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---·
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'~ REVIEW CENTER
Suite 3 0 1 L yman Og 1lby Cen trum . 358 Magsaysa y Avenue . Baguio C,ty (07 4) 445 -8085 I 0915 - 188 -9987 I 0909 -2 4 1-5 3 48

LET MARCH 2018

ASSESSMENT of STIJDENT LEARNING
Prepared by: Dr. Ramir Santos Austria
MEASUREMENT
An educational process that checks the specificity of an individual which is expressed quantitatively.
The quantification of what students learned through the use of tests, questionnaires, rating scales, checklists, and other devices. MEASUREMENT
answers the question, how much does a student learn or know?
EVALUATION
An educational process that checks the personality of an individual which is expressed qualitatively.
A process of making judgements, assigning value, or deciding on the worth of student's performance. EVALUATION answers the question. how
good, adequate, or desirable is it?
ASSESSMENT
The full range of information gathered and synthesized by teachers about their students and their classrooms. Gathered through
observation, verbal exchange, written reports, or outputs. ASSESSMENT looks into how much change has occurred on the studenrs
acquisition of a ski/I, knowledge or value before and after a given learning experience.
Why Assess?
To determine entry knowledge and skills
To check status of learners' learning
To determine if targets are met
PURPOSES OF MEA (Mu1urement, Evaluation, Asaeesment)
Appraisal of the school, curriculum, instructional materials, physical plant, equipment
Appraisal of the teacher
Appraisal of the school child
FUNCTIONS OF M•E-A
Improvement of student learning
Identification of students' strengths and weaknesses
Assessment of the effectiveness of a particular teaching strategy
Appraisal of the effectiveness of the curriculum
Assessment and improvement of teaching effectiveness
Communication with and involvement of parents in their children's learning
METHODS OF COLLECTING ASSESSMENT DATA
f . Paper-and-pen .
Supply Type - requires the student to produce or construct an answer to the questiO_n
Selection Type - requires the student to choose the correct answer from a list of optiOns
2. Obseivation
Involves watching the students as they perform certain learning tasks like reading, speaking...
TYPES OF EVALUATION
1. DIAGNOSTIC EVALUATION
• given before instruction to assess student's prior knowledge of a particular topic or lesson
_done to determine strengths and weaknesses of students as bases for remedial instruction
2. FORMATIVE EVALUATION
_administered during the instructional process to provide feedback to students and learners on how well the former are learning the lesson
being taught
. frequendy done to determine who have reached mastery of the lesson
- uses reinforcement to ensure mastery
3. SUMMATIVE EVALUATION
- given to determine student achievement for grading purposes
• usually done at the end of a unit, which summarizes the student's accomplishments
APPROACHES TO EVALUATION
CRITERION-REFERENCED MEASURE (CRM)
A student's performance is compared against a predetem1ined or agreed upon standard.
Designed to measure sb.Jdents' performance with respect to some particular criterion or standard. It is used to evaluate performance
against performance objeciive.
NORM-REFERENCED MEASURE (NRM)
A student's performance is compared with the performance of other students.
_ Designed to measure the ability of one student compared to the abilities of other students in the same class.
TYPES OF TESTS AND THEIR USES (Manarang, 1983; Loulaell & Descamps, 1992)
1. Mode of Response
Oral
Written
Performance
2. Ease of Quantification of R11ponae
Objective - with definite/ exact answer
Subjective - divergent answers

ST. LOUIS REVIEW CENTER BAGUIO CITY ( 074) 445-8085/0915-188-9987/091 2-880-501 7 Page 1
 3
· Mode of Admlnittmion '(
• Individual - one student at a time
Group - simultaneous
4. Test Constructor
• Standardized - prepared by an expert or specialist foffow unif~ procedu;e scoring and interJ)retation
• Teacher-Made - prepared by classroom teacher with no established norm or
5. Mode of Interpreting Ruults
• Norm-Ref...ncld - compaing performances of students . .
Crfterlon-Referenced - comparing an individual performance with aspecific goal .
6. Nature of Answer . . . osition emotional stability, frustration level,
• Personality - emotion, social adjustment dominance &submission, value onentatiOn, d,sp •
degree of introversion or extroversion
• Intelligence - mental ability (I.Q)
Aptitude - predicting the likelihood in a learning area
Achievement - to determine what student has learned from formal instruction
• Aceompli1hment- to detennine what students has lea-ned form a broader area . . .
Soc:io-metrtc (Prefnnce)- discovering lecm!r's likes and dislikes; social acceptance; social relationships
Trade - to measure an individual's skill or competence in an occupation or vocation
Speed - to determine ability and accuracy bounded with time
Diagnostic - to identify specific strengths and weaknesses in past and present learning
Fonnative - to improve teaching and learning while it is going on
Summative - given at the end of instruction to determine student's learning and assign grades

TEST CONSTRUCTION: TEACHER MADE TESTS

TABLE OF SPECIFICATIONS
Blueprint of a test
Done before test construction
Sets objectives as bases for test construction
STEPS IN WRITING TEST ITEMS
· 1. Identification of instructional objectives and lewning outcomes.
2. Listing the topics to be covered in the test
3. Preparation of the Table of Specification (fOS).
4. Selection of the appropriate type/softest
5. Writing the test items.
6. Sequencing the test items.
7. Writing the directions or instructions.
8. Preparation of the answer sheet Of necessa,y} and scoring key.
9. Administering the test
10. Analyzing the test results.
11. Interpreting the test results.
GENERAL GUIDELINES.IN WRITING TEST ITEMS
Avoid wording that is ambiguous and confusing.
Use appropriate vocabulay and sentence structure.
Keep questions short and to the point
Avoid using negative and double negative statements. .
Avoid using abt,eviations/ acronyms especially if not used/presented mthe class.
There should be cle.r- instruction.
There should be specified number of points.
There should be no patterns provided.
There should be proper mechanical make-up.
Do not provide clues/hints to the answer.
Use vocabulay suited to the maturity of the students.
Use language that even the poorest readers will understand.
Items should not be directly lifted from book/reference.
TYPES OF TEACHER-MADE TEST
1. Objective
Multiple Choices Analogy Matching Type Rearrangement
Alternative Response Identification
Completion/Augmentation Labeling
2. Subjective (Etuy)
Extended Restricted
MULTIPLE CHOICES
Stem - question or problem in each it.em; can be presented in 2 ways:
- Incomplete natement - all the options end with aperiod or only the last option ends with a period.
- Direct qutltlon - options do not end with aperiod but stem ends with a question mark.
Options - alternatives wnere student selects the correct answer
- there is only one C()(Tett/best answer from the options, the less appropriate are foils or distr.-:ters (maximum no. of options is 5 and the
minimum is 4)
ADVANTAGES
great versatility in measuring objectives · from the level of rote memorization to the most complex level
the teacher can cover a substantial .-noun! of course material mrelatively short time
scoring is objective
a
ST. LOUISREVIEW CENTER BAGUIO CITY (074) 445-8085/0915-188-9987/0912-880-5017
Page 2

- -- - - -- - -- - - -
 there should be oohere~ 1~ ~ - •· • •· ·.•--... - •· · ·· ••...••.• ••
there should be · • 5 and opbons
. . consistency 1n the length/o·esentation of choices
avoid repetitJon of words in the opbons
the choices should be arranged ascenomgty/descend,ngly
the choices should be arranged in vertical!columnar order
t~J .}.ut
stems and options should be stated positively whenever possible
1_)sC'-1.. 'f,'f'I-. 'I
avoid negative statements or double-negative statements ,n the stem ·
ti:V +L
options should be plausible and horrogeneous
rtems should have defensible correct or best opbon
vary the placement of correct opt>ons (to avoid pattern)
avoid overlapping options
options for complex type must be clear
make sure there is only one correct/best answer to an item
stem and options should be 1n a single page
avoid using none of the above
use none of the above op!Jon only if there is an absolute right answer
avoid using all of the above
ft is a poor distrscte.r since ff has ~ry little discriminating power to identify knowledgeable from non-
knowledgeable students.
do not have combination of all of the above and none of the above in the options
use four or five options
there should be uniformity in the number of choices for al the items
there should be no articles a/an a1the end of the stem
stem should be clecr- and grammatically correct and should contain elements common to each optiori (MC obey Standard English ru!es of
punctuation and grammcr, a question requires a question mark)
TYPES OF ESSAY
1. EXTENDED RESPONSE QUESTIONS
Leave students free to determne the content and to organize the format of their answer
Opinionated or open-ended answers are solicited from students
2. RESTRICTED RESPONSE QUESilONS
Limit both the content and the format of the students' answers
Certain paramete<s are used in the questions/problems
ADVANTAGES OF ESSAY
No guessing, assesses factual infomlation
Ailows divergent think€rs to demonstrate higher order thin~ing skills (HOTS)
Reduces lead time required to produce
Less work to administer for smaller number of students
Can be rich in diagnostic information
DISADVANTAGES OF ESSAY
Subjectivity in scoring
Even different times of day make a difference
First paper to be read/checked often sets standard
Time consuming ,n checking
Can result to student rambling, confusKJn or inability to find a focus
HOW TO WRITE ESSAY QUESilONS (Dr. Nacrim)
Define the task clearly to the student
When tesbng for content, make each item relatively sho,1 and increase che number of items
Do NOT provide a choice of questions
Devise answer key as you wriie question
Give students the critena for evaluating the answers
Present material ID get higher thinking skills
To be effective, essay questions need to ....
Be related to classroom and/or homework learning
Be clear1y articulated
Be unambiguous
Cover larger ~eg~nts of material, rather than have a very limited scope
Provide sufficient nme for the quality of answers expected
Require incorporation of factual knowledge
Require students to provide reasoning for their answers
• Include clecr- directions as to length and structure
INCREASING OBJECTIVITY OF ESSAY SCORJNG
Score blind

