UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Module 19
1. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 19
Meaning and Types of
Motivation
Module 20
Theories on Factors
Affecting Motivation
Module 21
Students’ Diversity in
Motivation
Module 22
Human Environmental
Factors Affecting Motivation
Module 23
The Classroom Climate
2. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
EDUCATION 3
(Facilitating Human Learning)
Compilation of Reports/Modules in Part 4 Focus on
Classroom Processes of the Facilitating Learning: A
Metacognitive Process.
Prepared and Submitted by:
MS. APRIL JOY SECARRO
MR. ANGELITO T. PERA
MR. CLINTON SEQUIHOD
MS. MYLVIE L. SORIANO
MS. RUTH RACHO
Prepared and Submitted to:
ANNIE Y. SAMARCA, MFLT, Ph. D. (Cand.)
Instructor, Education 3
Printed on:
March 25, 2015
Printed Time:
10:00-12:00 PM
Academic Year 2014-2015
4. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
ACKNOWLEDGMENT
For Brad Gerrard once said “believe in yourself, be strong; never give up
no matter what the circumstances are. You are a champion and will overcome
the dreaded obstacles. Champions take failure as a learning opportunity, so take
in all you can, and run with it. Be your best and don't ever give up." and Henry
Ford “life is a series of experiences, each one of which makes us bigger, even
though sometimes it is hard to realize this. For the world was built to develop
character, and we must learn that the setbacks and grieves which we endure
help us in our marching onward” In other words, we can make things possible if
we try and believe in God that every challenge that we face successfully is a
fulfillment of our dreams. With words of thanks and appreciation:
To God, for His blessings, graciousness, guidance and wisdom that keep
us faithful and optimistic in life,
To Parents and Guardians, for the financial and moral assistance
throughout the years,
To groupmates/reporters, for the help, understanding and time in the
preparation and development of this compilation,
To Annie Y. Samarca, Ph. D. (Cand.), for the patience, encouragements,
meaningful teachings, constructive criticisms and worthy suggestions,
And to the Future Teacher Education Students/Readers of this
compilation, for the generosity in giving and sharing ideas of this compilation,
Again, our warmest and sincerest words of compliments, appreciation and
gratefulness to all of you.
5. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
DEDICATION
Each challenge that we face every day has inspired each and one of us to
fulfill our dreams for God has given us faith and optimism that we can stand
together with Him to face circumstances in life ahead and for every task that we
have achieved and for every dream that we have fulfilled is dedicated with joy,
humility and pride:
To God, for His blessings, graciousness, guidance and wisdom that keep
us faithful and optimistic in life,
To Parents and Guardians, for the financial and moral assistance
throughout the years,
To groupmates/reporters, for the help, understanding and time in the
preparation and development of this compilation,
To Annie Y. Samarca, Ph. D. (Cand.), for the patience, encouragements,
meaningful teachings, constructive criticisms and worthy suggestions,
And to the Future Teacher Education Students/Readers of this
compilation, for the generosity in giving and sharing ideas of this compilation,
Again, with sincerest of expressions of love, appreciation and optimism of
this academic piece of accomplishment and to all of you!
6. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
INTRODUCTION
Teaching-learning process is important in the academic achievement of
students in a particular field of study. Furthermore, principles, methods and
strategies are also important in the realization of the teaching-learning process; it
helps the students to learn effectively, meaningfully and efficiently with respect to
the lesson objectives which are relevant to the cognitive, psychomotor and
affective learning domains of the learners. Meanwhile, the use of the appropriate
instructional materials is vital to the total development and personality of the
learners. Thus, learners will become motivated in their classroom activities.
