Republic of the Philippines

COMMISSION ON HIGHER EDUCATION – ALIGNED INSTRUCTIONAL MODULE

CHAPTER 4: EXCEL FORMULAS

A Higher-Order-Thinking-Skills (HOTS) Lesson and Module

BSIT • BSCS • BSIS • ACT

What's inside this document

• Part I — Module Overview: course placement, CMO alignment, module-level HOTS outcomes, time allotment.
• Part II — Three Detailed HOTS Lesson Plans (one per lesson), each with LOTS-to-HOTS objectives, teaching
strategies and methodologies, a full 5E procedure, HOTS tasks, and assessment.
• Pre-Test and Post-Test — 10-item diagnostic assessments bookending the module. • Part III — Consolidated
rubrics and references.

This document operationalizes Chapter 4: Excel Formulas as a full instructional package built on Bloom's
Revised Taxonomy (Anderson & Krathwohl, 2001). Foundational Remember/Understand/Apply objectives are
treated as entry points; instruction is deliberately designed to push students into Analyze, Evaluate, and Create —
the three Higher Order Thinking Skills (HOTS) levels — because CMO No. 25, s. 2015 and CMO No. 13, s.
2021 both expect graduates who can do more than execute steps: they must diagnose problems, judge design
trade-offs, and build original solutions.
MODULE SPREADSHEET – COMPO02 | Part I: Module Overview

Part I — Module Overview

1. Module Information
Element Details

Course Code / Title COMPO02 — Computer Applications (Spreadsheet Software)

Chapter Covered Chapter 4: Excel Formulas (Lessons 1–3)

Target Programs BSIT, BSCS, BSIS, ACT — 1st year

CMO Basis CMO No. 25, s. 2015 (BSIT/BSCS/BSIS) and CMO No. 13, s. 2021 (ACT)

Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001) mapped to the

Pedagogical Framework
BSCS 5E Instructional Model (Bybee et al., 2006)

Total Contact Time 9 hours (3 hours per lesson: lecture + laboratory + HOTS assessment)

Intended Learning Outcomes

By the end of this chapter, students should be able to:
A. Define Microsoft Excel formulas and their purpose.
B. Identify Excel operators and cell reference types.
C. Apply Excel formulas to perform accurate calculations.
D. Analyze and evaluate spreadsheet formula errors and solutions.
E. Create a functional spreadsheet using appropriate formulas and references.

2. Module-Level HOTS Outcomes

By the end of the module, beyond executing formula syntax correctly, students shall be able to:
1. Analyze faulty or unfamiliar worksheets to diagnose the root cause of calculation errors traceable to syntax,
operator precedence, or reference type. (Analyze)
2. Evaluate competing formula designs for a given business or academic scenario and justify which design best
balances accuracy, maintainability, and scalability. (Evaluate)
3. Create an original, multi-step spreadsheet solution — combining complex formulas and the correct reference
types — that solves a real problem the student defines. (Create)

3. Alignment Summary (from the CMO-Aligned Module)

Program Governing CMO HOTS Emphasis

Evaluate/Create — selecting and building modern tool-based

BSIT CMO No. 25, s. 2015
solutions (IT02)

Analyze/Create — decomposing and building computing-based

BSCS CMO No. 25, s. 2015
solutions (CS02)