·-
Read one question at a time
- - - - -- - - - - ~ ~-~
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ITEM ANAL~: Policy on irrelevant answers. errors
procedure which is do b stud .
the reltabtl ne Y y,ng the leameis' responses to each item
tty anc, vahdity of the tesl scoresare dependent onthequallly of the itemsof the test
If you
Comi>onents 0 ;ftaemnimAprovlye ".'equality of anindividual item. hence, youcanimprove the overall qua,ty of the lest
na sis
Index of Difficulty
- Index of Discnminating Power
Rer llldex of Effecbveness of D1slrceters
• evance of Item Analysis
· useful infonnation for class discussion
• · hel_p,ng the students to 1rr,prove their learning method
· insights a dsli:'11
The Upper Group nLo I s~h1ch lead to the conslruction of better test items for Mure use
.. 1 Check the- pap: roup Method (U-L)
2 Arrange the tesl scores from highest to lowest
3. Get one-third of the papers (highest score ) 10
• lower group. (Population/3 or N/J) s represent the upper group and one-third of the papers (lowest scores) to represent the
• 4 Count the number of students • th
5 Record the fre_ quency fromS~; 4 e upper and lower groups, respectively, who chose the options
• 6· Compute and mterpret the indices
INDEX OF DIFFICULTY .
• I Formula refers to the percentage of getting the right answer to each item

•
ID "' RUG+ RLG
• N
• I
RUG I RLG • number of students from the upper and lower groupswho got the correct answer
N . - number of cases in both the upper and lower groups
lndax of D1fficutty Int retation
- - -- SCALE - - - - - -=- oE=sc,::
C-Rl-PTI
,-- O
~N
- - - -- ~
0 81 - 1.00 _ _VEJ Easy - - - - - ,
061- 0.80 ~ Easy
- - - -- ~ 0 .:.
=- j~-----
41'-_-0:.:6:.:0:___ - - - - --
- - <f2f=o 40 _ _ _
0.00 - 0 20
Moderale- - - - ---1
D1fficut\
_ _ ___ v_ery D ult __ ~ -

INDEX OF DISCRIMINATING POWER

refers to how well an item can accurately discnminate between test takers who differ on the construct being measurell
Fonnula

' RUG - RLG

• ID = - - --
11

• RUG/ RLG - number of students from the upper and lowe< groups who got the correct answer
n - number of students in each group
Index of Discriminating Power lnteo>retation
I
VALUES RESULT DESCRIPTION
- --
+ Values RUG > RLG ! Posibve D1scnminating Power
0 RUG= RLG I No Discnmmabng Power
- Values RUG < RLG I Negative Discriminating Power
- ·
INDEX OF EFFECTIVENESS OF DISTRACTERS
The selection of distracters can significantly impact the difficulty of the item and consequently the ability of the rtemto d1scr11TIJnate
Principles of the I.E.
Did the distracter distra:t some examinees?
o If no examinees selected the distracter it is not doing its job.
o If a distracter is so obviously incorrect that no examinees select it, it is ineffecbve and needs to be revised or replaced.
Did the distracter attract more examinees in the bottom group than in the top group?
o Effective distracters should.
o When looking at the correct response we expect more examinees in the top group to select it than examnees in the bottom
group.
o With the distracters we expect the oppos~e
Index of Effectiveness of O',atracters Interpretation
•
OPTIONS RESOLT . DESCRIPTION
GOOD UG<LG more students rrom the lower group are attracted
FAIR UG =LG both grouos have the same frequencv
POOR UG >LG more students from the upper group are attracted

ST. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/0915-188-9987 /0912-880-5017 Paget
 a• Basis for Final Decision
1.0 p 1.E DECISION
+

+
0, -
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_J
I
Good
Fa,r/Poor
Good
= Retain - -
Revise the Fair/Poor Option -_J
_ Revise l~ hrase the rtem) __- _J
- - -'

0 Fatr/Poor Rc.iect
+ Good/F""r/Poor
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TEST INTERPRETATION
Or. Ramir S. Austria
CENTRAL TENDENCY
MEAN
• Most common measure of central tendency
• Best for making predictions
• The best measure of central tendency if the distribution 1s nonnal
• The arithmebc average, computed simply by adding together all scores and dividing by the number of scores
• It uses information from every single score
MEAN (Ungrouped)
X Ll
fl

Example
If X = {3, 5, 10, 4, 3}
X = (3 + 5+10+4+3) / 5
=- 251 5
= 5
' I I
MEDIAN 1.' ..1 ,. .,.. .. r •
• Divides a distribution of scores exactly in half.
• The middle-most value.
• Better than mode beeause only one seo<e can be median and the median will usually be around where most scores fall.
• If uata are perfectly normal, the mode 1s the median.
• The median is computed when data are ordinal scale or when they are highly skewed
1

-
Finding the Median 11 ,tcl J .,1 , ~- , .J "'l
• First you rank order the values of X from low to high or vice versa ..._,, I.(
(, 1 :i I?
" Count number of obseivations and add 1
Divide by 2 to get the middle score
MODE
The most common observation in a group of scores .
• Distributions can be unimodal, bimodal, or muttimodal
• If the data is categorical (measured on the nominal scale) then only the mode can be calculated
•
The most frequently occurring score
•
The Shape of Distributions
With perfectly bell shaped distributions, the mean, median, and mode are identical

I~~ .>< ~11""9~-=-n,9~

With negatively sJ.-ewed data, the mean is lowesl followed by the median and mode

Advantaaes I ~an~7
~ e~ e
I Mean
1 (Sum of all values/ no. of values)
/
Best known average
f l{actly calculable
Make use of all data
I Affected by extreme values
Can be absurd for discrete data
(e.g. Family size= 4.5 penson)
Cannot be obtained graphically 1
Useful for statistical analysis 1
Median (middle value) Not influenced by extreme I Needs interpolation for group/
values aggregate data (cumulative
Obtainable even if data frequency curve)
distribution unknown (e.a.

-
Mav not be characteristic of arou1>
--- -
ST LOUIS REVIEW CENTER BAGUIO CITY (0 74) 445. 8085 /0915-188-9987/0912-880-5017
 1 unar,~,.,.. .,, " ~-·
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I
! Unlffected by open-ended flass 1 Cannofbe detemttnecfexactly in
Morle (IN>st frequent value) Unaffected by e•treme values group data
Eaty to obtain from histogram
Dttennlnable from only values
I Ver, Umi1ed statistical use
I - -
1
Grouped Data (Frequency Dl!ttlibution)
I near the modal class _

• Find the range (HS - LS =R) ,,

• Determine class interval (1 = R/10)
• Create classes
• Tally scores
• Determine frequencies
• Determine intended measure
Mean E/Mpl
M= - -
N
Median
Md = LB + (
N / \- cf) 1.

or
Md = V B - (
N/ 2/- cf) 1.

