GEN ED LET

8/12/2019 GEN ED LET

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GENERAL EDUCATION

1. Rousseau advised, Have a good bank account, a good cook and a good digestion. What is being referred to?A. Duty B. a!i"y C. Security D. #nvest!ent

$. %othing that ha&&ens in this 'or"d ever ha&&ens by chance( it is a"" &art of a grand design. )he author s&eaks of one*s ++++++.

A. "uck B. destiny . drea! D. a!bition

-. arents ad!it that te/t !essaging is an easy !eans of kno'ing their chi"dren*s 'hereabouts. Ho'ever, they are 'orried about its effecton ++++++++++++++++.

A. shortening !essages effective"yB. abi"ity to guess 'ords correct"y

C. ability to spell ords correctlyD. co!!unicating through guessing

0. #f # +++++ a enator, # 'ou"d "ive in Aya"a vi""age.A. shou"d be C. ereB. a! D. 'as

2. Which 'ord does %3) !ean the sa!e as the other three?A. De!end . 45ui&B. u&&"y D. urnish

6. )oday, car !anufacturers have begun to A7)38A)4 their asse!b"y "ines using robots. What does this trend !ean?A. 3&erate through hu!an 'orkers.B. ars are no' auto!atic.

C. Operate t"rou#" $ac"ines.

D. roduce !ore efficient cars.

9. Both Ruben and +++++ &"an to go.A. I . !yse"fB. !e D. !e !yse"f

:. # die ;ust 'hen the da'n breaks to hera"d the day. )his is a fa!ous 5uote fro! ++++++.A.


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B. )he e/a!inees need doub"e &enci"s si!&"y ca"cu"ator and ba"" &en.C. T"e e2a$inees need pencils* a calculator and a ball pen.D. )he e/a!inees need t'o &enci"s, a si!&"e ca"cu"ator, and a ba"" &en.

-0. )ho!as ar"ey said, )he !an 'ithout a &ur&ose is "ike a shi& 'ithout a rudderJ#t cou"d be inter&reted as ++++++++++++++.

A. 3nes "ife doesn*t need to be contro""ed.B. )here shou"d be sufficient energy in one*s "ife

C. T"ere is a stron# dri+in# !orce in one(s li!eD. Direction can never co!e into one*s "ife-2. # sa' a nasty ++++++++++ bet'een t'o cars this !orning.

A. Da!age C. accidentB. Ha&&ening D. danger

-6. Who 'as the Eenera" 'ho said # sha"" return after training troo&s in Austra"ia?A.


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09. 8ataga" ng "u!agay sa tahi!ik si 8e"y. Ang ibig sabihin ayKA.=u!isan na.B. %anahi!ik na.

C.Na#9 asaa naD.%a!atay na.

0:. Hu'ag "i!utin ang vernacu"ar. )utuhing iasi!i"a ito sa &a!bansang 'ika sa ikauun"ad ng ku"tura at "ahi. Ang ibig sabihin ng iasi!i"a ay+++++++++++++++++++++.

A. a&ayabunginB. &apa7inaban#an

. agya!aninD. a&aun"arin

0@. #. Ang kahoy ay ni"a"agare sa kata!ta!ang "aki, at saka &inu&uto" sa !ara!ing &irasong hugis rekatanggu"o.##. Ang &agkikinis ay nangangai"angan ng isang bihasa, sa&agka*t totong !a&anganib at sa sanda"ing su!a"a na ang !ata"i! na

kasangka&an sa bakya, ang !agiging bunga ay !atinding hi'a sa hita ng tagakinis. ###. Ang !ga kahoy na ginaga!it sa &agga'a ng bakya*y nanggaga"ing sa

>ueon, Ma!ba"es, at Bataan.

Ang 'astong &agkakasunod sunod ng !ga &angungusa& ay !akikita sa +++++++.A. ##, ###, at # B. III* I* at II . #, ##, at ### D. ###, ##, at #

2. A"in ang sa"a'ikain sa !ga su!usunodKA. Di !a"i&arang u'ak.B. 8ay &uno 'a"ang bunga, !ay dahon 'a"ang sanga.. %agbubuhat ng sari"ing bangko.D. Nasa Diyos an# aa* nasa tao an# #aa.

21. Ang !ga !ata !o ay tu"ad nga !ga bituin sa ka"angitan. Ano ang ginaga!it na &ag&a&ahayag dito?

A. ersoni&ikasyonB. ang uya!

. ag'a'angisD. &a#tutulad

2$. A"in nag nagbibigay ng o&inion tungko" sa isang na&a&anahong isyu sa &a!a!agitan ng "ara'an?A. #"ustrasyong karikatyurB. =ara'an sa unang &ahina

C. /arton# pan#9editorialD. =ara'an sa hu"ing &ahina

2-. A"in sa !ga i to ang nag&a&ahayag sa &araang organisado at artistiko !aging tu"uyan o sa berso na nag!u"a sa i!ahinasyon?A.&aniti7anB. anu"uan

. anaysayD. 4&iko

20. ino ang nangungusa& sa 5uotation? Ang &agibig ay hindi &agibig ka&ag nagbabago kung nakakakita ng &agbabagoA. %ose Ri'alB. Eenoveva 8atute

. Wi""ia! hakes&eareD. Robert rost

22. 8agaa"as singko na ++++++ u!aga ++++++++++++++++ !agising siya.A. ngatB. nangnang

C. n#9nan#D. nangka&ag

26. Ang sa"itang a&art!ent ay binubuo ng da"a'ang k"aster. )ukuyin ito.A. rt at t!B. t! at nt

C. rt at ntD. &r at t!

29. aan hinango ang !ga k'entong tinata'ag na &arabo"a?A. 8ga &inag!u"anB. L'entong bayan

C. BibliyaD. Lasabihan

2:. Ano ang nag&a!a"i sa &ahayag na ito?

8ay iba*t ibang &araan u&ang !a&aun"ad ang husay sa &agbabasa.A B D

A. B B. A

C. D D.

2@. Anong bahagi ng &anana"ita ang nasa !a"aking titik?

8a"ungkot A%E 8EA nagta&os na 'a"a &ang trabaho.A. angatnigB. arari"a

. anandaD. &an#9u7ol

6. one!a ang ta'ag sa !akabu"uhang tunog ng 'ika. #"an ang &one!a ng i"i&ino?

A. $: B. $ C. :; D. -1

61. Ang butong tinangay ng aso 'a"ang &agsa"ang na"a'ayang ito. Ang kaisi&ang ito ay tu!utukoy sa katotohanan ng +++++++++++++++.A. agtatananB. ag&a&akain

. akiki&agkaibiganD. &a#nana7a

6$. Ano ang kahu"ugan ng tagbising &anahon?A. )ag"a!igB. )agu"an

C. Ta#9tuyotD. )aginit

6-. Lung ang a'it ng &agiibigan ay kundi!an, ano na!an sa Bisaya?A. Lu!intangB. a!botani

. Dio!aD. )a"inda'

60. Lung anong buka!bibig siyang "a!an ng dibdib. #to ay isang uri ng +++++++++++.A. )ug!aanB. )u"a

. BugtongD. Salai7ain

62. A"in dito ang ginaga!it sa &agtuturo na re&"ika na yari sa isang tunay o sintetik na !ateria"?A. a&e"B. 0oc79up

. Dayora!aD. #s&esi!en

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66. A"ing &a!a!araan ang ginaga!it ng guro na nagsisi!u"a sa !ga ha"i!ba'a &atungo sa &ag"a"ahat?A. asak"a'B. abuod

. aba"akD. &atu7las

69. 8a&angara&in ang !a"i"itN Ang ibig sabihin ng &ahayag na ito ay ang !ga taong !ahihira& ayA. Nais u$an#at sa bu"ay 7aya

na7i7ipa#sapalaranB. Eustong "u!i&ad sa a"a&aa&

. 8ay &angara& gu!inha'aD. %ananagini& ng gising

6:. Ano ang kahu"ugan ng idyo!ang gina!it sa &angungusa& na 8ara!i sa !ga !agsasaka ang #%A=A) dahi" sa &atu"oy na &agbuhosng u"an.A. 0inalasB. %aga"it

. %a'a"n ng &agasaD. %anibago

6@. La&ani&ani'a"a ang isang tauhan kung ito ay !ay katu"ad na nakikitang nabubuhay sa !undo. Wika nga*y totoo itong tao, nagtatag"ayng &ositibo at negatibong katangian. 8ay ka&urihan at !ay ka&intasan. 8ay ka"akasan at !ay kahinaan at !ay kasa!aan. 8ay ka'astuanat !ay ka!a"ian. 8ay katinuan at !ay kaba"i'an. 8ay ka"abisan at !ay kaku"angan. 8ay kabana"an at !ay kasa"anan. 8ay kati!&ian at!ay kabig"aanan. =ahat ng katangian sa"usa"ungat, !ay bahid siya. Hindi siya taong nabubuhay sa daigdig ng katakataka na &inakaubodng "ahat, gaya ng !ada"as !a&anood sa &e"iku"ang i"i&ino, na ka&ag bida, sa kanya "ahat ng &ositibo at ka&ag kontrabida, sa kanyana!an "ahat ng negatibo. Hindi kinaie!&atyahan ang tauhang ganito, kinaaanti&atikohan, ooN Ang naangko& na &a!agat ng ta"atang ito ayK

A. An# /atan#ian n# TaoB. Ang Latauhan

C. Ang )ao sa 8undoD. Ang )auhan

9. i"in ang isa kung saan !atag&uan ang sa"ita o &arira"a na nag&a&a!a"i sa &angungusa&.

#babad !o ng isang oras iyan bago "utuin.

A B D

A. D B. A . B D.

C

91. A"in dito ang ginaga!it sa &agtuturo ng &anitikan "a"o na sa &agkasunodsunod ng !ga &angyayari sa k'ento?A. DecodingB. Story !ra$e

. tory gra!!arD. haracter 'ed

9$. 3ne ang"e of a &ara""e"ogra! is -2? What are the !easure s of the three other ang"es?A.:2O, 1-2O, 10OB. ;* ?=>* ;

. -2O, 62O, 62OD. 02O, 62O, 19O

9-. )he edge of a rectang"e so"id have these !easuresK 1.2 feet / P feet by - inches. What is its vo"u!e in cubic inches?A. $$2 B. $9$ C. ?:< D. $9

90. #n a certain schoo", the ratio of boys to gir"s is - to 9. #f there are 12 boys and gir"s in the schoo", ho' !any boys are there?A. 92 B. @ . 12 D.


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A. 1@6- C. ;7A=#F a chi"d fro! being ad!itted to Erade 1 on


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B. $@160:: D. $6$92:

19. #n the fo""o'ing nu!bers, 'hich digit is in the thousand ths &"ace?A. @ C. ? Note) no anser* i! t"e uestion is t"e place +alue o! t"ousandt"s* ? is t"e

anser. It s"ould "a+e a #i+enB. 0 D. 6

1:. At 'hat rate of interest shou"d $,0 be invested so that it 'i"" earn :: in : !onths?

A. 6 PQ . 2QB. = J s"ould be == D. 6Q

1@. Ho' !any vertices does a rectangu"ar so"id have?A. 6 . 0B. 1$ D.

