TECHNOLOGY INTEGRATION IN ARALING PANLIPUNAN
A Research Paper
Presented to
The Faculty
College of Education
Naval State University
_____________________
In Fulfilment of the Requirements
Action Research (Special Topic 1)
______________________
by
Angel M. Calingacion
Jeselle Ann A. Troyo
Frank Ian D. Berdal
Cristalyn S. Batuto
Julie Mae V. Azur
Jhay Fernandez
March 2018
APPROVAL SHEET
The Action Research entitled, “TECHNOLOGY INTEGRATION IN ARALING
PANLIPUNAN” prepared and submitted by ANGEL M. CALINGACION, JESELLE ANN
A. TROYO, FRANK IAN D. BERDAL, CRISTALYN S. BATUTO, JULIE MAE V. AZUR
AND JHAY S. FERNANDEZ, In partial fulfillment of the Course Requirement in Special
Topic. ACTION RESEARCH IN SOCIAL STUDIES has been examined and is
recommended for acceptance and approval for oral examination.
Date Approved: _____________________
GREGG O. SIAT Ph. D.
Adviser
THE ACTION RESEARCH COMMITTEE
Accepted and approved in partial fulfillment of the course requirement in SPECIAL
TOPIC 1: ACTION RESEARCH IN SOCIAL STUDIES.
Recommending Approval:
VENNIE COTON
GLORIA S. ALJO, Ed. D.
Action Research Instructor
BSEd, Chairman
ROLAND A. NIEZ, Ed. D.
Dean, College of Education
2
ABSTRACT
This study focused on determining the effectiveness of Technology
Integration for Araling Panlipunan in Grade 9 students of the Naval State
University Laboratory High School. The respondents of the study were
heterogeneous sections of grade 9 students namely section Proton, the
section were composed of thirty-six (36) students enrolled in the school year
2017-2018 at Naval State University-Laboratory High School, Naval, Biliran.
This study uses the descriptive design to determine the effectiveness of
Technology Integration in teaching Araling Panlipunan in Grade 9 students
of Naval State University-Laboratory High School, Naval, Biliran. A twentyitem (20) Pre-test and Post-test were conducted in this sections to know if
there is a significant difference in the results. Their Pre-test and Post-test
were compared using the T-test and the T-value was also computed. The
result of the T-value of the pre-test and post-test of these section indicates
that there is a statistically significant differences in the study conducted.
Adviser:
MR. VENNIE G. COTON
Key words: Technology Integration, Araling Panlipunan, Pre-test and Posttest, T-Test.
INTRODUCTION
Background of the Study
“Technology can be detrimental but may be a big benefit to our society with the
right knowledge and usage of these thing called Technology”
While the world is evolving the subject may still remain but how we can further
teach these learners to understand the most essence of Araling Panlipunan in the
schools. As the new Republic Act that was been signed on May 15, 2013 also known as
the Philippines enhance Educational System or the K-12 Program that indicates to add 2
more years on high school with also adding new more courses program in high school so
after graduating they will have their exercise on their future course. As the course in being
implemented to nationwide coverage it is asking for more information and developed
3
teaching process. As per the K+12 curriculum guide standard for Araling Panlipunan that
is mandated to the Department of Education the skills that a 21st century learners should
have been the following:
Pagsisiyasat, pagsusuri at interpretasyon ng datos, pagsusuri at interpretasyon ng
impormasyon, pagsasaliksik, komunikasyon, pagtupad sa pamantayang pang-etika. This
are the following skills that the student should have after undertaking the course subject
of Araling panlipunan.
Technology Improves the Quality of Student Work (Gulek, 2005) Research supports that
technology has the potential to improve quantitative assessment performance in core
subjects, as well as overall GPA. However, there is also mounting evidence that
technology not only has a quantitative advantage over traditional methods, but also leads
to qualitative improvements; resulting in higher-quality student work. The Harvest Park
Middle school found that “students who use computers when learning to write are not only
more engaged and motivated in their writing, but also produce work that is of greater
length and higher quality, especially at the secondary level. With this action research
me and my team would like to achieve the big change on the educational system whereas;
we would like to make sure the proper usage of technology not just on those specific
subject that may need it but more unlikely the subject that is being treated as a taken for
granted subject.
