curriculum Pattern
PD
Conventional and orthodox views about the school curriculum
Subject Curriculum

The school subjects constitute the bases for organizing the school
experiences of the learners.
VI
SI
T


Various subjects are offered based on their logical relationship so
as to meet the multifarious needs of the child.

Correlated Curriculum

Articulates and establishes relationships between two or more
subjects on the basis of a topic or a theme
Teaching similar topics in two or more subject simultaneously in an
effort to help students gain a better understanding of the topic.

o Ex. Organic & Inorganic Chemistry are used to reinforce each other.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 388
o C. Broad-Fields Curriculum

Combines several specific areas into larger fields
o Ex. Political Science, History, Geography, Sociology are combined to
become Social Science
M
- Subject-centered in nature
O
2. Integrative Curriculum Pattern
M
.C
- Eliminates school subject division
- Aims to foster integration of the learner to his socio-cultural milieu
FO
R
U
-Use of the actual learning experiences, social needs, interest, abilities and
interests of the learner as learning tools
- Learner-centered and socially oriented
FB
O
O
KS
A. Learner-Centered
- Organizes the learning experiences and content around the life of child
B. Experience Curriculum
- places emphasis on the immediate interest and needs of the child and not on
the anticipated needs
PD
- The learners are given the opportunity to choose an activity based on their area
of interest
T
C.Core Curriculum
-Also called social function or Area –of- Living Curriculum
VI
SI
-Learning experiences are organized on the basis of major functions of social life
or aspects of living.
-Intended to enable the learner to study the problems that demand personal and
social action.
3. Unified Program
- Common sense point of view in the curriculum organization
- A balance between the direct teaching of the subject skills and unified learning
experiences based on problems which are life centered
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 389
- A logical and psychological organization of learning experiences
- Learning should be organized based on persistent life situations as well as on
the basis of organized body of knowledge when needed
M
THE CURRICULA OF PHILIPPINE SCHOOLS
THE PRIMARY CURRICULA
M
.C
O
1. Circular No. 2 s. 1901 of the Bureau of Education – outlined a 3 year tentative
Curriculum for the primary schools and emphasized the teaching of the Englsih
language.
R
FO
6. Music
7. Drawing
8. Physical Education
9. Manual training
10. Nature study
KS
1. Reading
2. Writing
3. Arithmetic
4. Geography
5. Physiology
U
The subjects were:
FB
O
O
2. Primary Grade Curriculum of 1904 – prescribed 3 grades for the primary course.
Mental, physical and moral training were provided (1904-1905 to 1906-1907)
PD
3. Revised Primary Curriculum of June 1907 – the primary course was lengthened to
4 yearss (1907-1908 to 1909-1910)
VI
SI
T
4. Primary Curriculum of 1910 (SY 1912-1913) – emphasized industrial work to
increase industrial efficiency and create an educated class in sympathetic touch with
labor and the development of the community.
5. Primary Curriculum of 1913 – lengthened recitation periods and gave more time to
industrial work. It also added Good Manners and Right Conduct as a subject.
6. Primary Curriculum of 1915 – the course of study was published for the first time.
This curriculum was effective until 1924.
7. The Primary Curriculum of June 1924 – Alotted specific number of minutes per
week for every subject area.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 390
8. The Primary Curriculum for SY 1934-1935 – introduced 2 new subjects in all
grades viz.: health education and eplementary, science, industrial work was eliminated
from grades 2 and 3.
M
9. Primary Curriculum for SY 1936-1937 – introduction of preparatory military training
for boys pursuant to Commonwealth Act No. 1
M
.C
O
- Social Science was renamed Social Studies
- increased time allotment for arithmetic (200 minutes)
U
- decreased time allotment for language and spelling (425 minutes)
FO
R
THE INTERMEDIATE CURRICULA
KS
The intermediate course was originally designed as a separate and district level
from that of the primary. It was designed to provide boys and girls with preparatory
training for useful occupations and not as stepping stone to the secondary course.
There were five types of curricula offered in public schools.
O
O
1. Intermediate Curriculum of 1904
FB
- patterned after the existing grammar curriculum in the United States.
PD
- started in 1909-1910, and Grade IV became a part of the primary work
2. Revised Curriculum of 1909
VI
SI
T
– In order to address for adequate vocational training, four other curricula were
offered in addition to the existing General Curriculum, thereby increasing the curricula
into five, viz:
a. General Curriculum
b. Teaching Curriculum
d. Trade Curriculum
c.Farming Curriculum
3. The Revised Intermediate Curriculum of 1913
4. The Revised Intermediate Curriculum of 1917
-business curriculum was eliminated
Visit For more Pdf's Books
Pdfbooksforum.com
e. Business Curriculum
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 391
- 2 years later the teaching curriculum were eliminated
5. The Revised Intermediate Curriculum of 1922
- Housekeeping and household arts was eliminated
- Introduction of Character and Health education
M
.C
- Farming curriculum was renamed agricultural curriculum
O
6. The Revised Intermediate Curriculum of 1934
M
- GMRC, civics and hygiene were introduced
THE ELEMENTARY CURRICULUM
FO
R
U
-Introduction of Preparatory Military Training pursuant to Commonwealth
Act No. 1 in 1936.
FB
O
O
KS
1. Based on the provision of Commonwealth Act No. 586, known as the
Education Act of 1940, the following curricula were implemented:
Double-single session- standard curriculum where a class of 80 pupils
was divided ito two, the first half held sessions in the morning while the second
half in the afternoon.
SI
T
PD
The Emergency plan – a primary or intermediate class under one teacher
held sessions in the morning. The room is used by another class under another
teacher in the afternoon. This was only allowed in places where there were
shortage of classrooms.
VI
2. Revised Elementary School Curriculum of the General Course in the SY
1957-1958 offered the following subjects:
a. Social Studies
b. Work Education
c. Health and Science
d. Language and Arts
e. Arithmetic
f. Arts and Physical Education
3. Revised Elementary Education Curriculum (REEC) in 1969, President
Marcos formed the Presidential Commission to Survey Philippine Education
(PCSPE) and proposed a new curriculum that was envisioned to address the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 392
various problems in the Philippine Educational System. The Commission
advocated the so-called “return to basics policy” and paved the way for the
implementation of the REEC.
M
However, in 1974 the Project Survey of the Outcomes of Elementary Education
(SOUTELE) found out that the Elementary Education in the country is in a very
turbulent dilemma and reforms are needed as soon as possible to remedy the
situation and called for the implementation of a new elementary curriculum.
M
.C
O
THE PROGRAM FOR DECENTRALIZED EDUCATIONAL DEVELOPMENT
(PRODED)
FO
R
U
The New Elementary School Curriculum is interpreted as an effort to
return to basic education, as a response to the finding of the Presidential
Commission to Survey Philippine Education (PCSPE) in 1969 which
recommended that the educational system undergo a change in structure and
methodology to be relevant to the needs of the changing society.
PD
FB
O
O
KS
The MECS (DECS at present) launched a long-range, diversified and
comprehensive program, into the national development goals set by the state.
This effort was best exemplified by the Survey of the Outcomes of the
Elementary Education (SOUTELE), an educational survey which made a
comprehensive analysis of the elementary course and the preparation of a
realistic and viable learning continuum which would indicate the development of
knowledge, skills and attitude that the child is expected to learn at a certain level
of schooling.
VI
SI
T
Pursuant to this, the Ministry of Education issued MEC Order No. 6 in the
year 1982 that mandated the implementation of the NESC in accordance with the
Program for the Decentralized Educational Development (PRODED), starting in
the school year 1982-83 in Grade I in all public and private schools in the
country.
THE NEW ELEMENTARY SCHOOL CURRICULUM (NESC)
The mission of elementary education is to enable every citizen to acquire
basic preparation that will make hin an enlightened, disciplined, nationalistic, self
reliant, God Loving, creative, versatile and productive citizen in a national
community.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 393
The following objective of elementary education, adopted from the 1970
Revised Elementary Education Program, are still relevant today.
M
Elementary education shall aim to develop the spiritual, moral, mental and
physical capabilities of the child, provide him with experiences in the democratic
way of life, and inculcate ideas and attitude necessary for enlightened, patriotic,
upright and useful citizenship.
M
.C
O
To achieve these objectives, elementary education shall provide for:
U
The inculcation of spiritual and civic values and the development of a good
Filipino based on an abiding faith in God and genuine love of country;
KS
FO
R
1. The training of the young citizen in his rights, duties, and responsibilities
in a democratic society for active participation, in a progressive and productive
home and community life;
FB
O
O
2. The development of basic understanding about Philippine culture, the
desirable tradition and virtues of our people as essential requisites in attaining
national consciousness and solidarity;
PD
3. The teaching of basic health knowledge and the formation of desirable
health habits and practices; the development of functional literacy in the
vernacular, in Pilipino and English as basic tools for further learning; and
VI
SI
T
4. the acquisition of fundamental knowledge, attitudes, habits and skills in
science, civics, culture, history, geography, mathematics arts and home
economics and livelihood education and their intelligent application in appropriate
life situations.
Significant Features
Education at the elementary level is the country’s major program for the
delivery of mass and universal education to our people. It is societys’ main
avenue for the development of civic and social values, particularly a sense of
humanity and nationhood.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 394
It is also a means for developing the child’s coping capabilities which relate to
values supportive of humanism, nationhood and development.
It is, thus, expected that the development of basic literacy,numeracy, thinking
and work skills will not only enhance learning capabilities but also values that will
not only enable Filipinos to become productive, self reliant, versatile, civicminded, physically fit and consequently, totally developed citizens.
M
.C
O
M
The New Elementary School Curriculum (NESC) orients elementary
education to national development requirements and reflects research based
directions (PCSPE, SOUTELE, EEP) for curricular change. It is addressed to
civic, intellectual and character development.
FO
It has the following new features:
R
U
Its scope covers the general education of the child as a human person, as a
citizen and as a productive agent. Its thrust is intellectual growth, through which
human/civic/economic/cultural development is enhanced.
KS
- Fewer learning areas, emphasis on mastery learning
O
- More time allotted to the development of the basic skills specifically the 3R’s
especially in the lower grades
FB
O
- Greater emphasis on the development of intellectual skills which are as
important as work skills
SI
T
PD
- Health values development of ceompetencies and values for social living
reflected in then ew dimension in Civics and culture for Grades I and II; Civics
and Culture expanded to include History, Geography and Work Ethics for Grade
III, and an in depth learning of History, Geography and Civics in Grade IV to VI.
VI
1. Character Building Activities shall serve as a vehicle for good manners and
right conduct and the development of humanism and a sense of nationhood –
changed to GMRC by virtue of DECS Order No. 90, s. 1991.
2. Civics and Culture is learning area in Grade I and II, the Content of Civics and
Culture in Grade III will be explained to include History,, Geography and Civics
will replace Civics and Culture
3. Science and Health are combined as one learning area in Grades III to VI. Arts
is defined as Music and Art.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 395
4. Arts and Physical Education are one separate learning area in Grades III to VI
5. Home Economics and Livelihood Education is introduced as a learning area
starting from Grade IV to VI.
M
.C
O
M
6. In Grade I and II, Arts and Physical Education are integrated in the total
curriculum since initial learning in Language, Mathematics and Civics and Culture
is interwined with activities in these learning areas.
U
THE SECONDARY SCHOOL CURRICULA
KS
FO
R
Prior to 1904, no uniform secondary curriculum was prescribed in the
provincial high schools since their administration was left in the hands of the
division superintendents. These schools provided training to those who wished to
go to College, to those who would become teachers, etc.
1. Secondary Curricula of 1904
O
O
-Genaral secondary curriculum for 4 years
FB
- Secondary normal curriculum for 2 years
PD
- Commercial curriculum for 4 years
-Trade curriculum for 2 years
SI
T
- Agricultural curriculum for 3 years
VI
- Experimental vocational curricula
2. Secondary Curricula of 1906
- Normal Curriculum was increased to 4 years but was stopped in 1909, to
reintroduce in 1916.
3. Revision of the Normal Curriculum in 1916
4. Revised Vocational Curriculum in 1918-1941
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 396
5. General Secondary Curricula – based on the experiment in Batangas
High School and Capiz High School
Type A Curriculum in 1935 became the basis of all non-vocational
public secondary curriculum.
Type B Secondary General Curriculum was introduced in 1936 only to be
abolished in 1941.
O
M
6. Revised General Secondary Curriculum was implemented in SY 19571958 (2-2 Plan)
M
.C
- When possible, all academic classes shall be given in the morning and PMT
and work or vocational education in the afternoon.
R
U
- Those students who would like to take vocational courses shall be offered in
two periods during the third and fourth years
KS
FO
- Those students who intend to pursue non-technical courses in college, their
electives should be English or Social Sciences
7. Revised Secondary Education Program (RSEP) of 1973
FB
O
O
- this was approved by the National board of Education on May 8, 1973 to be
implemented in the SY 1973-74 to be followed by all secondary schools private and
public pursuant to Dept. Order No. 20’s. 1973
T
PD
- included the teaching of Philippine History and Constitution.
- offering of elective vocational subjects
SI
THE SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP)
VI
The SEDP is a response to the need to continue pupil development started by
PRODED; to research findings indicating a need to improve student performance in
Science, Math and Communication Arts; to research findings that inaffective teaching,
inadequate facilities and instructional materials contribute to unsatisfactory student
performance; and to the need to improve policy making and increase the internal
efficiency of the system.
The Goals of the SEDP
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 397
- To improve the quality of secondary graduates and the internal efficiency of the
system;
- To expand access to quality secondary education; and
- To promote the equity in the allocation of resource especially at the local level.
M
The Main Components of SEDP
O
SEDP covers
M
.C
- Curriculum development;
- Staff development; and
FO
R
U
- Physical facilities and development
The Strategies to Implement the SEDP Goals
KS
To improve the quality of education, the SEDP will focus on
O
O
- Curriculum reform
- Provision of quality textbook/teachers manuals and 1.1 basis
FB
- Provision of science and work education equipment
PD
- Staff development (short-and-long-term
- Assistance to private secondary education
SI
T
- Research studies on NCEE, barangay high schools, career guidance, etc.
VI
To effect efficiency in the system, the SEDP will focus on
- Research studies on school location and distribution, financing schemes,
teachers’ salaries and benefits
- Training of administrators
- strengthening of sector management and evaluation system
To expand access to the sector, the SEDP will undertake/expand
- The school building program
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 398
- The service contracting scheme
- Alternative delivery system
To ensure equity in the system, the SEDP will undertake/expand
- The school building program for local high schools
O
M
- The equipment provision and technical assistance for disadvantaged areas
M
.C
Objectives of the New Curriculum
R
U
After going through the new curriculum, what skills, attitudes, competencies and
knowledge are the students expected to have developed?
FO
The students shall:
FB
O
O
KS
1. Develop an enlightened commitment to the national ideals by cherishing, preserving
and developing moral, spiritual and socio-cultural values as well as other desirable
aspects of the Filipino heritage;
2. Obtain knowledge and form desirable attitude for understanding the nature and
purpose of man, and therefore, of one’s self, ones own people and other races, places
and times, thereby, promoting a keen sense of self, of family and of national and
international communities;
T
PD
3. Develop skills in higher intellectual operations and more complex comprehension and
expression activities, and in thinking intelligently, critically and creatively in life situation.;
VI
SI
4. acquire work skills, knowledge and information and work ethics essential for making
an intelligent choice of an occupation or career and for specialized training in specific
occupation; and
5. Broaden and heighten one’s abilities in and appreciation for the arts, the science and
technology as a means for maximizing one’s potentials for self fulfilment and for
promoting the welfare of others.
Significant Features of the New Curriculum
1. The subjects are generally oriented to the development of values such as
nationalism.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 399
2. The curriculum prescribes a set specific competencies in every subject area to
be mastered by students.
3. The curriculum employs a uni-disciplinary treatment of content.
4. Each of the subject areas is concept based.
M
5. The main structure of the curriculum is cognitive-affective manipulative based.
M
.C
O
6. The subjects are going to be taught within a forty minute frame, except
Science and Technology and Home economics which shall be taught in 60 minutes in
the first and second year levels and 80 minutes for the last two levels.
FO
R
U
7. In addition to Communication Arts in Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika will also be taught in English and Filipino with the
local languages as auxiliary media of instruction. The rest of the subject areas will be
taught in English.
KS
8. The New Curriculu, provides for the development of critical thinking, creativity,
innovativeness and communicative competence.
O
O
9. The new curriculum make sample provisions for the application of theories
learned in practicum.
FB
The Scope and Sequence of the Curriculum
PD
1. There are eight subject areas from the first to fourth year. These are (1). English
2. Filipino 3. Science and Technology 4. Mathematics 5. Araling Panlipunan 6.
SI
T
Edukasyong Pangkatawan, Kalusugan at Musika 7. Technology and Home Economics
VI
8. Edukasyong Pagpapaphalaga or Values Education.
2. Work experience as the ninth subject was tried in the pilot schools for three years.
The try-out experience shwed that the work ethic component of work experience can be
integrated with Values Education while its technology component with Home Economics
and Technology.
3. Values Education will be taught as a separate subject, the teaching of Values shall
also be integrated in all the other subject areas.
4. Technology is made a visible component of the different subject areas especially
Science and Technology and Home Economics and Technology.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 400
Brief Description of the Subject Areas
Filipino. The Filipino program emphasizes the development of communication
and literary skills. Focus is on Philippine, Afro-Asian and World literature as translated
by Filipino writers.
O
M
Araling Panlipunan (Social Studies). This subject is taught from the Filipino
perspective.The areas of study covers the following: (1). First Year – Philippine History,
Government and Constitution; (2). Second Year – Asian Studies; (3). Third Year –
Economics; and 4. Fourth Year – World History.
U
M
.C
Edukasyong Pangkatawan, Kalusugan at Musika (Physical Education,
Health and Music). This area has three components namely (1). Physical Education;
(2). Health and Music and (3). Citizen’s Army Training. CAT remains a component of
PEHM in the fourth year.
FO
R
Although each component has its own set of concepts and strategies, all lessons have
been designed to complement, relate with and enhance one another. Art is integrated in
music at the third and fourth year levels.
FB
O
O
KS
Edukasyon sa Pagpapahalaga (Values Education). As the cognitive base of values
development being integrated in all subjects areas of the curriculum, this course aim to
develop skills for national thinking and value judgements. It makes use of the
experiential approach and revolve around four concepts: (1). Pagpapahalaga sa Sarili,
(Valuing Self) (2).Pakikipagkapwa, (Valuing Others) (3). Pagkamakabansa (Valuing
One’s Country) and, (4). Pagkamaka Diyos (Valuing God).
T
PD
English. The English program emphasizes the development of critical thinking skill and
communicative interactive competence. It focuses on Philippine, Afro-Asian, American
and World Literature.
VI
SI
Science and Technology. This course is a redirection from the mere acquisition
of scientific and concepts to the application of principles. The areas of study covers the
following:
First Year
- Physical and Biological Science and Technology
Second Year – Biology and Technology
Third Year
-Chemistry and Technology
Fourth Year - Physics and Technology
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 401
Mathematics. The Mathematics program is restructured so that each curriculum year
includes Algebra, Geometry, Consumer Mathematics, and Statistics concepts arranged
in increasing complexity.
Technology and Home Economics (THE) THE. is a four component subject
consisting of Home Economics, Industrial Arts, Agricultural Arts and Entrepreneurship
Development. In the first and second years, there is a set of common learning concepts
both for boys and girls.
O
M
Specialization is offered at the third and fourth year levels which may include other
offerings such as electricity, electronics and other technologies.
M
.C
Subject Nomenclature and Sequencing
FB
O
O
KS
FO
R
U
The nomenclature and sequencing of the subject areas as they shall appear in
Forms 137B and 138B shall be as follows: Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika (PEHM), Edukasyong Pagpapahalaga (Values
Education), Enlish, Science and Technology, Mathematics, Technology and Home
Economics. The year levels (i.e., I, II, III,IV) shall be affixed to the corresponding
curricular areas. However, Practical Arts I shall be implemented for school year 19881990. Like the Elementary school curriculum, thehigh school curriculum has also been a
product of various programs and innovations so as to come up with a relevant curricular
program that would meet the needs and demands of society nowadays .The New
Secondary Education Curriculum (NESC) was first implemented in the school year
1989-1990 by virtue of DECS Order No.11 s. 1989, pursuant to the Secondary
Education Development Program.
PD
2002 BASIC EDUCATION CURRICULUM
VI
SI
T
The 2002 Curriculum is restructuring of the NESC (1983) and the NSEC (1989)
in order to raise the quality of the Filipino learners and graduates and empower them for
lifelong learning.
Why do we need to restructure the Curriculum?
The curriculum needs restructuring because of the following:
1. The global context of our educational system has changed and continues to change
rapidly since the 1980’s. When the NESC and the NSEC were implemented, our world
is becoming borderless to information, commodities, financial investments, crime,
terrorism, and ecological problems.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 402
2. Studies indicate that many of our learners are not attaining functional literacy without
which learners find it too difficult to meet the challenges posed by our rapidly changing
world.
What is functional literacy?
O
M
The Literacy Coordinating Council, which is an organization of government and
non-government agencies, describes functional literacy as a range of cognitive,
affective and behavioral skills which enables individuals to make critical and informed
decisions and function and scientific numerical competence.
M
.C
Why are many of our learners not attaining functional literacy?
R
U
There are several reasons some of which are curriculum related, some are not.
As for curriculum related causes, there are mainly two: an overcrowded curriculum and
its insufficient relevance to the diverse contexts of our learners.
FO
What do we mean by an overcrowded curriculum?
FB
O
O
KS
An overcrowded curriculum puts together too many competencies and topics
such a way tha (1) Focus on and time for mastery of basic skills are lost (2).
The learners get little opportunity to personally process and contextualize the major
concepts, and (3). The interconnections among the many competencies are weekly
established.
Philosophy of the 2002 Curriculum
SI
T
PD
a. The ideal Filipino learners are empowered learners who are competent in
learning how to learn and have life skills so that they become self developed person
who are makabayan,(patriotic), makatao, (mindful of humanity), makakalikasan),
(respectful of nature), and maka –Diyos (Godly).
VI
b. Functional literacy is the essential ability for lifelong learning in our dynamically
changing world.
c. The ideal teacher of the 2002 curriculum is not the authoritarian instructor but
trustworthy facilitator or manager of the learning process. She enables the learners to
become active constructors of meaning and not passive recipients of information.
d. The ideal teaching process is interactive where the learners, the teachers,
instructional materials and information technology interact with one another reciprocally.
Same Guidelines for Implementation of the 2002 Curriculum:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 403
1. To signify the continuity of elementary and secondary education in the 2002
Basic Education Curriculum, the four years of secondary education will be called Grade
7-10
2. The curriculum has been restructured into 5 learning areas (English,
Mathematics, Science, Filipino, and Makabayan) with stronger integration of
competencies within and across these learning areas.
O
M
3. The restructured curriculum entails innovative, interdisciplinary, and integrative
modes of instructional delivery, especially for Makabayan.
M
.C
4. The NEAP will conduct in service training for teachers especially on modes of
integrated teaching.
U
5. English, Filipino, Mathematics, and Science are the basic tool subjects.
KS
FO
R
6. English will continue to be the medium of instruction for Science and
Mathematics. Filipino will be the medium of instruction for Makabayan. In some pilot
schools, the medium of instruction for Grade 1 will continue to be the Regional Lingua
(RLF) or vernacular.
7. The Identification, analysis and processing of values will be done in every
learning situation.
FB
O
O
8. Inforamtion and Communication Technology will be an integral part of all the
learning areas, wherever hardware and software are available.
PD
9. Makabayan entails the adoption of modes of integrated teaching which will
enable the learner to personally process assimilate, and systematically practice a wide
range of skills and values (cultural, aesthetic, atheletic, vocational, politico-economic
and moral).
SI
T
10. Schools are allowed to design and conceptualize the implementation of
Makabayan.
VI
11. In most cases, the initial operation of Makabayan requires a transition phase
where the integration of skills and topics will only be partial from Grade 4 to Grade 10.
In thi phase, every component of Makabayan will be treated as a distinct discipline with
its own time allotment. The components are as follows:
Araling Panlipunan (AP); Teknolohiya at Edukasyon Pantahanan at Pangkabuhayan
(TEPP); Musika, Sining, at Edukasyon Pangkatawan at Pangkalusugan (MSEPP);
Edukasyon sa Pagpapahalaga (EP)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 404
12. As long as the weekly time allotment of every learning area is maintained, a
school principal shall have the discretion to make the daily time allotment and the class
schedules that are appropriate to the situation of the School.
13. No teacher will be made redundant, and none will be overloaded owing to the
restructured curriculum and its implementation. This will be ensured through skillful
school management and the appropriate organization of classes.
O
M
14. For potentially overloaded teachers, principals shall assign load that include
teaching time, ancillary time, and classroom-based research through observation and
sharing of resources among teachers.
U
M
.C
15. Collaborative teaching (in tandem or as a team) is strongly encouraged
especially among the following: (a). English, Science and Mathematics teachers; (b).
Filipino and AP teachers; (c). teachers of the components of Makabayan; d. Teachers of
the 4 tool subjects with the EP teachers.
KS
FO
R
16. The teachers of the Makabayan components will by grade level at the
beginning of the school year during the in-service training and at the beginning of every
subsequent quarter to plan interdisciplinary lessons.
O
17. The school principal will assign a Makabayan coordinator among the
department heads of the pagkamakabayan components.
FB
O
18. Mathematics, Science, English and Filipino teachers will meet with EP
teachers at the beginning of the school year and at every subsequent quarter to plan
and monitor values processing activities in all the tool subjects.
PD
19. The restructured curriculum will be implemented in June 2002 at all grade
levels except Grade 8 and Grade 10.
VI
SI
T
20. The NETRC, the BEE and the BSE will conduct a quarterly evaluation of the
restructured curriculum on the basis of research design by the NETRC.
How different is the 2002 Curriculum from what it is replacing?
The 2002 Curriculum is different from the previous curriculum due to the
following:
1. Restructuring of the learning areas to five (English, Filipino, Mathematics,
Science and Makabayan)
2. Stronger integration of competencies within and across the learning areas
3. Integration of values education within every learning area
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 405
and
4. Greater emphasis on the learning process and modes of integrated teaching,
5. Greater time for tasks to gain mastery of competencies of the basic tool
subjects
M
What are the basic tool subjects?
O
The basic tool subjects are English, Filipino, Mathematics, and Science
M
.C
What is Makabayan?
FO
R
U
Makabayan is the learning area that serves as a”laboratory of life “or a practice
environment for holistic learning to develop a healthy personal and national self
indentity. Formation of a healthy Filipno self-identity entails an adequate understanding
of Philippine history and our politico-economic system, local cultures, crafts, arts, music
and games.
FB
O
O
KS
Content Based Instruction is the integration of the content of learning areas like
Sibika at Kultura (SK); Heograpiya/Kasaysayan/Sibika (HKS) and Science and Health in
language teaching.
It means that the contents of SK; HKS will be used as vehicle for the development of
language skills in Filipino. In developing the skills in English, the content of science and
health will be used.
PD
- GMRC is integrated in all learning areas in all grade levels. Appropriate core values for
each learning area have been indicated in the learning competencies.
T
- Science and Health for Grades I and II is integrated in English. This is used as vehicle
in developing the skills in English.
VI
SI
- Filipino will use Sk/HKS as content. Focus is on the development of the
communication skills. SK/HKS will be taught as a separate subject because this has a
separate time allotment.
- For EPP, at the beginning of the school year, teachers are expected to prepare a
schedule of the learning strands based on the PELC that will be taught each grading
period. Although 40 minutes is allotted to EPP as onetaching block daily, the school
may desgn alternative longer time schedule of 120 minutes/day to give enough time for
hands on exploratory wor once or twice a week. This can be done through cacreful
planning and coordination with the other teachers of the MAKABAYAN components
(HKS and MSEP).
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 406
- MSEP are integrated in Sibika at Kultura for Gardes I-III. These can be used as spring
board or outcome of the lessons, but if there’s a need to formally teach the elements of
Music, Arts and PE, the teacher may do so. Hence, the teacher can get some of the
time allotted for MAKABAYAN. For Grade IV, MSEP is given 20 minutes period and 40
minutes period for Grades V and VI to be taught daily.
M
However, the teacher/s may plan a three week cycle in such a way that each
component will receive equal time allotment. The child can also participate in various
interest groups such as musical organization, intramurals, scouting and other
recreational activities.
U
R
O
KS

Remendation for Slow Learners
Enrichment/Reinforcement for Fast Learners
Library Work/Research on the Assigned Lessons
Community Work as an extension of the lesson e.g. Interview of
Community People, Observation of the Different
Activities/Industries in the Community, and Field Trip
Co-curricular activities: e.g. Science Club, Math Club, Campus
Journalism, etc.
FO




M
.C
O
- Varied activities may be done in learning areas with increased time allotment
such as:
FB
O
The 2002 Secondary Curriculum
The Core Learning Areas and Content
T
PD
1. Filipino
1.1 Panitikan +VE
1.2 Gramatika +VE
1.3 Pagbasa +VE
VI
SI
3. Math
3.1 1st year
Elem. Algebra +VE
3.2 2nd Year
Int. Algebra +VE
3.3 3rd year
Geometry +VE
3.4 4th year
Existing (Spiral)
2. English
2.1 Listening +VE
2.2 Speaking +VE
2.3 Writing +VE
2.3.1 Reading +VE
2.3.2 Literature +VE
4. Science
4.1 1st year
Integrated Science +
4.2 2nd Year
Biology +VE
4.3 3rd year
Chemistry +VE
4.4 4th year
Existing (Physics) +VE
5. Makabayan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 407
5.1 (Drawn from the competencies of THE/PEHM/VE/SS)
Circular Approaches and Strategies
- Use of integrative modes of teaching (thematic, core subject, content based
instruction)
- Use of collaborative teaching strategies (team teaching, use of resource persons, etc.)
M
- Use of active learning strategies
M
.C
O
- Application of life skills
- Application of valuing process
U
- Provision of varied activities that address multiple intelligences
KS
Daily Time Allotment
For the Five (5) Core Learning Areas
FO
R
Time Allotment
No. of hours
O
Subject Area
T
PD
FB
O
English……………………...1 hour
Science……………………. 1 hour
Math……………………….. 1 hour
Filipino……………………. 1 hour
Makabayan………………. 2.5hours
Total………………………. 6.5hours/day
SI
UNDERSTANDING BY DESIGN (UbD) CURRICULUM
VI
Understanding by Design (UbD) is a conceptual framework for education
anchored on the tenet of teaching for understanding. Introduced by Jay McTighe and
Grant P. Wiggins in 1998, UbD espouses the process of backward design in the
development of a school curriculum.
UbD is anchored on three points that are actually three interrelated academic
goals: acquiring knowledge, understanding content, and transferring or applying
knowledge as it is understood. UbD also expands on the “six facets of understanding.”
This means that students, through UbD, will be able to explain, interpret, apply, have
perspective, emphasize, and have self-knowledge about a given topic. UbD is not a new
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 408
concept; rather, it is the coming together of several teaching approaches and strategies
such as higher order thinking skills (HOTS), constructivism, cooperative, and integrative
so students will have a deeper understanding of concepts and ideas.
UbD is all about learning in context, as against the traditional learning in isolation.
In UbD, learners do not learn in isolation. In UbD, students learn how one concept
weaves with other concepts from the same discipline, and from other disciplines
(Integrative).
M
Teaching for Understanding
U
M
.C
O
Teaching for Understanding is the main tenet of UbD. In this framework,
course design, teacher and student attitudes, and the classroom learning environment
are factors not just in the learning of facts but also in the attainment of an
“understanding” of those facts, such as the application of these facts in the context of
the real world or the development of an individual’s insight regarding these facts.
KS
FO
R
This understanding is reached through the formulation of a “big idea”—a central idea
that holds all the facts together and makes these connected facts worth knowing. After
getting to the “big idea” students can proceed to an “understanding” or to answer an
“essential question” beyond the lessons taught.
PD
FB
O
O
Through a coherent curriculum design and distinctions between “big ideas” and
“essential questions,” the students should be able to describe the goals and
performance requirements of the class. To facilitate student understanding, teachers
must explain the “big ideas” and “essential questions” as well as the requirements and
evaluative criteria at the start of the class. The classroom environment should also
encourage students to work hard to understand the “big ideas” by having an
atmosphere of respect for every student idea, including concrete manifestations such as
displaying excellent examples of student work.
SI
T
Backward Design Concept
VI
The UbD concept of “teaching for understanding” is best exemplified by the
concept of backward design, wherein curricula are based on a desired result-an
“understanding” or a “big idea” – rather than the traditional method of constructing the
curricula, focusing on the “facts” and hoping that an “understanding” will follow.
Backward design as a problem-solving strategy can even be traced back to the ancient
Greeks. In his book “How to Solve it” (1945), the Hungarian mathematician George
Polya noted that the Greeks used the strategy of “thinking backward” by knowing that
you want as a solution in order to solve a problem.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 409
Backward design is geared to eliminate two common flaws in the traditional
method: coverage-focused teaching and activity-focused teaching. In coveragefocused teaching, educators try to cover alltopics as specified by a textbook or
teaching manual for the whole school year, but end up with students who do not
understand why they are being taught all this information.
M
.C
O
M
In activity-focused teaching, educators come up with all sorts of activities that
students participate in and enjoy, but again, students do not completely understand
why. This is what backward design aims to resolve: to make students understand and
gain a deeper insight into why they are being taught these information or made to
participate in these kind of activities.
R
Identifying desired results
Defining acceptable evidence
Planning learning experiences and instruction
FO



U
Three steps of backward design
PD
FB
O
O
KS
Stage 1 – Identifying desired results
Identifying desired results means defining the objectives of the course/class.
Desired results cannot be just limited to traditional parameters such as a good
performance in state assessment tests, but rather include specific goals that contribute
to a deeper understanding of a topic. One example would be the desired results from an
English literature class, in which students are not only prepared to score well in national
English proficiency exams, but also develop a love for reading and appreciation for
literature.
Stage 2 – Defining acceptable evidence through the different types of assessment
VI
SI
T
The second stage, defining acceptable evidence refers to the process by which
the educator will teach and gauge the level of understanding of a student. The educator
should now choose which assessment methods are suited to track the progress of a
student.
These Assessment methods are classified by McTighe and Wiggins into three
types: performance tasks, the highest test understanding in which students are given a
real world challenge wherein they must diplay a critical and effective use of the
knowledge and skills learned in class; criteria referenced assessment such as quizzes,
test and prompts, which provide both instructor and students feedback on how well the
facts/concepts are being understood and unprompted assessment or self assessment
primarily for students, such as observations and dialogues.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 410
Going back to the example of the English class, a teacher may ask students to create
works-from a parody, and stage adaptation, or even to the extent of fan fiction – based
on his/her favorite text.
Stage 3 – Planning learning experiences and instruction,
M
The last stage , planning learning experiences and instruction, details students’
activities throughout the class, list which resources to be used and evaluates if these
activities and resources follow the WHERETO criteria.
M
.C
O
WHERETO stands for
W= Where is the unit going? What is expected? (Students); where are the students
coming from? (Teachers)
KS
FO
R
U
H = Hook all students and hold their interest.
E = Equip students, help them experience the key ideas and explore the issues.
R = Provide opportunities to rethink and revise their understandings and work.
E = Allow students to evaluate their work and its implications.
T = Be tailored to the different needs, interest, and abilities of learners.
O =Be organized to maximize initial and sustained engagement as well as effective
learning.
O
O
The WHERETO criteria are also the indicators to see if the course fits the idea of
“teaching for understanding.”
T
PD
FB
This can be illustrated in some activities for the English class. For example,
showing the movie “Clueless” in class can fulfill the W, H and E criteria—W, showing
and example of creating work from a literacy source (“Clueless” is a modern adaptation
of Jane Austen’s Emma”); H, the movie hooks the attention of the students; and E, as
the students enjoy the film, they are able to experience the key idea that literature can
be enjoyed and is alive.
VI
SI
This does not mean, however, that backward design does not use traditional
methods of teaching. It only spouses that traditional and alternative methods be used
hand in hand, in the appropriate contexts, to achieve the desired results.
Facets of Understanding
According to Wiggins and McTighe, students can be said to have understanding
when they:
1. Can explain by providing thorough and justifiable accounts of phenomena,
facts and data;
2. Can interpret by offering an individual insight to ideas and events;
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 411
3. Can apply and use that knowledge to diverse contexts;
4. Have perspective by seeing things in the context of the big picture and viewing
these critically;
5. Can emphasize by finding value in what others may find as implausible, basing
a sensitive perception on prior direct experience.
M
6. Have a self knowledge or self awareness that enables them to see what
shapes and impedes their own understanding.
R
U
M
.C
O
UbD in the Philippine Setting
Senate Resolution 1295, filed by Senator Manuel Villar in August 2009 supports
the implementation of the UbD framework in the Basic Education Curriculum.
The UbD framework will be formally implemented in the Philippines via the 2010
Secondary Curriculum which will be implemented starting Academic Year 2010-2011.
KS
FO
The 2010 curriculum is currently under pilot testing in 22 schools all over the country.
The curriculum has included several topics that are similar to the UbD concepts favoring
the application of knowledge in real world situations.
FB
O
O
These topics include Consumer Education, to be applied across all subjects and
intended teach students about the 18 Fair Trade Laws, and the Stock Market Basics
topic in Economics for fourth year students.
PD
Other revisions in the 2010 curriculum include provisions for a Madaris and
Madrasah-based curriculum for Muslim students in schools in Mindanao, plus an
Indeginous People’s Curriculum, also to be implemented in rural areas.
VI
SI
T
On February 4-6, 2010, a National Education Conference on Understanding by
Design was held at the Manila Hotel. The conference, sponsored by the Fund for
Assistance to Private Education, also had a Visayas/Mindanao leg held on February 810, 2010. During the conference, DepEd Secretary Jesli Lapus announced that the
2010 Revised Secondary Education Curriculum (RSEC) will be rolled out this June 2010
and will be implemented initially for First Year High School Only.
Accordingly, Department of Education representatives released the Curriculum Guides
for each subject area, together with the teaching Guides for the First quarter of First
Year High School, thus temporarily assuaging the fear of a lack of materials to use for
the implementation of UbD.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 412
Local educational publishers have also responded to the need for unstructional
materials aligned UbD. Textbook publishers such as Rex, Phoenix, Diwa, and Vibal
have adapted Teachers Manuals and Teaching Modules to principles and suggested
templates of UbD. Vibal has also launched A UbD website to aid educators in
understanding and implementing UbD in the Philippines.
R
U
M
.C
O
M
In the summer of 2010, the Department of Education will begin intensive mass
trainings of public school teachers all around the country for the implementation of the
2010 Secondary Education Curriculum. The Fund for assistance to Private Education
(FAPE), which has been mandated to conduct training for private schools under the
Educational Service Contracting (ESC) Educational Voucher System (EVS) programs,
has actually begun training private school teachers on UbD and the RSEC since the
summer of 2009. Other private schools are also in the process of adapting the UbD
framework in their curricula, including schools under De La Salle Philippines and Holy
Name University in Tagbilaran, Bohol.
O
KS
FO
The K – 12 PROGRAM
On January 20, 2012, President Aquino signed into law Republic Act No. 10157
mandating among others the institutionalization of Kindergarten Education as part of
basic education and for school year 2011-2012 shall be implemented partially, and
thereafter it shall be made mandatory and compulsory for entrance to Grade 1.
PD
FB
O
Thereafter, on May 15, 2013, President Noynoy Aquino signed into law Republic
Act No. 10533 also known as the “Enhance Basic Education Act of 2013” atleast one
(1) year of kindergarten education,six (6) years of elementary education, and six
(6) year of secondary education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of senior highschool
education.
VI
SI
T
Kindergarten education shall mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade 1. Elementary education
refers to the second stage of compulsory basic education which is composed of six (6)
years.
The entrant age to this level is typically six (6) years old. Secondary education refers to
the third stage of compulsory basic education. It consists of four (4) years of junior high
school education and two (2) years of senior high school education. The entrant age to
the junior and senior high school levels are typically twelve (12) and sixteen (16) years
old, respectively.
Basic Education shall be delivered in languages understood by the learners as
the language plays a strategic role in shaping the formative years of learners. For
Kindergarten and the first three (3) years of elementary education, instruction, teaching
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 413
materials and assessment shall be in the regional or native language of the learners.
The Department of Education (DepEd) shall formulate a mother language transition
program from Grade 4 to Grade 6 so that Filipino and English shall be gradually
introduced as languages of instruction until such tim when these two (2) languages can
become the primary languages of instruction at the secondary level.
M
.C
O
M
For purposes of this Act, mother language of first Language (LI) refers to
language or languages first learned by a child, which he/she indetifies with, is identified
as a native language user of by others, which he/she knows best, or uses most. This
regional or native language refers to the traditional speech variety of Filipino sign
language existing in a region, area or place.
THE K – 12 CURRICULUM
KS
FO
R
U
The passage Republic Act No. 10533, brought about a restructuring of the
curricula of Philippine schools particularly in the secondary levels. Under the
Implementing Rules and Regulation of R.A 10533, particularly Section 10, Article II it
was provided that:
O
The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
FB

O
The DepEd shall adhere to the following standards and principles, when
appropriate in developing the enhanced basic education curriculum:
The curriculum shall be relevant, responsive and researchbased;
VI
SI
T
PD

o The curriculum shall be gender-and culture sensitive

Th Curriculum shall be contextualized and global;

The Curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative and
integrative;

The curriculum shall adhere to the principles and framework
of Mother Tongue-Based Multilingual Education (MTB-MLE)
which starts from where the learners are and from what they
already know proceeding from the known to the unknown;
instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available. For this
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 414
purpose, MTB-MLE refers to formal or non-formal education
in which the learners mother tongue and additional
languages are used in the classroom;
o The curriculum shall use spiral progression approach
to
o Ensure mastery of knowledge and skills after each
level and;
O
M
o The curriculum shall be flexible enough to enable and
allow
M
.C
o Shools to localize, indigenize and enhance the same
based
FO
R
U
o On their respective educational and social contexts.
O
O
KS
PRINCIPLES OF TEACHING, EDUCATIONAL
TECHNOLOGY, FIELD STUDY AND PRACTICE
TEACHING
PD
FB
The word principles is derived from the Latin word “princeps” meaning the beginning or
end of all things. It is a comprehensive law or doctrine from which others are derived or
on which other are founded.
SI
T
According to L.T Hopkins, a principle is a rules for guiding the ship of education so that
it will reach the point designated by the philosophy of education, it is a compass byy
which the path of education is directed.
VI
TYPES OF PRINCIPLES OF TEACHING
1. Starting Principles – refer to the nature of the child, his psychological and
physiological endowments.
2. Guiding Princples – the methods of instruction, or the conglomeration of
techniques in carrying out the educative process.
3. Ending Principles – educational aims and objectives.