11. #f


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B. =ess e/ercise to decrease bone density.C. Adeuate inta7e o! calciu$ and +ita$in D.D. 4strogen re&"ace!ent thera&y.

1$2. 3f the state of !atter 'hich has the 'eakest inter!o"ecu"ar force of attraction?A. o"id . =i5uidB. "as!a D. Gas

1$6. Which of these characteries organic co!&ounds?A. )hey a"'ays re5uire e"ectrica" !eans to se&arate.B. )hey cannot be broken do'n to si!&"er substances.. )hey are co!&ounds of any e"e!ents.D. T"ey are co$pounds containin# carbon.

1$9. Which of these state!ents is A=4?A. Water is heavier than oi".B. ire caused by 7erosene can be put out i! ater is poured into !ire.. Rain or disti""ed 'ater a &ure "i5uidC boi"s at constant te!&erature.D. Lerosene is "ighter than 'ater.

1$:. #n 'hich of the fo""o'ing !ediu! 'ou"d sound 'aves trave" the fastest?A. Eases . =i5uidsB. Solids D. Iibrating ob;ects

1$@. Which of the fo""o'ing is heterogeneous?

A. Lerosene . Rain 'aterB. "ean air D. Sea ater

1-. Why shou"d gaso"ine be stored in tight"y covered narro'!outhed containers and shou"d be &"aced a'ay fro! heat?I. )o reduce eva&orationII. )o &reserve its 5ua"itiesIII. )o decrease its &otentia" as fire haard

A. # and ### . ## and ###B. I* II and III D. # and ##

1-1. oundK Decibe"K +++++++++++++K+++++++++++++.A. Io"u!e K ube . Area K 5uareB. a&acity K Hectare D. Len#t" ) 0eter

1-$. Which of these are characterieGs !eta"s?#. Eood e"ectrica" conductors##. 8a""eab"e and ducti"e###. or! basic o/ides

A. I* II and III . ## and ### on"yB. # on"y D. # and ## on"y

1--. Which of the fo""o'ing "ight has the "ongest 'ave"ength?A. Ereen C. RedB. B"ue D. Fe""o'

1-0. )o be safe in the un"ike"y case of the "ightning strike, it is best to be inside a bui"ding fra!ed'ith +++++++++++.

A. Ce$ent . #ronB. tee" D. Wood

1-2. Which state!entGs correct"y differentiateGs boi"ing fro! eva&oration?

#. Boi"ing ha&&ens at a definite te!&erature 'hi"e eva&oration can occur at any te!&erature.##. Boi"ing ha&&ens 'hen va&or &ressure e/erted by the "i5uid beco!es e5ua" to the at!os&heric &ressure, 'hi"e eva&orationoccurs 'hen high energy !o"ecu"es at the "i5uid surface continuous"y esca&e to the s&ace above the "i5uid.

###. Boi"ing is a"'ays associated 'ith the te!&erature 'hi"e eva&oration is re"ated on"y to &ressure.A. # and ### . ## on"yB. I and II D. # on"y

1-6. 3one de&"etion ha&&ens due to the re"ease of *s fro! ++++++++++++++++.A. #ndustria" co!bustion . Annua" Res&irationB. Deforestation D. Styro!oa$ and reon

1-9. What ha&&ens to the s&eed of sound 'aves as it trave"s fro! a "ess dense !ediu! to a denser !ediu!?A. )he s&eed stays the sa!e. . )ota" interna" ref"ection ha&&ens.B. T"e speed decreases. D. )he s&eed increases.

1-:. Which of these does %3) be"ong to the other three ter!s?

o"ution o""oid us&ension 4"e!ent

A. Ele$ent . o""oidB. us&ension D. o"ution

1-@. o!e factories use 'ater to coo" their e5ui&!ent, 'ar!ing the 'ater in the &rocess. #f the 'ar! 'ater is du!&ed into a river, "ake orocean, ho' !ight it affect the eco"ogy of the body of 'ater?

#. )he added heat !ay resu"t to the decrease in the a!ount of disso"ved o/ygen needed by the a5uatic organis!s.##. )he added heat 'i"" acce"erate the che!ica" bio"ogica" &rocesses that !ay a"ter the re&roductive &rocesses of the a5uatic

&"ants and ani!a"s.

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###. )he increase in the te!&erature 'i"" increase the a!ount of disso"ved carbon dio/ide causing the acidity of 'ater to e/ceedhar!fu" "eve"s for a5uatic &"ants and ani!a"s.

A. I and III . # and ##B. ## on"y D. # on"y

10. )he interaction bet'een "iving organis!s and non"iving e"e!ents in the environ!ent is ca""edaGan ++++++++++++++.

A. &ecies . o!!unityB. o&u"ation D. Ecosyste$

101. A"" of the fo""o'ing &rob"e!s !ay arise in the use of sanitary "andfi"", 4X4)KA. &roduction o! $et"ane #as and possible e2plosionB. Refusa" of residents for the construction of sanitary "andfi"" in their area.. o""ution of the surrounding soi"D. "ashf"oods and degradation of soi"

10$. #rondeficiency contributes to the &oor scho"astic &erfor!ance of students. Which of the fo""o'ing food ite!s is beat for irondeficientstudents?

A. Li+er . ardinesB. ish D. echay

10-. 8eteoro"ogy is a very i!&ortant branch in natura" cience, 'ithout 'hich 'e cannot be infor!ed of forthco!ing +++++++++++.A. 4arth5uake . o!et

B. 8eteor D. Typ"oon

100. We a"'ays hear doctors 'arning us to "i!it sa"t intake. What is the effect of sa"t in ce""s?A. a"t &unctures the ce"" . a"t c"ogs the ce""B. Salt $a7es cells sell D. a"t dehydrates the ce""

102. What is the ty&e of res&onse e/hibited by the roots of &"ants?A. %egative &hototro&is! . ositive )hig!otro&is!B. &ositi+e #eotropis$ D. %egative geotro&is!

106. atients suffering fro! !a"function of the kidney are no' assisted by a !achine that serves as artificia" kidney ca""ed +++++++++++.A. He!osco&e . &ace!akerB. Ho!eostatic !achine D. "e$odiali'er

109. 4ight out of the to& 1 "eading causes of !orbidity in the hi"i&&ines are co!!unicab"e. )o &revent the! fro! ha&&ening to yourstudents the best advice you can give the! is to +++++++++++++++.

A. Avoid dangerous activities . "ean the c"assroo! oftenB. Kas" "ands !reuently D. over the !outh 'hen sneeing

10:. Which of the fo""o'ing B4) differentiates an earth5uake*s intensity fro! its !agnitude?A. #ntensity cannot be !easured 'hi"e !agnitude can be !easured using a seis!ogra&h.B. #ntensity describes the de&th fro! 'hich the earth5uake originated 'hi"e !agnitude refers to the energy of the earth5uake.C. Intensity is a $easure o! "o da$a#e an eart"ua7e caused at t"e sur!ace "ile $a#nitude is t"e stren#t" o! t"e

ua7e.D. #ntensity refers to the strength of the 5uake 'hi"e !agnitude refers to the degree of destruction it caused at its e&icenter.

10@. Why do 'e hear thunder so!e seconds after seeing "ightning?A. ound trave"s 1,--1 !Gs.B. ound is re"eased "ater actua""y.. =ight a&&ears brighter in the skyD. Li#"t tra+els !aster t"an sound.

12. A"" of the fo""o'ing are effects of deforestation, 4X4)K

A. =ands"ides . Destruction o! t"e o'one layerB. E"oba" 'ar!ing D. "ash f"oods

121. A"" of the fo""o'ing contribute to the greenhouse effect, 4X4)KA. 4/tensive deforestation C. E2cessi+e use o! deter#entsB. orest fires D. 7ncontro""ed burning of 'astes

12$. What is the teacher*s accountabi"ity in the achieve!ent of 5ua"ity education?A. Be accountab"e for re&orting the &erfor!ance of "earners to the schoo" head and stakeho"dersB. Be accountable !or t"e e!!ecti+e attain$ent o! speci!ied learnin# obMecti+es and outco$es. Be accountab"e for re&orting the &erfor!ance of "earners to &arentsD. Be accountab"e for the grading &erfor!ance of "earners

12-. Iio"ation of hu!an rights is a vio"ation of the ++++++++++++ of &ersons.A. 4!otions . reedo!B. Di#nity D. #nte""igence

120. What is the best indicator of 5ua"ity 4ducation as invoked in the onstitution?Eeneration of re"iab"e !easure!ents ++++++++++++++++++.

A. 3n cohort surviva" rate . on &artici&ation rateB. O! educational outco$es D. on dro& out rate

122. An individua" has the right to fi"e the WR#) 3 A8AR3 before the investigation of an ad!inistrative case fi"ed against hi!Gher. Whatfunda!enta" right is invoked by the individua"?

A. Right to be defended by a &ub"ic attorneyB. Ri#"t to li!e* liberty and security. Right to se"f defenseD. Right to due &rocess

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126. Which is the &ri!ary concern of !arriage?A. T"e co$panions"ip and "usband and i!eB. )he !aintenance of socia" status. )he &rocreation and education of chi"drenD. )he !utua" &roduction and security of !an and 'o!an

129. According to the Bi"" of Rights, &rivate &ro&erty sha"" not be taken for &ub"ic use 'ithoutA. A dia"ogue bet'een individua" o'ner and gov*t. re&resentative

B. %ust co$pensation. A notaried deed of sa"eD. An officia" survey of the &ro&erty

12:. #nc"usion is a basic right of every i"i&ino chi"d 'ith s&ecia" needs to education, rehabi"itation, su&&ort services, 'ork training ande!&"oy!ent o&&ortunities, co!!unity &artici&ation and inde&endent "iving.

What "a' 'as &assed by hi"i&&ines ongress in 1@@2 'hich fir!s the tota" integration of &ersons 'ith disabi"ities into the!ainstrea! of society?

A. Re&ub"ic Act %o. 9996 . Republic Act No. :B. Re&ub"ic Act %o. 99:0 D. Re&ub"ic Act %o. 99$$

12@. Artic"e X#I section # of the 1@:9 hi"i&&ine onstitution !andates that the tate sha"" &rotect and &ro!ote the right of a"" citiens to5ua"ity education at a"" "eve"s and sha"" take a&&ro&riate ste&s to !ake such education accessib"e to a""

Which of the goa"s of 4A $12 ai!s to achieve the above !entioned constitutiona" !andate?A. Uni+ersal eli$ination o! drop outs and repetition by all at e+ery #rade or year includin# satis!actory ac"ie+e$ents

le+elsB. 7niversa" co!&"etion of fu"" cyc"e of basic education schoo"ing 'ith satisfactory achieve!ent "eve"s by a"" at every grade or

year. 7niversa" co!&"etion of &ri!ary education 'ith satisfactory achieve!ent "eve" at every grade "eve"D. 7niversa" co!&"etion of secondary education 'ith satisfactory achieve!ent "eve" at every year "eve".

16. )he "ogo of the 3"y!&ic Ea!es re&resents the interconnectedness of the countries in the 'or"d. Whi"e the ga!es high"ight the strengthof nation in s&orts 'hat does the g"oba" activity &ro!ote?