POINT MEASURES (FRACTILE) ..

determines the specific location/performance of an individual
Percentile I 1J
P = LB + ( PN; cf)i

Decile
0 =- t.B + (~N; cf)t
- I cf).
Qua,t;le \ N/4 -
1
Q1 = LB • (

JN/; - cf) I
Q3 = LB + (
Example (Interpretation) 0
P39 = 25 (determines the lower 39% and upper 61 ¼ ot the class)
Ugaya's score is 21 ..
_ She belongs to the low8f' 39¾ or the class
61% of the class performed better than her
VARIABILITY
Spread, distribution, scatter, .
Variance, distance, deviation, difference
Range
Interquartile Range J st -- u: ·I
Quarllle Deviation .I •( '
Mean Absolute Deviation
Variance
> .:; L I '
Standard Deviation
o Variance
o close to O(homogeneous)
o Far from O(heterogeneous)
o Standard Deviation
o close to O(close to the mean - great contributor to the class)
o Far from O(far from mean - non~nlributor to the class)
o Far from O(high - good performer; low - non-performer)

N(.E{Mpt 2 ) - (S{Mpt) 2
Variance (Grouped) = N(N _ l )

Standard Deviation (Grouped) =

N(.E/Mpt 2 ) - (I/ Mp t) 2 I
N(N - 1)
I
ST. LOUIS REVIEW CENTER BAGUIO ClTY (074) 445-8085/0915-188-9987/0912-880-5017 Pc!ge 6
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+/- 0 41 - 0 60 Modo1,1te/ Aver0J1
-I~- 0 21 - 0 40 I ow/ Wo,tk/ !;llghUy Sutiotantial
Vo1y I owN01y WPt1k/ Not Sub!lYnbal
+/- 0 00- 0 20

Rel1t10111hlp Dlroctlon
\ Scale Same
Positive llrrcct
IIIVOI ~,e
Oppostte
\ Negabve
SKEWNESS
1. Positively skewed (skewed to the nght, ma1orlfy uot low, low got hl(Jh)
2 Nom1AI distnbution (boll-shaped, 1na1orify got overage)
3 Negatively skewod (skewed to the left, majnnfy got hlg/1, low got low)

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1 Platyl<ul1,~ Je,., .,. ,, ,
2. Mesokun,c
3 Leptokurtic
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LET REVIEW {)1c'9 1-C ' "'

MARCI-I 2018
SOCIAL DIMENSIONS OF EDUCATION
(THE TEACHING PROFESSION)

COMPETENCIES
1. Determine ways and means to ensure the high standards of personal and professional development.
2. Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes
of their actions and for developing other citizens.
3. Apply ethical standards on situations involving teacher's relationships with various groups of people.
4. Reflect on professional teacher's accountability to the learners' performance and achievement and to the teacher's t otal
involvement in the teach~in~e!r~o~fe:.:s~s~io~n.:..
. _ _ __ _ _ __ _ _ _ _ __ _ __ _ _ _ _ _ _ _ _ __ __ ___,

A. CONCEPTS/THEORIES ~
0
~::t,c ~ pen,,.,/ - 1-1,c.~; ,n Vh°'Q '
r cnn<lf I M M l I <'-!Cf Of "'""1""'
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l. Historical Foundation
a. Ancient Education

TYPE AIMS CONTENTS EDUCATIONAL IMPLICATIONS

1. Primitive Education for security, • Practical • Family became the dominant agency of learning
Educ;ition conformity, and survival • Theoretical • Started the following methods: imitation, show and tell
• Physical/ Spiritual me, trial and error, and indoctrination.
Training
• Social Knowledge
2. Egyptian Education for • Domestic • Religious training was started.
Education preservation and • Religion • Vocational training became popula r.
perpetuation of culture • Vocational Training • Started the following methods: dictation, copying
• Mathematics context, observation/participation, imitation/repetition,
• Astronomy and internship/apprenticeship.
• Architecture
• Physics
3. Spartan Education for • Physical Training • The state became the most powerful agency of learning.
Education individuality • Military Training • Training with harsh discipline
• Train powerful body of • Training given emphasis than instruction
soldiers.
• Develop capacities of
men only for war.
4 . Athenian Education for • Practical
--
• Development of good citizens, good workers, and good
Education individuality • Moral soldiers
• Develop individual • Intellectual • The teaching of 3R's was emphasized
I excellence of the full
rounded citizens.
• Vocational
• Religious Training
• Included literature, logic, history, and geography in t he
curriculum
I • Development of mind
and body for public
• Logic
• History
• Introduced the following methods: extemporaneous
speaking, writing and declama tion, public speaking,
usefulness
discourse/debate, and observed severe punishmet r <!,."<

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b. Medieval Education
TYPE -----
AIMS
--------
CONTENTS EDUCATIONAL IMPLICATIONS
1. Early Education for • M oral Trarn1ng • Ut ilized any place for teaching-learning, e.g. n ver ba nk,
- --·-
Christian humanitarianism • Religious Training mount ains, e tc.
Church
• Church Doctrine • The fo llowing methods w ere rntroduced : convent ional
• Church Rituals method, gnomic method, para llel method
• M oral Values
2. M onastic Education as Discipline • literacy • The use of the church, cathedr;j" and catechetical
Education • Salvation of individual • M anual Training schools started.
souls • Arithmetic • Introduce d the use of meditation as a method of

·. LOUIS REVIEW CENTER BAGUIO CITY (074) 445-8085/0915-l 88-9987/0912-880-5017

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Ucensure Examination for Teachers 2.1.,1?
SOCIAL DIMENSIONS OF EDU~TIC~

3. Scholastic
• Support the doctrine of
Education h I ~t,~" ''
t e church by rational
argument (intellectual
l 11,
1
discipline)
• Scholastic reaction
• Scholastic concepts
4 . Chivalric • Teach the best ideals to
Education inculcate gallantry to
c., t''"t.i,, I women, protection of
,1,ii Jt;lnJ the we-. honesty and
courage at all times
S. Guild • Prepare children for the
System of requisites of commerce
Education and industry
j. '~•--h<111I • Develop merchant guild
members who bought
and sold merchant
products
• Develop craft guild
members who were
skilled workers
6, Saracenic • Know and apply
L Education
,re "I 1e 1" '
scientific facts to the
affairs of daily life
• Develop individual
initiative and social
welfare - liberal
education in its true
sense
• Teaching reading as a
I necessity for program
• Study medicine for
preservation of life
• Astronomy teaching
• i liberal Arts • Utilized severe punishment
I-- ~ .... tctl,r , , Cl th 1: • Introduction of the liberal arts subjects
.,. • ..,f'
1
' "'' f d
• Religious education • The development of intellectual discipline was ocuse
• Intellectual training • Philosophy was introduced as a subject
• Theology • Theology became a very important course
• Philosophy • Palace and monastic schools were utilized.
• logic • Methods such as lecture, logical ana lysis and
• Anselm .-v,·, ,r••/
f"'' t t'F . d
examination were practice .
• Abelard '1••~ ""5 (<"' ht!
• Military training • lords and ladies of the ca stle were taught in the palace
• Social etiquette schools
• Physical training • Learning by doing was introduced.
• Moral training • Discipline was maintained.
•Religious activities
•Reading and Writing
•Practical education • Masters were utilized to teach their crafts to
•Vocational training apprentice.
- · Elementary • Adequate religious instruction
reading and • Burgher schools taught by priests and teacher;
writing in • Chantry scheme5 supported by wealthy merchants
vernaculars • Guild schools for children of craftsmen
- Arithmetic • Teaching by example
- Mastery of crafts • Vocational training was emphasized
production
- Art of selling
- Merchandising
• Vocational education • Started the elementary and higher levels \
• Elementary • Financial aid was provided to needy children by the rich 1
education • It was difficult to find an illiterate Saracen at the t ime
• Higher education for • Had the most complete and bala nced curriculum
boys and girls, for • Most organized curriculum was int roduced
the rich and the poor • Made use of the scientific method as applied in practical /
• Koran study life.
• Medicine
• Astronomy
• Pharmacy
• Surgery
• - Trigonometry
• Algebra

Syntheses:
I , The Middle Age s represented a period which is very religious in nature.

I , The Catholic Church became one popular inst itution which was founded by Jesus Christ .
;... The Moslem introduced one of the most complete and organized system of education.
! , Classical learning ca me back into Europe through the Moslem education
I J. The churches, cat echetical and cathedra l schools grew to become medieval universities.
, Educat ion for merchants and guild members was also practiced.

