APPENDIX A
SURVEY QUESTIONNAIRE
AWARENESS IN COMPETENCIES OF EDUCATION STUDENTS:
BASIS FOR INTERVENTION IN CURRICULUM PROGRAM
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
Dear student: The questionnaire has two parts: awareness of competencies and
performance indicators. Both is measuring the level of awareness in the guidelines set by
the Philippine Commission on Higher Order Education (CHED) issued Memorandum
Order No. 75, series of 2017
Part I: awareness of competencies
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point Scale Descriptive Equivalent
1 Fully Aware
2 Aware
3 Not Aware
4 Fully Not Aware
1.1 COLLEGE GOALS OF TEACHER EDUCATION PROGRAM 1 2 3 4
a. Relate education to the larger historical, social, cultural, and political
process;
b. Use wide range of teaching methodologies to effectively facilitates
learning in various types of environment;
c. Devise alternative teaching approaches for diverse learners;
d. Plan lessons with appropriate instructional materials for effective
delivery and assessment of learning outcomes;
e. Build a strong character reflecting professional and ethical teaching
standards; and
f. Grow in person and in professional through the pursuit of lifelong
learning
1.2 COMMON TO THE DISCIPLINE OF TEACHER EDUCATION
a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices¹
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based
opportunities
1.3. PROGRAM OUTCOME FOR SPECIFIC DISCIPLINE 1 2 3 4
a. Possess broad knowledge of language and literature for effective
learning
b. Use English as a glocal language in a multilingual context as it applies
to the teaching of language and literature
c. Acquire extensive reading background in language, literature, and
allied fields
d. Demonstrate proficiency in oral and written communication
e. Shows competence in employing innovative language and literature
teaching approaches, methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature
h. Display skills and abilities to be a reflective and research- oriented
language and literature teacher
Part II: performance indicators
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point scale Descriptive Equivalent
1 Never
2 Rarely
3 Often
4 Always
A. Possess broad knowledge of language and literature for effective 1 2 3 4
learning
[Link] the relationship of language, literature, culture, and society in
the teaching-learning process
2. Conduct an independent investigation of a selected structure of
English in the context of the language classroom
[Link] selected literary pieces using appropriate literary theories
B. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
4. Incorporate features of English as a glocal language in the design of
the curriculum, learning activities, and materials
5. Draft a proposal for and implements a community based English
language- or literature-based learning program
C. Acquire extensive reading background in language, literature, and
allied fields
[Link] an annotated reading list appropriate for a particular grade
level to enhance students' reading skills
[Link] the ability to enrich the curriculum to include an extensive
reading list for learning language, literature, and allied fields
D. Demonstrate proficiency in oral and written communication
[Link] a variety of oral communication forms in order to become an
effective model to learners
[Link] original compositions in expository and creative writing
E. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies
[Link] a variety of innovative teaching approaches, methodologies,
and strategies
[Link] learning plans following expectations of the curricula for
Grades 7-10
[Link] one independent and one supervised teaching demonstration
[Link] appropriate assessment tools for the language and literature
classroom
F. Use technology in facilitating language learning and teaching
[Link] computer-assisted language and literature learning tasks
[Link] one independent and one supervised technology-based lesson
G. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature
[Link] a community language profiling survey to make a lessons
more localized
[Link] a proposal for and implements a community-based English
language- or literature-based learning program
H. Display skills and abilities to be a reflective and research-oriented
Language and literature teacher
[Link] a comprehensive language profiling to identify students'
needs
[Link] an analysis of assessment results to improve teaching and
learning in the language classroom
[Link] research concerning the teaching and learning of language
and literature
This instrument is adopted and modified in accordance with the CMO. No 17 Series
of 2017.