A. Wor"d touris! . Wor"d industryB. Korld peace D. Wor"d history

161. Which state!entGs on education isGare correct?

#. 4ducation is a funda!enta" hu!an right.##. 4ducation is an i!&erfect right.###. 4ducation is the key to sustainab"e deve"o&!ent, &eace and stabi"ity.

A. # on"yB. # and ## on"y

. ### on"yD. I* II* and III

16$. )he 7%43 is an internationa" organiation &ro!oting 'hich &rogra!s of the 7nited %ations?A. o!&etence, cience, %atureB. %ationa" 7nity, cience

C. Education* Science* CultureD. 7nity, 3rganiation, 4ducation

16-. What does the &hrase o"d 'ar refer to?)he &ostWor"d War ## strugg"e bet'een ++++++++++++++.

A. Asia and 4uro&eB. T"e United States and its allies and t"en t"e Union o! So+iet Socialist Republics and its allies.


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A. Why suffer 'hen there are a "ot of &ain re"ievers avai"ab"e.B. Be illin# to pay t"e price !or e+ery drea$ you ant to reali'e.. =ife is a heavy burden to carry.D. 3thers !ake our "ife !iserab"e !any ti!es.

19. Which is of negative conse5uence of our va"ue of c"ose fa!i"y ties?A. Doub"estandard !enta"ityB. T"e de+elop$ent o! prolon#ed dependence

. tabi"ity of the fa!i"yD. er!anence of !arriage

191. #f Rene is surrounded by "ay and dishonest &eo&"e, does that !ean he 'i"" auto!atica""y be "ike the!?A. #t de&ends on the &ersona"ity ty&e of Rene.B. Fes, because environ!ent inf"uences the deve"o&!ent of !an.C. T"at depends on t"e stren#t" o! t"e in!luence o! t"e #roup o! la'y and dis"onest around "i$.D. %o, he can choose to be different since !an has free 'i"".

19$. Be honest even if others are not. Be honest even if others cannot. What does the state!ent i!&"y about va"ues?

#. Ia"ues re!ain to be va"ues even if nobody &ossesses the!.##. Ia"ues are de&endent on &ersons, &"ace and ti!e.###. Ia"ues are changing.

A. ## on"yB. ## and ###

. ### on"yD. I only

19-. ro! the idea"ist &oint of vie', 'hich state!ent on va"ues is )R74?#. Ia"ues are changing.##. Ia"ues are unchanging.###. Ia"ues deter!ine our "ifesty"e.

A. # and ### on"yB. ### on"y

. #, ## and ###D. II and III only

190. We, i"i&inos, are &erceived to have the tendency to "i!it our "ove and concern to our fa!i"ies, to our c"an and to &eo&"e 'e kno'.Which i"i&ino trait is i""ustrated?

A. Herois!B. 7niversa"is!

C. &articularis$D. Doub"estandard !enta"ity

192. )eacher Rico te""s his c"ass before he gives the testK Be honest. #f # catch you cheating, be'are. #f it*s a gir" caught cheating, that is'orse( it is doub"e !orta" sin. What conce&t is evident in the adviceG 'ar!ing fro! )eacher Rico?

A. 8achis!o !enta"ityB. &"it &ersona"ity

. ognitive dissonanceD. Double standard $orality

196. Which ty&e of ta/ation syste! is &ro&oor?#. 45uitab"e ##. 45ua" ###. rogressive

A. ## and ###B. I and III

. # and ##D. #, ## and ###

199. )he &ri!ary &ur&ose of ta/ation is to ++++++++++++.A. ortify the govern!ent against invadersB. Reduce ine5ua"ities in 'ea"th and inco!esC. Raise re+enue !or t"e support o! #o+ern$entD. 8ake the country a "eading industria"ied country in the Wor"d

19:. Which isG are )R74 of coo&eratives and the o!&rehensive Agrarian Refor!?

#. #ntended to e"i!inate &overty in the hi"i&&ine ociety

##. 8eant to a""eviate &overty###. Are &rogra!s for &eo&"e e!&o'er!ent

A. # and ###B. II and III

. ## on"yD. ### on"y

19@. Which assu!&tion under"ies the o!&rehensive Agrarian Refor! rogra!?A. )here is so !uch &overty in the country because of over&o&u"ation.B. )he 'ea"th of the country is concentrated in the hands of a fe'.. 3ur country has very very fe' "anded &eo&"e and very !any "and"ess.D. &eople are $ore producti+e i! t"ey on "at t"ey culti+ate.

1:. # rent out for 1, &er !onth !y on"y bui"ding and "ot to the


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B. Are citiens of the 'or"d. Have ta"entsD. an contribute to g"oba" deve"o&!ent

1:-. What is a characteristic of a &rogressive ta/ syste!?A. )he ta/ rate is e5ua" for a"" citiens.B. T"e ta2 rate is #rater !or "i#"er inco$es.. eo&"e 'ho earn "ess &ay a "arger &art of their inco!e in ta/es than do &eo&"e 'ho earn !ore.

D. A"" &eo&"e &ay the sa!e &ercentage of their earnings in ta/es.

1:0. )he cu"tura" heritage of outheast Asia has been designated by 7%43 as ++++++++++++.A. Wor"d )ourist &otsB. Korld 6erita#e Sites

. Wor"d #nternationa" enterD. Wor"d u"tura" Heritage

1:2. Which is an indicator of the &atronage syste! in hi"i&&ine society that contributes to &overty?A. arents have !any co!&ares in the ba&tis! of their chi"d.B. 8ost &eo&"e &atronie i!&orted goods.. )he &i"oso&o ty&e of 'orker does not get &ro!oted in his ;ob.D. A less deser+in# applicant #ets appointed because "e "as a padrino.

1:6. hi"dren "earn ho' to o&en a coconut and other co!!on chores in a coconut far!. #n this instance, cu"ture is trans!itted by++++++++++.

A. Assi!i"ationB. 4ncu"turation

. Accu"turationD. I$$ersion

1:9. Which has been said to be the strongest factor that drives !ost i"i&ino*s !en and 'o!en to "eave their fa!i"ies and 'ork abroad?A. &o+ertyB. #""iteracy

. #nsurgencyD. onsu!eristic !enta"ity

1::. 3n 'hich conce&t is the crosscu"tura" undertaking advocated by anthro&o"ogists and socio"ogists based in order to &reventethnocentris!?

A. 4thica" re"ativis!B. Cultural relati+is$

. Accu"turationD. E"oba" so"idarity

1:@. What are the considered !a;or goa"s of !u"ticu"tura" education?#. atering to diversity of "earners##. onsidering socia" c"ass and ethnic grou&s###. roviding e5ua" o&&ortunities to education#I. He"&ing individua"s and grou& survive des&ite differences in cu"ture and be"iefs

A. #, ## and #IB. ## and ###

. ### and #ID. I* II* II I and I8

1@. Which of the fo""o'ing state!ents accurate"y ref"ects a strong schoo" cu"ture?A. Has a net'ork of co!!unicationsB. Has high standards of &erfor!ance. Has infor!a" ru"e of behaviorD. 6as de!inite or#ani'ational core +alues

1@1.


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A. Water is &oor conductor of e"ectricity.B. Kater e2ists on sur!ace o! t"e eart" in t"ree p"ysical states.. Water is che!ica""y indestructib"e.D. Water is odor"ess, taste"ess, and co"or"ess.

1@0. Which of the fo""o'ing best defines the 'ord distilledas is used in the "ast sentence of the third &aragra&h?A. ree of e"ectrica" energy

B. ree o! salt content

. Dehydrated soi"

D. ontaining 'ineDIRECTION) READ T6E &ARAGRA&6S BELOK T6EN ANSKER T6E 1UESTIONS P ;=9;.

An international edu#ation initiative, known as global #ompeten#e, was first noted in 89:: in a report published by the oun#il onInternational ;du#ation ;%#hange. Higher edu#ation institutions were en

Hango sa4 &a mga ?ababaihang Taga!alolos +i @r. -ose 0i5al

1@:. Ang bu"ak"ak na na!u!unga na tinutukoy ng ta"ata ayA. Inan# na#sisilan# . Babaeng itinak'i" ng "i&unanB. Da"agang natutukso D. #nang nagbatak sa hira&

1@@. Ang ka"uga!ian na tinutukoy ng ta"ata ay ++++++++++A. La&a"a"uan ./a$an#$an#anB. Labana"an D. La&ighatian

$. Anong diskors ang gina!it sa &ag&a&ahayag ng !ay akda?A. ag"a"ara'an . &a#lala"ad

B. angangat'iran D. agsasa"aysay

END O GENERAL EDUCATIONDirectionK hoose the best ans'er fro! the choices given. 1. )he characteristic of instructiona" &"ans a""o' the &arts to have a s!ooth f"o' of transition. A. "arity . oherence B. y!!etry D. onciseness $. Rea"ia is used 'henever it is A. Avai"ab"e . Affordab"e B. easib"e D. "ausib"e -. )o sho' ho' b"ood circu"ates in the heart, 'hich of the fo""o'ing devices 'i" " be the best choice A. 8ode" . Re&"ica B. 8ocku& D. Rea"ia 0. An activity to he"& students activate &rior kno'"edge before beginning a ne' to&ic. A. =#%L . >-R B. $/0/: teaching D. 3ne on one teaching 2. When a teacher is fair, caring and a&&roachab"e, she is e/ercising her +++++++++&o'er. A. Referent &o'er . Re'ard o'er B. =egiti!ate &o'er D. 4/&ert o'er&ROESSIONAL EDUCATION TEST 4SA0&LE LET ITE0S KIT6 RATIONALIQATIONS5

C6ILD AND ADOLESCENT DE8ELO&0ENT1. Fuan a"'ays 'aits at his neighbor Eera"d every !orning. He en;oys seeing hi! 'hi"e biking and i!itates the actions of Eera"d 'hi"ehe rides his o'n bike. Who is the &ro&onent of ocia" =earning )heory 'hich a&&"ies in the situation?

A. Bandura . BrunerB. Loh"berg D. kinner

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RA)#3%A=#MA)#3%K A A"bert Bandura deve"o&ed the ocia" =earning )heory and advocated that chi"dren "earn fro! 'hat they see in theenviron!ent.$. A chi"d sub!itted a &oor 'ritten re&ort but &ackaged 'ith bright"y co"ored &a&er. )his sho'cases+++++++.

A. Art over acade!ics . art over scienceB. ubstance over &or!a D. &or!a over substanceRA)#3%A=#MA)#3%K D When a student focuses !ore on designs and e!be""ish!ents rather than of content of a re&ort, then it sho's&or!a over substance.-. With the use of !ne!onics, the students are ab"e to +++++infor!ation.

A. Ana"ye . understandB. A&&"y D. re!e!berRA)#3%A=#MA)#3%K D!ne!onics "ike 8y Dear Aunt a""y to !ean !u"ti&"ication, division, addition and subtraction he"& studentsre!e!ber infor!ation easi"y0. According to Lrath'oh"s* affective do!ain of ob;ectives,++++++++ is the "o'est "eve" of affective behavior.