' ,I
,, The Sarac..enic set up universal educa tion for the great masses of people who had no educat ion before
, S1-:11eral method s of teaching were introduced which are being observed until now In the d1tfere nt educa11or1.1l ,ystems of the /
world s.
, Tht: _preserv,HIon r, f culture h , t ol!.!_he toEJ>rlo~•.Y of all nauon, - J
/

c. Modern E.ducatJon
c.1Renaissance
TYPE AIMS CONTENT EOUCATIONAl IMP~ ~ ATION~
ltaloan or Humanistic Conception • Ltl l'rarv e tlucallo n • F,t Jhloshed th,• court Jnd s,'condary schools
lnd1111dualo~t1c • 0.-111,lop ind111irhMI • II11111.inlties • U,I' of t,•xt w,I\ irHroduLed
Humanism personality through • Aesthetic 11.ilmn11 • fmphaslred the power of the King
nat ure, art music, • ClaHir al l rJiflinK • F~pres,ed idPJ S through literary work, art, music, and
literature and • Cla,, lcal Jrl archltcctura l design
architecture

'. LOU IS REVI EW CENTER BAGUIO CITY (074) 44 5-800 5/09 l S- 1H8-9987/09 12-800-5017 Page 2
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Licensure Examination for TeachPr~ ,01e I
j

SOCIAL DIMENSIONS OF EDUCATION /

c=.
• Grammar
i um,v 1 strr ( Pncrpt,on
• Rel grous erluc:at1on tv ri•
• '>PC ,ll rpform and I • Star1ed I he lndrvrrlual l<'d ~~ruction A,;p,-;~h / i/
1•Moral education • Introduced the Mastery ct the le<son Tethn que
improvPment of human
• Social educzt1on • Used a Jot of 1mrtation and repet,t,on /
rrl.:it omh,p

I
(',lf'rl
• Class,cal an f'(''-•
• £ 1'.llmJJS..expounde d the following
• Biblical literature a The need to stud y the ch Id
b Importance cf games and erl'mse rn t>ducat,on
1 ll, fn1ni1t,11 n • kePp_1ng ed:icJt1on ,n touch wnh social needs
Rrl111t0us Coricept1or, • Character education
; • Ed1irat1on w as made compulsory
• (orrPct .ibuses o f the • 8 ble lessons • Education w as free and the•efort: un•1rerql
rh urrh • Musrc/s1ng1ng
~\, •I I II /1 ·/f t,, • Church was the p reva1l,11g furopt>,r n nstI1ut1on
• Drvelop C1l11Pn s who • Phys ,ral e ducat ,on • Education 1s valued po:1t1Cal. PConom1c, mordl,
~ I fJ ilre rehg1ou~ moralist s I
• Vocat,onal t ra ,n11"g p ,losoph1cal and nst,tut,onal chan~es
J,v1ng .J w o rthy life on
/• MJrttn Luther was g,ven credits for the f1r~1 hrea~ frorn
Pa rth t he church
• Sta r1ed Protestant ism
• lndortnnat1on berame the chief method or teaching
1 < Jlhohr Hel,g1o us Concer11on 1• Religious Pducat1on • The Christian bro thers. Jesuits and J,insen1st s were
l OUlll f'I • Develop c1n • Moral ed1JCdt1on iJt1h1ed for teaching
H, ln,mJI I0/1 unq11e~t1oning • Domesr,c t r,11ninp • Ust>d mot1vat1on by n villr{ and emulation
obed1enc!.' to th!.' • Vocalional tr;i,n1ng • Ut,hlPd the (lu111t1Jlan and Anselm Method
author11y of r he church • l at1n cl,H SIC~ • lgn;it 1u ~ Loyflld fou ndPd t he rnc1ety of Jesus (Je~u1t\)
• .J R s - Re,1ding, • Jean Dat1s t, D1 lil Sall,· founded the Brethren of
R1t,n~ (Wririnii) Chr,• 11,1n Srhool\

I
n ithmP 1c • Abbr d<' St Cy ran d1scover!'d I he l ltfl' Schools of PrJrt
(Ar1thmet1c) R1>l1R1on Royal
• Corn,,,!,\ lansrn fou rirled the ldnsen1st s (r-r"~ , f, 11 r, / ,, /,, ,,})
I
', I 1'1111,ll RP l1g1ou~ D1~c1pl,ne • Phys,ra l edu cation • £xerr,sp s ., nrJ dr,/Js wPrP w1c1Ply used
f11\, 1f>l1nr • r orma 11o n or ind,v1dual 1• Mor JI t> duca t,on • Int roduced rhe th r,•, , tr,ps in learning
I ch.irac l f'r • l n telleoual
1
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.., ff f< I • E/t-menury ~chool i R~ason,ng ' ""-'')C . ,( C,,,f/LCfv. I ('1~~ ,·/1' lr>\,<."( '

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f Realis tic Concep tio n
I •
Develop 1n tellectu al.
• education
Literacy educ..allon
• Prac11cal t> ducJ11on
• tntycloped ,a w
• Te,; cher \t u d1ed
&each
.,•.,,,,-,,/ rl,. 1111_
1
c 11 "~ ,11t ., /e
ery popu'/:r course of IPdrn1ng
p upil
"'' 11t. l

moral social, re ligious • Vernacular and o ther • AdJpt school wor~ to the ab1ht 1es and ,nterests of th P
I
Jnd humane society
• languJges
Ancient and literacy
pupils

I claSSICS
• M oral edu cation
I
• Re~g1ous ed ucJt1on __ _
Thf' R,•al1stir
+Rtc>Jh)t1c Conception 1• Practrcal education I• Introduced feld trips and 1ravtl1ng as ma1or rn.,thod~
1
~1e11t - · • P1epare the ans1Qcrari, • Ph ys1Cal ed ucation I of teach ng
/ ~ti,,.11 ~eal• rn ' youth for t he hfe of I for harden ing • Developed the tutorial system
gentlemen ,n the worft process • Fin1sh1ng schools were established
affairs • Moral training for • Private mil it ary academe were built
~1 ,i c
1, 1.:-n.:vci "'(
I
social customs
befitt,ng a
g entleman
---
• The teachers were properly trained
..._1;orr.en,w;Jeught tne values of textbooks
~ m p h a s 1zed U_!ldersrand,ng over
i" Intellectual I memorization
• Tra101ng to develop 1• Advocated a practical type o f educa tion ratne r tha n
' j udgment and social professio nal and vocational
d1soos1t1on __ _
-"--
Thc> Real1st1c RNhStlC Concep t ion /• Pract1Cal 1• Established the school of the mothers for preschoolers

----
\1rvement -

. ~
P~.:\ ,m
• Developed a
harmonious sOC1ety
w ith natural and
• SC1entif1c ed uca ,on
• Oem ocratrc
education
1• Built the Vernacular schools for the elementary level
I
• Estabhshed the order ol learn1ng as
Th1ngs--)th oughts--)word)
unusual la w s • Vernacu lar and Latin /• Mulcaster stresse d that leilrning should no t rPpress
• Gave man dominance 1 languages I natur;il tendencies o f man -
over things (Franc,s I. Com enius /
Bac_
on_ )_ _ _ _ _ __ ,__T~ach,ng as ' to do all_ ,_ _

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Ucensure E,ammation for Te;,,_.
SOCIAL DI MENSIONS OF EDUt..

- ---- ------- ----------

• Study of man's nature t hings and say all
and for ma n's benefit things"

. h p 1 0 P"rot,onol 1n the modern t,m es

1.1 Four educational thinkers represented sense reo lssm. w h1c or • 1111 ·

John Amos Comenius (1591-1670)

• The use of uniform tex t books fo r children on the \ ame level
• Teache rs must be properly trained
;., Schools to follow t he same curriculum tor different levels
1. Separa t e rooms for each class
2. If possible, no homework
3 Ice breakers and relaxat ion ac1iv1t1es before every period
4 Learning by doing is effective
S. Master the pre vious lesson first before presenting new one

Francis Bacon {1561 -1616}

, Introduce the inductive method "iftL' r-1 L -h o/""....,.... "'I
1. Preparation ,.,
2. Presentation
3. Comparison and Abstraction ,.,
4. Generalization /
5. Application /
6. The best agencies of education were the schoo!s

Richard Mu/caster {1531-1611)

• Children must be studied thoroughly and their innate abilit ies respected
-,,. Make use of games, play and exercise fo r learning purpose
-,,. Lea rning should be adapted to the needs of the students

Wolfgang Ratke (1571-1635}

• All learning follows the course of nature
-,.. Learning should be only one lesson at a time
;.. Learning starts from vernacular
• Learning b ~ c t i v e , •
• Learning byexperiment~h'fs1~r~1ff1Janingful
;... Learning starts from the senses and then made meaningful t hrough exploration

