COLLEGE OF BUSINESS AND OFFICE ADMINISTRATION

Bachelor of Science in Business Administration Major in Marketing Management

OBTLP in MME1
COURSE CODE: COURSE DESCRIPTION: Derived from CMO No. ____ s. _____
MME1
Consumer behavior is a course that studies psychology behind purchases of consumer. People are
exposed to hundreds or thousands of marketing stimuli, which are designed to inform, persuade, and
COURSE TITLE: influence our purchase decisions. These stimuli are designed and constructed based upon the implicit
CONSUMER BEHAVIOR theories that marketers have about how consumers behave. This course examines social science and
consumer behavior research for concepts and principles that marketers can use to better understand
customers and meet their needs.

UNITS CREDIT: PREREQUISITE COURSE:

3 None

Prepared by (Updated by): Evaluated by: Approved by:

(signature) (signature)
Ivan Felisar Jamito (Name of Department Chair) (Name of Program Chair)
Lecturer (Name of Department) (Name of Program)

CENTER FOR LEARNING AND ASSESSMENT MATERIALS DEVELOPMENT: OBTLP-2022 1

 PAMANTASAN NG LUNGSOD NG SAN PABLO

SCHOOL PHILOSOPHY VISION OBJECTIVES

The school The Pamantasan ng Lungsod ng San Pablo is a Center of Excellence 1. To provide relevant knowledge and to
is deeply committed upholding glocally – responsive education dedicated to transform lives develop the skills, competencies, habits,
towards the integral formation and empower communities. attitudes and values of the students that are
of the human person, required in the chosen profession.
MISSION STATEMENT 2. To advance human knowledge through
with a profound faith in God,
study and research.
in his fellow men and himself to strengthen and synergize instruction, research and extension, administration 3. To give professional training in scientific,
by providing its students and student development creating a learning community that ensures the cultural, technological, industrial and
the full development of their physical, generation of God-loving and holistic graduates prepared for vocational fields.
intellectual, social and civic engagement, and academic and life success. 4. To mold students to become professionally
cultural endowment competent, creative, and capable of making
for effective participation GOALS free, morally upright choices and decisions
in various professions and and serve as positive agents of change in
industrial occupations and 1. The development of high-level professionals. their respective community.
to enable them to enjoy 2. The attainment of empowered and globally competitive graduates. 5. To provide opportunities for personal
reasonable quality of life 3. The pursuit of better quality of life for all its graduates. growth in leadership and community
building through a network of student
to be able to contribute
curricular, extra and co-curricular activities
to the upliftment CORE VALUES as well as human resource development
of the human society. programs for continuous growth of
Patriotism. Leadership. Service. Professionalism. students, faculty and staff.

Source: University Code, BOR-approved Mar 2022

CENTER FOR LEARNING AND ASSESSMENT MATERIALS DEVELOPMENT: OBTLP-2022 2

PROGRAM INTENDED LEARNING OUTCOMES (PILO) from CMO No. _______________

At the end of this program the graduates will have the ability to:

1. Analyze the business environment for strategic direction.

2. Prepare operational plans.
3. Innovate business ideas based on emerging industry.
4. Manage a strategic business unit for economic sustainability.
5. Conduct business research.

COURSE INTENDED LEARNING OUTCOMES (CILO)

By the end of this course, the learners will have the ability to:

1. Demonstrate how to respond to consumers as individuals.

1.2. Explain differences between behavioral learning theories,
cognitive learning theories
and memory.
1.3. Relate motivation and its values to consumer behavior.
2. Classify personality, lifestyles, and attitude of consumers
2.1. Describe perspectives on the self and sex roles to oneself
establishment.
2.2. Interpret important of personality, lifestyle and psychographics to
consumer behavior.
2.3. Determine the power, functions, models of attitudes.
3. Analyze factors influence on decision making of consumers
3.1. Explain each step in the decision-making process.
3.2. Determine situational effects and the environment impacts on
consumer behavior.
4. Explain some factors influence on consumer behavior.
4.1. Analyze consumer spending and economic behavior.
4.3. Describe the influences of culture on consumer behavior.

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 COURSE LEARNING PLAN (CLP)
This learning plan is intended for the use of the faculty.