Psychological – growth and development of the child.
Philosophical – based on the culture of the people.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 415
THE INBORN TENDENCIES OF THE CHILD
O
M
.C
U
FO
R
Thurstone’s Classification of Intellegence
 Ability to deal with space
 Ability to solve problems
 Ability to understand ideas in terms of words
 Ability to write and talk easily
 Ability to perform numerical calculation
 Ability to recognize likeness and difference
 Ability to recall past experiences
M
1. Intelligence is defined by W.Stern as a general capacity of an individual to
adjust his thinking to new requirements; it is a general mental adaptability to new
problems and conditions of life. Lewis Terman defines it as the ability to learn in terms
of abstract ideas, while Colvin viewed intelligence as the ability to adjust to new
environment.
Edward Lee Thorndike’s Classification of Intelligence
KS
1. Abstract – capacity to respond to symbols, letters, etc.
O
O
2. Concrete/mechanical – capacity to manipulate and to deal with things such as art
and music.
FB
3. Social – capacity to deal with other people.
T
PD
2. Emotion – is the blending of sensations caused by the profound and widespread
changes in the body. Crow & Crow defined emotion as an effective experience that
accompanies generalized inner adjustment, and mental and physiological stirred up
states in the individual and that shows itself in his overt behavior.
VI
SI
3. Imitation is the tendency of the child to do according to what he sees or observes.
4. Curiosity is the elementary form of interest. It is the starting point of interest and the
desire to discover
5. Gregariousness refers to the desire of the individual to be with other people
because man is a social being.
6. Play is the natural impulse possessed by men and animals. It is an activity which the
individual engages in for the satisfaction of his desires.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 416
7. Collecting and hoarding means the interest in keeping the objects which a child is
interested to possess.
8. Competition implies struggle between two or more persons for the same object or
purpose to equal or surpass others. On the other hand, rivalry suggests a personal
contest for selfish ends, resulting in envy and jealousy.
M
9. Manipulation is the natural impulse of the child which involves a skilful or dexterous
management or control of actions by means of intellect.
R
U
M
.C
O
MULTIPLE INTELLIGENCE
The theory of multiple intellegences was developed in 1983 by Dr. Howard
Gardner, professor of education at Harvard University. It suggest that the traditional
notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes eight different intelligences to account for a broader range of human potential
in children and adults.
FO
KS
O
O
FB
VI
SI
T
PD









These intelligences are:
Linguistic intelligence (word smart)
Logical mathematical intelligence. (number/reasoning smart)
Spatial intelligence (picture smart)
Bodily Kinesthetic intelligence (body smart)
Musical Intelligence ( Music smart)
Interpersonal Intelligence ( people smart)
Intrapersonal intellingence (self smart)
Naturalistic intelligence (nature smart)
Existential Intelligence
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 417
Linguistic Intelligence
Linguistic intelligence is the use of spoken or written language. Giving regular
opportunities for achievement in both is important because some auditory learners need
to hear information, which helps the learners who need to speak the information in order
to learn it.
O
M
Because reading and writing is the key to success in most lives, the lingjistic must not
be neglected, and A Core tools make a linguistic link, visual link, and help student get
the learning through the fingers. These tools take the student through the entire cycle:
U
M
.C
They show how to Log assignments, analyze information individually and in groups, and
how to synthesize information into personal and group projects, and finally how to
evaluate the process of learning. The tools guide the learner in reflection and goal
setting.
PD
FB
O
O
KS
FO
R
Logical/Mathematical Intelligence
The logical intelligence is naturally used in conjunction with all types of
intelligence. The organization of thought and movements play a large part In all human
activity. Categorizing, sequencing, comparing and reaching conclusion are functions of
logical intelligence. Even the new idea or invention that is a result of creativity (lateral
thinking) can be viewed as a logical end product to the creative person. Most students
find the exclusion of their particular multiple intelligence quotient (MIQ) illogical, so to
gain credibility teachers must honor all intelligence by developing them. The activities
and assignment used to develop skills in all types of intelligence must seem logically
connected.
Spatial Intelligence
VI
SI
T
We use spatial intelligence whenever we move through space: sports, dancing or
just walking around. An expert, however, can create with space. A gifted student can
create astounding feats with the body, perhaps judging direction, proximity, and
movement, and create alternative plans and make midair adjustments.
Others can manipulate an imaginary object in space. Spatial creativity may also enable
student to draw, make up dances, stories, and invent new things. Weekly assignment of
visualizations stories and other projects develop spatial intelligence.
Lateral creative thinking is used in creating, inventing and in understanding the big
pictre. Those who possess genius in spatila intelligence may develop wisdom or the
ability to learn from experience and have a strong sense of “where they are.”
Bodily Kinesthetic Intelligence
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 418
Kinesthetic intelligence is the kinetic movement of the body in space and the
inner space movement of the emotions. A wide range of abilities, from the broad motor
skills of sport to the fine motor skills needed for writing, awaits development.
Communication of emotions through the body or, just as important, the control of the
emotions can be developed.
M
.C
O
M
Acting, and other forms of presenting ideas or emotions through movement of the body
areas important to kinesthetic development as are getting ideas and emotions through
the fingers in writing or the manipulation of other tools or machines. A student might
need to use movement in order to understand, while others might benefit from seeing
movement to understand. Diverse kinesthetic approaches create learning opportunities.
Musical Intelligence
PD
FB
O
O
KS
FO
R
U
All people possess musical intelligence if only to navigate their environment. We
detect many kinds of environmental sounds. Some people hum or drum to the rhytm of
sounds they hear. Most are able to detect patterns in the music they enjoy. Some can
develop their musical intelligence to recognize the patterns individual performers and
composers use.
The expert can create patterns, recognizable by others. Some musical experts
createnotes, some create words, some create rhythms with movement such as dance
and drumming. Student possess differing degrees of expertise, but all are affected,
usually positively, by the addition of music to the environment, activities, assignments,
projects, and evaluations in a Core Classroom. When all assignments and activites are
cored, music gets connected.
Interpersonal Intelligence
VI
SI
T
How well we connect to our communities and keep a sense of where are in
relation to others reflect how much our interpersonal intelligence is developed. This skill
is prized above all others in the business of the world; many classify it as the key to
success in the future.
This skill enables us to form meaning ful personal relationships. Working toward
common goal and learning to share tasks develops interpersonal skill. A Core
classroom provides training in interpersonal skills as students work towards common
goals and share task equitably.
Regular team building activities and meaningful group projects allow leaders to emerge.
Those gifted should be given the chance to help create a sense of community in the
classroom; they will practice for their future personal, work, and global communities.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 419
Intrapersonal Intelligence
A sense of self is the basic aspect of intrapersonal intelligence. Those with
intrapersonal skill learn to cope with the world around them. Knowledge of self through
reflection is especially important to help student mature in social context. Therefore intra
personal skill helps develop inter-personal skill.
O
M
Knowing and accepting self is the first step in understanding and accepting others,
which is essential in learning to cope. Time to reflect on the process of interacting is
important in gaining self knowledge. Students need ample refelective time to develop
intrapersonal skills.
U
M
.C
They need time to reflect on the usefulness of what they have learned and to set
meaningful long and short term goals to use their new learning. Those who understand
their own motivations and needs excel in intrapersonal skills.
FO
R
Naturalistic Intelligence
O
O
KS
The naturalist intelligence involves the full range of knowing that occurs in and
through our encounters with the natural world including our recognition, appreciation,
and understanding of the natural environment. It involves such capacities as species
discernment, communion with the natural world and its phenomena, and the ability to
recognize and classify various flora and fauna.
PD
FB
If the naturalist intelligence is one of your strengths you have profound love for
the outdoors, animals, plants and almost any natural object. You are probably
fascinated by and noticeably affected by such things as weather, changing leaves in the
fall, the sound of the wind, the ward sun or lack thereof, or an insect in the room.
VI
SI
T
At a young age you were likely nature collectors, adding such things as bugs, rocks,
leaves, seashells, stick and so on to your collections. You probably brought home all
manner and kinds of stray animals and today you may have several pets and want
more. You tend to have an affinity with and respect for all living beings.
Existential intelligence
Existential intelligence is concerned with ultimate issues, and is next to be
possibility considered by Gardner as he argues that it scores reasonably well on the
criteria. However empirical evidence is sparse – and although a ninth intelligence might
be attractive, Gardner is not disposed to add it to the list.
He said that he finds the phenomenon perplexing enough and the distance from the
other intelligences vast enough to dictate prudence – at least for now.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 420
NOTE:
Moral intelligence is the final and obvious candidate for inclusion in Gardner’s list.
In his exploration, he begins by asking whether it is possible to delineate the moral
domain. He suggest that it is difficul to come to any consensual definition, but argues
that it is possible to come to an understanding that takes exploration forward.
M
.C
O
M
Central to a moral domain, Gardner suggests, is a concern with those rules, behaviors
and attitudes that govern the sanctity of life in particular, the sanctity to human life and,
in many cases, the sanctity of any other living creatures and the world they inhabit.
FO
R
U
Gardner contends that, if man accepts the existence of a moral realm is it then
possible to speak of moral intelligence? If it connotes the adoption of any specific moral
code then Gardner does not find the term moral intellifence acceptable. Furthermore, he
argues researchers and writers have not as yet captured the essence of the moral
domain as an instance of human intelligence.
O
KS
He construed that the central component in the moral realms or domail is a sense of
personal agency and personal stake, a realization that one has an irreducible role with
respect to other people and that one’s behavior towards others must reflect the result of
contextualized analysis and the exercise of one’s will.
PD
FB
O
The fulfillment of key roles certainly requires a range of human intelligences – including
personal, linguistic, logical and perhaps existential – but it is fundamentally a statement
about the kind of person statement about personality, individuality, will, character- and
in the happiest cases, about the highest realization of human nature. (Gardner 1983).
VI
SI
T
One of the components of Gardner’s definition of intelligence is that there be a
particular representation for that ability in the brain. Garner’s theory of multiple
intelligence radically altered the global community’s view of human intelligence.
The standard view of intelligence has been that intelligence is something you are born
with; you only have a finite amount of it and there are tests that tell you how smart you
are. “The theory of multiple intelligences challenges that view. It asks, instead, “Given
what we know about the brain evolution, and the differences in cultures, what are the
sets of human abilities we all share? An interesting sidebar is that not everyone is
strong in the same areas. Just as we look different on the outside, internally we learn
differently.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 421
Prior to his proposal, schools were predominantly emphasizing two of the eight
intelligences cited by Gardner – the Linguistic and Logical-Mathematical. If we consider
the traditional teaching styles practiced in the classroom and the tests that are given to
measure the knowledge gained by an individual student, it is clear that those students
who are naturally strong in the Linguistic and Logical Mthematical intelligences will
perform well on standardized tests.
O
M
It is reasonable to assume also that those students who do well on such tests will
perform well overall in school because the tools used (logically constructed text books)
and the mode by which they are taught to students (mainly lecture) are geared toward
the two previously mentioned intelligences.
M
.C
To assume that all children – individuals are the same would be to deny a huge
segment of the population a proper education. Is great for those who are part of the
Linguistic and/or Logical intelligences but detrimental to those who are not.
FO
R
U
The fervor with which educators embraced his premise that we have multiple
intelligences surprised even Gardner himself. “It obviously spoke to some sense that
peple had that kids weren’t all the same and that the tests we had only skimmed the
surface about the differences among kids “Gardner said.
FB
O
O
KS
In terms of IQ and measuring IQ with standardized tests, those tests were designed to
weed out individuals who would perform poorly in school. Tests, it should be added that
only measure Linguistic, Logical-Mathematical, and occasionally spatial abilities, do not
allow for the quantification of a person’s creativity for example or any other strength of
their character.
SI
T
PD
Gardner believes that the SAT’s and IQ tsts do not necessarily predict one’s
success in college and in life. A high IQ result is not even good predictor of success in
life. Nor does it correlate with ones level of happiness, of economic success, of success
in relationships.
VI
Gardner’s theory and its implications within the realm of education certainly help
to explain why some people are better at certain things than others. An interesting
offspring of Gardner’s theory is the exploration of the role that an individual’s
environment has in his/her success and or survival in that environment.
If, for example, an individual grew up in the wilderness without significant bodilykinesthetic intelligence, that facet of intelligence would either have to be developed or
that individual may not survive. Gardner’s theory allows room for development of the
various intelligences through biological and social means.
He stresses the need for a combination of the eight intelligences so that each individual
may learn about and understand the world around them. Gardner syas, “What I argue
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 422
against is the notion that there’s only only one way to learn how to read, only one way to
learn how to compute, only one way to learn about biology. I think that such contentions
are nonsense”.
M
Gardner claimed that his theory was comceptualized when he observed brain
damage and what could happen to people when they had strokes. When a person has a
stroke, certain part of the brain gets injured, and that injury can tell you what that part of
the brain does. Individuals who lose their musical abilities can still talk.
U
M
.C
O
People who lose their linguistic ability still might be able to sing. That understanding not
only brought me into the whole world of brain study, but it was really the seed that led
ultimately to the theory of multiple intelligences. As long as a person can lose one’s
ability while others are spared, he cannot just have a single intelligence, he has to have
several intelligences.
KS
FO
R
Intelligence remains a primary attribute of the human race and Gardner’s views
shed light not only on social constructions but also on theories of biological survival
within the human race. We will undoubtedly use these insights, along with
advancements in the studies of neuroscience to better understand the world around us
and our role in that world.
FB
O
O
Gardner’s work has been marked by a desire not to just describe the world but to
help create the conditions to change it. The scale of his contribution can be gauged
from following comments in his introduction to the tenth anniversary edition of Howard
Gardner’s classic work Frames of Mind: The theory of multiple intelligences.
VI
SI
T
PD
In the heyday of the psychometric and behaviorist eras, it was generally believed
that intelligence was a single entity that was inherited; and that human beings – initially
a blank slate – could be trained to learn anything, provided that it was presented in an
appropriate way. Nowadays an increasing number of researchers belive precisely the
opposite; that there exist a multitude of intelligences, quite independent of each othern
that each intelligence has its own strengths and constraintsl that the mind is far from
unencumbered at birth; and that it is unexpectedly difficult to teach things that go
against early “naïve” theories of that challenge the natural lines of force within an
intelligence and its matching domains. (Gardner 1993)
Gardner’s work around multiple intelligences has had a profound impact on
thinking and practice education- especially in the United States. Here we explore the
theory of multiple intelligences; why it has found a ready audience amongst
educationalist; and some of the issues around its conceptualization and realization.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 423
CHARACTERISTICS OF THE FILIPINO LEARNERS (Gregorio)
Shyness is an attitude characterized by partial inhibition of social responses
especially in the presence of strangers.

Sensitiveness is the tendency of the child to be easily impressed, affected or
hurt.

Lack of Perseverance means lack of persistence in an activity for a long time
due to difficulty, opposition, disappointment, or interference.

Lack of Resourcefulness means the inability to meet new situations.

Lack of Industry refers to the lack of steady attention or diligence in any pursuit.
U
M
.C
O
M

O
O
THEORIES OF LEARNING
KS
FO
R
LEARNING
Learning is a mental wherein knowledge, skills, habits, attitudes and ideals are
acquired, retained and utilized resulting in the progressive adaptation and modification
of conduct and behavior (Bugelski, 1965). As far as the behaviorists are concerned,
learning is any change in the behavior of an organism.
PD
FB
1. Mind Theory (Christian Wolf) states that the mind has mental powers or faculties,
such as memory reason, judgement, etc. which function as a separate entity that can be
improved through exercise or use.
T
2. Connectionist’s Theory (Edward lee Thorndike) believes that learning is the
product of connection between the stimulus and response (Association Learning).
VI
SI
3. Behaviorism (J.B Watson) viewed learning as any change in the behavior of an
organism. Such change may range from the acquisition of knowledge, simple skill,
specific attitude and opinions or it may also refer to innovation, elimination or
modification of responses.
4. Gestalt’s View of Learning. Gestalt is a German term which means pattern, shape,
form or configuration. It advocates that the whole is more than the sum of its parts and
the whole gets its meaning from its parts.
It also suggests that the conception of experience at any given moment is determined
by the totality of its related phases which constitute an integral pattern or configuration.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 424
5. Progressivism sees learning as an active and dynamic process in which the learner
is definitely involved. Learning is a process that is active, purposeful and creative.
WAYS HOW ORGANISMS LEARN
M
1. Trial and Error means attempts to meet a situation in various ways until the correct
responses are found more or less accidentally. It involves random reaction and
accidental success.
M
.C
O
2. Learning byConditioning – changing the meaning of a situation by associating it
with some past experience of new stimuli that brought satisfaction or dissatisfaction to
the learner through repetition.
Classical Conditioning – Ivan Pavlov

Operant Conditioning – Burrhus Frederick Skinner
R
U

KS
FO
3. Learning by Observation and Imitation – learning is done through directing the
attention to a specific element considered worthy of mental record and rreproducing the
recorded element as the need arises.
FB
O
O
4. Insight is the higher level of trial and error. It refers to the ability to foresee things and
is based on the react in advance. It suggests that the degree of insight increases with
age. It experiment of Wolfgang Kohler.
PD
5. Learning by Motivation. Motivation is the process of arousing the individual
attention and interest directed towards a definite goal.
Types of Motivation
VI
SI
T
1. Intrinsic - natural desire of the individual to learn
2. Extrinsic – motivation based on rewards or punishment
Incentives to Motivate Learners








School Marks
Exhibiting Good Works
Game or Play
Examination
Honor Roll
Emulation – process of equaling or excelling other’s work or behavior
Material Rewards
Punishment
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 425

Vocational Goal
LAWS OF LEARNING
1. Law of Readiness – is associated with mind set. It states that when an organism is
prepared to respond to a stimulus, allowing him to do so would be satisfying while
preventing im would be annoying.
O
M
2. Law of Exercise – constant repetition of a response strengthens its connection with
the stimulus, while disuse of a response weakens it.
M
.C
Law of use – the more frequent a modifiable connection between the situation
and the response is utilized, the stronger is the connection.
R
U
Law if disuse – When a modifiable connection between a stimulus and response
is not used over a period of time that connection is weakened.
KS
FO
3. Law of Effect – when a modifiable connection between a stimulus and a response
has been made, it is a strengthened if it results satisfaction and weakens if it leads to
annoyance.
O
4. Law of Belongingness – means that the strength of connection is increased if the
paired stimuli possess similarities.
FB
O
5. Law of Association – a new connection is formed through the association of the
past and the new situation. It is the process of relating two or more experiences to each
other.
PD
6. Law of Multiple Response – different reactions/responses are elicited by the same
stimulus.
SI
T
7. Law of Frequency – the often the response is repeated the greater is its tendency
for its use when the right situation occurs.
VI
8. Law of Recency – the response which has been exercised and rewarded most
recently is the one which is most likely to occur when the organism is in a given
situation.
FACTORS THAT AFFECT LEARNING



Intelelctual – individual’s mental ability level
Learning factors – study habits
Physical factors – disabilities, nutrition, etc.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 426




Mental factors – attitude and one’s beliefs and ideas
Emotional/Social factors
Teachers personality
Environemntal factors
THE LEARNER
Needs of a Child
O
O
KS
Children are interested to learn
Children need immediate goals (short term goals)
Children need routine
Play plays a vital role in child development
FB




FO
Psychological Characteristics of the Child
R
U
M
.C
O
M
The 20th century has been considered by various experts as the century of the
child because so much has been learned of their nature and development that a lot of
children have been greatly improved. Before the establishment of child-centered
schools of Pestalozzi. Herbart and Froebel the child had the right to listen but not to be
heard. However, due to the result of the varios studies made regarding the nature of the
child, children now are given the rights and privileges that they should enjoy as
legitimate members of the society. Children are known to be marvelous tough, pliable
and teachable.
PD
Abraham Maslow’s Hierarchy of basic human needs
Physiological needs- hunger, thirst, breathing

Safety and security needs – protection from injury, pain, extremes of heat and
cold
VI
SI
T


Belonging and affection needs – giving and receiving love, warmth and
affection
Esteem and self -respect needs – feeling adequate, competent, worthy, being
appreciated and respected by others.

Self-Actualization needs – self fulfillment by using one’s talent and potentials
Understanding children’s behavior
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 427
Development of positive behavior. Jean Jacques Rousseau (1712-1778)
believed that by nature men are basically good that what makes man evil are the
influences of his society.
To develop positive behavior in children, the following must be emphasized:
1. Contribution – children should be encouraged to contribute because this is
one way of showing to them that they are an important part of the group.
M
.C
O
M
2. Responsibility – children should not be encouraged to involve themselves in
decision making, and be made responsible for their own behavior and actions within the
limits of the group.
FO
Causes of children’s misbehaviors
R
U
3. Cooperation – children should be encouraged to resolve problems and
difficult situations through a concerted effort of all the members of the group.
O
KS
The American Physchological Association (1993) concluded that a breakdown of
family processes and relationships contributes to children’s antisocial behavior. On the
other hand, Thuroton and Benning (1993) suggested that the following family variables
affect the behavior of the child:
FB
O
1. Parental supervision and discipline – inadequate, too lax, too strict or
inconsistent and erratic.
PD
2. Parents are indifferent or hostile to the child .They disapprove many things
about the child and handed out angry physical punishment.
SI
T
3. The family operated only partially as a unit, if at all, and the marital relationship
lacked closeness and equality of partnership.
VI
4. Parents found it difficult to discuss concerns regarding the child and believed
that they had little influence on the child. They believed that other children exerted bad
influence on their child.
5. The parents have too much expectation about their child.
THE TEACHER AND THE LEARNING PROCESS
The teacher is someone who causes others to learn. He is a person who exerts a
considerable influence in the life of other people specifically the children under his care.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 428
The Roles of a Teacher
1. Model
2. Classroom Manager
3. Facilitator of learning
4. Motivator
5. Evaluator of student’s performance
6. Parent surrogate
7. Counselor
8. Friend
M
Qualities of an Effective Teacher
U
M
.C
O
K – Knowledge
A – Attitude (Zia Zigalar – your attitude not your aptitude will determine your altitude)
S – Skills
H – Habits
E – Experience
Good health (mens sana encorpore sano)
O
FB
Consideration for others
O
Affability (Friendliness)
KS
Self Confident (cogito ergo sum)
FO
R
Intelligence
Morally strong
PD
Educationally qualified (R.A.7836)
Fair treatment
Firmness and understanding from their superiors
Positive atmosphere
Recognition for their contributions
Chance for professional growth
VI





SI
T
The needs of Teachers
CLASSROOM MANAGEMENT
Classroom management as defined by Good (1959) is the administration or
direction of activities with special reference to problems involving discipline, democratic
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 429
techniques, use of supplies and other materials, the physical features of the classroom,
general housekeeping and the social relationships of the pupils and teachers. It can be
summarized as the operation and control of classroom activities.
Principles behind Classroom Management

M
FO
R
U

O

Teachers should plan activities that are suited to the classroom conditions.
The teacher’s disciplinary policies must be in accordance with the school
policies.
The teachers must observe some routinary procedures to save time and energy
(i.e entering and leaving the room, passing papers, etc.)
The teachers must take into consideration the needs and conditions of their
students.
The teachers must utilize positive rather than engative approach in dealing with
children.
M
.C


Causes of Disciplinary Problems in the Classroom
O
KS
1. Teacher’s personality – lack of knowledge of the subject matter, poor
decision making, etc.
O
2. Physical factors – health conditions of the child
PD
FB
3. Individual factors – individual differences due to family and community
background, etc.
4. Social factors – adjustment to the group
T
5. Emotional factors
VI
SI
6. School environment
Ways to Improve Classroom Discipline





Know you subject matter and be prepared at all times.
Come to class ahead of you students.
Call the class to order as soon as the bell rings.
Follow some established daily routine.
Check the condition of the class as well as the condition of every pupil.

Check pupil’s assignemnts regularly and return their work promptly
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 430





Compliment your students on worthy contributions
Try to involve all pupils to class activities.
Handle calmly all attempts to distract your attention.
Always have a contingency plan in case of emergency.
Never be sarcastic.



Always consider individual difference indealing with your pupils
Never make a martyr out of a trouble maker.
Never punish all your pupils for the fault of one.
O
M
.C
U
FO
R


M

Explain to your pupils your expectations of every acitivity that they will
accomplish.
Provide adequate time for every acitivity.
Do not threaten your pupils. If threatened, the pupils often feel challenged to see
how serious Are you and how far they could go before you carry out your threats.
Have a good sense of humor.

KS
THE ART OF QUESTIONING
FB
O
O
Questioning is the starting point of learning. People learn because they ask
questions. In the teaching-learning process the kind of questions that a teacher asks
and the way he asks them to some extent determines his affectivity as well as the
outcome of his teaching methods and techniques.
PURPOSE
SI
T
PD
To discover the impact of the lesson to the students
To evaluate the student’s performance
To direct the minds of the students to the important aspects of the lesson
To give the students a chance to express themselves
To develop the thinking and reasoning ability of the students and help them
analyze ideas
VI










To acquire information
To draw out interpretation
To manifest retention of knowledge
To develop the skills to answer effectively and eleciting comprehension
To energize the mind or the imagination resulting to internalization of concepts

To check whether these concepts are internalized for use in the Students
academic and functional life.
To develop the students problem solving skills and decision-making faculties

Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 431
LEVELS OF QUESTIONING
1. Literal
“right there” questions
note or recall clearly stated facts and details
follow directions
associate quotation with speaker






think and search question
indetify character traits, emotional reactions
interpret figurative language
anticipate events
recognize sensory images
sense implied meaning of words, phrases and sentences
FO
R
U
M
.C
O
2. Interpretative
M




O
PD
FB


give oponions, reactions to the selection
discriminate between fancy and reality, fact or opinion
identify assumptions, points of view, author’s purpose and
style
determine relevance
weigh values presented
O



KS
3. Critical
T
4. Integrative/Application
“typing up” questions
comparing and contrasting old and new ideas gained from reading
synthesizing ideas learned
making a different ending
VI
SI




HIERARCHY OF QUESTIONS
Discussed herein is the hierarchy of questions that the tachers usually ask
regardless of the subjects being taught.This hierarchy is based on Benjamin Bloom’s
Taxonomy of Educational Objectives
1. Knowledge (Memory) Questions
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 432
Trains the ability to recall, bring to mind appropriate materials learned previously
such as specific names, facts, places, figures, events, concepts, principles and others.
The correct answer is usually a verbatim repetition of knowledge acquired from a
specific source.
Typical Knowledge questions:
O
M
When was the Katipunan founded?
Who founded the Katipunan?
Identify the people involved in the Philippine Revolution.
Enumerate the demands of the La Liga Filipina.
o Key words: name, tell, list, describe, recall, state, define, identify
M
.C




R
Train a student to understand oral and written communications and make use of
FO
them.
U
2. Comprehension Questions
FB
O
O
The student can express ideas in his own words.
The student can separate the essential from the non-essential.
The student can establish relationships among things
The student can extrapolate or predict an event from a trend or pattern
The student can make inferences or give the probable consequences of events.
PD





KS
Comprehension questions may be manifested by the students in the following ways:
Typical comprehension questions:
VI
SI
T
1. Explain in your own words the El Niño ang La Niña Phenomena.
2. Compare and contrast the atmosphere of the Earth and Saturn.
3. Predict what will happen to the Philippines under the Estrada presidency.
Key words: extrapolate, explain, compare, predict, illustrate, infer, b
estimate.
3. Application Questions
Require the students to transfer what they have learned to new situations with
little or no supervision. The student is expected to put some skills into practice, solve
problems and construct something.
Typical application questions:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 433
1. Which of the following best exemplifies asexual reproduction?
2. How do you express in algebraic equation – the age of the Earth is twice the
age of the Moon?
Key words: demonstrate, plan, solve, apply, build, develop, construct
M
4. Analysis Questions
M
.C
O
Require a student to breakdown an idea into its parts, to distinguish these parts
and know their relationships to one another. The student is able to distinguish relevant
from irrelevant data, a fact from a generalization, an assumption from a conclusion and
select facts which are essential to support hypothesis.
Typical analysis questions:
What part of the essay is the conclusion?
What part or parts support the stated conclusion?
What part of the essay is factual and what part is hypothetical?
What are the fallacies in the arguments presented?
Keywords: classify, distinguish, discriminate, categorize, analyze, detect
5. Synthesis Questions
KS
FO
R
U




FB
O
O
The student puts together or integrates a number of ideas or facts into new
arrangement. Some common focus of synthesis is the summary of the lesson either
written or oral, a proposal, a plan of action, a short story play, a bulletin board display, a
literary-musical program and the like.
T
VI

How can you help improve our economy?
What are the alternative crops in order to cushion the effects of the El Niño
phenomenon in our agriculture?
What plans can you propose to make the centennial celebration more
meaningful?
SI


PD
Typical symthesis questions:
Key words: propose a plan, formulate a solution, develop, create, make up,
summarize
6. Evaluation Questions
The students appraise, criticize or judge the worth of an idea, a statement or a
plan on the basis of a set of criteria provided to them or which they themselves have
developed.
Typical evaluation questions:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 434
1, Is it good for the Filipinos to ratify the VFA?
2. Are you in favor of amending the present constitution?
3. Evaluate the achievements of the Ramos administration.
Key words: select, judge, evaluate, decide, which do you prefer
LESSON PLANNING
M
.C
O
M
Effective classroom management deends on a large measure on the teacher’s
ability to plan interesting, student-centered, multi-activity lessons to promote a high
degree of student involvement and maximum participation.
R
U
Lesson planning is a vital part of teaching for all the various elements involved in
instruction, such as objectives content or subject matter, instructional procedures,
evaluation and related matters are given due attention.
KS
FO
LESSON PLAN
Lesson Plan is the term applied to the statement of objectives to be realized and
the methods to be used in the attainment of such objectives within the specified time.
FB
O
Helps the teachers to be systematic and orderly.
Delimits the field to be taught for a certain class period.
Prevents waste and unnecessary repetitions of lessons already taken up.
Forces consideration of objcetives, selection of subject matter, selection of
procedures, planning of activities and preparation of tests serve as an inventory
of what the children have already learned.
PD




O
Importance of Lesson Planning
T
Component of a Lesson Plan
VI
SI
1. Objective – States the aims which the lesson seeks to achieve. It must be Specific.
Measurable, Attainable, Results-Oriented or Realistic and Time-Bounded (SMART).
2. Subjec Matter – States the topics or the titles of selectin, books used and the page
numbers concerned. We also indicate the materials and value to be infused.
3. Learning Activities – These are the different activities to be undertaken to realize
the objectives.
4. Evaluation – The test we usually give to determine whether the students have
mastered the lessons. The part of the lesson plan that gives us feedback.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 435
5. Assignment – The teacher provides the topics for discussion in their next meeting or
the additional activities to reinforce student learning.
SAMPLE LESSON PLAN IN GRAMMAR
1. OBJECTIVE – must be specific, measurable, and attainable, and within the allotted
time.
M
.C

Review – Recall of the past lesson.

Identification exercises – Unlock the new
structure/vocabulary which will be used in the
presentation material through the usual procedure,
like showing pictures, giving situations, doing certain
actions, etc.
Presentation – Present the new structure/vocabulary
through any of the following presentation materials –
a dialog, a story, a paragraph, a comic strip, a song, a
poem, a letter, an advertisement, etc.
O
O
KS

FO
R
U
3. LEARNING ACTIVITIES
O
M
2. SUBJECT MATTER – states the titles of selection, books used and the page
numbers concerned, states also the value stressed.
FB
D. Comprehensive Check-up – Ask a number of comprehension questions which aims
at the following:
T
PD
1. To check the student’s understanding of the presentation material.
2. To give the students experience in using the new language
structure/vocabulary
VI
SI
E. Practice – Give at least 3 communication situations/experiences which maximize
students participation and their meaningful use of the new language
structure/vocabulary. Some ways to maximize student participation are the use of the
following:







small group technizque
dyadic exchange
milling around
picture charts/chart exercises
real objects/cutouts/pictures
dialogs/stories
games /riddles / contests,etc.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 436
F. Generalization – Have some sentences containing the new structure written on the
board or on a chart. Help the student analyze the sentences through questions, the
answer to which will lead to the generalization(s). Make generalizations as simple as
possible.
G. Application
1. Oral – Conduct exercises similar to those under practice
M
.C
O
M
2. Written – Give situation similar to those given during the oral application, have
all the students write a sentence at their seats in answer to your question. Ask two
students to write their sentences on the board.
R
U
After everyone has finished writing, have all the students check the boardwork with your
guidance. Have them also check their own sentences. If time permits, give additional
situations to elicit written answers from the students.
O
KS
FO
4. FORMATIVE TEST – Give at least 5 items which are congruent with the objective. To
make the students familiar with the kind of response expected of them, make at least
one of the practice exercises in the lesson proper of the same type as the formative
test. As much as possible, items should be related to each other, that is, they treat of
the same experience or situation.
PD
FB
O
5. ASSIGNMENT – This should be an outgrowth of the lesson, not some writing task
which is new or strange to the pupils.
SAMPLE LESSON PLAN IN LITERATURE
SI
T
I. OBJECTIVE – Make this specific, measurable and attainable within the allotted time.
Choose a comprehension or a study skill.
VI
II. SUBJECT MATTER – Write the title of selections and books to be used, indicating
the page numbers. State also the value stressed.
III. LEARNING ACTIVITIES
A. Unlocking of difficulties – Unlock unfamiliar vocabulary/concepts in the selection
through:
1. Rea objects/pictures/cut-outs
2. Gestures/facial expressions/demonstrations
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 437
3. Situations/short paragraphs
4. Context clues
5. The dictionary, etc.
B. Motivation –The motivation question should be:
1. A “big question” – “big” in the sense that it illicits many different answers from the
students based on their experience.
O
M
2. Related to the story to be read and can be answered without the students reading the
story.
M
.C
Motive question – It should have characteristics:
U
1. It is parallel to the motivation question, if possible, so that there is a smooth flow from
motivation question to motive question.
KS
FO
R
Example of parallel question:
Motivation question – what game do you and your brothers/sisters play?
Motive question – what games did the speaker and his brother play in a poem?
2. It is simple and easy to answer – just means to give the student a motive for reading.
3. The students can answer it only after reading the selection
O
O
C. Silent reading of the selection/oral reading of the story
FB
D. Discussion
PD
1. Answering the motive question
T
2. Answering the 4-D question which gives students a whole grasp of what the selection
is about.
SI
E. Specific skills development (The skills in the objectives)
VI
1. The selection just read can serve as springboard for the development of the skill and
be the material for the first exercise.
2. Additional exercises can be taken from other materials.
IV. FORMATIVE TEST
Same as in the lesson plan in grammar
V. ASSIGNMENT
Same as in the lesson plan in grammar
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 438
Consider the Following in Critiquing a Lesson Plan
Congruence of instructional activities used with the lesson objective(s)

Congruence of evaluation measures with the lesson objectives(s)

Appropriateness and adequacy of activities/instructional aids used.

Integration of two or more communicational skills.

Use of communication situations.

Maximum pupil participation with the teacher as facilitator

Correctness of English used.