APPENDIX A
SURVEY QUESTIONNAIRE
AWARENESS IN COMPETENCIES OF EDUCATION STUDENTS:
BASIS FOR INTERVENTION IN CURRICULUM PROGRAM
BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO
Dear student: The questionnaire has two parts: awareness of competencies and
performance indicators. Both is measuring the level of awareness in the guidelines set by
the Philippine Commission on Higher Order Education (CHED) issued Memorandum
Order No. 75, series of 2017
Part II: Awareness of Competencies
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point Scale Descriptive Equivalent
1 Fully Aware
2 Aware
3 Not Aware
4 Fully Not Aware
1.1 College goals of teacher education program 1 2 3 4
a. Relate education to the larger historical, social, cultural, and
political process;
b. Use wide range of teaching methodologies to effectively
facilitates learning in various types of environment;
c. Devise alternative teaching approaches for diverse learners;
d. Plan lessons with appropriate instructional materials for effective
delivery and assessment of learning outcomes;
e. Build a strong character reflecting professional and ethical
teaching standards; and
f. Grow in person and in professional through the pursuit of lifelong
learning
1.2 Common to the discipline of teacher education
a. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices¹
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to
the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based
opportunities
1.3. Program outcome for specific discipline 1 2 3 4
a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng
wika at panitikang Filipino.
b. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman
sa ugnayan ng wika, kultura, at lipunan
c. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng
pagtuturo-pagkatuto.
d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at
linggwistikong dibersidad ng bansa.
e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga
alternatibong dulog sa pagtuturo at pagkatuto
f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang
Filipino bilang wikang
Part II: Performance Indicators
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point scale Descriptive Equivalent
1 Never
2 Rarely
3 Often
4 Always
A. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika 1 2 3 4
at panitikang Filipino
[Link] ang mga batayan at kaalaman sa pagtuturo ng Filipino.
[Link] ang kaalaman sa Filipino na nakasalig sa ibat ibang teorya,
pananaw, at prinsipyo sa pagkatuto at pagtuturo.
B. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa
ugnayan ng wika, kultura, at lipunan.
[Link] ang papel ng wika bilang isang panlipunang
penomenon.
[Link] ang ugnayan ng wika, panitikan, kultura at lipunan.
[Link] ang pagpapahalagang pampanitikan sa pagtuturo ng
ugnayan ng kultura at lipunan.
[Link] ang gamit ng wika sa iba't ibang institusyong panlipunan
[Link] ng kritikal na pag-aaral hinggil sa mga napapanahong
isyu sa wika, kultura at lipunan at ang implikasyon nito sa pagtuturo at
pagkatuto ng Filipino
C. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng
pagtuturo-pagkatuto.
[Link] ng makabuluhang kurikulum batay para sa
pagtuturo at pagkatuto ng Filipino
[Link] ng plano ng pagkatuto ayon sa kahingian ng kurikulum
[Link] ng mga kagamitang pampagtuturo na na nakaugat sa
lokal na kultura.
[Link] ng mga makabagong pagdulog pagtasa at pagtaya sa
pagtuturo at pagkatuto ng Filipino
[Link] ng ibat ibang lapit o dulog sa pagtuturo ng Filipino para
sa ika-21 siglo
D. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at
linggwistikong dibersidad ng bansa.
[Link] at nasusuri ang mga barayti at baryasyon ng wikang
Filipino
[Link] ang mga pagkakatulad at pagkakaiba ng mga wika
at kultura.
[Link] ng mga saloobin sa kahalagahan ng pagkakatulad
at pagkakaiba ng mga rehiyonal na panitikan.
E. Nakapagdidisenyo ng malikhain, inobatibo,at integratibong mga
alternatibong dulog sa pagtuturo at pagkatuto.
[Link] ang ibat ibang dulog pagtuturo at pagkatuto ng wika at
panitikang Filipino
[Link] ang bisa ng dulog sa epektibong pagtuturo-pagkatuto ng
wika at panitikang Filipino
F. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang panturo
[Link] ng pananaliksik ukol sa wika at panitikang Filipino
[Link] ng kaalaman sa teknikal na aspeto ng pananaliksik sa
pagtuturo at pagkatuto ng wika at panitikang Filipino
[Link] ng mga pag-aaral ukol sa pagtuturo at pagkatuto ng
wikang Filipino
This instrument is adopted and modified in accordance with the CMO. No 17 Series
of 2017.