A. Ia"uing . res&ondingB. 3rganiation D. characteriationRA)#3%A=#MA)#3%K the arrange!ent of Lrath'oh"s* affective do!ain is res&onding, va"uing, organiation and characteriation.2. A boy is c"oser to his !other and a gir" is c"ose to her father. )hese instances are under+.

A. 3edi&a" co!&"e/ . &ha""ic stageB. =atent stage D. regenita" stageRA)#3%A=#MA)#3%K 'hen a boy is c"oser to the !other 3edi&us co!&"e/C and a gir" is c"oser to her father 4"ectra co!&"e/C, theseinstances are under reud*s &ha""ic stage in the sychose/ua" Deve"o&!ent )heory.

SOCIAL DI0ENSIONS O EDUCATION1. )eacher Abi asks one of her students, What do you 'ant to beco!e 'hen you gro' u&? )his 5uestion is an indication of 'hat kindof &hi"oso&hy?

A. rogressivis! . 4/istentia"is!B. %atura"is! D. #dea"is!RA)#3%A=#MA)#3%K Didea"is! because it stresses the e/istence of ideas inde&endent fro! the !ateria" 'or"d. #deas that 'hich e/ist inthe !ind are the on"y rea"ity.$. )eacher


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IDEALIS0o #deas are the on"y true rea"ity, the u"ti!ate truths for !atter is nothing but ;ust a !ere re&resentation of ideas.o 4!&hasis is given on kno'"edge obtained by s&ecu"ation and reasoning for its centra" tenet is that ideas are the on"y things 'orthkno'ing foro ocus is on conscious reasoning of the !ind in order to attain truth. )his inc"udes the activities &ertinent to the hu!an !ind such asintros&ection and intuition and the use of "ogico #ts ai! is to discover the fu"" &otentia"s in chi"d and cu"tivates it in order to &re&are hi! for a better &osition in the society and for hi! toserve the society better

o 4!&hasis is given on sub;ectsZ&hi"oso&hy, "iterature, re"igion and historyZthat 'i"" deve"o& and enhance the !ind of the chi"do 8ethods used in teaching inc"ude "ecture, discussion and ocratic dia"ogueo haracter deve"o&!ent is through e!u"ation of e/a!&"es and heroesREALIS0o )he !ost effective 'ay to find about rea"ity is to study it through organied, se&arate and syste!atica""y arranged !atterZe!&hasis ison sub;ect !atter concerning cience and 8athe!aticso 8ethods used in teaching inc"ude recitation, e/&eri!entation and de!onstrationo haracter deve"o&!ent is through training in the ru"es of conductEHIHTENTIALIS0o ub;ect !atter is &ersona" choiceo =earning is based on the 'i""ingness of the student to choose and give !eaning to the sub;ecto 4!&hasis is given on the students rather than on the curricu"u! contento tudents shou"d not be treated as ob;ects to be !easured and standardiedo 8ethods are geared on giving o&&ortunities for the students for se"factua"iation and se"fdirectiono haracter deve"o&!ent is through the res&onsibi"ity of every individua" in !aking a decisionESSENTIALIS0o choo"ing is &ractica" for this 'i"" &re&are students to beco!e co!&etent and va"uab"e !e!bers of the society

o ocuses on the basicsreading, 'riting, s&eaking and the abi"ity to co!&ute arith!eticCo ub;ects that are given e!&hasis inc"ude geogra&hy, gra!!ar, reading, history, !athe!atics, art and hygieneo tresses the va"ues of hard 'ork, &erseverance, disci&"ine and res&ect to authoritieso tudents shou"d be taught to think "ogica""y and syste!atica""ygras&ing not ;ust the &arts but the 'ho"eo 8ethods of teaching center on giving regu"ar assign!ents, dri""s, recitation, fre5uent testing and eva"uation&RAG0ATIS0o #nvo"ves students to 'ork in grou&so 8ethods of teaching inc"ude e/&eri!entation, &ro;ect !aking and &rob"e! so"ving.o tresses on the a&&"ication of 'hat have "earned rather that the transfer of the organied body of kno'"edge&ERENNIALIS0o o!e of the ideas in the &ast are sti"" being taught because they are significanto urricu"u! shou"d contain cognitive sub;ects that cu"tivate rationa"ity, !ora"ity, aesthetics and re"igious &rinci&"es. )his inc"udes history,"anguage, !athe!atics, "ogic, "iterature, hu!anities and science.o urricu"u! !ust be based on recurrent the!es of hu!an "ife for it vie's education as a recurring &rocess based on eterna" truthso )he teacher !ust have the !astery of the sub;ect !atter and authority in e/ercising it.o Ai!s for the education of the rationa" &ersonZto deve"o& !an*s &o'er of thoughtZthe centra" ai! of this &hi"oso&hy&ROGRESSI8IS0o ocuses on the chi"d as a 'ho"e rather than of the content or the teachero urricu"u! content co!es fro! the 5uestions and interests of the studentso 4!&hasis is given on the va"idation of ideas by the students through active e/&eri!entationo 8ethods of teaching inc"ude discussions, interaction teacher 'ith studentsC and grou& dyna!icso 3&&oses the e/tre!e re"iance on bookish !ethod of instruction, "earning through !e!oriation, the use of fear and &unish!ent andthe four 'a""ed &hi"oso&hy of educationCONSTRUCTI8IS0o A &hi"oso&hy of "earning 'hich asserts that rea"ity does not e/ist outside of hu!an conce&tions. #t is the individua" 'ho constructs rea"ityby ref"ecting on his o'n e/&erience and gives !eaning to it.o =earning is the &rocess of ad;usting one*s !enta" !odes to acco!!odate ne' e/&erience.RECONSTRUCTI8IS0o choo"s shou"d originate &o"icies and &rogress that 'i"" bring socia" refor!s and orderso )eachers shou"d be an instru!ent to encourage and "ead students in the &rogra! or socia" refor!so urricu"u! e!&hasies on socia" refor!s as the ai! of education. #t focuses on student e/&erience and taking socia" actions on rea"&rob"e!so 8ethod of teaching inc"ude the &rob"e!oriented ty&e students are encouraged to critica""y e/a!ine cu"tura" heritageC, grou&

discussions, in5uiry, dia"ogues, interactions and co!!unitybased "earningo )he c"assroo! 'i"" serve as a "aboratory in e/&eri!enting schoo" &ractices bringing the 'or"d into the c"assroo!BE6A8IORIS0o Asserts that hu!an beings are sha&ed entire"y by their e/terna" environ!ento )he on"y rea"ity is the &hysica" 'or"dNATIONALIS0o )he !ost i!&ortant deve"o&!ent 'as the creation of co!!on "anguageo tresses on the teaching of the &rinci&"es of de!ocracy, and duties of citienshi&o ti!u"ates the deve"o&!ent of the state 'hich inc"udes the contro" and su&&ort of &ub"ic schoo" syste!o urricu"u! inc"udes the teaching of gra!!ar, geogra&hy and historyo 8ethod of teaching gives e!&hasis on the content regarding on nature studies, &hysica" e/ercises and &"ay activities6U0ANIS0o 4ducation is a &rocess and shou"d not be taken abru&t"y. )he unfo"ding of hu!an character &roceeds 'ith unfo"ding of natureo )he "earner shou"d be in contro" of his destinyo oncern is !ore on !ethods 'hich inc"ude the!e 'riting rather than ora" discussions, dri""s and e/ercises, &"ayingo Asserts the i!&ortance of &"aying in the curricu"u!o 4!&hasies !otivations and the use of &raise and re'ardso urricu"u! inc"udes sub;ects concerning "iterary a&&reciation, &hysica" education, socia" training in !anners and deve"o&!ent

8A)H48A)# DR#==K1. What is the !issing ter! in the series? $, 2, 11, $-, 09, ++++a. 112 b. @2 c. 12 d. 1$2$. A store o'ner !akes a $2Q &rofit by se""ing an ite! for :.. Ho' !uch is his &rofit?a. 1,0. b. $. c. $2. d. 16.-. )he si!&"est e/&ressions for $2G1 is ++++++a. 1 b. 0 c. P d. 1G00. #f the ratio of 'o!en to !en in a !eeting is 0 to 1, 'hat &ercent of the &ersons in the !eeting are !en?a. :Q b. $Q c. -- 1G- Q d. $2Q

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2.


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&ROESSIONAL EDUCATION)1. Which vio"atesC the &rinci&"e of res&ect? #. )eacher A te""s her students that 'hat )eacher B taught is 'rong. ##. )o reta"iate, )eacher B advises students not to enro"" in )eacher A*s c"ass. ###. )eacher secret"y gives 'ay to a s&ecia" favor e.g. add $ &oints to gradeC re5uested by student A 'ho is vying for honors.

A. ## and ###B. #, ## and ###

. # and ##D. # and ###

$. Which isGare in accordance 'ith the &rinci&"e of &edagogica" co!&etence? #. o!!unication of ob;ectives of the course to students ##. A'areness of a"ternative instruction strategies ###. e"ection of a&&ro&riate !ethods of instruction

A. # and ###B. #, ## and ###

. ### on"yD. ## and ###

-. With a death threat over his head, )eacher D is directed to &ass an undeserving student. Which 'i"" a uti"itarianist do?A. ass the student, 'hy suffer the threat?B. Don*t &ass hi!( "ive by your &rinci&"e of ;ustice. Fou 'i"" get re'ard, if not in this "ife, in the ne/t.. ass the student. )hat 'i"" be of use to the student, his &arents and you.D. Don*t &ass hi!. Fou sure"y 'i"" not "ike so!eone to give you a death threat in other to &ass.0. )eacher A kno's of the i""ega" activities of a neighbor but kee&s 5uiet in order not to be invo"ved in any investigation. Which foundationa"&rinci&"e of !ora"ity does )eacher A fai" to a&&"y?

A. )he end does not ;ustify the !eansB. )he end ;ustifies the !eans

. A"'ays do 'hat is rightD. Bet'een t'o evi"s, do the "esser evi"

2. )o earn units for &ro!otion, a teacher &ays her fee but does not attend c"ass at a"". Does this constitute &rofessiona" gro'th?A. %ot i!!ediate"y but yes after &ro!otionB. #t de&ends on the schoo" she is enro""ed in. %o, it is si!&"y earning 8A units for &ro!otionD. Fes, ;ust enro""ing in an 8A &rogra! is a"ready &rofessiona" gro'th6. #f a teacher asks !ore higherorder 5uestions, he has to ask !ore +++++++ 5uestions.

A. factB. c"ose . convergentD. conce&t9. 8isde!eanor has a ri&&"e effect. )his i!&"ies that as a c"assroo! !anager, a teacher +++++++++++.

A. reinforces &ositive behaviorB. res&onds to !isbehavior &ro!&t"y. is consistent in her c"assroo! !anage!ent &racticeD. count 1 to 1 before she dea"s 'ith a !isbehaving student:. Based on 4dgar Da"e*s one of 4/&erience, 'hich activity is farthest fro! the rea" thing?

A. Watching de!oB. Attending e/hibit

. Iideo discD. Iie'ing i!ages

@. )he students of )eacher F scan an e"ectronic encyc"o&edia, vie' a fi"! on sub;ect, or "ook at re"ated to&ics at the touch of a button right therein the c"assroo!. Which deviceGs does teacher F*s c"ass have?