Infusion of values.
FO
R
U
M
.C
O
M

KS
CHILDREN WHO ARE VICTIMS OF UNEQUAL TEACHING
PD
FB
O
O
1. Children who are undertaught
 Fail to learn what they could learn
 Fall behind others and become discouraged
 Develop dislike for school
 May escape from schooling at earliest oppoturnity
 Find themselves boxed in by lack of education
VI
SI
T
2. Children who are overtaught
 Waste time in overlearning
 Become board with school
 May develop distaste for learning
 May fail to find themselves
3. Children who are mistaught
 Limit interest to subjects taught to them
 May learn to dislike or fear some subjects
 Fail to develop broad base for further learning
 Grow up half educated
4. Children who are not taught
Respond less to their environment
May develop prejudices against the arts
Function in a limited way in some aspects of human relationships
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 439
May remain ignorant of important realms of human experience
FB
O
O
O
M
.C
KNOW THYSELF
KNOW THY STUDENTS
KNOW THY SUBJECT MATTER WELL
RESPECT THY STUDENTS AS PERSONS
MOTIVATE THY STUDENTS TO LEARN
COMMUNICATE EFFECTIVELY
CIRCULATE
AVOID TALKING TOO MUCH IN CLASS
EVALUATE LEARNING OUTCOMES REGULARLY
DO WHAT THOU SAYEST
SI
T
PD
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
THOU SHALT
KS
TEN COMMANDMENTS OF TEACHING










U
R
Let him or her know you are interested.
An important key, surround him with books.
Happiness is a vital ingredient of success.
An adequate place for study.
Help your child acquire sound study habits.
Help your child believe in himself.
Increase your child’s interest in learning
Teach your child to use reference books.
Help your child read better.
Help your child learn to write legibly and fast.
Help your child learn to listen.
Help your child learn to take tests.
FO












M
THE TWELVE THINGS TO DO TO IMPROVE THE GRADE OF OUR PUPILS
VI
THE 8 be ATTITUDES OF A TEACHER
1. BE COMPETENT
2. BE CONCERNED
3. BE CREATIVE
4. BE CONSISTENT
5. BE OPEN
6. BE PATIENT
7. BE POSITIVE
8. BE YOURSELF
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 440
LIST OF BEHAVIORAL OBJECTIVES
(TALAAN NG MGA LAYUNING PANGKAUGALIAN)
I. COGNITIVE (PANGKABATIRAN)
At the end of the lesson, the students are expected to:
(Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang):
M
A. Knowledge objectives (Mga layuning pangkabatiran)
M
.C
O
1. Recall, recognize data, concepts and generalization related to…..
(Nagkagugunita, nakakikilala ng mga datos, mga kaisipan at paglalahat na nauugnay
sa…..)
R
U
2. Deduce that… (Nakahihinuha…..)
3. Identify or recognize….. (Nakakikilala…..)
4. Tell the difference between…… (Nasasabi ang pagkakaiba ng…..)
FO
B. Inquiry and skills objectives (Mga layunin ukol sa pagsisiyasay at kasanayan)
KS
1. Explain how…. (Nakapagpapaliwanag kung paano…..)
O
2. Describe and compare….. (Nakapaglalarawan at nakapaghahambing…)
FB
O
3. Demonstrate how…… (Nakapagpapakita ng paraan kung paano…..)
4. Distinguish…..from…. (Nakakikilala ng pagkakaiba…..sa….)
PD
5. Consider and use …… (Naisasaalang-alang at nagagamit…)
T
6. Plan carefully and….. (Maingat na nakapagbabalak at ….)
SI
7. Conceive varied ways of …. (Nakapag-iisip ng ibat-ibang paraan…)
VI
8. Formulate effectively….. (Nakapagbubuo nang mabisa ng….)
9. Give evidences or proofs of… (Nakapagbibigay ng mga katibayan o mga patunay
ng….)
10. Weigh the validity of….. (Napagtitimbang-timbang ang katumpakan ng…..)
11. Use a variety of …… (Nakagagamit ng ibat-ibang……)
12. Locate, gather, appraise, summarize and report… (Nakahahanap, nakatitipon,
Nakapagbibigay -halaga, nakapaglalago at nakapag-uulat….)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 441
13. Read …. Material critically (Nababasa nang masusi ang kagamitang…..)
14. Compare, interpret and abstract… (Nakapaghahambing, nakapagbibigay kahulugan
at nakapagbubuod…..)
15. Conclude from available supporting evidences that…. (Nakapaghihinuha buhat sa
mga nakukuhang katibayan pantulong na……)
O
M
16. Express ideas effectively in…… (Nakapagpapahayag ng mga kaisipan ng mabisa
sa…..)
M
.C
17. Organize materials from several sources as…. (Nakabubuo ng mga kagamitan
buhat sa ilang mapagkukunan gaya ng…..)
R
U
18. Note sequences of events….. (Nabibigyang-pansin ang pagkakasund-sunod ng
mga pangyayari….)
FO
19. Examine critically…… (Nakapagsisiyasat nang masusi….)
KS
20. Recall experiences pertinent to….. (Nakagugunita ng mga karanasang may
kinalaman sa….)
O
21. State… clearly (Nakapagpapahayag ng…. nang maliwanag…..)
FB
O
22. Consider every aspecs of ……. (Naisasaalang-alang ang lahat ng panig/bahagi
ng….)
PD
23. Select materials relevant to… (Nakapipili ng mga kagamitang may kaugnayan sa..)
24. Classify….. (Nakapagsusuri…..)
SI
T
25. Analyze….. (Nakapag-uuri ng…….)
VI
26. Differentiate …….from…. (Nakikita ang pagkakaiba
27. Define…..clearly…. (Nabibigyang kahulugan ang…..nang naliliwanagan…)
28. Infer or deduce….. (Nahihinuha or napaghuhulo .. )
29. Correlate……. (Nakapag-uugnay…..)
30. Arrange……. (Nakapagsasaayos or naisasaayos….)
31. Discuss…… (Intelligently…. (Natatalakay ng boung talino……)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 442
32. Establish…… (Nakakapagpapatunay/Napananatili…..)
33. Emphasize that…. (Nabibigyang-diin na….)
34. Predict that…… (Nahuhulaan na…….)
35. Specify…… (Natutukoy/Natitiyak…….)
M
36. Observe carefully….. (Nakapagmamasid nang masusi….)
O
37. Record accurately……Nakapagtatalang tumpak….)
M
.C
38. Attain……. (Naaabot/Natatamo…..)
39. Examine carefully….. (Nasisiyasat na mabuti….)
R
U
40. Disseminate….. (Nakapagpapalaganap/Napalalaganap…..)
KS
FO
II. AFFECTIVE (ATTITUDES, APPRECIATIONS, IDEALS AND INTERESTS)
PANDAMDAMIN (MGA SALOOBIN, PAGPAPAHALAGA, MITHIIN AT KAWILIHAN)
At the end of the lesson, the students should be able to:
O
O
(Sa katapusam ng aralin, ang mga mag-aaral ay inaasahang):
FB
1. Assume responsibility for ….. (Naisasabalikat ang pananagutan para sa ….)
PD
2. Utilize….wisely and effectively (Nakagagamit ng…….nang matino at mabisa)
3. Observe….strictly (Mahigpit na nakapagmamasid…..)
SI
T
4. Listen critically and purposively….. (Nakalalahok nang masigla sa …..)
VI
5. Participate actively in….. (Nakalalahok nang masigla sa …..)
6. Sustain interest in…… (Naipagpapatuloy ang kawilihan sa….)
7. Share…..with… (Nakibabahagi…..sa….)
8. Tolerate….. (Nagpapaubaya/nagpaparaya……)
9. Comply with….. (Nakasusunod sa……)
10. Find pleasure in…….. (Nakatatamo ng kasiyahan sa…..)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 443
11. Form sound judgement …..(Nakapagpasiya ng tumpak …)
12. Venerate …..(Nagbibigay- pitagan…..)
13. Control….. (Napipigil…..)
14. Equalize…. (Napagtitimbang….)
M
15. Appreciate… (Napapahalagahan /Nakapagpapahalaga…)
O
16. Appreciate… (Humahanga….)
M
.C
17. Follow…. (Nasusunod/Nakasusunod….)
R
19. Value…… (Pahalagahan…../Napahalagahan….)
U
18. Adjust to…. (Naibabagay…../ Naiaangkop….)
FO
20. Satisfy…. (Nasisiyahan…./Nabibigyang kasiyahan….)
KS
21. Maintain…. (Napananatili….)
O
22. Visit…… (Nadadalaw ……)
23. Conserve….. (Nakapangangalaga…../Napangangalagaan….)
FB
O
24. Show respect for…. (Nakapagpapamalas ng paggalang sa…)
PD
25. Initiate worthwhile projects…. (Nakapagsisimula ng mga proyektong kapakiPakinabang ….)
26. Commemorate….. (Alalahanin…../Gunitain…..)
SI
T
27. Strengthen …..(Napalalakas …./Napatitibay….)
VI
28. Intensify …. (Napasisidhi…. /Napatitindi…)
29. Sharpen (Napapatalas …../ (Napatatalim…)
30. Exert more effort in….. (Nakapagsisikap nang higit sa….)
31. Generate…. (Nakalilikha…/Nakapagbibigay……)
III. PSYCHOMOTOR/MANIPULATIVE (PANGKASANAYAN/SAYOKOMOTOR O
PAGKAKAUGNAY NG KAISIPAN AT KILOS)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 444
At the end of the lesson, the students should be able to:
(Sa katapusam mg aralin, ang mga mag-aaral ay inaasahang :)
Construct…… (Nakayayari…./Nakabubuo…..)

Build…. (Nakagagawa…../ Nakapagtatayo….)

Manipulate…… (Nakakahawak……/ Nakagagawa….)

Make use of…. (Nakagagamit nang…..)

Perform….. (Nakagagawa…../ Nakagaganap…..)

Measure…..(Nakasusukat….)

Handle……(Nakakahahawak…..)

Execute…..(Naisasakatuparan…/Naisasagawa…)


Install…..(Nakapagkakabit…/Nakapaglalagay….)
Copy…..(Nakasisipi…./Nakakukopya….)

Operate…….(Nakapagpapaandar…./Nakapagpapalakad…..)

Connect…….(Nakapagdudugtong……/Nakapag-uugnay-ugnay…)

Experiment on...(Nakagagawa ng pagsubok sa../Nakapag-eeksperimento
sa…)
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M

SI
“Teaching is the noblest of all professions.
VI
Teachers should be proud of their calling,
Knowing that not all people are capable
Of being teachers, for many are called,
But few are chosen.”
C.D. DUKA
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 445
TEACHING STRATEGIES
Teaching has been defined in so many ways by different authors, educators and
experts in the field of education, however for the purpose of this material, we will define
teaching as:
O
M
A FULL TIME TASK. It demands all the time, patience, strength, tolerance,
understanding, endurance and sense of humor from the person who desires to be a
teacher.
M
.C
AN ARTISTIC ACHIEVEMENT. This is reflected in the teacher’s daily projection,
animation, creative planning, sincerity and enduring patience.
R
U
A PROCESS OF PRAISE AND ENCOURAGEMENT. This involves loving,
disciplining, helping, guiding, criticizing and accepting the child.
KS
FO
A PROCESS OF TRANSFORMATION. This involves guiding the learner from
the legend to the truth, from the unknown to the known, from the pretentious to reality
and from the unworthy to the meritorious.
O
SELF SATISFACTION AND FULFILLMENT.
PD
FB
O
This is obtained from the swee smile of the child who was helped by the teacher, from
his daily contributions to the classroom, and from the achievement of an expectation.
VI
SI
T
This segment of the reviewer discusses some of the most common teaching
strategies and techniques that the teachers usually employ to deliver the goods to their
clientele – the students, in an efficacious manner. However, it is an accepted tenet and
a known fact that there is no single best teaching methodology that a teacher can utilize
so as to make his students learn, that is why teacher must use his prudence in the
choice of appropriate and effective teaching strategy to attain his ultimate end – helping
his students learn the lessons.
NOTE, ORGANIZE, SUMMARIZE
Students may need help in learning to apply reading skills to study techniques
when preparing for class discussions, tests, and report writing. They can improve their
comprehension if they learn to see how ideas are connected in an entire piece of
writing.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 446
1. Have the student skim an assigned passage to get at general idea of the content and
overall organization. Ask them to discuss the article briefly as a group, then assess how
well they have understood the whole passage.
M
.C
O
M
2. Instruct the students to make notes in the margins about important ideas within and
across paragraphs. You might model this step with a transparency of the reading and
and an example of your own notes for the first paragraph or so. One possibility is to give
the students a chance to try writing marginal notes about the key ideas for one
paragraph and then show them your model or elicit their suggestions.
R
U
3. Have students work on their own, making brief marginal notes in their own words of
ideas from each paragraph. Special care shold be taken to recognize relationships
among ideas extending across paragraphs.
KS
FO
4. Divide students into pairs or small groups. Have them compare their marginal notes.
After they have made good headway, hand out blank transparencies to each group and
have them outline the passage or part of the passage on the transparency.
PD
FB
O
O
5. Show outlines from two or more groups, simultaneously if possible. Have students
compare similarities and differences with their own group outlines. Encourage questions
about why certain points were or were not included in the outline. After discussing the
outlines, have students assess how their comprehension change from the first cursory
reading to the second during which they took their marginal notes.
VI
SI
T
6. Using a student generated outline, have the students summarize the article orally or
in writing. Ask the students not to look at the original while they are summarizing. These
summaries can be used to test comprehension.
7. As students become used to this procedure, they can begin writing and comparing
their own outlines, instead of notes, with those of their classmates.
8. Semantic maps or other representations of organizational structure may be
substituted for outlines.
9. This series of reading activities should be practiced several times throughout a term
so that the students begin to acquire independent note-taking strategies.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 447
10. If students are not familiar without outlining or mapping techniques, teachers may
have students take marginal notes to fill up in partially completed outlines or topic maps.
Guidance through procedure should gradually decrease.
M
11. Not all passengers lend themselves to paragraph by paragraph analysis. Students
may need some help incorporating ideas from two or more paragraphs into one section
of an outline.
M
.C
O
JIGSAW READING
R
U
This activity has been around for a long time and takes various forms, regardless
of the type of jigsaw reading, the activity is enjoyable and helps students to
conceptualize the reading passage by looking at a small part and then fitting individual
pieces together. It works well as a pre-reading activity.
FO
Procedure
1. Divide the passage by paragraphs and make copies for students.
O
O
KS
2. Arrange the class into groups according to the number of paragraphs in the
reading passage.
3. Give each group a complete set of passage, making sure that each person
has a different paragraph.
PD
FB
4. Tell the students to put the paragraphs together in an appropriate order. Have
them begin by reading their own paragraphs and then telling the other members of the
group what they are about.
T
5. Ask the groups to share with the class the ordering that they have agreed on.
Discuss the reasons for the various orderings the groups selected.
SI
Set a limit – this turns the activity into a contest.
VI
For basic readers, do the activity with scrambled sentences instead of
paragraphs.
Distribute a copy of the original reading passage to each student.
ORGANIZATION AND STRUCTURE, WHO DONE IT?
Newspaper articles, especially those related to criminal or police actions, offer
students a variety of topics, styles, and levels of difficulty. The information they contain
usually includes elements related to time, place and action. Leaners must not only
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 448
understand the information but be able to reconstruct it chronologically because
journalists present the current state of affairs in the opening paragraph and then
proceed to narrate the events that led to it.
Procedure
M
1. Select articles a few paragraphs in Length. Long articles can be shortened, but
they should contain enough information to make the story coherent.
O
2. Give the students a copy and ask them to read it.
M
.C
3. Either write a chart on the board for them to complete, or reproduce it as a
handout, Try to have a chart with at least two labels: time and action.
KS
Have them work individually or in pairs.
FO
R
U
4. As soon as the students have read the article and seen the chart, ask them to
fill it in, taking care to organize the information in chronological order, starting either with
the most recent time or with the most remote.
O
O
5. After a few minutes, when most or all of the students have finished, have
them compare their charts.
PD
FB
6. Complete the chart on the board following the directions the students give you.
At this stage, it is important to comment on different words used to fill in the chart or on
any differences in how students completed it. Reconstructing the story allows students
to discuss their different interpretations of it.
VI
SI
T
At this point, the students have all the elements of the story and are ready to narrate it
starting from the beginning. Ask them to retell the story or rewrite it.
LITERATURE: MAKING STORIES THEIR OWN
When students engage in activities requiring them to reread stories. Their
understanding at the literal and interpretative levels improves greatly. Ethnic folk tales,
and other stories can make rereading enjoyable.
Procedure

Pictomap. After they read or listen to a story, ask students to:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 449
-
draw a map indentifying where major scenes took place
retell what happened at each place
cut out circles to draw the episodes as inset pictures
glue pictures onto the map
draw arrows to indicate event sequence
O
Point-of-view. Using a talk show format, have students take on the roles of
guests and host. As they work together to plan for questions and answers,
encourage students to express their feelings and viewpoint as though they were
the real characters.
M
.C

M
o They can go back to the story at any point of the project. This activity
works well with adventure stories. Structures covered include sequence
and cause effect.
KS
Mural. Ask students to create a definite scene that best represents the story. It is
necessary to emphasize careful reading or library research if necessary to get
the details right. The main thrust of the projects is to interpret the tone and mood
of the story. Students can experience how to create desirable effects using
different media such as paint, chalk, finger print and three dimensional paper art.
FB
O
O

FO
R
U
This activity allows to students to understand a story from an insider’s point of
view. It also enables students to consider values and interpretations of events as
they consider various perspectives. Role play during the actual presentation time
is a wonderful opportunity for ESL students to play with ways or speaking.
Sculpture. Give clay to students to create a solid symbol for the story. It is
important to have two or three students work together because through
discussion they can come up with a theme or underlying message of the story.
After the sculpture is done, they need to explain orally or in written form how their
sculpture is a symbol for the story.
VI
SI
T

PD
(Use dark paper as background, avoid white.)
READ AND DRAW
This activity aids comprehension by allowing students to look at the reading from
a different point of view. It also encourages the sharing of insights into the article by
students.
Procedure.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 450
1. Divide the reading passage into five or six easy to read parts and write each
part on an index card. Make sure the reading is one that lends itself well to drawing and
make sure each parts has an element in it that can be drawn.
2. Divide the students into as many groups as you have parts of the reading.
Explain the acitivity. Have the students working together in small groups read their part
of the story and then draw what they have read.
M
3. Give one piece of paper and a pen to each group. Remember, students should
work cooperatively.
M
.C
O
4. After each group has drawn their portion of the story, post the drawings.
5. Have a representative from each group to explain the drawing.
Tips
FO
R
U
1. Try a reading passage that is not so easy to draw. You’ll be surprised at the
srudents creativity.
KS
2. If you have not done cooperative learning activities in the class before, you
might want to introduce the concept of cooperative learning.
O
READING RELAY
PD
FB
O
In this strategy, which focuses on speed reading, skimming and scanning skills,
students compete against a clock, but not against one another, if you have not done
cooperative learning activities in the class before, you might want to introduce the
concept of cooperative learning before you try this activity.
VI
SI
T
Procedure
1. Divide the reading passage into easy-to-read parts. The students work in
group, so make sufficient sets for the number of students in the class. For example, if
you have 12 students and the story has three parts, make four sets.
2. Make up any kind of comprehensive questions you wish for the entire reading
passage.
3. Divide the students into small groups. The number of students in each group
should equal the number of reading parts you have in each set.
4. Explain the activity. Each member of the group receives a different part of the
reading. They read that part as many times as they can before the signal. At the signal,
the students pass the reading passage to the student on their right. This contin ues until
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 451
each student has had an opportunity to read each part of the passage.
5. Hand out the reading to each group. Tell the students to start reading as you
begin to time them. The length of time you let the students read depends on their ability
and how much you want to focus on skimming skills and reading speed.
M
6. After the students have finished reading all the parts, collect them and give
each group one copy of the comprehension questions. Ask the students to work as a
group to anwer the questions.
M
.C
O
7. Give each student the entire reading passage and ho over the comprehension
questions.
U
CHOOSING A DIFFERENT TITLE
O
KS
FO
R
This activity is a good way of getting students to realize that authors have many
options to choose from in selecting a title and that the actual title used will reflect the
taste or bias of the author or editor of the newspaper or magazine in which the article
appears.
O
Procedure
PD
FB
1. Locate a stuitable article from a newspaper or magazine. The article should
have a title and be about 250-350 words long. Prepare a list of 10 other titles for the
article 5 “good” titles (i.e. titles focusing on the main idea of the article) and 5 “wrong”
ones (i.e., distracters focusing on supporting details). You will need one copy of the
article and one list of titles for each student.
SI
T
2. Distribute the article and the list of titles. Divide the class into pairs.
VI
3. Tell the students that they are to read the title of the article and the article
itself. Then they are too look at the list of titles and choose 5 or more that are also good.
Then they should number the titles from 1 to 5 starting with the one they think is best.
4. Have students work in pairs, choosing and ranking 5 titles.
5. (Optional) Have one student from each part report to the class
Tips
1. As a variation, remove the original title from the article and include it among
the titles on the list. Have students guess which title was actually used by the author.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 452
2. As an additional step, ask students to say what is wrong with the other titles in
the list.
3. Another option is to have the entire class vote on what they think is the best
title for the article.
M
PIECING TOGETHER IDEAS
M
.C
O
Making distinction between general ideas and supporting details is an important
part of reading comprehension. Strip stories are an enjoyable way for students to see
the relationship between the bigger and smaller pieces of a text.
U
Procedure
FO
R
1. Select appropriate reading material for the class.
O
KS
2. Select sentences or paraphrase portions of thereading passage and write
them on strips of paper. Prepare a set of corresponding strip that say either “Main idea”
or “supporting detail”.
The two sets of strips must correspond exactly. The total number of strips should equal
the number of students in class.
FB
O
3. As the students read the material, devote class time to enhancing
comprehension until the material is well understood.
PD
4. Have students
Draw a strip from a list

Work together to matvh the strips with the quotations to the strips with the labels.
VI
SI
T


Stand in a line (with a strip) in the order that the sentences appeared in the
reading passage.

Read out loud, in sequence, what is written on the individual strip.
Tips
1. For a large class, use two sets of strips and have two groups form two different
lines simultaneously.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 453
2. Make the activity more difficult by requiring any reading material to be put
away before the strips are drawn from the hat so students may not refer to it during the
exercise.
3. It is important to have covered the material well before attempting this activity,
but it is a nice way to conclude work on a reading passage.
M
NEWSPAPER POSTERS
M
.C
O
Understanding the content of the sections in a newspaper is essential for
proceeding in a course that uses newspapers extensively. English language
newspapers also give students access to more of the English speaking world around
them. This activity is a great ice breaker at the start of a term.
U
Procedure
FO
R
1. Clip an assortment of articles and other items from newspapers. Be sure to
include enough items from all parts of the papers for all the groups to have plenty to
choose from.
KS
2. Provide a list of all categories to be included in the posters. For example: front
page, metro, business, sports, lifestyles, entertainment, classifieds.
PD
FB
O
O
3. Put the students into groups. Each group uses a poster board and creates a
poster that represent the various items found in the different sections, choosing from the
articles and items you provide. Ask the students to label the categories.
MIXED UP COMPREHENSION
VI
SI
T
Lower level reading skills such as decoding and graphic cue recognition should
be learned along with higher level reading skills such as applying prio knowledge to the
reading passage.
Procedure
1. Make up 5-10 comprehension questions on the board on the reading passage
selected.
2. Write the comprehension questions on the board or have the questions
prepared on a handout.
3. Have students write a reading passage that answers the questions. The
students can use their imaginations and write anything but the passage must be able to
answer every question.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 454
4. Read the stories out loud
5. Compare with original reading
READING ROULETTE
M
It is important to recognize topic sentences in paragraphs for reading and writing
activities, as they are a key to understanding the text. This activity combines the search
for topic sentences with speed reading and peer correction.
M
.C
O
Students also have a break from reading materials in textbooks. They read their own
material and feel a sense of pride. They laugh a lot as they read what their classmates
have written. They have fun.
R
U
Procedure
FO
1. Create groups of three to five students. All groups should have equal numbers.
KS
2. Give all students the same topic sentence (complete or incomplete): It was a dark
and stormy night and…..
O
3. Have students write for 3 minutes.
FB
O
4. After 3 minutes, have them pass their papers to the classmate on their right
(within their group).
PD
5. Give students 4 minutes to read what was written by their classmate and then
continue to write from where their classmate left off.
T
6. Give them 5 mins to repeat step 5.
SI
7. Increase the time after each exchange of papers and keep repeating step 5.
VI
8. Return the papers to the original writer, who will write the conclusion.
9. If there are five students in a group, the total time spent on reading and writing
should be 3 + 4 + 5 + 6 + 7 + 8 = 33 minutes.
The first 3 minutes and the last 8 minutes will be utilized by the original write,
who will write the introduction and conclusion. The four other group members will write
paragraphs.
10. Each student now has a student generated piece of reading (a total of six
paragraphs).
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 455
Students can correct essays with teacher monitoring.
ONE MORE TIME, WITH FEELING
Learners reading aloud often do so with little effect. This activity can help them
develop expression. The feelings they choose may or may not be related to the text, it is
quite possible, for example, to read and exciting passage while you’re retired.
M
Procedure
M
.C
O
1. With the class, brainstorm a list of emotions and physical states (e.g excited,
happy, tired, bored, and hung over). Write them on the board.
U
2. Have learners select the paragraph or paragraphs they will read. They also
choose one of the feelings listed on the board. Tell them they will read the selection as if
they felt that way.
KS
THINGS TO DO BEFORE READING
FO
R
3. They practice reading the text aloud (to themselves)
4. In pairs or small groups, they lead the selection partners try to guess the
feeling.
PD
FB
O
O
Before students begin reading any passage, they need to preview it to see what
they already know in terms of content and vocabulary. Previewing makes for smoother
reading and smoother reading lessons. Any one and the following directions, or a
combination may be used each time a new passage is introduced.
Procedure
SI
T
1. Ask students to brainstorm for answers to the following questions, then write
ideas on the board.
VI
- Look at the title and the headings for each section. What do you think this
passage is going to be about?
- Look at the pictures. What do you think this passage is going to be about?
- Read the first and last paragraphs and the first sentence of each paragraph.
What do you think is this passage going to be about?
- Scan the passage and cross out all the words you don’t know. After you read
the passage again carefully, look up the words in dictionary.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 456
- After looking at title, picture and so on, brainstorm the specific words expect to
see in the passage.
- After looking at the title and pictures, make up some questions you think this
passage might answer.
M
- What kind of passage is this? ( fiction ?Non-fiction-what kind?) Why would
somebody read this? For information? Pleasure?
M
.C
O
2. Choose words from the passage and write them on the board. Ask students to
scan the passage and encircle them (to give pre-teaching of vocabulary a task)
3. Tell a story about the ground of the reading passage, or summarize the
passage itself. Ask students to take notes or draw a picture of the story as you speak.
FO
R
U
4. Have everyone read the passage.
KS
Adopted from:
VI
SI
T
PD
FB
O
O
An assortment of Interactvie Reading Recipes from New Ways in Reading,
(1993). R. Day (Ed.).Alexandra, VA: TESOL Publications. Selected by Jeff Taschner,
USIS English Teaching Fellow, 1993-94
TEACHING METHODS/STRATEGIES
TEACHING
STRATEGY
Teaching method
Activity
DEFINITION
Ways of presenting instructional materials or conducting
instructional activities
A generic term that refers to any learning acitivity learners might
engage in.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 457
Assessment
Brainstorming
Computer Assisted
Instruction
M
Computer
Simulation
Cooperative
Learning
A learning event specifically designed to asses the learners
understanding of content or his/her ability ability to perform a skill
or set of skills.
A learning event in which a group of learners spontaneously
contribute ideas
Interactive instructional technique in which a computer is used to
present instructional material, monitor learning, and select
additional instructional material in accordance with individual
learner needs.
Computer based representation of real situations or systems
U
R
Creative Response
M
.C
O
A learning technique in which the learners are members of an
interdependent problem solving group in which they collaborate,
share and delegate responsibilities, practice with others of varying
abilities, and practice communicating with others.
A learning event in which the learner provides a written response
A learning event in which an individual demonstrates how to do
something
Dialog Journals
Log or notebooks used by more than one person for exchanging
experiences, ideas, reflection-used most often in education as a
means of sustained writing interaction between students and
teachers at all educational levels and in second language and
othe types of instruction.
An inquiry-oriented learning event in which the learner discovers
VI
SI
Experiential
Learning
T
Drill & Practice
Field Trip
Game
Guided Design
O
Oral, and sometimes written, exchange of opinions usually to
analyze,clarify, or reach conclusions about issues, questions or
problems
A learning event in which a learner repeats a particular skill in
order to fix in his or her mind.
Learning by doing – includes knowledge and skills acquired
outside of book/lecture learning situations through work, play and
other life experiences. Experiential education includes adventure
education, environmental education, and service learning
A learning event that typically takes place outside of school
grounds.
PD
Discussion/Debate
FB
Discovery Learning
O
KS
FO
Demonstration
Typically a competition or contest that involves a demonstration of
understanding of content or skill.
Reasoning-centered instructional method developed by Charles E.
Wales and Robert A. Stager that uses small-group techniques and
prepared outline of decision making steps to guide students
through the process of resolving open-ended problems
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 458
Hands-On
A learning event that engages learners in a practical application of
content and skills
Also referred to as scientific Inquiry; refers to activities in which
learners develop knowledge and understanding of how scientists
study the natural world.
Participation or cooperation of two or more disciplines.
Inquiry
Interdisciplinary
Introduction
A learning event in which learners interview or survey others about
a particular topic.
A learning event in which a topic is presented for the firs time
Kinesthetic
A learning event that involves bodily movement
Laboratory
A learning event in that involves practicing science skills and using
scientific equipment.
A learning event in which one person explains a topic to the rest of
the group or class, and this audience takes notes and listens.
A learning event in which an educator or learner models or
simulates a natural or physical phenomenon
Child centered approach to teaching, developed by Maria
Montessori and most often used in the early childhood years,that
features a wide range of graded, self –motivational techniques and
materials specially designed to provide sensorimotor pathways to
higher learning.
The integration of more than one medium in a presentation or
module of instruction.
(1)Those changes brought about in the individual through ideas
suggested or communicated by museum materials and their
arrangement. (2)The formal or informal educational program
carried on by museums.
A learning event in which one learner helps another learner.
U
M
.C
O
M
Interview/Survey
T
FB
PD
Multimedia
Instruction
Museum Education
O
O
Montessori Method
KS
Model & Simulation
FO
R
Lecture
VI
SI
Peer Coaching
Peer Response
Peer Tutoring
Play
Presentation
A learning event in which one learning gives written or verbal
feedback to another learner
Instruction provided by a learner , or small group of learners, by
direct interaction with a peer with appropriate training or
experience
Typically refers to the manner in which a lot of early learning
occurs
Typically refers to when a student explains or shows some content
to a learning audience; similar to a lecture
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 459
Problem Solving
Occurs when learners work to determine the solution to a question
raised for inquiry
Instruction in which learners progress at their own rate using
workbooks, textbooks, or electromechanical devices that provide
information in discrete steps, test learning at each step, and
provide immediate feedback about achievement.
A task or problem engaged in by a learner or group of learners to
supplement and apply classroom studies
Occurs when a learner reads something
Programmed
Instruction
M
Project-Based
Learning
Reading
Refers to learning that is practices in order to remember or
otherwise embed the content or skill in the mind
Research
An activity in which learners investigate or collect information about
a particular subject.
Review
To study material again: to reexamine the learning that occurred
during a unit of study
The deliberate acting out of a role, (possibly a role that one woud
notr normally occupy),as part of group therapy or of a learning
session directed towards understanding that role or the situations
with which this occupants have to cope.
Referring to materials, learning, courses, etc where the student is
free to learn at his own pace. That is, the speed of presentation of
learning materials is not decided by a teacher, a machine, or other
students in a group, e.g as in independent learning.
The use of role playing by actors during the operation of a
comparatively complex symbolic model of an actual of hypothetical
social process; usually includes gaming and may be all man, man
computer, or all computer operations
Teaching approach that organizes subject matter around unifying
themes
R
U
M
.C
O
Reinforcement
KS
FO
Role Playing
O
O
Self Paced
Learning
PD
FB
Simulation and
games
T
Thematic Approach
VI
SI
Visual Instruction
Whole Language
Approach
Writing
Instruction with a great variety of illustrative materials such as
visual slides, films, models, and specimens may be utilized as aids
in pupil understanding or appreciation; not to be confused by sight
saving.
Method of integrating language arts’ across the curriculum’ that
uses the real literature of various age groups and subject fields to
promote literacy (i.e., reading, writing, speaking, listening, as well
as thinking, skills.)
A learning event in which the learner writes something.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 460
GUIDANCE AND COUNSELING
GUIDANCE
FO
R
U
M
.C
O
M
Guidance is defined in so many ways by different authors, educators and
counsellors. According to Jones, Guidance involves personal help given by someone
designed to asist the person to decide where he wants to go, what he wants to do, or
how we can best acomplish his physical, social, intellectual, and personal assets and
liabilities as confronted by particular situations, so that he can make wise and intelligent
choices and embark upon suitable courses of action. On the other hand, Crow and
Crow defined it as assistance made available to a person of any age so that he can
manage his own life activities, develop his own point of view, make his own decisions
and carry out his burdens.,
KS
Philosophical/ Legal Bases of Guidance and Counselling
PD
FB
O
O
The 1987 Constitutions states that “all educational institutions shall inculcate
patriotism and nationalism , foster love humanity ,respect for human rights ,
appreciation of the role of national heroes in the historical development of the
country,teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline , encourage critical and creative
thinking , broaden scientific and technological knowledge , and promote vocational
efficiency .”(Art. XIV Sec. 3(2).
VI
SI
T
Education Act of 1982 or B.P. 232 provides that the ‘students have the right to school
guidance and counseling services for making decisions and selecting the alternatives in
the fields of work suited to their potentialities.”
Purpose/Aims of Guidance






Help the individual achieve up to the level of his own
capacity, gain personal satisfaction, and make his maximum
contribution to society.
Assist the individual to solve his own problems as they arise.
Assist the individual to live a well-balanced life in all aspects.
Assist teachers in their efforts to understand students
Offer teachers systematic in-service training
Provide for referrals of students by teachers.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 461
Different Aspects of Guidance (Brewer)
U
M
.C
O
M
o Educational guidance (in school, guidance focuses more on personal,
educational and vocational aspects)
o Vocational guidance
o Religious guidance
o Guidance for home relationship
o Guidance for citizenship
o Guidance for leisure and recreation
o Guidance in personal well-being
o Guidance in right doing
o Guidance in thoughtfulness and cooperation
o Guidance in wholeness and cultural action
o Community service guidance
o Health guidance
FO
KS
PD
FB



O


Guidance is an integral part of the total education program of
the school.
Reaches all members of the academic community
Provides for careful interpretation and dissemination of
personal data to pupils, teachers, school officials, and
parents.
Provides for coordinated activity and effort.
Recognizes and utilizes the role of the homeroom teacher.
Provides adequate records, personnel and housing of
materials
Provides for a continuos in service education for teachers
Counselor’s relationship with counselee should be continuos
O

R
Characteristics of a Good Guidance
SI
T


VI
Basic Principles of Guidance (Crow and Crow)








Every aspect of the person’s personality constitutes a significant factor of his
attitudes and behavior.
Individual differences must be recognized
The function of guidance is to help a person formulate and accept stimulating
worthwhile, and attainable goals of behavior.
Guidance should be a continuos process
Guidance should be extended to all persons of all ages
Parents and teachers should have guidance responsibilities.
Specific guidance problems should be referred to qualified persons
Guidance program shoud be suited to individual and community needs
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 462
U
M
.C



M


Periodic appraisal should be made of the guidance program
Programs of individual evaluation and research must be conducted
Guidance workers need special preparation and training
Guidance workers should observe a code of ethics
One staff member of the school should be responsible for the guidance of each
student
Counselor should be acquainted with all available guidance agencies/services
Guidance activities are of two kinds: group and individual; not all workers are
competent in both
Guidance is concerned with prevention,not cure
Guidance is counsel, not compulsion
Disciplining pupils is not a part of guidance
O





O
O
KS
FO
Take time to solve problems and make decisions.
Let the counselee develop his own insight
Consider most indivduals as average, normal persons.
Problems arise from situations
Problems are interrelated
Integration of effort is essential
Guidance must be an integral part of the organization
FB







R
Principle Underlying Guidance Work (Humphrey)
PD
Student Personnel Services (SPS)
T
– are those specific assistance which the school makes available to the pupil as part
of its total program of personnel work.
SI
These include:
VI
Admission services – assist students for the furtherance of interests, aptitudes, and
needs.
Scholastic orientation – acquaint students and parents of the school requirements for
compliance and its ability to satisfy students’ personal, social, vocational, religious and
scholastic needs
Attendance services – promotes the daily presence of students and prevent truancy
and dropouts.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 463
Financial services – aims at assisting needy students so that they may remain in
school or at orienting them to budget their funds.
Housing services – intends to help students obtain living facility conducive to
furtherance of educational and personal goals
Food service – provides well-balanced meal in school cafeteria
M
Health service – aims at preserving and maintaining students’ physical well-being
M
.C
O
Remedial service – intends to render special assistance to those students having
deficiencies and difficulties in some subjects
R
U
Guidance service – offers personal help to students to aid them in solving special
problems and fulfilling their potentials
Psychological service – gives assistance to students who manifest mental and
emotional disturbance
FO
Spiritual service – provides opportunities for spiritual and moral development
KS
Recreational service – enriches leisure time activities in non-scholastic interest or cocurricular acitivities.
O
O
Vocational orientation – assist in attaining an adequate understanding of the world of
work and in securing self-fulfilling position in that world
PD
FB
Coordinating service – aims at harmonizing and synchronizing efforts of the
administrators, teachers, guidance workers, and staff to achieve the goals of the
educational system.
SI
T
Guidance Services – consist of identifiable activities concerned with assisting
individuals to become self-directing in making and carrying out essential choices, plans
and adjustments. These include:
VI
Individual Inventory service – designed to gather all reliable data, information and
records and to assemble and compile these materials for their functional use.
Informative service – makes available to pupils or students kinds of information not
ordinarily provided through the instructional programs. Include vocational or educational
choices or in personal and social adjustment.
Counseling service – services offered not only by the counselor but also teachers and
administrators.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 464
19. Placement service – helps the child secure the most effective relationship to a job
or the next step in his educational or personal program. It may be educational,
vocational and curricular in character.
20. Follow-up service – is concerned with what happens to pupils while in school or
after they have left school.
M
Methods and Techniques of Guidance
M
.C
O
The efficient guidance worker tries to get an accurate picture of the child/student
she helps. Specific areas include: General Information, Health, achievement, aptitudes,
Personal Adjustment, interest, Plans for the future and Family Background. Techniques
for gathering information about these areas are:
VI
SI
T
PD
FB
O
O
KS
FO
R
U
1. Administrative records contain facts about each student’s background,
health and school history.
2. Informal teacher reports can supply helpful guidance information gathered
from observation.
3. Interviews with students and parents enrich information gathered from other
sources.
4. Autobiographies may be required of intermediate pupils and above
5. Use of standardized tests reveal aptitudes and other characteristics which
can serve as guide in improving the instructional program
6. Conducting survey through the use of questionnaire can cover a wide area of
research and quite a number of respondents
7. Observation should be conducted by the teacher and the counselor in and out
of the classroom
8. Anecdotal record should be prepared by the teacher on significant incident or
event that happened to the student in school
9. Case study is the most comprehensive and thorough technique of gathering
information about a person with a serious problem
10. Case conference is a cooperative conference devoted to the intensive study
of an individual
Role of the Teacher in Guidance (Lee and Pallone)
1. Know each student
2. Understand each student
3. Empathize with each student
4. Be warm to each student
5. Accept each student completely
6. Establish a friendly, permissive classroom climate.
7. Give each student the freedom both to be and to become
8. Utilize discipline to help each student grow and develop.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 465
Three aspects of discipline:
A. Prophylactic – consist in the establishment of classroom conditions in which
the pupil is assisted to self-actualization
M
B. Remedial – involves assistance which helps in overcoming weaknesses and
developing strengths.
M
.C
O
C. Punitive – include those functions intended forcibly to induce the student to
modify his behavior
KS
FO
R
U
9. Make each lesson learner-centered.
10. Plan lessons jointly with students
11. Be alert to guidance “openings” during the course of the lesson
12. Foster the development of positive attitude
13. Assist each student to improve his study habits
14. Individualize teaching or adjust lessons/activities to individual differences
15. Utilize group techniques.
16. Serve as model
O
Kinds of Teacher/Parent Conference
FB
O
1. Direct contact would include face to face interviews and counseling; while
indirect would include the child as the intermediary, the written note or telephone
conversation.
SI
T
PD
2. Scheduled conference would include the uniform system of conference for all
parents at a definite limited time. Unscheduled conference would include incidental
school visitation, sometimes on invitation by the teacher and at other times
spontatneous and informal.
VI
3. In-school contact would include committee or child-study groups, parentteacher meetings or special programs and assemblies
Principles of Organization and Administration of Guidance Program



Prepare a clear out statement of objectives of the program of
guidance services.
Determine precisely the functions of the guidance services
program
Assign specific duties to those who are to participate in the
program
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 466


Give each person assigned to a task in guidance services
authority commensurate with his responsibility
Setup a form organization that is best suited to the school’s
purposes, personnel, size, financial resources, and other
characteristics.
Guidance and Discipline
M
.C
O
M
Discipline means instructing the child in the ethical principles (right from wrong)
Why or Why not, and How to decide and act according to principles. Discipline imposes
external standards of control on the child’s conduct; but the end goal of discipline is to
motivate the child to internalize self-discipline.
Classification of Child-Rearing Practices
SI
T
PD
FB
O
O
KS
FO
R
U
1. Authoritarian – views the child as a mini-adult which sets unrealistic expectations
and goals for the child. This involves psychological manipulation and/or punishment.
Authoritarian teachers/parents undermine values education because they:
 criticize and find fault
 shame, belittle, and tease negatively
 nag and complain, believing only in their own opinion
 treat the child with annoyance and impatience
 communicate with anger, sarcasm, shouts, screams
and a condescending tone without explanations or
reasoning.
 dominate, impose, pressure, demands and are over
bearing
 threaten, intimidate, punish, reward or bribe frequently
 provoke and antagonize
 establish overly rigid rules and limitations
 may spank or use oher corporal punishments
VI
2. Permissive- allows the child to grope through situations too difficult for him to cope
with no guidance and control. This type of discipline works against values education
because teachers:
o overindulge, spoil, pamper
o give immediate gratification and let the child have his
own way
o overprotect and shielf from work and responsibilities
o encourage dependency behavior by doing for the
child what he can do for himself
o avoid conflicts, ignore or let things pass without
teaching or guiding
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 467
o
3. Ambivalent style occurs when:
U
M
.C
O
M
o opposite or conflicting values exist in the
parent/teacher himself
o consistency in good child-rearing practices begin to
demand daily heroic effort of the parent/teacher, i.e
when teachers fluctuate between using authoritarian
and permissive techniques
o one set of moral values is followed in contrast with the
other
o parental moral values do not coincide with the values
of other authority figures or persons who influence the
child, e.g teacer, peers, religious leaders,
entertainers, political figures.
KS
FO
R
4. Role modeling – role is the part assumed by anyone and modeling is the art of one
who acts as a standard of imitation. Parental or teacher modeling is that very special
craft of knowing what or what not to say or do at the right time when dealing with a child
in order to instruct and draw forth the best in the child. It requires sensitivity and
demands the practice of virtues to be worthy of imitation
FB
O
continually struggle to seek truth and do good
set the example by practicing what they preach
learn from mistakes, recify and explain
are willing to change and improve
preserve with optimism and determination
given proof of the value and meaning of life
pray to God’s grace and inspiration
SI
T
PD







O
Role modeling is worthy of imitation if the parents/teachers;
VI
COUNSELING
Just like guidance, counselling is defined in various ways by different experts in
the field. The American Psychological Association (APA) defined counselling as helping
individuals towards overcoming obstacles for personal growth. Jones on the other hand,
considered counselling as an enabling process designed to help an individual come to
terms with his life as it is and ultimately to grow to greater maturity through learning to
take responsibility and to make decision for him.
Arbuckle, defined it as an interview or conference between a student and some
members of the school staff for the purpose of considering some problems of the
student and endeavoring to decide on some desirable courses of actions. While Gombs
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 468
viewed it as an attempt to aid the individual by assisting him to recorganization of
attitudes, feelings and emotion such that he can make optimal use of his abilities and
physical endownments.
Finally, Rogers looked at it as a definitely structured relationship which allows the client
to gain an understanding of himself to a degree which enables him to take positive
steps in the light of his new orientation.
R
FO
Purposes of Counseling (Dusmoor and Miller)
U
M
.C
O
M
There is no question as to who defined in a comprehensive and meaningful way,
because from their definitions they all agree that counseling is an activity in which all
facts are gathered together and all the experiences of the student are focused on the
particular problem to be solved by him, and he is given a direct and personal help in
solving the problem.
O
Give students information on matters important to his
success.
FB

O
KS
The primary purpose of counseling is to assist the individual in self-realization.
This involves helping to understand what he can do and what he should do to
strengthen his best qualities, to handle his difficulties rationally rather than to be driven
by unconscious forces, to find suitable channels for his emotions and to move toward
his more adaptable self.
Get information about the student which will be of help in
solving his problem.
PD

Establish a feeling of mutual understanding between the
student and the teacher

Help student work out a plan for solving his difficulties.