TIME INTENDED LEARNING CILO TOPIC METHODOLOGY RESOURCES ASSESSMENT

FRAME OUTCOMES (ILO) NO. Teaching & Learning Assessment Tasks
(Aligned Activities (TLAs) (ATs)
with the
ILO)
Week 1 - 2 1. Demonstrate how to respond to 1 1. An Introduction to Consumer Recitation/Class Solomon, M. R. (2009). Assignment
consumers as individuals. Behavior participation Consumer Case analysis
1.2. Explain differences between 2 2. Perception Behavior: Buying, Assessment Task
Week 3 – 5 behavioral learning theories, 3. Learning and Memory Book Review (One Having. and Being Quizzes
cognitive learning theories 4. Motivation and Values Minute Manager) (8th ed.). Upper Saddle Exams
and memory. 3 5. The Self River, New
1.3. Relate motivation and its 6. Personality and Lifestyles Case Analysis Jersey: Pearson
values to consumer behavior. 4 7. Attitude Revision Education, Inc.

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Week 6 – 9 2. Classify personality, lifestyles, Quizzes
and attitude of consumers
2.1. Describe perspectives on the
self and sex roles to oneself
establishment.
2.2. Interpret important of
personality, lifestyle and
psychographics to
consumer behavior.
2.3. Determine the power,
functions, models of attitudes.
3. Analyze factors influence on
decision making of consumers
3.1. Explain each step in the
decision-making process.
3.2. Determine situational effects
and the environment impacts on
consumer behavior.
4. Explain some factors influence
on consumer behavior.
4.1. Analyze consumer spending
and economic behavior.
4.3. Describe the influences of
culture on consumer behavior.
MT Exam:
(date)

Week 10 – 11 1. Demonstrate how to respond to 1. Attitude change and Recitation/Class Solomon, M. R. (2009). Assignment
consumers as individuals. Interactive Communication participation Consumer Case analysis
Week 11- 12 1.2. Explain differences between 2. Individual Decision Making Behavior: Buying, Assessment Task
behavioral learning theories, 3. Buying and Disposing Book Review (One Having. and Being Quizzes
cognitive learning theories 4. Group Influence and Minute Manager) (8th ed.). Upper Saddle Exams
and memory. Opinion Leadership River, New
Week 13 - 14 1.3. Relate motivation and its 5. Income, Social Class and Case Analysis Jersey: Pearson
values to consumer behavior. Age subcultures Education, Inc.
2. Classify personality, lifestyles, 6. Cultural Influences on Quizzes
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 and attitude of consumers Consumer Behavior
Week 15 - 16 2.1. Describe perspectives on the
self and sex roles to oneself
establishment.
2.2. Interpret important of
personality, lifestyle and
psychographics to
consumer behavior.
2.3. Determine the power,
functions, models of attitudes.
3. Analyze factors influence on
decision making of consumers
3.1. Explain each step in the
decision-making process.
3.2. Determine situational effects
and the environment impacts on
consumer behavior.
4. Explain some factors influence
on consumer behavior.
4.1. Analyze consumer spending
and economic behavior.
4.3. Describe the influences of
culture on consumer behavior.
Final Exam:
(date)

CLASSROOM POLICIES (HOUSE RULES)

SYNCHRONOUS SESSION ASYNCHRONOUS SESSION

1. Be mindful that you are still in a classroom thus established norms should be 1. Be kind and professional.
observed. o All learners must observe proper social media etiquette and are enjoined to
2. Wear proper uniform/decent outfit. Observe proper dress code. communicate in a professional manner.

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3. Attend every class regularly and punctually starting from the first day of school. o Use of foul or offensive language is strictly prohibited.
4. In case of connectivity problems, inform the professor through available means o Treat your professor and classmates with respect in email or any other form of
(text, communication.
thru classmates/friends, among others) to get proper assistance and consideration. o Always be respectful of others’ opinions even when they differ from your own.
5. The effectiveness of learning always depends on the interest of learners. Focus o Use respectful greetings and signatures, full sentences and even the same old
on the “please” and “thank you” you use in real life.
activities and participate in active learning. o Be aware of strong language, all caps, and exclamation points. It is easy for
o Avoid any disturbances. Use headsets to concentrate on the activities. written text to be misread and misunderstood. Avoid using all uppercase letters;
o As much as possible, designate/locate a place at home conducive for learning. this is often considered the equivalent of shouting.
o Remember that learners are not only assessed based on their answers to 2. Think before you click.
questions o A passing comment spoken in class can be forgotten a few minutes later but
but also on their ability to post questions that triggers critical thinking and what
sensible group discussions. you share in an online classroom becomes part of a permanent digital record.
o Do not multi-task. Focus on one activity at a time. 3. Observe correct grammar and spelling.
6. Observe class “house rules”. o In an educational setting, (even online) communication should be formally
o Silence /mute your microphone during the online class. delivered. Proper writing style should be reflected in written communication.
o Use the chatbox to ask questions or ask permission to speak only when necessary. o Use of abbreviated text or “colloquial/slang” language is strictly NOT allowed.
o Observe the time alloted for online and offline activities. 4. Observe the following test-taking strategies:
o During online discussions, participate in activities in your course. o Carefully read instructions.
o Ask questions. Contact your professor (during consultation hours or on agreed o Ensure a quiet environment and tell your housemates that you will take a test.
schedule) should you have course-related questions, or you need additional o Be aware of the time limits.
course-related support. o In case of internet connection problem during online examinations, immediately
report the matter to the concerned faculty member; however, remember that
learners are expected to have familiarized themselves with the existing
college/faculty protocols prior to the scheduled examinations
5. Be mindful of your submittals/requirements
o Learners shall submit the required assessment tasks. In some cases, the faculty
member may suggest a modification for special circumstances.
o All outputs will be checked, and feedback will be provided immediately.
o Rubrics and/or checklist will be used by the faculty member to evaluate the
learner’s output/competencies.
o Keep an e-Portfolio (copies of homework/output).
o Log in the Google Classroom from time to time to participate in discussion
forums, to share ideas or ask questions, and to upload homework/s.
6. Avoid cheating and plagiarism.
o Plagiarism means using words, ideas, or arguments from another person or
source without citation. Cite all sources consulted to any extent (including
material from the internet), whether assigned and whether or not quoted directly.