Moreover, teaching-learning process in modern era is improving and has
one of the vital considerations in promoting and fostering learning processes. In
other words, students are exposed and engaged to the different activities in order
to gain experiences which are important in full development of their potentials
and competencies. For John Dewey once said “education is a continuous
process”. On the other hand, we are always learning because of the activities
that we are involved and engaged that we learned something for ourselves to
help improved our way of life. So, it is in this sense that this compilation presents
a report Focus on Classroom Processes with the following specific Modules:
Module 19 Meaning and Types of Motivation, Module 20 Theories on
Factors Affecting Motivation, Module 21 Students’ Diversity in Motivation, Module
22 Human Environmental Factors Affecting Motivation and Module 23 The
Classroom Climate based on Facilitating Learning: A Metacognitive Process by
Dr. Maria Rita D. Lucas and Dr. Brenda B. Corpuz with respect to the Outcomes-
based and Kto12-based of the Philippine Basic Education Program.
7. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
PRE-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. Which of the following is not a type of motivation?
a. Extrinsic b. Internal c. Intrinsic
2. It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
3. According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
4. It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
5. Potential performance is a product of ability and motivation. Which of the
following choices supports the statement?
a. Motivation is a process whereby a goal-directed activity is instigated
and sustained.
b. Motivation is the first activity of classroom procedure in order to
stimulate learning process.
c. Motivation is process of engaged and anticipation guides.
8. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 19 Meaning and Typesof Motivation
DISCUSSION:
Motivation is an inner drive that causes you to do something and
persevere at something. It energizes you to do something. It is the strength of the
drive toward the action. While the ability refers to what children can do.
Motivation refers to what these children will do. Hence, motivation refers to the
initiation, direction, intensity and persistence of behavior.
Indicators of a High Level of Motivation (Stipek, 1996, 2002 cited by
Wooltok, 2013).
Have a positive attitudes toward school and describe school as satisfying,
Persist on difficult tasks and cause few management problems,
Process information in depth and excel in classroom learning expertise.
Types of Motivation
Intrinsic- when the source of motivation is from within the person
himself/herself or the activity itself. It is motivation to engage in an activity
for its own sake.
Extrinsic-when a person motivates to someone or something outside
him/her.
APPLICATION
1. Why motivation is important in the teaching-learning process?
RESEARCH
1. Browse on the internet an example of research paper on Motivation and
write a reflection paper on it.
9. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
POST-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
2. Which of the following is not a type of motivation?
a. Extrinsic b. Internal c. Intrinsic
3. It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
4. According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
5. Potential performance is a product of ability and motivation. Which of the
following choices supports the statement?
a. Motivation is a process whereby a goal-directed activity is instigated
and sustained.
b. Motivation is the first activity of classroom procedure in order to
stimulate learning process.
c. Motivation is process of engaged and anticipation guides.
10. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
PRE-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. Which of the following choices is not a theory of motivation?
a. Attribution Theory b. Dynamic Theory c. Choice Theory
2. It is a theory of motivation that attributes our successes or failures or other
events to several factors?
a. Attribution Theory b. Dynamic Theory c. Choice Theory
3. It is a biological theory that suggests that we are born with specific needs
that we are genetically instructed to satisfy?
a. Choice Theory b. Power Theory c.Efficacy Theory
4. Which of the following statements supports the Maslow’s theory?
a. A satisfied need is not a strong motivator but an unsatisfied need is.
b. Needs depend on human wants
c. Satisfaction of needs depends on human experiences and activities.
5. Which of the statements does not describe on Self-efficacy theory?
a. Make sure students master the basic skills.
b. Communicate confidence in student’s abilities through words and
actions.
c. Appreciate your students’ class participation and responses in order to
motivate them to learn effectively and meaningfully.
11. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 20 Theories on Factors Affecting Motivation
DISCUSSION
Attribution Theory-explains that we attribute our successes or failures or other
events to several factors. For instance, you attribute your popularity to you
popular parents or to your sterling academic performance.
Locus ( place) : Internal vs. External
Stability : Stable vs. Unstable
Controllability : Controllable vs. Uncontrollable
Self-Efficacy Theory-means a sense of competence. It is the belief that one has
the necessary capabilities to perform a task, fulfill role expectations or meet a
challenging situation successfully.