A. )eaching !achinesB. D

. Iideo discD. Iideota&ed "esson

1. Which is an #%AR3R#A)4 'ay to !anage offtask behavior?A. Redirect a chi"d*s attention to task and check his &rogress to !ake sure he is continuing 'ork

B. 8ake eye contact to co!!unicate 'hat you 'ish to co!!unicate. 8ove c"oser to the chi"d to !ake hi! fee" your &resenceD. to& your c"ass activity to correct a chi"d 'ho is no "onger on task11. )o be an effective c"assroo! !anager, a teacher !ust be friend"y but !ust at the sa!e ti!e be+++++++++.

A. confidentB. business"ike

. ana"ytica"D. buddybuddy

1$. Which soft'are is needed 'hen one 'ants to &erfor! auto!atic ca"cu"ations on nu!erica" data?A. DatabaseB. &readsheet rogra!

. 8icrosoft WordD. 8icrosoft o'er&oint

1-. Which of the fo""o'ing 5uestions !ust be considered in eva"uatingteacher!ade !ateria"s?

A. #s the !ateria" ne'?

B. Does the !ateria" si!u"ate individua"is!?. #s the !ateria" e/&ensive?D. #s the !ateria" a&&ro&riate?

10. Lounin c"ai!s that 'ithitness is one of the characteristics of an effective c"assroo! !anager. What is one sign of 'ithitness?A. Eiving attention to students 'ho are having difficu"ty 'ith schoo" 'orkB. eeing on"y a &ortion of the c"ass but intensive"y. Lno'ing 'here instructiona" !ateria"s are ke&tD. A'are of 'hat*s ha&&ening in a"" &arts of the c"assroo!12. Which of these is one of the 'ays by 'hich the internet enab"es &eo&"e to bro'se docu!ents connected by hy&erte/t "inks?

A. 7R=B. Bro'ser

. We"co!e &ageD. Wor"d Wide Web

16. Which characteristics !ust be &ri!ary considered as a choice of instructiona" aids?A. ti!u"ate and !aintain students interestsB. uited to the "esson ob;ectives

. 7&dated and re"evant to i"i&ino settingD. %e' and ski""fu""y !ade

19. Fou can e/hibit referent &o'er on the first day of schoo" by ++++++++.A. te""ing the! the i!&ortance of good gradesB. giving your students a sense of be"ongingness and acce&tance. !aking the! fee" you kno' 'hat you are taking aboutD. re!inding your students your authority over the! again and again1:. # 'ou"d "ike to use a !ode" to e!&hasie &articu"ar &art. Which of these 'ou"d be 83) a&&ro&riate?

A. Rea"iaB. Audio recording

. ti!u"ationD. 8ock u&

1@. What !ust a teacher do to ensure order"y transitions bet'een activities?A. A""o' ti!e for the students to socia"ie in bet'een activities

B. Have the !ateria"s ready at the start of the activity

. Assign fe'er e/ercise to fi"" the a""otted ti!e

D. Wait for students 'ho "ag behind$. )he task of setting u& routine activities for effective c"assroo! !anage!ent is a task that a teacher shou"d undertake+++++++++..

A. as soon as the students have ad;usted to their schedu"esB. on the very first day of schoo"

. every day at the start of the sessionD. every ho!eroo! day

ANSKER /E,);. C:. B?. C


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$. )he reco!!ended !ethod to use if the teachers 'ishes each "earner to concentrate in "earning a to&ic to his ski""s are &ro&er"y assessed is.1C e!antic 'ebbing$C #nde&endent study

-C Ro"e &"aying0C ie"d tri&

-. )he ++++++++ !ethod is observed if 'e 'ish the &u&i" "earn fro! rea" "ife situation di"e!!as.1C ituation$C =ecture

-C )e/tbooks0C 3bservation

0. )he ++++++++ !ethod is used to !ake the "earners study in detai" a s&ecific thing, &erson or &"ace not kno'n to the!1C ase study$C artici&ation

-C ro;ect0C ie"d tri&

2. Which of the fo""o'ing !ethod 'i"" you used to verify a certain findings and to !ake the "earners hand"e a&&aratus &ro&er"y?1C )e/tbook !ethod$C =aboratory !ethod

-C ie"d tri& !ethod0C ro;ect !ethod

6. )he ++++++++ !ethod is uti"ied if the "earners are trained to do creative &roducts.1C ro;ect$C ase study

-C ie"d tri&0C i!u"ation

9. #f the !ateria" is dangerous for the "earners to hand"e, 'hich of the fo""o'ing !ethod 'i"" you use?1C )e/tbook$C Erou& discussions

-C =ecturede!onstration0C 4c"ectic

:. Which !ethod is used to deve"o& scientific in5uiry a!ong the "earners?1C ro;ect$C ase study

-C rob"e! so"ving0C i!u"ation

2C

@. )he ++++++++ !ethod is used to find out the "earner*s kno'"edgeabout a certain to&ic assigned to the!.1C #nde&endent study

$C )e/tbook-C =ecture0C >uestion and ans'er

1. )he ++++++++ a&&roach is uti"ied 'hen the "earners are trained to ask inte""igent 5uestion.1C rocess$C Discovery

-C #n5uiry0C Ia"ue certification

11. #f you 'ish to re"ate a sub;ect !atter to one of the four &rinci&"es of "earning, the ++++++++ a&&roach shou"d be used.1C 8u"tidisci&"inary$C #nterdisci&"inary

-C once&tua"0C #ntegration

1$. )he ++++++++ a&&roach is used if the teacher 'ishes to so"ve a &rob"e! being !et in the schoo".1C 8astery$C #ntegration

-C Action "earning0C Ia"ue c"arification

1-. Fou 'ish to !ake the "earners "earn or interna"ied fu""y a sub;ect !atter to be taught to the!. Which of the fo""o'ing 'i"" you need?

1C #ntegrated$C 8u"ti!edia

-C 8aster0C 8u"tidisci&"inary

10. Which of the fo""o'ing a&&roaches 'i"" be used if you 'ish to re"ate a &articu"ar sub;ect to a"" disci&"ines of "earning?1C 8u"tidisci&"inary$C #nterdisci&"inary

-C Ia"ue c"arification0C #ntegration

12. )o enab"e the "earners to "earn by their o'n &ace of gro'th,+++++++++ a&&roach is used.1C #n5uiry

$C Discovery-C 8astery0C 8odu"ar

16. )he ++++++ a&&roach is observed 'hen the "earners 'ant to !eet the criterion "eve" of success act set by the teachers.1C 8astery "earning$C #nterdisci&"inary

-C once&tua"0C 8odu"ar

19. Which a&&roach is used to e!&hasie the ski""s in infor!ing conc"usions?1C 8u"tidisci&"inary$C #nterdisci&"inary

-C once&tua"0C #n5uiry

1:. Which of the fo""o'ing a&&roaches is used to inc"ude issues confronting the societies?1C #ntegration$C #nterdisci&"inary

-C once&tua"0C #n5uiry

1@. )he +++++++ a&&roach is used to !ake the "earners enunciate their fee"ings or attitudes about certain issues.1C Ia"ue c"arification$C 8astery

-C #ntegration0C #nterdisci&"inary

$. )he +++++++++ !ethod is used if the "earners are to use their senses effective"y.1C )e/tbook$C =ecture de!onstration

-C 3bservation0C #nde&endent study

A%W4R L4F1. 0

$. 1-. 0

0. 1

2. $6. 1

9. -

:. -@. 0

1. -

11. 01$. -

1-. -

10. 112. $

16. 1

19. -1:. $

1@. 1

$. $

R34#3%A= 4D7A)#3%KourceK htt&KGGhy&erku"it.b"ogs&ot.co!G1. Which assu!&tion under"ies the teacher]s use of &erfor!ance ob;ectives?

A. %ot every for! of "earning is observab"e.B. erfor!ance ob;ectives assure the "earrier of "earning.C. Learnin# is de!ined as a c"an#e in t"e learners obser+able per!or$ance.D. )he success of "earner is based on teacher &erfor!ance.

$. #n the &ar"ance of test construction 'hat does )3 !ean?


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A. )ab"e of &ecificsB. Table o! Speci!ications. )ab"e of &ecific )est #te!sD. )ea! of &ecifications

-. A student &asses a research re&ort &oor"y 'ritten but ornate"y &resented in a fo"der to !ake u& for the &oor 5ua"ity of the book re&ort content.Which i"i&ino trait does this &ractice &rove? 4!&hasis on ++++++++++.

A. art over acade!icsB. substance over&or!a. art over scienceD. por$ao+er substance

0. #n a criterionreferenced testing, 'hat !ust you do to ensure that your test is fair?

A. 8ake a"" of the 5uestions true or fa"se.B. Ask each student to contribute one 5uestion.. 8ake t'enty 5uestions but ask the students to ans'er on"y ten of their choice.D. Use t"e obMecti+es !or t"e units as #uide in your test construction.

2. Which does %oa! ho!sky, assert about "anguage "earning for chi"dren?#. Foung chi"dren "earn and a&&"y gra!!atica" ru"es and vocabu"ary as they are e/&osed to the!.##. Begin for!a" teaching of gra!!atica" ru"es to chi"dren as ear"y as &ossib"e.###. Do not re5uire initia" for!a" "anguage teaching for chi"dren.

A. # and ###B. ## on"y. # on"y

D. I and II

6. Which i"i&ino trait 'orks against the shift in teacher]s ro"e fro! teacher as a fountain of infor!ation to teacher as faci"itator?

A. AuthoritativenessB. Authoritarianis!C. 6iyaD. akikisa!a

9. #f a teacher &"ans a constructivist "esson, 'hat 'i"" he !ost "ike"y do? "an ho' he can

A. do eva"uate his students] 'orkB. do reci&roca" teaching. "ecture to his studentsD. en#a#e "is students in con+er#ent t"in7in#

:. Who a!ong the fo""o'ing needs "ess verba" counse"ing but needs !ore concrete and o&erationa" for!s of assistance? )he chi"d 'ho

++++++++++.

A. has !enta" retardationB. "as attention9de!icit disorder. has "earning disabi"ityD. has conduct disorder

@. Ho' 'ou"d you se"ect the !ost fit in govern!ent &ositions? A&&"ying onfucius teachings, 'hich 'ou"d be the ans'er?

A. By course accreditation of an accrediting bodyB. By !erit syste! and course accreditationC. By $erit syste$D. By govern!ent e/a!inations

1. Which ty&es of &"ay is !ost characteristic of a four to si/year o"d chi"d?A. o"itary and on"ooker &"aysB. Associati+e and coooperati+e plays. Associative and on"ooker &"aysD. oo&erative and so"itary &"ays

11. A teacher]s su!!ary of a "esson serves the fo""o'ing functions, 4X4)

A. it "inks the &arts of the "essonB. lt brin#s to#et"er t"e in!or$ation t"at "as been discussed. it !akes &rovisions for fu"" &artici&ation of students.D. it c"inches the basic ideas or conce&ts of the "esson.

1$. A"" of the fo""o'ing describe the deve"o&!ent of chi"dren aged e"even to thirteen 4X4) ++++++++++.

