Factors Underlying Individual Performance

AptitudeLearningRolePerceptionsAbilityKSAPerformanceMotivationEffortIn order to understand, motivation you

must understand what performance is. This is a inclusive diagram of all the components of performance. In other
words, performance is effected by all of the elements of this [Link] in [Link] will talk in detail about the
components of motivation, learning and [Link]
4 MotivationMotivation: The direction, persistence and amount of effort expended by someone in order to achieve a
desired [Link] (mental structure: thinking, memory)Can’t be directly observedDefined in terms of effects
on behaviorTwo groups of theories to explain motivation:NeedProcessReview. Students should already have an
understanding of basic [Link]: Divide into three groups. Have groups discuss the theories and then answer
the following questions.
5 Group Break-out Instructions
Assumptions: Everyone has read the chapter. Each of you are protégés of the [Link] in depth the theory
your group has been assigned. Come to a common understanding on the [Link]:Underlying principles of
theoryImplications for trainers and the training processOutcome: Assign 2 members to give a five minute presentation
to the class. Be creative in your training. Your objective is for your audience to understand the theory and its
importance in the training arena. I.e. demonstrate how it works, give real life examples, experiment with your
[Link] with the material. Don’t merely regurgitate the [Link] the key
points on board, if the presenters don’t.
6 ERG Theory Developed by Clayton Alderfer 1969
Based on the work of A. MaslowExistence Needs – needs people have to sustain life (food, shelter, ,etc.)Relatedness
Needs – needs people have to belong and feel accepted by [Link] Needs – needs people have to accomplish
goals and stretch their [Link] – achieved symotamiouslyTraining Implications:*Satisfy basic needs: provide
adequate comfort; food if necessary; environment*Build in opportunities to socialize and build relationships; share
experiences; conduct ice breakers/team experiences.*Design programs to stretch people and their abilities; provide
feedback & [Link] individuals’ needs & address them.
7 Reinforcement Theory S C R
Developed by E. L. Thorndike and modified by B. F. Skinner (operant conditioning)Law of effect – behavior followed
by satisfying experiences will be repeated and behavior followed by dissatisfying experiences will be [Link]
Conditioning:Stimulus – object or event in the environmentResponse – stimulus behaves in a certain way based on the
stimulusConsequence – response/behavior results in an outcome (positive or negative)Four types of
consequences.S C Rstimulusresponseconsequence
8 Reinforcement Theory Four Consequences:
Positive Reinforcement – when a person’s behavior results in something desirableNegative Reinforcement – when a
person’s behavior results in removal of something that is disliked or [Link] the reinforcement is positive
or negative, it increases the likelihood that the behavior will occur [Link] Implications:Understand
relationship of S – R – CBuild in opportunities to reinforce desired behaviors
9 Reinforcement Theory Four Consequences
Punishment- when something undesirable happens to you and it decreases the likelihood that your behavior will be
repeatedPunishment reduces the future likelihood of a behaviorExtinction – a form of punishment that results from
losing something that was desirableDiscuss implications of punishment: doesn’t motivate people to do things only to
not do things.. Requires constant policing and encourages people to get around the system. Behavior could be
rewarding and therefore punishment must be severe to work. Someone must do the [Link] or negative
reinforcement are preferred.
10 Expectancy Theory Developed by Victor Vroom (1964)
Tries to describe the cognitive processes involved in deciding how to satisfy [Link] in natureTakes into
account the fact that people are motivated by different things.
11 Expectancy Theory of Motivation
1 E E 2 VExpectancyXInstrumentalityXValence=[Link] of OutcomeDoes
trainee have abilityto learn?Does the trainee believethat training outcomespromised will bedelivered?Are outcomes
promisedvalued by the trainee?Training Implications:Expectancy – assess level of expectancy during person NA; pre-
training to deal with issues of expectancy; don’t move forward until training participants are comfortance that they
have the ability to achieve desired [Link] – ensure outcome is of value; determine during needs
assessment; communicate to trainees what they can and will get from completing trainingInstrumentality – gain and
maintain management support and commitment; demonstrate support to trainees (management participation)Does
trainee believethey can learn?
12 Self-Efficacy Feelings about one’s own competency
Associated with a belief that one can and will perform [Link]: concerns about failureHigh self-efficacy has
been linked to better [Link] a role in expectancy theoryTraining can improve self-efficacy
13 Understanding Learning
Learning: relatively permanent change in cognition, resulting from experience and directly influencing
[Link]-lived changes in cognition are not includedNot dependent on behavior changeTied to memory
(changing in neural functioning)DiscussBehaviorist approach – learning measured in terms of relatively permanent
changes in [Link] approach – learning is a change in the content, organization, and storage of
information. Learning is a relatively permanent change in cognition occurring as a result of [Link] on
which theory you lean to, both effect education and training very [Link] will use a combination of the two in
the definition of learning and try to incorporate a inclusive approach to training and [Link]’s approach is
based on an integration of the two learning theories.
14 Gagne’s Learning Types
Signal Learning - generalized response (typically non-voluntary) to a signal in the environmentClassical conditioning
– Pavlovi.e. salivationStimulus-response – single response to a single stimulus as a result of consequence to
responseOperant conditioning/reinforcement theoryi.e. Touch a hot stove – learn not to touch the stoveSignal learning
and stimulus response are independent from the other types of [Link] 3-8 rely on lower levels of learning
15 Gagne’s Learning Types
Shaping – learning by linking appropriate behaviors together and learning the reinforcing consequences that are linked
to the behavior [Link] movement in the right directionVerbal association – linking a verbal response to an
object or event in the environment. Stimulus becomes [Link] must start at the verbal
association levelVerbal association : One measure of learning is the degree to which a person is able to identify and
use the language of the subject matter appropriately. While a person may be able to perform the task if he is unable to
communicate what it is he is doing, he lacks the communication [Link] must start all training at the verbal
association level of all trainees. You must start a a common language in order to develop and understanding of more
complex language. More complex language can be learned by linking new terms to previously learned terms through
examples, terms and concepts already known.
16 Gagne’s Learning Types
Multiple discrimination – learning to identify key aspects of differing situations and then apply the appropriate
[Link] learning – learning to make a common response to situations that have common characteristics but
are otherwise [Link]
17 Gagne’s Learning Types
Principle learning – learning to combined multiple concepts together and apply knowledge for use in specific
[Link] for procedural and strategic knowledgeProblem solving – learning that combines more than one
principle to create a new [Link] in a higher-order principle.
18 Social Learning Theory
Developed by A. BanduraBasis: learning can occur simply by observation of what is going on around [Link]
behavior and consequenceMotivation – want/desire consequenceAttention – visually appealing/differentRetention –
store & rememberReproduce behaviorDemonstrate: attention: make training points stand out; focus attention; fun;
interestingAsk for examples: walkingRetention – training design, meaningful symbols, practice and visualization
19 Resistance to Learning
Fear of unknownFear of incompetenceFear of losing rewardsFear of lost influenceLost investmentsWhy do you resist
learning?Trainers must build into programs ways to limit resistance to learning. Training is seen as an attach on people
competencies.
20 Adult Learning Principles
Adults learn differentlyAdult learner:PracticalityValue & UtilityLife-, Task, or Problem-centeredReady to
LearnControl over LearningShare ExperiencesInvolvement in ProcessPracticality -Value & Utility – need to know
what value this knowledge will have in there [Link]-, Task, or Problem-centeredReady to Learn – prerequisite
knowledgeControl over Learning – pace, learning structure, flexibilityShare Experiences – learn from
othersInvolvement of Process – participation, choice, persona experiences, critical thinkinginvolve with needs
assessment, design, and evaluationAll learners are [Link] 3.5 pg. 118