Evaluate — judging systems/process trade-offs for organizational

BSIS CMO No. 25, s. 2015
needs (IS02)
Program Governing CMO HOTS Emphasis

Analyze/Apply — technician-level troubleshooting and hands-on

ACT CMO No. 13, s. 2021
tool mastery
Pre-Test
Answer each item below before the lessons begin. This pre-test measures your starting knowledge of Excel
formulas, operators, and cell references, and will be compared against your Post-Test score to track your learning
gain.
1. What symbol must every Excel formula begin with?
a) #
b) =
c) @
d) $
2. Which of the following is a valid cell reference?
a) 1A
b) A1
c) A-1
d) Cell1
3. What does the * symbol represent in an Excel formula?
a) Addition
b) Division
c) Multiplication
d) Exponent
4. In the formula =B2+B3*2, which operation is performed first?
a) Addition
b) Multiplication
c) They happen at the same time
d) Cannot be determined
5. What is the main advantage of using a cell reference instead of typing a number directly into a formula?
a) It looks neater
b) It updates automatically when the referenced cell changes
c) It calculates faster
d) It uses less memory
6. Which notation locks both the column and row of a cell reference so it does not change when copied?
a) A1
b) A$1
c) $A1
d) $A$1
7. What tool lets you quickly copy a formula across a range of cells?
a) Format Painter
b) Fill Handle
c) Paste Special
d) AutoSum
8. If a formula returns wrong or blank results when copied down a column, what is the most likely cause?
a) The formula uses the wrong font
 b) A relative reference shifted to an unintended cell
c) The workbook is corrupted
d) Excel ran out of memory
9. Which of these correctly describes the order of operations (PEMDAS) in Excel?
a) Addition always happens before multiplication
b) Parentheses, then exponents, then multiplication/division, then addition/subtraction
c) Calculations always run left to right regardless of operator
d) Division always comes first
10. True or False: A formula containing an absolute reference will always return the exact same result no matter
which cell it is copied to.
a) True
b) False

Pre-Test Answer Key

1-b 2-b 3-c 4-b 5-b 6-d 7-b 8-b 9-b 10-b
MODULE SPREADSHEET – COMPO02 | Part II: HOTS Lesson Plans

Part II — Detailed HOTS Lesson Plans

Each lesson below follows the 5E Instructional Model — Engage, Explore, Explain, Elaborate, Evaluate (Bybee
et al., 2006) — chosen because it front-loads inquiry before direct instruction, which research on the model links
to deeper conceptual transfer, and it reserves a dedicated Elaborate phase for the HOTS task rather than treating
higher-order thinking as an afterthought.

Lesson 1 — Introduction to Formulas

A. Learning Objectives
Level Objective

Remember/Understand Identify the five mathematical operators and explain the purpose of the equals sign and
(LOTS) cell references in a formula.

Construct simple formulas using correct operators and cell references to solve a given
Apply (LOTS)
numeric problem.

Diagnose why a given formula fails to calculate correctly or returns an unexpected

Analyze (HOTS) result, tracing the error to a specific cause (missing =, wrong operator, incorrect
reference).

Judge whether a hard-coded number or a cell reference is the more defensible design
Evaluate (HOTS)
choice for a specific worksheet scenario, and justify the judgment in writing.

HOTS LEVEL: Analyze

Objective: Diagnose formula errors and trace them to their root cause.
Task: Given three broken worksheets (one missing the = sign, one referencing the wrong cell, one using a stray
space or text character), identify the exact error in each and explain, in one sentence per case, why Excel
produced that specific result.

HOTS LEVEL: Evaluate

Objective: Judge the better design choice between a literal number and a cell reference.
Task: Given a worksheet where a 12% discount rate is typed directly into five separate formulas, judge whether
this is good practice. Justify your judgment using at least one concrete consequence (e.g., what happens if the
discount rate changes).

B. Teaching Strategies and Methodologies

Strategy / Methodology Why It Fits This Lesson

Structures the session so students first grapple with a real problem

(Engage/Explore) before formal vocabulary and rules are introduced
5E Instructional Model
(Explain), which research links to stronger retention than lecture-first
sequencing (Bybee et al., 2006).

Worked-Example / I-We-You The teacher models one formula fully (I), builds a second together with the
Scaffolding class (We), then releases students to complete the third independently (You)
— a gradual-release approach well suited to a first exposure to formula
 Strategy / Methodology Why It Fits This Lesson

syntax.

Presenting deliberately broken formulas turns debugging into a structured

Error-Analysis Drill (Analyze
Analyze-level exercise rather than an incidental frustration, and mirrors the
task)
troubleshooting habits expected in IT/CS/IS/ACT workplace practice.

Used during the Evaluate task so students first form an individual judgment,
Think-Pair-Share refine it with a partner, then defend it to the class — surfacing reasoning, not
just answers.

C. Materials and Resources

● Computer/laptop with Microsoft Excel or Google Sheets (1 per student or pair)
● Projector or screen-share for teacher demonstration
● Pre-built sample workbook containing the June/July budget example and three intentionally broken formulas
● Module handout (Chapter 4 content, Lesson 1 section)

D. Procedure (5E Model, 3 hours)

Phase Time Teacher / Student Activity

Engage 15 min Teacher shows a spreadsheet with 50 rows of typed (not formula-driven) totals
and asks: "The unit price just changed — how long would it take to fix every cell
by hand?" Students estimate; discussion surfaces the need for formulas.