Make sure students master the basic skills.
Help them make noticeable progress on difficult tasks.
Communicate confidence in student’s abilities through words and actions.
Expose them to successful peers.
Other recommendations from motivation theorists are:
Provide competence-promoting feedback
Promote mastery on challenging tasks
Promote self-comparison rather than comparison with others.
Be sure errors occur within an overall context of success.
Self-determination and self-regulation theories-when we believe that we have
some choice and control regarding the things they do and the directions their
lives take. It is demonstrated in his capacity for self-regulation.
12. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Self-regulation refers to a person’s ability to master himself.
Set standards for oneself
Monitor and evaluate one’s own behavior against such standards
Impose consequences on oneself for one’s successes or failures.
How does self-regulation relate to motivation?
Goal setting-Self regulated learners know what they want they to
accomplish when they read or study.
Planning-Self regulated learners determine ahead of time.
Attention control-Self regulated learners try to focus their attention on
the subject matter at hand and clear their minds of distracting thoughts
and emotions.
Application of learning strategies-Self regulated learners choose
different learning strategies depending on the specific goal they want to
accomplish.
Self-monitoring-Self regulated learners continually monitor their progress
toward their goals and they change their learning strategies or modify their
goals, if necessary.
Self-evaluation-Self regulated learners determine whether what they
have learned is sufficient for the goals they have set.
Other suggestions from motivation theorists to enhance students’ sense of
self-determination about school activities and assignments.
Present rules and instructions in an informational manner rather than
controlling manner.
Provide opportunities for students to make choices.
13. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Evaluate student performance in a non-controlling fashion.
Choice Theory-is a biological theory that suggests that we are born with
specific needs that we are genetically instructed to satisfy.
Belonging or connecting
Power or competence
Freedom
Fun
Maslow’s Hierarchy of Needs
In fact, there are three (3) levels in the higher-order needs. The first
(which is now the third level in Maslow’s need hierarchy) is the need for love and
belonging. The needs at the fourth level include those for esteem and status
including one’s feelings of self-worth and of competence. The fifth level need is
self-actualization, which means becoming all that one is capable of becoming
using one’s skills to the fullest and stretching talents to the maximum.
Goal Theory
Learning goals versus performance goals-The goals we set for
ourselves affect our level of motivation. For instance, learning goal is a desire to
acquire additional knowledge or master new skills while performance goal is a
desire to look good and receive favorable judgments from others or else look bad
and receive unfavorable judgments.
Self-determined goals: Personally-relevant and self-determined goals
enhance a student’s motivation.
Goal setting: As a motivational tool, goal setting is effective when:
Goal acceptance, Specificity, Challenge, Performance rating, Performance feedback
14. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
POST-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. Which of the statements does not describe on Self-efficacy theory?
a. Make sure students master the basic skills.
b. Communicate confidence in student’s abilities through words and
actions.
c. Appreciate your students’ class participation and responses in order to
motivate them to learn effectively and meaningfully.
2. It is a theory of motivation that attributes our successes or failures or other
events to several factors?
a. Attribution Theory b. Dynamic Theory c. Choice Theory
3. It is a biological theory that suggests that we are born with specific needs
that we are genetically instructed to satisfy?
a. Choice Theory b. Power Theory c.Efficacy Theory
4. Which of the following statements supports the Maslow’s theory?
a. A satisfied need is not a strong motivator but an unsatisfied need is.
a. Needs depend on human wants
b. Satisfaction of needs depends on human experiences and activities.
5. Which of the following choices is not a theory of motivation?
c. Attribution Theory b. Dynamic Theory c. Choice Theory
15. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
PRE-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. Students’ motivation may vary on the following accounts, except?
a. Affective b. Age c. Gender
2. Which of the following statements/principles that supports social and
cultural influences on motivation?
a. Students are most likely to model the behaviors they believe are
relevant to their situation.
b. Students are involved in the teaching-learning process.
c. Students are most likely participative and collaborative individuals in
acquiring knowledge, skills and values.
