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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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.
