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1-50
Situation: Read the following then answer question. Nita doesn’t enjoy writing but can’t escape from it.
She has to finish it in order to graduate.
Greta has always liked to write. She really likes to become a better writer because wants to be a journalist.

1. Who is likely to be more focused on the writing activity and

why?
 Greta, because she is intrinsically motivated.
 Nita, because she is extrinsically motivated.
 Both, because they are both motivated anyway.
 It cannot be determined. Motivation is fluctuates.
Situation: Read the following then answer question. Nita doesn’t enjoy writing but can’t escape from it.
She has to finish it in order to graduate.
Greta has always liked to write. She really likes to become a better writer because wants to be a journalist.

1. Who is likely to be more focused on the wring activity and why?

 Greta, because she is intrinsically motivated.
 Nita, because she is extrinsically motivated.
 Both, because they are both motivated anyway.
 It cannot be determined. Motivation is fluctuates.
 2. What is/are more like to happen when a student gets
intrinsically motivated?
 I. Tackles assigned task willingly
 II. Eager to learn in classroom material
 III. Engage meaningful learning
a.I, II, III
b.I and II only
c.I and II
d. II and III
 2. What is/are more like to happen when a student gets
intrinsically motivated?
 I. Tackles assigned task willingly
 II. Eager to learn in classroom material
 III. Engage meaningful learning

a. I, II, III
b.I and II only
c.I and II
d. II and III
3. Which apply/applies to extrinsically motivated learners?
 I. Tend to process superficially
 II. Tend to be content meeting minimum requirements
 III. Achieve at high level intrinsic
A. I and II
B. II only
C. I and III
D. I only
3. Which apply/applies to extrinsically motivated learners?
 I. Tend to process superficially
 II. Tend to be content meeting minimum requirements
 III. Achieve at high level intrinsic
A. I and II
B. II only
C. I and III
D. I only
Read the following then answer questions.
Ask to do a learning task. Joe hesitates and says, “Mahirap Ayaw ko,
Diko kaya.”
(It’s difficult, I don’t like it, I can’t do it.)

4. Which statement about Joe is CORRECT?

a.Has a low sense of self- efficacy
b.Has a high sense of self- efficacy
c.Has no sense of self- efficacy
d.Wants to be sure of his self- efficacy
 Read the following then answer questions.
Ask to do a learning task. Joe hesitates and says, “Mahirap Ayaw ko, Diko
kaya.”
(It’s difficult, I don’t like it, I can’t do it.)

4. Which statement about Joe is CORRECT?

a.Has a low sense of self- efficacy
b.Has a high sense of self- efficacy
c.Has no sense of self- efficacy
d.Wants to be sure of his self- efficacy
 5. Which drive can motivate him to perform the learning task?
The drive to ____.
 achieve
 have power
 affiliate
 to be free
 5. Which drive can motivate him to perform the learning
task? The drive to ____.
 achieve
 have power
 affiliate
 to be free
 6. To which factor can you attribute his perceive inability to
perform the task? To a factor ____.
i.within him
ii.outside his control
iii.which is stable
iv.within his control
a.I and IV
b. II and III
c. I only
d.IV only
 6. To which factor can you attribute his perceive inability to
perform the task? To a factor ____.
i.within him
ii.outside his control
iii.which is stable
iv.within his control
a.I and IV
b. II and III
c. I only
d.IV only
 7. Is it possible to motivate this type of student?
 Yes, he can do something with his ability.
 Yes, he can change the nature of the job.
 No, it is impossible to motivate a student who himself is not
motivated.
 No, motivation is totally dependent on the student. No
person outside him can influence him.
 7. Is it possible to motivate this type of student?
 Yes, he can do something with his ability.
 Yes, he can change the nature of the job.
 No, it is impossible to motivate a student who himself is not
motivated.
 No, motivation is totally dependent on the student. No
person outside him can influence him.
 8. To which problem does the case of the student allude?
 Unmotivated students
 Uncaring teachers
 Extremely difficult learning tasks
 Incompetent teachers

 I and III
 I and II
 II and III
 I II III and IV
 8. To which problem does the case of the student allude?
 Unmotivated students
 Uncaring teachers
 Extremely difficult learning tasks
 Incompetent teachers

 I and III
 I and II
 II and III
 I II III and IV
 Read the answer.
Principal A wants her teachers to be constructivist in their teaching orientation.

