Date submitted: May 7, 2020
Group 2
Members:
Medes
Herbolingo
Malagsic
Patpat
Ruiz
Largo
Agapuyan
Jaranilla
(Checkpoint No. 2)
1. Enumerate the different levels in the taxonomy of the affective domains. Discuss each of the
level and cite examples of behavior of individuals at each level.
The affective domain is categorized into 5 subdomains, which include:
1. Receiving- It is being aware of or sensitive to the existence of certain ideas, material,
or phenomena and being willing to tolerate them.
Behavioral terms : To differentiate, To accept, To listen(for), To respond to
2. Responding- Is committed in some small measure to the ideas, materials, or
phenomena involved by actively responding to them.
Behavioral terms : To comply with, To follow, To commend, To volunteer, To spend
leisure time in, To acclaim
3. Valuing- Is willing to be perceived by others as attaching importance to certain ideas,
materials, or phenomenon.
Behavioral terms : To increased measured proficiency, To relinquished, To
subsidize, To support, To debate
4. Organization- Is relating the value to those already held and brings it into a
harmonious and internally consistent philosophy.
Behavioral terms: To discuss, To theorize, To formulate, To balance, To examine
5. Characterization- By value or value set is to act consistently in accordance with the
values he or she has internalized.
Behavioral terms: To resist, To manage, To resolve
2. What is “attitude?” Why is it important to study attitude. How will understanding of
attitudes and predisposition enhance teaching?
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An attitude is "a relatively enduring organization of beliefs, feelings, and behavioral
tendencies towards socially significant objects, groups, events or symbols" (Hogg &
Vaughan 2005, p. 150)
"..a psychological tendency that is expressed by evaluating a particular entity with some
degree of favor or disfavor" (Eagly & Chaiken, 1993, p. 1)
It is important to study attitude because according to Navarro and Santos, 2013, attitudes
can influence the way we act, and think in a community of people where we live. And they can
work as frameworks or bases for forming conclusions and interpreting or acting for or against an
individual/s; a concept or idea.
The presence or absence of specific attitudes, motivations and dispositions in a learner will:
 enhance or impede their capacity to learn
 determine their willingness to grapple and persevere with, and make sense of disciplinebased knowledge and content

Determine their willingness to persist with developing skills and capabilities that are
experienced as difficult, elusive or challenging.
Thus, understanding of attitudes and predisposition the teacher can enhance her teaching
strategy by developing a teaching style that will motivate students and can alter the change of
behavior into a positive one.
3. What is motivation? Discuss the need theories on Maslow’s Need Theory, Herzberg’s
Theory and ERG Theories.
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Motivation is a reason or set of reasons for engaging in a particular behavior intrinsically
or extrinsically. This include the basic needs, object, goal, state of being, ideal that is
desirable
According to Geen (1995), motivation refers to the initiation, direction, intensity and
persistence of human behavior.
Maslow's hierarchy of needs is a motivational theory in psychology comprising a fivetier model of human needs, often depicted as hierarchical levels within a pyramid. Needs
lower down in the hierarchy must be satisfied before individuals can attend to needs
higher up. From the bottom of the hierarchy upwards, the needs are: physiological,
safety, love and belonging, esteem, and self-actualization.
Herzberg’s two factor theory (Motivatior Hygiene Theory) started by asking
employees what was satisfying and dissatisfying on the job. Herzberg found that certain
factors just had to be met and did not raise satisfaction. However, if these factors, called
hygiene factors, were not met, it led to strong dissatisfaction.
The hygiene factors also called dissatisfiers that can create job dissatisfaction this include
status/position, job security, salary and fringe benefits do not motivate if present, but if
absent will result to demotivation. It is named hygiene factors because, like hygiene, the
presence will make a person healthier, but if absent can cause the health to deteriorate.
For example, you may not link your satisfaction to your office having good lighting, but
you would be very dissatisfied if the lighting was too poor to read.
Motivators on the other hand are the factors that employees need in order to give higher
levels of effort. According to Herzberg, the strongest motivators are interesting work,
responsibility, achievement, recognition, growth, and advancement.
ERG Theory (existence, relatedness and growth
Clayton Alderfer modified Maslow’s hierarchy of needs into three categories: existence,
relatedness, and growth (ERG). The figure below illustrates how the ERG needs
correspond to Maslow’s five levels. Existence corresponds to psychological and safety
needs; relatedness corresponds to social and self-esteem needs; and growth corresponds
to self-actualization needs. The ERG theory does not force the order of needs fulfillment,
and it supports the pursuit of different levels simultaneously.
