1st Long Exam TMGC

Name:____________________________ Date:____________________
1. One of eight abilities or intelligences according to Howard Gardner is naturalistic
intelligence. What activity would best develop this intelligence?
A. Listening to an alphabet song to learn the letter b sound.
B Going to the mountain to learn different species of plants.
C. Doing exercises in identifying the different animals of the feline family.
D. Using a model to learn about the digestive system.

2. Jean Piaget's theory of intellectual development asserts that the development of

intelligence goes through stages. Which of the following can one perform if his intellectual
development is at the highest?
A. He can solve complex word problem in mathematics.
B. He can tell the smell of roses.
C. He can spell words like "pretty" but doesn't understand its meaning.
D. He can multiply two 2-digit numbers.

3. Which is NOT about learning style?

A. One can have a mix of learning styles.
B. Variations in learning style within a person is influenced by different factors.
C. An individual has one fixed learning style.
D. All learning styles promote learning.

4. Different learning style proponents have their own idea or version as to what learning style
is all about. What is not common among these propositions?
A. Each learning style comprises more than one component.
B. Learning style is a preferred specific strategy for dealing with learning materials.
C. Addressing students' learning styles by the teacher facilitates learning.
D. Students of the same age or developmental stage have the same learning style.

5. Characteristic of children with attention deficiency hyperactivity disorder:

A. Often inattentive in class
B. Have difficulty in mathematics
C. Always sullen and sad
D. Hyperactive
E. Few friendships
F. Highly impulsive
G. Impaired in oral language

A. C, D, G
B. A, D, F
C. B, E, G
D. C, E, F

6. What should a teacher do when teaching children with specific cognitive or academic
difficulties?
A. Teacher should provide opportunities to students to be successful in academic tasks.
B. Teacher should always provide these children with highly difficult tasks to challenge them.
C. Teacher should teach these children without consulting the parents of the problem.
D. When teaching, teacher should fully allow the students to be on their own.

7. What is the best principle in teaching students with diverse characteristics and needs?
A. Allow students to fully manage their own learning.
B. No need to guide students as they will eventually learn.
C. Use differentiated learning activities and teaching methods.
D. Use only lecture method to facilitate learning of children with diverse needs.

8. Which is NOT a good practice in teaching children with special and diverse needs?
A. Keep on encouraging and motivating these children.
B. As much as possible, develop all aspects of the personality of these children.
C. Allow these children to do anything they want to do inside the classroom.
D. Make all learning materials as meaningful and understandable as possible.

9. Limitations in learning brought about by impairments can be improved. What characteristic

does not support this statement?
A. Teachers' high motivation to teach these children.
B. Teachers' show of concern for these children.
C. A high level of patience of the teacher.
D. Teachers' mindset that children can always learn on their own.

10. Intrinsic motivation is similar to:

A. Wanting to learn even without pressure from parents
B. Wanting to learn because of pushing from parents
C. Wanting to learn because there are expected rewards
D. Wanting to learn because of negative consequences

11. Maslow's hierarchy of needs provides the following concepts except one. What is that
exception?
A. The ultimate need which the individual aims to satisfy is self-actualization.
B. Social needs have to do with friendships, love relationships, and participation in social
activities.
C. All individuals achieve self-actualization at any time in their lives.
D. In some cases, individuals satisfy their higher-level needs even without satisfying their
physiological and lower-level needs.

12. What problem in motivation is illustrated in the following situation?

Situation: Marie's mother is a pianist. She attends piano lessons, because she does not want
to be compared with her mother.
A. Choices
B. Getting started
C. Intensity
D. Thoughts and feelings

13. Which of the following illustrates a motivational problem in intensity?

A. Paula is interested in writing essays. She writes essays and garners scores described as
average. She can write better essays but she feels satisfied with the kind of scores she is
getting.
B. Wilson tries his best to answer questions during class recitation because he is afraid that
his teacher might call him "stupid".
C. Marie is interested to write news articles. But she has difficulty starting to write, because
she does not feel very confident about her ability. It takes her quite some time to finish
writing one.
D. Leila likes to learn how to play the piano. Her brother plays the violin. She likes to learn
playing both instruments, but her parents cannot afford to enroll her in both piano and violin
lessons.