9. Which does he/she want his/her teachers to do?

 Make her students derive meaning from what is presented
 Give the meaning of what she presents
 Let her students construct meaningful sentences based on the lesson
 Require her students to come up with a construct of the lesson
Read the answer.
Principal A wants her teachers to be constructivist in their teaching orientation.

9. Which does he/she want his/her teachers to do?

 Make her students derive meaning from what is
presented
 Give the meaning of what she presents
 Let her students construct meaningful sentences based on the
lesson
 Require her students to come up with a construct of the
lesson
10. Which one should teachers then avoid?
Students’____
 reflection
 memorization of facts for testing
 inquiry
 self – directed learning
10. Which one should teachers then avoid?
Students’____
 reflection
 memorization of facts for testing
 inquiry
 self – directed learning
11. Which material will teachers most likely to
use?
 Facts
 Laws
 Time – tested principles
 Hypothesis
11. Which material will teachers most likely to
use?
 Facts
 Laws
 Time – tested principles
 Hypothesis
12. Which material will teachers most likely AVOID?
 Controversial issues
 Unquestionable laws
 Open – ended topics
 Problem or cases
12. Which material will teachers most likely AVOID?
 Controversial issues
 Unquestionable laws
 Open – ended topics
 Problem or cases
13. On which assumption/s is the principal’s action anchored?
 Students learn by personally constructing meaning of what is
taught.
 Students construct and reconstruct meanings based on
experiences.
 Students derive meaning from the meaning that the teacher gives.

 I and III
 I only
 I and II
 II only
13. On which assumption/s is the principal’s action anchored?
 Students learn by personally constructing meaning of what is
taught.
 Students construct and reconstruct meanings based on
experiences.
 Students derive meaning from the meaning that the teacher gives.