In pairs, students are given a small dataset and asked to find the total using only
Explore 25 min what they already know (typing numbers). They observe and note the
inefficiency without being told the solution yet.

Teacher delivers direct instruction on operators, the equals sign, cell references,
Explain 40 min and the step-by-step formula-creation and formula-editing procedures from the
module content, using the guided I-We-You scaffold.

Elaborate Students complete the Analyze task (error-analysis drill) individually, then the
45 min
(HOTS) Evaluate task (hard-coded vs. reference) via Think-Pair-Share.

Formative quiz (Section F) plus teacher circulation and spot-checks of

Evaluate 35 min
Laboratory Activity 1 in progress.

E. Explanation of Core Content

A formula is how Excel calculates numbers for you. Just like a calculator, Excel can add, subtract, multiply, and
divide — but unlike a calculator, it can remember where the numbers came from and recalculate instantly if they
change. Every formula must begin with an equals sign (=), which tells Excel to calculate the entry rather than
display it as plain text.
 Operation Symbol Example

Addition + =A1+A2

Subtraction - =A1-A2

Multiplication * =A1*A2

Division / =A1/A2

Exponents ^ =A1^2

Most real formulas use cell references (like A1 or D12) instead of typed numbers — this is what makes a
spreadsheet self-updating. If cell A1 (5) and A2 (2) feed a formula =A1+A2 in A3, changing A1 to 6
automatically updates A3 to 8 without the formula being touched. This single idea — point to data, don't retype it
— is the foundation for every lesson that follows.

F. Formative Assessment (HOTS-integrated)

4. A cell displays the text "=A1+A2" instead of a calculated number. What is the most likely cause, and how
would you confirm it? (Analyze)
5. A classmate hard-codes a shipping fee of ₱150 into twelve different formulas across a worksheet. Evaluate
this approach and recommend an improvement. (Evaluate)
6. Explain, in your own words, why a formula using cell references is described as "self-updating."
(Understand)

G. Assignment / Extension
Complete Laboratory Activity 1 (personal weekly budget worksheet) from the module, and add one deliberately
broken formula of your own design to hand to a classmate next session as an Analyze-level challenge.
Lesson 2 — Complex Formulas (Order of Operations)
A. Learning Objectives
Level Objective

Remember/Understand
State the order of operations (PEMDAS) as applied by Excel.
(LOTS)

Construct a complex formula combining multiple operators that produces a

Apply (LOTS)
mathematically correct result.

Deconstruct a multi-operator formula to predict, step by step, the exact order in which
Analyze (HOTS)
Excel will evaluate it before running it.

Critique two versions of the same calculation — with and without parentheses — and
Evaluate (HOTS) judge which correctly represents the intended real-world computation, citing the order-
of-operations rule as evidence.

Design an original complex formula, using parentheses deliberately, that models a

Create (HOTS) multi-step real-world calculation the student defines (e.g., discount-then-tax, tiered
pricing, grade weighting).

HOTS LEVEL: Analyze

Objective: Trace the evaluation order of a multi-operator formula before executing it.
Task: Given the formula =D3+D4*0.1-D5/2, write out, in order, which operation Excel performs first, second,
third, and fourth — before entering it into the spreadsheet to check your prediction.

HOTS LEVEL: Evaluate

Objective: Judge which of two formulas correctly represents an intended calculation.
Task: A catering invoice needs (item1+item2+item3) multiplied by a 7.5% tax rate. Two students propose
=(D3+D4+D5)*0.075 and =D3+D4+D5*0.075. Determine which is correct, calculate both results, and explain
the discrepancy using the order-of-operations rule.

HOTS LEVEL: Create

Objective: Design an original multi-step formula for a self-defined real-world scenario.
Task: Choose a real scenario from your own life or field of study (e.g., a sari-sari store discount, a grade with
midterm/final weights, a phone-plan bill with a base fee plus usage). Build a single-cell formula that correctly
computes it, using parentheses to enforce the intended order of operations, and write a two-sentence explanation
of your design choice.

B. Teaching Strategies and Methodologies

Strategy / Methodology Why It Fits This Lesson

Students predict the order-of-operations outcome before testing it in Excel,

Predict-Observe-Explain (POE) which directly targets the Analyze objective by forcing explicit reasoning
before verification.