Synth eses:
, Formed d iscipline provided education for the mind, body and ~If-contro l.
, M any educat ors say that Renaissance was the beginning of modern tim es
, Reformat ion tried to correct some of the church abuses.
, The Counter Reformation made same efforts to correct these abusive practices
, The Realist Movement t ried to go against formal humanism and re formists movement
_, The Pf'rlCJd of forma l d1sc1pline rose during the 18'h century w hich aimed at prov1d1ng training fo r the mind a~ d the bod,

c.1Naturolism To The 1d" C-entury

, Naturalism - education based on natura l laws or education according to the prtnL1ples of human de, elOoment
"),, 'ICC ~ )~,. 1-< • , /t I l!)~ll
(' I •~
Jean Jacques Rour.seau (1712- 1778) j Lf'I IV, Lr "' ,.. ,_
, A Swiss educa tor who bel1evr.d tha1 1he lea rne1 \hould devl!lop accord ing to hrs natural ch.Ha teri, t1cs
, LJ-arn1ng ~hould be fret from all Mt1f iclal1tif-S of hrs environm ent l r< -• I~' r
,Puri1lmus1be rm·riared 1o n11:P.t thP chJnglnl! time, ,._,...,11, ,, 1] "'i 1,i<•t C •rt,.,/
, f1elievP.d 1h;;1 morals tan t,., IP.arrH·d 1hrough nat u1JI punishment
, r 'I II r'\ ,, , ,, I <'\( , C , • •• ' •'
, 111-, famou\ bcok " [mile" 1llustra1t!d l1n w thr boy ltarned 111 thr 11<1tu 1al 111dnner t ~ 1
,. I 11\ rirint 1nIes 'l I ~rnw 1h w t rt- tha t wowth of ;, pupil was dllowe<.I to l!r Ow ndt urJlly
( \'It I I ( f ,-,. ,
I ~Jt-h-'

c.JThe 19'"Cefltury Saw rhe Rhea/ Nutlona /1 , m

,The aim c,f nat1c,11;, l1sm 1, lh1: elnn flcat1on of tire stul r
, America was successful in separa tl~g funrt1ons c l 1hr t hw ch and tht' st,11,· Jur,ng the 1y'" century
, Amcr1Can schooling wa•. l;,dd1•r11ed dnd or11am1Pfl on 11 4 ,1 burn

Johann Heinrk h Pestalozrl (1746-1827)

, A nat uralist whose bellels were th~ ,ame d ) floU\ \ l'au
, Hi~ arm of educa tion wa1 for social regeneration o f humanity
, He stressed physical exercises, play act1v1tie\ and nat ure studies

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 ucensure E,raminatton t or Ti>achers 2018 15
SOCIAL DIMENSIONS OF EDUCATION

,.. He :.iel,eved t hat teaching should begin from knov n to unknown IPnnc,plP of /lpperception) from immediate to
1emot e (inductive)
:;.. Home environment ari d school makes learning Pas,er
' Learning should be pupil-ac tivit y centPred

Fedrick Froebe! (1782-1852)

"'A great German educator
"'Known as the Father of Kindergarten
,. Regarded t he value of concrete obJects of learning
,., He behe ed t hat children should be t aught what they don' t understand.
,,. Ut1l,z;ition of games, craft s and stones
,. The teacher should be moral, lovable, t rusting, understanding, and approachable
-,, He \\ as t he first educat or to introduce play as an essential part of school work

Johann Friedrich Hemart (1776-1841) '

·; , A German philosopher d d ct of
~ 1· t ho believed that virtues w ere founded In knowledge ~nd m,scon uct as pro u
,.. He w a~ a st rong mora 1s w
~ I
• Learning ,s fou nded on moral character
, ntroduced Induct ive M ethod of Teaching

Maria Mont esorri (1870-1952)

, An Italian educator who introduced a method for early childhood edu~
, Known for ne,Ca sa Bambi5 for poor and disadvantaged children. hCJI•~ -t t "J ,rl ~
, Leari,ing ,s spontaneous and needs very little prodding from the t eacher
~ , ., (.\w
John Dewey (18S9-1952)
~ Ar, America n educat or
, Children used t heir previous knowledge for problem solving and adaptatio n
, A believer of democratic learning style
;.. He advanced learn ing by doing.
, "ie emphasized ind ividual as a contributor to his society .
,. Proponent o f Sociological Movement

Jean Piaget (1896-1980)

, A Swiss philosopher
, A great contributor to early childhood education
, Known for his Cognitive Development Theory
,. Encouraged t eachers to use exploration and expe rimentation in classroom act_ i vit ies . .
,. Children should be provided w ith concrete instructiona l materials for explorat ion and manipulatio n
, St re ssed the use of scientific methods of learning.

Edward Lee Thorndike (1874-1949)

, Formulated the fo llow ing law s
-The Law of Readiness - 5.(..rk
- The Law of Exercise - 'd rJc
- The Law of Effect

2. Hist orical and Legal Foundat ions of t he Philippine Education

a Pre -Spani\h Period

, H1stonar Gregor,<, 7a,dr affirms t hat long b1:fort the first cont;ict w ith the W es t, our µeople had alrt>a dy Lemme, ciJ
poht,u,!, .. nd cultur;, I contact s 111th India, China, Jdpan and Arabia which r n11ched the ancient Fihp1110 c1v1hza t,on
, t- bishop's f:'tH::r of l S&fl 10 the 'jpanish Kine nted the cmte nce of J schoo l fo r reading and w rit ing I t"lat t'd to ch.:- ,tud~ L,

Kc,r;;n ,:,art,, ul;,rl1 in M af!u1nd<1 nd(J The ~am t'! source did not cI tt' ,iny o t ltr r school~ any"here r b e tn t he l>la11d,
, H1:.turtcdl duouni •, ()f Ptdru U11r1r,o and Ant o nio dt M c,rg.i t c,nl11 ,n,,,t thP 1wn,•1al lit!'racv Ji1d , tyll" of w ri1111~ pf the<' 1511lJI
r, iJino "Thf:'1r- :. ha,rlly iJ rr.;,n, ;,nd muc.h l!!S'.. ., wrJ111 ,I11, w ho dor, nut 11' ,td J 11rt w rit n 111 th,• lr•llt>1> u,,•d 111 th<' , IJ,hl ul
Manila wh1th arP t- nt111-l 1 diffL-r,.,,, f,nm t ho•,c o f < hin,, , JdpJn, ;ind l11d1<1
, Thr- "" "llf:'n acr_,,,, nt~ of M 1·ndtu ,m ,J )1Jcc11u, show ev1tl1•111 I' 111 support t hl· r ldlfll I.ii I 1~f)11111' hJ,1 Jll t'IJtior,lll' c1vil11,J1,on
prio r to WP\t rn r c,ntall Thr indic1•\ ar,, ( t. ) t>ltn r,vi- u ·rhnr,logy lu•ramh 111<1m tr v) (21 p1cJ1c t1ve '>Clt'llL<'> (p1t.',t:'f\t'
mum1n1t s). l3) art ond r1•hgIon Pr.tro~lyph~ anti 111 1" tl1uw111ij', In An~o nn, 14) w st,•11I c,f w 11t111 g I WIIJb 1I-y w ri1Ir,g dniung 1hr
Tagbanwas dnd M angydn~). (SJ f.,1f'1gn I rJrl1• (w11 Ii t liC' ( h111r\1' d u11 ni: 1111· TJ ill-( Uy 11 ,1,1v). tt,) h11t p11pul,1t 1011 rent Pr\ ( ZO 000
In M anda ). (71 megd l11h,t , t rut1 ut1", (me tt• trJlP'>). (H) f!11v,•111 11 11•,1I lh,11 J llg,1y) l'l) IJw, (( oclL· o l KJ IJnt 1dw) .rnd ( 10)
warfare (barangays)

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SOCIAL DIMENSIONS Of EDUCATlc ,

b. Spanish Period ___-----... .

sh educatt0n. doctrina tio n of Christianity
I,::n~.::.:.:..:.:..:.::..:.__ ______ _
" The Royal Decree of 1555 of King Carlos I mandated the hree goals pan,
promotion of t he Spanish language, and imposition of Spanis cu ure. . h. t the sa me as Christian
• Education of t he Filipino was mainly learning the Christian doctrine. It was simple catec ism, no
education in Europe.
:..- The vernacu lar, not Spanish, was used as the medium of instruction in the paroch ial schoo_ls The rise ot
• The religious orders introduced the parochial school concept practic.ed in Europe during the Dark Age~. soon
parochial schools started in Cebu in 1565 by the Augustinian missionaries. Subjects other than the Doctrina were
offered and these were simple arithmetic, music and various arts and trades. bo
• In due time, academic education higher than the parochial schools were established These were the ucolegios" for
rd
ys
and the "beatrios" for the girls. These were equivalent to t he present high schools Colegio de San Ignacio of Jesuit O e r
in 1589 in Manila was the first " colegio" for the boys. The " beaterio" de San Potenciana in 1594 w as the first beaterio fo r
girls. In 1611, the Dominicans put up the Colegio de Santo Rosario which later became the Colegio de Santo Tomas, now
University of Santo Tomas.
:..- One of the greatest contributions of the Spanish Friars to the Philippine education is in the field of linguistics . They
produced the first grammars and dictionaries that led the development of Filipino languages. "Arte y Vocabulario de
lenguaTagala" tiy Juan Quinones in 1581 was the first Tagalog grammar was "Arte y Regla de LenguaTagala" by Francisco
Blancas de San Jose, printed by Thomas Pinpin in 1610.
;.. The Royal Decree of 1863, penned by Minister Jose de la Concha, was the first attempt of the Spaniards to e stablish an
overall public school system and to provide for the training of teachers through a normal school attached to " E.scuelaP1a ,U
now Ateneo de Manila University.