 I and III
 I only
 I and II
 II only
 14. What do the school campus expressions “promdi” and
“barriotic” indicate?
A. The powerlessness of the poor
B. Low literacy rate of the country
C. The power of the rich
D. The prevalence of ethnocentrism
 14. What do the school campus expressions “promdi” and
“barriotic” indicate?
A. The powerlessness of the poor
B. Low literacy rate of the country
C. The power of the rich
D. The prevalence of ethnocentrism
15. Professor B once said: “We talk of developing critical
thinking among our students, but when they disagree with
us, we get offended.” To which Filipino trait does this point?
A. Inquisitiveness of the Filipino Youth
B. The lack of seriousness among Filipinos
C. Extreme authoritarianism
D. Lack of subjectivity
15. Professor B once said: “We talk of developing critical
thinking among our students, but when they disagree with
us, we get offended.” To which Filipino trait does this point?
A. Inquisitiveness of the Filipino Youth
B. The lack of seriousness among Filipinos
C. Extreme authoritarianism
D. Lack of subjectivity
 16. Between pursuing a college course where there is no
demand and a vocational course which is highly in demand,
the students usually opt for college course. Which Filipino
value is demonstrated?
 A. Importance of education
 B. Penchant for a college diploma
 C. Desire for entrepreneurship
 D. Interest to obtain a skill
 16. Between pursuing a college course where there is no
demand and a vocational course which is highly in demand,
the students usually opt for college course. Which Filipino
value is demonstrated?
 A. Importance of education
 B. Penchant for a college diploma
 C. Desire for entrepreneurship
 D. Interest to obtain a skill
 17. Lecturer C narrates: “I observe that when there is an
English-speaking foreigner in class, more often than not, his
classmates perceive him to be superior.” To which Filipino
trait does this point?
 A. Hospitality
 B. Friendliness
 C. Colonial mentality
 D. Lack of confidence
 17. Lecturer C narrates: “I observe that when there is an
English-speaking foreigner in class, more often than not, his
classmates perceive him to be superior.” To which Filipino
trait does this point?
 A. Hospitality
 B. Friendliness
 C. Colonial mentality
 D. Lack of confidence
 18. To ensure that all Filipino children are functionally
literate, which mechanism is meant to reach out to children
who come from a barangay without a school?
 A. Mobile teacher
 B. Multi-level classroom
 C. Multi-grade classroom
 D. Sine Eskwela
 18. To ensure that all Filipino children are functionally
literate, which mechanism is meant to reach out to children
who come from a barangay without a school?
 A. Mobile teacher
 B. Multi-level classroom
 C. Multi-grade classroom
 D. Sine Eskwela
 19. Which program of the Department of Education is an
offshoot of the Filipino bayanihan spirit?
 A. Every Child A Reader Program (ECARP)
 B. Brigada Eskwela
 C. Child-Friendly School System
 D. The Basic Education Curriculum
 19. Which program of the Department of Education is an
offshoot of the Filipino bayanihan spirit?
 A. Every Child A Reader Program (ECARP)
 B. Brigada Eskwela
 C. Child-Friendly School System
 D. The Basic Education Curriculum
 20. Which developmental principle is NOT TRUE?
 A. Children’s development is a function of environment and
heredity.
 B. Children develop at different rates.
 C. Children develop in a predictable manner.
 D .Children develop skills and abilities in an unpredictable
manner.
 20. Which developmental principle is NOT TRUE?
 A. Children’s development is a function of environment and
heredity.
 B. Children develop at different rates.
 C. Children develop in a predictable manner.
 D .Children develop skills and abilities in an
unpredictable manner.
 21. Which type of parenting style is most beneficial to the
development of children, according to research?
 A. Authoritarian
 B. Permissive
 C. Authoritative
 D. Uninvolved
 21. Which type of parenting style is most beneficial to the
development of children, according to research?
 A. Authoritarian
 B. Permissive
 C. Authoritative
 D. Uninvolved
 22. According to Erikson, what years are critical for the
development of self-confidence?
 A. High school years
 B. Elementary school years
 C. Preschool years
 D. College years
 22. According to Erikson, what years are critical for the
development of self-confidence?
 A. High school years
 B. Elementary school years
 C. Preschool years
 D. College years
 23. At the high school level, Kohlberg’s advice to teachers is
for them to begin discussing with students about abstract
principles such as justice and human rights. On the average,
in which moral development stage are high school students
supposed to be?
 A. Post conventional stage
 B. Conventional stage
 C. In between conventional and post conventional stage
 D. That depends on the school culture
 23. At the high school level, Kohlberg’s advice to teachers is
for them to begin discussing with students about abstract