With this also we are expecting in the time frame that we had we can proved that
teaching Araling Panlipunan in the new Educational system with the technology
integration could be a big help on adapting and also internalizing the lesson as this rate
and frame that we have we are not just changing the pace of teaching but more unlikely
4
we are evolving the teaching process and also the learning process to give not just the
number but also in how the student will really know the benefit of knowing the history and
the societies issues not just for them to know and to fully understand the means of it.
Objectives of the study
The purpose of this study is to know how better the integration of the technologies
to the subject matter that is currently changing with the new Dep.Ed order that was been
initiated in the educational system.
1. Identify the students’ level of performance in Araling Palipunan in terms of:
a. Pre-test
b. Post-test
2. Determine the effect of technology integration towards the performance of the
students’ in Araling Panlipunan.
METHODOLOGY
This study uses the descriptive design to determine the effectiveness of
Technology Integration in teaching Araling Panlipunan in Grade 9 students of Naval State
University-Laboratory High School (NSU-LHS) Naval, Biliran.
The pre-test scores of respondents served as independent variables; while, their
post test score is the dependent variable.
5
The relationship between the pre-test and post-test, and the responses of the
students in the survey questionnaire determine the effectiveness of Technology
Integration in teaching Araling Panlipunan in Grade 9 students.
Moreover, the variables were subjected to the appropriate statistical tools in order
to determine significant relationships and descriptions.
A total of 36 students from Grade 9-Proton in Naval State University-Laboratory
High School served as respondents in this study.
The study was conducted at Naval State University located at P.I. Garcia Street
Naval, Biliran where the respondents centered on the grade 9 students of Naval State
University taking up Araling Panlipunan subject.
The study utilized a standardized researcher-made test in conducting a pre-test and
a post-test. The test contained twenty (20) questions.
To gather the data needed, the researchers have asked permission to the teachers
involved in the research and presented a permit letter to the Chairman of NSU-LHS and
Dean of College of Education. The researchers chose one section in grade 9 class namely
Proton taking up the topic in Araling Panlipunan. After the letter was approved, a twentyitem pre-test was conducted to the section Proton and after the intervention another
twenty-item test was conducted to find out if there is an improvement in the academic
performance of the grade-9 students taking up the subject.
For data scoring the mean from the result of the students’ scores were tabulated to
determine the level of their performance and interpreted as follows:
6
Data Scoring in Pretest and Post-test Scores
Score
Level of Performance
Below 75
75-79
80-84
85-89
90-100
Did not meet expectation
Fairly Satisfactory
Satisfactory
Very Satisfactory
Outstanding
RESULTS AND DISCUSSION
In this study the students pre and post test score in learning Araling Panlipunan
were determined. Technology integration is used as an intervention to improve the
students’ academic performance in Araling Panlipunan.
Throughout the conduct of the study the students’ knowledge towards the given
topic of Araling Panlipunan is Satisfactory. Down below are the following results of the
students’ performance.
TABLE 1.
THE PERFORMANCE OF THE STUDENTS’ (PRE-TEST)
Score
Below 75
75-79
80-84
85-89
90-100
Total
Description
Frequency (f)
Percent (%)
Did not meet expectation
Fairly Satisfactory
Satisfactory
Very Satisfactory
Outstanding
0
12
23
1
0
36
0
33.33%
63.89%
2.778%
0
100%
7
In this table the researcher used the Dep.Ed Order No. 8 Series of 2015 Classroom
Assessment was been mandated by the Department of education. The researchers used
the given scoring for the scores of the student.
