EFFECTS OF SOCIAL MEDIA TO THE ACADEMIC PERFORMANCE

OF THE STUDENTS IN SASN-Lipa

A Thesis Presented to
The Faculty of Senior High School Department
ST. AUGUSTINE SCHOOL OF NURSING-LIPA
Mataas na Lupa, Lipa City

In Partial Fulfillment of the Requirements for the Subject

Practical Research I

By:

Ann Kerlyn M. Dimapasok

Jenny M. Ruben
Jennifer M. Sanchez

April 2018
 Bibliography

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Bilbao, Purita B. et al (2006) .Curriculum Development.Lorimar Publishing, Inc.,

Quezon City Metro Manila.

Buendicho, Flordeliza C. (2013). Assessment of Student Learning I. Rex Book

Store Inc., Sampaloc, Manila.

Casinto, Carlo Domingo C. (2009). Handbook on Principles of Teaching 1.REX

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Garcia, Dolores G. (2007). Designing Curriculum. Rex Book Store Inc.,

Sampaloc, Manila.

Garcia, Carlito D., Ed, D. (2005). Principles and Strategies of Teaching: A Skills
Approach. Books Atbp. Publishing House Corp. Aglipay St., Mandaluyong
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Lardizabal, Amparo S. et.al (2008).Theory and Practice in Student

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Ochave, Jesus A. et. al. (2004). Research Method Revised Edition. Quezon City.
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Panopio, Isabel S. et. al (2007). Society and Culture.Katha Publishing Co., Inc,
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Salandanan, Gloria G. (2012). Elements of Teaching Revised Edition.LoriMar

Publishing, Inc., Quezon City, Metro Manila.

Salandanan, Gloria G. (2012). Teaching and The Teacher. LoriMar Publishing

Inc., Quezon City, Metro Manila.

Salandanan, Gloria G. (2009). Methods of Teaching. .LoriMar Publishing Inc.,

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Santos, Rosita D. (2007). Assessment of Learning I. LoriMar Publishing, Inc.

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Pioneer Street

Zulueta, Francisco M., Ph. D. (2006). Principles and Methods of Teaching,

LoriMar Publishing Inc., Mandaluyong City.

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Corp., Mandaluyong City.

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Corp., Mandaluyong City.

B. Unpublished Thesis
Abrenica, Angelica F. et. Al. (2000). Difficulties Encountered by Novice
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http://udyong.net/teachers-corner/1041-the-domains-of-ncbts
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rachelle-genlites.blogspot.com/2011/09/teaching-as-profession.html
www.simplypsychology.org/learning-kolb.html
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas

“VALUES ORIENTATION OF PRE- SERVICE TEACHERS

OF BATSTATEU- Rosario”

Name: (optional) ____________________________________

School: __________________________________

General Direction: Put a check mark in the box that corresponds your answer. Rest
assured that the information you will be providing will be held confidential and
will be used solely in this study. Your HONEST answer to all the items is highly
sought.

Part I. Profile of the Cooperating Teacher

Age: ______ Sex:

Male
Female
Civil Status:
Single Field of Specialization:
Married English
Widow/ Widower Filipino
Separated MAPEH

Part II
Direction: Listed below are sets of values articulated in the National Competency-
Based Teacher Standards. Assess the attributes of the pre- service teacher from
BATSTATEU- Rosario who is under your supervision. Put a check (√) mark on
the column opposite the item that corresponds to the extent to which they possess
the attributes. Be guided by the given scale below.

5- To a Very Great Extent

4- To a Great Extent
3- To a Moderate Extent
2- To a Slight Extent
1- Not at al
 National Competency- Based Teacher Standards 5 4 3 2 1
Domains

Domain 1: Social Regard for Learning

1.1. S/he follows the rules and regulations of the school to

serve as a role model for the students.

1.2. S/he educates the students on the importance of

selecting the appropriate company.

1.3 S/he possesses awareness on the implementation of

“time on task” in all responsibilities.

1.4. S/he informs students, parents and other concerned

persons regarding school policies and procedures.

1.5. S/he models the value of punctuality or being on

time.

1.6. S/he maintains appropriate appearance and decorum

on all occasions.

1.7. S/he shows appropriate behavior as example to the

students.

1.8. S/he encourages students to learn from different

social experiences.

1.9. S/he knows a lot of sources through which social

learning may be experienced.

1.10. S/he provides different activities that can motivate

the students towards learning.

Domain 2: Learning Environment

2.1. S/he makes sure that the desks and furniture are
properly arranged for students to have a clear and
unobstructed view of all instruction
 2.2. S/he makes bulletin boards that provide information
for further leaning.

2.3. S/he lays down the ground rules early in class so that
students will be aware of the rules and the consequences for
not following such rules.