APPENDIX A
SURVEY QUESTIONNAIRE
AWARENESS IN COMPETENCIES OF EDUCATION STUDENTS:
BASIS FOR INTERVENTION IN CURRICULUM PROGRAM
BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS
Dear student: The questionnaire has two parts: awareness of competencies and
performance indicators. Both is measuring the level of awareness in the guidelines set by
the Philippine Commission on Higher Order Education (CHED) issued Memorandum
Order No. 75, series of 2017
Part I: Awareness of Competencies
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point Scale Descriptive Equivalent
1 Fully Aware
2 Aware
3 Not Aware
4 Fully Not Aware
1.1 College goals of teacher education program 1 2 3 4
a. Relate education to the larger historical, social, cultural, and
political process;
b. Use wide range of teaching methodologies to effectively
facilitates learning in various types of environment;
c. Devise alternative teaching approaches for diverse learners;
d. Plan lessons with appropriate instructional materials for effective
delivery and assessment of learning outcomes;
e. Build a strong character reflecting professional and ethical
teaching standards; and
f. Grow in person and in professional through the pursuit of lifelong
learning
1.2 Common to the discipline of teacher education
a. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices¹
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to
the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based
opportunities
1.3. Program outcome for specific discipline 1 2 3 4
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular
areas
c. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of mathematics
d. Demonstrate competence in designing, constructing and utilizing
different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving and
creating routine and non-routine problems with different levels of
complexity
f. Use effectively appropriate approaches, methods, and techniques
in teaching mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work,
moments of enlightenment, discovery and gaining insights of the
world
Part II: Performance Indicators
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point scale Descriptive Equivalent
1 Never
2 Rarely
3 Often
4 Always
A. Exhibit competence in mathematical concepts and procedures 1 2 3 4
[Link] and illustrate clearly, accurately, and comprehensively the
basic mathematical concepts using relevant examples as needed
[Link] in detail basic mathematical procedures
[Link] the connections between mathematical concepts that are
related to one another
[Link] examples to illustrate the application of mathematical
concepts and procedures
B. Exhibit proficiency in relating mathematics to other curricular
areas.
[Link] a curriculum guide that shows how mathematics can be
integrated with other curricular areas
[Link] teaching activities which support the implementation of the
curriculum guide
[Link] and utilize instructional materials that support the
integration of mathematics with other curricular areas
[Link] appropriate technologies to achieve the learning outcomes
C. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of mathematics
[Link] skills in various methods of learning in mathematics
such as, conducting investigations, modeling, and doing research
[Link] and utilize learning experiences in the classroom which
develop the learners skills in discovery learning, problem solving, and
critical thinking
D. Demonstrate competence in designing, constructing, and utilizing
different forms of assessment in mathematics.
[Link] and utilize varied assessment tools in mathematics,
including alternative forms of assessment
[Link] assessment results and use these to improve learning and
teaching.
[Link] timely feedback of assessment results to students
E. Demonstrate proficiency in problem-solving by solving and
creating routine and non- routine problems with different levels of
complexity
[Link] skills in various problem solving heuristics
[Link] suitable examples to explain the various problem solving
heuristics.
[Link] creativity and critical thinking when selecting examples
and problems to be used in the classroom and in the assessment of
students' learning
[Link] varied resources for selecting and creating problems to
develop the students problem solving skills
F. Use effectively appropriate approaches, methods, and techniques in
teaching mathematics including technological tools.