A. t"ey s"i!t !ro$ i$pulsi+ity to adapti+e abilityB. se/ differences in #> beco!es !ore evident. they e/hibit increase ob;ectivity in thinkingD. they sho' abstract thinking and ;udge!ent

1-. )eacher ) taught a "esson denoting o'nershi& by !eans of &ossessives. He first introduced the ru"e, then gave e/a!&"es, fo""o'ed by c"asse/ercises, then back to the ru"e before he !oved into the second ru"e. Which &resenting techni5ue did he use?

A. o!binatoria"B. o!&arativeC. &art9"oleD. e5uence

10. ^#n the "ight of the facts &resented, 'hat is !ost "ike"y to ha&&en 'hen ... ?^ is a sa!&"e thought 5uestion on

A. in!errin#


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B. genera"iing. synthesiingD. ;ustifying

12. )eacher 4 discussed ho' e"ectricity f"o's through 'ires and 'hat generates the e"ectric charge. )hen she gave the students 'ires, bu"bs,s'itches, and dry ce""s and to"d the c"ass to create a circuit that 'i"" increase the brightness of each bu"b. Which one best describes the a&&roachused?

A. #t used a ta/ono!y of basic thinking ski""sB. #t 'as contructivistC. It "elped students understand scienti!ic $et"odol#yD. #t used coo&erative "earning

16. )eacher B uses the direct instruction strategy. Which se5uence of ste&s 'i"" she fo""o'?#. #nde&endent &ractice##. eedback and correctiveness###. Euided student &ractice#I. resenting and structuringI. Revie'ing the &revious day]s 'ork

A. I###I####B. ######I#IC. 89l89III9II9ID. #I######I

19. Which are direct !easures of co!&etence?

A. ersona"ity testsB. erfor!ance tests

. a&erand&enci" testsD. Standardi'ed test

1:. 7nder 'hich &rogra! 'ere students 'ho 'ere not acco!!odated in &ub"ic e"e!entary and secondary schoo"s because of "ack of c"assroo!,teachers, and instructiona" !ateria"s, 'ere enro""ed in &rivate schoo"s in their res&ective co!!unities at the govern!ent]s e/&ense?

A. Eovern!ent Assistance rogra!B. tudy %o'ay =ater. 4ducationa" ervice ontract yste!D. National Sc"olars"ip &ro#ra$

1@. Which activity shou"d a teacher have !ore for his students if he 'ants the! to deve"o& "ogica"!athe!atica" thinking?

A. &roble$ sol+in#B. hora" reading. Dra!aD. toryte""ing

$. An effective c"assroo! !anager uses "o'&rofi"e c"assroo! contro". Which is a "o'&rofi"e c"assroo! techni5ue?

A. %ote to &arentsB. Afterschoo" detention. Withdra'a" of &rivi"egesD. Raisin# t"e pitc" o! t"e +oice

$1. Four teacher is of the o&inion that the 'or"d and everything in it are ever changing and so teaches you the ski"" to co&e 'ith change. What is hisgoverning &hi"oso&hy?

A. #dea"is!B. E2istentalis$. 4/&eri!enta"is!D. Rea"is!

$$. )o co!e c"oser to the truth 'e need togo back to the things the!se"ves.)his is the advice of theA. behavioristsB. p"eno$enolo#ists. idea"istsD. &rag!atists

$-. )est nor!s are estab"ished in order to have a basis for ++++++++++.

A. estab"ishing "earning goa"sB. interpretin# test results. co!&uting gradesD. identifying &u&i"s] difficu"ties

$0. A stitch on ti!e saves nine, so goes the adage.. A&&"ied to c"assroo! !anage!ent, this !eans that 'e ++++++++++

A. !ay not occu&y ourse"ves 'ith disru&tions 'hich are 'orth ignoring because they are !inorB. !ust be reactive in our a&&roach to disci&"ine

C. "a+e to %esol+e $inor disruptions be!ore t"ey are out o! controlD. !ay a&&"y @ ru"es out of 1 consistent"y

$2. Which criterion shou"d guide a teacher in the choice of instructiona" devices?

A. AttractivenessB. ost

. %ove"tyD. Appropriateness

$6. Based on iaget]s theory, 'hat shou"d a teacher &rovide for chi"dren in the sensi!otor stage?

A. Ga$es and ot"er p"ysical acti+ities to de+elop $otor s7ill.B. =earning activities that invo"ve &rob"e!s of c"assification and ordering.. Activities for hy&othesis for!u"ation.


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D. ti!u"ating environ!ent 'ith a!&"e ob;ects to &"ay 'ith.

$9. Who a!ong the fo""o'ing &uts !ore e!&hasis on core re5uire!ents, "onger schoo" day, "onger acade!ic year and !ore cha""engingte/tbooks?

A. erennia"istB. Essentialist

. rogressivistD. 4/istentia"ist

$:. )he search for re"ated "iterature by accessing severa" databases by the use of a te"e&hone "ine to connect a co!&uter "ibrary 'ith otherco!&uters that have database is ter!ed ++++++++++.

A. co!&act disc searchB. !anua" search

C. on9line searc"D. co!&uter search

$@. With synthesiing ski""s in !ind, 'hich has the highest diagnostic va"ue?

A. 4ssay testB. &er!or$ance test

. o!&"etion testD. 8u"ti&"e choice test

-. Based on iaget]s theory, 'hat shou"d a teacher &rovide for chi"dren in the concrete o&erationa" stage?

A. Activities for hy&othesis for!u"ation.B. Learnin# acti+ities t"at in+ol+e proble$s o! classi!ication and orderin#.. Ea!es and other &hysica" activities to deve"o& !otor ski""s.D. ti!u"ating environ!ent 'ith a!&"e ob;ects to &"ay 'ith.

-1. Read the fo""o'ing then ans'er the 5uestionK)4AH4RK #% WHA) WAF 3)H4R )HA% )H4 4R#3D# )AB=4 8#EH) W4 R4D#) )H4 7%D#3I4R4D 4=484%)?B3BBFK W4 37=D E3 )3)H4 833% A%D 44 # )H4R4 AR4 384 4=484%) )H4R4 W4 D3%]) HAI4.

B4))FK W4 37=D D#E D3W% )3 )H4 4%)4R 3 )H4 4AR)H A%D 44 # W4 #%D A%F 3 )H4 8##%E 4=484%).R#LFK W4 37=D )7DF D4BR# R38 )H4 84)43R#)4 # W4 A% #%D A%F.)4AH4RK )H34 AR4 A== E33D A%W4R B7) WHA) # )H34, 4X7R#3% )3 )H4 833%, )3 )H4 4%)4R 3 )H4 4AR)H, 3R)3 #%D 84)43R#)4 W4R4 )33 3)=F A%D )#84 3%78#%E? H3W 8#EH) W4 74 )H4 4=484%) W4 A=R4ADF HAI4 H4R43% 4AR)H )3 #%D 384 %4W 3%4?>uestionK Which 5uestioning strategyGies doesGdo the e/change of thoughts above i" "ustrate?

A. unne"ingB. o'ing and rea&ing

. %osediveD. E2tendin# and li!tin#

-$. Which is %3) a sound &ur&ose for asking 5uestions?

A. )o &robe dee&er after an ans'er is given.B. To discipline a bully in class.

. )o re!ind students of a &rocedure.D. )o encourage se"fref"ection.

--. )he !ain &ur&ose of co!&u"sory study of the onstitution is to ++++++++++

A. de+elop students into responsible* t"in7in# citi'ensB. ac5uaint students 'ith the historica" deve"o&!ent of the hi"i&&ine onstitution. !ake constitutiona" e/&erts of the studentsD. &re&are students for "a'!aking

-0. A chi"d 'ho gets &unished for stea"ing candy !ay not stea" again i!!ediate"y. But this does not !ean that the chi"d !ay not stea" again. Basedon )horndike]s theory on &unish!ent and "earning, this sho's that ++++++++++

A. &unish!ent strengthens a res&onseB. &unish!ent re!oves a res&onse

C. punis"$ent does not re$o+e a responseD. &unish!ent 'eakens a res&onse

-2. As a teacher, you are a reconstructionist. Which a!ong these 'i"" be your guiding &rinci&"e?

A. I $ust teac" t"e c"ild e+ery 7noled#e* s7ill* and +alue t"at "e needs !or a better !uture.B. # !ust teach the chi"d to deve"o& his !enta" &o'ers to the fu"".. # !ust teach the chi"d so he is assured of heaven.D. # !ust teach the chi"d that 'e can never have rea" kno'"edge of anything.

-6. Ho' can you e/hibit e/&ert &o'er on the first day of schoo"?

A. By $a7in# t"e$ !eel you 7no "at you are tal7in# about.B. By !aking the! rea"ie the i!&ortance of good grades.. By re!inding the! your students your authority over the! again and again.D. By giving your students a sense of be"onging and acce&tance.

-9. A si/th grade t'e"veyear o"d boy co!es fro! a dysfunctiona" fa!i"y and has been abused and neg"ected. He has been to t'o or&hanages andthree different e"e!entary schoo"s. )he student can decode on the second grade "eve", but he can co!&rehend ora""y !ateria" at the fourth or fifthgrade "eve". )he !ost &robab"e causeGs of this student]s reading &rob"e! isGare ++++++++++.

A. e!otiona" factorsB. &oor teaching

C. neurolo#ical !actorsD. i!!aturity

-:. )eacher > does not 'ant )eacher B to be &ro!oted and so 'rites an anony!ous "etter against )eacher B accusing her of fabricated "ies

)eacher > !ai"s this anony!ous "etter to the choo"s Division u&erintendent. What shou"d )eacher > do if she has to act &rofessiona""y?

A. Sub$it a si#ned Musti!iable criticis$ a#ainst Teac"er B* i! t"ere is any.B. Eo straight to the choo"s Division u&erintendent and gives criticis! verba""y.. Hire a grou& to distribute &oison "etters against )eacher B for infor!ation disse!ination.D. #nstigate student activists to read &oison "etters over the !icro&hone.

-@. #n se"fdirected "earning, to 'hat e/tent shou"d a teacher]s scaffo"ding be?

A. )o a degree the student needs it.B. %one, to force the student to "earn by hi!se"f.C. To t"e $ini$u$* to speed up de+elop$ent o! students sense o! independence.D. )o the !a/i!u!, in order to e/tend to the student a"" the he"& he needs.


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0. #f your =icensure 4/a!ination )est =4)C ite!s sa!&"e ade5uate"y the co!&etencies "isted in the sy""abi, it can be said that the =4) &ossesses++++++++++ va"idity.

A. concurrentB. construct

C. contentD. &redictive

01. Which guide"ine !ust be observed in the use of &ro!&ting to sha&e the correct &erfor!ance of your students?

A. Use t"e least intrusi+e pro$pt !irst.B. 7se a"" &ro!&ts avai"ab"e.

. 7se the !ost intrusive &ro!&t first.D. Refrain fro! using &ro!&ts.

0$. #t is not 'ise to "augh at a t'oyear o"d chi"d 'hen he utters bad 'ord because in his stage he is "earning to ++++++++++.