.
Conditions of Learning (Robert Gagne)
This theory stipulates that there are several different types or levels of learning. The significance of these
classifications is that each different type requires different types of instruction. Gagne identifies five major categories
of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal
and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned,
there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be
exposed to a credible role model or persuasive arguments.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity:
stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept
formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites
that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a
learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines nine instructional events and corresponding cognitive processes:
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization).
These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing
instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).
Application
While Gagne’s theoretical framework covers all aspects of learning, the focus of the theory is on intellectual skills.
The theory has been applied to the design of instruction in all domains (Gagner & Driscoll, 1988). In its original
formulation (Gagne, 1 962), special attention was given to military training settings. Gagne (1987) addresses the role
of instructional technology in learning.
Example
The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective,
Recognize an equilateral triangle:
1. Gain attention – show variety of computer generated triangles
2. Identify objective – pose question: “What is an equilateral triangle?”
3. Recall prior learning – review definitions of triangles
4. Present stimulus – give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit per formance – ask students to create 5 different examples
7. Provide feedback – check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
 9. Enhance retention/transfer – show pictures of objects and ask students to identify equilaterals
Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes.

Figure 1: Gagne's Nine Levels of Learning

Benefits of Gagne's Model
Gagne's Nine Levels of Learning model gives trainers and educators a checklist to use before they engage in teaching
or training activities. Each step highlights a form of communication that aids the learning process. When each step is
completed in turn, learners are much more likely to be engaged and to retain the information or skills that they're
being taught.
If you use this approach before any type of training session or presentation, you'll remember how to structure your
session so that your people get the best possible learning experience.
Using the Tool
We'll now look at each of the nine levels, and provide an example of how you can apply each step in your own
situation.
Level 1: Gaining Attention (Reception)
Start the learning experience by gaining the attention of your audience. This change in stimulus alerts the group that
learning will soon take place.
Apply: Gain attention by raising the volume of your voice, gesturing, showing a short video on the topic of
instruction, or using any other event that brings the period of "waiting for the lesson to start" to an end.
Level 2: Informing Learners of the Objective (Expectancy)
Next, you must ensure that your team knows what they need to learn, and that they understand why they're about to
learn this new information.
Apply: Explain to your team what they will have learnt by the end of the session. Then, explain how their learning is
going to benefit them, and the organization.
For example, you might explain that the new process that they're going to learn about will save the organization 20
percent in overhead fees. Because of recent budget cuts, the new lower-cost process will help your organization avoid
laying six people off in your department. Now that your team understands why they're learning this new information,
and what the risks are if they don't learn it, they'll be more motivated and more receptive to your training.
Level 3: Stimulating Recall of Prior Learning (Retrieval)
When your people learn something new, match the new information with related information or topics they've learned
in the past.
Apply: Review any previous learning that you've done with your team, and apply it to what they're learning now.
Also, ask your team if they have any previous experiences with the topic, or if they have experienced the problems
that the training is trying to resolve. Then make connections between what they are learning, and their previous
learning.
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Level 4: Presenting the Stimulus (Selective Perception)

Present the new information to the group in an effective manner.
Apply: Organize your information in a logical and easy-to-understand manner. Try to use a variety of different media
and styles (such as visual cues, verbal instruction, and active learning) to suit people with different learning styles.
Tip:
Step 2 of the Communication Cycle can help you to identify the best way to present your information.
Level 5: Providing Learning Guidance (Semantic Encoding)
To help your team learn and retain the information, provide alternative approaches that illustrate the information that
you're trying to convey.
Apply: Help your team learn more effectively by including examples, case studies , graphics, storytelling , or
analogies.
Level 6: Eliciting Performance (Responding)
At this stage, you need to ensure that your people can demonstrate their knowledge of what you've taught them. The
way that they show this depends on what they're learning.
Apply: If you've taught a new process or skill, ask your people to demonstrate how to use it (role playing exercises
can be useful for this). If you've taught new information, ask questions so that they can show their knowledge.
Level 7: Providing Feedback (Reinforcement)
After your team demonstrates their knowledge, provide feedback and reinforce any points as necessary.
Apply: Imagine that you've taught your team a new technique for handling difficult customers. After several role
playing scenarios, you notice that a few team members aren't assertive enough to calm the customer in this fictional
"tense situation." Your feedback and tips point out their mistakes so that they can correct them.
Level 8: Assessing Performance (Retrieval)
Your team should be able to complete a test, or other measurement tool, to show that they've learned the material or
skill effectively. Team members should complete this test independently, without any help or coaching from you.
Apply: Tests, short questionnaires, or even essays can be good ways of testing your team's new knowledge.
Tip:
It may also be useful to provide further feedback after you have assessed their performance.
Level 9: Enhancing Retention and Transfer (Generalization)
In this last stage, your team members show that they've retained information by transferring their new knowledge or
skill to situations that are different from the ones you've trained them on.
Apply: Repeated practice is the best way to ensure that people retain information and use it effectively. Make sure
that your team has enough opportunity to use their learning on a regular basis. Schedule "practice runs" if you've been
training on a new process, or have a follow-up session to review information or skills.
As people become more proficient, schedule in variants of the practice runs and expose people to different situations,
so that they become comfortable generalizing.
Comparing With Other Training Models
Gagne's Nine Levels of Learning provide a useful approach that helps managers to structure the learning process. Each
different stage complements the others, and by working through all nine levels, you can help to ensure that your team
fully understands and retains information.
Although Gagne's model is different from other popular training models, you can still combine it with other methods.
A good example is 4MAT , a training method that helps you to structure your approach so that people with different
learning styles will learn just as effectively as everyone else. (Our article on 4MAT also explains common learning
styles – Kolb's, and Honey and Mumford's are particularly respected.)
The ARCS model is also a good learning method to use with Gagne's model. ARCS focuses on motivation and
making sure that learners understand the benefits of the new skill or information. Since this is step 2 in Gagne's model,
the ARCS model can help you to understand better how to increase your team's motivation and engagement with the
training.