c. Revolutionary Republic (1st Republic)

;.. The first republic was established on June 12, 1898 in Kawit, Cavite with General Emilio Aguinaldo as President, June 12 is
now the official independence day of the country.
, The first organized reaction against Spanish injustice happened from 1862 to 1872. Patriotic Filipinos formed the wcomite
de Reformadores" in 1862 to work for reforms for the assimilation of the country as a province of Spain. This group was led
by the priest Mariano Gomez, Jose Bur~os, and Jacinto Zamora (GOMBURZA). The reform movement ended up at the
Cav1te mutiny and the execution of the three priests in 1872.
;... Continuing the assimilation reform, Filipino expatriates in Europe initiated the propaganda movement through their pen
These were Graciano Lopez Jaena, Marcelo H. delPilar, Jose Rizal, Mariano Ponce, Antonio Luna and Jose Ma . Panganiban.
In 1889 in Barcelona, they founded the ula Solidaridad" with Jaena as the first editor, followed by delPilar who fou nded the
short-lived " Diariong Tagalog" in 1882.
, The reforms of the propaganda movement did not materialize. The first republic gained by the revolution in 1898, begari
with modest educational plans because education was not the priority at that time. The 1898 Malolos Constitution had no
direct provisions for education. The "Decalogue~" of ApolinarioMabini and Andres Bonifacio helped somewhat to provide
direction for the scant of educational activities. The obvious goal of education is love of country within the frame work o f
love of God. Aguinaldo allotted a meager amount for public instruction in 1899 budget . Schools, however, closed due to
t he conflict with the new colonizers - the Americans.

?·American Period J
, ! he t reaty of Paris on December 10, 1898 put an_end to the First Republic. President Mckinley issued his " Benevo lent Policy
of Ass1m1lation" by which America would assume full control and administration of Philippine affairs. In 1899 he appointed
a commission to study the newly acquired territory and this was the Schurman Commission. In 1900 another comm ission
was appointed and this was the Tah Commission. Its task was to or · · · n March 1900 UJ£_0ffice c f
Supennten~ent of Public lnstruC'!ion was created with Capt. Albert Todd as the general superintendent o f schools. I
1
"The education act of 1901, also known as Act. No. 74 of the Philippine Commission was promulgated t o establish J
department of Public Instruction. Sections 1 to 13 were meant to establish a highly centralized system. Se<:t1ons 1..i and 1S
prov_ided for the importation of teachers (the "Thomasites"). Section 16 provided for the separation of Church and State
S ~createdthe P~ippin,t Normal School;// '> c1t1 .,- /cn-.
,. The
. Department of Public I nst rue t·ion set up a three-level .InstructIon . of schools. The first level consist ed of a four-year
primary
. . and t hree-year intermed· t
1a e. Th d I I
e secon eve was a four-year high . s ool. The third level at fi rst w a a two-year
Junior wlle~e and later a four -year program. 'I - 4 - J. .
,. The University of the PhT
i - 1
g , l/ -
1ipp1nes, f ounded in 1908 w a~ the first school of University status
, In 1910, the Office of the 5 • d • ·
• PhT . d uperu,ten ent of Private Schools wa s created. This lat er became the Burf'J u of Privat e School,
1
" R ~pine e _u_cation at that tim,1 was highly influenced by the Philosophy of John Dewey
,. ea ing, writing, arithmetic l, 1nguage GMRC I . h . . .
History a d Ph r . · , , c vies, yg1ene and sanit a·II0 1), ga,dening domesl 1C science American
. · n 1,ppine h Ist0 rv were the subiect areas for st udy. '
, In 1925, the Monroe Survey Conn . -
first of its kind . h m1~~1on was ueated to evaluate the entire school syst !'m lhe Am ericans set up. It w a~ the
. int e country ant~ headed by Paul Monroe
, In 1927, the American director 'of the 8
F11ip1nos for self- over ureau of Education srellerl out these .iim~ o f Am encan educa tion {l) t raining of
g nment arnj (2) provIsIon of English as com mon langu;ige

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SOCIAL DIMENSIONS Of EDUCATION
achPr~ 7018
I 7

" {ommonw11alth Period

'/\f tp P• 'r\l\f(•r)l 11c•Rnf1~t h d" to
••nJhl~ lh ' l<tll\ wt! lhP AmPric11n\ l,.rl l,y Man""' L OuP,on thf' Amert can , set up a prep;ira tort perio
( ' ' "I 1ltpmn• to d ..
' " ...
r , PrvP tnuPpPn/1pnrP This w,H thr> commonwe h e
,n 1935 f It was at t is t m that
1
· nns1111111011 fen lhr> - ~ d 5 tes
country Wil \ form ul;itrd a'1optl'd, ;ind subsPquent ly approvPd by thP Prps,rlPnt of tt11• Ur11te ta J I
1
I rmllplPlf'ly rr,pf;irrd lhc• l R' lR Maiolo-. ( O n \ l ~ , , ;Olc'11ct1<>''( q:,v'" Ly C f'<.Jl, t"'lc11cfu , pr,l,-.t 11"1/1, I~<",, '\
.,. I hr f11nl1,1mc• 11 I ,-..-----:---;
n • ,Jltn\ n1 Pduc;it,on a•, prnvrdrd by the 1935 Cons trtutron ;;re as follows to develop moral char<1c er
t
f'lf'r\nn.il r1i\upl,n, •, rt vrc <onstrr•r, P ;in/1 vocatrona pff ,cIenr y and to teach thP d•Jf Ie' Qf r If 1zensh,p
,,. 1~<'t 111 1v1• Orctrr No 17 al flrl'SKl"nl Qur11>n promulgatrcf thP so-c;ilfpd "QuP1on rodP of f t h1n "
, I xrlulivr Orrfr,, No 114 In J')3f, dr>·,1gn-1tf''1 T.. galog as the ba~1\ of the nai,onal languagP
,,. f xrr utivr Onif'r No 261 in l'l-t0 rer~u1rl'!d the tearhing of the national !Jnguage In thr senior year of all high schools and all
yra, ~ In I h,. normal s<.hool•,
,- I dw JfIon 1\( 1 o f 1q,io, (ommonwralth Act No 5116 abolt\hed C.r;ide 7 and nst1tuted a double single" session In the
1•lrtncnl M y vhonh
,, Cumn11mw1•,)llh Ar.I No 1 l / placed all public i.chool teachers undrr C1v1c Sf'rvtCe Rules ;ind Regulat ons
,,. Com111011wr,,1lfh Act No S78 conferre d the \talus of persons in authorrty· on supervisors, principals , teachers and
prof«",SOr\ f ra ining ,HJulti,
, (om munwr Jilh l\cl No 80 provided the legal has1s for adult edu(at,on pursuant to the Const,tut1onal prov1S1on on
«1111pnsh1p trJ1nin11 of adull s
,.. rommonwr;ilth Act No 51!9 in 1940 e•, tabli~hcd a school ritual In all public and private elementary and sP.condary schools
",m,~1,ng of rnlPmn ratrtoltt c.eremon,cs that include the singing o f Na tional Anthem and the recitation of th!' Patrtot1c
PIPdge 1'/lllior•AL f>IAC. , )vlltiC/1/ftL (.(;!.,bl'< - ~Mr/?[__11/N{,
,- Comn,onwr•alth An No l , known J ', lhe National Defens~ A« t of Dec 2l , 1935, provided for preparatory military training
which shall hegin w1lh the young in t he rlementary gradf' school at thP age or 10 years arid shall extend through the
fl'lllJindPr o f his schooling into rnllege or univers,ty This Nas later amrnded by PD 1706 of 1980, known as Nationa l
'>crv,cc Law w hich required ;i ll cIt I£em to render civ,c w Plfarf' \ ervIcf', law f'nlorcement service and military service
, [rl11r.alt0n unrlPr the Commonwe.ilth wa~ to help to prrpare for Ihe coming 1ndPpenrlPnrr of a new Filipino nation