A. consider ot"ers +iesB. distinguish se/ differences

. socia"ieD. distinguish right fro! 'rong

0-. #n a treat!ent for a"coho"is!, Ra!i" 'as !ade to drink an a"coho"icbeverage and then !ade to ingest a drug that &roduces nausea.4ventua""y, he 'as nauseated at the sight and s!e"" of a"coho" andsto&&ed drinking a"coho= Which theory e/&"ains this?

A. 3&erant conditioningB. ocia" =earning )heoryC. Associati+e Learnin#D. Attribution )heory

00. Which is a true foundation of the socia" order?

A. 3bedient citienryB. T"e reciprocation o! ri#"ts and duties

. trong &o"itica" "eadershi&D. 45uitab"e distribution of 'ea"th

02. As a teacher, 'hat do you do 'hen you engage yourse"f in !a;or task ana"ysis?A. )est if "earning reached higher "eve" thinking ski""s.

B. Brea7don a co$ple2 tas7 into sub9s7ills.. Deter!ine the "eve" of thinking invo"ved.D. Revise "esson ob;ectives.

06. #n instructiona" &"anning it is necessary that the &arts of the &"an fro! the first to the "ast have ++++++++++.

A. c"arityB. sy$$etry

. coherenceD. conciseness

09. #n a study conducted, the &u&i"s 'ere asked 'hich nationa"ity they &referred, if given a choice. 8a;ority of the &u&i"s 'anted to be A!ericans. #nthis case, in 'hich ob"igation re"ative to the state, do schoo"s see! to be fai"ing? #n their ob"igation to ++++++++++.

A. res&ect for a"" du"y constituted authoritiesB. pro$ote national pride

. &ro!ote obedience to the "a's of the stateD. insti"" a""egiance to the onstitution

0:. )he best 'ay for a guidance counse"or to begin to deve"o& study ski""s and habits in underachieving student 'ou"d be to ++++++++++.A. have these underachieving students observe the study habits of e/ce""ing studentsB. encoura#e students to tal7 about study "abits !ro$ t"eir on e2periences. have the! vie' fi"! stri&s about various study a&&roachesD. give out a "ist of effective study a&&roaches

0@. What is !ost "ike"y to ha&&en to our econo!y 'hen e/&ort continuous"y sur&asses i!&ortis a thought 5uestion on ++++++++++.

A. creatingB. relatin# cause9and9e!!ect

. synthesiingD. &redicting

2. Direct instruction is for facts, ru"es, and actions as indirect instruction is for ++++++++++, ++++++++++, ++++++++++.A. hy&otheses, verified data and conc"usionsB. conce&ts, &atterns and abstractions

C. concepts* processes and #enerali'ationsD. guesses, data and conc"usions

21. Why shou"d a teacher %3) use direct instruction a"" the ti!e?A. #t re5uires !uch ti!e.B. #t re5uires use of !any su&&"e!entary !ateria"s.

C. It is #enerally e!!ecti+e only in t"e teac"in# o! concepts andabstractions.D. #t reduces students engage!ent in "earning.

2$. )he &rinci&"e of individua" differences re5uires teachers to ++++++++++.A. give greater attention to gifted "earnersB. pro+ide !or a +ariety o! learnin# acti+ities

. treat a"" "earners a"ike 'hi"e in the c"assroo!D. &re&are !odu"es for s"o' "earners in c"ass

2-. Which 5uestioning &ractice &ro!otes !ore c"ass interaction?

A. Asking the 5uestion before ca""ing on a student.B. ocusin# on di+er#ent uestion

. ocusing on convergent 5uestions.D. Asking rhetorica" 5uestions.

20. )eacher 'anted to teach the &u&i"s the ski"" to do cross stitching. Her check u& 5ui 'as a 'ritten test on the ste&s of cross stitching. Whichcharacteristic of a good test does it "ack?

A. ScorabilityB. Re"iabi"ity

. 3b;ectivityD. Ia"idity

22. )he attention to the deve"o&!ent of a dee& res&ect and affection for our rich cu"tura" &ast is an inf"uence of ++++++++++.

A. Con!uciusB. Hege"

. )ei"hard de hardinD. De'ey

26. Ho' can you e/hibit "egiti!ate &o'er on the first day of schoo"?

A. By !aking your students fee" they are acce&ted for 'ho they are.B. By infor!ing the! you are a""o'ed to act in "oco &arentis.. By !aking the! rea"ie the i!&ortance of good grades.D. By $a7in# t"e$ !eel you "a+e $astery o! subMect $atter.

29. tudy this grou& of tests 'hich 'as ad!inistered 'ith the fo""o'ing resu"ts, then ans'er the 5uestion.ub;ect 8ean D Ronne"s]s core8ath 26 1 0-


23/27

hysics 01 @ -14ng"ish : 16 1@#n 'hich sub;ectsC did Ronne" &erfor! !ost &oor"y in re"ation to the grou&]s &erfor!ance?

A. En#lis"B. 4ng"ish and 8ath

. 8athD. hysics

2:. Which ho"ds true to standardied tests?A. )hey are used for co!&arative &ur&osesB. )hey are ad!inistered different"yC. T"ey are scored accordin# to di!!erent standardsD. )hey are used for assigning grades

2@. tudy this grou& of tests 'hich 'as ad!inistered 'ith the fo""o'ing resu"ts, then ans'er the 5uestion.ub;ect 8ean D Ronne"s]s core8ath 26 1 0-hysics 01 @ -14ng"ish : 16 1@#n 'hich sub;ectsC 'ere the scores !ost ho!ogenous?

A. 8athB. 4ng"ish

. hysicsD. &"ysics and 0at"

6. What can be said of eter 'ho obtained a score of 92 in a Era!!ar ob;ective test?

A. He ans'ered 92 ite!s in the test correct"y.B. He ans'ered 92Q of the test ite!s correct"y.. His rating is 92.D. 6e per!or$ed better t"an = o! "is class$ates.

61. >ui is to for!ative test 'hi"e &eriodic is to ++++++++++

A. criterionreference testB. su$$ati+e test

. nor!reference testD. diagnostic test

6$. Which a&&"ies 'hen ske'ness is ero?

A. 8ean is greater than the !edianB. 8edian is greater than !ean

. cores have three !odesD. Scores are nor$ally distributed

6-. Ia"ue c"arification as a strategy in Ia"ues 4ducation c"asses is anchored on 'hich &hi"oso&hy?A. 4/istentia"is!B. hristian &hi"oso&hy

C. Idealis$D. Hedonis!

60. 3ut of - distracters in a !u"ti&"e choice test ite!, na!e"y B, , and D, no &u&i" chose D as ans'er. )his i!&"ies that D is ++++++++++

A. an ine!!ecti+e distracterB. a vague distracter

. an effective distracterD. a &"ausib"e distracter

62. A"" !en are &retty !uch a"ike. #t is on"y by custo! that they are set a&art, said one 3rienta" &hi"oso&her. Where can this thought be !ostins&iring?

A. #n a !u"ticu"tura" grou& of "earnersB. In $ulti9cultural and "etero#eneous #roups o! learners and indi#enous peoples #roup. #n a c"ass co!&osed of indigenous &eo&"esD. #n heterogeneous c"ass of "earners

66. Which grou& of &hi"oso&hers !aintain thattruth e/ists in an ob;ective order that is inde&endent of the kno'er?

A. #dea"istsB. rag!atists

. 4/istentia"istsD. Realists

69. 4ach teacher is said to be a trustee of the cu"tura" and educationa" heritage of the nation and is, under ob"igation to trans!it to "earners suchheritage. Which &ractice !akes hi! fu"fi"" such ob"igation?

A. 7se the "atest instructiona" techno"ogy.B. 3bserve continuing &rofessiona" education.

. 7se interactive teaching strategies.D. Study t"e li!e o! ilipino "eroes.

6:. )eacher B engages her students 'ith infor!ation for thorough understanding for !eaning and for co!&etent a&&"ication. Which &rinci&"egoverns )eacher B]s &ractice?

A. ontructivistB. Eesta"t

. BehavioristD. Co#niti+ist

6@. #n 'hich co!&etency do !y students find the greatest difficu"ty? #n the ite! 'ith a difficu"ty inde/ of ++++++++++.

A. @.;B. .@

. .2D. 1.

9. Rights and duties are corre"ative. )his !eans that ++++++++++.

A. rights and duties regu"ate the re"ationshi& of !en in societyB. rights and duties arise fro! natura" "a'C. eac" ri#"t carries it" it one or se+eral correspondin# dutiesD. rights and duties u"ti!ate"y co!e fro! Eod

91. Which describes nor!referenced grading?

A. T"e per!or$ance o! t"e #roupB. What constitutes a &erfect score

. )he students] &ast &erfor!anceD. An abso"ute standard

9$. )eacher 7 teaches to his &u&i"s that &"easure is not the highest good. )eacher]s teaching is against 'hat &hi"oso&hy?

A. Rea"is!B. 6edonis$

. 4&icureanis!D. 4!&iricis!


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9-. tandard deviation is to variabi"ity as !ode to ++++++++++.

A. "eve" of difficu"tyB. discri!ination

C. correlationD. centra" tendency

90. Which test has broad sa!&"ing of to&ics as strength?

A. 3b;ective testB. hort ans'er test

C. Essay testD. rob"e! ty&e

92. # co!bined severa" sub;ect areas in order to focus on a sing"e conce&t for interdisci&"inary teaching. Which strategyG!ethod did # use?

A. rob"e!entered "earningB. )he!atic instruction

. Reading'riting activityD. Unit $et"od

96. Which teaching activity is founded on Bandura]s ocia" =earning )heory?

A. =ecturingB. 8ode"ing

. >uestioningD. Inducti+e Reasonin#

99. or 'hich !ay you use the direct instruction !ethod?

A. Beco!e a'are of the &o""utants around us.B. A&&reciate 8i"ton]s aradise =ost.C. Use a $icroscope properly.

9:. We encounter &eo&"e 'hose &rayer goes "ike thisK ^3 Eod, if there is a Eod( save !y sou", if # have a sou"^ ro! 'ho! is this &rayer?

A. toicB. 4!&iricist

C. A#nosticD. ke&tic

9@. What !easure of centra" tendency does the nu!ber 16 re&resent in the fo""o'ing dataK 10, 12, 19, 16, 1@, $, 16, 10, 16?

A. 8odeB. 8edian

C. 0ode and $edianD. 8ean

:. Avai"!ent of the hi"i&&ine 4ducation "ace!ent )est 4)C for adu"ts and outofschoo" youths is in su&&ort of the goverri!ent] educationa"&rogra! to'ards ++++++++++.

A. euitable accessB. 5ua"ity

. 5ua"ity and re"evanceD. re"evance

:1. Which one can best eva"uate students] attitudina" deve"o&!ent?

A. 4ssay testB. &ort!olio

. 3bservationD. hort ans'er test

:$. Which is a for! of direct instruction?

A. Discovery &rocessB. rob"e! so"ving

C. &ro#ra$$ed instructionD. #nductive reasoning

:-. History books used in schoo"s are re&"ete 'ith events &ortraying defeats and 'eaknesses of the i"i&ino as a &eo&"e. Ho' shou"d you tack"ethe! in the c"assroo!?