.
Kasaysayan ng Pilipinas (1521-1921)
Timeline of 400 years of Philippine history, as written in 1922.
1521.—Ika-26 ng Marzo, kaunaunahang pagdatal sa Pilipinas ng mga kastila.
1863.—Ika 30 ng Nobyembre, kapanganakan kay Andrés Bonifacio.
1872.—Ika 28 ng Pebrero, pagbitay kiná Gomez, Burgos at Zamora.
1892.—Ika 26 ng Hunyo, paglunsad ni Rizal sa Maynila.
1892.—Ika 7 ng Hulyo, pagkakapabilanggo kay Rizal ni General Despujol, sa Fuerza de Santiago.
1892.—Ika 7 ng Hulyo, pagkakatatag ng “Katipunan.”
1896.—Ika 1 ng Enero, pagkakahalal sa mga magsisibuo ng Panguluhan ng “Katipunan.”
1896.—Ika 1 ng Enero, unang labas ng pahayagan ng “Katipunan” na ang pamagat ay “Kalayaan.”
1896.—Buwan ng Mayo, sinugo ni Bonifacio si Dr. Valenzuela kay Rizal.
1896.—Ika 5 ng Hulyo, sulat ng pinuno ng sibil na si Sityar sa mga pinunong kastila sa Maynila.
1896.—Ika 5 ng Agosto, paglunsad ni Rizal sa Maynila buhat sa Dapitan.
1896.—Ika 5 ng Agosto, tinangka ng mga “Katipunan” na iligtas si Rizal.
1896.—Ika 13 ng Agosto, sulat ng “cura” sa Sampiro kay Luengo.
1896.—Ika 17 ng Agosto, pulong na idinaos ng “Katipunan” sa “Kankong.”
1896.—Ika 19 ng Agosto, pagkatuklas ng “Katipunan” ni P. Mariano Gil.
1896.—Ika 27 ng Agosto, paglipat nina Bonifacio sa Balakbak.
1896.—Ika 28 ng Agosto, pagkalagda ng pahayag sa paghihimagsik.
1896.—Ika 29 ng Agosto, pasyang pagsimula ng paghihimagsik, na iniuutos sa pahayag ni Bonifacio.
1896.—Ika 29 ng Agosto, pagkakalabanang mahigpit ng mga “Katipunan” at kawal ng kastila sa Balintawak at iba pa.
1896.—Ika 30 ng Agosto, araw na ipinasyang pagsalakay sa Maynila.
1896.—Ika 30 ng Agosto, ipinasya ni General Blanco na gawing pook ng digmaan ang mga lalawigang Maynila,
Bulakan at iba pa.
1896.—Ika 4 ng Septiembre, kaunaunahang mga ipinabaril ng mga kastila.

1897.—Ika 17 ng Pebrero, pagkakapasok ng mga kastilà sa Sapote.

1897.—Ika 17 ng Pebrero, pagkapatay kay Evangelista.
1897.—Ika 12 ng Marzo, halalan sa “casa-hacienda” sa Tejeros, Kabite.
1897.—Ika 24 ng Abril, sulat ni Bonifacio kay Emilio Jacinto.
1897.—Ika 3 ng Mayo, sulat kay Emilio Jacinto ni Antonino Guevara.
1897.—Ika 10 ng Mayo, pagkabaril kay Bonifacio at sa kanyang kapatid na si Procopio.
1897.—Ika 4 ng Agosto, Kasunduan sa Biak-na-Bato.
1898.—Abril, pagsimula ng digmaan ng España at Estados Unidos.
1898.—Ika 1 ng Mayo, pagkakapalubog ng mga pangdigmang dagat ng mga amerikano sa mga pangdigma ng mga
kastila.
1898.—Ika 15 ng Mayo, paglunsad ni Aguinaldo sa Maynila, buhat sa Hongkong.
1898.—Ika 24 ng Mayo, pagtanghal ng paghimagsik at pagiging Dictador ni Aguinaldo.
1898.—Ika. 12 ng Hunyo, pagkukatanghal ng uri ng Pamahalaang sarili.
1898.—Ika 13 ng Agosto, pagsuko ng Maynila sa mga Amerikano.

1898.—Ika 15 ng Septiembre, pagkakaraos ng unang kapulungang-bayan ng pamahalaang sarili sa Malolos.