14. Which statement does not characterize motivational technique for students to achieve?
A. The teacher should be a model for learning
B. The teacher should use engaging teaching methods.
C. Only one teaching method for all types of student should be used.
D. Student effort should be rewarded.
15."Learner-centered" means:
A. Providing the positive learning environment for students of all ages.
B. Focusing learning activities on the students
C. Engaging students in classroom activities
D. Preparing learning materials suited for K-12 students

16. Students with performance goal orientation are concerned with:

A. Getting high grades
B. Learning to gain social acceptance
C. Learning for the sake of knowledge acquisition
D. Learning even if there are no expected rewards

17. One of the research findings about motivation is:

A. Motivation level does not improve academic performance.

B. There is no difference in motivation among students with and without goals.
C. Students with clear and with unclear goals are the same in academic performance.
D. Students with specific and difficult goals perform better than those who set general and
easy goals.

18. The main assertion of goal-setting theories:

A. Behavior is purposeful and directed by conscious goals.

B. Behavior of one's parents are imitated by the children.
C. Behavior does not need to be guided or directed.
D. Behavior can be modified or changed.
19. Which concept is not related to metacognition?
A. Sell-regulation
B. Independent learning
C. Self-monitoring and adapting
D. Good memory skills

20. Which teaching technique does not foster metacognition?

A. Asking students to memorize the learning task
B. Asking students thought provoking questions
C. Interaction between teacher and students
D. Doing reflection activities

21. Discovery learning is associated with the

A. Expository method
B. Inductive method
C. Deductive method
D. Inquiry method

22. Metacognition is influenced by several factors except one:

A. Age
B. Intelligence
C. Education level
D. Physical features

23. Why was RA 10533 legislated?

A. To develop critical thinkers
B. To develop empowered individuals
C. To develop productive individuals
D. To develop metacognitive abilities

24. Which learning objective aimed for the development of metacognition?

A. Compare and contrast the various 21st century literary genres citing their elements,
structures and traditions.
B. identify the contributions of the canonical Filipino writers to national literature.
C. Assess the creative adaptation of a literary text, based on rationalized criteria.
D. Identify the geographic, linguistic and ethnic dimensions of Philippine literary history from
precolonial to contemporary period.

25. On the basis of the course objectives of the K-12 curriculum, what kind of a teacher is
most needed to teach the subjects in senior high school?
A. A specialist in the course he is teaching
B. An experienced school manager
C. Equipped with cognitive skills
D. Able to socialize with all kinds of people
Part II……
Direction: Read and write the letters only of your chosen correct answer.
1.Which is an advantage of presenting lessons through education channels on
televisions?
a. Places, events, and objects projected in screen help in visualizing
life-like happenings.
b. They can view the events over and over again, especially current
events.
c. The lesson viewed is the same for all viewers and the reactions will
be the same.
d. It does not need so much activity around because they are assigned
seats.
2. Who are considered community-based stakeholders in curricula
development?
a. Parents, guardians, and professional groups
b. School personnel and teachers
 c. Students and government officials
d. Textbook publishers
3. Who are the school-based stakeholders in curriculum development?
a. Teachers and students
b. Civic groups
c. School boards
d. Industry groups
4. Which steps are included among Hilda Taba’s Inverted Model of Curriculum
Development?
i. Diagnosing needs
ii. Formulating specific objectives
iii. Selecting content
iv. Determining school’s philosophy
a. i, ii, iii
b. i, iii, iv
c. ii, iii, iv
d. i, ii, iv
5. Identifying educational purposes and determining the school’s and
teacher’s philosophy are steps followed in an influential curriculum model
identified as ________________.
a. Ends-Means.
b. Inverted
c. Traditional
d. Nontraditional
6. In organizing and designing a curriculum, what would selection of content
or subject matter include?
i. Knowledge
ii. Skills
iii. Interest of Learners
iv. Values and Attitudes