4. Why are the needs as presented by Maslow arranged in a hierarchy? What does hierarchy of
needs mean?
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The hierarchy is diagramed as a pyramid to show the order of importance and complexity
starting at the bottom part which is the psychological needs that he considered to be the
most basic needs that must be satisfied for an individual to be able to progress and move
to the secondary needs. Until such time he reached the self-actualization which is placed
on the top as the most complex human needs.
He also wanted to emphasize that this is a ladderize concept as one cannot proceed to
another without having the prior step.
Maslow’s hierarchy of needs is a charted set of human requirements that are important
for an individual to achieve complete development and self-actualization. The hierarchy
of needs shows the general progression of pursuits for people once survival and comfort
are assured into the spiritual, the creative and or intellectual.
5. Motivation-Hygiene is often used to describe Herzberg’s Two Factor Theory. What are
Hygiene Factors? Why are they important in the educative process?
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The hygiene factors also called dissatisfiers that can create job dissatisfaction which
include status/position, job security, salary and fringe benefits do not motivate if present,

but if absent will result to demotivation. It is named hygiene factors because, like
hygiene, the presence will make a person healthier, but if absent can cause the health to
deteriorate.
Motivation in education can have several effects on how students learn and their
behaviour towards subject matter. It can direct behaviour toward particular goals
-lead to increase effort and energy; increase initiation of, and persistence in activities;
enhance cognitive processing; determine what consequences are reinforcing; lead to
improve performance; it gives satisfaction to both the teacher and the student and it also
promotes a better learning environment.
For example: The role of technology is not something that will make education very
satisfactory, but its poor implementation can cause dissatisfaction.
6. What is self-efficacy? How does this concept take place in teaching-learning? Why can
poor self-efficacy contribute to an increased motivation to study?
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Self-efficacy is an impression that one is capable of performing in a certain manner or
attaining certain goals. It is a belief that one has the capabilities to execute the courses of
actions required to manage prospective situations. It is also a belief (whether or not
accurate) that one has the power to produce that effect.
This concept take place in teaching-learning :
Teachers’ self-efficacy, namely teachers’ beliefs in their ability to function well by
effectively handle the tasks, obligations, and challenges related to their professional
activity, plays a key role in influencing important academic outcomes (e.g., students’
achievement and motivation) and well-being in the working environment.
In the students part self-efficacy is the belief in their ability to effectively handle the
tasks, obligations, and challenges given by their teachers related to their academic
performance.
7. Describe the importance of tapping the affective domain in enhancing the learning of
students.
Affective domain in education enhances the learning of students as educators
encourage students to not just receive information at the bottom of the affective hierarchy
rather allow them to respond to what they learn, to value it, to organize it and maybe even
to characterize themselves as a students, in their respective majors or professionals. It
also helps teachers find teaching methods that encourage students and draw them in. But
educators should keep in mind that it is also important not to turn students off by subtle
actions or communications that go straight to the affective domain and prevent students
from becoming engaged.
A gateway to learning, the affective domain incites and inspires students’
engagement and secures their cooperation towards learning. The affective domain
engages learners emotionally (Shephard, 2008), as it addresses matters associated with
learners’ attitudes, beliefs, points of view, impressions, temperaments, sentiments and
feelings (O’Donnell, Reeve, & Smith, 2009). The affective domain addresses the
emotional aspect of learning, as manifested through such behavioral attitudes as
“awareness, empathy, interest, attention, concern, responsibility and the ability to listen
and respond” (International Training and Education Center for Health [I-TECH], 2010).
Teachers who influence values, beliefs and attitudes are those who address the affective
domain in their teaching strategies. Therefore, any behavior that has an emotional
component lies within the affective domain (Pierre & Oughton, 2007). Furthermore,
affective characteristics, such as motivation and desire form the very core of learning;
signifying that learning does not occur if students are not willing to learn or are unable to
learn (Stiggins, 2005). Furthermore, the affective domain has the “potential to bring to
light the multi-faceted nature of learning” (Brockbank, 2009, p. 18) and to get students
excited and enthusiastic about what they are actually learning (Miller, 2009).
(Checkpoint No. 3)
1. Based on the above checklists, what are the outcomes that each checklist is supposed to
observe and measure?
 The outcomes that each checklist is supposed to observe and measure are the Work
Habits, Study Habits and Social Skills.
2. Does each criterion in each checklist emphasize the outcomes that need to be observed
and measured? Justify your answer. So as to avoid failing.
 Yes, because all the criteria used in the checklist are aligned with the outcomes that need
to be observed and measured.
Example in the Checklist on Work Habits the criteria used was: Gets the work done on
time, Asks for help when needed and Takes initiative in completing the work. All of
these criteria are appropriate to measure the outcomes of a Work habit.