3. It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
4. According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
5. It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
16. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 21 Students’Diversity in Motivation
Discussion
Our students’ motivation may vary on account of age, gender, cultural,
socio-economic background and special education needs. Our class is a
conglomerate of students with varying ages and gender and most especially
cultural background and socio-economic status. Our students’ motivational drives
reflect the elements of the culture in which they grow up-their family, their friends,
school, church and books. To motivate all of them for learning, it is best to
employ differentiated approaches. “Different folks, different strokes”, (Corpuz, B.,
et.al., 2014).
Two principles to consider regarding social and cultural influences on
motivation are:
1. Students are most likely to model the behaviors they believe are relevant
to their situations.
2. Students develop greater efficacy for a task successfully when they see
others like themselves performing the tasks successfully.
Conclusion:
Then it must be good to expose our students to models of their age and to
models who come from similar cultural, socio-economic backgrounds.
Application:
1. Discuss within your group on Students’ Diversity in Motivation.
Research:
1. Read further on Students’ Diversity in Motivation and write your own
reflection paper.
17. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
POST-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. Which of the following statements/principles that supports social and
cultural influences on motivation?
a. Students are most likely to model the behaviors they believe are
relevant to their situation.
b. Students are involved in the teaching-learning process.
c. Students are most likely participative and collaborative individuals in
acquiring knowledge, skills and values.
2. It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
3. Students’ motivation may vary on the following accounts, except?
a. Affective b. Age c. Gender
4. According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
5. It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
18. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
PRE -TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. It is the characteristic where it shows the specific behaviors of a facilitative
social.
a. Caring
b. Fairness and Respect
c. Reflective Practice
d. Social Interactions with student
2. It is encouraging students to be responsible for their own learning.
a. Enthusiasm and Motivation
b. Social Interactions with student
c. Fairness and Respect
d. Reflective Practice
3. It is eliciting feedback from others in the interest of teaching and learning.
a. Enthusiasm and Motivation
b. Social Interactions with Students
c. Fairness and Respect
d. Reflective Practice
4. It is a characteristic which help students succeed by using differentiated
instruction.
a. Attitude towards the teaching profession
b. Reflective Practice
c. Social Interactions with Students
19. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
d. Fairness and Respect
5. It is a characteristic that practice gender, racial and ethnic fairness.
a. Reflective Practice
b. Social interactions with Students
c. Enthusiasm and Motivation
d. Fairness and Respect
20. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 22 HumanEnvironmental Factors Affecting Motivation
Teacher’s Affective Traits Affective characteristic of effective teachers by
James H. Stronge, 2002:
Caring – Specific attributes that show caring are:
Sympathetic listening to student not only about life inside the classroom
but more about students lives in general.
understanding of students questions and concerns
knowing students individually, their likes and dislikes, and personal
situations affecting behavior and performance
Fairness and Respect – these are shown in specific behaviors like: treating
students as people
avoiding the use of ridicule and preventing situations in which students
lose respect in front of their peers
practice gender, racial and ethnic fairness
providing students with opportunities for students to participate and to
succeed
Social Interactions with students – the specific behaviors of a facilitative social
interaction are:
consistently behaving in a friendly personal manner while maintaining
professional distance with students
Working with students not for the students
interacting productively by giving students responsibility and respect
allowing students to participate in decision-making
21. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
willing to participate and demonstrating a sense of funhave a sense of
humor and is willing to share jokes
Enthusiasm and Motivation for learning shown in:
encouraging students to be responsible for their own learning
maintaining and organized classroom environment
setting high standards
assigning appropriate challenges
providing reinforcement and encouragement during tasks
Attitude towards the teaching profession
dual commitment to personal learning and to students’ learning anchored
on the belief that all students can learn
helping students succeed by using differentiated instruction
working collaboratively with colleagues and other staff
serving as an example of a lifelong learning to his/her students and
colleagues
Positive expectations of students manifested in:
striving to make all students fell competent
communicating positive expectations to students
having high personal teaching efficacy shown in their belief that they can
cause all students to learn.