f Japanese Prrlod
, The ten-year Common w ealth pPriod wa s interrupted by the Asia P~c,f,c War o f Sl!cnnd Wnrld War The Japanese occupied
thr country ,n 1942 after the bombll'\8 of Pea r l Harbor on DecPmber 7, 194J
:,.. Order No 2 o f the r ommander -in -Ch1ef of thl' Japane•,r· lmpena rorcP s spr up the war t ime educational obJect,ves in the
lOUnlry on f ebruary 17, 1942 l u w t«
I lo 111 ake lhP Philippines a member o f the fast Asia Co Prospertt~ <:"r'le'e
2 to f'radirat«• I hc> old idea~ ol reliance upon the We~tern nations especially the U S and Britain
3 lo /osi er J n<'w F11tp1no culture based on the ron~c,ou~nes' of the people .is Qr,entals
4 tu rlrv.111:, the rnor al s of the people by g,v,ng up the emphJS1s on mater,altsm
'i l o strive for the diflus,on of the Japanese language and t o tNmrnate tht? use of English
(, to pul an Importance to the d1ffus1or1 of rlt-mentdry eduC'Jt1on ;ind promotion of vocational educat,on
7 10 Imp1re I he people with the sp1rIt to love labor

g. The Th ird Republic

, Before independence was granted, Sergio Osmei'latoo over as President after the death of President Quezon On July 4
1':l46, independence was gra nted by the Am ericans and President Manuel Roxas took hrs oath.
·,. The 193':> Constit ut ion continued to be implemented from 19 46 up to the start of the New Society
,, llrpublK Act No 139, known as Board of Textbooks Law of June 14, 1947, created the Board of Textbooh that would
srreen and approved textbooks for use in all publ,c schools for a period or 6 years from the date of their adoption
,... Republic Act No 896 (Education Act of J953), enacted to June 20, 1953, repealed CA 586 and provided t he following .
l rr, tora1,on of grade 7 (ne ver implement due to lack of funds)
2 abol111o n al "double single" session and return to the practice of 1 class under 1 tea cher In the p ,mary and 3 teachers tfl
2 ciJs ses or S teachers to 3 classes I the intermediate
1 compul~ory completion of elementary grades
4 compuhory enrollment of children in the public schools upon attaining 7 years cf age
'RepubltC Act No _1079, June 15, 1954, ma de permanent civil service elig ibilrty of tea chers
,.. R.-publtc Act No 1124, June 16, 1954, create d the Board of Nationa l Education (BNE) tasked with formulating educational
policies and dtrecting Phtlippine education BNE as a later renamed National Board of [ducat1on (NBE) by P D No 1 wa,
aboltshed by wit h the creation of the Board of Higher Education by Batas PambansaBlg 232 Tne Board's runct,on 1s now
assumPd by CHED under RA 7722
' Rt!publ1C Act No 1265, June 11, 1955, provided that a daily flag ceremony shall be comoulsory in all schools
,.. Republtc Act No. 1425, June 12, 1956, prescribed the inclus ion in the curncula of all schools 111 all levels the ltfe, works ard
writings of Jose Rizal espec,ally the "Nol, Me Tangere· and ''El F,ltbustensmo ·
,. Rrpub.tC Act No. 4670, Magna Carta for Public School Teachers. June 18, 1966, a.ms to promote and ,mprove the socio
cc.onomic ~tatu s of public school teachers, the,r living and working conditions and the,r employment and career
pr aspects II provides for th e 'ollow1ng
1 Rf'cru1tment qual1f1cat1on for teachers
2 (odp for Profcrnonal Conduct for Teachers

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Licensure Examinatio n tor Teac~ers ,

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SOCIAL DIMENSIONS OF EOUCATI\..

ular remuneration)
· .. sat ion for overtime (25% of t he reg
3. Teaching load of 6 hrs. classroom teaching and add1t1ona 1compen
4. Death and injury benefits through the GSIS . in % of monthly salary)
5. One year study leave (sabbatical leave) after 7 years of continuous teach g (60 .
· One-range salary increase
6. . .
upon retirement (basis
· of comput·in g retirement benefits)
7. Freedom of teachers to form organization I chool boards primarily
• Republic Act No. 5447, Special Education Fund of 1968, crated t he special education fund and loca s
to finance and support provincial schools. h t he initiative of Dr .
• Republic Act No. 6054, Barrio High School Law, created high schools throughout the country throug

•~Republic
edro T. Orata!(founder of barrio high schools)} . .
Act No. 6132, during the first term of President Marcos, created t he Const1tut1onal Conve
ntion to be resided
P
over by former President Macapagal.
h. The New Republic ( MAr.Le<;
•
().{l,M"(;1 .
The educational Decree of 1972, P.O. 6-A, an offshoot of the study of PCSPE (created by E.O. No. 202 in 1969), provide~ for
the national development goals and the aims of the educational system, and established a ten-year educational
development program. Later, amended by Batas PambansaBlg. 232 (Education Act of 1982). . . .. .
• The fundamentals aim of education in the 1973 Constitution: to inculcate love of country, teach the duties of e1t1zensh,p,
develop moral character, self-discipline, and scientific, technological, and vocational efficiency.
• Department Order No. 25, s. 1974 (Bilingual Education Program) mandates the use of English and Filipino separately as
media of instruction to develop the proficiency of Filipinos in both languages.
• P.O. No. 146, March 9, 1973, required all senior high school students to pass the National College Entrance Examination
(NCEE). It was repealed by R.A. 7731.
• P.O. 907, March 11, 1976, grants civil service eligibllity to all honor graduates (i.e. summa cum laude, magna cum laude,
cum laude) of four year or longer courses starting SY 1972-73. It was amended by P.O. 993, Sept. 6, 1976, extending the
benefits of P.O. 907 to honor graduates prior to SY 1972-73.
• P.O. 1006, Sept. 22, 1976, required the teachers to pass the Professional Board Examination for Teachers consisting of the
Secretary of Education, Chairman of CSC, and PTC Commissioner, and two others to be appointed by t he President to
administer and evaluate the PBET. It was later repealed by R.A. 7836 (LET Law).

i. The Fourth Republic (Post•EDSA Republic)

• The New Society officially ended on February 25, 1986 brought about the "People Power Revolution" in EDSA. Cory Aquino
took her oath as President.
• A new Constitution was drafted by a SO-member Constitutional Assembly headed by Justice Cecilia Munoz Palma. IT w as
subsequently ratified on February 2, 1987.
• Section 3(2), Article XIV of the 1987 Constitution provides for the following fundamental laws of education: inculcate
patriotism and nationalism; foster love of humanity; respect for human rights; appreciation of the rule of nationa l heroes in
the historical development f the country; teacher the right and duties of cit izenship; strengthen ethical and spiritual values;
develop moral character and personal discipline; encourage critical and creative thinking; broaden scientific and
technological knowledge; and promote vocational efficiency.
• Section 1, Article XIV, provides for the promotion oft-he right of all cit izens to quality education.
, Section 2 Article XIV, mandates that the state shall "establish, maintain and support a complete adequate and integrated
system of education relevant to the needs of the people and society.•
• The Congressional Commission on Education, popularly known as EOCOM, w ith its report in 1991, recommended t he
following, among others: (1) division of DECS into the Department of Basic Education (OPE), Technical Education and Skills
Development Authority (TESDA), and Commission on Higher Education (CHED); (2) establishment of Teacher Education
Center of Excellence; (3) professionalization of teachers; and (4) Technical-Vocational Education reform. EDCOM wa s
headed by Senator Angara and Representative Padilla. ·
' DECS 0rder No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens the teaching of values in the
New Elementary School Curriculum (NESC) launched in SY 1989-90 under the Program for Decentralized Educational
Development_ (PRODEO) and Secondary Development Program (SEDP) respectively. Values Education 1s offered as a
separate
Makab subiect
. t e NSEC .and is ·mt egrat ed ·in aII su b'Ject areas. Presently, however, Values Education is integrated w ith
. aya_n '" the New Bas1e Education Curriculum launched in SY 2002-03 .
.., R.A. 773l '" 1994 abolished the NCEE mandated by P.O. 146.
~ .A. 7836 in 1994 revised p o 10006 d .
Exa . f f . . an created the Professional Board for Teachers and provided for a Licensure
1
tpe ~ina ~n- or Teachers (LET) ·to be administered by the Professional Regulation Com mission (PRC) It also provided for
-YR.A ormu ation and adoption of Code of Ethics for Professional Teachers ·
.A. 7722, the Higher Educatio A t f 1 ·

~
Chairman under the Off' f h n c . o 994, created the Commission on Higher Education (CHEO) to be headed by a
ice o t e President
:,.. R.A. 7796, TESOA law, created the Tech ; I , .
under the Department of lab d E n ca Education and Skills Development Authority headed by a Director Genera l
. jeen absorbed by this agency.or an mployment (DOLE), The Bureau of Technical and Vocational Education of DECS has
;)"R.A. 7784• AuguSt 4 , 1994, "An act to stren then · • .. .
prov· es for the establishment of CENTREX~S i teacher educa~ron i_ n the Ph1hppmes by establishing Cent ers of Excellence,"
fi years. n each of the regions in t he country. Such shall be maintained for a period of
R.A. 7687 crated the science and technology scholarshi ro ra . . .
De11a1"t1111fnt of Science and Technology (DOST). Pp g m for rnd1gent but deserving youth in t he country under the