3. Checklists provide formative assessment for students’ learning and help teachers monitor
if students are on track with the desired outcomes.
 Checklists provide formative assessment for students’ learning and help teachers monitor
if students are on track with the desired outcomes because it is a quick and easy way to
observe and record skills, criteria and behaviors of the student.
Information obtained from the checklist will help the teachers know the student’s needs
and gives appropriate interventions to reach the desired outcomes.
4. Identify an affective domain in a curriculum guide specific to your area of specialization.
You can choose the grade level that you want. Based on the affective competency,
design a checklist with at least 5 indicators that will be strongly connected to the
competency.
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Curriculum guide in TLE Grade 7 Cookery.
Topic: Prepare variety of desserts and sauces using sanitary practices.
Affective Domain: Appreciate the importance of preparing variety of desserts and
sauces using sanitary practices.
Checklist on Social Skills
Directions: Please indicate whether each behavior is observed or not.
Tick the box (YES) if observed, and mark the box (NO) X if not observed:
Name of student: _________________________________
Date of Observation: ______________________________
Subject: ________________________________________
Teacher/Observer: ________________________________
Social Skills
1. Get along with the group well.
2. Wait for his/her turn when giving opinion.
Yes
No
3. Cooperate with the group.
4. Accept criticism positively.
5. Respect other’s opinion.
(Checkpoint No. 4)
A. Study the examples of rating scales.
1. What is the purpose of each rating scale?
 In the first example of the rating scale which is the Attitude towards Mathematics; its
purpose is to know the extent of attitude of the learners towards the subject Mathematics.
 In the second example which is the Contribution to Team Activity (Teamwork); its
purpose is to know the extent of which the student contributes to team activity.
2. Tell whether the traits to be observed and measured in each of the rating scale are
designed to measure the purpose as specified in each rating scale.
 Yes, each rating scale is design to serve its purpose which is to measure the extent of
attitude or behaviours of the learners towards a particular topic.
3. Are the traits to be observed directly observable?
 Yes, it can be observed through the students’ performance.
4. What scales were used in each rating scale?
In the first example:
In the second example:
Attitude towards Mathematics Contribution to Team Activity (Teamwork) uses
uses numbers 1 to 5, 1 being
numbers that represent the following values:
the lowest and 5 the highest.
❹- Constantly Appropriate and effective
❸- Generally Appropriate and effective
NUMERICAL RATING SCALE
❷- Needs Improvement NUMERICAL RATING
SCALE
❶- Unsatisfactory, disruptive.
5. What appropriate descriptive words can be used in each of the point in each rating scale?
 Since both examples measure the extent of attitude or behaviours we can use descriptive
words such as always, usually, sometimes and never which will helps them pinpoint
specific strengths and needs. It is also more understandable compared to simply giving
numbers without descriptive words or giving descriptive words but difficult to
comprehend.
6. How are the directions stated in each of the rating scale? Who are the respondents in the
each of the rating scale?
Direction
In the first example:
Attitude towards
Mathematics
Clearly stated and
understandable where in the
respondent should mark a 
the column for each of the
statements that applies to
them and use 1 to 5,
1 being the lowest and 5 the
highest.
In the second example:
Contribution to Team Activity (Teamwork)
Clearly stated and understandable where in the
respondent will encircle the appropriate number
that indicates the degree to which the student
contributes to team activity.
The number represent the following values:
❹- Constantly Appropriate and effective
❸- Generally Appropriate and effective
❷- Needs Improvement
❶- Unsatisfactory, disruptive.
Respondent
Student
Teacher
7. What type of rating scale is shown in each example? Why?
 The first and second example belong to the Numerical type of rating scales because it
both uses numbers that indicates the extent to which a characteristic or trait is present.
B. Find an affective learning competency in a curriculum guide specific to your
specialization. Use the grade level of your choice. Design a 5 point rating scale with at
least 3 behaviors to be observed for the competency.
Curriculum guide in TLE Grade 7 Cookery
Topic: Prepare variety of desserts and sauces using sanitary practices.
Affective Domain: Appreciate the importance of preparing variety of desserts and
sauces using sanitary practices.
Attitude towards Group Activity
Direction: Put a  to the column for each of the statements as it applies to you. The
number represents the following values:
5- Always
4- Usually
3- Sometimes
2- Rarely
1- Never
Behaviours/Indicators
Get along with the group
well.
Wait for his/her turn when
giving opinion.
Accept criticism positively.
5
Always
4
Usually
3
Sometimes
2
Rarely
1
Never