Based on the results in the table presented in the Pre-Test we can say that there
is about 33.33% of student who just ‘fairly satisfactory’ rating received and about 63.89%
for the ‘satisfactory’ and there is only 2.778% for the ‘very satisfactory’ this is only the
result of pre-test before using the technology integration as an intervention towards the
learning of the students. It emphasizes that the students’ performance in Araling
Panlipunan needs improvement because of the 80-84 range of score.
To enhance and improve the said percentage with satisfactory level of
performance as the highest percentage, the researchers conducted an intervention using
Technology Integration as the learning tool in teaching Aralin Panlipunan in K to12
Curriculum with the topics based on Curriculum Guide. The Table 3 below shows the
result of the aftermath intervention.
Table 2
PRE-TEST AND POST TEST MEAN SCORE
Pre-test and Post-test mean
score.
t value
Interpretation
0.0001
with significant
difference
The T-test: Paired Two Sample for means revealed a significance different of mean
score between pre-test and post-test. The computed T-test value (0.0001) indicates that
8
there is a greater value of Post-Test after Technology Integration was implemented. With
0.05 level of confidence or 95%, it indicates that the level of performance of the students
after the given intervention has improved.
The literature that support this table is. The Positive Effects of Technology on
Teaching and Student Learning Kevin C. Costley, Ph.D. (2014) Evidence also shows that
technology integration is becoming more common in public and private schools.
Technology integration is shown to be effective in all age groups and is also shown to be
helpful for students with special learning needs. To reiterate, technology integration has
the following benefits: 1) increased student motivation; 2) increased student engagement;
3) increased student collaboration; 4, increased hands-on learning opportunities; 5)
allows for learning at all levels; 6) Increased confidence in students, and 6) increased
technology skills.
Technology integration as the intervention of this study has been proven effected
based on the increase of the students’ level of performance. The table shows the result
between the two test, Pre-test and Post-test and it connotes the effectiveness of this
study. Thus, the hypothesis there is a significant difference between the student’s pre and
post test score in Araling Panlipunan was accepted.
CONCLUSION
This chapter deliberate the summary of the study conducted and conveys the
conclusion of the research with reference to the findings of the study, and presents the
recommendation for further studies.
9
The researchers conduct this study to investigate the effectiveness of technology
integration in teaching Araling Panlipunan. The researchers choose section Proton as
respondents of their study, the section Proton used the traditional way of teaching in
teaching Araling-Panlipunan. To get thorough information, the researchers used the pretest and post-test as research instruments.
The results of the pre-test and post-test of Proton students were significantly
different.
In the context of findings as revealed in the study it is safe to conclude that:
1. Students level of performance in post-test with the t value of 0.0001 indicates
that there is an improvement after Technology Integration for Araling
Panlipunan in k to 12 Curriculum was implemented. Technology integration
serve as a learning tool in improving academic performance of students in
Araling Panlipunan.
2. There is a significant difference between the students’ pre-test and post-test
score in learning Araling Panlipunan before and after the implementation of
technology.
3. The Technology integration is an effective learning tool in enhancing the level
of performance of the students’ in Araling Panlipunan.
In accordance with the findings and conclusion of the study, the researchers
recommend below for further studies;
1. The teachers should maintain the use of technology as an approach in teaching
Araling Panlipunan subject.
10
2. There should be another study to be conducted to enhance the integration of
technology to be more effective and efficient in the teaching and learning
process.
References:
Angrist, J., & Lavy, V. (2002, October). New Evidence on Classroom Computers and Pupil Learning. The
Economic Journal , 735-765.
Brinkerhoff, J. (2006, Fall). Effects of a Long-Duration, Professional Development Academy on
Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of
Research on Technology in Education, V39 n1, p22-43.
Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal
design to test delivery: The effect of computer-based read-aloud on test performance of high school
students with learning disabilities. Journal of Technology, Learning, and Assessment, 3(7). Available from
http://www.jtla.org
Erdamar, Gürcü; Demirel, Melek. (English): Effects of constructivist learning approach on affective and
cognitive learning outcomes. Turkish Educational Sciences, 2008, Vol. 6 Issue 4, p629-661, 33p, 5
Funkhouser, Charles (Winter 2002/2003). The Effect of Computer-Augmented Geometry Instruction on
Student Performance and Attitudes in Journal of Research on Technology in Education, Vol. 35 Number
2, p.163-175.
Gulek, J. C. & Demirtas, H. (2005). Learning with technology: The impact of laptop use on student
achievement. Journal of Technology, Learning, and Assessment, 3(2). Available from http://www.jtla.org
Hannafin, M. J. & Dalton, D. W. (1987, July/August). The effects of word processing on written
composition. The Journal of Educational Research, 80 338–42.
Israel, P. (1998). Edison: A Life of Invention. New York: John Wiley and Sons.
Koedinger, K., Anderson, J., Hadley, W., & Mark, M. (1997). Intelligent tutoring goes to school in the big
city. International Journal of Artificial Intelligence in Education (8), 30-43. Retrieved July 21, 2009, from
http://act-r.psy.cmu.edu/papers/232/jaied97.pdf_2.pdf
Norton, S., McRobbie, C. J., Cooper, T. J. (2000). ‘Exploring Secondary Mathematics Teachers’ Reasons
for not Using Computers in Their Teaching: Five Case Studies’. Journal of Research on Computing in
Education. Vol. 33(1). 87-110.
Morgan (2002). ‘technology improves attitudes towards learning’
11
Young et al. (2012). ‘Preparing instructions for equality online instruction’
Wolcott et al. (2011). ‘Faculty participation: Motivation, incentives, and rewards’
Department of Education (December 2013) ‘k to 12 gabay pangkurikulum Araling Panlipunan.
Department of Education (April 2015) ‘Policy Guidelines on Classroom Assessment for the K to 12 basic
education program’
Department of Education (June 2016) ‘Policy Guidelines on Daily lesson preparation for the k to 12 basic
education program’
12
Republic of the Philippines
Naval State University
College of Education
Naval, Biliran
=======================================
February 27, 2018
ROLAND A. NIEZ, Ed. D.
Dean, College of Education
Naval State University
Sir:
Good day!
We, the Bachelor of Secondary Education Social Studies majors, would like to ask
permission from your good office to conduct our study entitled, “TECHNOLOGY
INTEGRATION IN ARALING PANLIPUNAN” to the grade 9 students of Naval State
University Laboratory High Schools.
This request is in connection for our compliance of the requirements in our subject Special
Topic: Action Research in Social Studies.
Thank you.
Respectfully Yours,
CRISTALYN BATUTO
ANGEL CALINGACION
JESELLE ANN TROYO
Noted by:
FRANK IAN BERDAL
MR. VENNIE G. COTON
Instructor
JHAY FERNANDEZ
JULIE MAE AZUR
The Researchers
NOEL P. TANCINCO, Ph. D.
Chairperson, LHS
ROLAND A. NIEZ, Ed. D.