1898.—Ika 29 ng Nobyembre, pagkakapagtibay ng pangulong-batas (Constitucion).
1898.—Ika 20 ng Disyembre, paghinto ng digmaan ng España at Estados Unidos.
1899.—Ika 4 ng Enero, pagkakapagutos ng Pangulong McKinley na ipakilala sa mga pilipino ang kapangyarihan ng
Estados Unidos.
1899.—Ika 21 ng Enero, pagkakatatanghal ng Republica Filipina sa Malolos.
1899.—Ika 4 ng Pebrero, simula ng labanan ng mga amerikano at pilipino.
1899.—Ika 6 ng Pebrero, pagkakapagtibay ng Senado ng Estados Unidos sa kasunduan ng bayang ito at ng España
ukol sa Pilipinas.
1901.—Ika 23 ng Marzo, pagkakadakip kay Emilio Aguinaldo.
1901.—Abril, simula ng hayagang pagpaparangal kay Bonifacio sa daang Alvarado.
1902.—Pebrero, pagsuko ni General Lukban.
1902.—Hunyo, pagsuko ni General Malvar.
1911.—Ika 3 ng Septiembre, pagtatayo ng bantayog sa mga Bayani ng 96.
1920.—Ika 30 ng Nobyembre, paghaharap in Senador Lope K. Santos, ng bill ukol sa kaarawan ni Bonifacio na
ngayó’y batás na blg. 2946.
1921.—Ika 30 ng Nobyembre, simula ng pagiging araw na pangilin, alangalang kay Bonifacio.
LICENSURE EXAMINATION FOR TEACHERS REVIEWER (Part 1)

In taking the Licensure Examination for Teachers (LET), it doesn’t necessarily mean that you should know ALL
the theories, principles and relevant laws in Education. If that is what you believe in, then you are only preparing
“half” of the review for the LET. Yes it is essential for you to know them, or maybe familiarize yourself with them,
BUT you should always remember that the Licensure Examination for Teachers doesn’t only measure how you
memorize those proponents of several theories and the underlying principles of teaching and learning, but also
measure HOW you are able to apply them on the actual setting. How you select the appropriate solutions to given
situations and when to apply these principles are also vital in the LET.

Preparations for the LET

Since there are no two individuals that are exactly alike then there are no two individuals also that prepare for the LET
in the same manner. We have different learning styles during a review. Some may tend to self-review while others
enroll on Review Centers.
In terms of Self-Review, it is important to carefully plan your review schedules. If you want, for example, to
make use of the first three weeks on reviewing General Education (English, Math, Science, Filipino and Social
Studies) then it is definitely okay. Make sure that you are able to cover the five areas of general education in the span
of three weeks. If you think you can’t then add another week in case of shortcomings. Having self-review means you
have the control of your time so make sure you make the best out of it. Utilize your time well towards a fruitful and
efficient review.
If you think you can’t keep track of your time management and you want to review with a group (co-
examinees) then better enroll in LET Review Centers. There are several review centers you can choose from like Carl
Balita Review Center, St. Louis Review Center and MindGym Philippines. Some schools have their own program for
LET review and they can be of great help, too.
It is also important to take note that in the actual Licensure Examination for Teachers, you have to select the
BEST answer. This is very applicable on Professional Education items which is the second part of the LET (last part
for Elementary teacher examinees). Some may find this kind of test to be difficult because more often than not,
choices a, b, c and d seem to be all correct. If you have several sources or sample questions for the board exam then
try to answer them and assess your performance. This will help you get use to such kind of test items. Make sure that
during your review, prayers should not be absent.

Examination Day
After you have prepared for the big day and you think you are well-equipped then you have already one of the
key ingredients on taking the LET --- Confidence. Never doubt yourself during the big day. Be positive. Try to
observe other examinees. They may be hundreds and they are just like you convincing their selves that they can do it.
Be calm. Never get startled if you think you know nothing or you forgot some of the key principles you just
memorized and learned. Sometimes when you are already taking the exam they will just pop out of your head so it is
better for you to relax.
Listen carefully to the assigned room watcher. Be attentive at all times because you don’t want to commit any
mistakes during the filling of forms. Attached to it are the answer sheets. Never ever get messy with your answer
sheets. Avoid putting smudges in it because your answers are checked and scanned by a machine and it is very
sensitive so better keep your answer sheets clean. You are only allowed to write anything on the test booklet.
For Secondary teacher examinees there will be three parts: General Education followed by Professional
Education then Specialization will be done in the afternoon. Two (2) hours are alloted for the first and second part
while three-four hours are alloted for the field of Specialization. There is an hour allotment for a break after each tests.
For Elementary teacher examinees, there will be two parts for the exam; GenED and ProfED only. Take time on
answering each parts of the LET. Have trust in yourself.

Handling of Examinee Identification Sheet/Answer Sheets

· Check if the Serial Number of Examinee Identification Sheet/Answer Sheets are the same for all the sheets. If
there is any discrepancy, return the set to your Room Watchers for replacement. The Serial Number is NOT the
examination number. It has nothing to do with your examination.
· Check if there are defects or unnecessary marks on your Examinee Identification Sheet/Answer Sheets.
· Check if the number of Answer Sheets corresponds to the number of examination subjects.
· Do not fold or mutilate, take extra care and keep clean your Examinee Identification Sheet/Answer Sheets.
· Before detaching an answer sheet, check if the brown envelope is yours and the set inside belongs to you.

COVERAGE OF THE LICENSURE EXAMINATION FOR TEACHERS

GENERAL EDUCATION

ENGLISH (Study and Thinking Skills, Writing in the Discipline, Speech and Oral Communication, Philippine
Literature and Master Works of the World)
FILIPINO (Komunikasyon sa Akademikong Filipino, Pagbasa at Pagsulat tungo sa Pananaliksik, Masining na
Pagpapahayag)
MATHEMATICS (Fundamentals of Math, Plane Geometry, Elementary Algebra, Statistics and Probability)
SCIENCE (Biological Science – General Biology, Physical Science – Earth Science)
SOCIAL STUDIES (Philippine Government with the New Constitution and Human Rights, History of the Philippines,
Economics with Taxation, Land Reform and Cooperatives, Society and Culture with Family Planning, Rizal and Other
Heroes, Philosophy, Art Appreciation/Humanities, Psychology, and Information and Communication Technology)

PROFESSIONAL EDUCATION
1. The Teaching Profession, Social Dimensions of Education with Relevant Laws
2. Principles and Methods of Teaching, Educational Technology, Curriculum Development
3. Child and Adolescent Development and Facilitating Learning
4. Assessment of Learning, Special Topics in Education, Field Study and Practice Teaching

COVERAGE FOR ELEMENTARY TEACHER EXAMINEES

1. PRESCHOOL EDUCATION (Cluster 1. Theories, Principles and Concepts: 1. Introduction to Preschool
Education; 2. Characteristics of the Young Filipino; 3. Preschool curriculum; 4. Introduction to Special Education; 5.
Trends and Issues in Preschool Education; Cluster 2. Content and Pedagogy: 1. Creative Arts, Music and Drama for
Young Children; 2. Personal and Social Development (Play and Living Experiences); 3. Language and Numeracy; 4.
Science, Health and Nature Study; 5. Classroom Management: Physical Environment, Temporal Environment and
Interpersonal Environment; 6. Preparation for Teaching Materials; 7. Technology in the Preschool; Cluster 3. Applied
Courses; 1. Observational Child Study; 2. Assessing Behaviors of Young Children: Overview of Assessment of
Young Children; Standardized Tests, Informal Tests, Assessment System; 3. Guidance and Counseling in Preschool
Education; 4. Organization and Management of Child Development Programs; 5. Home Relationship and; 6. Directed
Study in Preschool.)