A. resent the! and e/&ress your fee"ings of sha!e.B. &resent !acts and use t"e$ as $eans in inspirin# your class to learn !ro$ t"e$.. resent the! and b"a!e those &eo&"e res&onsib"e or those 'ho have contributed.D. resent the! as they are &resented,and te"" the c"ass to acce&t rea"ity.

:0. tandard deviation is to variabi"ity as !ean is to ++++++++++.

A. coefficient of corre"ationB. central tendency

. discri!ination inde/D. "eve" of difficu"ty

:2. A !other gives his boy his favorite snack everyti!e the boy c"eans u& his roo!. After'ards, the boy c"eaned his roo! everyday in antici&ationof the snack. Which theory is i ""ustrated?

A. Associative =earningB. "assica" onditioning

. 3&erant onditioningD. &a+lonian Conditionin#

:6. Bruner]s theory on inte""ectua" deve"o&!ent !oves fro! enactive to iconic and sy!bo"ic stages. #n 'hich stagesC are diagra!s he"&fu" toacco!&any verba" infor!ation?

A. 4nactive and iconicB. Sy$bolic

. y!bo"ic and enactiveD. #conic

:9. )eacher A discovered that his &u&i"s are very good in dra!atiing. Which too" !ust have he"&ed hi! discover his &u&i"s] strength?

A. ortfo"io assess!entB. &er!or$ance test

.


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@. Which is the first ste& in &"anning an achieve!ent test?

A. Define the instructiona" ob;ective.

B. Decide on the "ength of the test.. e"ect the ty&e of test ite!s to use.D. Build a table o! speci!ication.

@1. A teacher 'ho e5uates authority 'ith &o'er does %3) ++++++++++.

A. sha!eB. de+elop sel!9respect in e+ery pupil

. reta"iateD. inti!idate

@$. Which is a !a;or advantage of a curricu"u!based assess!ent?

A. #t is infor!a" in nature.B. #t connects testing 'ith teaching.. #t tends to focus on anecdota" infor!ation on student &rogress.D. It is based on a nor$9re!erenced $easure$ent $odel.

@-. Which does %3) be"ong to the grou& of a"ternative "earning syste!s?

A. 8u"tigrade grou&ingB. 8u"tiage grou&ing

C. Graded educationD. %ongraded grou&ing

@0. )heft of schoo" e5ui&!ent "ike tv, co!&uter, etc. by teenagers in the co!!unity itse"f is beco!ing a co!!on &heno!enon. What does thisincident signify?

A. reva"ence of &overty in the co!!unity.B. #nabi"ity of schoo" to hire security guards.

. De&rivation of i"i&ino schoo"s.D. Co$$unitys lac7 o! sense o! co9oners"ip.

@2. Which can effective"y !easure students] a'areness of va"ues?A. ro;ective techni5ues

B. 8ora" di"e!!a

. =ikert sca"es

D. Anecdotal record

@6. Based on 4dgar Da"e]s one of 4/&erience, 'hich activity is c"osest to the rea" thing?

A. Iie' i!agesB. Attend e2"ibit

. Watch a de!oD. Hear

@9. )eacher B is a teacher of 4ng"ish as a econd =anguage. he uses vocabu"ary cards, fi""intheb"ank sentences, dictation and 'ritinge/ercises in teaching a "esson about grocery sho&&ing. Based on this infor!ation, 'hich of the fo""o'ing is a va"id conc"usion?

A. T"e teac"er is rein!orcin# learnin# by #i+in# t"e sa$e in!or$ation in* a +ariety o! $et"ods.B. )he teacher is a&&"ying B"oo!]s hierachy of cognitive "earning.. )he teacher 'ants to do "ess ta"k.D. )he teacher is e!&hasiing "istening and s&eaking ski""s.

@:. He"&ing in the deve"o&!ent of graduates 'ho are!akaDiyosis an inf"uence of

A. natura"istic !ora"ityB. classical C"ristian $orality

. situationa" !ora"ityD. dia"ectica" !ora"ity

@@. ro! 'ho! do 'e o'e the theory of deductive interference as i""ustrated in sy""ogis!s?A. &latoB. corates

. Aristot"eD. ythagoras

1. tudies in the areas of neurosciences disc"osed that the hu!an brain has "i!it"ess ca&acity. What does this i!&"y?

A. o!e &u&i"s are ad!itted"y not ca&ab"e of "earning.B. 4very &u&i" has his o'n native abi"ity and his "earning is "i!ited to this nativeabi"ty.C. E+ery c"ild is a potential #enius.D. u&i"s can &ossib"y reach a &oint 'here they have "earned everything.

=4) R4I#4W4R 3#3=3EF

1. )he ado&tion of scientific techni5ues to contro" and !ani&u"ate environ!ent such as !ode! !ethods for far!ing and fishing is ca""ed

A. socia" changeB. cu"tura" change

C. tec"nolo#ical c"an#eD. discovery change

$. Heavi"y sanctioned fo"k'ay 'hich no one dares to 5uestion because they e!body !ora" "a's are ca""ed

A. be"iefsB. $ores

. custo!sD. tradition

-. What is that inevitab"e force in history 'hich takes &"ace fro! ti!e to ti!e?

A. c"an#eB. &rogress

. deve"o&!entD. evo"ution

0. %ora Aunor beca!e a "egend in the sho'business because of her ta"ent,deter!ination and hard 'ork. What ro"e does this i""ustrate?

A. ac"ie+ed roleB. ascribed ro"e . hereditary ro"eD. te!&orary ro"e

2. inning vei" around the bride and the groo! G e/change of rings, re"easing ofdoves, etc. during 'edding cere!ony sho' that cu"ture

A. sy$bolicB. historica"

.continuous

D. change"ess

6. A"ing 8aria has taught her daughter ho' to &re&are good and de"icious desserts fro! "oca" fruits and vegetab"es. What cu"tura"trans!ission &rocess is this?

A. observation B. accu"turation


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C. enculturation D. indoctrination

9. 8r. rancisco 'as teaching so!ething on !ores, fo"k'ays, custo!s and be"iefs in his ocia" tudies c"ass. What 'as his "esson about?

A. !ateria" cu"ture. tangib"e cu"ture

B. non9$aterial cultureD. hereditary cu"ture

:. #t 'as the first day of schoo" . 8iss Da"e Rosa &re&ared activities 'hich 'i"" !ake her Erade ### chi"dren sing, &"ay, ta"k, "earn and introducethe!se"ves to the c"ass. What &rocess did the teacher e!&hasie?

A. encu"turationB. indoctrination

C. sociali'ationD. accu"turation

@. 8i"dred, an accountant, 'ho no' "ives 'ith a !arried !an 'as diso'ned by her fa!i"y and friends. )his &unish!ent is a for! of+++++++++++++.

A. iso"ationB. ostracis$

. de&ortationD. character assassination

1.When a certain cu"ture is acce&tab"e to one grou& and 5uestionab"e to others, it sho's thatKA. cu"ture is borro'edB. cu"ture is varied

. cu"ture is a shared &roductD. culture is relati+e

11. )he teaching and "earning of re"igion and va"ues !ost"y !ake use of

A. encu"turationB. cu"turation

C. indoctrinationD. accu"turation

1$. Which of the fo""o'ing situations &resents a va"ue conf"ict?

A. )he teacher &ressures the student to get higher grades.B. )he teacher and his students have better c"ass standing as their &riorities.. )he teacher and the ad!inistrator fo""o' a set of criteria in giving gradesD. T"e teac"er "as students "ose parents ant t"eir c"ildren to obtain "i#"er #rades t"an "at t"ey are capable o! #ettin#.

1-. 8iss antiago is a stick"er for c"ean"iness and order"iness in the c"assroo!. or this, she asks her students to

A. do the sa!e even 'hen they]reat ho!eB. re!ove their shoes in entering the c"assroo!.C. !or$ulate nor$s and re$ind t"e$ o!ten to !ollo t"ese nor$s.D. bring c"eaning !ateria"s and c"ean the roo! before, during, and after c"asses

10. Which situation sho's that a sense of nationhood is e/e!&"ified?

A. When 8iss Aguas asked her Erade ## students in 'hat country they 'ish to"ive, !ost of the! chose Austra"ia.B. )he c"ass 'as asked 'hich brand of choco"ate they 'ou"d rather have, no onechose chocnut.^C. T"ere is a class pro#ra$. T"e #irls +olunteered to do a bala#tasanD. )he boys o&ted to !ake a chora" rendition of the the!e song of the !ovie ^)itanic.^

12. Which state!ent best indicates a ba"ance bet'een res&onsibi"ity and authority? 8iss oriano has ;ust &rovided a grou& activity to herc"ass. Whi"e the c"ass is at it, she says...

A. Fou can ta"k as !uch as you 'ant.B. Fou are forbidden to ta"k 'ith each other.. #]"" send you out of the roo! if you so !uch create noise.D. ,ou can tal7 pro+ided you !inis" t"e or7 on ti$e and do not disturb t"e ot"er #roup

16. Which of the fo""o'ing behaviors bes&eaks of a &rofessiona" teacher?

A. &eaks i"" of the i"i&ino 'aysB. Ad+ocates t"e t"e$e o! nation"ood. #!&arts his &ersona" be"iefs and ideo"ogyD. eeks the coo&eration of the &arents for her o'n interests

19. Which situation sho's a desirab"e re"ationshi& bet'een teachers and other grou&s of &eo&"e?

A. 0rs. 0a#sino* a nely9assi#ned principal to Baran#ay San Andres* calls on t"e baran#ay c"air$an.B. )he ne' teacher 'as re5uested to he"& the barangay counci" in a case invo"ving one of his students. He dec"ined.. 8r. )ig"ao fee"s that the barangay counci" is against his &"ans( so, he does notconsu"t the counci" even if there is a need for it.D. )he &rinci&a" does her o'n 'ay of ca!&aigning for c"ean"iness in and outside the schoo"( she never gets invo"ved 'ith the sa!eca!&aign of the barangay officia"s.

1:. #f you 'ere 8rs. %or!an, 'hich action 'ou"d you take to sho' a ba"ance bet'een ba"ance and accountabi"ity?

A. Eive the! !ore free ti!e during the ca!&ing &eriod.B. ee to it that the o"der boy scouts take charge of the safety of the grou&. =et the boy scouts do the schedu"ed activities during the ca!&ing 'hi"e he had a drinking s&ree 'ith the other scout !asters.D. &repare structured acti+ities t"at allo independent or7 a$on# t"e boy scout #roups and rate t"e$ accordin# to t"ea#reed criteria.

1@$. Which t'o characteristics of eastern &hi"oso&hies !ight have inf"uenced hi"i&&ine education?

A. ocus on the individua".B. )he grou& is above se"f.C. /noled#e co$es about t"rou#" $editation.D. 0ans ay o! li!e $ust be c"aracteri'ed by "ar$ony.

$1. Which situation sho's that action is "ega" but not !ora"? ub"ic officia", entit"ed to s&ecific &rivi"eges fro! the govern!ent

A. )akes the !ost econo!ica" fare in going about his duties.B. Does his ;ob 'ithout getting favors fro! the c"ient he serves.. Reverts back to the &ub"ic coffers the 1Q co!!ission due hi!.D. Buys t"e latest and t"e $ost e2pensi+e car $odel !or "is depart$ent.


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