Dean, College of Education
13
NAME
Pre-Test
Ramirez, Adrienne
Jae
Ignacio, Audrey Rose
35
Napalit,Carl Ivan
Anthony
Catam-isan, Cecil
60
Diwan, Chairo Sophia
40
Tutoy, Chriscel Joy
50
Guanzon, Danica Mae
50
Pelegrino, Danica
45
Jampas, Decynne
55
Saulan, Frances
Therese
Allag, Francis Mae
55
Hotricano, Hannah
Joy
Rivera, Jayciel
30
Hermosa, Joey
40
Obenza, Kim Iris
60
Sale, Kraish Zussare
60
Orzal, Leonil Brian
55
Celis, Maria Dio-ann
Candy
Morillo, Maria
Rosette
Quijano, Mark Lee
55
Aguila, Mark Nick
50
Lumbaca, Mars
Duane
55
40
50
40
60
60
45
Level of
Performance
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
14
Post-Test
95
60
Level of
Performance
Outstanding
85
Did not meet
expectation
Very Satisfactory
85
Very Satisfactory
80
Satisfactory
70
95
Did not meet
expectation
Outstanding
85
Very Satisfactory
80
Satisfactory
85
Very Satisfactory
85
Very Satisfactory
60
90
Did not meet
expectation
Outstanding
95
Outstanding
75
Fairly Satisfactory
80
Satisfactory
80
Satisfactory
75
Fairly Satisfactory
70
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Fairly Satisfactory
65
65
75
Garon, Mary Karylle
40
Kheyer, Naizer
40
Oliva, Nathaniel
25
Casio, Nikki
35
Lucente, Nikkie
Angela
Hantig, Pearly Lorene
55
Regodo, Reynaldo
45
Caparro, Rocelle
40
Roldan , Cj
65
Swain, Romaine Mavi
45
Caliao, Simone
Micaela
Mahinay, Stephany
Sale
Bayon-on, Thea
Francis
Romer, Zyra Marcelie
45
55
50
35
45
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
Did not meet
expectation
95
Outstanding
95
Outstanding
70
80
Did not meet
Expectation
Satisfactory
80
Satisfactory
80
Satisfactory
80
Satisfactory
80
Satisfactory
80
Satisfactory
80
Satisfactory
80
Satisfactory
85
Very Satisfactory
95
Outstanding
85
Very Satisfactory
PERCENTAGE SCORE OF PRE-TEST AND POST-TEST
15
APPENDIX C
PRE-TEST
1. Ito’y sining at agham sa pagsasaka ng lupa para sa layuning makapagtanim doon ng mga gulay,
prutas at iba pang pananim, paghahayupan at pangingisda.
A. Industriyalisasyon
B. Kolonyalismo
C. Agrikultura
D. Ideolohiya
2. Bago pa man dumating ang mga kastila ay may karapatan na ang mga datu na mamahagi ng
lupa. Sa panahong ito, sinu-sino ang nagmamay- ari ng malalaking lupain?
A. Datu, alipin,manggagawa
B. Datu, ang pamilya, at kamag-anak nito
C. Datu, umalahokan, maginoo
D. Datu, at nasasakupan
3. Ito ang tawag sa lupang ipinagkakaloob sa matatapat na lingkod ng hari ng Espanya noong
panahon ng kastila.
A. Encomienda
B. Ecomiendes
C. Encomiendero
D. Economy
4. Sino ang binigyan ng karapatang mangolekta ng buwis sa kanilang nasasakupan na ang
katumbas ay ang pagbibigay proteksyon at aral- panrelihiyon?
A. Encomienda
B. Ecomiendes
C. Encomiendero
D. Economy
5. Sa panahong ito ipinatupad ang iba’t- ibang batas tulad “Batas ng Pilipinas ng 1902”.
A. Panahon ng Amerikano
B. Panahon ng Kastila
C. Panahon ng Komonwelt
D. Panahon bago dumating ang Kastila
6. Siya ang nagtatag ng programang katarungang pang madla na nagpatibay ng maraming batas
tulad ng Batas Komonwelt Blg. 46?
A. Pangulong Quezon
B. Pangulong Roxas
C. Pangulong Osmenia
D. Pangulong Magsaysay
7. Sa panahong ito, pinagtibay ni Pangulong Roxas ang Batas Republika bilang 34 na nagtatadhana
sa 70-30 bahagdan na hatian para sa may-ari at magsasaka.
A. Panahon ng ikatlong republika
B. Panahon ng komonwelt
C. Panahon ng kastila
16
8.
9.
10.
11.
12.
13.
14.
15.
D. Panahon ng amerikano
Anong batas ang ipinatupad ni pangulong Magsaysay na nagbigay- kalayaan sa magsasaka na
pumili ng pamamaraan sa pananakahan?