Reflective Practice
reviewing and thinking on his/her teaching process
eliciting feedback from others in the interest of teaching and learning
22. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Bullying and the Need to Belong
The need to belong is a basic human need. Students who are accepted by
teachers and classmates feel they belong to the class. The sense of
belongingness enhances their learning . The prevalence of bullying, however,
obstructs the creation of learning community where everyone feel s/he belongs.
With bullying in schools, the learning environment cannot be safe. Then by all
means, bullying should be eliminated in schools. Bullying takes on several forms.
It can be mild; it can be intense or deeply-seated and highly violent.
Today safety in schools is being raised all over the world especially with
that tragic shooting incident that happened recently in Virginia, USA acclaimed to
be the worst school tragedy in American schools. In that tragedy, more than thirty
students were killed.
Parents as Part of the Learner’s Human Learning Environment
Parents who are supportive of their children’s learning are observed to do
the following:
1. Follow up status of their children’s performance.
2. Supervise their children in their homework or project.
3. Check their children’s notebooks.
4. Attend conferences for Parents, Teachers and Community Association
(PTCA).
5. Are willing to spend on children’s projects and involvement in school
activities.
6. Participate actively in school-community projects.
7. Confer with children’s teachers when necessary.
23. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
8. Are aware of their children’s activities in school.
9. Meet the friends of their children.
10. Invite their children’s friends at home.
The interaction between the learner and the teacher, among the learners,
and among the learner, teacher and parents gives rise to the learning climate in
the classroom. Whether the climate that comes as by-product of the interactions
nurtures or obstructs learning depends on the quality of these interactions.
Application:
1. Discuss and share within your group on Human Environmental Factors
Affecting Motivation.
Research:
2. Read further on Human Environmental Factors Affecting Motivation and
write your own reflection paper.
24. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
POST-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. It is encouraging students to be responsible for their own learning.
a. Enthusiasm and Motivation
b. Social Interactions with student
c. Fairness and Respect
d. Reflective Practice
2. It is the characteristic where it shows the specific behaviors of a facilitative
social.
a. Caring
b. Fairness and Respect
c. Reflective Practice
d. Social Interactions with student
3. It is a characteristic which help students succeed by using differentiated
instruction.
a. Attitude towards the teaching profession
b. Reflective Practice
c. Social Interactions with Students
d. Fairness and Respect
4. It is eliciting feedback from others in the interest of teaching and learning.
a. Enthusiasm and Motivation
b. Social Interactions with Students
c. Fairness and Respect
25. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
d. Reflective Practice
5. It is a characteristic that practice gender, racial and ethnic fairness.
a. Reflective Practice
b. Social interactions with Students
c. Enthusiasm and Motivation
d. Fairness and Respect
26. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
PRE-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. It is a by-product of the social interactions between and among teachers
and students?
a. Classroom b. Classroom Climate c. Classes
2. The following are the characteristics of the classroom climate, except?
a. Specific classroom rules and procedures are clear.
b. The teacher is aware of the needs of the different types of students.
c. The teacher and the student are working together in order to decorate
the classrooms and improve the instructional materials.
3. In the classroom climate, the students are involved in the design of?
a. Rules and Procedures b. Regulations c. Classes
4. Which of the following statements supports the principle of classroom
climate?
a. Students’ responsibility for their own behavior is enhanced.
b. Teachers’ realized the importance of classroom climate.
c. Classroom climate dramatically influences teachers’ motivation.