Case Comparison / Structured Presenting the parentheses vs. no-parentheses pair as a dispute to adjudicate
 Strategy / Methodology Why It Fits This Lesson

operationalizes the Evaluate objective as an authentic judgment task rather

Controversy
than a simple right/wrong check.

The Create task asks students to define their own real-world scenario before
Problem-Based Learning (PBL) modeling it, consistent with PBL's premise that ownership of the problem
deepens engagement and transfer (Savery, 2006).

Completed Create-task formulas are displayed (physically or via shared

Gallery Walk / Peer Critique screen) for classmates to critique using the order-of-operations criteria,
extending Evaluate practice to peer-reviewing others' work.

C. Materials and Resources

● Computer/laptop with Excel or Google Sheets
● Catering invoice sample workbook (correct and incorrect versions)
● Index cards or shared slide for the POE prediction step
● Module handout (Chapter 4 content, Lesson 2 section)

D. Procedure (5E Model, 3 hours)

Phase Time Teacher / Student Activity

Engage 10 min Teacher displays the two catering-invoice formulas side by side (with and
without parentheses) and asks students to guess, by show of hands, which one is
correct — without yet explaining why.

In the POE activity, students individually predict the evaluation order of a new
Explore 20 min
multi-operator formula on an index card before testing it live in Excel.

Teacher formally presents PEMDAS as applied by Excel and walks through the
Explain 35 min
catering-invoice example, resolving the Engage-phase guess with evidence.

Elaborate Students complete the Analyze task, then the Evaluate case-comparison task, then
60 min
(HOTS) begin the Create task (original formula design).

Gallery walk / peer critique of Create-task formulas using order-of-operations

Evaluate 35 min
criteria; teacher collects Create-task submissions for grading.

E. Explanation of Core Content

When a formula has more than one operation, Excel needs a rule for which one to calculate first: the order of
operations — parentheses, then exponents, then multiplication/division (left to right), then addition/subtraction
(left to right), the same PEMDAS rule from algebra.

The stakes are concrete, not academic: =(D3+D4+D5)*0.075 correctly adds three item totals before taxing them,
producing $20.56 in the module's example, while the unparenthesized =D3+D4+D5*0.075 taxes only the last
item first, producing an inflated $126.47. The visual difference between the two formulas is a single pair of
parentheses; the financial difference is over $100. This is precisely why the Evaluate task in this lesson treats the
comparison as a real judgment call rather than a trivial spot-the-difference exercise.
F. Formative Assessment (HOTS-integrated)
7. Rewrite =A1+A2*B3-C4/2 with parentheses so that the addition and subtraction are forced to happen before
the multiplication and division. Does this change the result? Explain. (Analyze/Apply)
8. A tuition worksheet computes Total Fee as =Tuition+Misc*1.12, intending to add 12% tax to the
miscellaneous fee only. Evaluate whether the formula achieves that intent. (Evaluate)
9. Describe, in one paragraph, the real-world scenario your Create-task formula models and why parentheses
were necessary. (Create — reflection)

G. Assignment / Extension
Complete Laboratory Activity 2 (sales invoice with VAT) from the module, submitting both the correct and
intentionally-incorrect versions with a written explanation of the discrepancy, as specified in the activity
instructions.
Lesson 3 — Relative and Absolute Reference
A. Learning Objectives
Level Objective

Remember/Understand Differentiate relative, absolute, and mixed cell references by definition and by dollar-
(LOTS) sign notation.

Use the fill handle to copy a formula containing the correct reference type across a
Apply (LOTS)
range and obtain accurate results in every cell.

Diagnose why a formula copied down a column produces correct results in some rows
Analyze (HOTS)
but incorrect results in others, tracing the error to an unlocked reference.

Assess several worksheet scenarios and recommend, with justification, which reference
Evaluate (HOTS)
type (relative, absolute, or mixed) best fits each.

Design and build an original worksheet (e.g., a loan calculator, grading sheet, or
Create (HOTS) currency converter) that correctly integrates relative and absolute references to solve a
novel problem, and explain the design decisions.

HOTS LEVEL: Analyze

Objective: Trace a copy-down error to an unlocked reference.
Task: A student copies =B4*E1 (where E1 holds a shared tax rate) down column C. Rows 2–10 return wrong or
blank results while row 1 is correct. Identify exactly what went wrong and state the corrected formula.