Help student know himself better, his interest, abilities,
aptitudes and opportunities

Assist the student in planning for his educational and
vocational choices.
VI
SI
T

Goals of Counseling (Blackman and Silberman)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 469
Specific steps to be followed in establishing counseling goals and methods to be
used to bring about changes.
1. Problem definition. Take the initial statement of the client and determine where
when, and with whom the inappropriate behavior occurs. The behavior of the
client may be observed in the actual situation
M
2. Development and social history. Used in identifying areas of success and
failure competencies and deficiencies, interpersonal relationship patterns,
adjustive behaviors, and problem areas.
U
M
.C
O
3. Establishing specific goals of counseling. Goals of counseling must be stated
in specific terms, that is, in terms of particular behavior that need to be changed,
which may be different for each client. The counselor and the client must agree
on the goal that they want to achieve and concur that through counseling, there
us a possibility of achieving it.
KS
FO
R
4. Determine methods to be used to bring out desired change. The methods
used may be different depending upon the client and the problem brought to the
counseling situation.
Basic Principles of Counseling (Ordonez)
O
O
1. Counseling decisions are not compromises
FB
2. The responsibility for these decisions must rest with the
counselee.
VI
SI
T
PD
3. Counseling with inadequate information can result in
dangerous decisions
4. Couseling techniques must not be confused with
administrative technique.
5. When the case warrants it, the services of psychologist must
be sought.
6. Counseling is basically a learning function, subject in a large
measure to the same laws of learning applicable in the
classroom.
General Situations that Demand Counseling (Jones)
1. When the student needs:
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 470
1.1 Not only information but also an interested interpretation of such information
which meets his own personal difficulties.
1.2 A wiser listener with broader experience than his own, to whom he can
recount his difficulties
M
2. When the student is unaware that he has a certain problem but unable to cope
with it intelligently.
M
.C
O
3. When the student is suffering from a major maladjustment or handicap and
which demands careful diagnosis.
R
Essentials of the Counseling Process (Strang)
U
4. When the counselor has access to facilities to which the student does not have
any access.
O
KS
FO
Relationship. The counselee has a deep sense of responsibility for taking
initiative and using available resources within himself to help himself. The counselor
must project warmth, responsiveness, and acceptance of the person as he is and as he
can become.
FB
O
Basic features of relationship:
PD
a. Empathy – the power or state of imagining oneself to be another and so of his
ideas and feelings or the ability to experience another person’s world as if it were his
own without even losing that “as if” quality.
SI
T
b. Warmth – an unconditional regard-to prize the person-respect for people for
what they are; a relationship in which both you and the other person are to learn from
each other.
VI
c. Genuineness – regarded as open communication. The counsellor must
communicate with directness and openness. He must present himself as he genuinely
feels at the time of contact. Encourage the client to stop pretending, denying, hiding,
concealing his thoughts and feelings.
Atmosphere. Counselor creates atmosphere of freedom and acceptance so that
the client feels free to be himself and will have the courage to face his feelings.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 471
Facilitation of counselee’s efforts. With the psychological climate already
created, the counselor through his facial expressions and bodily actions, can start the
interview which will facilitate freedom of expression on the part of the counselee.
Attention to adjustment in life situation. Effect a desirable program in carrying
out the client’s plan within the context of the environment where the client is.
M
Follow-Up. Individuals who have been counselee must be followed up in order to
find out if new problems occur or the old problem has recurred.
M
.C
O
Classification of Counseling Methods
R
U
Directive counseling or Clinical counseling (Woolf) – Permit the counselor to
give the client information about himself, his opportunities and the general situation.
May take the lead in conversation, point out inconsistencies or suggest action. Steps
include: analysis, synthesis, diagnosis, prognosis, counseling and follow up.
KS
FO
Non-directive or client centered technique- Puts responsibility on the client for
exploring his problems, his potential environment, and his alternatives. The emphasis is
on the individual, not on the problem, thus, the client does his own thinking and
choosing.
FB
O
O
Eclectic approach (Warten) – Incorporate the best features of directive and nondirective methods.
Other Strategies Used in Counseling (Hansen)
PD
Prescriptive. Giving advice, being judgemental, seeks to direct the behavior of
the helpee or person.
SI
T
Informative. Being didactic, interpreting or giving instruction, imparting new
information intended to shape subsequent behavior, thoughts or feelings.
VI
Confronting. Giving direct feedback,challenging the person in need by using a
variety of techniques to challenge the restrictive attitudes, values, behavior, thoughts,
feelings in order to help the person recognize and change these features in themselves.
Cathartic. Encouraging emotional discharge intended to enable the person to
release emotion (sadness, joy, tension, pain, sorrow, etc.) which has been kept “locked”
from within.
Catalyctic. Being reflective, enabling self-direction, the counselor encourages
the person to take control of the programme of action by directing the attention to the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 472
needs thru a contract in which rights, duties and tasks are clearly defined so that the
person can make use of his own skills.
Supportive. By approving and suggesting, the counselor assist the person in
their own development for mutual support.
O
M
These six strategies can be grouped to form two major styles of helping or
counseling. These are: a). prescriptive or directive, where the helper directs, instructs,
or guides the person in need to an appropriate action and b) facilitative or
developmental, where the helper is less directive and seeks to encourage the person in
need to discharge emotion and reach their own realization of appropriate action.
M
.C
Transactional Analysis (TA)
O
KS
FO
R
U
Transactional Analysis is another technique used in counseling. This is a
contractual system for treating individuals within the group context. The goal is “social
control” in which the adult or counselor retains the role of an executive in dealing with
other people. The objectives of the client are established on a contractual basis.
The requirements are as follows: the Counselor and client must mutually agree on the
objectives; contract must call for some considerations; from the counselor, professional
skills and time and from the client, either money or time and effort; contract must define
the competencies of both parties; contract must be legal and within the ethical limits of
the counselor.
FB
O
Eight Counseling Techniques under Transactional Analysis
PD
Transactional Analysis is effective to all types of clients and problems but each
type listed below must be used for a specific purpose or objectives.
T
1. Interrogation – Counselor must question the client until the latter produces an
adult response.
VI
SI
2. Specification – This take place when the counselor and the client agree on
where a particular client behavior comes from.
3. Confrontation – The counselor points out the discrepancies or
inconsistencies in behavior or statements.
4. Explanation – Counselor explains why the client is behaving in a certain way.
5. Illustration – Includes breaking tension and instructing. It serves to indicate to
the client that both adult and child behaviors are appropriate.
6. Confirmation – Pointing out to the client the reappearance of behavior that
had ceased when first confronted by the counselor.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 473
7. Interpretation – Counselor tries to help the client see the reasons behind a
given behavior.
8. Crystallization – Counselor tells the client that the latter is now ready to give
up the “game” he had been using to receive strokes.
O
R
U

Lady the foundation for the counseling relationship.
Begin opening all the psychological realities in the Clients situations that is,
helping the client to explore more deeply the problem or feelings.
Structure the situation for the Client,that is, giving idea of what couseling is like,
what is expected of the client and how to make plans for further work.
M
.C


M
Interview: The Heart of Counseling Process (Hansen)
Goals of Initial Interview
FO
Clusters of Client’s Purposes
Desire for greater understanding of feelings and behavior.

Desire for help n talking, in controlling moods, thought, and actions, desire to
work on a persons to person basis.

Catharsis, that is, a wish to unburden the problem.

Gain relief from tension and get to know the counselor as a person

Seeking support.

Show the counselor the client’s knowledge of improvement.

Desire for a more response from the counselor
VI
SI
T
PD
FB
O
O
KS

Kinds of Interview (Aquino)
1. According to major emphasis
a. Educational guidance
b. Religious counseling
c. Health counseling
2. According to purpose
a. Introductory interview
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 474
b. Fact-finding interview
c. Informative
d. Therapeutic
Essentials of the Interview Process (Aquino)

M
R
U

O

Setting – Free from distractions and constant interruptions.
Background information – Adequate information about the client.
Gaining rapport – Make the client feel at ease by establishing an atmosphere of
friendliness and security.
Developing insights and putting insights into work – Ability to verbalize
ideas, suppressed impulses, feelings and conflicts.
Terminating the contact – Both counselor and client should recognize that
independence is attained. It should not be abrupt but should be planned.
Keeping records of the interview – Record salient points accurately and
immediately after the interview.
M
.C



FO
Rules for Conducting Interview
KS
1. Interviewer listens in a patient and friendly but intelligently critical manner.
O
2. Should not display any kind of authority
O
3. Should not give advice or moral admonition.
FB
4. Should not argue with the client.
PD
5. Should talk or ask questions only under certain conditions.
T
6. Accept the client’s attitudes and feelings.
SI
7. Do not fire questions like a Machinegun.
VI
8. Should not turn aside from the negative feeling that is emerging
9. Should admit ignorance about certain topics
10. Must keep control of the interview
11. Must set limits on the interview.
12. Interview must be terminated.
13. If possible, client must do summarizing
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 475
Roger’s Conditions for Counseling (Hansen)
1. Two persons must be in psychological contact.
M
2. The client must be in a state of incongruence. There must at least be a feeling
of vulnerability and/or anxiety.
O
3. The counselor must be genuine or congruent in the relationship.
M
.C
4. The counselor must experience unconditional positive regard, that is, respect
for the client regardless of anything.
R
U
5. Counselor must experience emphatic understanding especially of the client’s
internal frame of reference.
KS
FO
6. Client must perceive that conditions three and four exist and that they are
actual feelings on the part of the counselor
VOCATIONAL COUNSELING
FB
O
O
Vocational Counseling is designed to aid people in understanding themselves in
learning about the world of work, in making decisions about jobs and careers, and in
making use of their jobs for their own personal lives.
PD
Developmental Stages of Vocational Counseling
T
Stage one – Young children – Offered between the ages of five and twelve by
exposing children to information about jobs in the community.
VI
SI
Stage two – Adolescence – From 13 to 17 – Assist adolescents in understanding
the importance of work as well as making decisions, selecting courses or considering
the future.
Stage Three – Entering the world of work – Counselor with such topics as
exploration and trial, establishment, work satisfaction, work styles, and some special
problems.
Stage Four – Working – Counselor provides assistance in personal crises
associated with work or help the worker move toward better efficiency while in the job.
Stage Five – Leaving work – Counselor provides data docused on retirement
plans of the client.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 476
Vocational Development Factors
Abilities – People need to know what their abilities are.

Interests – Client’s interest must match with occupational choice.

Values – The relationship between values, especially work values, and reward
system, is a critical area for the counselor and the client to discuss.

Decision making – Involves defining the problem, developing alternative
solutions, finding appropriate information, using the information, developing plans
and objectives, following through and evaluation.
U
M
.C
O
M

FO
R
ETHICAL AND MORAL PRINCIPLES OF GUIDANCE DATA (Hansen)
KS
Principle 1 – The school has no right to elicit information from the students
unless that information will be used with reasonable speed to the direct or indirect
benefits of the student.
FB
O
O
Principle 2 – All assessment data must be kept confidential by the counselor
unless the client’s approval is sought.
PD
Guidelines to Counselor Confidentiality (Tennyson)
1. The counselor can justify the invasion of another’s property only if the information is
to be used in the school in a way which is beneficial and helpful to the student.
VI
SI
T
2. When the counselor either elicits or allows the client or parent to divulge personal
information in the course of interviewing, testing, or other contract, the client or parent
must be aware of the purpose for which the information is desired and the way in which
it will be used.
3. The counselor must distinguish between appraisal data and those that describe his
behavior and personality.
4. When a student requests that certain information be held in confidence.
5. Score’s on psychometric tests and other information be revealed if it is necessary to
do so.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 477
Providing Assistance in Value Situations (Hansen)
Helping clients in the area of values may well be the most difficult task most
counselor undertake. One thing the counselor can and should do is to promote an
environment in the counseling relationship that allows the client the freedom to explore,
in some detail or depth, the value concerns he has.
M
Strategies
M
.C
O
1. Choosing from alternative – identifies the decision-making process. Client
becomes aware that there is usually a process to be undertaken vefore making final
decision.
U
Questions: Have you considered alternative to that?
Howlong did you look around before you decided?
FO
R
2. Choosing after considering consequences – client is helped to see that
various alternatives may have more positive values than others.
KS
Questions: What is the best thing you like about that idea?
What would happen if everyone had your belief?
O
O
3. Choosing freely – Client looks at the degree to which outside influences may
affect decisions.
FB
Questions: Is that really your own choice?
Where do you suppose you got that idea?
T
PD
4. Prizing and cherishing – Client learns that people frequently behave on the
basis of how important an activity and behavior may be, that is all right to have some
beliefs that are important even though they may be seen by others as selfish.
VI
SI
Questions: Is that something that is important to you?
Are you so proud of how you handled that?
5. Public Affirming – Involves sharing the client’s values and understanding with
others, which may be done a direct manner or through actions and behaviors that reflect
values.
Questions: Is this something that youd like to share with others?
Who would you be willing to tell that to you?
6. Acting – this leads the client to change his behavior or attitude or at least a
better understanding and acceptance of behavior.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 478
Questions: Is that something you’d be willing to try?
What would your next step be if you choose to pursue that direction?
7. Acting repeatedly – the counselor insures that the new behavior become a
part of the client lifestyles and that the behavior works.
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M
Questions: Is this typical of you?
Will you do it again?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 479
EDUCATIONAL TECHNOLOGY
Education
O
M
Education is derived from the Latin word “educare” or “educere” which means to
lead forh. It is defined as the process of acquiring knowledge, habits, attitudes, interest,
skills and abilities and other intangible human qualities through training instructions and
self-activity, and transmitting these vital elements of human civilization to posterity
M
.C
TECHNOLOGY
FO
R
U
Technology can refer to material objects of use to humanity, such as machines
or hardware, but it can also encompass broader themes, including systems, methods of
organization, and techniques. Some modern tools include but are not limited to
overhead projectors, laptop computers, and calculators. Newer tools such as
“smartphones” and games (both online and offline) are beginning to draw serious
attention for their learning potential.
KS
EDUCATIONAL TECHNOLOGY
FB
O
O
Educational Technology is the study and ethical practice of facilitating learning
and improving performance by creating, using and managing appropriate technological
processes and resources. The term educational technology is often associated with,
and encompasses, instructional theory and learning theory.
VI
SI
T
PD
While instructional technology covers the processes and systems used in the process
of developing human capability. Educational Technology includes, but is nto limited to,
software, hardware, as well as Internet applications and activities. Educational
technology is simply defined as an array of tools that might prove helpful in advancing
student learning. Educational Technology reliefs on a broad definition of the word
“technology”. (www.wikipedia.org.)
Educational Technology is designed to introduce both traditional and innovative
technologies to facilitate and foster meaningful and effective learning. Students are
expected to demonstrate a sound understanding of the nature, application and
production of the various types of educational technologies. The course will likewise
focus both on developing teacher support materials and the production of technologybased student outputs.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 480
THEORIES
There are three main schools of thought or philosophical frameworks behind
educational technology. These are Behaviorism, Cognitivism and Constructivism.
Behaviorism
M
This theoretical framework was developed in the early 20th century with the
animal learning experiences of Ivan Pavlov, Edward Thorndike, Edward C.Tolamn,
Clark L. Hull, B.F Skinner and others.
M
.C
O
Many psychologists used these theories to describe and experiment with human
learning. While still very useful this philosophy of learning has lost favor with many
educators.
R
U
Skinner’s Contributions
O
O
KS
FO
B.F Skinner wrote extensively on improvements of teaching based on his
functional analysis of Verbal Behavior, and wrote “The technology of Teaching”, an
attempt to dispel the myths underlying contemporary education, as well as promote his
system he called programmed instruction. Ogden Lindsley also developed the
Celeration learning system similarly based on behavior analysis but quite different from
Keller’s and Skinner’s models.
FB
Cognitivism
SI
T
PD
Cognitive has changed how educators view learning. Since the very early
beginning of the Cognitive Revolution of the 1960’s and 1970’s, learning theory has
undergone a great deal of change. Much of the empirical framework of behaviorism was
retained even though a new paradigm had begun. Cognitive theories look beyond
behavior to explain brain-based learning. Cognitivist consider to how human memory
works to promote learning.
VI
After memory theories like the Atkinson-Shiffrin memory model and Baddeley’s
Working memory model were established as a theoretical framework in Cognitive
Psychology, new cognitive frameworks of learning began to emerge during the 1970’s
80’s and 90’s.
It is important to note that Computer Science and Information Technology have had a
major influence on Cognitive Science Theory. The Cognitive concepts of working
memory (formerly known as short term memory) and long tern memory have major
influence on the field of Cognitive Science is Noam Chomsky. Today researchers are
concentrating on topics like Cognitive load and Information Processing Theory.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 481
Constructivism
M
Constructivism is a learning theory or educational philosophy that many
educators began to consider in the 1990’s. One of the primary tenets of this philosophy
is that learners construct their own meaning from new information, as they interact with
reality or others with different perspectives.
M
.C
O
Constructivist learning environment require students to utilize their prior
knowledge and experiences to formulate new, related and/or adaptive concepts in
learning. Under this framework the role of the teacher becomes that of a facilitator,
providing guidance so that learners can construct their own knowledge.
KS
FO
R
U
Constructivist educators must make sure that the prior learning experiences are
appropriate and related to the concepts being taught. Jonassesn (1997) suggests “wellstructured” learning environment are useful for novice learners and that “ill-structured”
environments are only useful for more advance learners. Educators utilizing technology
when teaching with a constructivist perspective should choose technologies that
reinforce prior learning perhaps in a problem-solving environment.
O
Connectivism
SI
T
PD
FB
O
Connectivism is “a learning theory for the digital age.” And has been developed
by George Siemens and Stephen Downes based in their analysis of the limitations of
how we live, how we communicate, and how we learn. Donal G. Perrin, Executive Editor
of the International Journal of Instructional Technology and Distance Learning says the
theory “combines relevant elements of many learning theories, social structures, and
technology to create a powerful theoretical construct for learning in the digital
age.”(www.wikipedia.org)
VI
USE OF AUDIOVISUAL AIDS
John Amos Comeniums (1592-1670) wrote Orbis Pictus Sensualium or the World
of Sensible Things Pictured, a book which is considered as the first book on the use of
visual aids in classroom teaching.
Audiovisual aids are defined as any device used to aid in the communication of
an idea. As such, virtually anthing can be used as an audio visual aid provided it
successfully communicates the idea or information for which it is designed.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 482
An audiovisual aid includes still photography, motion picture, audio or video tape, slide
or filmstrip, that is prepared individually or in combination to communicate information or
to elicit a desired audience response.
Even though early aids, such as maps and drawing are still in use, advances in
the audiovisual field have opened up new methods of presenting these aids, such as
videotapes and multimedia equipment which allow more professional and entertaining
presentation not only in the classrooms but also anywhere in which ideas are to be
conveyed to the audience.
M
.C
O
M
DEVICE
Device is any means other than the subject -matter itself that is employed by the
teacher in presenting the subject matter to the learner.
Purpose of Visual Devices
FO
R
U
1. To challenge student’s attention
2. To stimulate the imagination and develop the mental imagery of the pupils
3. To facilitate the understanding of the pupils
4. To provide motivation to the learners
5. To develop the ability to listen
KS
Tradition Forms of Visual Aids
PD
FB
O
O
1. Demonstration
2. Field Trips
3. Laboratory experiments
4. Pictures, films, simulations, models
5. Real objects
Classification of Devices
T
1. Extrinsic – used to supplement a method used
SI
Ex. Picture, graph, film strips, slides, etc.
VI
2. Intrinsic – used as a part of the method or teaching procedure
Ex. Pictures accompanying an article
3. Material Devices – device that have n o bearing on the subject matter
Ex. Blackboard, chalk, books, pencils, etc.
4. Mental Devices – a kind of device that is related in form and meaning to the subject
matter being presented
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 483
Ex. Questions, projects, drills, lesson plans, etc.
NONPROJECTED AUDIOVISUAL AIDS
M
.C
O
M
Nonprojected aids are those that do not require the use of audiovisual equipment
such as a projector and screen. These include charts, graphs, maps, illustrations,
photographs, brochures, and handouts. Charts are commonly used almost everywhere.
A chart is a diagram which shows relationships. An organizational chart is one of the
most widely and commonly used kind of chart.
THE USE OF TECHNOLOGY IN THE CLASSROOM
FO
R
U
In the advent of modern technology, computers are common classroom
equipment and aid to teaching process. Aside from computers, there are still other
learning tools and audio – visual aids that the teachers and the students can utilize in
order to facilitate learning. These may include digital cameras, video cameras,
interactive whiteboard tools, and LCD projectors.
O
O
KS
Computers
Having a computer in the classroom is an asset to any teacher. With a computer
in the classroom, teachers are able to demonstrate a new lesson, present new material,
illustrate how to use new programs and show new websites.
VI
SI
T
PD
FB
Class Website
What better way to display your student’s work, than to create a web page
designed just for your class.Once a web page is designed teachers can post homework
assignments, student work, famous quotes, trivia games, and so much more. In current
day society, children know how to use the computer and navigate their way through a
website, so why note give them one where they can be published author. Just be
careful as most districts maintain strong policies to manage official websites for a school
or classroom.
Class Blogs
These are some of a variety of Web 2.0 tools that are currently being
implemented in the classroom. Blogs allow for students to maintain a running dialogue,
like a journal, of thoughts, ideas, and assignments that also provide for student
comment and reiterative reflection. Wiki are more group focused to allow multiple
members of the group to edit a single document and create truly collaborative and
carefully edited finished product.
Wireless Classroom Microphones
Noise classrooms are a daily occurrence, and with the help of microphones,
students are able to hear their teachers clearer. Children learn better when they hear
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 484
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M
the teacher clearly. The benefit for teachers is that they no longer lose their voices at
the end of the day.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 485
ASSESSMENT OF LEARNING
M
It focuses on the development and utilization of assessment tools to improve the
teaching-learning process. It emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills. It allows the students to go through
the standard steps in test constitution for quality assessment. Students will experience
how to develop rubrics for performance-based and portfolio assessment.
M
.C
O
Measurement refers to the quantitative aspect of evaluation. It involves
outcomes that can be quantified statistically. It can also be defined as the process in
determining and differentiating the information about the attribtutes or characteristics of
things.
FO
R
U
Evaluation is the qualitative aspects of determining the outcomes of learning. It
involves value judgement. Evaluation is more comprehensive than measurement. In
fact, measurement is one aspect of evaluation.
O
CLASSIFICATION OF TESTS
KS
Test consist of question or exercises or other for measuring the outcomes of
learning
FB
O
1. According to manner of response
 oral
 written
T
PD
2. According to method of preparation
 subjectivity/essay
 objective
VI
SI
3. According to the nature of answer
 personality tests
 intelligence test
 aptitude test
 achievement or summative test
 sociometric test
 diagnostic or formative test
 trade or vocational test
Objective tests are tests which have definite answers and therefore are not
subject to personal bias.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 486
Teacher-made tests or educational tests are constructed by the teachers based
on the contents of different subjects taught.
Diagnostics tests are used measure a students strengths and weaknesses,
usually to identify deficiencies in skills or performance.
Formative and summative are terms often used with evaluation, but they may
also be used with testing.
M
.C
O
M
Formative testing is done to monitor student’s attainment of the instructional
objectives. Formative testing occurs over a period of time and monitors student
progress.
Summative testing is done at the conclusion of instruction and measures the extent to
which students have attained the desired outcomes.
FO
R
U
Standardized tests are already valid, reliable and objective. Standardized tests
are tests for which contents have been selected and for which norms or standards have
been established. Psychological tests and government national examinations are
examples of standardized tests.
KS
Standards or norms are the goals to be achieved expressed in terms of the
average performance of the population tested.
FB
O
O
Criterion-referenced measure is a measuring device with a predetermined level of
success or standard on the part of the test-takers. For example, a level of 75 percent
score in all the test items could be considered a satisfactory performance.
T
PD
Norm-referenced measure is a test that is scored on the basis of the norm or
standard level of accomplishment by the whole group taking the test. The grades of the
students are based on the normal curve of distribution
SI
CRITERIA OF A GOOD EXAMINATION
VI
A good examination must pass the following criteria:
Validity
Validity refers to the degree to which a test measures what it is intended to
measure. It is the usefulness of the test for a given measure. A valid test is always
reliable. To test the validity of a test it is to be pretested in order to determine If it really
measures what it Intends to measure or what it purports to measure.
Reliability
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 487
Realibility pertains to the degree to which a test measure what is suppose to
measure. The test of reliability is the consistency of the results when it is administered
to different groups of individuals with similar characteristics in different places at
different times. Also, the results are almost similar when the test is given to the same
group of individuals at different days and the coefficient of correlation is not less than
0.85.
M
.C
O
M
Objectivity
Objectivity is the degree to which personal bias is eliminated in the scoring of the
anwers. When we refer to the quality of measurement, essentially, we mean the amount
of information contained in a score generated by the measurement. Measures of
student instructional outcomes are rarely as precise as those of physical characteristics
such as height and weight.
FO
R
U
Student outcomes are more difficult to define, and the units of measurement are usually
not physically units. The measures we take in students vary in quality, which prompts
the need for different scales of measurement. Terms that describe the levels of
measurement in these scales are nominal, ordinal, interval and ratio.
O
O
KS
Measurements may differ in the amount of information the numbers contain.
These differencies are distinguished by the terms nominal, ordinal, interval and ratio
scales of measurement.
PD
FB
The term nominal, ordinal, interval and ratio actually form a hierarchy. Nominal
scales of measurement are the least sophisticated and contain the least information.
Ordianl, interval, and ratio scales increase respectively in sophistication.
SI
T
The arrangement is a hierarchy in the higher levels, along with additional data. For
example, numbers from an interval scale of measurement contain all of the information
that nominal and ordinal scales would provide, plus some supplementary input.
VI
However, a ratio scale of the same attribute would contain even more information than
the interval scale.This idea will become more clear as each scale of measurement is
described.
Nominal Measurement
Nominal scales are the least sophisticated; they merely classify objects or
events by assigning numbers to them. These numbers are arbitrary and imply no
quantification, but the categories must be mutually exclusive and exhaustive.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 488
For example, one could nominally designate baseball positions by assigning the pitcher
the numberal 1; the catcher, 2; the first baseman, 3; the second baseman, 4; and so on.
These assignments are arbitrary; no arithmetic of these numbers is meaningful. For
example, 1 plus 2 does not equal 3, because a pitcher plus a catcher does not equal a
first baseman.
Ordinal Measurement
M
.C
O
M
Ordinal scales classify but they also assign rank order. An example of ordinal
measurement is ranking individuals in a class according to their test scores. Students
scores could be ordered from the first, second, third and so forth to the lowest score.
FO
R
U
Such a scale gives more information than nominal measurement, but it still has
limitations. The units of ordinal measurement are most likely unequal. The number of
points separating the first and second students probably does not equal the number
separating the fifth and sixth students. These unequal units of measurements are
analogous to a rules in which some inches are longer than others. Addition and
substraction of such units yield meaningless numbers.
KS
Interval Measurement
FB
O
O
In order to be able to add and subtract scores, we use interval scales,
sometimes called equal interval or equal unit measurement. This measurement scale
contains the nominal and ordinal properties and is also characterized by equal units
between score points.
T
PD
Example include thermometers and calendar years. For instance, the difference in
temperature between 10º and 20º is the same as that between 47º and 57º. Likewise
the difference in length of time betweem 1946 and 1948 equals that between 1973 and
1975. These measures are defined in terms of physical properties suc that the intervals
are equal.
VI
SI
For example, a year is the time it takes for the earth to robit the sun. The advantage of
equal units of measurement in straightforwards: Sums and differences now make
sense, both numerically and logically. Note, however, the zero point in interval
measurement is really an arbitrary decision; for example, 0º does not mean that there is
no temperature.
Ratio Measurement
The most sophisticated type of measurement includes all the preceding
properties, but in a ratio scale, the zero point is not arbitrary; a score of zero includes
the absence of what is being measured. For example, if a person’s wealth equalled
zero, he or she would have no wealth at all.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 489
This is unlike a social studies test, where missing every item (i.e., receiving a score
zero) may not indicate the complete absence of social studies knowledge.
Ratio measurement is rarely abieved in educational assessment, either in cognitive or
affective areas. The desirability of ratio measurement scales is that they allow ratio
comparisons, such as Ann 1-1/2 times as tall as her little sister, Mary. We can seldom
say that one’s intelligence or achievement is 1-1/2 as great as that of another person.
M
An IQ of 120 may be 1-1/2 times as great numerically as an IQ of 80, but a person with
an IQ of 120 is not 1-1/2 times as intelligent as a person with an IQ of 80.
M
.C
O
Note that carefully desined tests over a specified domain of possible items can
approach ratio measurement. For example, consider an objective concerning
multiplication facts for pairs of numbers less than 10. In all, there are 45 such
combinations.
KS
FO
R
U
However the teacher might randomly select 5 or 10 test problems to give a particular
student. Then, the proportion of items that the students get correct could be used to
estimate how many of the 45 possible items the student has mastered. If the student
answers 4 or 5 items correctly, it is legitimate to estimate that the student would get 36 t
o 45 items correct if all 45 items were administered.
FB
O
O
This is possible because the set of possible items was specifically defined in the
objective, and the test were a random, representative sample from that set. Most
educational measurements are better than strictly nominal or ordinal measures, but few
can meet the rigorous requirements of interval measurement.
SI
T
PD
Educational testing usually falls, somewhere between ordinal and interval scales in
sophistication. Fortunately, empirical studies have shown arithmetic operations on these
scales are appropriate, and the scores do provide adequate information for most
decisions about students and instruction. Also, as we will see later, certain procedures
can be applied to scores with reasonable confidence.
VI
Norm-Referenced and Criterion Referenced Measurement
When we contrast norm-referenced measurement (or testing) with criterionreferenced measurement, we are basically referring to two different ways of interpreting
of information. However, Popham (1988 page 135) points out the certain characteristics
tend to go with each type of measurement, and it unlikely that results of normreferenced tests are interpreted in criterion-referenced ways and vice versa.
Norm-Referenced interpretation historically has been used in education; normreferenced tests continue to comprise a substantial portion of the measurement in
today’s schools. The terminology of criterion-referenced measurement has existed for
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 490
close to three decades, having been formally introduced with Glaser’s (1963) classic
article.
Over the years, there has been occasional confusion with the terminology and how
criterion-referenced measurement applies in the classroom. Do not infer that just
because a test is published, it will necessarily be norm-referenced, or if teacherconstructed, criterion-referenced. Again, we emphasize that the type of measurement or
testing depends on how the scores are interpreted. Both types can be used by the
teacher.
M
Norm-Referenced Interpretation
U
M
.C
O
Norm-referenced interpretation stems from the desire to differentiate among
individuals or to discriminate among the individuals of some defined group on whatever
is being measured. In norm-referenced measurement, an individual’s score is
interpreted by comparing it to the scores of a defined group, often called normative
group.
KS
FO
R
Norm-referenced interpretation is a relative interpretation based on an
individual’s position with respect to some group, often called the normative group.
Norms consist of the score, usuallyin some form of descriptive statistics, of the
normative group.
FB
O
O
In norm-referenced interpretation, the individual’s position in the normative
groups is of concern; thus, this kind of positionining does not specify the performance in
absolute terms. The norm being used is the basis of comparison and the individual
score is designated by its position in the normative group.
T
PD
Achievement Test as an Example. Most standardized acheivements tests, especially
those covering several skills and academic areas, are primarily designed for normreferenced interpretation. However, the form of results and the interpretations of these
tests are somewhat complex and require concepts not yet introduced in this text.
VI
SI
Scores on teacher-constructed test are often given norm-referenced interpretations.
Grading on the curve, for example, is norm referenced interpretation of test scores on
some type of performance measure. Specified percentages of scores are assigned the
different grades, an individuals score is positioned in the distribution of scores.
Suppose an algebra teacher has total of 150 students in five classes, and the
classes have a common final examination. The teacher decides that the distribution of
letter grades assigned to the final examination performance will be 10 percent As, 20
percent Bs, 40 percent Cs, 20 percent Ds, and 10 percent Fs.(Note that the final
examination grade is not necessarily the course grade.)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 491
Since the grading is based on all 150 scores, do not assume that 3 students in each
class will receive as, on the final examination.
James receives a score on the final exam such that 21 students have higher
scores and 128 students have lower scores. What will Jame’s letter grade be on the
exam? The top 15 scores will receive As, the next 30 scores (20 pearcent of 150) will
receive Bs. Counting from the top score down, Jame’s score is positioned 22 nd, so he
will receive a B on the final examination.
M
.C
O
M
Note that in this interpretation example, we did not specify James’s actual numerical
score on the exam. That would have been necessary in order to determine that his
score positioned 22nd in the group of 150 scores. But in terms of the interpretation of the
score, it was based strictly on its position in the total group of scores.
Criterion-Referenced Interpretation
KS
FO
R
U
The concepts of criterion-referenced testing have developed with a dual meaning
for criterion-referenced. On one hand, it means referencing an individual’s performance
to some criterion that is defined performance level. The individual’s score is interpreted
in absolute rather than relative terms. The criterion, in this situation, means some level
of specified performance that has been determined independently of how others might
perform.
PD
FB
O
O
A second meaning for criterion-referenced involves the idea of a defined
behavioral domain—that is, a defined body of learner behaviors.The learner’s
performance on a test is referenced to a specifically defined group of behaviors. The
learner’s performance on a test is referenced to a specifically defined group of
behaviors. The criterion in this situation is the desired behaviors.
SI
T
Criterion-referenced interpretation is an absolute rather than relative
interpretation, referenced to a defined body of learner behaviors, or, as is commonly
done, to some specified level of performance.
VI
Criterion-referenced tests require the specification of learner behaviors prior to
constructing the test. The behaviors should be readily identifiable from instructional
objectives. Criterion-referenced tests tend to focus on specific learner behaviors, and
usually only a limited number are covered on any one test.
Suppose before the test is administered an 80-percent-correct criterion is
established as the minimum performance required for mastery of each objective. A
student who does not attain the criterion has not mastered the skill sufficiently to move
ahead in the instructional sequence. To a large extent, the criterion is based on teacher
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 492
judgement. No magical, universal criterion for mastery exists, although some curriculum
materials that contain criterion-referenced tests do suggest criteria for mastery.
Also, unless objectives are appropriate and the criterion for achievement relevant, there
is little meaning in the attainment of criterion, regardless of what it is.
Distinctions between Nor-Referenced and Criterion-Referenced Tests
M
.C
O
M
Although interpretations, not characterstics, provide the distinction between
norm-referenced and criterion-referenced tests, the two types do tend to differ in some
ways. Norm-referenced tests are usually more general and comprehensive and cover a
large domain of content and learning tasks. They are used for survey testing, although
this is not their exclusive use.
KS
FO
R
U
Criterion-referenced tests focus on a specific group of learner behaviors. To
show the contrast, consider an example. Arithmetic skills represent a general and broad
category of student outcomes and would likely be measured by a norm-referenced test.
On the other hand, behaviors such as solving addition problems with two five-digit
numbers or determining the multiplication products of three-and four digit numbers are
such more specific and may be measured by criterion-referenced tests.
FB
O
O
A criterion-referenced tests tend to focus more on sub skill than on broad skills.
Thus, criterion-referenced tests tend to be shorter. If mastery learning is involved,
criterion-referenced measurement would be used.
VI
SI
T
PD
Norm-referenced tests scores are transformed to position within the normative
group Criterion-referenced test scores are usually given in the percentage of correct
answers or another indicator of mastery or the lack thereof. Criterion-referenced tests
tend to lend themselves more to individualizing instruction than do norm-referenced
tests. In individualizing instruction, a student’s performance is interpreted more
appropriately by comparison to the desired behaviors for that particular student, rather
than by comparison with the performance of a group.
Norm-referenced test items tend to be of average difficulty. Criterion-referenced
tests have item difficulty matched to the learning tasks. This distinction in item difficulty
is necessary because norm-referennced tests emphasize the discrimination among
individuals and criterion referenced tests emphasize the description of performance.
Easy items, for example, do little for discriminating among individuals, but they may be
necessary for describing performance.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 493
M
Finally, when measuring attitudes, interests, and aptitudes, it is practically
impossible to interpret the results without comparing them to a reference group.
The reference groups in such cases are usually typical students or students with high
interests in certain areas. Teachers have no basis for anticipating these kinds of scores;
therefore, in order to ascribe meaning to such a score, a referent group must be used.
For instance, a score of 80 on an interest inventory has no meaning itself. On the other
hand, if a score of 80 is the typical response by a group interested in mechanical areas,
the score takes on meaning.
O
STAGES IN TEST CONSTRUCTION
U
R
FO
A. Determining the Objectives
B. Preparing the Table of Specifications
C. Selecting the Appropriate Item Format
D. Writing the Test Items
E. Editing the Test Items
M
.C
I. Planning the Test
KS
II. Trying Out the Test
O
O
A. Administering the First Tryout – then Item Analysis
B. Administering the Second Try-out then Item Analysis
C. Preparing the Final Form of the Test
FB
III. Establishing Test Validity
PD
IV. Establishing the Test Reliability
T
V. Interpreting the Test Score
VI
SI
MAJOR CONSIDERATIONS IN TEST CONSTRUCTION
The following are the major considerations in test construction:
Type of Test
Our usual idea of testing is an in-class test that is administered by the teacher.
However, there are many variations on this theme: group tests, individual tests, written
tests, oral tests, speed tests, power tests, pretests and post tests. Each of these has
different characteristics that must be considered when the tests are planned.
If it is a take-home test rather than an in-class test, how do you make sure that
students work independently, have equal access to sources and resources, or spend a
sufficient but not enormous amount of time on the task? If it is a pretest, should it
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 494
exactly match the past test so that a gain score can be computed, or should the pretest
contain items that are diagnostic of prerequisite skills and knowledge?
If it is an achievement test, should partial credit be awarded, should there be penalties
for guessing, or should points be deducted for grammar and spelling errors?
U
M
.C
O
M
Obviously, the test plan must include a wide array of issues. Anticipating these
potential problems allows the tst constructor to develop positions or policies that are
consistent with his or her testing philosophy. These can then be communicated to
students, administrators, parents and other who may be affected by the testing
program. Make a list of the objectives, the subject matter taught, and activities
undertaken. These are contained in the daily lesson plans of the teacher and in the
references or textbook used. Such tests are usually very indirect methods that only
approximate real-world applications. The constraints in classroom testing are often due
to time and the development level of the students.
FO
R
Test Length
O
KS
A major decision in the test planning is how many items should be included on
the test. There should be enough to cover the content adequatelym but the length of the
class period or the attention span or fatigue limits of the students usually restrict the test
length. Decisions about test length are usually based on practical constraints more than
on theoretical considerations.
T
PD
FB
O
Most teachers want test scores to be determined by how much the student
understands rather than by how quickly he or she answers the questions. Thus,
teachers prefer power tests, where at least 90 percent of the students have time to
attempt 90 percent of the test items. Just how many items will fit into a given test
occasion is something that is learned through experience with similar groups of
students.
SI
Item Formats
VI
Determining what kind of items to include on the test is major decision. Should
they be objectively scored formats such as multiple choice or matching type? Should
they cause the students to organize their own thoughts through short answer or essay
formats?
These are important questions that can be answered only by the teacher in terms of the
local context, his or her students, his or her classroom, and the specific purpose of the
test. Once the planning decision are made, the item writing begins. This tank is often
the most feared by the beginning test constructors. However, the procedure are more
common sense than formal rules.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 495
POINTS TO BE CONSIDERED IN PREPARING A TEST
1. Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want to measure?
M
3. Did you prepare a table of specifications?
M
.C
5. Did you employ correct English in writing the items?
O
4. Did you formulate well defined and clear test items?
6. Did you avoid giving clues to the correct answer?
R
U
7. Did you test the important ideas rather than the trivial?
FO
8. Did you adapt the test’s difficulty to your students ability?
KS
9. Did you avoid using textbook jargons?
10. Did you cast the items in positive form?
O
O
11. Did you prepare a scoring key?
FB
12. Does each item have a single correct answer?
PD
13. Did you review your items?
SI
T
GENERAL PRINCIPLES IN CONSTRUCTING
DIFFERENT TYPES OF TESTS
The test items should be selected very carefully. Only important facts should be
included.