2. SPECIAL EDUCATION (Introduction to SPED 1; Introduction to SPED 2; SPED Classroom Management;

Organization and Administration of SPED Programs; Behavioral Management; Guidance and Counseling for Children
with Special Needs; Psychology of Children with Special Needs; Inclusive Education; Curriculum for SPED 1;
Curriculum for SPED 2; Preparation of Instructional Materials for SPED; Physiological and Physical Knowledge
Approaches; ICT and SPED; Movement, Art and Music for Children with Special Needs; Observational Study 1;
Observational Study 2; Assessment of Children with Special Needs; Individualized Educational Program; Home and
Family Life of Children with Exceptionalities; Effective Communication with Professionals and Families and
Research in SPED)

3. CONTENT COURSES (English, Pedagogy, Filipino, Mathematics; Advanced Algebra and Trigonometry, Plane
and Solid Geometry; Analytic Geometry, Problem Solving, Pedagogy; Science (including Health), Materials,
Mixtures and Solutions, Physical and Chemical Changes, Animals, Plants, Interrelationships in the Ecosystem; Social
Studies/Social Sciences; Pedagogy; Values Education, Character Education: Pedagogy, HELE: Pedagogy, MAPEH,
Music, Arts, PE.)
COVERAGE FOR FIELD OF SPECIALIZATION FOR SECONDARY TEACHER EXAMINEES

ENGLISH (Remedial Instruction in English; English for Specific Purposes; THEORETICAL FOUNDATIONS OF
LANGUAGE AND LITERATURE: Introduction to Linguistics; Structure of English; Introduction to Stylistics;
Literary Criticism; LITERATURE; Mythology and Folklore; Afro-Asian Literature; English and American Literature;
METHODOLOGY: The teaching of Speaking, Listening and Reading; Teaching of Literature; Preparation and
Evaluation of Instructional Materials; Language and Literature Assessment; Language Research; Campus Journalism;
Translation and Editing of Texts; Speech and Stage Arts; Creative Writing)

FILIPINO (MGA BATAYANG TEORETIKAL: Introduksyon sa Pag-aaral ng Wika; Panimulang Linggwistika;

NILALAMAN: Wika; Panitikan; Metodolohiya at Pagtataya ng Ebalwasyon, at Kagamitang Panturo)

BIOLOGICAL SCIENCES (Biological Science 1; Biological Science 2; Inorganic Chemistry, Cell Biology, Ecology,
Organic Chemistry, Microbiology, Genetic and Evolution, Biochemistry, Anatomy and Physiology)

PHYSICAL SCIENCES (INTRODUCTION: Nature of Science, Chemistry; Atomic and Molecular Chemistry,
Chemical Bonds, Conservation of Matter and Stoichichiometry; Gases, Liquids and Solids; Acids, Bases and Salts,
Solutions; Chemicaan Thermodynamics; Chemical kinetics and Equilibrium; Organic and Biochemistry, Nuclear
Processes; PHYSICS: Physical Quantities and Vectors; Mechanics, Electricity, Magnetism and Electronics;
Thermodynamics; Modern Physics; Light and Geometric Optics; Earth and Space, Astronomy; Environement)

MATHEMATICS (Arithmetic and Number Theory; Business Math; Basic and Advanced Algebra; Plane and Solid
Geometry; Trigonometry; Probability and Statistics; Analytical Geometry; Calculus; Modern Geometry; Linear and
Abstract Algebra; History of Mathematics; Problem Solving; Mathematical Investigation, Instrumentation and
Assessment)

SOCIAL STUDIES (Trends and Issues in Social Studies; Research; Geography; Sociology and Anthropology; Politics
and Government; Law-Related Studies; HISTORY: Philippine History; Asian History/Asian Studies; World History
1; World History 2;ECONOMICS: Micro Economics; Macro Economics; Economic Planning and Strategies:
METHODS; Teaching Approaches in Secondary Social Studies; Production of Instructional Materials for Social
Studies; Building Bridges Across the Social Science Discipline; MAKABAYAN as a Core Learning Area in Basic
Education; ASSESSMENT: Assessment and Evaluation in Social Studies/Social Sciences)

VALUES EDUCATION (1. FOUNDATION OF VALUES EDUCATION: 1. Philosophical and Ethical Foundations
of VE; 2. Socio-Cultural, Anthropological and Legal Bases of Values Education; Psychological Theories of Values
Development; PERSONHOOD DEVELOPMENT: 1. Personhood; 2. Dynamics of Intra and Interpersonal Relations;
3. Psychospiritual Development; 4. Management of Behavior Problems; TRANSFORMATIVE EDUCATION
(SOURCES OF VALUES AND FACTORS OF VALUES): 1. Family life and Filipino Values Syste,; 2. Education for
Human Rights and Responsible Citizenship; 3. Foundations of Gender Studies; 4. Peace and Global Education; 5.
Information Technology and Human Development; 6. Moral Issues and Concerns of Contemporary Living; WORK
ETHICS AND COMMUNITY SERVICE: COMMITMENT TO SOCIAL RESPONSIBILITY AND
ACCOUNTABILITY: Career Development and Work Values; Values Education through Community Service;
APPROACHES AND METHODOLOGIES: Facilitation: Theory and Practice; Teaching Approaches and Strategies
in Transformative Education; Values Integration in the School Setting; RESEARCH AND EVALUATION:
Behavioral Statistics; Development of VE Instructional Materials and Assessment Tools; Research on Values
Education)