HOTS LEVEL: Evaluate

Objective: Recommend the correct reference type for each of several worksheet scenarios.
Task: For three scenarios — (1) multiplying each of 20 items by its own quantity, (2) converting 15 amounts
using one shared exchange rate, (3) applying a per-row discount rate stored in the row next to each item —
recommend relative, absolute, or mixed references and justify each choice in one sentence.

HOTS LEVEL: Create

Objective: Design an original worksheet that correctly integrates both reference types.
Task: Build a worksheet of your choosing (loan calculator, grading sheet, currency converter, or similar) that
has at least one column requiring a relative reference and one shared value requiring an absolute reference.
Submit the file plus a short design note explaining which cells you locked and why.

B. Teaching Strategies and Methodologies

Strategy / Methodology Why It Fits This Lesson

Students are handed a worksheet with a planted reference-type bug and must
localize it themselves before being shown the fix, building the same
Guided Debugging (Analyze)
diagnostic habit expected in technical-support and QA roles (relevant to
ACT and BSIT outcomes).

Decision-Matrix / Case-Sorting Sorting scenarios into relative / absolute / mixed categories converts an
(Evaluate) abstract rule into an applied decision framework, which is more transferable
 Strategy / Methodology Why It Fits This Lesson

than memorizing the $ notation alone.

The capstone-style worksheet design task lets students choose their own
Project-Based Learning (Create) context, increasing motivation and simulating the open-ended nature of real
workplace spreadsheet tasks.

A short, timed drill cycling through A2 → $A$2 → A$2 → $A2 builds

F4-Key Fluency Drill procedural fluency so cognitive effort in the HOTS tasks is spent on
reasoning, not on the keystroke mechanics.

C. Materials and Resources

● Computer/laptop with Excel or Google Sheets
● Pre-built buggy worksheet for the guided-debugging activity
● Scenario cards for the decision-matrix sorting activity
● Module handout (Chapter 4 content, Lesson 3 section)

D. Procedure (5E Model, 3 hours)

Phase Time Teacher / Student Activity

Teacher fills a column using a formula that looks correct in row 1 but is visibly
Engage 10 min
wrong by row 5; asks students what could explain the pattern.

Students open the planted-bug worksheet in pairs and attempt to locate the faulty
Explore 20 min
reference before any instruction on $ notation is given.

Teacher formally introduces relative, absolute, and mixed references, the $

Explain 35 min
notation, and the F4 shortcut, resolving the Engage/Explore mystery.

Elaborate Students complete the Analyze debugging task (formal write-up), the Evaluate
65 min
(HOTS) scenario-sorting task, and begin the Create worksheet design task.

Students present their Create-task worksheet design in pairs, explaining which

Evaluate 30 min
cells they locked and why; teacher collects for grading.

E. Explanation of Core Content

Every cell reference is relative by default: like giving directions relative to your current position, it shifts
automatically when a formula is copied elsewhere — exactly the behavior needed to multiply each of many rows'
own price by its own quantity. An absolute reference, marked with a dollar sign before the column, the row, or
both ($A$2), stays locked no matter where the formula is copied — needed when many rows must all point back
to one shared value, such as a single tax rate or exchange rate cell.

The consequence of missing a dollar sign is not cosmetic: a formula like =B4*E1 copied down a column without
locking E1 will silently start referencing E2, E3, E4 — usually empty or irrelevant cells — producing wrong or
blank results in every row after the first. This is why the Analyze task in this lesson treats reference-type errors as
a diagnostic exercise: in professional practice, this exact bug is one of the most common and hardest-to-notice
spreadsheet errors, because the first row often looks correct.
F. Formative Assessment (HOTS-integrated)
10. A formula containing $B$2 is copied from C3 to C4. Does the $B$2 reference change? What about a
formula containing B2 instead? (Understand/Analyze)
11. Recommend a reference type for a worksheet where every row must divide by a single, shared conversion
factor stored in cell F1, and justify your recommendation. (Evaluate)
12. In two sentences, explain the single most important design decision you made in your Create-task
worksheet. (Create — reflection)

G. Assignment / Extension
Complete Laboratory Activity 3 (currency conversion table) from the module. As an extension, students may
exchange their Lesson 3 Create-task worksheet with a classmate for a brief peer Analyze/Evaluate review before
final submission.
MODULE SPREADSHEET – COMPO02 | Part III: Rubrics & References

Part III — Consolidated HOTS Rubric

Use this rubric to grade the Analyze, Evaluate, and Create tasks across all three lessons.