The test should have extensive sampling of items.

The test items should be carefully expressed in simple, clear, definite, and
meaningful sentences.

There should be only one possible correct response for each test item.
VI

Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 496


Each item should be independent. Leading clues to other items should be
avoided.
Lifting sentences from books should not be done to encourage thinking and
understanding.
The first person personal pronouns I and we should not be used.

Various types of test items should be made to avoid monotony.

Majority of the test items should be of moderate difficulty. Few difficult and few
easy items should be included.

The test items should be arranged in an ascending order of difficulty. Easy items
should be at the beginning to encourage the examinee to pursue the test and the
most difficult items should be at the end.

Clear, concise, and complete directions should precede all types of test. Sample
test items may be provided for expected responses.

Items which can be answered by previous experience alone without knowledge
of the subject matter should not be included.

Catchy words should not be used in the test items.

Test items must be based upon the objectives of the course and upon the course
content.

The test should measure the degree of achievement or determine the difficulties
of the learners.

The test should emphasize ability to apply and use facts as well as knowledge of
facts.

The test should be of such length that it can be completed within the time allotted
by all or nearly all of the pupils. The teacher should perform the test herself to
determine its approximate time allotment.
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M


Rules governing good language expression, grammar, spelling, punctuation, and
capitalization should be observed in all items.

Information on how scoring will be done should be provided.

Scoring keys in correcting and scoring tests should be provided.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 497
POINTERS TO BE OBESERVED IN CONSTRUCTING AND SCORING THE
DIFFERENT TYPES OF TESTS
A. RECALL TYPES
1. Simple recall type
O
M
a. This type consists of questions calling for a single word or expression as an
answer.
b. Items usually begin with who, where, when and what.
M
.C
c. Score is the number of correct answers.
U
2. Completion type
FO
R
a. Only important words or phrases should be omitted to avoid confusion.
b. Blanks should be of equal lengths.
KS
c. The blank, as much as possible, is placed near or at the end of the sentence.
FB
3. Enumeration type
O
O
d. Articles a,an, and the should not be provided before the omitted word or
phrase to avoid clues for answers.
PD
a. The exact number of expected answers should be stated
b. Blanks should be of equal lengths
SI
T
c. Score is the number of correct answers.
VI
4. Identification type
a. The items should make an examinee think of a word, number, or group of
words that would complete the statement or answer the problem.
b. Score is the number of correct answers.
B. RECOGNITION TYPES
1. True-false or alternate-response type
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 498
a. Declarative sentences should be used.
b. The number of “true and“false items should be more or less equal.
c. The truth or falsity of the sentence should not be too evident.
d. Negative statements should be avoided.
M
e. The “modified true-false” is more preferable than the “plain true-false”
M
.C
O
f. In arranging the items, avoid the regular recurrence of “true” and “false”
statements.
U
g. Avoid using specific determiners like; all, always, never, None, nothing, most,
often, some, etc. and avoid weak statements as may, sometimes, as a rule in general
etc.
FO
R
h. Minimize the use of qualitative terms like: few, great, many, more, etc.
i. Avoid leading clues to answers in all items.
O
KS
j. Score is the number of correct answers in “modified true-false and right
answers minus wrong answers in “Plain true-false”.
FB
O
2. Yes-No type
PD
a. The items should be in interrogative sentences
b. The same rules as in “true-false” are applied.
3. Multiple-response type
SI
T
a. There should be three to five choices. The number of choices used in first item
should be the same number of choices in all the items of this type of test.
VI
b. The choices should be numbered or lettered so that only the number or letter
can be written on the bank provided.
c. If the choices are figures, they should be arranged in ascending order.
d. Avoid the use of “a” or “an” as the last word prior to the listing of the
responses.
e. Random occurrence of responses should be employed
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 499
f. The choices should be related in some way or should be at the end of the
statements.
g. The choices should be related in some way or should belong to the same
class.
h. Avoid the use of “none of these” as one of the choices.
i. Score is the number of correct answers.
M
4. Best Answer type
M
.C
O
a. There should be three to five choices all of which are right but vary in their
degree of merit, importance or desirability
b. The other rules for multiple response items are applied here.
R
U
c. Score is the number of correct answers.
KS
FO
5. Matching type
There should be two columns. Under “A” are the stimuli which
should be longer and more descriptive than the responses under
column “B”. The response may be a word, a phrase a number or a
formula.

The stimuli under column “A” should be numbered and the
responses under column “B” should be lettered. Answers will be
indicated by letters only on lines provided in column “A”
PD
FB
O
O

The number of pairs usually should not exceed twenty items. Less
than ten introduces chance elements. Twenty pairs may be used
but more than twenty is decidedly wasteful of time.
VI
SI
T


The number of responses in column “B” should be two or more than
the number of items in Column “A” to avoid guessing.

Only one correct matching for each item should be possible.

Matching sets should neither be too long nor too short.

All items should be on the same page to avoid turning of pages in
the process of matching pairs.

Score is the number of correct answers.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 500
C. ESSAY TYPE EXAMINATIONS
O
Comparison of two things
Explanation of the use or meaning of a statement or passage
Analysis
Decision for or against
Discussion
M
.C





How to construct essay examinations.

R
U
Determine the objectives or essentials for each question to be evaluated
Phrase question in simple, clear and concise language.
Suit the length of the question to the time available for answering the essay
examination. The teacher should try to answer the test herself.
Scoring:
FO



M
Common types of essay questions. (The types are related to purposes of which the
essay examination are to be used.)
O
O
KS
a. Have model answer in advance
b. Indicate the number of points for each question
c. Score a point for each essential
PD
Advantages
FB
ADVANTAGES AND DISADVANTAGES OF
THE OBJECTIVE TYPE OF TESTS
The objective test is free from personal bias in scoring
It is easy to score. With a scoring key, the test can be corrected by
different individuals without affecting the accuracy of the grades
given.
It has high validity because it is comprehensive with wide sampling
of essentials.
It is less time-consuming since many items can be answered in a
given time.
It is fair to students since the slow writers can accomplish the test
as fast as the fast writers.
VI
SI
T





Disadvantages


It is difficult to construct and requires more time to prepare.
It does not afford the students the opportunity in training for selfand thought organization
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 501

It cannot be used to test ability in theme writing or journalistic
writing.
ADVANTAGES AND DISADVANTAGES
OF THE ESSAY TYPE OF TESTS
Advantages
The essay examination can be used in practically all subjects of the
school curriculum.

It trains students for thought organization and self expression

It affords students opportunities to express their originality and
independence of thinking

Only the essay test can be used in some subjects like composition
writing which cannot be tested by the objective type test.

Essay examination measures higher mental abilities like
comparison, interpretation, criticism, defense of opinion and
decision.

The essay test is easily prepared.

It is expensive
FB
O
O
KS
FO
R
U
M
.C
O
M

PD
Disadvantages
The limited sampling of items makes the test unreliable measure of
achievements or abilities
T

Questions usually are not well prepared

Scoring is highly subjective due to the influence of the correctors
personal judgement

Grading of the essay test is inaccurate measure of pupils
achievements due to subjectivity of scoring
VI
SI

Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 502
STATISTICAL MEASURES OR TOOLS
USED IN INTERPRETING NUMERICAL DATA
Frequency Distributions
M
.C
O
M
A simple, common sense technique for describing a set of test scores is through
the use of a frequency distribution.
A frequency distribution is merely a lisitng of the possible score values and the number
of persons who achieved each score. Such an arrangement presents the scores in a
more simple and understandable manner than merely listing all of the separate scores.
Consider a specific set of scores to clarify these ideas.
FO
R
U
A set of scores for a group of 25 students who took a 50-item test is listed in
Table 1. It is easier to analyze the scores if they are arranged in a simple frequency
distribution. The frequency distribution for the same set of scores is given in Table 2).
The steps that are involved in creating the frequency distributions are:
O
KS
First, list the possible score values in rank order, from highest to lowest. Then, a
second column indicates the frequency or number of persons who received each score.
For example, three students received a score of 47, two received 40, and so forth.
There is no need to list score values below the lowest score that anyone received.
VI
SI
T
PD
FB
O
Table 1. Score of 25 Students on a 50-item test
Student
Score
Student
A
48
N
B
50
O
C
46
P
D
41
Q
E
37
R
F
48
S
G
38
T
H
47
U
I
49
V
J
44
W
K
48
X
L
49
Y
M
40
Table 2. Frequency Distribution of the 25 Scores of Table 1
Score
Frequency
Score
50
1
41
Visit For more Pdf's Books
Pdfbooksforum.com
Score
43
47
48
42
44
38
49
34
35
47
40
48
Frequency
1
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 503
3
5
3
1
0
2
1
1
40
39
38
37
36
35
34
2
0
2
1
0
1
1
O
M
49
48
47
46
45
44
43
42
U
M
.C
When there is a wide range of scores in a frequency distribution, the distribution can be
quite long, with a lot of zeros in the column of frequencies. Such a frequency distribution
can make interpretation of the scores difficult and confusing.
FO
R
A grouped frequency distribution would be more appropriate in this kind of situation
.Groups of score values are listed rather than each separate possible score value.
FB
O
O
KS
If we were to change the frequency distribution in Table 2 into a grouped
frequency distribution, we might choose intervals such as 48-50, 45-47, and so forth.
The frequency corresponding to interval 48-50 would be 9(1+3+5). The choice of the
width of the interval is arbitrary, but is must be the same for all intervals. In addition, it is
good idea to have an odd-numbered interval width (we used 3 above) so that the
midpoint of the interval is a whole number. This strategy will simplify subsequent graphs
and description of the data. The grouped frequency distribution is presented in Table 3.
VI
SI
T
PD
Table 3. Grouped Frequency Distribution
Score Interval
48-50
45-47
42-44
39-41
36-38
33-35
Frequency
9
4
4
3
3
2
Frequency distributions summarize sets of test scores by listing the number of
people who received each test score. All of the test scores can be listed separately, or
the scores can be grouped in a frequency distribution.
MEASURES OF CENTRAL TENDENCY
Frequency distributions are helpful for indicating the shape to describe a
distributions of scores, but we need more information than the shape to describe a
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 504
distribution adequately. We need to know where on the scale of measurement a
distribution is located and how the scores are dispersed in the distribution.
M
For the former, we compute measures of central tendency, and for the latter, we
compute measures of dispersion. Measures of central tendency are points on the
scale of measurement, and they are represesntative of how the scores tend to average.
There are three commonly used measures of central tendency: the mean, the median,
and the mode, but the mean is by far the most widely used.
FB
O
O
KS
FO
R
U
M
.C
O
The Mean
The mean of a set of scores is the arithmetic mean. It is found by summing the
scores and dividing the sum by the number of scores. The mean is the most commonly
used measure of central tendency because it is easily understood and is based on all of
the scores in the set; hence, it summarizes a lot of information. The formula for the
mean is as follows:
X
_
X = ---------N
Where
_
X is the mean,
X is the symbol for a score, the summation operator (it tells us to add all the X’s
N is the number of scores.
VI
SI
T
PD
For the set of scores in table 1
X = 1100
N = 25,
So then
_
1100
X = --------------- = 44
25
The mean of the set of scores in Table 1 is 44. The mean does not have to equal an
observed score; it is usually not even a whole number.
When the scores are arranged in a frequency distribution, the formula is:
_
fX mdpt
X = -----------------N
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 505
Where fX mdpt means that the midpoint of the interval is multiplied by the frequency for
that interval. In computing the mean for the scores in Table 3, using formula we obtain:
M
_
9(49) + 4(46) + 4(43) + 3(40) + 3(37) + 2(34)
X = ----------------------------------------------------------------- = 43.84
25
Note that this mean is slightly different than the mean using ungrouped data. This
difference is due to the midpoint representing the scores in the interval rather than using
the actual scores.
M
.C
O
The Median
R
U
Another measure of central tendency is the median which is the point that divides
the distribution in half; that is, half of the scores fall above the median and half of the
scores fall below the median.
KS
FO
When there are only a few scores, the median can often be found by inspection.
If there is an odd number of scores, the middle score is the median. When there is an
even number of scores, the median is halfway between the two middle scores.
O
However, when there are tied scores in the middle of the distribution, or when the
scores are in a frequency distribution, the median may not be so obvious.
PD
FB
O
Consider again the frequency distribution in Table 2. There were 25 scores in the
distribution, so the middle score should be the median. A straightforward way to find this
median is to augment the frequency distribution with a column of cumulative
frequencies. Cumulative frequencies indicate the number of scores at or below each
score. Table 4 indicates the cumulative for the data in Table 2.
VI
SI
T
Table 4. Frequency Distribution, Cumulative Frequencies for
the Scores of Table 2
Score
Frequency
Cumulative Frequency
50
1
25
49
3
24
48
5
21
47
3
16
46
1
13
45
0
12
44
2
12
43
1
10
42
1
9
41
1
8
40
2
7
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 506
39
38
37
36
35
34
0
2
1
0
1
1
5
5
3
2
2
1
M
For example, 7 persons scored at or below a score of 40, and 21 persons scored at or
below score of 48.
M
.C
O
To find the median, we need to locate the middle score in the cumulative frequency
column, because this score is the media. Since there are 25 scores in the distribution,
the middle one is the 13th, a score of 46. Thus, 46 is the median of this distribution; half
of the people scored 46 and half scored.
FO
R
U
When there are ties in the middle of the distribution, there may be a need to
interpolate between scores to get the exact median. However, such precision is not
needed for most classroom tests. The whole number closest to the median is usually
sufficient.
KS
The Mode
O
O
The measure of central tendency that is the easiest to find is the mode. The
mode is the most frequently occurring score in the distribution. The mode of the scores
in Table 1 is 48. Five persons had scores of 48 and no other score occurred as often.
PD
FB
Each of these three measure of central tendency – the mean, the median, and
the mode means a legitimate definition of “average” performance on this test. However,
each does provide different information. The arithmetic average as 44; half the people
scored at or below 46 and more people received 48 than any other score.
VI
SI
T
There are some distributions in which all three measures of central tendency are
equal, but more often than not they will be different. The choice of which measure of
central tendency is best will differ from situation to situation.
The mean is used most often, perhaps because it includes information from all of the
scores.
When a distribution has a small number of very extreme scores, though, the
median may be better definition of central tendency. The mode provides the least
information and is used infrequently as an “average”. The mode can be used with
nominal scale data, just as an indicator of the most frequently appearing category. The
mean the median, and the mode all describe central tendency:
 The mean is the arithmetic average
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 507
 The median divides the distribution in half
 The mode is the most frequent score.
M
MEASURES OF DISPERSION
Measures of central tendency are useful for summarizing average performance,
but they tell us nothing about how the scores are distributed or “spread out” around the
averages.
Two sets of test scores may have equal measures of central tendency, but they might
differ in other ways. One of the distribution may have the scores tightly clustered around
the average, and the other distribution may have scores that are widely separated.
M
.C
O
As you may have anticipated, there are descriptive statistics that measure dispersion,
which also are called measures of variability. These measures indicate how spread out
the scores tend to be.
U
The Range
KS
FO
R
The range indicates the difference between the highest and lowest scores in the
distribution. It is simple to calculate, but it provides limited information. We subtract the
lowest from the highest score and add 1 so that we include both scores in the spread
between them. For the scores of Table 2, the range is 50-34 + 1 = 17.
PD
FB
O
O
A problem with using the range is that only the two most extreme scores are
used in the computation. There is no indication of the spread scores between the
highest and lowest. Measures of dispersion that take into consideration every score in
the distribution are the variance and the standard deviation. The standard deivation is
used great deal in interpreting scores from standardized tests.
VI
SI
T
The Variance
The Variance measures how widely the scores in the distribution are spread
about the mean. In other words, the variance is the average squared between the
scores and the mean. As a formula, it looks like this:
_
S2 =
(X – X)2
-------------------------------------
N
An equivalent formula, easier to compute is:
X2
_
2
S = ---------- X2
N
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 508
The computation of the variance for the scores of Table 1 is illustrated in Table 5.
The data for students K through V are omitted to save space, but these values are
included in the column totals and in the computation.
The Standard Deviation
The standard deviation also indicates how spread out the scores are, but it is
expressed in the same units as the original scores. The standard deviation is computed
by finding the square root of the variance.
M
S = S2
U
M
.C
O
For the data in Table 1, the variance is 22.8. The standard deviation is 22.8, or
4.77. The scores of most norm groups have the shape of a “normal” distribution-a
symmetrical, bell-shaped distribution with which most people are familiar. With a normal
distribution, about 95 percent of the scores are within two standard deviations of the
mean.
KS
FO
R
Even when scores are not normally distributed, most of the scores will be within
two standard deviations of the mean. In the example, the mean minus two standard
deviations is 34.46, and the mean plus two standard deviations is 53.54. Therefore, only
one score is outside the mean.
48
50
46
41
37
48
38
47
49
44
.
.
.
47
40
48
1100
FB
PD
VI
SI
T
A
B
C
D
E
F
G
H
I
J
.
.
.
W
X
Y
Totals
O
O
Table 5. Computation of the Variance for the Scores of Table 1
Student
Score
Score-Mean
(Score-mean)2
x
x-x
(x-x)2
To determine the mean:
Visit For more Pdf's Books
Pdfbooksforum.com
4
6
8
-3
-7
4
-6
3
5
0
.
.
.
3
-4
4
0
16
36
4
9
49
16
36
9
25
0
.
.
.
9
16
16
570
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 509
M
_
1100
X = -------------- = 44
25
Then to determine the variance:
(X – X) 2
570
S2 = -------------- = ---------- = 22.8
N
25
FO
R
U
M
.C
O
The usefulness of the standard deviation becomes apparaent when scores from
different test are compared. Suppose that two test are gibven to the same class – one
on fractions and the other on reading comprehension. The fractions test has mean of 30
and a standard deviation of 8; the reading comprehension test has a mean of 60 and a
standard deviation of 10. If Ann scored 38 on the fractions test and 55 on the reading
comprehension test, it appears from the raw scores that she did better in reading than in
fractions, because 55 is greater tha 38. But relative of the performance of the others in
the class, the opposite is true.
KS
A score of 38 on the fraction test is one standard deviation above the mean – a score
that is lower than average. Clearly, when comparison is made relative to the class
mean, Ann’s performance on the fractions test in better than her performance on the
reading comprehension test.
PD
FB
O
O
In fine, descriptive statistics that indicate dispersion are the range, the variance,
and the standard deviation. The range is the difference between the highest and lowest
scores in the distribution plus one. The standard deviation is a unit of measurement that
shows by how much the separate scores tend to differ from the mean. The variance is
the square of the standard deviation. Most scores are within two standard deviation
from the mean.
T
Graphing Distributions
VI
SI
A graph of a distribution of test scores is often better understood than is the
frequecncy distribution or a mere table of numbers. The general pattern of scores, as
well as any unique characteristics of the distribution can be seen easily in simple
graphs. There are several kinds of graphs that can be used, but a simple bar graph, or
histogram, is as useful as any.
The general shape of the distribution is clear from the graph. Most of the scores
in this distribution are high, at the upper end of the graph. Such a shape is quite
common for the scores of classroom tests. That is, test scores will be grouped toward
the right end of the measurement scale.
A normal distribution has most of the test scores in the middle of the distribution
and progressively fewer scores toward the extremes. The scores of norm groups are
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 510
seldom graphed but they could be if we were concerned about seeing the specific
shape of the distribution of scores. Usually, we know or assume that the cores are
normally distributed.
SOCIAL DIMENSIONS OF EDUCATION
M
.C
O
M
Social dimensions may refer to all obstacles to access, progress and completion
in education – with the strongest emphasis on barriers to access to education. Social
dimensions is a wide concept, encompassing several factors.
These include obstacle to access created by tuition fees, the structural discrimination
towards marginalized groups in education, based on socio-economic factor’s cultural or
ethnic background, or physical disabilities.
KS
THE FOUR PILLARS OF LEARNING
FO
R
U
Education should play a strong role in fostering social cohesion, reducing
inequalities and raising the level of knowledge, skills and competences in society.
Based on the societal aspiration that the student body entering, participating in an
completing in education at all levels should reflect the diversity of our populations. It
reaffirms the importance of students being able to complete their studies without
obstacles related to their social and economic background.
FB
1. Learning to Know
O
O
The United Nations Educational and Scientific Organization (UNESCO) has
identified the four pillars of learning as follows:
SI
T
PD
It is a means for people to learn to understand the world around them. It is
necessary for them to lead their lives with some dignity, develop their occupational skills
and communicate with other people. Regarded as an end, it is underpinned by the
pleasure that can derived from understanding, knowledge and discovery. That aspect of
learning is typically enjoyed by researchers, but good teaching can help everyone to
enjoy it.
VI
2. Learning to Do
This area is closely associated with the issue of occupational training: how do we
adapt education so that it can equip people to do the types of work needed in the
future? It emphasizes the knowledge component of tasks, even in industry, as well as
the importance of services in the economy.
3. Learning to live together
The purpose is to teach pupils and students about human diversity and to instill
in then an awareness of the similarities and interdependence of all people. Thus,
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 511
teaching the history of religious or customs can provide a useful reference tool for
molding future behavior.
4. Learning to Be
M
The fundamental principle is that education should contribute to every person’s
complete development – mind and body, intelligence, sensitivity, aesthetic appreciation
and spirituality. More than ever, the essential task of education seems to make sure that
all people enjoy the freedom of thought, judgement, feeling and imagination to develop
their talents and keep control of as much of their lives as they can.(www.unesco.org).
M
.C
O
ETHICS
Ethics as defined earlier is the art and science that deals with the morality of
human acts.
R
U
Human Act – act that proceeds from the deliberate free will of man.
KS
FO
Acts of Man – acts that do not proceed from the deliberate free will of man.
These are sometimes instinctive.
Types of Human Acts In Relation To Reason
O
O
1. Good – in harmony with the dictates of right reason
FB
2. Evil - in opposition to the dictates of reason
PD
3. Indifferent – when it stands in no positive relation to the dictates
T
Elements of Human Acts
VI
SI
1. Knowledge
Ex .I cannot desire to go to KIRIBATI unless I know it
2. Freedom
No restrictions – free to choose
Ex. desired to marry her boyfriend
3. Voluntariness – Latin voluntas – will
- a will act. Not by force
Ex. volunteered to marry him.
Modifiers of Human Acts
 Ignorance is the absence of intellectual knowledge in man.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 512
Concupiscene refers to the bodily appetites or tendencies like: love, hatred,
joy, grief, passion, daring, fear and anger

Fear – Shrinking back of the mind from danger

Violence – external force applied by a free cause which vitiates man’s free will.

Habit – born of frequently repeated acts.
M

M
.C
Law is derived from the Latin word “ lex ” . St. Thomas Aquinas (12251274), the author of Summa Theologiae defined law as an ordinance of
reason promulgated for the common good by the one who has charge of
the society.
U

O
Norms of Human Act
FO
R
Types of Law
O
FB
b. Human laws
State – civil
O
a. Divine – God
Church – ecclesiastical
KS
1. According to author
eternal
temporal
T


PD
2. According to duration
SI
3. According to manner of promulgation of physical – govern creatures and beings
VI
a. Natural Law
Natural – moral law
b. Positive law – enacted by positive acts of legislators
4. According to prescription
a. Affirmative – prescribes an act to be done
b. Negative – prohibits the doing of an action
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 513
5. According to effect of violation



Moral – violation is fault of sin
penal – violation is punishable but has no sin
Mised – violation is punishable and sinful
M
2. Conscience – practical judgement of reason upon which an individual act is
considered good which is to be performed or evil which to be avoided.
correct or true-certain
erroneous
doubtful
M
.C



O
State of conscience
R
U
VALUES
KS
FO
Values is derived from the Latin word “valere” meaning to be worthy to be of
worth. It is defined in different ways by various authors. But, we shall define it as
anything that can be desired and something chosen from alternatives, acted upon and
enhances creative integration and development of human personality.
O
PROPERTIES OF VALUES
Relative – subject to change good for what? And for whom?

Subjective – good for one but not for others

Objective – has an absolute character
- Summun Bonum – Supreme Good – God

Bipolar – good and bad
o Ex. beautiful – ugly
VI
SI
T
PD
FB
O


Hierarchical – scaled graduation
- according to priority
CLASSIFICATION OF VALUES (Andres)

Useful or utilitarian – other useful things are obtained from it

Pleasurable or delectable – provides pleasure to the subject

Befitting or becoming good – develops, completes and perfects the subject.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 514
Individual person  human person
Accidental values – temporal, impermanent, variable

Natural human values – befit man every place at every time

Primary values – chosen, acted upon, necessary for authentic development of
man.
Chosen from alternatives

Secondary values – obligatory values
Ex. Children governed by parental rules

Moral/Ethical – obligatory in character
Basic and urgent in life and activities of man

Religious – ultimate Divine Value

Cultural Value – includes poetry, music, painting, unique characteristics
important to a culture
KS
FO
R
U
M
.C
O
M

O
Extensiveness
Duration of Value
Intensity
Prestige of value carrier
PD
FB




O
Fourfold test of Robin Williams to determine cultural values
T
10 .Social values – friendship, family ties and the likes
SI
HIERARCHY OF VALUES
VI
Hierarchy of values refers to the different scales or graduation of prioritizing
values. Listed below are some philosophers and their respective hierarchy of values.
PLATO (427-347 B.C)





Knowledge – philosophers
Honor – warriors
Money/Business – artisans/merchants
Pleasure
Passion
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 515
MAX SCHELER
Pleasure values
Vital or welfare values
Spiritual or cultural
Sacred – religious
M