[Link] knowledge and skills in varied approaches and
methods of teaching mathematics
[Link] discretion when selecting approaches or methods that
would be effective in teaching particular lessons
[Link] a variety of student-centered approaches and methods in
the classroom
[Link] skills in the use of common mathematical software
for teaching and learning mathematical concepts, e.g. Graphmatica,
Geogebra and Geometer's Sketchpad
[Link] and use materials that guide the students in using a
mathematical software for discovering and learning mathematical
concepts
G. Appreciate mathematics as an opportunity for creative work.
moments of discovery, and gaining insights of the world
[Link] in class such mathematical attitudes as delight after having
found the solution to a problem or a sense of wonder at how certain
mathematical concepts evolved
[Link] lessons that can help students appreciate the use of
mathematics in daily life
This instrument is adopted and modified in accordance with the CMO. No 17 Series
of 2017.
APPENDIX A
SURVEY QUESTIONNAIRE
AWARENESS IN COMPETENCIES OF EDUCATION STUDENTS:
BASIS FOR INTERVENTION IN CURRICULUM PROGRAM
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES
Dear student: The questionnaire has two parts: awareness of competencies and
performance indicators. Both is measuring the level of awareness in the guidelines set by
the Philippine Commission on Higher Order Education (CHED) issued Memorandum
Order No. 75, series of 2017
Part II: Awareness of Competencies
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point Scale Descriptive Equivalent
1 Fully Aware
2 Aware
3 Not Aware
4 Fully Not Aware
1.1 College goals of teacher education program 1 2 3 4
a. Relate education to the larger historical, social, cultural, and political
process;
b. Use wide range of teaching methodologies to effectively facilitates
learning in various types of environment;
c. Devise alternative teaching approaches for diverse learners;
d. Plan lessons with appropriate instructional materials for effective
delivery and assessment of learning outcomes;
e. Build a strong character reflecting professional and ethical teaching
standards; and
f. Grow in person and in professional through the pursuit of lifelong
learning
1.2 Common to the discipline of teacher education
a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices¹
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based
opportunities
1.3. Program outcome for specific discipline 1 2 3 4
a. Utilize appropriate various sociocultural and historical materials in
explaining current issues
b. Organize communities towards self-reliance and self- sufficiency
c. Demonstrate leadership skills that will help in teaching or training
students who will empower their communities
d. Integrate local and global perspectives in teaching the principle of the
common good
e. Employ principles of sustainable development in teaching and
learning
f. Show scholarship in research and further learning
g. Display the qualities of an innovative teacher who has mastery of the
subject matter
Part II: Performance Indicators
Direction: Please read each statement carefully. Use the following Rating Scale below to
describe your answer, put a check (/) inside the column that correspond to your answer.
Point scale Descriptive Equivalent
1 Never
2 Rarely
3 Often
4 Always
A. Utilize appropriate various sociocultural and historical materials in 1 2 3 4
explaining current issues
[Link] current events with available historical data to help students
develop critical perspectives towards social issues.
[Link] the connections between and among people, events, and places
to analyze local and global social issues
B. Organize communities towards self-reliance and self- sufficiency
[Link] community-based activities to help learners achieve an
integrated view of social development
[Link] student clubs/activities for community outreach projects.
[Link] public assemblies to increase social awareness
C. Demonstrate leadership skills that will help in teaching or training
students who will empower their communities
[Link] students to be involved in community-related activities
[Link] linkages with government and non- government
organizations to promote public welfare.
D. Integrate local and global perspectives in teaching the principle of the
common good
[Link] information from local and foreign media about social issues to
enhance teaching
[Link] truthful from false presentation of information from social
media
E. Employ principles of sustainable development in teaching and
learning
[Link] advocacy campaigns towards the attainment of sustainable
development goals
[Link] initiatives for stewardship of natural resources
[Link] in activities that promote environmental consciousness
[Link] the environmental principles in learning and teaching
F. Show scholarship in research and further learning
[Link] in research to improve the teaching and learning of social
studies
[Link] seminars, trainings, workshops, and related activities to improve
the teaching and learning of social studies
G. Display the qualities of an innovative teacher who has mastery of the
subject matter
[Link] innovative strategies that heighten students' engagement in
the social studies classroom
[Link] assessment materials to measure student's performance.
This instrument is adopted and modified in accordance with the CMO. No 17 Series
of 2017.