a. i, ii, iv
b. i and iv only
c. ii and iii only
d. i and iii only
7. Preparing the students to think critically and ensuring that democratic
principles are carried out are considered important in developing a
curriculum. This is in accordance with the philosophical beliefs of the
_______________.
a. Nationalists
b. Idealists
c. Constructivists
d. Pragmatists
8. In evaluating a curriculum, which is the most valid criterion to observe?
a. Methods
b. Available resources
c. Activities
d. Consistency with objectives
9. How can a teacher develop the value of timeliness such as punctuality and
maximal utilization of time?
a. Consistently follow schedule for classroom routine
b. Rush if you are getting late for the right time.
c. Avoid disruptions due to improper behavior.
d. Have a big clock be installed in the classroom for everyone’s
guidance.
10. Discipline is an important concern of teachers to attain good management.
Which is a common cause of discipline-challenging situations which could
be traced to the teacher herself?
a. Personal and emotional attributes
b. Lack of skill in scheduling time for activities
c. Inability to make advanced preparations.
d. Lack of time-consciousness
11. Of prime importance in coping with discipline problems are the teacher’s
personal attributes such as,
i. Patience
ii. Compassion
iii. Concern and caring attitude
iv. Respect and trust for others
Which qualities are proven by research to be effective in preventing
discipline problems?
a. I, ii, iii, iv
b. i, ii, iii
c. ii, iii, iv
d. i, iii, iv
12. Today’s classrooms are filled with 60 to 70 8-years old. What unfavorable
learning situation can result?
i. Insufficient instructional materials
ii. Louder noise from a big group
iii. Overcrowding can cause discomfort.
iv. Immobility and inappropriate seating arrangement.
a. i, ii, iii, iv
b. i, ii, and iii
c. i and ii
d. ii and iii
13. is discipline the exclusive responsibility of the teacher?
 a. No, students must likewise be allowed to participate in formulating
rules for their own behavior.
b. Yes, it is their sole authority to discipline them and not the students.
c. No, some teachers lack the skill in preventing misbehavior, hence
misbehavior arise.
d. Yes, proper behavior can favor learning situation and the skill.
14. “Assertive discipline” is exercised by those who believe that discipline is
the right of the teacher. How would you characterize a classroom where
students are duty-bound to follow rules strictly? Such a classroom is
described as _________.
a. Democratic
b. Autocratic
c. Authority-controlled
d. Well-managed
15. “Time lost is irretrievably lost,” said Jose Rizal. What is the implication of
this famous truism when applied to classroom management of time?
a. Teachers must be ready for any time interruptions due to poor time
schedule.
b. Teachers can make up for lost time anyway, they have not to worry.
c. Allow flexibility for scheduling time to avoid strict compliance.
d. Teachers should maximize the time for instruction and avoid haste
and waste.
16. Teacher A has a monthly calendar tacked on a wall. Side by side she places
a day’s hourly schedule of activities without fail. Everyday the students get
important information about ______________.
i. Length of time to be spent for each activity.
ii. Sequencing of the activities from beginning to end of class.
iii. The a=day of the month they are in.
a. i, ii, iii
b. i and ii only
c. i and iii only
d. ii and iii only
17. the class finished the experiment including formulating their conclusions.
There is still time left. What can she do to make use of the time left?
a. Use fillers, like writing a journal about how they feel about their new
discovery/learning.
b. Give a test to find out if their conclusion is correct and let them
check it.
c. Send them to the library for extended readings and require a special
report.
d. Give another experiment related to what they finished and allow the
same time.
18. Teacher C noticed that her students often get so interested with an activity
that they go beyond the time allotted for it. Should she cut short their
continued observations and order them to proceed to the next activity?
a. Avoid rushing them, you should have allotted sufficient time for
them to spend.
b. You do not have to be so strict with the allotted time especially that
you can see how eager they are to stay.
c. No extension of time, that is all, then proceed to the next activity.
d. Allow just a little more time and warn that next time they have to
follow the scheduled time allotment.
19. Supposing despite early preparations for a smooth transition from one
activity to another, an unexpected failure of operation of an instructional
device like a projector or a computer happens. Could the teacher be
blamed for the idle time that ensues? What should have done?
a. Yes, anticipate a failure and get ready with an alternative plan.
b. No, she is confident the devices are in good condition, no need for a
plan.
c. Yes, she should know how to repair any failure or ask for help
immediately.
d. No, she can continue the activity the following day rather than wait.
20. On the first day of school, Teacher E announced to the class procedures
to be observed in passing papers, getting laboratory materials, and
returning them on the shelves, and passing in and out of the room when
needed. Routine activities are agreed upon. Which describes Teacher E’s
approach to discipline?
a. Proactive
b. Reactive
c. Dialogical
d. Routinary
21. Why must teachers be alert and consistent in classroom management?
a. It serves as a warning for potential misbehavior.
b. It promotes an orderly learning environment.
c. It is easy to see who is listening or not.
d. This gives time for other classroom tasks.
22. Why should the chairs, tables, and other physical features be arranged for
flexible seating?
a. To facilitate interactive teaching-learning processes during class
activities.
b. To allow borrowing and sharing use of materials.
c. To enable students to move around.
d. To allow easy exchanges of seats as needed.
23. As a classroom manager, teacher is generous with sincere praise. Which
is an advantage of this practice?
 a. It conditions students’ discipline.
b. It satisfies students’ needs for praise.
c. It is appreciated.
d. It reinforces positive behavior.
24. Should the students be involved in establishing routine for everyday
tasks?
a. Yes, they own rules agreed upon.
b. No, they will likely disobey it.
c. Yes, for a maximum use of time.
d. No, routine can change as needed.
25. How can the teacher prevent an outbreak of untoward students’ behavior?
a. Put on a stern look as a warning to keep behaving.
b. Show them she is aware of all activities happening in the classroom.
c. Promise a prize if they behave well and do it.
d. Punish misbehavior with difficult activities.
 Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter contains the summary, conclusion, and recommendations of the

