Decena Final Term Module Gec 1

Self- Learning Module on GEC 1- Understanding the Self
President Ramon Magsaysay State University

Iba, Zambales
Prepared by
Cyrem Decena, Christian Sam Camuyong, Hyacinth Ebitner, Adrian Ganaden

Edgar Pastores, Zane De Guia, Venzeil Decena
General Education Curriculum 1
Understanding the Self

SELF- LEARNING MODULE
Prepared by: Ms. Venzeil F. Decena, RPm Page 2

Republic of the Philippines
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683
College/Department College of Nursing
Course Code GEC 1
Course Title Understanding the Self
Place of the Course in
Minor
the Program
Semester and
Second Semester, A.Y. 2020-2021
Academic Year
TABLE OF CONTENTS
TOPIC PAGE
Lesson 4: Physical and Sexual Self 4
Activity 6 23
Exercise 6 24
Reflection 6 26
References 27
Lesson 5: Learning to be a Better Learner 28
Activity 7 33
Exercise 7 35
Reflection 7 36
References 37
Lesson 6: Do not Just Dream, Make it Happen 38
Activity 8 43
Exercise 8 45
Reflection 8 46
References 47
Lesson 7: Less Stress, More Care 48
Activity 9 51
Exercise 9 53
Reflection 9 54
References 55

Tel/Fax No.: (047) 811-1683

Course Code GEC 1
Place of the Course
Minor
in the Program
Semester and Second Semester, A.Y. 2020-2021
Academic Year
CHAPTER 2: MANAGING AND CARING THE SELF
Lesson 4:
Physical and Sexual Self
Intended Learning Outcomes
At the end of this lesson, the student will be able to:
1. Understand the different physical and sexual characteristics of both males and
females.
2. Describe the different diseases associated with the reproductive organs.
3. Explain the different methods of contraception.
Introduction
Physical Self
 Physical self refers to the body, this marvelous container and complex, finely
tuned, machine with which we interface with our environment and fellow beings.
 The Physical Self is the concrete dimension, the tangible aspect of the person
that can be directly observed and examined.
Sexual Self
 Sex chromosomes of human define sex and their secondary sex characteristics.
 From childhood we are controlled by our genetic make-up
 However there are individuals who do not accept their innate sexual
characteristics and tend to change their organs thru surgeries and medications.
 Aside from genes, society helps us shape ourselves.

Discussion
Developmental Aspects of the Reproductive System
 Although the sex of an individual is determined in time of fertilization, the gonads

do not begin to form until the eight week of embryonic development.
 Prior to this time, the embryonic reproductive structures of male and females are
identical and are said to be indifferent stage.
 After gonads have formed, development of the accessory structures and external
genitalia begins.
 Although the sex of an individual is determined in time of fertilization, the gonads
do not begin to form until the eight week of embryonic development.
 After gonads have formed, development of the accessory structures and external
genitalia begins.
 Whether male or female structure will form depends entirely on the presence or
absence of testosterone.
BIZZARE ABNORMALITIES
 Any interference to the normal pattern of sex hormone production in the embryo
results to bizzare abnormalities.
 If the embryonic testes fail to produce testosterone, a genetic male develops the
female genitalia structures. Vice – versa
 If genetic female is exposed to testosterone, the embryonic ovaries may develop
male accessory and an empty scrotum.

PSEUDOHERMAPHRODITES
A condition in which the individual has a single chromosomal and gonadal sex
but combines features of both sexes in the external genitalia, causing doubt as to the
true sex.
HERMAPHRODITES
The condition of having both male and female reproductive organs.
CRYPTORCHIDISM
A condition seen in newborns when one or both of the male testes have not
passed down into the scrotal sac. and cause sterility.