A. Agricultural tenancy act
B. Reform law
C. Agrarian reform law
D. R.A. 7055
Kalian nilagdaan ang Batas Blg. 2 na nagpasailalim sa bansa ng patakaran ng reporma sa lupa?
A. Setyembre 27, 1973
B. Setyembre 26, 1972
C. Setyembre 30, 1970
D. Setyembre 26, 1970
Sinong pangulo ang lumagda sa batas bilang 2 ang aptakaran ng reporma sa lupa?
A. Pangulong marcos
B. Pangulong Magsaysay
C. Pangulong quirino
D. Pangulong Garcia
Anong batas ang naglalayong bigyang –katuparan ang matagal nang pangarap ng mga
magsasaska na magmay-ari ng lupa upang makalaya sa tali ng pagiging kasama?
A. Agrarian reform law
B. Batas republika bilang 6657
C. Farmer’s emancipation act
D. Agricultural tenancy act
Sinong pangulo ang lumagda ng batas republika bilang 6657 na mas kilala sa tawag na
comprehensive agrarian reform law?
A. Pangulong Roxas
B. Pangulong Garcia
C. Pangulong Estrada
D. Pangulong Magsaysay
Anong sektor sa agrikultura ang nagtala ng pinakakmataas na antas ng pag-unlad noong 2005?
A. Agriculrural crops
B. Farmers emancipation act
C. Agricultural act
D. CARL
Siya ang nagpatuloy sa nasimulang programa CARP na ipinatupad ni pangulong Aquino?
A. Pangulong roxas
B. Pangulong Garcia
C. Pangulong Estrada
D. Pangulong Magsaysay
Sinong pangulo ang lumagda ng batas republika bilang 6657 na mas kilala sa tawag na
comprehensive agrarian reform law?
A.
B.
C.
Pangulong Roxas
Pangulong Aquino
Pangulong Estrada
17
D.
Pangulong Magsaysay
16. Anong programa napapaloob ang ipinagbabawal na gawaing commercial center o subdivision
ang alin mang lupang taniman sa bansa?
A. “ NO TO LAND CONVERSION”
B. “ NO TO LAND TRANSFORMATION”
C. “ NO TO LANF TRANSFER”
D. Wala sa nabanggit
17. Dito ay nagbabayad ang mga magsasaka ng lupa sa pamamagitan ng lupa o renta.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit ng lupa
18. nagbabayad ang magsasaka sa tiyak na kasunduan ng dami o bilang ng ani sa may- ari ng lupa.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit ng lupa
19. Ito’y kasunduan bago pa magtanim o maghayupan ang magsasaka.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit sa lupa
20. Sa kasunduang ito, ang tanging benepisyong nakukuha ng may-ari ay amy nagbabantay sa
kaniyang ari-arian.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit sa lupa
18
APPENDIX D
POST-TEST
1. Ito’y sining at agham sa pagsasaka ng lupa para sa layuning makapagtanim doon ng mga gulay,
prutas at iba pang pananim, paghahayupan at pangingisda.
A. Industriyalisasyon
B. Kolonyalismo
C. Agrikultura
D. Ideolohiya
2. Ito ang tawag sa lupang ipinagkakaloob sa matatapat na lingkod ng hari ng Espanya noong
panahon ng kastila.
A. Encomienda
B. Ecomiendes
C. Encomiendero
D. Economy
3. Sino ang binigyan ng karapatang mangolekta ng buwis sa kanilang nasasakupan na ang
katumbas ay ang pagbibigay proteksyon at aral- panrelihiyon?
A. Encomienda
B. Ecomiendes
C. Encomiendero
D. Economy
4. Bago pa man dumating ang mga kastila ay may karapatan na ang mga datu na mamahagi ng
lupa. Sa panahong ito, sinu-sino ang nagmamay- ari ng malalaking lupain?