study.

Summary

This study aimed to determine the performance level in the flexible

learning of 1st year BEED students of Agusan del Sur college Inc. This study

utilized the descriptive-correlational method. This study was conducted in the

aforecited school. The school is along the national road and is very easy to be

located. At present, this school is headed by Mr. Inocencio J. Angeles Jr. with 26

teachers and staff. This study used universal sampling in which the entire

population of BEED 1st year students in Agusan del Sur College Inc were

involved. This study used researcher-made questionnaire as an instrument for

gathering data. Frequency, percentage, mean and the T-test were used as

statistical tools.

The researchers found out that the respondents perceived Covid-19 pandemic as

stressful. Furthermore, the researchers found out that the academic lifestyle of the

respondents is encouraging. Finally, the researchers found out

that Covid-19 Pandemic has a significant effect on the academic lifestyle of the

students.

Conclusions

With the findings, the following conclusions are drawn:

There is a significant effect of Covid-19 pandemic on the academic lifestyle of the

respondents. It is essential that students should develop stress management skills this

affects the academic lifestyle of the students.

The findings is aligned with the finding of Jennings (2009).Academic vitality is the

significant factor that affect the student’s ability to adapt to the stresses of the studying

epoch. When a person does things, does not feel frustrated and tired, but also feels the

strength and increased energy, and had a sense of inner vitality.

In consonance with Masih & Gulrez, (2006). Admission process, high expectation

of oldsters, curriculum comprised of complex concepts, unsuitable school timing,

unbalanced practice teacher ratio, unhealthy practice teacher interaction, hard and fast

rules of discipline, too many or complex assignments, teaching methodology,

unconcerned teacher’s attitude and overemphasis on weaknesses instead of

acknowledging strengths..

According to Tolares et al (2020), the psychological issues which accompany the

global outbreak of COVID-19 had rapidly compounded its public health burden

Recommendations
 Based on the findings and conclusions, the following recommendations are

given:

The instructors. They should guide the students on stress management.

The students. They should try their best to manage stress brought by the

Covid-19 pandemic such as having enough time to sleep and eating at a proper time.

The parents. They should try their best to support their children financially and

morally.

School administration. They are encouraged to strengthen the instructional

supervision of classes with focus on the stress management and the academic lifestyle

of the students.