O
DEFECTIVE NORMS OF MORALITY
M
.C
Defective norms of morality is the term given to the different philosophical beliefs
about morality which somehow do not conform to the universally accepted standards of
human morality. Listed below are some of these non-conformists’ moral ideologies;
KS
FO
R
U
HEDONISM is the belief that morality is determined by the acquisition of
pleasure. What is pleasurable and anything that bring pain is immoral. The supreme
end of man is acquisition of pleasure and delight. The foremost advocates of this
ideology were Jeremy Bentham (1748-1832) of England, Epicurus and Democritus of
ancient Greece.
FB
O
O
UTILITARIANISM subscribes to the idea that an acts is good if it brings good result or
the achievement of one’s goals and it is bad if it fails make man attain his goals. The
forerunners of this belief were Herbert Spencer and Charles Sanders Pierce.
o individual or egoism
o social or altruism – the greatest good for the greatest
number.
SI
T
PD
Types of Utilitarianism
VI
Moral Rationalism is the belief that human reason is the sole source of all moral laws.
It was advocated by Immanuel Kant (1724-1804) of Prussia
Moral Evolutionism is the idea that morality is not absolute but keeps on
changing until such time it reaches the perfect state. It was advocated by Friedrich
Nietzcshe (1844- 1900) of Germany who believed that the society must produce strong
people and kill the weak,which eventually became the basis of Hitler’s ideal of Aryan
supremacy.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 516
Moral Positivism. This theory advocates that state laws are the bases of all
moral laws, ergo it is good if is in accordance with the laws of the state and anything
that opposes the state laws must be rejected. The foremost advocate of this ideology
was Thomas Hobbes (1588-1679) of England.
M
Moral Sensism is the belief that man is endowed with special moral sense that
can distinguish good or evil. Therefore, an action is moral if it is harmony with this
human sense and immoral if not in harmony with this sense.
FO
R
U
M
.C
O
Communism is an economic theory which is based on the ideals of a classless
society as expounded in the UTOPIA written by Sir Thomas More of England and
COMMUNIST MANIFESTO written by Karl Marx of Germany, who believed that history
is marked by the constant struggle between classes of people and in order to attain an
ideal state, the burgeois or the ruling class must be overthrown by the proletarian or the
working class. This ideology denies the existence of God and views religion as an
opium.
KS
It does not recognize human freedom and immortality of man’s soul. It treats man
as just an economic animal
O
MODERN PHILOSOPHIES OF EDUCAT
FB
O
HUMANISM
T
PD
In the ancient literature of Greece and Rome, humanity and the things that
interest and concerned humanity in this life were the focus or central theme. At this
period of revival, humanism was a philosophy that rejected supernaturalism, regarded
man as a natural object and asserted the essential dignity and worth of man and his
capacity to achieve self-realization through the use of reason and scientific method.
VI
SI
It was characterized by the revival of classical letters, an individualistic and critical spirit
and concerns. This movement started in Italy and later spread to other European
countries.
REALISM
Realism as opposed to the realistic movement in the medieval period is defined
as the type of education in which natural phenomena and social institutions rather than
languages and literature are made the chief subjects of study.
It is also considered as an educational philosophy which advocates that
education should be concerned with the actualities of life and prepare for its concrete
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 517
duties. It presumably arose as a reaction opposing humanism and religious formalism
that held education captive for nearly three centuries (1300’s to 1700’s).
DISCIPLINISM
U
M
.C
O
M
This theory, also known as formal discipline, was based on Aristotle’s “faculty”
psychology which asserted that the mind is made up of certain faculties such as
memory, reason, will, judgement, etc. and each of which needs special activities for its
training and development. This theory maintained that the power developed in any
faculty by the study of a school subject can be used equally well in other subjects or to
meet any other experience in life.
Adherents of this theory maintained that Mathematics, because of the
universality of its principles, and linguistic because of the orderly arrangement of its
parts, should be given considerable emphasis for they were peculiarly well adapted to
the training of all the power of the mind like memory and reasoning.
KS
FO
R
Foremost of the advocates of this philosophy was John Locke who believed that when
the child is born his mind can be compared to “tabula rasa” or a blank tablet, and
whatever experiences the child will acquire it will be imprinted into that tablet and he will
carry these experiences until he grows old.
O
RATIONALISM
T
PD
FB
O
Rationalism was the educational philosophy prevalent in Europe in the latter part
of the seventeenth century. It took its roots during the period known as the “age of
reason” or “age of enlightenment”. This philosophy claimed that human reason was the
sole source of knowledge and the sole determiner whether things or actions were
acceptable or not. Anything that did not conform to human reasoning should be blatantly
rejected.
VI
SI
Moreover, the rationalist upheld the right of a person expose his own ideas and
opinions, liberty of conscience and freedom of thought and expression. This movement
aimed at the development of individuals by means of restraints based upon his reasons.
By these man can his lot and can contribute to the common good and welfare of his
institutions and society.
NATURALISM
Naturalism is the educational philosophy which adamantly opposed formalism.
This tenet advocated that education should be in accordance with the nature of the
child. Therefore, all educational practices should be focused towards the natural
development of all the innate talents and abilities of the child.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 518
This was based on the ideals of Jean Jacques Rousseau who believed that man, by
nature, is basically good and the influences of the society are the things that drive man
to do evil acts. Rousseau wrote EMILE, a novel which is now considered as the Gospel
of the child’s educational freedom.
IDEALISM
R
U
M
.C
O
M
This school of thought holds that knowledge is independent of sense perception
or experience. It lays stress on the mental idea, intrinsic or spiritual value rather than
physical fact or material value.
It also asserts that man as a part of the universe is a purposive being and knows some
truths by reasoning logically in the relationship between values, and that true ideas exist
innately in the sould of man. Idealism also claims that man’s knowledge is based on his
mental state and the mental stimulus perceived by man’s soul comes from an infinite
spirit which is God.
FO
And God is the “summum bonum” or the highest good to whom all absolute good,
beauty and values are found.
FB
O
O
KS
In education, idealism argues that the individual’s freedom should be
emphasized and guaranteed. The idealist claim that education must provide for the
development of the mind of every pupil, and in order to realize this, the school must
concentrate on intellectual, moral, judgement, and aesthetic development of the
students.
T
PD
This, they contend, can only be made possible through a subject matter-centered
curriculum designed to provide students with the best ideas of human culture and
civilization.
VI
SI
On the other hand, the idealist expect the teachers to be role models of
intellectual, moral, aesthetic and vocational excellence to their students. They should
teach by example.
PRAGMATISM
It is the doctrine that claims that the meaning of a proposition or idea lies in its
practical consequences. This can be attributed to the teachings of ancient intellectual
like Heraclitus of ancient Ephesus and the Sophist. Yet pragmatism is education and in
modern perspective is credited to Professor John Dewey, Charles Pierce and William
James, some of the most famous American educators and philosophers. This
philosophy is very much related to experimentalism.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 519
It is derived from the Greek “Pragma” meaning a thing done, a fact that is
practiced. This philosophy stresses that education is in vain or furtile if it does not
perform the social functions assigned to it, and unless it is considered as a social
institution itself.
M
The pragmatist claim that society cannot fulfill the educational task without an
institution designed for this purpose. And the school must maintain intimate relation with
society, if its role is to be played well.
FO
R
U
M
.C
O
They also assert that the school, main functions are (1). Being a specialized institution
designed to represent society to the child in simplified form; (2). Being selective in
qualitative, if not ethical manner as it represents society to the young, the school is in a
position to exercise value judgements in representing society; (3). Being responsible in
giving the child a balanced and genuinely representative acquaintance with the society.
(Butler, 1968)
O
O
KS
The aim of education as far as the pragmatist are concerned is the total
development of the child through experiencing or through self-activity or the “learning by
doing” dictum postulated by John Dewey. They also suggest that to this end the
curriculum must offer subjects that provide opportunities for various projects and
activities that are relevant to the needs, abilities and interests as well as the socioeconomic conditions of the learners.
PD
FB
They further believe that the learner must be made the center of all educative
processes – a concept based on Dewey’s tenet that educational is life, education is
growth, education is a social process, and education is the construction of human
experience.
SI
T
PROGRESSIVISM
VI
It is an equally new approach to the philosophy of education. Like pragmatism, it
claims that the child’s growth and development as an individual depend on his
experiences and self-activity. This philosophy emphasizes that educational concern
must be on the child’s interest, desires and the learner’s freedom as an individual rather
than the subject matter.
It asserts that learning is a dynamic or active process and a learner must learn what he
lives and must accept and respond to his experiences based on the degree of his
understanding of a particular situation.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 520
Progressivism adheres to the ideas that thinking and reasoning should be
emphasized, and that good and successful teaching utilizes the principle of self-activity,
and stimulates thinking and reasoning. It also recognizes the fact that no two individuals
are exactly alike the principle of individual differences.
M
Therefore, the activities and experiences to be provided by the school should meet the
needs and should be in accordance with the abilities of every child.
Finally, it stresses group discussion and group activities as effective means of
self expression and development.
M
.C
O
EXISTENTIALISM
FO
R
U
It is a philosophical doctrine which emphasizes the freedom of human beings to
make choices in a world where there are no absolute values outside man himself. This
doctrine is primarily attributed to Soren Kierkegaard, a 19th century Danish philosopher
who adamantly argued that human existence was marked off from all other kidns by
man’s power to choose.
KS
The decisions that a man makes will enable him to realize what kind of person he will be
and will make him distinct from other people. And if a person has developed and is
aware of his own identity he will be able to find meaning and purpose for his existence.
FB
O
O
For these and other arguments, the existentialist have no concrete concept to
support the existence of God or any absolute value. They believe that man is the molder
of his own destiny. For them truth is never absolute, but is always relative to each of
individual who is the sole determiner of the truth for himself, and every value is always
dependent upon the free choice of every man.
PD
They further advocate that existence is the basic value for every man and the
significance of every value lies upon the circumstances pertaining to man’s existence.
VI
SI
T
Education to the existentialist should enable man to make choices for his life. It
should be a means to open his very eyes to the naked truth of his existence and be
aware of his status quo and in so doing education serves as a guiding spirit for him in
making prudent decisions and wise actions.
They believed that a classroom should be market of free ideas that would guarantee
complete individual freedom. The student must be allowed to decide for himself and
undertake activities which he believes are significant and beneficial to his life, whereas,
the teacher should only act as a guide, a resource person or facilitator of learning and
most not interfere in the decisions of the student. The teacher has “the right to teach his
students how to think but not what to think.”
ESSENTIALISM
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 521
Essentialism is a philosophical theory that ascribes ultimate reality reality to
essence embodied in a thing perceptible to the senses.
M
.C
O
M
In education, it is a philosophy holding that certain basic ideas and skills or
disciplines essential to one’s culture are formulable and should be taught to all alike by
certain time-tested methods. The schools should inculcate into the minds and hearts of
the students the values that are hailed and are considered important by society.
The educational institutions as far as essentialism is concerned are the agencies for the
propagation and perpetuation of these long-cherished cultural traits and not an entity to
oppose such values.
ORIENTAL PHILOSOPHY
FO
R
U
The East (Orient) is the home of some of the world’s famous religious and
philosophical beliefs as well as great philosophers and sages. This section takes a
closer look at these ideologies.
HINDUISM
O
KS
Hinduism is the predominant religion of the peoples of India. This religion has a
triad of chief god’s known as Trimurti composed of Brahma -the Supreme Spirit, Vishnu
PD
FB
O
- the preserver, who is thought to have taken various human forms including Krishna, (
the hero in the epic Mahabharata) and Rama, and the third is Shiva – the destroyer and
recreator who represents theforce for change in the universe and is depicted both as
the supreme ascetic and as the supreme lover.
VI
SI
T
In Hinduism, people are divided into four classes known as the caste system:
Brahmans, the priest; Kshatriyas, the nobles and the warriors; the Vaisyas, the traders,
cultivators and peasants; Sudras, the servants. Outside the castle system are the
Untouchables also known as the outcasts.
The practice of Hinduism is a complex ofo rights and ceremonies performed
within the framework of the caste system under the supervision of the priest. Under this
ideology, the sum of the human being’s actions carried from one life to the next results
in either an improved or worsened fate.
This belief is also known as the law of Karma – process or series of birth and rebirth
until one attains perfection and eventually reaches nirvana, which is the place of
unending happiness and bliss. The Veda is the most sacred of all the Hindu scriptures
composed of four main collections: Rig Veda – humns and praises; Yahur Veda –
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 522
prayers and sacrificial formulas; Sama Veda – tunes and chants; and Atharva Veda –
magical formulas.
BUDDHISM
M
.C
O
M
According to tradition, the founder of Buddhism was Siddhartha Gautama, who
most probably lived from 563-483 B.C. He was son of a wealthy leader belonging to the
Sakya Clan. He was born in the foothills of the Himalayas in what is now known as
Nepal. Throughout his early life his father sought to protect him from the sorrows of the
world. He was reare in the palalce and was married to a beautiful princess who bore
him a son.
FO
R
U
Despite his riches, Gautama eventually escaped from his wealthy environment and
outside the palace, he met an old dying man, a sick man afflicted by a disease, corpse
being carried to the cremation ground and a shaven-headed wandering religious
beggar, but radiating peace and joy.
O
KS
Gautama resolved to leave his wife and son and to live the life of an ascetic. For six
years, with five companions he strove to find release from the weariness of existence.
Later he left his companions and went to meditate under the Bo tree by the River Gaya,
it was there that he received enlightenment and from then was known as Buddha “the
enlightened one.”
PD
FB
O
Buddha advocated the Four Noble Truth to wit: 1) the noble of suffering-all
mortal existence is characterized by suffering: 2) the noble truth on the origin of
suffering-thecause of suffering is desire; 3) the noble truth on the cessation of desire-to
stop desire means to stop suffering; and 4) the noble truth to the way of the cessation of
desire the stopping of desire comes by following the Noble Eightfold Path to break the
chain of Karma and reach Nirvana.
VI
SI
T
The Eightfold Path on the other hand are 1) Right View; 2) Right Resolve; 3)
Right Speech; 4) Right Action; 5) Right Livelihood; 6) Right effort; 7) Right
Concentration; and 8) Right Contemplation or Ecstasy.
CONFUCIANISM
Confucianism is the body of beliefs and practices that are based on the Chinese
classics and are supported by the authority of Kung fu-tzu or Confucius although he
himself maintained that he was a transmitter rather than a creator.
Confucius was born in 551 B.C in the city of Lu in Northern China, and died around 479
B.C He taught the importance of life which means propriety and orderliness, and the
ideal of a gentleman whose life is governed by propriety filial piety.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 523
For almost 2500 years Confucianism has been the religion of the great masses of
China. The teachings of Confucius are found in the Analects – a collection of
discussions and saying.
The Confucian Scriptures are known as the Six Chinese Classics: 1). Shu Ching – The
Book of History; 2). Shi Ching- the book of Poetry; 3.) I Ching – the book of Changes 4.)
Li Chi – the Book of Rites; 5). Yueh Ching – the Book of Music; 6.) Ch’un Chu - Spring
and Autumn Annals.
M
.C
O
M
Many dherents to this belief considered it as a way of life, a code of moral and social
behavior, rather than a religion. Thus, they need not believe in any god and they may
follow their master, Confucius, and at the same time profess another religion.
TAOISM
FO
R
U
The word tao literally means path or way. It may denote a way of acting or a
principle of teaching. Tao is the inexpressible source of all being, the First Cause, The
Ultimate Reality. It is the principle which moderate and controls the universe, the way in
which men live in harmony with the universe.
O
O
KS
The original teachings of Taoism are found in Tao Te Ching, China’s most
influential book. The book is attributed to Lao Tzu (born in 604 B.C.) but is now believed
to be an anthology of brief passages dating from about the 4th century B.C, Lao Tzu’s
very existence is disputed today.
FB
His name means “Old Master”, a title applied to a number of teachers in the period
following Confucius.
VI
SI
T
PD
To follow the Tao is to follow the way of the nature. The “watercourse way”.
Water flows softly and effortlessly to humble places; yet even so it can be the most
overpowering substance. So, too, with the followers of Taoism, he is likely to be
mystsical and quietist: by stilling himself, his senses and appetites, he can gain an inner
perception of the Tao, a oneness with the Eternal, a harmony with the Principle
underlying and penetrating the whole world.
He attains enlightenment. Te means virtue or power, and a follower of popular Taoism
seeks to harness this power through magic and rituals. He is likely to be preoccupied
with death and the quest for immortality. Taoist writing include Chuang Tzu – the formal
treatise of philosophical Taoism and Tao Te Ching (The Way and its Power) the classic
of mysticism, of first importance in the Taoist religion.
SHINTOISM
Shinto is not a Japanese word. It was coined from the Chinese shen (gods) and
tao (the way), when Buddhism first entered Japan. The intention was to distinguish the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 524
M
older religion – “the way of the Kami” from the new Buddhism. Kami has no exact
translation for it applies to animals, plants, seas, mountains, all natural phenomena, and
even to the ancestors. It expresses a feeling of awe and wonder. Ancient Shinto
combined this veneration of nature with rites of an ancient agricultural fertility cult.
Traces of both practices can be seen today in worship of the one of the foremost Kami,
the Sun Goddess Amaterasu, at the famous shrine at Ise; at the pilgrimage to the
summit of Mount Fuji; in planting and harvesting ceremonies; and in the veneration of
Sacred trees.
O
ZOROASTRIANISM
FO
R
U
M
.C
Zoroastrinism is the religion founded Zoroaster of Zarathustra (ca 700 B.C.)
Its theology is dualistic, the Good God Ahura Mazda or Ormuzd being opposed by the
Evil God, Angra Minyu or Ahriman.They are pressume to be perpetually in conflict but
eventually the victor will be Ormuzd. A ceremony was devised for purifying and keeping
clean both the soul and body. The worship was at altars on which burnt the scared fire
and sacrifices are offered. A priestly class was instituted and the dead were exposed to
vultures.
KS
JUDAISM
PD
FB
O
O
Judaism is the religion of the Jewish people. The Jewish people trace their
history as told in the Hebrew Bible, in particular the Pentateuch – the first five books of
the Bible also known as the Torah (Law) from the patriarchs – Abraham, Isaac and
Jacob, Abraham crossed from Mesopotamia in about 1800 B.C to settle in Canaan also
known as the “promised land – the land flowing with milk and honey”. Abraham begot
Isaac and Isaac begot Jacob and Jacob had twelve sons who took refuge during the
time of famine in Egypt where they became slaves.
VI
SI
T
Around 1250 B.C. their descendants known as the Hebrews were led out of Egypt by
Moses. This was the Exodus. On their way to the promise land, God gave Moses the
Books of the Law engraved in tablets of stones. These are known as the Mosaic
Laws which guide the lifestyle and religion of the Jewish people.
The God of Israel, known as Yahweh, revealed Himself as the God of history
and not simply a tribal deity or nature spirit but the creator of everything who is in total
control of the world which He Himself has created in the beginning of time.
Moses himself did not enter the Promised Land. It was his successor, Joshua,
and the Judges who moved into the land and settled the people. They were in turn
succeeded by a line of Kings beginning with Saul, David and his son Solomon.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 525
Their successors divided the Kingdom into Judah and Israel. The Sacred Scriptures
of Judaism are the: Bible (Old Testament) a collection of books written over a period of
1,00 years and written by different authors; the Torah (Law) – the first five book of the
Bible attributed to Moses; the Mishnah (repetition) – ethical and ritual teaching based on
the Bible; Talmud (study) – based on the Mishnah with futher reflections
The key to beliefs of the Jewish people are summarized as:
M
O
M
.C
U
R
FO
KS



The existence of the creator
The unity of God
The incorporeality of God (God is a spirit)
The eternity of God
The obligation to serve and worship God alone
The existence of prophecy
The superiority of Moses to all the prophets
The revelation of the Law to Moses in Mt. Sinai
The unchanging nature of the law
God is omniscient (all knowing), omnipotent (all powerful) and omnipresent
(everywhere)
Retribution in this world and the next
The coming of the Messiah
The resurrection of the dead
O