A. Datu, alipin,manggagawa
B. Datu, ang pamilya, at kamag-anak nito
C. Datu, umalahokan, maginoo
D. Datu, at nasasakupan
5. Sa panahong ito ipinatupad ang iba’t- ibang batas tulad “Batas ng Pilipinas ng 1902”.
A. Panahon ng Amerikano
B. Panahon ng Kastila
C. Panahon ng Komonwelt
19
D. Panahon bago dumating ang Kastila
6. Siya ang nagtatag ng programang katarungang pang madla na nagpatibay ng maraming batas
tulad ng Batas Komonwelt Blg. 46?
A. Pangulong Quezon
B. Pangulong Roxas
C. Pangulong Osmenia
D. Pangulong Magsaysay
7. Sa panahong ito, pinagtibay ni Pangulong Roxas ang Batas Republika bilang 34 na nagtatadhana
sa 70-30 bahagdan na hatian para sa may-ari at magsasaka.
A. Panahon ng ikatlong republika
B. Panahon ng komonwelt
C. Panahon ng kastila
D. Panahon ng amerikano
8. Anong batas ang ipinatupad ni pangulong Magsaysay na nagbigay- kalayaan sa magsasaka na
pumili ng pamamaraan sa pananakahan?
A. Agricultural Tenancy Act
B. Reform Law
C. Agrarian Reform Law
D. R.A. 7055
9. Kalian nilagdaan ang Batas Blg. 2 na nagpasailalim sa bansa ng patakaran ng reporma sa lupa?
A. Setyembre 27, 1973
B. Setyembre 26, 1972
C. Setyembre 30, 1970
D. Setyembre 26, 1970
10. Anong batas ang naglalayong bigyang –katuparan ang matagal nang pangarap ng mga
magsasaska na magmay-ari ng lupa upang makalaya sa tali ng pagiging kasama?
A. Agrarian Reform Law
B. Batas Republika Bilang 6657
C. Farmer’s Emancipation Act
D. Agricultural Tenancy Act
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11. Sinong pangulo ang lumagda sa batas bilang 2 ang patakaran ng reporma sa lupa?
A. Pangulong Marcos
B. Pangulong Magsaysay
C. Pangulong Quirino
D. Pangulong Garcia
12. Sinong pangulo ang lumagda ng batas republika bilang 6657 na mas kilala sa tawag na
comprehensive agrarian reform law?
A. Pangulong Roxas
B. Pangulong Aquino
C. Pangulong Estrada
D. Pangulong Magsaysay
13. Siya ang nagpatuloy sa nasimulang programa CARP na ipinatupad ni pangulong Aquino?
A. Pangulong Roxas
B. Pangulong Garcia
C. Pangulong Estrada
D. Pangulong Ramos
14. Anong sektor sa agrikultura ang nagtala ng pinakamataas na antas ng pag-unlad noong 2005?
A. Agricultural Crops
B. Farmers Emancipation Act
C. Agricultural Act
D. CARL
15. Anong programa napapaloob ang ipinagbabawal na gawaing commercial center o subdivision
ang alin mang lupang taniman sa bansa?
A. “ NO TO LAND CONVERSION”
B. “ NO TO LAND TRANSFORMATION”
C. “ NO TO LAND TRANSFER”
D. “NO TO LAND CONSERVASION”
16. Dito ay nagbabayad ang mga magsasaka ng lupa sa pamamagitan ng lupa o renta.
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A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit ng lupa
17. Nagbabayad ang magsasaka sa tiyak na kasunduan ng dami o bilang ng ani sa may- ari ng lupa.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit ng lupa
18. Ito’y kasunduan bago pa magtanim o maghayupan ang magsasaka.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit sa lupa
19. Sa kasunduang ito, ang tanging benepisyong nakukuha ng may-ari ay amy nagbabantay sa
kaniyang ari-arian.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit sa lupa
20. Dito, binibigyan ng kasama ang may-ari ng lupa na hati sa ani.
A. Inuupahang lupa
B. Hati sa produkto
C. Takdang hati
D. Libreng gamit sa lupa
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Appendix E
DOCUMENTATION
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