MAPEH (Foundations of MAPEH; Methods and Strategies of Teaching MAPEH; Coaching and Officiating of Sports
Events; Dance Competitions and Music Activities; Organization and Management; Research; Special Education in
Mapeh; PHYSICAL EDUCATION: Anatomical, Mechanical and Physiological Bases of Movement;
GYMNASTICS: Philippine Folkdance; Team Sports; Aquatics; International Folkdance and other Dance Forms;
Athletics; Individual, Dual and Combative Sports. HEALTH EDUCATION: Personal Community, Environmental
Health, Safety Education and First Aid; Health Practicum; MUSIC: Philippine and Asian Music; Solfeggio and
Applied Piano; Integrated Music Theory; Music Literature; Choral Works, Conducting and Rondalla Playing
Instrumentation; ART EDUCATION)

AGRICULTURE AND FISHERY ARTS (Functional Application of Knowledge; Breeds of Farm Animals and Fish;
Pests and Diseases Affecting Animals and Fish Propagation; Marketing Strategies in the Industry and
Entrepreneurship; Proper Care of Agricultural and Fishery Products)

TECHNOLOGY AND LIVELIHOOD EDUCATION (Basic Drafting; Business Math; Basic Electricity; Basic
Plumbing; Cosmetology; Foods; Carpentry and Masonry; Basic Electronics and Entrepreneurship)

*TO PASS THE EXAMINATION, AN EXAMINEE MUST OBTAIN AN AVERAGE OF NOT LESS THAN 75%
AND MUST HAVE NO RATING LOWER THAN 50% ON ANY TESTS

PROMISE TO YOURSELF THAT AFTER YOU TAKE THE LICENSURE EXAMINATION FOR TEACHERS,
THE NEXT TIME YOU WILL VISIT THE EXAM PLACE WILL BE FOR YOUR LICENSE, NOT FOR A
SECOND TAKE OF THE EXAM.

LICENSURE EXAMINATION FOR TEACHERS Reviewer On

PROFESSIONAL EDUCATION:
HUMAN GROWTH AND DEVELOPMENT and FACILITATING LEARNING

GROWTH
· Increase in body size and other parts of the human body
· Pertains to quantitative changes in the body and can be measured
· Takes place in the first twenty (20) years of life
· Most rapid during infancy and growth spurt on adolescence/puberty

DEVELOPMENT
· Pertains to qualitative change in the human body and cannot be measured
· It happens from simple to more complex
· Takes place even after 20 years of life
· Refers to our maturation
(Remember that the process of Growth and Development cannot be compared!)
There are two (2) Factors affecting Growth and Development:
1. Heredity (Nature) - refers to the transfer of genes. It also puts limitation in growth and development.
2. Environment (Nurture) – pertains to the interaction with the surroundings and proper nutrition acquired.

When a baby is newly born, it is covered with a cheese-like substance called vernix caseosa. Also covering the
newborn is lanugo which is the fine hair-like structure covering the baby.

There are also different types of birth presentations. They are the ff:
1. Cephalic when the head of the baby is presented first during birth giving.
2. Breech when the legs/buttocks are presented, and
3. Transverse when the shoulders of the baby are presented during birth.

During infancy, babies tend to present reflexes. Reflexes are involuntary movements or actions. Some movements are
spontaneous, occuring as part of the baby’s usual activity. Others are responses to certain actions. Reflexes help
identify normal brain and nerve activity. Some reflexes occur only in specific periods of development. The following
are some of the normal reflexes seen on newborn babies:
1. Root reflex. This reflex begins when the corner of the baby’s mouth is stroked or touched. The baby will turn
his/her head and open his/her mouth to follow and “root” the direction of the stroking. This helps the baby find the
breast or bottle to begin feeding.
2. Suck reflex. Rooting helps the baby become ready to suck. When the roof of the baby’s mouth is touched, the baby
will begin to suck. This reflex does not begin about the 32nd week of pregnancy and is not fully developed until about
36 weeks.
3. Moro reflex. The Moro reflex is often called as “startle reflex” because it usually occurs when a baby is startled by
a loud sound or movement. In response to the sound, the baby throws back his/her head, extends out his/her arms and
legs, cries, then pulls the arms and legs back in. A baby’s own cry can startle him/her and trigger this reflex.
4. Tonic neck reflex. When a baby’s head is turned to one side, the arm on that side stretches out and the opposite arm
bends up the elbow. This is often calles as the “fencing” position and lasts about 6 to 7 months.
5. Grasp reflex. Stroking tha palm of the baby’s hand causes the baby to close his/her fingers in a grasp. It lasts until
about 5 to 6 months of age.
6. Babinski reflex. When the sole of the foot is firmly stroked, the big toe bends back toward the top of the foot and
the other toes fan out. This is a normal reflex until 2 years of age.
7. step reflex. This is also called as the walking or dance reflex because the baby appears to be dancing or taking steps
when held upright.
8. Cremasteric reflex. This reflex is much common to baby boys. When the thigh is stroked softly, the lower part of
the tummy tends to startle or move. This reflex is also observable during puberty or even among grown up men.

Principles of Growth and Development

1. Cephalocaudal – refers to “from head to tail” development
2. Proximodistal – a development that starts from the center of the body going outward
a. Gross motor skills pertains to larger skills that babies mmake with their arms, legs, feet or with his entire body such
as crawling, running and jumping.
b. Fine motor skills refers to smaller actions such as when a baby picks up things between his fingers or wriggles his
toes on the sand. T also includes moving his/her tongue, mouth and smaller parts of the body.

Periods of Development
1. Pre-natal period – from conception to birth
2. Infancy – from birth to 18 months old
3. Early childhood -18 months to 6 years
During 3-6 years old, boys tend to display “Pseudomasturbation”. During this period teachers must be very
observant and should not impose threat or punishment when such activity is observed. If the teacher do so, the child
may develop “castration fear” or the fear of having his genitals being removed. The BEST way to handle such
situation inside the classroom is to ignore the behavior, divert the attention of the child and after, explain to the child
that masturbation should be done in private places.
4. Middle and late childhood – from 6 to 13 years (slow growth)
5. Adolescence period from 13 to 19 years . secondary sex characteristics develops
Menarche – menstruation
Thelarche – breast budding
Pseudomenstruation – withdrawal of maternal hormones

6. Early 20-45 years old

7. Middle adulthood 45-65 years old
8. Late 65 years onwards (death)

THEORIES OF GROWTH AND DEVELOPMENT

All theories of human growth and development has an effect upon decisions made in the classroom and
parental management.