2.4. S/he encourages learners to ask questions.

2.5. S/he asks questions in a non-threatening manner.

2.6. S/he encourages the students to express their ideas

without inhibitions during class discussions.

2.7. S/he makes sure that each student is completing

her/his own work, rather than the work of peers.

2.8. S/he makes efforts to actually know my students’

strengths, weaknesses, capabilities and interests.

2. 9. S/he handles my students’ past projects with care so

that they will know that their works are valued.

2.10. S/he provides guidance and counseling when a

student fails to reach the standard performance during the
learning process.

Domain 3: Diversity of Learners

3.1. S/he avoids giving bias to any religion, culture and

gender.

3.2. S/he is careful on giving examples that may offend

the students.

3.3. S/he avoids favoritism in any aspect.

3.4. S/he is aware of the students’ background,

experiences and capacities.
 3.5. S/he avoids stereotyping.

3.6. S/he selects learning experiences that are appropriate

to the needs and difficulties of her/his students.

3.7. S/he assures that the teaching strategies are applicable

to different learning styles of learners.

3.8. S/he provides learning activities that cater the

learners’ multiple intelligence during class.

3.9. S/he reminds the students that each individual has

her/his own strengths and weaknesses.

3.10. S/he implements a “zero tolerance” for anything that

is disrespectful, hurtful or intolerant of diversity.

Domain 4: Curriculum

4.1. S/he states the learning outcomes/objectives to

students before starting the lesson.

4. 2. S/he makes sure that her/ his learning activities and

assessments are aligned with the lesson objectives.

4.3. S/he uses varied instructional materials that would

best help her/ him to attain the objectives of the lesson.

4.4. S/he considers the students’ learning style, multiple

intelligence and other differences in selecting instructional
materials.

4.5. S/he uses motivational strategies and activities to

present the subject matter in a way that engages the students’
interest to learn.

4.6. S/he enters the classroom having ample mastery of

the lesson.
 4. 7. S/he ensures the accurate and updated content of her/
his teaching materials.

4.8. S/he explains the connection of the current content of

the lessons with the past’s.

4. 9.S/he assures that the learning outcomes of each

lesson are attainable within the allotted time.

4. 10. S/he uses the art of questioning for the students to

be engaged in higher order thinking.

Domain 5: Planning, Assessing and Reporting

5.1. S/he informs the learners about their grades and what
they need to do in order to improve them.

5.2. S/he makes sure that parents of the students will be

informed about their children’s progress in her/his class
through a conference/ meeting with them.

5. 3. S/he submits the records of the students to her/ his

superiors in school.

5.4. S/he uses number of techniques to assess the

students’ learning such as written tests, oral discussion,
written reports, simple research projects and other creative
products and journals.

5.5. S/he makes sure that s/he never alters any record of
the students.

5.6. S/he sees to it that performance-based and product-

based assessments are objectively constructed through
rubrics.

5.7. S/he assures that the grades of each student will be

confidential to others.
 5.8. S/he provides a chance for those students who failed
to answer right on the first try.

5.9. S/he teaches students how to judge their own

performances through self- review or peer monitoring and
reflection.

5.10. S/he gives quick, appropriate and consistent

feedbacks to the learner.

Domain 6: Community Linkages

6.1. S/he explains the relationship of every topic to

students’ values at home.

6.2. S/he develops understanding of my students’ lives to

increase the relevance of lesson and make examples more
meaningful.

6.3. S/he encourages her/his students to participate in

community volunteer programs.

6.4. S/he communicates with barangay officials to ask

what they can do to help improve the learners’ values.

6.5. S/he encourages her/his students to maintain

cleanliness in the community.

6.6. S/he assures that s/he uses materials in the community

to support the learning activities in the classroom.

6.7.S/he encourages students to employ what they learn in

school in their daily interaction in the community

6.8. S/he gets ideas and activities from the community and
uses them in her teaching.

6.9. S/he attends community activities to develop stronger

relationship with curriculum stakeholders like parents and
community officials in order to ensure more support from
them.

6.10. S/he explains to his/her students the different issues

in the community.

Domain 7: Personal Growth and Professional

Development

7.1. S/he attends seminars to learn more.

7.2. S/he is updated on the K-12 system of education.

7.3. S/he continually improves her/his teaching each day

to give students better learning.

7.4. S/he is aware of her/his strengths and weaknesses in

teaching.

7.5. S/he is very much enthusiastic in doing teacher’s

activities.

7.6. S/he is acquainted with school and district policies.

7.7. S/he works with her/his colleagues, parents and

administrators in effecting school improvement.

7.8. S/he attends professional or staff meetings conducted

by the principal/school administrator.

7.9. S/he is acquainted with school’s teaching and non-

teaching staff.

7.10. S/he engages in conversations with teachers teaching

the same subject s/he is handling.