HOTS Level Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

Correctly and Identifies the general

precisely traces the area of the error with Identifies a symptom Cannot localize or
Analyze
error to its exact cause mostly sound but not the root cause explain the error
with clear reasoning reasoning

Judgment is correct
Judgment is correct Judgment is
and justified with No defensible
Evaluate but justification is inconsistent or weakly
specific, relevant judgment given
generic or incomplete justified
evidence

Original worksheet is
Worksheet is
fully functional, Worksheet has
functional with minor Worksheet is non-
appropriately uses functional errors or
Create design gaps; functional or design is
both reference types, misuses reference
explanation is present not original
and design choices are types
but thin
clearly explained
Post-Test
Answer each item below after completing all three lessons. This Post-Test mirrors the Pre-Test's coverage at a
higher, HOTS-integrated level, so your results show how much your analysis, evaluation, and design skills have
grown.
1. A cell shows "=SUM(A1:A5)" as literal text instead of a calculated total. What is the most likely cause?
a) The column is too narrow
b) The cell is formatted as Text
c) The formula uses a circular reference
d) AutoSum is disabled
2. Given the formula =C2+C3*0.08-C4/2, which operation does Excel perform last?
a) C3*0.08
b) C4/2
c) Addition of C2
d) The final subtraction
3. A formula written as =D2+D3*1.12 is meant to add 12% tax only to D3. Does the formula achieve this
intent?
a) Yes, because addition happens first
b) Yes, because Excel reads left to right
c) No, because multiplication happens before addition
d) No, because Excel cannot mix + and *
4. A formula =B4*$F$1 is copied from row 4 to row 10. What happens to the F1 reference?
a) It changes to F7
b) It stays fixed at F1
c) It becomes a range F1:F10
d) It causes an error
5. A formula =B4*F1 (without $ signs) is copied down column C. What is the most likely result in the rows
below row 4?
a) Identical correct results in every row
b) Wrong or blank results because F1 shifts to F2, F3, and so on
c) A #REF! error in every row
d) No change at all
6. For a worksheet where 30 items must each be multiplied by their own individual quantity in the next
column, which reference type is most appropriate?
a) Absolute reference for both
b) Relative reference for both
c) Mixed reference locking only the column
d) An absolute reference to a single shared cell
7. Two students calculate a discount: =(P2-P3)*0.9 and =P2-P3*0.9. Which formula correctly applies a 10%
discount to the difference of P2 and P3?
a) =(P2-P3)*0.9
b) =P2-P3*0.9
c) Both give the same result
 d) Neither is mathematically valid
8. When designing a worksheet that mixes a per-row rate with one shared tax rate, which combination of
reference types best fits?
a) All absolute
b) All relative
c) Relative for the per-row rate, absolute for the shared tax rate
d) Mixed reference for both
9. A classmate hard-codes a fixed tax rate into 15 different formulas across a worksheet. What is the main risk
of this design choice?
a) The workbook will be slower to open
b) Updating the rate later requires changing all 15 formulas individually
c) Excel will not allow more than 10 identical values
d) There is no risk; it is the recommended approach
10. Which best describes why operator precedence and reference types matter when building a new spreadsheet
solution from scratch?
a) They only matter for very large worksheets
b) They ensure formulas calculate the intended result and stay accurate when copied or modified
c) They are only relevant for Excel certification exams
d) Modern spreadsheet software automatically fixes these issues

Post-Test Answer Key

1-b 2-d 3-c 4-b 5-b 6-b 7-a 8-c 9-b 10-b

References
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Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The
BSCS 5E instructional model: Origins and effectiveness. BSCS.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal
of Problem-Based Learning, 1(1), 9–20.

Commission on Higher Education. (2015). CHED Memorandum Order No. 25, series of 2015: Revised policies,
standards and guidelines for the Bachelor of Science in Computer Science (BSCS), Bachelor of Science in
Information Systems (BSIS), and Bachelor of Science in Information Technology (BSIT) programs.

Commission on Higher Education. (2021). CHED Memorandum Order No. 13, series of 2021: Revised policies,
standards and guidelines for the Associate in Computer Technology (ACT) program.

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