principles such as justice and human rights. On the average,
in which moral development stage are high school students
supposed to be?
 A. Post conventional stage
 B. Conventional stage
 C. In between conventional and post conventional stage
 D. That depends on the school culture
 24. Which is the ideal stage of moral development?
 A. Social contract
 B. Universal ethical principle
 C. Law and order
 D. Good boy/good girl
 24. Which is the ideal stage of moral development?
 A. Social contract
 B. Universal ethical principle
 C. Law and order
 D. Good boy/good girl
 25. Based on Freud’s theory, which operate/s when a student
strikes a classmate at the height of anger?
 A. Id
 B. Superego
 C. Ego
 D. Id and Ego interact
 25. Based on Freud’s theory, which operate/s when a student
strikes a classmate at the height of anger?
 A. Id
 B. Superego
 C. Ego
 D. Id and Ego interact
 26. “Do not cheat. Cheating does not pay. If you do, you
cheat yourself ” says the voiceless from within you.” In the
context of Freud’s theory, which is/are at work?
 Id
 Superego
 Ego
 Id and Ego interact
 26. “Do not cheat. Cheating does not pay. If you do, you
cheat yourself ” says the voiceless from within you.” In the
context of Freud’s theory, which is/are at work?
 Id
 Superego
 Ego
 Id and Ego interact
 27. What is referred to as the “looking glass self ” of Cooley?
 A. It is how l look at myself through the eyes of others.
 B. It is how others look at myself.
 C. It is how others affect me.
 D. It is how l influence others.
 27. What is referred to as the “looking glass self ” of Cooley?
 A. It is how l look at myself through the eyes of
others.
 B. It is how others look at myself.
 C. It is how others affect me.
 D. It is how l influence others.
 28.You will understand when a pre-school boy asserts that
two rows of five coins similarly spaced have equal amounts;
but when one row is spread out so that it is longer than the
other, he says it has more coins. Based on Piaget’s theory,
which ability does he lack?
 Multiple classification
 Perspective thinking
 Reversibility
 Conservation
 28.You will understand when a pre-school boy asserts that
two rows of five coins similarly spaced have equal amounts;
but when one row is spread out so that it is longer than the
other, he says it has more coins. Based on Piaget’s theory,
which ability does he lack?
 Multiple classification
 Perspective thinking
 Reversibility
 Conservation
 29. When asked about her order, a little girl tells the waiter
“yong kagaya kahapon.” With Piaget’s theory in mind, what is
the little girl’s behavior called?
 Pre-operational egocentrism
 Conservation
 Reversibility
 Transductive reasoning
 29. When asked about her order, a little girl tells the waiter
“yong kagaya kahapon.” With Piaget’s theory in mind, what is
the little girl’s behavior called?
 Pre-operational egocentrism
 Conservation
 Reversibility
 Transductive reasoning
30. In the context of Piaget’s theory answer this analogy:
Preoperational stage: Transductive reasoning
Concrete operational stage: ____.
 Proportional reasoning
 Deductive reasoning
 Inductive reasoning
 Logical reasoning
30. In the context of Piaget’s theory answer this analogy:
Preoperational stage: Transductive reasoning
Concrete operational stage: ____.
 Proportional reasoning
 Deductive reasoning
 Inductive reasoning
 Logical reasoning
 31. In which order does cognitive development proceed,
according to Piaget?
I. Formal operations stage
ll. Sensorimotor stage
lll. Preoperational stage
lV. Concrete operations stage
A. ll, lll, lV, l
B. B. ll, lll, l, lV
C. ll, l, lll, lV
D. ll, l, lV, lll
 31. In which order does cognitive development proceed,
according to Piaget?
I. Formal operations stage
ll. Sensorimotor stage
lll. Preoperational stage
lV. Concrete operations stage
A. ll, lll, lV, l
B. B. ll, lll, l, lV
C. ll, l, lll, lV
D. ll, l, lV, lll
 32. Teacher H begins a lesson on tumbling by demonstrating
front and back somersaults in slow motion and physically
guiding his students through the correct movements. As his
students become more skillful, he stands back from the mat
and gives verbal feedback about how to improve.With
Vygotsky’s theory in mind, what did teacher H do?
 Guided participation
 Peer interaction
 Apprenticeship
 Scaffolding
 32. Teacher H begins a lesson on tumbling by demonstrating
front and back somersaults in slow motion and physically
guiding his students through the correct movements. As his
students become more skillful, he stands back from the mat
and gives verbal feedback about how to improve.With
Vygotsky’s theory in mind, what did teacher H do?
 Guided participation
 Peer interaction
 Apprenticeship
 Scaffolding
 33. Which is essential in the cognitive development of
persons according to Vygotsky?
 A. Independent thinking
 B. Social interaction
 C. Individual mental work
 D. Scientific thinking
 33. Which is essential in the cognitive development of
persons according to Vygotsky?