SIGMUND FREUD believes that all human beings pass through a series of Psychosexual Development. This theory
includes pleasure-giving bodies per stages and may result to “fixation” if cannot be able to move on.

The Psychosexual Development Theory

Stages
Age
Overstimulation
Understimulation
Characteristics
1. Oral
From birth to 18 months
Gullible
Easy to be fooled
Mistrust, alcoholic drinker, smoker and gossiper
Mouth is the center of pleasure and major source of gratification and exploration
2. Anal
(toilet training)
18 months to 3 years
Obsessive Compulsive Personality Disorder, too obedient
Messy, clumsy, disobedient and rebellious
Anus and bladder as pleasure-giving bodies
3. Phallic
(Penis)
3-6 years old
Pervert
Frigid impotence, too shy
Genitalia as the source of pleasure (masturbation). Develops Elektra and Oedipus complex
4. Latency
(school age)
6- puberty
Workaholic
Failing grades
Energy directed to physical and intellectual activities. Sexual responses are repressed. Normal homosexual stage
(relationship with same sex or “barkada”
5. Genital
Puberty onwards
---
---
Energy towards full sex maturity. Reappearance of Oedipus and Elektra complex but directed to opposite sex

*Oedipus Complex means that the son is more into the mother while Elektra Complex means that the daughter is more
into the father.
*Overstimulation means that when the child during the given age of a particular stage is given something too much
may result to something negative. For example, during the Oral stage, if the baby doesn’t need a breastfeed but the
mother still gives him milk he will become too used to it resulting to being gullible when he grow up. On the other
hand, if the baby is understimulated or wants milk to the point that he/she is crying but the mother always ignore
him/her, then the baby will grow up as if he/she always wanted to have something in his mouth for he/she was
deprived of it. This may result for him/her to be a drinker, a smoker or gossiper.

Sigmund Freud also developed the differences between our id, ego, and superego.
( moral
principle; conscience) EGO

SUPEREGO (reality principle; balances id and ego)

ID (evil; the “I” principle; self-centered

 Teachers should be aware of the Psychosexual Development Theory in order for us to fully understand why
some of our pupils/students behave the way they do.

ERIK ERIKSON proposed the Psychosocial Development Theory. According to him under this theory, crisis must be
resolved in order to develop a healthy direction. Take note that the focus on Psychosocial Development Theory is an
important sociocultural determinance of human development.

The Psychosocial Development Theory

1. Infancy
Psychosocial conflict: Trust VS Mistrust
Task: attachment to the mother/caregiver
If successful: trust in persons/faith and hope about the environment and future
If unsuccessful: difficulties in relating to persons effectively. Fear of the future
2. Toddlerhood (18 months – 3 years)
Psychosocial conflict: Autonomy VS Shame and Doubt
Task: gaining some basic control over self and environment
If successful: sense of self-control
If unsuccessful: severe feeling of self-doubt. Always thinking that he cannot do something.

3. Preschool Age (3 – 6 years)

Psychosocial conflict: Initiative VS Guilt
Task: children areasked to assume more responsibilities, becoming purposeful and directive
If successful: ability to initiate one’s activities
If unsuccessful: sense of inadequacy/guilt

[Link] Age (6 – 12 years)

Psychosocial conflict: Industrious VS Inferiority
Task: developing social, physical and learning skills
If successful: competence and ability to work and learn
If unsuccessful: sense of inferiority or difficulty in working and learning

5. Adolescence period (12 – 20 years)

Psychosocial conflict: Identity VS Role Confusion
Task: developing sense of identity
If successful: sense of personal identity
If unsuccessful: role confusion

6. Young Adulthood (20 – 35 years)

Psychosocial conflict: Intimacy VS Isolation
Task: establishing intimate bonds of love and friendship
If successful: ability to love deeply and commit oneself
If unsuccessful: emotional isolation, egocentric (self-directed)

7. Middle Adulthood (35 -65 years)

Psychosocial conflict: Generativity VS Stagnation
Task: fulfilling life goals (family, career, society)
If successful: ability to give and care for others
If unsuccessful: self-absorption, inability to grow as a person

8. Late Adulthood (65 years – death)

Psychosocial conflict: Integrity VS Despair
Task: looking back over one’s life and accepting its meaning
If successful: sense of fulfillment
If unsuccessful: Dissatisfaction with life
 As professional teachers, we should know how to prevent crisis to occur on every aspect of growth and
development, especially stages 1-5 for these are the stages where an individual learner is at school. We should make
every tasks given on every aspect of the learner’s life successful.

JEAN PIAGET developed the Cognitive Development Theory wherein according to him, knowledge is based from
prior learning (schema). He also stressed that Constructivism (realting past knowledge to new ones) is important to the
learners’ development.

The Cognitive Development Theory

1. Sensorimotor Stage (birth – 2 years)

· Sensory organs and muscles become more functional
· Movements are primarily reflexive
· All are extensions of oneself
· Routines should be established

2. Preoperational Stage (2 – 7 years)

· Starts to think
· Egocentric
· Cannot accept defeat
· Animism (considering that objects have life)
· Role of playing is emphasized (enhances imagination)
· No sense of conservation and reversibility

3. Concrete – Operational Stage (7 – 12 years)

· Knows how to reason out
· Learns the law of conservation
· Learns to follow abstract reasoning but limited
· They have problems in hypothetical reasoning

4. Formal Operation Stage (12 years onwards)

· Able to solve abstract problems
· Learner is rational and logical

LAWRENCE KOHLBERG based his ideas on the findings of Jean Piaget in studying Cognitive Development and
proposed the Moral Development Theory. According to him, our ability to choose right from wrong is tied with our
ability to understand and reason logically.