5. In classroom climate, which of the following statements supports
conducive learning?
a. The teacher is fully aware of the happenings in class,
b. The classroom is noisy, disorganized and dirty,
c. The teachers and the students are having/conducting classes
together in order to avoid wastage of time.
27. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Module 23 The Classroom Climate
Discussion:
The classroom climate is more product of the interaction between and
among teachers and students than that of the physical condition of the
classroom. The physical condition of the classroom may exert an influence on
the social interaction among the personalities in class but it may not contribute as
much as classroom social interaction does. For instance, it is something
business-like and yet non-threatening. Meanwhile, the classroom climate that is
conducive for learning is one that is non-threatening yet business-like ( Marzano,
et. al., 2003).
Specific classroom rules and procedures are clear,
These classrooms rules and procedures are discussed on the first days of class
Students are involved in the design of rules and procedures,
Techniques to acknowledge and reinforce acceptable behavior and
provide negative consequences are employed,
Clear limits for unacceptable behavior are established,
There is a healthy balance between dominance and cooperation,
The teacher is aware of the needs of different types of students,
The teacher is fully aware of the happenings in class,
Students’ responsibility for their own behavior is enhanced.
Application:
1. Discuss and share within your group on the Classroom Climate
Research:
2. Read further on the Classroom Climate and write your own reflection paper.
28. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
POST-TEST
Direction: On your piece of paper, write and choose the letter of the
correct answer.
1. The following are the characteristics of the classroom climate, except?
a. Specific classroom rules and procedures are clear.
b. The teacher is aware of the needs of the different types of students.
c. The teacher and the student are working together in order to decorate
the classrooms and improve the instructional materials.
2. Which of the following statements supports the principle of classroom
climate?
a. Students’ responsibility for their own behavior is enhanced.
b. Teachers’ realized the importance of classroom climate.
c. Classroom climate dramatically influences teachers’ motivation.
3. In classroom climate, which of the following statements supports
conducive learning?
a. The teacher is fully aware of the happenings in class,
b. The classroom is noisy, disorganized and dirty,
c. The teachers and the students are having/conducting classes together
in order to avoid wastage of time.
4. In the classroom climate, the students are involved in the design of?
a. Rules and Procedures b. Regulations c. Classes
5. It is a by-product of the social interactions between and among teachers
and students?
a. Classroom b. Classroom Climate c. Classes
29. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
ANSWERS KEY
Module 19 Meaning and Types of Motivation
Pre-Test Post-Test
1. A 1. B
2. B 2. A
3. C. 3. A
4. B 4. A
5. A. 5. C
Module 20 Theories on Factors Affecting Motivation
1. B 1.C
2. A 2.A
3. A 3.A
4. A 4.A
5. C 5.B
Module 21 Students’ Diversity in Motivation
1. D 1.A
2. A 2.B
3. D 3.A
4. A 4.C
5. D 5.B
Module 22 Human Environmental Factors Affecting Motivation
1. D 1. A
2. A 2. D
3. D 3. A
4. A 4. D
5. D 5. D
Module 23 The Classroom Climate
1. A 1.C
2. C 2.A
3. A 3.A
4. A 4.A
5. A 5.B
30. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
EVALUATION:
Test- I Direction: Read each of the following statements carefully. Write the
letter of the correct answer. ( 2x each).
1. Which of the following is not a type of motivation?
a. Extrinsic b. Internal c. Intrinsic
2. It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
3. According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
4. It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
5. Potential performance is a product of ability and motivation. Which of the
following choices supports the statement?
a. Motivation is a process whereby a goal-directed activity is instigated
and sustained.
b. Motivation is the first activity of classroom procedure in order to
stimulate learning process.
c. Motivation is process of engaged and anticipation guides.
31. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
6. Which of the following choices is not a theory of motivation?
b. Attribution Theory b. Dynamic Theory c. Choice Theory
7. It is a theory of motivation that attributes our successes or failures or other
events to several factors?
a. Attribution Theory b. Dynamic Theory c. Choice Theory
8. It is a biological theory that suggests that we are born with specific needs
that we are genetically instructed to satisfy?
a. Choice Theory b. Power Theory c.Efficacy Theory
9. Which of the following statements supports the Maslow’s theory?
a. A satisfied need is not a strong motivator but an unsatisfied need is.
b. Needs depend on human wants
c. Satisfaction of needs depends on human experiences and activities.
10.Which of the statements does not describe on Self-efficacy theory?
a. Make sure students master the basic skills.
b. Communicate confidence in student’s abilities through words and
actions.
c. Appreciate your students’ class participation and responses in order to
motivate them to learn effectively and meaningfully.
11.Students’ motivation may vary on the following accounts, except?
a. Affective b. Age c. Gender
12.Which of the following statements/principles that supports social and
cultural influences on motivation?
a. Students are most likely to model the behaviors they believe are
relevant to their situation.
32. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
b. Students are involved in the teaching-learning process.
c. Students are most likely participative and collaborative individuals in
acquiring knowledge, skills and values.
13.It is an inner drive that causes you to do something and persevere at
something. It energizes you to do something?
a. Encouragement b. Motivation c. Aspiration
14.According to Research, motivated students have the following
characteristic traits, except?
a. They have positive attitudes toward school and describe school
satisfying.
b. They persist on difficult tasks and cause few management problems.
c. They understand the topic and organize information from small details.
15.It is a kind of motivation that the source is from within the person
himself/herself or the activity itself?
a. Internal b. Intrinsic c. Extrinsic
16.It is the characteristic where it shows the specific behaviors of a facilitative
social.
a. Caring
b. Fairness and Respect
c. Reflective Practice
d. Social Interactions with student
17.It is encouraging students to be responsible for their own learning.
a. Enthusiasm and Motivation
b. Social Interactions with student
33. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
c. Fairness and Respect
d. Reflective Practice
18.It is eliciting feedback from others in the interest of teaching and learning.
a. Enthusiasm and Motivation
b. Social Interactions with Students
c. Fairness and Respect
d. Reflective Practice
19.It is a characteristic which help students succeed by using differentiated
instruction.
a. Attitude towards the teaching profession
b. Reflective Practice
c. Social Interactions with Students
d. Fairness and Respect
20.It is a characteristic that practice gender, racial and ethnic fairness.
a. Reflective Practice
b. Social interactions with Students
c. Enthusiasm and Motivation
d. Fairness and Respect
21.The following are the characteristics of the classroom climate, except?
a. Specific classroom rules and procedures are clear.
b. The teacher is aware of the needs of the different types of students.
c. The teacher and the student are working together in order to decorate
the classrooms and improve the instructional materials.
34. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
22.Which of the following statements supports the principle of classroom
climate?
a. Students’ responsibility for their own behavior is enhanced.
b. Teachers’ realized the importance of classroom climate.
c. Classroom climate dramatically influences teachers’ motivation.
23.In classroom climate, which of the following statements supports
conducive learning?
a. The teacher is fully aware of the happenings in class,
b. The classroom is noisy, disorganized and dirty,
c. The teachers and the students are having/conducting classes together
in order to avoid wastage of time.
24.In the classroom climate, the students are involved in the design of?
a. Rules and Procedures b. Regulations c. Classes
25.It is a by-product of the social interactions between and among teachers
and students?
a. Classroom b. Classroom Climate c. Classes
26. Caring has the specific attributes except?
a. Sympathetic listening to student not only about life inside the
classroom but more about students lives in general.
b. Understanding of students questions and concerns
c. Teaching-learning process is a model of education
27. Treating students as people, avoiding the use of ridicule and preventing
situations in which students lose respect in front of their peers, practice
35. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
gender, racial and ethnic fairness and providing students with
opportunities are attributes of?
a. Fairness and Respect
b. Responsiveness and care
c. Diligence and hope
28.Social Interactions with students has specific behaviors of a facilitative
social interaction are, except?