O
CHRISTIANITY
T
PD
FB
Christians take their name from Jesus Christ. Jesus was born in Bethlehem. In
Judea, sometime between 6 and 4 B.C. to a devout Jewish couple named Mary and
Joseph, descendants of King David. He grew up in Nazareth, in Galilee and at the age
of 30 was baptized in the River Jordan by a prophet called John the Baptist. John had
been preaching and baptizing people, as a mark of repentance for sins. He heralded the
coming of one greater than himself.
VI
SI
After his baptism, Jesus gathered wound him a band of twelve disciples, and
went about the countryside preaching, teaching and healing the sick. He announced the
coming of God’s rule and declared the need for people to repent of their sins and
believe the Good News of Gods kingdom.
At the age of 33, Jesus was arrested, tortured and put to death by the Roman
authorities, with the collaboration of Jewish secular and religious leaders, probably
about A.D 29-30. He died by crucifixion, a common but very painful method of
execution.
But he rose from the dead three days later, appeared to some women followers and His
disciples, and a number of occasions during the next forty days, and then returned to
His Father in heaven. Christians therefore believe in a living Christ not a dead hero. The
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 526
crucifix and the cross have become the symbols of the suffering Savior and the risen
Lord.
M
The Christians believe that Jesus Christ is both Son of God and Son of Man –
fully human and fuly divine and without sin. In Him, One God, Creator of the heavens
and the earth, came down to men, in order to raise men to be with God. This is the
incarnation, achieved through his birth of a virgin mother, conceived by the Holy Spirit
Jesus took on himself the limitations of human nature.
M
.C
O
He also took responsibility for the sins of the human race, reconciling God with
men and men with God. This is the atonement, achieved through his death. But he died
only to rise again to new life. This is the resurrection.
FO
R
U
Those who believe in Jesus are not only saved from their sins but will be raised
to new life when Jesus comes again. Meanwhile, through the Spirit of God living in
them, they are guided and strengthened in their pilgrimage on earth.
FB
O
O
KS
The Christian canon of scripture, known as the Bible, was finally agreed on
between AD 170 and 220. It contains 39 books of Jewish scriptures ( the old
testament) and 27 books of Christian scriptures, (The New Testament). Some
people add to these the Apocrypha, a collection of Jewish writings which formed part of
Greek version of the Jewes scriptures, but which were excluded from the accepted
Hebrew Canon.
SI
ISLAM
T
PD
The New Testament consist of four Gospels, the Acts of the Apostles, the
Epistles or the Letter of Paul, the General Letters and the Revelation to St. John. The
Christians belive that the Bible is the written Word of God, which bears witness to
Jesus, the Living Word (Logos). (Langley, 1987)
VI
Islam is which literally means submission to God is one of the three monotheistic
religions in the World. Its followers, the Muslims, are those who commit themselves in
the surrender to the will of God (Allah).
Islam traces its origin to the Prophet Muhammad, who was born in Mecca,
Arabia, about AD 571, the time where a power vacuum existed between two great
empires of East and West – Persia and Byzantine. Muhammad, who was orphaned at
an early age, was looked upon by his relatives until a rich uncle sent him on trading
expeditions to the north where it is reported that he met Christians. At the age of 25, a
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 527
rich forty year old widow named Khadija proposed to him and eventually bore him three
daughters but no son.
M
In middle life, Muhammad began to show mystical traits and developed habit of
withdrawing to the hills for contemplation. On one such occasion, at the age of forty he
received a revelation calling him to denounce the paganism and polytheism of Mecca
and preach the existence of one God – Allah.
M
.C
O
Then in 622, at the request of the people of Medina, he left Mecca for Medina
accompanied by his followers. This is known as celebration of hijra or emigration – the
event from which the Muslim calendar begins.
R
U
Meanwhile Muhammad had expelled most of the Jewish tribes to whom he hoed to win
and gradually incorporated the Bedouin tribes of Western and Central Arabia into the
Muslim community.
O
KS
FO
In 630, he attacked Mecca and captured Muhammad immediately set about eliminating
the polytheists and rededicated the ancient sanctuary of the Ka’aba to Allah, making it
the central shrine of pilgrimage for Muslims. In 632 Muhammad died without naming a
successor. He was succeeded by a series of Caliphs, (successors) the first being Abu
Bakr and Umar.
O
The Islamic faith is centered on the Five Pilalrs of Islam:
FB
1. Shahada (confession of faith) – There is no other God but Allah and
Muhammad is his prophet.
T
PD
2. Salat (prayer) – Muslims pray five times daily facing Mecca – at daybreak,
noon, mid afternoon, after sunset and early in the night. They also go to the Mosques
during Fridays.
VI
SI
3. Zakat (almsgiving) – Muslims give 21/2 and a half percet of their income and
other properties to charity.
4. Ramadan (fasting) – During this period the Muslims do not eat, drink, smoke
or engage in sex between dawn and sunset.
5. Hajj (pilgrimage) – A Muslim is required to go to Mecca at least once in his
lifetime.
Soon after the death of Muhammad, the revelations which he received were put
together from oral and written sources to form the Qur’an (recitation), which the
Muslims belive as the infallible word of God sent down from heaven and that nothing
has changed it. Next in importance to the Qur’an is the Hadith (tradition), which is the
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 528
record of the life and activities of Muhammad and the early Muslim communities. It
contains the Sunna (Example) of the prophet and the standards which all the Muslims
should follow. The Qur’an and the Sunna have combined to form the Shiari’a (law) an
extraordinary comprehensive guide to life and conduct (Langley, 1987)
O
M
PART III
PRACTICE EXAMINATIONS
FO
R
ENGLISH
U
M
.C
“GENERAL EDUCATION”
KS
The correct answers are colored in red.
PD
FB
O
O
1. He is considered as the greatest English writer. He is also known as the “Bard of
Avon”
a. Geoffrey Chaucer
c. William Shakespeare
b. Sir Walter Scott
d. Francis Bacon
2. Of the following quotations, which is the best example of an aphorism?
VI
SI
T
a. That is no country for old men
b. I fear thee, ancient mariner
c. Fools rush in where angels fear to thread
d. Out of the frying pan and into the fire
3. He is known as the father of horror stories
a. Edgar Allan Poe
b. Mark Twain
c. Willam Faulkner
d. Harriet Beecher Stowe
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 529
4. Severe financial crisis would cause reduction in teaching positions, increase in class
sizes, decrease in the number of special programs, reduction of supplies, etc. In such a
situation, those who will be most affected in schools are
a. school administrators
b. students
c. parents
d. teachers.
c. a hasty generalization
d. a faulty comparison
M
.C
a. an omitted conclusion
b. alliteration
O
M
5. Taking an examination is like baking an apple pie. The first step is to gather the
ingredients, mix them, prepare the crust, place it on a pie pan, and then bake in an oven
at 350 degrees. This suffers from-
R
KS
FO
a. supernatural intervention
b. a naturally blood thirsty disposition
c. an unfair plot against his life
d. overwhelming ambition for power
U
6. In Macbeth we see a man whose downfall was vaused by
O
7. How much money did you bring for shopping?” Which of the following answers this
question?
PD
FB
O
a. I have some change in my purse
b. None, but I have a credit card
c. I have P500.00 inside the envelope in my desk
d. All the cash I have was spent at the grocery store yesterday
8. Don Quixote, hero of Cervantes immortal novel, rode forth –
VI
SI
T
a. in quest of the holy grail
b. to see the world and seek fortune
c. to defend the oppressed and right the wrong
d. to see his king and country
9. The ash from Mt. Pinatubo has been found to have gold content of only 20 parts per
billion which is far below commercial levels. As such, officials have warned against
hopes of a new “gold rush”
value.
a. There is new hope for boosting the economy of the Phiippines
b. The gold content of the ash from MT. Pinatubo does not have commercial
c. There is a possibility of existing gold mines beneath Mt. Pinatubo
d. There is a need to explore what else lies beneath Mt.Pinatubo
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 530
10. Adults acquire new words and experience primarily through –
a. casual explanation from peers
b. formal instruction in school
c. exposure to their use
d. use of thesaurus
M
11. A readability mismatch happens when the reading levels of books exceed the
reading levels of the students. In this situation, the students experience frustration and
they fall short of the expected and desired output. A student who finds himself/ herself in
such a mismatch will likely do which of the following?
U
M
.C
O
a. Present an argument that the selection or story read was not properly written.
b. Write a comprehensive reaction paper regarding the selection or story read.
c. Give intelligent critique of the selection or story read.
d. Manifest an expected and commensurate emotional reaction to the selection
or story read.
FO
R
12. Gothic architecture is known for its –
c. height
d. round domes
KS
a. decorated ceilings
b. pointed arches
13. All of the following correctly descrives the BALLAD, EXCEPT –
FB
O
O
a. a ballad often rhymes a b c d. c. a ballad often uses learned language
b. a ballad uses dialogue
d. a ballad is a narrative poem
PD
14. An electric industrial company has developed a computer program that can use
photographs of faces to predict how an unborn child will look like
SI
T
a. A computer analyzes facial characteristics from a photograph
b. A computer can predict the looks of future children as well as of their parents
c. A computer can choose the right mate and predict the ageing process
d. A computer can predict the number of children of newlyweds.
VI
15. Van Gogh, the artist, felt that GOD should not be judged on this earth which he felt
represents one of his sketches that tuned out badly. Which of the following maybe
inferred from this passage?
a. Van Gogh felt that more evil than good exists on earth
b. Van Gogh felt that this earth was created but not completed by GOD
c. Van Gogh felt that GOD created more than one universe
d. Van Gogh believed that more than one earth exists.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 531
16. Values education is integrated in the curriculum of all levels. Which of the following
supports this statements.
O
C. Its corresponding idea in the mind
d. Its use in particular situation
M
.C
a. Its general, dictionary definition.
b. its object to which it refers
M
a. New teachers will be hired
b. Additional classrooms will be needed
c. Values education is stressed in all subjects at all levels
d. There is need for training of teachers to teach
17. According to current linguistic theories, which of the following is the best definition of
the meaning of a word.
U
18. Once I passed through a populous city imprinting my brain for future use with its
shows, architecture, customs, traditions. Yet now, of all that city I remember only a
woman I casually met who detained me for love of me. This passage is an example of –
c. metered poetry
d. free verse.
FO
R
a. blank verse
b. prose
O
KS
19. In writing his Autobiography, Benjamin Franklim stated that he was unable to arrive
at perfection. Yet, I was by the endeavor, a happier and better man I otherwise should
have been if I had not attempted it. Which of the following best describes Franklin
attempt to achieve perfection?
FB
O
a. Cleanliness is next to Godliness
b. Time is money
c. Nothing ventured, nothing gained
d. Ambition is its own reward
PD
20. In the Count of Monte Cristo, Edmond Dante was wrongfully imprisoned in –
c. Devils Island
d. the Castle of Chillon
T
a. the conciergerie
b. The Bastille
VI
SI
21. Teachers have the responsibility for the development of childrens competencies in
basic concepts and principles of free speech. Therefore, if we want children to develop
their own voices in a free society, teachers must support participatory democratic
experiences in the daily classroom activities through—
a. considerations for cultural and gender differences
b. concept and principles of free speech
c. indoctrination on the principles of society
d. developing childrens citizenship competence
22. The Nibelungenlied is a –
a. Latin Myth
c. Chinese legend
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 532
b. Medieval German epic. Russian folk song
23. This is Tom, whom I am sure, will be glad to help you/
a. No, Change
b. Tom, whom I am sure
c. Tom who I am sure
d. Tom, who I am sure
c. has scarcely with equal
d. has hardly and equal
O
a. No change
b. has scarcely an equal
M
24. Ronnie has scarcely no equal as a pitcher –
M
.C
25. Having studied eight weeks, he now feels sufficiently prepared for the examination.
FO
R
U
a. Since hes been spending the last eight weeks in study
b. Due to eight weeks of study
c. No change
d. Fort eight weeks he studies so
KS
26. The belief of ancient scientist was that the maggots are generated from decaying
bodies and filth and are not formed by reproduction
O
a. The ancient scientist believe
b. No change
c. The ancient scientist beliefs were
d. The ancient beliefs of scientist was
FB
O
27. The amount of water in living cells vary, but it is usually 65 percent and in some
organism maybe as high as 95 percent or more of the total substance.
T
PD
a. The amount of water varies in living cells
b. No Change
c. The amount of water vary in living cells
d. The amount of water in living cells varies
VI
SI
28. The respiratory membrane, through which exchange of gases occurs, are the things
of the lungs
a. through which exchanges of gas occurs
c. No change
b. After gases are exchanged
d. through which gas is exchanged
29. Delegates to the political convention found difficulty to choose a candidate from
among the few nominated.
a. it difficult in making the choice of
b. No change
c. it difficult to choose
d. making a choice difficult in selecting
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 533
Select the letter of the word or phrase that defines the capitalized word(s) in each
sentence.
30. Lepidopterology is WHERE YOU STUDY moths and butterflies.
M
a. Moths and butterflies are studied Lepidopterology
b. The study of moths and butterflies is Lepidopterology
c. Lepidopterology is the study of moths and butterflies
d. Lepidopterology studies moth and butterflies
O
31. He was NEITHER QUALIFIED to lead this country NOR WAS HE SERIOUS
U
M
.C
a. Neither was he qualified nor was he serious to lead this country
b. He was neither qualified nor serious to lead this country
c. Neither qualified nor serious was he to lead this country
d. He was qualified but not serious to lead this country
FO
R
32. SHE ENJOYS PLAYS, CULTURAL EXHIBIT, AND TO WALK EVERY MORNING.
KS
a. She goes to plays, cultural exhibits, and walking every morning
b. She enjoys plays, cultural exhibits and morning walks.
c. She enjoys going to plays, exhibitions and to walk every morning
d. She goes to plays, watching exhibits, and walking every morning
O
O
33. Patricia is taller than ANY GIRL in her class
PD
FB
a. Patricia is the taller grl in the class
b. Patricia is taller than other girls in the class
c. Patricia is the taller than other girls in the class
d. Patricia is taller than any other girl in her class
T
34. The hunter stalked the wild boar slowly, cautiously and IN A SILENT MANNER
VI
SI
a. And in silence
b. And also used silence
c. And silently
d. Any by acting silently
35. How much HAS FUEL COSTS RAISED during the past year?
a. Has fuel costs rose
b. Has fuel costs risen
c. Have fuel costs risen
d. Have fuel cost raised
36. About a thousand people GATHERED, THEY WERE THERE PROTESTING the
construction of a nuclear power plant.
a. Gathered, protesting against
b. Gathered for the purpose of protesting
Visit For more Pdf's Books
Pdfbooksforum.com
c. Gathered to protest
d. Gathered-they were protesting
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 534
37. There was a QUEUE at the launch counter
a. New service strategy
b. Slow service
c. Line of people awaiting for their turn
d. Fast service rendered
38. That was the most CHAOTIC era of the Hundred Years War.
c. Disgusting
d. Disorderly
M
a. Helpless
b. Unfortunate
M
.C
c. Unfortunate events
d. foretelling future events
R
40. There was an ESOTERIC lecture on holography
U
a. State of bliss
b. Sanctification
O
39. Astrology is the form of DIVINATION
c. Irrefutable proof
d. Understandable only by a select group
FO
a. Something ancient
b. Out of Context
O
c. Valuable data
d. Warning to avoid danger
O
a. Past experience
b. Advanced knowledge
KS
41. The brain can store ADMONITORY information
PD
a. Handworking
b. Self-reliant
FB
42. Those tribes are INTREPID pioneers of the islands.
c. Very brave
d. Supernatural
T
43. TRANSCENDENTAL meditation is practiced in Yoga
VI
SI
a. Momentary
b. Interpretative
c. heavenly
d. Supernatural
44. They were showered with extraordinary AMENITIES of the luxurious hotel.
a. Hostilities
b. Comforts
c. Pardons
d. Jokes
45. Form all the report of the Philippine Atmospheric Geophysical and Astronomical
Service Administration, we DEDUCED that we were in for bad weather
a. Led away
b. Subtracted
c. Undermined
d. reached a conclusion
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 535
46. There was a CONFLAGRATION in the forest of Palawan.
A General assembly
b. Fierce encounter
c. Large destructive fire\
d. Massive free planning
c. Easy to manage
d. Innocent
FO
R
49. The next millennium in another PHASE in history
U
a. Lovable
b. Helpless
M
.C
48. The usually DOCILE cows become unruly duringa storm.
O
a. Time when days are longer than the nights
b. Time when day and night are equal length all over the earth
c. Time when heavy rainfall
d. Time when days are shorter than the nights
M
47. The EQUINOX usually occurs on or close to March 21 and September 23.
c. A trouble to anticipate
d. A stage or changing state of development
KS
a. A shadow of the past
b. A confusion of mind
50. She had ILLUSIVE dreams of instant wealth
O
c. moving swiftly
d. Based on false ideas
VI
SI
T
PD
FB
O
a. Tending to slip away
b. Beyond comprehension
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 536
FILIPINO
1. Kami ang kabataang siyang magiging pag-asa ng bayan.
a. Pagtula
b. Pagtanong
c. Pagtukoy
d. Pasasalamat
2. Sabihin ang gawa ng pagsasalitang ito. Iwasan ang imburnal, may nagtrabaho”
M
c. Babala
d. Pasasalamat
FO
4. Ikaw naman kasi nagpahuli ka pa
c. Pagbibigay ng impormasyon
d. Pagbabahagi ng damdamin
KS
a. Pagkontrol ng kilos ng iba
b. Paglikha
U
c.mag-akyat
d. mag-aakyat
R
a. Umaakyat
b. umakyat
M
.C
3. Oo. Ate, ___________________ na muna ako nang tubig
O
a. Pagtukoy
b. Pagkukuwento
O
c. paglaba
d. paglalaba
FB
a. Lalabhin
b. Lalabhan
O
5. Hoy, Michelle! Tigilan mo muna ang ________ at kumain ka muna”
PD
6. Ang tinawag na madamdaming mananaysay ni Carmen Guerero Nakpil ay si –
c. Teo S. Baylen
d. Alejandro Abadilla
T
a. Virgilio S. Almario
b. Teodoro A. Agoncillo
VI
SI
7. Ito ay isang dulang nagsasalayay ng buhay at kamatayan ng ating mahal na poong
Hesukristo at masasabing parang PASYONG itinatanghal sa entablado. Ito ay ang –
a. Moro-moro
b. Senakulo
c. Karagatan
d. Duplo
8. Ang mga sumusunod, maliban sa isa, ay ilan sa mga akdang pampanitikang nagdala
ng malaking impluwensya sa buong daigdig.
a. Ang Koran
b. Ang Divina Comedia
c. Ang Banal na Kasulatan
d. Ang Romeo at Julieta
9. Alin sa mga sumusunod ang pinakatamang pangungusap?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 537
a. Isang guro na lalaking anak na bunso ni Marcia John.
b. Isang guro na si John, ang bunsong anal na lalaki ni Marcia
c. Isang guro na bunsong lalaking anak ni Marcia si John
d. Isang guro na si John na bunsong lalaking anak ni Marcia.
10. Alin sa mga sumusunod ang pinakatamang pangungusap?
M
.C
O
M
a. Ang pabrikang pinagtrabahuhan nila malapit sa amin ay bago’t Malaki.
b. Ang bago’t malaking pabrikan pinagtatrabahoan nila ay malapit sa amin
c. Ang pinagtatrabahuhan nilang malapit sa amin ay bago’t malaking pabrika
d. Ang pabrikang malapit sa amin, bago’t Malaki ay pinagtrabahuhan nila.
11. Kami ay nakikipagsapalaran sa lunsod. Ano ang ayos ng pangungusap?
c. Walang paksa
d. Walang pandiwa
R
U
a. Di-karaniwan
b. karaniwan
KS
c. Walang Sugat
d. Puso ng Isang Pilipino
O
At patriotism ay ang __
a. Ang kalupi
b. R.I.P
FO
12. Ang mahalagang ambag ni Severino Reyes sa dulang tagalog na ang hangarin ay
reporma sosyal
FB
O
13. Alin sa mga sumusunod ang pinakatamang pangungusap?
PD
a. Nagpapabata ang pulbos sa kutis na Clinique.
b. Nagpapabata sa kutis ang pulbos na Clinique
c. Nagpapabata ng mukha sa kutis ng pulbos na Clinique
d. Nagpapabata sa kutis ng mukha ang pulbos na Clinique
SI
T
14. Ikinalulungkot ko ang mga nangyayari
VI
a. Paghula
b. Pagsagot
c. Paghingi ng paumanhin
d. Pagtatanong
15. Piliin ang gawi ng pagsasalita: Ipinadala niya ang mga aklat sa mga kaklase
a. Direksyon
b. Aktor
c. Sanhi
d. Layon
16. Piliin ang gawi ng pagsasalita: Kasiyahan ko nang Makita kayong nagmamahalan
a. Pangarap
b. Pagkontrol ng kilos
c. Pagkuha ng impormasyon
d. Pagbabahagi ng damdamin
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 538
17. Ang kaugnayan ng pagkakapatay kina Burgos, Gomez at Zamora sa panitikang
Pilipino ay __
a. nanaliting masigla ang diwang Pilipino
b. nakagising sa damdaming makabayan ng mga Pilipino
c. natutong lumabag sa batas at lumaban sa maykapangyarihan ang mga
O
M
Pilipino
d. naimpluwensyahan ang diwang alipin ng mga Pilipino.
U
c. Dadalhin
d. Dinadala
FO
R
a. Nadala
b. Dinala
M
.C
18. Sa Lunes na pala tayo pupunta sa Subic. Ano ang _______ mong pagkain?”
Tanong ni Lito.
O
c. Ikaapat na pangungusap
d. Unang pangungusap
FB
O
a. Ikalwang pangungusap
b. Ikatlong pangungusap
KS
19. Isa sa mga mahalagang dapat taglayin ng isang tao ay ang pagtitiwala sa sarili.
Ang taong wala nito ay nagiging mahiyain. Ibinababa ang kanyang sarili, mahirap
magtagumpay sa kanyang mga hangarin at nanatiling naiingit lamang.
Ang pangunahing kaisipan ay matatagpuan sa __
PD
20. Ipinagmalaki mo siya BAHAG naman apala ang kanyang BUNTOT. Ang ibig sabihin
ng may malaking titik ay __
c. duwag
d. traidor
T
a. kuripot
b. mahiyain
SI
21. Walang tubig kahapon. Ito ay pangungusap na __
VI
a. Walang pandiwa
b. Walang paksa
c. May panaguri
d. May Paksa
22. Ang kauna-unahang nagsalin sa Tagalog ng MI ULTIMO ADIOS ni Jose Rizal ay is
__
a. Emilio Jacinto
c. Andres Bonifacio
b. Apolinario Mabini
d. Rafael Palma
23. KUMATHA ANG MAKATA NG TULA. Ang kaganapan ng pandiwa sa pangungusap
na ito ay __
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 539
a. layon
b. tagaganap
c. pangnakaraan
d. ganapan
24. Kabaliwan at paglulustay ang inyong ginagawa taun-taon. Higit na marami ang
maralitang nangangailangan ng salapi at at dunong. Ang nagsasalita ay ___
a. Kuripot
b. Maramot
c. praktikal
d. matipid
M
.C
O
M
25. Piliin ang gawi ng pagsasalita: Ayokong sumunod sa mga sinasabi mo.
a. Pakiusap
c. pagtanggi
b. babala
d. pamungkahi
26. Pinakamahalagang nobelang Pilipino sa maraming taon na nalimbag noon 1906 at
tumalakay nang masinsinan sa paksang puhunan laban sa paggawa at sa sosyalismo
FO
R
U
a. Kundangan
c. Salawahang Pag-ibig
b. Ang Pangginggera
d. Banaag at Sikat
27. Ang mga sumusunod maliban sa isa ay mga sagisag-panulat ni Marcelo H. Del
Pilar. Ito ay ang __
c. Kinting Kulirat
d. Piping Dilat
KS
a. Pupdoh
b. Dolores Manapat
FB
O
O
28. Ang karangalan ng pagka- “ Unang tunay na makata ayon” sa mananaliksik ay
ibinibigay sa kanya at nalathala noong 1708 ang kanyang tulang ipinalalagay na may
katangian ng tunay na tula. Siya ay si __
PD
a. Jose Corazon de Jesus
b. Felipe de Jesus
c. Francisco Balagtas
d. Jose dela Cruz
T
29. Alin sa mga sumusunod ang pinakatamang pangungusap?
VI
SI
a. Ang mga kabataan kung maliwanag ang buwan ay nagtatakbuhan sa
lansangan at naglalaro
b. Ang mga kabataan ay naglalaro kung maliwanag ang buwan at nagtatakbuhan
sa lansangan
c. Ang mga kabataan ay naglalaro at nagtatakbuhan sa lansangan kung
maliwanag ang gabi
d. Ang mga kabataan sa lansangan ay naglalaro at nagtatakbuhan sa
lansangan.
30. Ikaw ba ang dapat sisihin sa nangyari?
a. Pagbati
b. Pagsasadula
c. Pagbibigay ng impormasyon
d. Pakikipagkapwa
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 540
MATHEMATICS
1. A computer system is actually made up for actual physical machines known as –
c. Printer
d. software
c. 1/9, 2/15/ 3/21
d. 2/15, 3/21, 1/9
M
.C
a. 3/2 1, 1/9, 2/15
b. 1/9, 3/21/ 2/15
O
2. List the fractions 1/9, 2/15, and 3/15 from LEAST to GREATEST.
M
a. Monitor
b. hardware
U
3. Which of the following gives the sum of the polynomials (a 2 + b2 + ab) and (3a2+4ab –
2b2)?
c. 3a2 +5ab-2b2
d. 4a2+5ab-b2
FO
R
a. 4a2+b2+5ab
b. 5a2+5b2+5ab
O
c. 34
d. 30
O
a. 33
b. 45
KS
4. Of 50 students enrolled in the subject, curriculum and instruction 90% took the final
Examination at the end of the term. Two thirds of those who took the final examination
passed. How many students passed the exam?
PD
FB
5. The entry of data and commands into the computer system is made possible through
the –
a. printer
c. monitor
b. keyboard
d. diskette
VI
SI
T
6. If 4a=b, then a is equal to _____
a. 4+b
c. b/4
c. 4b
d. 1/4b
7. If p is a positive integer in the equation 12p=q, then q must be a –
a. negative even integer
b. positive odd integer
c. negative odd integer
d. positive even integer
8. The arithmetic mean of a set of 50 numbers is 38. If two numbers, 45 and 55, are
discarded. The mean of the remaining set of numbers is
a. 36.5
b. 37.24
c. 37.0
d. 37.5
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 541
9. Which of the following values is CLOSEST to the square root of 4000?
a. 22
b. 63
c. 200
d. 19
10. The value of the expression 3xy + 5y + 7 when x=2 and y=3 is—
M
c. 34
d. 40
M
.C
O
a. 36
b. 42
R
U
11. The following table shows some fixed algebraic correlations of the quatities m and n.
What is the value of n if m is equal to – 4?
-9
-6
-3
0
3
6
O
O
KS
FO
M
3
2
1
0
-1
-2
c. -9
d. 12
FB
a. 9
b. -12
T
c. I and II
d. I only
SI
a. II. Only
b. II and III
PD
12. if 5x>0, which of the following must be TRUE? I. x<0 II. 1/x > 0 III. –x<0
VI
13. Which of the following Figures represents closed curves?
a
b.
c.
a. b,d and e
c. a and b
b. a,b and d
d. b and d
Visit For more Pdf's Books
Pdfbooksforum.com
d.
n
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 542
14. A cube is rectangular solid, the length, with and height of which have the same
measure called the edge (e) of the cube. The volume of the cube is found by “cubing”
the measure of the edge. What is the volume of the cube whose edge is 4cm?
a. 27cm3
c. 206cm3
b. 64 cm3
d. 125cm3
M
.C
b. shuld be unconcerned as imitation is too complex
O
a. be concerned when a child imitates their language
M
15. While attempting to explain the role of imitation in language acquisition,
investigators studied the different aspects of language development. An inference which
parents will make from this passage is that they should
U
c. realize that their child’s imitations may reflect several aspects of language
acquisition
FO
R
d. realize that their talking may over-stimulate their child’s activities.
b. 32
d. 25
O
c. 20
O
a. 10
KS
16. If a function is defined by the set of ordered pairs (1,2), 2,4), (3,8), (4,16), (5,y), then
the value of Y is –
b. m = b
PD
a. n+a>m + b
FB
17. If n<m and a<b then _____
c. n=a
d. n+a < m+b
T
18. Why is 1/ 5 called a unit fraction?
SI
a. The number 5 is the denominator
VI
b. The unit is less than one
c. Unit fractions have 1 as the numerator
d. It is between 0 and 1, the basic unit.
19. The amount of simple interest denoted by “I” paid by the bank on a savings account,
uses which of these formulas?
a. I= principal invested x annual rate of interest x months
b. I= principal invested x annual rate of interest x years
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 543
c. I = Principal invested x annual rate of interest x years x months
d. I = principal invested x annual rate of the interest
20. In the figure below, MNOP is a parallelogram. Give the measurements, find the Area
(A) and Perimeter (P) of the below figure.
M
.C
O
R
U
6”
O
4
3”
P
M
M
c. A = 18 sq. in. P = 20 inches
FO
a. A = 24 sp. In. P = 20inches
d. A = 22 sq.in.P = 27 inches
KS
b. A = 18 sq.in.P = 18 inches
a. mean
FB
O
O
21. If the scores in Mathematics test of 45 students are arranged from the highest to the
lowest, the 23rd score is the
PD
b. variance
c. median
d. mode
b. 50%
c. 500%
d. 5000%
VI
a. 5%
SI
T
22. Express the integer 50 as percent.
23. To find the perimeter (P) of a rectangle that has length of 16 inches and a width of
12 inches, which of the following equations can be used?
a. P=2 (16) (12)
c. P =2(16) + (12)
b. P= (16) + (12)
d. P= 2 (16) + 12)
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 544
24. Which of the following illustrates the procedure and correct answer of multiplying 2
½ x 3 2/3?
a. =3/5 x 6/3 = 9/5 x 30/5 = 270/5 = 54
b. 2/5 x 3/11 = 5/50 x 30/50 = 150/5 = 30
c. 5/2 x 11/3 = 55/6 = 9 1/6
M
d. 2/3 x 5/2 = 4/6 x 15/6 = 60/6 = 10
English
5
Mathematics
3
Social Science
3
Foreign Language
2
P.E
2
R
Credit
b 2.87
PD
a. 2.00
FB
O
O
KS
FO
Subject
U
M
.C
O
25. The final grades and corresponding credits earned by a college student are given
below. What is her grade point average ofr the term if. Grade A = 4; Grade C = 2; Grade
D=1
c. 3.50
Grades
A
C
B
D
B
d.3.25
SI
b. 3x3
c. 27
d. 3
VI
a. 9
T
26. What is cube root? (32 x 3)?
27. A vehicle consumes one liter of gasoline to travel 10 kilometers. After a tune-up, it
travels 15% farther on one liter. To the nearest tenth, how many liters of gasoline will it
take for the vehicle to travel 230 kilometers?
a. 20.15
b. 23 liters
c. 23.15 liters
d. 20 liters
28. A rectangular solid is right-angled figure that has length, width and height. Find the
volume of a rectangular solid whose: length = 6cm, width = 4cm, height = 3cm.
a. 90 cm3
b. 48cm3
c. 72cm3
Visit For more Pdf's Books
Pdfbooksforum.com
d.20cm3
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 545
29. If the score of 10 students are: 76,80,75,83,80,79,85,80,88,90 the mode is –
a. 85
b. 79
c. 88
d. 80
30. In the figure below, a square and circle intersect. If N is the center of the circle, what
percent of the circle remains unshaded? (Consider 360 degrees in the circle.)
c. 30%
d. 45%
KS
b. 25%
O
a. 50%
FO
R
U
M
.C
O
M
N
FB
O
31. A rectangle has sides of 10 and 12 units. How can the area of a square be
computed if it has the same perimeter of the rectangle?
PD
a. Add 10 and 12, double the sum, divide by 4, then multiply by 4.
b. Add 10 and 12, double the sum, then multiply by 4
T
c. Add 10 and 12, double the sum, divide by 4, then square the quotient
VI
SI
d. Add 10 and 12, double the sum, divide by 4, then multiply by
32. The ratio of men to women at Mabuhay Highschool is 3:7. If there are 6,153 women
in the said school, how many men are at Mabuhay High School?
a. 2,051
b. 2,637
c. 879
d. 1.895
33. Which of the following is the numerical form for “twenty thousand twenty”?
a. 2,020
b. 2,000,020
c. 20,020
d. 20, 000, 20
34. If each of the five members in a basketball team shakes hands with every other
member of the team before the game starts, how many handshakes will there be im all?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 546
a. 6
b. 8
c. 10
d. 9
35. How many twenty thousand are there in one million?
a. 100
b. 500
c. 50
d. 1000
36. A number which is divisible only by itself and I is called prime. Which of the following
are prime?
IV. 121
a. II, III and IV only
c. I and II only
b. II and III only
d. All are prime
M
III. 113,
O
II.3,
M
.C
I.9
b. .23, 50, 03, 3.05
d.023, 5.00, 3.0, 03.5
R
c. 23, .05, .03, .035
FO
a. 2.3, .500, .30, 30.5
U
37. Change the following percents to decimals: 23%, 5%, 3%,3.5%
38. What is the range of the following: 86, 70, 83, 90, 85, 78, 79, 81,87.
b. 15
c. 16
d. 20
KS
a. 12
FB
O
O
39. Multiple regression equation analysis in a study revealed the relative contribution of
story elements to reading achievement, and that the contribution of these story
elements is substantial. Which of the following conclusions about the correlation of story
elements to reading achievement is suggested in the finding?
a. That other important story elements be included in the analysis
PD
b. That story elements are important variables to consider in reading achievement
T
c. That correlation of 1.0 is needed for this study to be significant
VI
SI
d. That there is a little variance between story elements and reading achievement
40. What value of x will satisfy the equation 5x + 7 = 3x – 9?
a. x=-16
b. x = +8
c. x=10
d. x=8
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 547
NATURAL SCIENCE
1. Which of the following audio-visual sets of equipment can best project visual
materials in a classroom that is difficult to darken?
c. Colored materials
b. Opaque projector
d. Overhead projector
O
M
a. Filmstrips
c. cats and mice
c. human and tapeworms
d. dogs and cats
KS
FO
R
a. ants and aphids
U
M
.C
2. Symbiosis is defined by biologist as individual of different species living together in
intimate association, regardless of whether the association is harmful, neutral, or
beneficial. All of the following pairs are examples of symbiosis EXCEPT__
O
3. Which of the following statement about atomic structure is NOT right?
O
a. All atoms of the same atomic numbers are atoms of the same element
FB
b. An atom can gain or lose electrons without changing its charge
c. Atoms are mostly empty space
T
PD
d. Most of the mass of the atom is concentrated in its nucleus.
SI
4. Which of the following statements is TRUE of nuclear fission?
VI
a. The energy process is dentical to that which occurs in the sun.
b. Energy is obtained by getting nucleus of the atoms to break up or split
c. Matter from the lighter atoms is changed into energy
d. Scientists can combine lighter atoms to form heavier atoms.
5. All of the following statements about the routinary use of pesticides are TRUE,
EXCEPT
a. Due to the widespread use of DDT, a new type of house fly emerged
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 548
b. It results in the evolution of exciting new types of organisms.
c. It may not only kill the intended insects but also those that feed on them
d. Pesticides tend to become progressively less effective as the organisms become
immune.
b. babyhood
c. adolescence
d. adulthood
O
a. puberty
M
6. The skull of a person increases in size rapidly during__
c. Newton’s theory
b. specific gravity
d. A cup of flour
FO
R
U
a. Archimedes principle
M
.C
7. Apparently, the loss of weight of objects immersed in a fluid is due to __
KS
8. Metabolism and combustion are chemically similar. They both result in the oxidation
of some compounds. If completely oxidized, which of the following foodstuffs would
yield the MOST Thermal Energy?
c. A cup of milk
O
a. a cup of ice cream
d. A cup of flour
FB
O
b. A cup of sugar
PD
9. In countries where medical skill and a public understanding about health and disease
are widespread, which of the following changes are evident?
T
I. Accidental deaths have decreased
SI
II. The communicable disease death rate has decreased
VI
III. Infant mortality rate has decreased
IV. More people live a full life
V. People live long enough succumb to degenerative disease.
a. I, II, III
c. I, II, III, IV, V
b. II, III, IV, V
d. I, II, II, V
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 549
10. Which of the following parts of the circulatory system carries digested fats away
from the small intestines?
a. Pancreatic duct
c. Pulmonary artery
b. Arterial capillaries
d. Lacteals
b. Earthquake
d. Neap tide
R
c. Solar Eclipse
FO
a. Lunar eclipse
U
M
.C
SUN
O
M
11. When the Sun, Earth and Moon are arranged as shown in Figure below, what
phenomenon is likely to occur?
KS
12. When water evaporates, it changes into which of the following states?
c. Gaseous
b. Matter
d. Liquid
FB
O
O
a. Solid
13. Which of the following statements is NOT true about comets?
PD
a. Comets are mostly frozen gases and cosmic dust.
b. Comets glow by their own light
SI
T
c. Coments generally have elongated elliptical orbits
VI
d. Comets may go around the sun in any direction.
14. A group of students tried to find out how volume would affect the mass and density
of a piece of metal. The data are shown on the table below:
Trial
Volume (cm3)
Mass(g)
Density (g/cm3)
1
10
15
1.5
2
40
60
1.5
3
5
7.5
1.5
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 550
4
160
240
1.5
Based on the trials made, which among the following conclusions can be formulated?
I. Density of a material is constant
II. Mass is inversely proportional to volume
M
III. Volume is directly proportional to mass
c. I and II
d. I and IV
M
.C
a. III and IV b. I and III
O
IV. Density is dependent on mass and volume
c. nuclear change
b. physical change
d. chemical change
KS
FO
R
a. mechanical change
U
15. a change in the shape or size of an object can be classified as ___
16. In what state are most matter in the universe?
c. Solid
d. Plasma
O
b. Liquid
O
a. Gas
FB
17. Two glass tumblers that are stuck one nside the other may be loosened by –
PD
a. pouring cold water on the outside tumbler after filling the inside tumbler with equally
cold water.
SI
T
b. pouring hot water on the outside tumbler after fillinf the inside tumbler with equally
hot water.
VI
c. pouring cold water on the outside tumbler after filling the inside tumbler with hot water
d. pouring hot water on the outside tumbler after filling the inside tumbler with cold water
18. A thermometer measures___
a. energy
b. heat
c. pressure
d. temperature
19. The volume and mass for each of five metal pieces are shown in the table below.
Which of the metal pieces has the LOWEST density?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 551
VOLUME
MASS
Beryllium
100
185
Calcium
100
155
Osmium
10
225
Titanium
10
45
Zinc
1
7
b. Calcium
c. Beryllium
d. Osmium
M
.C
O
a. Zinc
M
METAL
b. Sound energy
d. Electrical Energy
R
c. Mechanical energy
FO
a. Chemcal energy
U
20. Which of the following forms of energy travels in waves?
KS
21. A British physicial and bacteriologist, Sir Ronald Ross was awarded the Nobel Prize
in medicine for his researches in the ___
c. transmission of malaria
b. prevention of hepatitis
d. control of cholera
FB
O
O
a. liquid fuel rocket
PD
22. When lighted, the energy of the alcohol in a lamp is ___
a. lost while heating is done.
T
b. transformed from chemical to mechanical energy
SI
c. transformed from chemical to heat energy
VI
d. completely destroyed
23. Which process occurs when dry ice, CO2 (s) is changed into CO2 (g)?
a. evaporation
c. sublimation
b. Condensation
d. Decomposition
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 552
24. The first Filipino who was declared as national scientist and who has contribute
much in discovering local plants that can be use as medicine is ___
a. Dr. Pacifico Marcos
c. Dr.Elisio Kintanar
b. Dr. Henry Mosely
d. Dr. Alfredo C. Santos
M
.C
a. The shape of the object has a minor effect on the falling rate
O
M
25. Two items of similar shapes and weights are drop simultaneously in a ten-storey
building. Which of the following statement is correct about the falling rate of the objects?
b. The weight of the object has no effect on the falling rate
U
c. The distance of the fall has an effect on the falling rate
FO
R
d. The resistance of the air has no effect on the falling rate
KS
26. The El Niño phenomenon which grabbed control of the world’s weather machine is
identified by climatologists as
O
a. landslides, flashfloods, warm air currents
O
b. lack of rains, droughts, crop failure
PD
d. all of these
FB
c. heavy downpours, tropical storms in some parts of the earth
SI
T
27. A soda-acid type fire extinguisher is recommended for putting out fires which
involves burning ___
c. dru chemicals
b. fats or vegetable oil
d. painted woodwork
VI
a. insulation on wires
28. An atom or a group of atoms which has an excess/deficiency of electrons is called—
a. electron
c. ion
b. proton
d. molecules
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 553
29. Fossils are most likely to be found in __
a. Metamorphic rocks
c. Sedimentary rocks
b. igneous rocks.
D. ocean floor
30. If a doctor descrives a patien as dehydrated, he means that the patient--c. needs oxygen
b. needs insulin
d. has lost a great deal of water
M
.C
O
M
a. has a contagious disease
31. Radium was discovered by ___
c. Joseph John Thomston
b. Pierre and Marie Curie
d. Albrecht Van Haller
FO
R
U
a. Albert Einstein
O
O
KS
32. A board the space shuttle, astronauts strap themselves to a wall or bunk when they
sleep. This is because during a change of shuttle velocity an unstrapped sleeping
astronaut would likely slump into the shuttle wall and be injured. These astronauts have
to be strapped down because___
FB
a. they are unable to sleep while floating free in space
PD
b. gravity is weak to have them remain in bed
c. their body functions have to be constantly monitored
SI
T
d. their bodies have inertia
VI
33. Four circular holes of equal size arranged from top to bottom were to cut to 2cm
apart into a large plastic bottle. The holes were covered with tape, and the bottle was
filled with water. The tape was then removed. Which of the following statements will
BEST describe the result?
a. Water from the top hole will squirt out the farthest
b. Water from each hole will squirt out the same distance from the battle
c. The sudden release of water will cause the bottle to collapse
d. Water from the bottom hole will squirt out the farthest
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 554
34. The history of the earth has been divided by scientists into eras. Which of the
following shows the arrangement of these areas into the proper sequence from the
oldest to the most recent?
a. Precambrian, Mesozoic, Cenozoic, Paleozoic
b. Paleozoic, Cenozoic, Precambrian, Mesozoic
M
c. Cenozoic, Mesozoic, Paleozoic, Precambrian
M
.C
O
d. Precambrian, Paleozoic, Mesozoic, Cenozoic
c. 212º F
c. 50º C
d. 37º C
R
a. 32º F
U
35. Which of the following is closest to normal body temperature?
FO
36. A change in the composition of a substance resulting in the formation of a new
substance is called ___
c. Physical change
b. mechanical change
d. Chemical change
O
O
KS
a. nuclear change
FB
37. Which of the following statements is/are TRUE?
PD
I. Water in a cup and water in a pot at 100 ºC have molecules of the same degree of
activity
SI
T
II. It takes more burning of fuel to produce a pot full of boiling water than to produce a
cupful.
VI
III. The unit used in measuring the quantity of heat is the calorie
IV. A pot full of water has a greater number of active molecules than those a cupful of
water
a. III and IV only
c. None of these statements
b. All of these statements d. I and II only
38. Which of the following causes the seasons?
a. The rotation of the Earth about the Sun
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 555
b. The rotation of the Sun about the Earth
c. The distance of the earth from the Sun
d. The tilting of the Earth on its axis
39. Which of the following statements best explains why copper is the metal most widely
used in electrical wiring?
b. It is cheaper than aluminum
M
.C
c. It is a better conductor than aluminum and cheaper than silver.
O
M
a. It is the best conductor of electricity
R
U
d. It has high resistance to electricity
FO
40. To achieve ecological balance, which of the following of components should an
aquarium contain.
c. Water, plants
b. Water, snail, fish
d. Water, Snail, plants, fish
VI
SI
T
PD
FB
O
O
KS
a. Water, fish
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 556
SOCIAL SCIENCE
1. The Comprehensive Land reform Program (CARP) provides a person, association, or
corporation cannot own or retain agricultural land which is more than how many
hectares?
b. 7
c. 5
d. 3
M
a. 10
M
.C
O
2. Without limiting the rights of parents to rear their children, the Constitution provides
compulsory elementary education for ___
a. adult citizens and out of school youth c. all physical able individuals
d. all children of school age
FO
R
U
b. all children of pre-school age
KS
3. Which of the following teaching-learning process demonstrates the action learning
approach to values education?
a. Students engage in role playing of different characters
O
b. Teachers assigns groups to discuss different national moral issues
O
c. Students and teachers participate in a community immersion program
PD
FB
d. Teacher and student’s debate actively on moral issues
4. What is the social scientist’s explanation of the relationship of a leader to history?
SI
T
a. Had any great leader been different than he was, the course of would have been
different.
VI
b. Leaders are product of their times
c. History is a reflection of great leaders
d. Every great movement is the lengthened shadow of a great man.
5. Who was known as the “Tagalog Joan of Arc” because of her exploits during the
revolution?
a.Trinidad Tecson
c. Gregoria de Jesus
b. Teresa Magbanua
d. Agueda Kahabagan
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 557
6. Which is the correct chronological order of the events in history listed below?
I. Execution of Dr. Jose Rizal
II. Declaration of the first Philippine independence
III> The EDSA Revolution
b. II,I,IV,III
c. II,I,III,IV
d. I, II, IV, III
M
.C
a. I, IV, II, III
O
M
IV> World War II
c. Marcelo H. del Pilar
b. Graciano Lopez
d. Gregorio H. del Pilar
KS
FO
a. Mariano Ponce
R
U
7. Who was the founder and first editor of La Soladaridad in Barcelona, Spain and was
considered the greatest orator of the Filipino colony in Spain?
O
8. Which of the following forces of social change have the greatest impact upon the
traditional Filipino family in the 20th century?
FB
O
a. Speicialization and Assimilation
d. Immigration and Migration
PD
b. Socialization and Stratification
c. Industrialization and Urbanization
9. To be moral person is to ______
SI
T
a. Be acceptable by society
VI
b. Know and act upon the “ought to be” and the “ought to do”
c. Be able to follow the dictates of one’s conscience
d. Be integrated in speech, feeling, thinking and action
10. During the American Civil War, the Battle of Gettysburg was fought in _________
a. Virginia
c. Pensulvania
c. Georgia
d. South Carolina
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 558
11. Which of the following characterizes the behavior pattern of deferred gratification?
a. the lower class
c. the middle class
b. the minority groups
d. the upper class
c. an autocrat
b. a select few
d. the mother country
R
U
a. a religious group
M
.C
O
M
12. Democracy refers to the involvement of all the citizens in the control of government,
while an oligarchy relegates control of government to _____
KS
FO
13. The katipunan in Cavite was divided into two factions – the Magdiwang and the
Magdalo while the Magdiwang in Cavite was led by Mariano Alvarez, who led the
Magdalo faction?
c. Baldomero Aguinaldo
b. Daniel Tirona
d. Artemio Ricarte
FB
O
O
a. Ciriaco Bonifacio
VI
SI
T
PD
14. The benevolent assimilation proclamation on December 21, 1898 was the first
official indication of American policy regarding the Philippines. It is expressly indicated
the intention of the United States to stay in the Philippines by exercising the right of
sovereignty over the Filipinos. Who was the American President who issued
“Benevolent Assimilation” policy?
a. Wilson
c. Roosevelt
b. Eisenshower
d. McKinley
15. In the teaching of democratic beliefs in the classroom, which of the following is
MOST consistent with current educational thought?
a. The teacher should effectively lead the discussion on current affairs in the classroom
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 559
b. Democratic belief can be taught based on respect for individual worth and faith in the
ability of people to govern themselves
c. Democracy as the smoothest form of government is emphasized
d. Democratic beliefs can betaught by assuring that celebrations are observed to honor
national heroes
O
M
16. Mass society is described as being composed of anonymous individual. The word
“anonymous” is used to convey the idea that the individuals involved ______
M
.C
a. have little influence on decision making since they are not organized
b. are unaware of other individuals exposed to the same stimuli
R
FO
d. are unaware that there are mass audiences.
U
c. are known only to those who control the mass media
KS
17. The Constitution provides that no educational institution shall be established
exclusively for aliens, except those for ______
O
b. Permanent alien residents
O
a. citizens of ASEAN member countries
FB
c. foreign diplomatic personnel and their dependents
PD
d. employers of Filipino overseas workers in the Middle East
SI
T
18. In every society, certain positions are assigned to individuals on the basis of age,
sex , marital status, and similar other criteria. These patterns are _____
VI
a. taught in school
b. culturally defined
c. universally accepted and practiced
d. learned from parents
19. An aspect of Philippine culture that does much to promote interpersonal
communication beyond the community boundary is ______
a. zarzuela
c. Tagalog movies
b. election
d. fiesta celebration
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 560
20. Which is LEAST likely to be a function of a trade association?
a. influencing government policy
b. protecting the reputation of the industry
c. encouraging competition
d. standardizing size of products
c. Emilio Jacinto
b. Emilio Aguinaldo
d. Apolinario Mabini
R
U
a. Andres Bonifacio
M
.C
O
M
21. Thou shall love God and thy honor above all things. God as fountain of all truth, of
all justice and all activity; thy honor is the only power which will be oblige thee to be
truthful, just industrious. This one of the commandments lifted from whose Decalogue
KS
FO
22. It is important to consider that the world population problem cannot be adequately
resolved by simply producing more food. Increased food reproduction cannot keep pace
with current increases in world reputation. “ It maybe concluded from this quotation that
the author ____
O
a. favors a policy allowing food production to keep pace with population
FB
O
b. opposes cooperative sharing of the worlds food resources
PD
c. opposes economic sanctions agagints countries that encourage overproduction of
food
T
d. advocates a drastic reduction in the birth rate
VI
SI
23. One of the stages in moral development approach which is an instrumental
relationship is best illustrated by ______
a. Everyone is an instrument for good deeds
b. I will do what I think is right no matter what happens
c. Good work is rewarded and bad work is punished
d. You scratch my back and will scrath yours
24. Of the following statements, the best example tha represents functional illiteracy is
_______
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 561
a. inability to comply with graduation requirements
b. inability to apply basic communication skills in expressing ideas
c. failure to pass a qualifying examination
d. failure to graduate from highschool
M
25. A society that adopts the democratic view of education places great emphasis on
_____
O
a. the selection of textbook to be use in school
M
.C
b. the essential dignity of all individuals
c. choice of leaders in charge of education
FO
R
U
d. compulsory schooling for all citizens
26. Through the process of socialization, the indicidual is able to ____
KS
a. become an adult member of society
O
b. satisfy his personal needs and drives
O
c. learn to dialogue with peers and adults
PD
FB
d. function as contributing member of the group
27. The principal legal forms of business organizations are ____
T
a. open shop, union shop, closed shop
SI
b. partnership, charter, single proprietorship
VI
c. single proprietorship, partnership, corporation
d. corporation, charter, stock company
28. Emilio Jaconto’s literacy works were written in Tagalog and a small part in Spanish
The best in all of his works was written on October 8, 1897. It was visibly an animation
of Rizal’s “Mi Ultimo Adios” what was the title of this poem?
a. Amor Patrio
c. Ala Patria
b. Ala Juventud Filipina
d. Mi Madre
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 562
29. The right to life, liberty, property as well as the pursuit of happiness are basic human
rights which are embodied in an international document signed by different countries on
December 10, 1948. What is this document?
a. U.S Constitution
c. Universal Declaration of Human Rights
b. Social Contract
d. Magna Carta
O
M
30. The Code of Kalantia which was allegedly written in 1443 gave the early Filipinos
insight into ______
M
.C
a. the country’s education system
b. the formal and informal system of eduatio
U
c. families characterized by nobility
FO
R
d. personal and social relations
O
a. Report of the Monroe Commission
KS
31. The primary source of the objectives of education in the Philippines at present is the
______
d. The Swanson Report
FB
O
b. Philippine Constitunio
c. Tyding McDUffe Act
PD
32. The fundamental aim of the ASEAN as an organization of Southeast Asian Nations
is to ______
a. safeguard the peace and prosperity of the region
SI
T
b. develop the natural resources of the member countries
VI
c. foster economic, social and cultural cooperation
d. Provide facilities for professional and technical training
33. The voyage of Ferdinand Magellan is considered the greatest single achievement n
the history of sea exploration and discovery because it _____
a. made Spain the mistress of the sea
b. prove that the world is not flat
c. marked the discovery of westward route to the East
d. marked the first circumnavigation of the globe
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 563
34. An important factor which has contributed to the weakness in the internalization
desirable social values is the ____
a. minimum recognition and appreciation given to teachers
b. lack of models among the very people expected to exemplify these values
O
d. use of approaches which are mainly cognitive rather than effective
M
c. lack of follow up systems from one grade level to another
M
.C
35. The preservation and development of Filipino culture should be one of the
responsibilities of the State as provided in the Constitution in order to promote ____
c. national interest
b. national identify
d. historical awareness
FO
R
U
a. international recognition
KS
36. The breakdown of feudalism started first in _____
c. Russia
b. France
d. England
FB
O
O
a. Hungary
PD
37. The Filipino wants to be accepted by his fellowman for what he is and to be treated
according to his status. He can achieve this by --a. offering his services in whatever form that suits him
T
b. participating in group activities that interest him
SI
c. being obedient to all demands that come his way
VI
d. socializing with his fellowmen within norms of society
38. One of the strengths of the Filipnio character is “pakikipagkapwa-tao” This is
manifested in all of the following EXCEPT—
a. Malasakit
c. Lakas ng Loob
b. Pakikiramay
d. Pakikiramdam
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 564
39. The Philippine Constitution, recognizing the natural right and duty of parents in
rearing the youth for civic efficiency and developing moral character, mandates that this
should be supported by the _______
a. community
b. schools
c.church
d. government
O
M
40. After the revolution, Macario Sacay went underground and established a republic
based on the ideology of the Bonifacio, Jacinto and the Katipunan. What do you call the
republic established by Macario Sacay at his headquarters on top of Mount San
Cristobal?
c. Republika ng Katagalugan
b. Repulbika ng San Cristobal
d. Republika ng Katipunan
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
a. Republika ng mga Pilipino
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 565
PROFESSIONAL EDUCATION
FACILITATING LEARNING, CHILD
AND ADOLESCENT DEVELOPMENT,
M
.C
O
CURRICULUM DEVELOPMENT
M
TEACHING PROFESSION AND
c. adolescence stage
b. childhood stage
d. infancy
FO
R
a. pre-natal stage
U
1. Researchers established that complete coordination of motor activities is attained at-
KS
2. Parent and teachers are considered as authorities and models by children at the
early childhood stage. What does this statement imply?
a. Parent should enforce strict discipline at home and teachers in school
O
b. Teachers and parents should serbe as role models at all times
FB
O
c. Teachers should demand complete obedience from the learners in school
PD
d. Parent teacher conference should always be an activity in school
T
3. This is the stage when the learner becomes confused and starts to experience
indentify crisis. Which of these stages is it?
c. late childhood
b. early adulthood
d. adolescent
VI
SI
a. early childhood
4. Which of the following will trigger additional development if a child is exposed to more
challenges and stimuli in his surroundings?
a. potentials
c. emotional development
b. intelligence
d. interest
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 566
5. Which of the following is usually considered the most important factor in a child’s
observable classroom behavior?
a. intelligence
c. cultural background
b. heredity
d. universal norms
c. cognitive-field
b. vector
d. social-learning
M
.C
a. association
O
M
7. Which of these theories holds that human activity is based on the interaction of
stimuli and responses?
R
U
8. The tendency to imitate elders is very strong in the early childhood stage. Teachers
should therefore be very good0
c. facilitators of learning
b. counselors
d. disciplinarians
FO
a. role models
O
KS
9. Psychologicall, there is unity in all learning; however, there are distinct types of
learning that are recognized. One is affective learning that involves-
O
a. understanding of the external world through the use of the senses
FB
b. formation of concepts and ideas
c. acquisition of attitudes, ideas, judgement and values
T
PD
d. acquisition of facts and information
VI
SI
10 Identical twins are more alike than fraternal twins. Which of the following
statements/principles is supported by this?
a. Heredity has a part in determining physical appearance
b. Intelligence is determined partly by pre-natal nutrition
c. Environment affects both fraternal and identical twins
d. Intelligence hinges in physical structure
11. Childrens interest are generally largely dependent on their experiences.Which of the
following is an implication of this statement?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 567
a. The curriculum should provide vital experiences if the school must use its
opportunities to develop interest
b. A large part of the subject matter has to be easy if they are to be interesting and
within the learners experience
c. The experience of the child reduces the area in which the school may choose to
develop interest
O
M
d. The school should not develop interest outside the experience of the child
c. fallopian tube
b. ovary
d. cervix
FO
R
U
a. uterus
M
.C
12. The female gonads which are responsible for the production of egg cells are also
known as ______
c. development
b. maturation
d. fertilization
FB
O
O
a. heredity
KS
13. It is the process by which an organism inherits the characteristics traits of the
parents
c. Kohlberg
d. Dewey
VI
SI
b. Piaget
T
a. Erikson
PD
14. The child’s concept of right and wrong is based on external criteria laid down by
adults during the stage of pre-conventional morality. This is based on the ideas of-
15. During the pre-operational stage, language skill emerges and the child uses words
to represent ideas. This theory is attributed to _____
a. Wallace
c. Kohlberg
b. Piaget
d. Dewey