PHIMOSIS
Narrowing of the foreskin of the male reproductive structure and misplaced
urethral openings.
PUBERTY
A period of life, generally between the ages 10 to 15 years old, when the reproductive
organs grow to their adult size and become functional under the influence of rising levels
of gonodal hormones.
The reproductive organs continue to grow for two years until sexual maturation marked
by the presence of mature semen in the testes.
In females, the budding of their breast usually occur at the age of 11, signals their
puberty stage.
DISEASES ASSOCIATED WITH REPRODUCTIVE SYSTEM.
 Infections are the most common problems associated with the reproductive
system in adults.
 Vaginal infections are more common in young and elderly women and in those
whose resistance to diseases is low.

DISEASES OF MALE REPRODUCTIVE SYSTEM
Prostatitis
The inflammation (swelling) of the prostate gland. It can be very painful and
distressing.
Urethritis
An inflammation of the urethra. That's the tube that carries urine from the bladder
to outside the body. Pain with urination is the main symptom of urethritis. Urethritis is
commonly due to infection by bacteria.

Tumors (a mass of abnormal tissue) of the breast and cervix are the most
common reproductive cancers in adult females, and prostate cancer is a widespread
problem in adult male.
IN WOMEN
Reach peak reproductive abilities in their late 20’s, in which after natural ovarian
function decreases.
As estrogen production declines, ovulation becomes irregular and menstrual

periods become scanty and shorter in length wherein ovulation and menses ceases
entirely, ending child – rearing ability; “menopause”
Although estrogen production continues even at menopause, the ovaries stop

functioning.
Deprivation of estrogen, causes the breast to begin atrophy, vagina becomes

dry, intercourse may become painful (particularly if frequent) and vaginal infections
become increasingly common.
Other effects of Estrogen deficit
 Irritability
 Mood Changes (depression in some)
 Intense vasodilation of skin’s blood vessels which causes sweat – drenching “hot
flashes”
 Gradual thinning of skin
 Loss of bone mass
 Slowly rising blood cholesterol levels which risks women to cardiovascular
disorders.
*Physicians prescribe low-dose of estrogen-progestin preparations to help through

difficult period and to prevent skeletal and cardiovascular complications.
IN MEN
 Has no equivalent menopause

 Although aging men exhibit decline in testosterone secretion
 Reproductive capability is unending
 If living healthy, men are able to father offspring well in their 80’s and beyond
EROGENOUS ZONES
 Refer to parts of the body that are primarily receptive and increase sexual arousal
when touched in a sexual manner.
 Some of the commonly known erogenous zones are the mouth, breasts, genitals,
and anus. Erogenous zones may vary from one person to another

 Some people may enjoy being touched in a certain area more than the other
areas. Other common areas of the body that can be aroused easily may include
the neck, thighs, abdomen, and feet.
HUMAN SEXUAL BEHAVIOR
SOLITARY BEHAVIOR
 Self-gratification means self-stimulation that leads to sexual arousal and

generally, sexual climax. Usually, most self-gratification takes place in private as
an end in itself, but can also be done in a sociosexual relationship.
 Self-gratification, generally beginning at or before puberty. There are more males
who perform acts of self-gratification than females.
SOCIOSEXUAL BEHAVIOR
 Heterosexual behavior is the greatest amount of sociosexual behavior that

occurs between only one male and one female. It usually begins in childhood and
may be motivated by curiosity, such as showing or examining genitalia.
COITUS- the insertion of the male reproductive structure into the female reproductive
organ.
 Premarital Coitus- more likely to be tolerated in Western society but not

encouraged if the individuals intend marriage.
 Marital coitus - usually regarded as an obligation in most societies.
 Extramarital coitus- particularly by wives, is generally condemned and, if
permitted, is allowed only under exceptional conditions or with specified persons.
Societies tend to be more lenient toward males than females regarding
extramarital coitus.
 Postmarital coitus - (i.e., coitus by separated, divorced or widowed persons) is
almost always ignored. Even societies that try to confine coitus to marriage
recognize the difficulty of trying to force abstinence upon sexually experienced
and usually older persons.
PHYSIOLOGY OF HUMAN SEXUAL RESPONSE
EXCITEMENT PHASE
 It is caused by increase in pulse and blood pressure; a sudden rise in blood

supply to the surface of the body resulting in increased skin temperature,
flushing, and swelling of all distensible body parts (particularly noticeable in the
male reproductive structure and female breasts), more rapid breathing, the
secretion of genital fluids, vaginal expansion, and a general increase in muscle
tension.
 These symptoms of arousal eventually increase to a near maximal physiological

level that leads to the next stage.