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 It is proper to acknowledge the source or reference whenever you share an idea

COURSE REQUIREMENTS GRADING SYSTEM

*Cumulative system of evaluation

(List all the requirements you have for the entire semester; consistent with the course LOA MT GP LOA Final GP FINAL GRADE
outline)
*LOA Midterm = **CS X .70 LOA Finals = CS X .70 MT Grade X. .40 (40%)
STRATEGIES
Midterm Exam =***ES X .30 Final Exam = ES X .30 Final Grade X..60 (60%)
____ _____ ________
(List the variety of strategies you’ll use in teaching the course) 100% 100 % 100%

TEACHER-LEARNER CONSULTATION/FOLLOW-UP POLICY:

LOA = learning outcomes assessment Approved: Academic Council
***ES = equivalent score
Since the mode of instruction is flexible, the lines of consultation and follow-ups for **CS = class standing
students’ learning must be open but within the boundaries of the class week (M to F),
one-hour in a week and during the free period of the teacher so as not to affect the Grade Grade Grade Grade
number of regular classroom hours. The teacher must inform the class about the Range Range Range Range
Equivalent Equivalent Equivalent Equivalent
consultation schedule. This is to observe respect of privacy of time both on the part of 98 – 100 1.00 91 – 89 1.75 82 – 80 2.50 74 BELOW 5.00
the teacher and the students, as well as to instill the value of time management. A 95 – 97 1.25 88 – 86 2.0 79 – 77 2.75 --------- -------
proper documentation of student consultation and follow-ups using a template issued 94 – 92 1.50 85 – 83 2.25 76 - 75 3.00 ---------- ---------
by the Program is highly advised.
How the teacher may be reached by the learner(s): REMARKS SUCH AS THE FF:
Schedule: M- Sat , 8: 00 AM 5:00PM INC (incomplete) - allowed only for the final grading period but only for the reason of
failure to take the final examination

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 Communication Platform: Messenger, Viber
OW (Authorized withdrawal) – for officially-withdrawn student
Teacher Contact Information: UW (Unauthorized withdrawal) – for student who did not report to class for both online
0915 513 8535 and offline mode and could not be contacted by any means nor filed an
LOA or dropping form at the Registrar’s Office; will receive a
grade of 5.00.

DPO Statement: DLSP is committed to protect the privacy rights of individuals on personal information pursuant to the provisions of Republic Act No. 10173 or the Data Privacy
Act of 2012, its Implementing Rules and Regulations.

All employees, students and administration officers are enjoined to comply with and to share in the responsibility to secure and protect personal information
collected and processed by DLSP in pursuit of legitimate purposes.

All documents, printed and electronic, shared by your instructors are containing their names, titles and signature should not be shared by those who are not
members of the DLSP community without the consent and approval of your instructors.

TEXT/ REFERENCES:

Solomon, M. R. (2009). Consumer

Behavior: Buying, Having. and Being
(8th ed.). Upper Saddle River, New
Jersey: Pearson Education, Inc.

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PREPARED BY (UPDATED BY): EVALUATED BY: APPROVED BY:

Ivan Felisar Jamito (Full name & signature of Department Chair & date signed) (Full name & signature of Program Head & date signed)
Lecturer (Specify the name of the department) (Specify the name of the program)

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