16. When the daughter is competing with the mother for the father’s attention, the
daughter is said to be experiencing _____
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 568
a. electra complex
c. Oedipus complex
b. identify crisis
d. sexual deviation
c. phallic
b. genital
d. oral
M
.C
O
a. latency
M
17. Denzel’s mother noticed that her son always wants to get her attention and is
jealous of his father. Denzel then can be classified under what psychoanalyctic stage of
development?
c. Pavlov
b. Lewin
d. Skinner
FO
a. Bandura
R
U
18. Classical conditioning theory is always attributed to him for his experiment involving
the dog’s salivation as a reaction to the sound of the buzzer.
KS
19. Section 5, Article XIV, of the constitution states that academic freedom shall be
enjoyed in:
O
a. state colleges and universities.
PD
d. all elvels of learning
FB
c. public assemblies
O
b. all institutions of higher learning
SI
T
20. As provided for in the Educationa Act of 1982, how are the institutions of learning
encouraged to set higher standards of quality over and above the minimum required for
state recognition?
c. formal education
b. continuing professional education
d. voluntary accreditation
VI
a. academic freedom
21. Which of these statements regarding professional teachers is the major difference in
the professionalization of teachers and teaching as promulgated in Presidential Decree
1006 and in Republic Act 7836?
a. Assigned at the tertiary level in both private and state colleges and universities
b. Assigned at the elementary and secondary levels in both public and private schools
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 569
c. Holder of valid professional license and certificate of registration
d. Appointed on full-time basis and on a permanent status.
22. Education is a continuos process of experiencing and of receiving or reorganizing
experiences, according to John Dewey. Which of the following situations is apt to
happen in education as influenced by Dewey’s philosophy?
O
M
a. Education takes place in the school where the individual is exposed to specific, selfcontained experiences
M
.C
b. Education may take place anywhere and anytime the individual to desires
c. Education is never completed and goes on throughout life
FO
R
U
d. Education may take place formally or informally to enable the individual to grow
23. The main function of a philosophy of education is to _____
KS
a. Define the goals and set the direction for which education is to strive
O
b. Aid the learner to build his own personal philosophy
O
c. Reconsider existing educational goals in the light of society’s needs.
PD
FB
d. Provide the academic background prerequisite to learning
T
24. A teacher who subscribes to the pragmatic philosopgy of education believes that
experience should follow learning. In her teaching, she therefore exerts efforts in-
SI
a. Requiring learners full mastery of the lesson
VI
b. Encouraging learners to memorize factual knowledge
c. Equipping learners with the basic abilities and skills
d. Providing learners opportunities to apply theories and principles
25. The control and the administration of all educational institution shall be vested in the
citizens of the Philippines” is stipulated in ______
a. P.D 6-A
c. P.D No. 176
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 570
b. P.D 1006
d. 1987 Constitution
26. The first kindergarten also known as “a garden where children could grow” was the
product of research by _____
a. Pestalizzi
b. Herbart
c. Rousseau
d. Froebel
M
27. Which of the following embodies the operation “Return to the Basics”
O
a. New Secondary Education Curriculum
M
.C
b. National Elementary Achievement Test
c. National Secondary Achievement Test
FO
R
U
d. New Elementary School Curriculum
KS
28. Which of the following is a mandate of the 1987 Consitution that the sate shall
maintain to fight illiteracy?
O
O
a. Formal and non-formal education should be free and compulsory for all children and
adults
FB
b. Free education in both elementary and high school and compulsory in elementary
education for all children of school age.
PD
c. Education at all levels should be free and compulsory
VI
SI
T
d. Free and compulsory education for both elementary and high school for all children of
school age.
29. Whoch of these philosophies is reflective of that of Dewey’s which stresses the
development of an individual capable of reflective thinking specially that of being able to
solve the problem he faces individually or collective ly?
a. Developmentalism
c. Rationalism
b. Experiementation
d. Disciplinism
30. Which of the following abilities is stressed by humanistic education?
a. Enjoy the great works of man such as the classics
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 571
b. Learn the different philosophies of education
c. Make man distinctly civilized, educated and refined
d. Development man into thinking individual
31. The Athenian ideal of education is to form a cultural soul in a graceful and
symmetrical body. How can this be achieved?
M
a. by giving more focus on health education
O
b. by adapting the philosophy “know thyself”
M
.C
c. by improving emphasis on physical education
R
U
d. by a well- balanced development of mind, body and sould
FO
32. The government prescribes a higher percentage on the administration of
educational institutions to Filipino citizens in order to _________
KS
a. Ensure the teaching of Filipino
O
b. Minimize the unemployment problem
O
c. Protect the rights of the citizens
PD
FB
d. Produce globally competitive graduates
T
33. Which of the following was the fundamental reason why John Dewey proposed a
transformation of the public school system?
VI
SI
a. He recognized that a traditional academic education did not serve the ideals of a
democratic society
b. He recognized that the intellectual motivation of the students was declining
c. He recognized that industrizlization was destroying the home, neighborhood, and
church.
d. He recognized that change and innovation were essential ingredients of the
progressive movement
34. Basic education includes secondary education. Which of the following contributed to
the establishment of secondary schools?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 572
a. Humanistic education
c. Rationalism
b. Reformation
d. Realistic
c. John Dewey
b. Jean Jacques
d. Aristotle
O
a. Irving Babbitt
M
35. His philosophy advocated a classical type of liberal education or the study of the
humanities
c. Humanism
b. Realism
d. Pragmatism
R
a. Idealism
U
M
.C
36. What was the philosophy of education in the Philippines before the establishment of
the public school system?
a. provisions for special education
KS
FO
37. Which of these options was not recommended by EDCOM?
b. institutionalization of pre-school education
O
c. strengthening of Values Education
FB
O
d. Increasing the number of state colleges and universities
PD
38. The present military training in our school curriculum is an influence of____
b. Athens
c. Sparta
d. Rome
SI
T
a. Greece
VI
39. The Royal Decree of December 20, 1863 established in the Philippines a system ofa. high school education
c. higher education
b. intermediate education
d. primary education
40. Whose philosophy expounded the concept of the laboratory school?
a. Plato
c. Jean Jacques Rousseau
b. John Dewey
d. Irving Babbitt
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 573
41. Whose influenced the present emphasis on character Education and Values
Education in our school system?
a. Confucius
c. Gandhi
b. Tagore
d. Bonifacio
b. Ascham
d. Da Feltre
M
.C
c. Erasmus
U
a. Boccacio
O
M
42. Who expounded on the need to study the child carefully for individualized
instruction?
FO
R
43. Tutoring of learners is now practices in our school provided it is not done by their
own teacher but by an outsider. Which of these Western philosophies influenced this
practice?
c. Roman
b. Greek
d. Athenian
O
O
KS
a. Egyptian
FB
44. Whose philosophy inspired the inclusion of Physical Education in the curriculum and
the replacement of lectures with textbooks?
c. Petrarch
PD
a. Da Feltre
d. Erasmus
SI
T
b. Boccario
VI
45. The present Philippine Teachers Professionalization Act had its beginning on what
period of Roman History?
a. A.D. 275-259- government established a monopoly on education
b. A.D 100-AD 175- government increased its subsidy for education
c. 132 B.C. - A.D 100 – Latin literature and grammar were perfected
d. 295 B.C- 153 B.C- schools were elementary only
46. He suggested that competition and awards should be used to motivate people
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 574
a. Aristotle
b. Plato
c. Herbart
d. Socrates
47. The singing of the National Anthem is an offshoot of the philosophical ideals of
_____
c. Pragmatism
b. Naturalism
d. Socialism
M
a. nationalism
a. Confucius
b. Gandhi
M
.C
O
48. The idea of Practical Arts and Home Economics is an offshoot of the philosophical
ideals of _________
c. Rizal
d. Tagore
R
U
49. A popular mass education for the Filipinos under the American regime came into
being upon the passage of ____________
c. Monroe Education Survey of 1929
b. Education Decree of 1863
d. Royal Decree of 1865
KS
FO
a. Act No. 74 in 1901
FB
O
O
50. An Adolescent combines his ability to use deductive and inductive reasoning in
realistic rules that he can respect and live by. When he does this, how does he perceive
his environment?
a. He views the world from his own perspective
PD
b. He sees the world through the eyes of other people
c. He interprets evetns from a limited points of view
VI
SI
T
d. He sees events apart from himself and other people
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 575
PRINCIPLES AND METHODS OF TEACHING FIELD OF
STUDY, EDUCATIONAL TECHNOLOGY AND
PRACTICE TEACHING
c. peer influence
b. special interest
d. moral cpmpulsion
M
.C
O
a. obedience to the teacher
M
1. If the children are cooperatively engaged with the teacher in a group project the
children will discipline themselves as each member of the group exercise-
U
2. A student collapsed in her social Studies class. It was found out that she did not eat
her lunch. What principle is shown in this situation?
c. safety need
b. security need
d. psychological need
O
KS
FO
R
a. physiological need
c. extension
d. homogenous
SI
T
b. heterogenous
PD
a. multi-grade
FB
O
3. Which of these combination of classes is organized in places where the required
number or pupils of the same grade levels has not met the required number to make up
a separate class thus the teacher apportions class time for instruction to every grade
level within the class?
VI
4. Manual-aesthetic activities involving attitudes and feelings are primarily expressive of
emotions and balues not thoughts. An example of this motor skill is _____
a. baking a cake with background music
b. manipulating a bowling ball to achieve a strike
c. dancing and playing musical instruments
d. saving a board for the wall of a book cabinet
5. Education is a life long process. This simply means that education-
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 576
a. takes place in the school where the individual is exposed to specific, self-contained
experiences
b. Is a continuos process of experiencing and reorganizing experiences
c. May take place anywhere and anytime the individual so desires
b. III only
d. II and III only
M
.C
c. I and II only
U
a. II only
O
M
6. These are some of the motivational theories. I. Humanism, II. Cognitivism, III.
Behaviorism. Which of these theories views the consequences of behavior as regulator
and controller of an individual’s action?
FO
R
7. Whih of the following is not a correct statement regarding positive and negative
reinforcement as they relate to behavior change in the classroom?
a. Positive reinforcement refers to the rewarding of certain responses to specific stimuli.
KS
b. Social disapproval is a form of negative punishment
O
c. Punishment tends to be more effective than rewards in controlling behavior
O
d. Punishment suppresses behavior but does not change it
PD
FB
8. An appreciation lesson is one that is designed to lead the class to conduct and enjoy
something. Which of the following statements closely approximate the meaning of the
above?
T
a. One cannot fully appreciate what he does not understand or enjoy.
VI
SI
b. A teacher should plan lessons that will guide children to appreciate what is beautiful
and worthwile.
c. An appreciation lesson should be a lesson in values.
d. Appreciation lessons help pupils weigh and clarify values.
9. Which of the following activities should be resorted to by a teacher if a fifth grade
pupils tells him “I want to draw the corridor, but I can’t make it look right?
a. Give him a book of perpective to study and copy
b. Advise the pupil to draw something else which does not require perspective
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 577
c. Ask the pupil to learn the rules of perspective
d. Make the pupil observe carefully similar form from the classroom window or his own
street
b. Review
d. mastery
O
c. Recitation
M
.C
a. Drill
M
10. Which of the following refers to the repetition of facts and skills which the teacher
wishes to reinforce for mastery?
11. In the educative process the three most important factors are the-
U
a. child, teacher and parents
KS
d. child, teacher and venue for learning
FO
c. child, teacher and subject matter
R
b. child tacher and methods of teaching
O
O
12. Which of the following is the best time for a teacher to setup routine activities that
will contribute to affective classroom amanagement?
FB
a. During each homeroom day
PD
b. On the very first day of school
c. Daily at the start of the session
SI
T
d. As soon as the students have established and adjusted their shedules
VI
13. Which of the following refers to the orderly steps and procedures used by the
teacher to make the learning process more meaning ful and interesting?
a. Learning continuum
c. Plan
b. device
d. method
14. In teaching, the teacher reaches a step where data are critically evaluated and a
conclusion is fenerally arrive at. How is this step called?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 578
a. application
c. presentation
b. generalization
d. preparation
15. In large classes where little of the work can be individualized, the most effective and
practical way to individualized instructions is toa. Give the pupils freedo to launce individual projects
c. Assign homework and check it regularly
d. Assign programmed material for out of school hours
M
.C
O
M
b. Devise group activities which afford every pupil an opportunity to work at his own
level
R
U
16. Which of these is the MOST important principle that a teacher should follow in
initiating a program of positive reinforcement?
FO
a. Punish negative behavior and reward positive behavior
b. Provide regular opportunity for socially acceptable behavior
KS
c. Make sure the reward comes immediately after the appropriate behavior.
O
d. Consider peer approval and recognition
O
17. Which of these methods aptly applies to lessons needing experiments?
c. demonstration
d. problem solving
PD
b. process approach
FB
a. laboratory
T
18. Punishment should not be often used as reinforcement because-
VI
SI
a. Research findings on the relative effects of reward and punishment are not yet
conclusive.
b. It is deterrent for effective pupil growth
c. It motivates the child’s to conform
d. It undermines the child’s feeling of self-confidence
19. Any change should be made on the basis of evaluation. Which of the following
points to this statement?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 579
a. Facts should be collected
b. Place for revision are based in terms of judgement made
c. Grades are arbitrarily assigned
d. Judgement are based on facts
O
M
20. If you will use a fild in your class presentation, which of the following will you do?
M
.C
a. To tell the class to pay close attention to what they are gone to see because a quiz
will be given after theshow
U
b. Conduct a preparatory discussion and a follow-up in which the relationship of the film
to work of the class is established
R
c. Not to tell the class anything about it in advance in order that interest will be high
O
KS
FO
d. To assume that the film need not be related to the work of the class as long as they
enjoy seeing it
FB
O
21. The best way the teacher can be sure of the appropriateness of an instructional
material is to _____
a. tru it out before using it in class
PD
b. consider its cost
T
c. consider its availability
VI
SI
d. considet its technical quality
22. Which of the following should class management and discipline problems take into
consideration?
a. Changing rules show weakness on the part of the tacher
b. The proper functioning of the classroom and the individual interest of the learners
should be interrelated
c. Class management is based on a teacher’s ability to subordinate the interest of
individual students
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 580
d. The interests of the individual child are more important than the classroom as a
whole.
c. to identify topic sentence
b. to disseminate information
d. to arrange events in sequence
O
a. to outline a selection
M
23. Task analysis involves the breaking down of a learning task into subtassks or
subskills. Given a task to retell a story, which of the following skills in NOT needed
M
.C
24. You are assigned to teach students with varied abilities. You want to teach a more
homogenous grouping. Which type of grouping will tend to benefit your students?
c. low ability grouping
b. mixed ability grouping
d. witn-in class ability grouping
FO
R
U
a. high ability grouping
KS
25. The trend of focusing attention on the child’s interest, abilities and needs and on the
improvement of community living necessitate the use of the –
c. project method
O
a. conceptual approach
discovery approach
O
b. integrative technique
FB
26. What is the best way to reduce the plateau in the learning curve?
a. Use a variety of situations in the learning process
PD
b. Introduce new materials in the learning situation
T
c. Provide better space and rest periods during learning
VI
SI
d. Use a another form of motivation for learning
27. What makes the experimental method better than the lecture method?
a. Pupuls memorize whatever principle they learn and retain it longer
b. Materials used in the experiement assure retention of learning
c. Learner discovers the principle by themselves and thereby understand it better
d. Experiement is a form of a play activity which children enjoy with understanding
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 581
28. Which of the following is the essential feature of the eclectic method?
a. It is the most used method
b. It is applicable to all types of learner
c. It combines all the best features of all other methods
O
29. Mrs. Alvera is encountering problems on classroom discipline?
M
.C
a. enforece a system of rewards and punishments
b. Plan constructive and purposeful activities
FO
R
U
c. Punish erring students in front of the class
d. Tell the class that she is the person in authority
M
d. It is recommended by curriculum experts
KS
30. The main reason for the use of remedial teaching is to ____
a. Guide the child to look for the proper procedure to learn what is taught
O
b. Re-study something which was wrongly taught
O
c. Guide the child to correct his own errors in all types of learning
PD
FB
d. Provide more opportunities to repeat what was taught for better mastery
SI
a. Analysis
T
31. In the class of Mrs. Dioneda, she asked the question “How can you distinguish facts
and opinions in the study presented?” How is this question classifies?”
VI
b. Evaluation
c. Application
d. Comprehension
32. Instructional objectives should inform one who is to perform the desired behavior,
the actual desired behavior, the result, the relevant conditions under which the behavior
is performed anda. The best items to be used in evaluating the objectives
b. The criterion to be used in evaluating the success of the performance
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 582
c. The materials and references to be used
d. The criteria to be followed in carrying out the lesson
33. What must a teacher keep in mind during oral reading?
a. Children do not enjoy reading aloud
O
M
b. Oral reading increases comprehension and recall better than silent reading
R
U
d. This is the best method for determining good readers.
M
.C
c. Understanding pupil’s difficulties is the important goal
KS
FO
34. Proper selection is the first concern of a teacher who plans to use some audio-visual
devices. Which of the following criteria must be considered by the teacher? I. Suitability
of the material for the intended purpose; II. Availability of the material; III. Quality: IV.
Cost
c. I and III
O
a. I, II and IV
d. I, II, III and IV
FB
O
b. II and IV
PD
35. The new tacher entered a noisy classroom. She routed immediately at the students
desperately trying yo get order and discipline. Since then the teacher has not controlled
the class. Which is the most probable cause of the teacher’s failure?
SI
T
a. The new teacher wants to show the class who is the authority
VI
b. Rules and procedures are not defined to sustain order
c. The class wants to test the ability and patience of the teacher
d. The student’s reactions to the teacher are the consequences of her behavior
36. As manager of the learning situation, the teacer is responsible for the setting up of a
physical environment that is most conductive to learning. She could see to it thata. The efficiency with which time and energy are spent on the part of the students and
the pupils are considered
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 583
b. The type of class reactions to the learning situation are well directed by the teacher
c. The lighting and ventilation of the room and flexivle arrangement of equipment are
relevant to the type of activity being pursued
d. The effectiveness of class routine in the daily class activities is carried out.
O
M
37. Individuals differ from each other in their interest, abilities, needs and their learning
style at any given point in time. Which type of instructional program may best enhance
the academic achievement of students?
c. traditional instruction
b. Adaptive instruction
d. computer-assisted instruction
U
M
.C
a. remedial instruction
R
38. In dealing with classroom misconduct, teachers tend to ____
FO
a. plan long curative responses
b. respond to basis causes
KS
c. respond to immediate causes
O
O
d. seek stronger punishment than parents would
FB
39. The success of the discovery approach entails following certain principles. Such
principles are as follows except one. Which is this?
PD
a. Learning through self discovery is enhance by individualized and small group
explorations
SI
T
b. Children discover relationships and make generalizations in their own individual ways
VI
c. Methods used by children in learning through self-discovery should not be likened to
the ways in which scientists think, work and organize knowledge
d. Cildren learn as a result of their observations and the experiences they undergo
40. The audio-visual experience is an opportunity for the teacher to guide students for
more fruitful learning. Learning will be more effective if the learners______
a. are told to remember and memorize facts
b. listen attentively and jot down notes
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 584
c. participate actively through open discussion
d. are given quizzes immediately after the presentation
41. Which of these processes can be used to prevent forgetting and unlearning?
c. evaluation
b. presentation
d. drill and review
O
M
a. motivation
M
.C
42. Inquiry lessons require the use of questions in instructing the learner to analyze;
interpret and draw conclusions form data gathered. Which type of questions ask for
additional data on application of principle?
c. historical question
b. probing questions
d. informational questions
FO
R
U
a. leading questions
KS
43. The educational implementation of research findings relative to the ability of dull
learners and bright learners to organize and generalize is for the teacher-
O
O
a. to give both dull and bright learners concrete and abstract experiences to serve as
basis for generalizing
FB
b. to make the bright learners guide the dull ones in learning to generalize
c. to make the bright learners to generalize and the dull ones to memorize
T
PD
d. to give the dul leaners more concrete experiences to serve as basis for generalizing
SI
44. Textbooks can be used to best advantage by ______
VI
a. utilizing th study questions found at the end of every chapter
b. using them one at a time
c. basing achievement tests on them
d. combining them with many other kinds of instructional materials
45. Which of the following will you do first to establish goodclass management?
a. Discuss the work plan for the year
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 585
b. Prepare a seat plan
c. Train the class in the distribution of materials
d. Discuss the required rules for proper class behavior
b. novelty
d. attractiveness
O
c. availability
M
.C
a. appropriateness
M
46. Ms. Reyes is preparing for her afternoon class. Which of these criteria should be her
primary consideration in her choice of instructional devices?
47. Which of the following should be observed relative to the method in a review?
R
U
a. It should be longer and more complicated than a development lesson
FO
b. It should be the same as that used in teaching the subject
c. It should not be the same as that used in teaching the sucject
O
KS
d. It should follow a definite time pattern and structures.
FB
O
48. Which of the following devices provide the appropriate interface between a
communication link and system to another?
a. RAM
c. ANALOG
d. MODEM
PD
b. INTERNET
SI
T
49. Which of the following softwares will you use if you want to create programs and
customize applications?
c. operating system
b. programming language
d. business software
VI
a. applications software/program
50. The blinking underline in a computer that indicates the “active” or “ working” point
file is the
a. arrow
b. dot
c. cursor
Visit For more Pdf's Books
Pdfbooksforum.com
d. pointer
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 586
ASSESSMENT OF LEARNING
1. The most frequent score in a distribution is the _____
b. mean
c. midpoint
d. median
c. percentage
b. mean
d. percentile rank
M
.C
a. median
O
2. Which is the most stable measures of central tendency?
M
a. mode
b. local norms
d. age norms
R
c. grade norms
FO
a. national norms
U
3. Norms obtained in a certain school evaluate pupil/students performance
O
O
a. Review the previous lessons
KS
4. What should a teacher do before constructing items for a particular test?
FB
b. Determine the length of time for answering it
c. Announce to the students the scope of the test
PD
d. Prepare the table of specifications
VI
SI
T
5. Under what type of multiple choice test can this question be classified? “Which of the
following statements expresses this concept in different forms?
a. Cause
c. Defintion
b. Association
d. Difference
6. Setting up criteria for scoring essay tests is meant to increase their ____
a. realibility
c. objectivity
b. validity
d. usability
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 587
7. Read the following objective carefully “After listening to a group report ecology the
students are expected to defend their position in the issue. “ To what domain does it
belong?
c. affective
b. cognitive
d. perceptive
M
a. Psychomotor
O
8. The control group in an experimental study is the group which is ______
M
.C
a. compared to the normal group
b. not given the treatment under study
U
c. given the treatment under study
FO
R
d. not included in the study
KS
9. Carol obtained a 97 percentile rank in an aptitude test. This means that ______
a. she answered 97% of the items correctly
O
b. she belongs to the 97% of the group who took the test
FB
O
c. 97% of the examinees did better than her who took the test
PD
d. she surpassed 97% of those who took the test
SI
T
10. Stanines may be used as means of integrating raw scores. What is its basis?
VI
a. distribution of the raw scorfes in a sampling population
b. distribution of the percentages in the normal curve
c. unselected and identical population
d. purposive and random populations
11. A class got a mean raw score of 50 and a SD of 5 in an 80 item in physical test. If
Nica is a member of the class and her score is 60. Which of the following describes her
performance?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 588
a. Nica scores 2 standard deviations below the class mean
b. Nica missed answering correctly 49% of the test items
c. Nice scores 2 standard deviations above the class mean
d. Nice scored better than 60% of his classmates
O
M
12. What is the advantage of using computers in processing test results?
M
.C
a. Its processing takes a shorter period of time
b. Test results can easily be assessed
U
c. Its statistical computation is accurate
FO
R
d. All of these
KS
13. Which of the following statements about the validity and realibility of a test is TRUE?
a. A valid test is always valid but a reliable test is not always valid
O
b. A reliable test measures what intends to measure
O
c. A reliable test contains representative items from all important topics covered
PD
FB
d. A valid test consists of test items that have moderate levels of difficulty
SI
T
14. The English class of Ms. Reyes is composed of students with different mental
abilities although they are in the same curriculum level. What should she do first so she
can make a good start?
VI
a. Ask them to tell something about themselves
b. Make them write a brif composition about their plans and aspirations
c. Determine their strengths and weakness through a diagnostic test
d. Call for a dialog with parents
15. The major shortcoming of school grades or mark is that:
a. the school different clientele find them satisfactory
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 589
b. they make students become more cooperative
c. the same grade may mean differently to different teachers
d. they reflect the true word on performance
16. What is the first step teacher should take in carrying out a research?
c. advance hypothesis
b. gather data
d. formulate tentative solution
M
.C
O
M
a. identify the problem
b. Observation checklist
d. all of these
R
c. Sociometry
FO
a. Interview guide
U
17. Which of the following is a tool for evaluating personal social adjustment of
students?
KS
18. The following are factors affecting the evaluation of essay responses EXCEPT:
c. Answers written on the papers
O
a. the present condition
d. volume of the test papers
FB
O
b. mood of the rater
PD
19. It is generally belived that the best way of meeting the needs of mentally superios
learner is through _____
a. enriching the curriculum
SI
T
b. accelerating them
VI
c. involving them in extra-curricular activities
d. providing opporutinities for hem to help the slow learners
20 What should be AVOIDED in arranging the items of the final form of the test?
a. Space the items so they can be read easily
b. Follow a definite response pattern for the correct answers to insure ease of scoring
c. Arrange the sections such that they progress from the very simple to very complex
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 590
d. Keep all the items and options together on the same page
21. Which of the following test items is compatible with the given objective?
OBJECTIVE: “Demonstrate ability to apply rules involved in multiplying part of digit
numbers” Test items:
987
543
194
264
208
270
456
O
345
M
a. Multiply the following set of numbers
M
.C
b. multiply 234x56
152
235
456
13
46
37
89
FO
R
316
U
c. Multiply the following set of numbers
d. Multiply 315 x 25
KS
22. In which of the following types of research would data processing using computers
be MOST advantageous?
c. experimental
b. historical
d. causal-comparatibe
FB
O
O
a. descriptive
a. qualitative
PD
23. In which of these research methods can the researcher control certain variables?
d. historical
VI
SI
T
b. descriptive
c. experimental
24. Of the following types of tests which is the most subjective is scoring?
a. multiple choice
c. simple recall
b. matching type
d. essay
25. In constructing achievements tests, the first step is to:
a. determine the highest rating to be given to students
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 591
b. assess the teaching capability of teachers
c. determine the content and skills covered by test
d. determine the characteristics of highest takers
26. Which of the following methods would improve the validity and reliability of an
examinations?
M
a. providing hints in answering the test items
O
b. providing time allotment for each item
M
.C
c. giving long essay test items
R
U
d. giving weights to the items for scoring
b. 34.60
c. 33.92
KS
a. 36.77
FO
27. The following are test score in geometry arranged in a descending order 52 52 42
41 37 37 37 37 30 30 30 25 28. Based on the data given, what is the mean?
d. 33.08
28. The following are reasons why we evaluate the learning outcomes EXCEPT:
O
a. provide tangible evidence useful in interpreting school achivements to the community
FB
O
b. provide parents information on how well their children are doing in school
c. analyze the learning task
PD
d. monitor student progress
SI
T
29. What recognized principle in test construction is violated in this item?
VI
The food value of camote tops is:
1. mineral
2. mineral and iron
3. protein
4. all of these
a. Each item should test only one idea
b. The linguistic difficulty of the items should be low
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 592
c. make all options grammatically consistent with the item
d. Avoid textbook wording or stereotyped phraseology
30. Miss Dioneda observes that some of her pupils do well in written tests but they
seldom participate in oral activities. It would be advisable for her to:
b. tell the students that full credit is given to written work
O
c. assign the students to take turns in reading the lessons to the class
M
a. make use of group dynamics such as buzz sessions, small group discussions, etc.
U
M
.C
d. stress to the students that participation in the recitation makes up 25% of their
grades.
c. personality
b. attitude
d. mental ability
KS
a. aptitude
FO
R
31. During the first grading period, a student obtained failing marks in five academic
subjects. Which of the following test would best explain his performance?
O
O
32. Measuring the work done by a gravitational force as a learning task. Is what level of
cognition?
c. evaluation
b. application
d. comprehension
PD
FB
a. knowledge
SI
T
33. It is the value representing typical or average performance of persons of various age
groups.
VI
A national norms
b. local norms
c. grade norms
d. age norms
34. It refers to the process of evaluating a single test items by any of several methods. It
usually involves determining the difficulty and the discriminating power of the item, and
often its correlation with some criterion.
a. inventory test
c. factor analysis
b. item analysis
d. normal distribution
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 593
35. Which of these completion items is best
a. type of guidance that is goal-oriented
b. Goal-oriented guidance is called guidance
c. Guidance is goal oriented
O
M
d. Developmental is goal oriented
c. ranking
b. grouping
d. tallying
b. 44.5
c.45
d. 49
KS
a. 44
FO
37. The lower limit of the step 45-49 is ____
R
U
A .finding the mean
M
.C
36. The first process in analyzing score is _____
O
38. The standard deviation is a measure of _____
c. reliability
b. relationship
d. variability
PD
FB
O
a. central tendency
39. In making the step distribution the first thing to do is ____
c. rank the scores
b. find the range
d. tally the score
VI
SI
T
a. decide on the class interval
40. The non-intellective dimensions of a person is his ____
a. achievement
c. personality
b. character
d. skill
41. Evaluation is effective and useful only when the result is _____
a. reliable
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 594
b. ttrue and valid
c. used to promote programs suited to the learners
d. used to promote or fail a student
c. specific guidelines
b. reading of instruction
d. uniform administration
M
.C
O
a. random implementation
M
42. Tandardized test when conducted at the national level require____
43. Content validity is determined by the degree to which _____
U
a. there are enough time to measure the ability of the pupils
R
b. the contents are valid
FO
c. the items representative samples of the content of the course
O
a. highest score
O
44. The crude mode is the ____
KS
d. none of these
FB
b. highest score minus the lowest score
PD
c. score with the highest frequency
T
d. standard deviation
SI
45. The distance of the scores from the mean is called ____
c. mode
b. mean
d. range
VI
a. deviation
46. In order to find out if there is relationship between age and level of intelligence the
measure to be used is ____
a .analysis of variance
c. standard deviation
b. correlation
d. t- test
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 595
47. The countring meadian when the number of cases is even is ____
a. average of the two middlemost score
b. highest score
c. middle most score
d. range
M
48. The same test is administered to different groups at different places at different
times. This process is done in testing the ____
O
a. comprehensiveness
M
.C
b. objectivity
c. realibility
KS
FO
R
U
d. validity
O
49. Multiple choice test is considered as the best type of test because _____
O
a. it is easy to conduct
FB
b. it contains many responses
PD
c. it measures several competencies in one test
T
d. it possesses the qualities of other types of tests
SI
50. It tells the relative position of a score from the rest of the scores
VI
a. arrangement
b. frequency
c. percentage
d. rank
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 596
SOCIAL DIMENSIONS IN EDUCATION
1. Which of the following statements is true about teacher – parent relationship?
a. Parent should be welcome in school and treated with consideration
b. Parents should be welcome only during PTA meetings
M
c. Parents are given the rights to interfere in school management
M
.C
O
d. Parent should be given a hand in evaluating student’s performance in school
U
2. A person strives to work at a given task because of a need. Which of the following
situations can make a person strive to meet his needs?
FO
R
a. Ask pupils to submit test questions or reactions from which you can select items for
tests or topics for discussion
b. Minimize the unpleasant consequences of student involvement
KS
c. Utilize your comprehension as teacher in making final decision in the classroom
O
d. Use unfamiliar materials as examples in order to arouse their curiosity
FB
O
3. You have a student who is always boasting in the class his mastery of the Bible
because he is protestant. How would you react being a Catholic?
a. Challenge him to a debate
PD
b. Share with him your knowledge of the Bible
T
c. Keep silent and respect his belief
VI
SI
d. Listen to him once in a while
4. Mrs. Dioneda was scheduled to give district demonstration one morning but her
husband needed her presence in his office. What should she do under these
circumstances?
a. Send a note to her principal asking to be excused
b. Go with her husband to support him and then proceed to her demonstration even if
she would be late.
c. Send her lesson plan to her co-teacher who can substitute for her
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 597
d. Arrange her schedule so that she can be with her husband immediately after her
demonstration
5. All the statements below are kinds of pleasure. Which one is morally good?
a. Pleasure in winning in a beauty contest by means of ballot
b. pleasure in offering one’s hard-earned grades to one’s parents
c. pleasure in winning in a chance number game
O
M
d. pleasure in winning in a sports game by default
U
M
.C
6. The chairman of a committee which you are a member of, came to you personally
inform you about a meeting at 2:00 in the afternoon the next day. You are sure you
could not attend it because of an ealier appointment that is equally important. What
would you do?
FO
R
a. Send a proxy to the meeting instead
b. Call upon before the meeting starts and tell her you will not be able to attend
KS
c. Answer “yes” as if you are sure you will attend
O
d. tell her honestly that you wanted to but you have committed yourself to other
appointment.
FB
O
7. Happiness is different from pleasure in being abiding consequence of result which is
noy destroyed even by the presence of pain. The best illustration of this principle is:
PD
a. a student topping the board exam
b. a mother giving birth
T
c. an engaged couple getting married
VI
SI
d. a jackpot winner collecting his prize
8. The barangay leaders request you to explain the present comprehensive agrarian
reform program to the barangay members. What would be the best thing to do?
a. Inform them that implementing rules and guidelines are being prepared in the
Congress
b. Invite a resource speaker from DAR
c. Take it up as a lesson in all intermediate classes for further dissemination to parents.
d. Distribute copies of the hand outs on the Comprehenesive Agrarian Reform Program
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 598
9. As a parent and at the same time a teacher, which of the following will you do to
show your cooperation to a PTA project in your school to be financed with the proceeds
of the sales from the school canteen where food prices are a little bit higher?
a. But all your food in the school canteen but request for a discount
b. Bring baon for you and your children but always make it a point to buy something
from the school canteen
O
M
c. Bring baon enough for you and your children even if you really do not like to do it
M
.C
d. Buy all your food the school canteen even if you cannot afford to do so everyday
U
10. How can you help a habitual borrower of money get rid of his habit?
R
a. Do not lend him anymore
FO
b. Let him do something for you in return for the money you lent him
c. Direct him to others
KS
d. Ask for a collateral for the cash he is loaning
O
O
11. Since you are looked up to as a leasder in the community, what would you do if the
barangay captain seeks your advice on some important matters?
FB
a. Inform the barangay captain that you have to get permission from your principal
b. Recommend a co-teacher to take your place
PD
c. Discuss with the barangay captain how you can be of best help to him
VI
SI
T
d. Impress upon the barangay captain that you really know what to do for all his
problems
12. Which of the following is another illustration of happiness?
a. a family dining at a 5 star hotel
b. a family admiring their newly bought car
c. a family looking at their crops ready to harvest
d. a family on their way to Hongkong holiday
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 599
13. Which of the following situations will manage conflicting situations to bring out
values enhancing nationhood?
a. kidnapped victims refusal to report cases to authorities and paying ranson money
instead
b. The coddling of squatters before election time and evicting them after election
c. Aling Tacing and her son patiently pick out worms and insects in their vegetable plots
rather than use insecticides made from foreign chemicals
M
.C
O
M
d. Hostage taking incidents leading to the granting of the hostage takers demands in
exchange for the release of the hostages
R
U
14. A barangay captain needs money to save their barangay and neighboring
barangays from food flood caused by illegal logging. There is no appropriations for this
project. Which of these actions will you take?
FO
a. Involve the community in preparing a financial plan
b. Accept the offer of the richest illegal logger to finance project
KS
c. Stop all illegal loggers in engaging with their illegal work
O
d. Involve all citizens in the barangay and its neighbor to do reforestation
FB
O
15. You teach in a “privileged” school were each classroom is air-conditioned. Aware of
the preset economic problems of the country, how do you think your schools can
contribute to the solution of this problem of the country?
PD
a. Students cannot be made to sacrifice and recite in warm classrooms especially that
they do not directly cause the country’s economic problem
SI
T
b. Air-conditioning of classrooms could be cut off on certain days especially if they are
not in use
VI
c. Savings on cutting down air-conditioning could be spend on other worthwhile
activities for the students
d. Air conditioning is such a small-matter that savings on it could hardly affect the
economy
16. Which of the following situations will manage conflicting situations to bring out
values enhancing nationhood?
a. Filipino models posing nude to advertisers
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 600
b. Ambush interviews of politician
c. Distributing lands to the land less tenants
d. Celebrating the Centennial of Independence
M
17. You were asked by your head to buy gifts for the family of their foreign friend. You
were told to decide. Which of these gifts you will buy?
O
a. embroidered Philippine products
M
.C
b. chinaware dining set
c. a set of towels and imported bed sheets with pillow cases
FO
R
U
d. a pair of very expensive elephants for goodluck
KS
18. The chairman in the election precinct wants you to change the entries in the election
returns in exchange for special favors. It would be best for you to:
b. say Yes but do not do it
O
a. say No and be firm in your decision
FB
O
c. change some as sicretely as you can
PD
d. tell him to make the changes himself
T
19. Which of the following situations will manage conflicting situations to bring out
values enhancing nationhood?
SI
a. A barangay captain accepts relief goods to help the flood victims
VI
b. An old fashioned grandmother insists in the pamanhikan way of asking for the hand
of her grandson socialite fiancée
c. A Filipina entertainer in a formal gathering requiring wearing of the official attire of
one’s country opted instead to wear something similar to another country’s costume
d. A Filipino singer wants to impress his audience in a foreign land by singing the songs
of the foreign country and imitating the way the songs are sang by native speakers of
that country.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 601
20. Which of the following is the best situation wherein you can balance responsibility
and accountability?
a. A fireman responds to a fire call because all the other firemen are doing so
b. A fireman responds to a firecall to save life and property
c. A fireman responds to a firecall because he is paid to do so
O
M
d. A fireman responds to a firecall because his fire chief’s reprimands him if he does
not.
M
.C
21. Which of the following will manage conflicting situations to bring out values
enhancing nationhood?
U
a. Shoemaker decided to abandon his shop to go to the city
R
b. A fisherman taught his son how to use dynamite in order to geta bigger catch
FO
c. A Filipina beauty queem candidate for a world title tried to imitate native English
speakers in answering questions
O
KS
d. Conchita gifted her British visitng friend with native bags, sandals and hand
embroidered blouse
FB
O
22. Which of the following is the best situation wherein you can balance rights and
authority?
PD
a. Mrs. Tan sets ten oclock for her 15 year old son’s curfew hour
b. Mrs. Tan allows her 15 years old son to stay out as long as he wants
T
c. Mrs. Tan completely forbids her 15 year old son to stay out at night
VI
SI
d. Mrs. Tan allows her 15 years old son to stay out late as long as he is with friends
23. Which of the following is the best situation wherein you can balance responsibility
and accountability?
a. a carpenter, paid on an hourly basis rushes his work to accomplish more unmindful of
the quality work.
b. A carpenter, paid on an hourly basis delays his work to get bigger pay
c. A carpenter paid on an hourly basis does his work with the right quality only when the
master carpenter is present.
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 602
d. A carpenter, paid on an hourly basis tries to finish as much as possible without
sacrificing quality
24. When a teacher practices professional ethics, which of the following he is not likely
to do?
b. shares an outstanding outcome of an undertaking with others
O
c. engages is gossips
M
a. maintains cordal relationship with his colleagues
M
.C
d. respects his superiors
U
25. In his relationship with his superior the teacher should:
R
a. work with self-vested interest
FO
b.work with the without expecting any material benefits
KS
c. expect to be promoted for every favor done to them
d. adopt an indifferent attitude
O
O
26. A teacher can best help a withdrawn child to assert himself and win the respect of
his classmates by:
FB
a. a gicing him opportunity to show his talents
PD
b. providing him leadership roles
c. always calling him to answer question
SI
T
d. encouraging him to study harder to outwit his classmates
VI
27. The best way for a teacher to impart values to his pupils is:
a. constant repetition of actions to make them routinary
b. inflicting corporal punishment
c. acting as a role model
d. always scolding his pupils
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 603
28. While serving during the elections, some trouble makers enter your precinct. What
do you think is the most appropriate thing to do?
a. Challenge them to a duel
b. Close the precinct and go home
c. Ignore them and look for a safe place
M
d. Seek the assistance of law enforcers
M
.C
O
29. Schools must train the students to be productive for the following reasons: I.To
become economically self reliant; II. To cushion the impact of El Niño; III. To compare
favorably with thise in other parts of the world, IV. TO gain control over others.
b. I, II and IV
d. I and III
R
c. II and III
KS
FO
a. III and IV
U
Which of the following belong to our educational philosophy?
O
O
30. Which of the following conduct of a teacher will merit the confidence and respect of
parents?
FB
a. One who dresses properly depending on the occasion, mingles with all kinds of
parents and entertains all complaints
PD
b. One who gives on the spot decision over cases which require careful deliberation
c. One who deals only with well-to-do parents and intelligent pupils.
VI
SI
T
d. One who dresses properly, arranges he hair meticulously, and entertains only the
high officials of government and school.
31. Which of the following situations will manage conflicting situations to bring out
values enhancing nationhood?
a. After a 20 year stay in London as a house speaker. Mila decided to return to her
country and share her retirement pay with her relatives and friends in the form of a
business venture
b. Illegal recruitment of Filipinos by Foreigners
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 604
c. Filipinos act as a frug couriers unsuspectingly to foreign lands by foreign drug
syndicates
d. Filipino actresses accepting roles against Filipina modesty in favor of attractive
renumeration.
32. Which of thefollowing will you do if somebody confided to you an offense which will
implicate your brother?
O
M
a. Find out the full account of the matter.
M
.C
b. Tell him to report the matter to the authorities
c. Advise the person who confided to you to get the services of the lawyer.
R
U
d. Encourage him to keep quiet so as not to implicate your brother
O
KS
FO
33. Underground economy is a great help in improving the country’s economy. Banana
cue, camore cue, barbecue and the like are sold in school and other public places.
Students are captive buyers.To augment her income, Mrs. Reyes is selling in school.
Which of the following does Mrs. Reyes need to do?
O
a. Increase the price of hers since the students will no longer go out of the campus
FB
b. Ask her students to sell her items in different places
PD
c. Sell her items lower than the prevailing price to help the students
T
d. Seek her co-teachers to help her sell her items.
VI
SI
34. Which of the following situations will mange conflicting situations to bring out values
enhancing nationhood?
a. A local manager took his company’s counterpart based abroad to a very typical resort
famous for all Filipino cuisine and entertainment
b. The balut vendor who agrees with the foreigners that balut are rotten eggs that
should not be eaten
c. A balikbayan comes home wearing leather jacket, high leather boots, and dark
glasses one summer evening
d. A balikbayan teenager greets her grandmother with a “hi” instead of kissing her
hands to show that she is now a state-side
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 605
35. Garbage disposal has become a serious problem in your community. Garbage are
scattered and flies are feating on it. As a teacher which of the following will be your
priority?
a. Lead the students to burn there own trash in their own yard.
O
c. Start a campaign to put up a covered garbage can in every home
M
b. Create a desire among your students to clean the community as an outcome of your
lesson
M
.C
d. Write the major for assistance in cleaning the place
U
36. The key to continuing community support for an instructional program is to –
R
a. Develop a program responsive to changing need of the community
FO
b. Allow community participation in the evaluation of teacher’s performance.
c. Maintain an instructional program that stresses a traditional academic education
KS
d. Rely on the media to improve the image of the school
c. Dislike for works
d. Love for music
PD
b. Love for the farm
FB
a. Increase ones tolerance
O
O
37. Which of the following Filipino attitudes is enhanced by the teaching of “Planting
Rice is Never Fun”?
SI
T
38. An inventor is offered by a foreigner four times as much as what he will get
practicing in the Philippines. He refused the offer. Is he right? Which of the following is
the best answer?
VI
a. No, because opportunity knock but once
b. Yes, because is invention will help improve the country
c. Yes, because the beneficiaries of his invention are his relatives
d. Yes, because the amount he will get from the foreigner can also be spent in the
Philippines.
39. Which of the following situations will manage conflicting situations to bring out
values enhancing nationhood?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 606
a. A logger was asked to replace the trees he cut
b. Filipino contract workers abroad accepting lower wages than other contract workers
from other countries performing the same job
c. A baby dress exporter changes the quality, workmanship wise, of the goods she
deliver to her foreign partner after learning of the great profit her partner is getting
O
M
d. Local manufacturers agreeing business partners to provide cheap labor by Filipino
workers.
M
.C
40. Pick out the teacher-student relationship that was violated when Miss Vera gave
Marie a grade of 75% in her Science class due to poor conduct?
U
a. a teacher should not make deductions on pupils scholastic rating for acts that are not
manifestations of poor achievement
FO
R
b. A teacher may deduct on pupil’s scholastic ratings for acts that are manifestation of
poor moral values
c. Maintain an instructional program that stresses a traditional academic education
KS
d. Rely on the media to improve the image of the school
FB
O
O
41. Norman, a second year student, received a failing grade in English in the second
grading period. The teacher requested a conference. During the conference the
teacher’s in trying to make a point, compared Norman’s grade with the other members
of the class. An argument ensued between the parent and the teacher. Which of the
following is a fundamental mistake the teacher made in conducting the conference?
PD
a. The teacher did not close the conference with a constructive comment
T
b. The teachers comment directed attention away from the problem
SI
c. The tacher did not have an interview guide to use during the conference
VI
d. The teacher showed her bias against the students
42. A police officer informs you that there has been a rash of stealing within the vicinity
of the school. He asks you for the names of some clients you believe might have been
involved. Which of the following will you do?
a. Remind the police officer of confidentiality of information
b. Promise him that you will ask information about hiss crime
c. Provide him with the names of likely suspects
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 607
d. Ask him to seek permission from the principal
43. What will you do with the extra amount of voluntary contribution you solicited from
your class for typhoon victims?
a. Spend the extra contribution for their own needs
b. Return the extra amount to them
M
c. Buy some snacks and distribute them to your pupils
M
.C
O
d. Use the extra contribution to but visual aids
U
44. Which of the following should a teacher do if she cannot pay the monthly installment
of an appliance she got a department store in their town?
FO
R
a. Offer to return the used appliance to the store on the condition that she will be
regunded on the monthly installment she paid
b. Move to another neighborhood to escape payment
O
KS
c. Reject any notice of demand for payment to make the impression that she did not
receive any
FB
O
d. Inform the manager of the store personally and make a satisfactory arrangement of
payment on or before the due date.
PD
45. Which of the following is the best situation wherein you can balance responsibility
and accountability?
SI
T
a. A construction firm who won the lowest bid for the construction of a bridge emplots
the lowest paid workers to justify his lowest bid
VI
b. A construction firm who won the lowest bid for the construction of the bridge hurries
his workers so they can work on other projects
c. A construction firm who won the lowest bid for the construction of a bridge lets his
workers to themselves while he looks on other project to bid on.
d. A construction firm who won the lowest bid for the construction of a bridge carefully
supervise his workers on the project.
46. Which of the following will you recommend to a senior highschool scholar who is
impregnated by a fellow student?
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 608
a. Forece her boyfriend to marry her
b. Tell her parents about her condition
c. Stop schooling till after she gave birth
d. Direct her to an abortion clinic
M
47. Normal conflicts can be avoided into becoming crises through appropriate and
timely intervention. How can this be done?
O
a. A case conference is immediately called
M
.C
b. The principal intervenes in the case
c. The counselor should be a friend to the counselee
FO
R
U
d. Identify and analyze the problem and it causes
KS
48. Mr. Tan, an incoming mayor, is interested to know where to focus his attention
relative to human rights violation in his town. He requested you to conduct the survey.
What human right was violated in a war of aggression?
c. right to life
O
a. right to own property
d. right to work
FB
O
b. right to form family
PD
49. What does teaching require teachers to be most alert to?
a. public concerns about education
T
b. poor behavior and use of immediate punishment
SI
c. the family backgrounds of students
VI
d. appropriate behavior and reward
50. You received an advice from the COMELEC that you will be the chairman in
Precinct 3A in your town. You are the first cousin of one of the candidates for
councilors. Your cousin and your parents are very happy for your appointment. What
will you do?
a. I will report to Precinct 3A and do my job very well
b. I will help my cousin by requesting the voters in my precinct to vote for him
Visit For more Pdf's Books
Pdfbooksforum.com
Visit For more Pdf's Books
Pdfbooksforum.com
P a g e | 609
c. I will decline the appointment and explain to the COMELEC that I have a relative who
is a candidate for councilor
d. I will read the name of my cousin even if his name does not appear in the ballot.
VI
SI
T
PD
FB
O
O
KS
FO
R
U
M
.C
O
M
-- FINISHED --
Visit For more Pdf's Books
Pdfbooksforum.com