 A. Independent thinking
 B. Social interaction
 C. Individual mental work
 D. Scientific thinking
34. Teacher X asked her students to describe how their families
celebrate holidays. Student can discover that people celebrate
holidays differently. Which principle on cognitive
development governs Teacher X’s teaching activity?
 A. Social interaction is essential for cognitive development.
 B. Children often think in different ways at different ages.
 C. Cognitive development involves relating new information
to prior knowledge.
 D. Children actively construct their knowledge.
34. Teacher X asked her students to describe how their families
celebrate holidays. Student can discover that people celebrate
holidays differently. Which principle on cognitive development
governs Teacher X’s teaching activity?
 A. Social interaction is essential for cognitive
development.
 B. Children often think in different ways at different ages.
 C. Cognitive development involves relating new information to
prior knowledge.
 D. Children actively construct their knowledge.
 35. Social exposure to various cultures expands a child’s pool
of knowledge. Which statements go/es with this sentence?
 l. The less experiences a child has the more disciplined
he/she becomes.
 ll. The more experiences a child has the richer his/her world
becomes
 lll. The more selective parents in the exposure of the child,
the more challenged the child becomes.
 l only C.I and ll
 ll only D. lll only
 35. Social exposure to various cultures expands a child’s pool
of knowledge. Which statements go/es with this sentence?
 l. The less experiences a child has the more disciplined
he/she becomes.
 ll. The more experiences a child has the richer his/her world
becomes
 lll. The more selective parents in the exposure of the child,
the more challenged the child becomes.
 l only C.I and ll
 ll only D. lll only
 36. Rodel gave a wrong answer. Teacher said “Wrong! You are
way off.” As a consequence other students in the class were
afraid to answer questions. Which of the following is
illustrated by the event?
 Ripple effect C. Severity error
 Halo effect D. Central tendency error
 36. Rodel gave a wrong answer. Teacher said “Wrong! You are
way off.” As a consequence other students in the class were
afraid to answer questions. Which of the following is
illustrated by the event?
 Ripple effect C. Severity error
 Halo effect D. Central tendency error
Read the following and answer.
SITUATION.
Principal Emilia wants her teachers to apply
constructivism in teaching.
 37. Which material will her teachers least
prefer?
A. Unquestionable laws C. Open-endedtopics
B. Controversial issues D. Problems or cases
Read the following and answer.
SITUATION.
Principal Emilia wants her teachers to apply
constructivism in teaching.
 37. Which material will her teachers least
prefer?
A. Unquestionable laws
C. Open-endedtopics
B. Controversial issues D. Problems or cases
 38. On which assumption/s is the principal’s action
anchored?
 I. Students learn by personally constructing meaning of what
is taught.
 ll. Students construct and reconstruct meaning based on
experiences.
 lll.Students derive meaning from the meaning that the
teacher gives.
 l and ll C. l, ll, lll
 l D. ll
 38. On which assumption/s is the principal’s action
anchored?
 I. Students learn by personally constructing meaning of what
is taught.
 ll. Students construct and reconstruct meaning based on
experiences.
 lll.Students derive meaning from the meaning that the
teacher gives.
 l and ll C. l, ll, lll
 l D. ll
39. Which concept/s of the learner will Principal Emilia as a
constructivist NOT accept?
 l. “Empty vessel”
 ll. “Tabula rasa”
 lll. Candle to be lighted
 l only C. ll only
 l, ll D. lll only
39. Which concept/s of the learner will Principal Emilia as a
constructivist NOT accept?
 l. “Empty vessel”
 ll. “Tabula rasa”
 lll. Candle to be lighted
 l only C. ll only
 l, ll D. lll only
 40. All of the following describe the development of children
aged 11 to 13 EXCEPT__________________.
 A. sex differences in IQ becomes more evident
 B. they shift from impulsivity to adaptive ability
 C. they exhibit increased objectivity in thinking
 D. they show abstract thinking and judgment
 40. All of the following describe the development of children
aged 11 to 13 EXCEPT__________________.
 A. sex differences in IQ becomes more evident
 B. they shift from impulsivity to adaptive ability
 C. they exhibit increased objectivity in thinking
 D. they show abstract thinking and judgment
 41. A grade 6 twelve-year-old boy comes from a
dysfunctional family and has been abused and neglected. He
has been to orphanages and three different elementary
schools. He can decode at the second grade level, but he can
comprehend orally materials at the fourth or fifth grade
level. The most probable cause/s of this students reading
problem is/are _____________.
 A. immaturity C. neurological factors
 B. emotional factors D. poor teaching
 41. A grade 6 twelve-year-old boy comes from a