a. consistently behaving in a friendly personal manner while maintaining
professional distance with students
b. Working with students not for the students
c. Working with patience and commitment
29.Which of the statements supports/shows enthusiasm and motivation for
learning?
a. encouraging students to be responsible for their own learning
b. maintaining peace and unity in the classrooms.
c. motivating students with a guessing games and anticipation guides
30. The following are the attitudes towards the teaching profession, except?
a. dual commitment to personal learning and to students’ learning
anchored on the belief that all students can learn
b. helping students succeed by using differentiated instruction
c. Working alone and patiently.
36. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
Test-II Direction: Read each of the following statements carefully. Write T if the
statement is True and Write F if False. (2x each)
1. Potential performance is a product of ability and motivation.
2. Self-efficacy is the belief that one has the necessary capabilities to
perform a task, fulfill role expectations, or meet a challenging situation
successfully.
3. Students are intrinsically motivated when they have a sense of self-
determination.
4. Hierarchy of needs was developed by Charles Robert Darwin.
5. A motivate student must have positive attitudes towards school and
describe school as satisfying.
6. The classroom climate is a by-product of the social interactions between
and among teachers and students.
7. Students are involved in the design of rules and procedures are included
in the classroom climate for conducive learning.
8. The teacher is aware of the needs of different types of students.
9. Students are likely to model the behaviors they believe are relevant to
their situation.
10.Students developed greater efficacy for a task when they see others like
themselves performing the task successfully.
37. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
ANSWERS KEY
Evaluation
Test-I Test-II
1. B 1.T
2. B 2.T
3. C 3.T
4. B 4.F
5. A 5.T
6. B 6.T
7. A 7.T
8. A 8.T
9. A 9.T
10.C 10.T
11.A
12.A
13.B
14.C
15.B
16.D
17.A
18.D
19.A
20.D
21.C
22.A
23.A
24.A
25.B
26.C
27.A
28.C 29. A 30.C
38. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
INDEX
Acknowledgment, i
Dedication, ii
Introduction, iii
Pre-Test, 1
Module 19 Meaning and Types of Motivation, 2
Post-Test, 3
Pre-Test, 4
Module 20 Theories on Factors Affecting Motivation, 5-7
Post-Test, 8
Pre-Test, 9
Module 21 Students’ Diversity in Motivation,10
Post-Test, 11
Pre-Test, 12-13
Module 22 Human Environmental Factors Affecting Motivation,14-17
Post-Test, 18-19
Pre-Test, 20
Module 23 The Classroom Climate, 21
Post-Test, 22
Answers Key, 23
Evaluation, 24-30
Answers Key, 31
39. Compilation of Reports in Education 3 Part 4 Focus on Classroom Processes
COMPILERS’ WALL
Ms. April Joy Secarro is presently taking up Bachelor of Secondary
Education Major in English at the Surigao del Sur State University, Main
Campus, Tandag City.
Mr. Angelito T. Pera is a graduate of Bachelor of Science in Industrial
Technology Major in Computer Technology at the Surigao del Sur State
University, Cagwait Campus, Cagwait, Surigao del Sur on April 4, 2013. He is
presently taking up Bachelor of Secondary Education Major in English at the
Surigao del Sur State University, Main Campus, Tandag City.
Mr. Clinton Sequihod is presently taking up Bachelor of Secondary
Education Major in English at the Surigao del Sur State University, Main
Campus, Tandag City and a Member SDSSU Singing Ambassadors.
Ms. Mylvie Soriano is presently taking up Bachelor of Secondary
Education Major in English at the Surigao del Sur State University, Main
Campus, Tandag City.
Ms. Ruth Racho is a graduate of Bachelor of Science in Business and
Management Major in Financial Management at the Surigao del Sur State
University, Main Campus, Tandag City and presently taking up Bachelor of
Secondary Education Major in Filipino of the same University.