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F..:": 7168, December 26 1991
of Regents ' ' converted the Philippine Normal College into .Philippine Normal University under t he Board
• RA 9155 - "Governance of Basic Educ.at· A f " O
.
_ ~capagal-Arroyo eon ct 2001 was approved on August 11, 2001 by t he former president Gloria
TRA l0533, otherwise kno
into law .
, . .
wn as 'The Enhanced Basic Education Act of 2013" was signed by President Benigno S. Aquino 111

\ ~:er l egal Foundations of Education

•
• ofheedEducation
rI h
Act of 1982 (Batas PambansaBlg. 232), provides for the establishment and maintenance of an integrated system
u ca ~n t at shall apply to both formal and non-formal syst em in public and private schools in all levels. It also provides
for the national development goals and goals of education in all levels. In section 29, it provides for "voluntary accreditation"
? for schools, colleges and univ~rsities to improve th~ir st andards over and above the minimum standards required by the state.
~ 7 22 cre.ated the Comm1ss1on on Higher Education (CHED) to t ake over the task of overseeing t ertiary education
RA 7796 created the Technical Education skills Development authority(TESDA)- Vocational and Technological Education
• RA 773 1 Abolished the NCEE to give the marginalized sector greater acces'stocollege education
• Executive Order No. 27, issued on July 4, 1986, provides for the inclusion of courses or subjects on human rights in the school
.. ~ ula, textbooks, and in the qualifying examinations on government service.
~ Kecutive Order No. 189, issued on June 10, 1987 placed all public secondary school teachers under the Administrative
supervision and control of DECS
• R.A. 6728, June 10, 1989, "Act Providing Government Assistance to Students and Teachers in Private Education."
• R.A.6850, February 8, 1990, provide for the granting of Civil Service Eligibility to all government employees who have
provisional or temporary stat us and who have rendered a total of at least (7) years of efficient and dedicated service.
• RA 7168 on December 6, 1991 PNC was converted to a university
• R.A. 7079, July 5, 1991, "Campus Journalism Act of 1991," provide for the establishment and maintenance of a student
publication in all levels in both public and private schools. ·
• DECS Order 49, s. 1992 entitled selection of Honor Students in the secondary schools provide guidelines for the selection of
honor students
• MECS Order 44, s. 1983 once more revised the " Revised Procedures for Determining Honor Pupils in the Elementary Grades"
)., DECS Order 37, s.1994 launched National Elementary Assessment Test (NEAT),National Secondary Assessment Test or NSAT is
given three days after the NEAT
• DECS Order 1, s. 1994 school calendar not less than forty-two calendar weeks (42), with a minimum of t wo hundred (200) class
day~ inclusive of examination days for both public and private schools
• RA 5698 created the Legal Education board to improve the quality of law schools and arrest the climbing numbers of bar
flankers
• Dept. Order 25, s.1994- Bilingual education program mandates the use of English and Filipino separately as media of
~ uction
,,. RA 6655 - " Free Public Secondary Education Act of 1988."
• RA 7686- institutionalized dual-training allowing students and vocationa l and technical education to pursue their studies while
at the same time getting paid on-the-job training in private industries
)., RA 7687 establish a scholarship program for courses that w ill encourage the Youth to pursue careers in Science and Technology
• RA 7743 establishment of city and municipal libraries
• RA 7784 created the Centers for EKcellence in Teacher Education
)., RA 7791 stretched the school year from 185-200 days
• RA 7836 mandated the holding of periodic licensure test for would be mentors under the provision of PRC
• RA 4670 - Magna Carta for Public school Teachers, promotes and improves the social and economic status of public school
teachers, their living and working conditions.

4. Philosophical Foundations

a. Basic Concepts
• Teaching requires a careful blending of theory and practice.
• Theory without practice is insufficient where practice without theory is aimless.
• Philosophy in its literal sense means love of wisdom. . . hi h h .
• Philosophy is man' s attempt to think · d
most speculatively, reflectively an systema 1
t 'cally about the universe w c e 1Ives
in

and his relationship to that universe.

• Philosophy is an intellectual base t ha_t supports educational practices.
• Philosophy provides a comprehensive systematic study .
• The five major categories of philosophy are epistemology, metaphysics, axiology, ethics and aeSthetics.
• The two divisions of philosophies are classical and contemporary.
• The classical philosophies are ldeallsm, Realism, Naturalism, and Pragmatism. nd . .
• The contemporary philosophies are Essentialism, Perennialism, Progressivism, a ReconSt ruct,onism
•· Idealism
· ·
is a philosophy that proclaims the spiritual nature of men and the universe.
· f
.
1
that are unchanging regardless of time, Pace an
d
, Realism Is a philosophy that refers to those universal elements o man
circumstance.
 . sure Ex"minat 1on fo r Teacher:,
L1cen ° rc.FP..;:/:'
·
SOCIAL DIMENSIONS OF EDUCAT11_.

~ . . . . t P ,nd1v1 d u:il ;ir.J t h P fo rm ;:, t,on ::,f; r.. oc;et~

' Natura lism ain1ed ilt the p reserv,HIon of th e nci t urill coodne~\ ,:,nd virtu P of .h ·
bas,:,d upon t he recogn It1on of the na t ura l 1nd1v1duill r1 r,hts
»- Pr -1g m t 1sm o r Pxperirnenta l1 sm 15 th e ",o-lJet wee n of 1dPil lts111 ,rnd rPil lislll , t I
r, 1e,' l1<m , w l1i ch bPl1evP,/ t r,;i t th,• ,ri te i /PC ua
,,.. Essent, 4 !1sm is a conservative educ.~ t 1o na l theory roo tt>d in 1dPJ lisn 1 and - ' '
di:;ci p l1nes are necessc1ry foundat ions of modern l1f P ·t. •
1
th ilt is it>atly influPncPd by t/1 <> prin cip le of rea d 1ne,~, w hic h conterids t hat uu.11 ~
> Peren 111al1s111 is iln educat1o n.'l l t heo r\
unive rsal and unchanging, and tlie 1efore, .'l good Pduc,1 t1on 1, also u 11 1vers,1I and const -=i nt
,. · onal ,ew s of e,sent 1,i li-, 111 ;::i nJ peren1110-1ism w,",ic h 'trr,crc.d
' .P rogre::,- 1v1srn 1s 111 contrast to the t1ad1t1 •' u,._ ·h"'
L ·-
v,e·F'c·ha'· /,-,3rn1n:>
· "
should cPnt er on th e ch ild 5 in terest and needs
·, , Recon:;t ruct1on1sm 1s con erned with octal ch;inf.t?

. I ...1 • ed 11 I ,;c,hoc- I " vi o ,,c.m ~

b What is philosophy? 141:)1,ve<. xo1 e le0'11
1
• In its it t eral , en~e, philosophy means love of Wt)do m - v <;t'd, tO p,c:x:·h CA 11F e
, Ph1los0ohv happen, wh en man attempts to questio n, th ink most rnt1cally 1 speculative lv reflect 1vF'I/, and systeTat:cail-;
abou t anything (San /Vl,H e )
> Philosophy 1s a systt> r.1;it 1c and logical exa111Inat1on of life so as to frame a system of gef"!er.:il 1d i>:i of which th,, sum to: ai r,r
rurn;m expen ence· m a\' be evaluat"'d (Callahan and Clark)
, A gt> nerali z.:?d theory of education (Dew ey)
;, The purp e cf ph1I s-ophy 1s to 1d.:?nt1fy problems and suggest ways of handl1 hg these pro blem s.

b 1 Whar are rhe four areas of philosophy?

~pistemology
· ,,. De2 !s w it h t he nature of know ledge and learning
,., t{efers to the ~/method of teaching and learning
,,.. Te;,cners do not stop to discuss new systems of delivery of lesson in the classroom

J._;J,-Metaphysics
,- Phdosophv which deals about natu re and existence
r
--
An 1deo !1st teacher relates lesson w ith religion, spiritual terms and non-material things

,%.3 A.Kiology
r F ~1dOSSPh t w h ich refer~ to va luP,
0~
- ~.,er ce of l<n0w1n;:; w hat ,s right and w hat is wrong
- tY..; rnin e, morn! v;;luP.s
~.r.;.{_+_(- r for rT -'< t 1on and ru les of right conduct

b A F!sthetic~ _..>
i- ,v r,c1;,tI0,, w 1tl-i apprPc1at1o n nf beauty
1
/ -ilUlriP, ;; rt

~ -L o~fc
· ,- n r, -, f t r,f f h 1~',fl lf 1f'. ;f