dysfunctional family and has been abused and neglected. He
has been to orphanages and three different elementary
schools. He can decode at the second grade level, but he can
comprehend orally materials at the fourth or fifth grade
level. The most probable cause/s of this students reading
problem is/are _____________.
 A. immaturity C. neurological factors
 B. emotional factors D. poor teaching
42. The role of play in the preschool and early childhood years
is that it___________.
 A. develops competitive spirit
 B. separates reality from fantasy
 C. develops the upper and lower limbs
 D. increases imagination due to expanding knowledge and
emotional range
42. The role of play in the preschool and early childhood years
is that it___________.
 A. develops competitive spirit
 B. separates reality from fantasy
 C. develops the upper and lower limbs
 D. increases imagination due to expanding
knowledge and emotional range
 43. Who of the following authors would most help Teacher
Lito to understand the underlying effects of poverty on
academic achievement?
A. Maslow C. Piaget
B. Dewey
D.Kohlberg
 43. Who of the following authors would most help Teacher
Lito to understand the underlying effects of poverty on
academic achievement?
A. Maslow C. Piaget
B. Dewey
D.Kohlberg
 44. In a well-known experiment, psychologists frustrate
young children by placing a wire fence between the children
and a pile of toys. When finally allowed to play with the toys,
the children smashed and destroyed them. Which reaction
was demonstrated?
 A. Rational aggression C. dormant aggression
 B. Displaced aggression D. Sustained aggression
 44. In a well-known experiment, psychologists frustrate
young children by placing a wire fence between the children
and a pile of toys. When finally allowed to play with the toys,
the children smashed and destroyed them. Which reaction
was demonstrated?
 A. Rational aggression C. dormant aggression
 B. Displaced aggression D. Sustained aggression
45. In a social studies class, Teacher P presents a morally
ambiguous situation and asks students what they would do.
On whose theory is Teacher P’s technique based?
 A. Bruner C. Kohlberg
 B. Piaget D. Bandura
45. In a social studies class, Teacher P presents a morally
ambiguous situation and asks students what they would do.
On whose theory is Teacher P’s technique based?
 A. Bruner C. Kohlberg
 B. Piaget D. Bandura
 46. Which educational issue can be clarified by understanding
Maslow’s Needs Theory?
 A. Sex education issues in school
 B. Delinquency in the public schools
 C. The effects of different classroom structures
 D. The effect of poverty on academic achievement
 46. Which educational issue can be clarified by understanding
Maslow’s Needs Theory?
 A. Sex education issues in school
 B. Delinquency in the public schools
 C. The effects of different classroom structures
 D. The effect of poverty on academic achievement
 47.You are convinced that whenever a student performs desired
behaviors provide reinforcement and soon the student learns to
perform the behavior on her own. On which principle is your
conviction based?
 A. Relativism C. Constructivism
 B. Behaviorism D. Environmentalism
 47.You are convinced that whenever a student performs
desired behaviors provide reinforcement and soon the
student learns to perform the behavior on her own. On
which principle is your conviction based?
 A. Relativism C. Constructivism
 B. Behaviorism D. Environmentalism
 48. William Glasser’s control theory states that behavior is
inspired by what satisfies person’s want at any given time.
What then must a teacher do to motivate students to learn?
 A. Make schoolwork relevant to students’ basic human needs
 B. Avoid giving assignments
 C. Make teaching-learning interactive
 D. Organize a curriculum in a spiral manner
 48. William Glasser’s control theory states that behavior is
inspired by what satisfies person’s want at any given time.
What then must a teacher do to motivate students to learn?
 A. Make schoolwork relevant to students’ basic
human needs
 B. Avoid giving assignments
 C. Make teaching-learning interactive
 D. Organize a curriculum in a spiral manner
49. Which psychological theory states that the mind insists on
finding patterns in things that contribute to the development
of insight?
 A. Piaget’s psychology C. Gestalt psychology
 B. Kohlberg psychology D. Bruner’s theory
49. Which psychological theory states that the mind insists on
finding patterns in things that contribute to the development
of insight?
 A. Piaget’s psychology C. Gestalt psychology
 B. Kohlberg psychology D. Bruner’s theory
50. When small children call all animals “dogs”, what process is
illustrated based on Piaget’s cognitive development theory?
 A. Conservation C. Accommodation
 B. Assimilation D. Reversion
50. When small children call all animals “dogs”, what process is
illustrated based on Piaget’s cognitive development theory?
 A. Conservation C. Accommodation
 B. Assimilation D. Reversion