The Moral Development Theory

Level 1. Pre-Conventional (Authority figures are obeyed) (birth – 9 years)

Stage 1. Punishment-Obedience Orientation
[if you do good, no punishment]
[if you do wrong, there will be punishment]
Stage 2. Instrumental-Relativist
[I will do good to you if you are good to me]
[I will do bad to you if you are bad to me]

Level 2. Conventional (9 – 13 years)

Stage 3. Interpersonal Concordance (Good Boy Nice Girl Orientation; Morality of Cooperation)
 [I am doing this because everyone is doing the same thing]
Stage 4. Law and Order Orientation
Morality of Constraints
Behavior is right when it conforms to the Law

Level 3. Post Conventional (13 years onwards)

Stage 5. Social Contratc Orientation (Morality of Cognition)
Respect the differences in ideas, concepts, orality and religious affiliation
It is wrong to violate others’ rights

Stage 6. Universal Ethics Orientation

[I will do it because I know it is right to do it]

Knowing the Moral Developement Theory, teachers can be guided on making disciplinary measures in the
classroom and managerial processes.

LEV VYGOTSKY proposed the Socio-Cultural Theory. He emphasized that social interaction plays a very important
role in cognitive development. He also believed that individual development could not be understood without looking
into the social and cultural context within which development happens.

Scaffolding is Vygotsky’s term for appropriate assistance given by the teacher to assist the learner accomplish a
specific task.

Language Development *the best definition of the word is based on how it is being used.
There are four (4) major theorists on Language Developement.

1. BURRHUS FREDERICK SKINNER

· Proposed Operant Conditioning
· Involves reinforcements (rewards)
· “Talk to the child in an adult way”
· Playing Damn Technique – let the child talk

2. NOAM CHOMSKY developed the Language Acquisition Device or Mother Tongue-Based Technique. He is also
the major proponent of the Innatist Theory, which postulates that humans have innate ability to acquire language; they
are genetically preprogrammed for it. All normally developing children acquire language. He also maintains that
language and thought are separate.

3. SOCIAL CONTEXTUAL THEORY. This theory is primarily proposed by Lev Vygotsky which states that social
interaction influences both language and cognitive development

4. COGNITIVIST THEORY (Jean Piaget) maintained that language acquisition cannot take place until cognitive
development has paved the way for it. It asserts taht children develop knowledge of the world and then “map” thixs
knoowledge onto language categories and relations. From this viewpoint, language development depends on cognitive
development, but not vice versa.

Who are the Exceptional Children? They are children with the following conditions and difficulties:

1. Aphasia – impairment of any language modality (sound production)

2. Dysphasia – partial impairment of language
3. Dyslexia – special learning disability with written language
4. Dyscalculia – special learning disability with numerical operations
5. ADHD (Attention Deficit Hyperactivity Disorder) – impulsivity in attention and being hyperactive.
Ritalin – medicine for ADHD. It makes the hyperactive child more hyperactive to make him/her tired and tend to take
a rest.
PAULO FREIRE proposed the Banking Concept of Education. According to him, a child is like a bank which the
teacher deposits knowledge. This is almost the same with John Locke’s Theory of Tabula Rasa wherein the child is
like a blank tablet which during the learning process becomes filled with knowledge. Apparently, Jean Piaget opposed
these for according to him, the child has prior knowledge already and the teacher gives new knowledge then the child
relates it to what he already know (Theory of Constructivism).

THEORIES OF INTELLIGENCE AND LEARNING STYLES

1. Two-Factor Theory by Charles Spearman. It supports that intelligence has two factors: a general mental ability
factor (g) which represents what different cognitive tasks have in common; and many specific factors (s) which
include mental abilities (mathematical, mechanical or verbal skills). Spearman is also the first one to use Psychometric
approach to measure or quantify cognitive abilitiesm or factors taht are thought to be involved in intellectual
performance. Let me give you an example:

Who is more intelligent, an examinee who garnered Top 1 in the Licensure Examination for Teachers or a dancer who
won champion in a national dance competition?

From the example given, we can see that both have exceptional abilities. But in terms of asking who is more
intelligent then it depends on how intelligence is defined. If intelligence is defined in terms of cognitive abilities, we
should say that the examinee who topped the LET is more intelligent. However, if intelligence is defined in terms of
motor skills and bodily kinesthetics, then the champion dancer is more intelligent.

2. Multiple Intelligence Theory by Howard Gardner. It argues that there are different kinds of mental abilities that
make up different kinds of intelligence. Instead of having only two factors, there are 9 kinds which include verbal
intelligence, musical intelligence, logico-mathematical intelligence, spatial intelligencce, body kinesthetics
intelligence, intrapersonal and interpersonal intelligence, naturalistic intelligence and existential or moral intelligence.

3. Sternberg’s Triarchic Theory of Intelligence. This is divided into three sub theories:
a. Experiential intelligence which is the ability to formulate new ideas;
b. Contextual intelligence which is the ability to adapt to a changing environment; and
c. Componential intelligence which is the ability to think abstractly and process information.

4. Jean Piaget’s Dynamic View. According to him, a person’s intelligence is dynamic, that is, it changes as a person’s
interaction with his or her environment changes.

5. Wechsler’s Global View. David Wechsler made his fame as the developer of the IQ Tests. He devised teh Wechsler
Intelligence Scale for Children-Revised (WESC-R). He stressed that intelligence is the aggregate ot global capacity of
the individual to act purposefully, to think rationally and to deal effectively with te environment.

RELEVANT LAWS (Rights of the Child)

1. Republic Act No. 9344, the act establishing a Comprehensive Juvenile Justice and Welfare System. It exempts
children below 18 years of age from criminal liability.
2. Republic Act No. 7610,The Special Protection of Children against Child Abuse.
3. Republic Act No. 7658, known as “ An Act Prohibiting the Employment of Children below 15 Years of Age.
4. Filipino Children: Child 21. This is a strategic programming network that promotes and safeguards the rights of the
Filipino children.,
5. Republic Act No. 8049. It is known as “An Act Regulating Hazing and Other Forms of Initiation Rites in
Fraternities, Sororities, and Other Organizations and Providing Penalties Therefore.”

6. Republic Act No. 8353. Also known as “The Anti-Rape Law of 1997”. An act expanding the definition of Rape,
Reclassifying the same as Crime Against Person, amending the purpose Act No. 3815, as amended, otherwise known
as the Revised Penal Code.