PLATEAU PHASE
It is generally of brief duration. If stimulation is continued, orgasm usually occurs.
SEXUAL CLIMAX
It is marked by a feeling of abrupt, intense pleasure, a rapid increase in pulse rate and
blood pressure, and spasms of the pelvic muscles causing contractions of the female
reproductive organ and ejaculation by the male.
RESOLUTION PHASE
 It is the last stage that refers to the return to a normal or subnormal physiological
state. Males and females are similar in their response sequence.
 Whereas males return to a normal even if simulation continues, but continued
stimulation can produce additional orgasms in females. Females are physically
capable of repeated orgasms without the intervening “rest period” required by
males
NERVOUS SYSTEM
 The entire nervous system plays a significant role during sexual responses.
 The autonomic system involved in controlling the involuntary responses.
 In the presence of a stimulus capable enough of initiating a sexual response, the
efferent cerebrospinal nerves transmit the sensory messages to the brain.
 The brain will interpret the sensory message and dictate what will be the
immediate and appropriate response of the body.
 The hypothalamus and the limbic system are the parts of the brain believed to be
responsible for regulating the sexual response, but there is no specialized “sex
center” that has been located in the human brain.
 Apart from brain-controlled sexual responses, there is some reflex (not brain-
controlled) sexual response. This reflex is mediated by the lower spinal cord and
leads to erection and ejaculation for male, vaginal discharges and lubrication for
female, when the genital and perineal areas are stimulated.
SEXUAL PROBLEMS
PREMATURE EMISSION OF SEMEN
This is a common problem, especially for young males. Sometimes this is not the
consequence of any psychological problem but natural result of excessive tension in a
male who has been sexually deprived.
EJACULATORY IMPOTENCE
It results from the inability to ejaculate in coitus, is uncommon and is usually of

psychogenic origin.

VAGINISMUS
A strong spasm of the pelvic musculature constricting the female reproductive

organ so that penetration is painful or impossible
SEXUALLY TRANSMITTED DISEASES

HIV (human immunodeficiency virus)
A retrovirus that infects the vital organs and cells of the human immune system.
AIDS
A disease in which there is a severe loss of the body's cellular immunity, greatly
lowering the resistance to infection and malignancy.
CHLAMYDIA
A very small parasitic bacterium that, like a virus, requires the biochemical
mechanisms of another cell in order to reproduce.

GONORRHEA
A venereal disease involving inflammatory discharge from the urethra or vagina.
SYPHILIS
A chronic bacterial disease that is contracted chiefly by infection during sexual

intercourse, but also congenitally by infection of a developing fetus.

CHANCROID
Bacterial infection that causes open sores on or around the genitals of men and
women.
HUMAN PAPILLOMAVIRUS
A viral infection that is passed between people through skin to skin contact.

HERPES SIMPLEX VIRUS
It is spread from skin to skin contact with infected areas, often during vaginal sex,
oral sex, anal sex, and kissing. Herpes causes outbreaks of itchy, painful blisters or
sores that come and go.

TRICHOMONAS VAGINALIS
A very common sexually transmitted disease (STD), it is caused by infection with

a protozoan parasite called trichonomas vaginalis.
NATURAL AND ARTIFICIAL METHODS OF CONTRACEPTION
A. NATURAL METHOD
ABSTINENCE
This natural method involves refraining from sexual intercourse and is the most
effective natural birth control method with ideally 0% fail rate.
CALENDAR METHOD
This method is also called as the rhythm method. It entails withholding from
coitus during the days that the woman is fertile.
BASAL BODY TEMPERATURE
It indicates the woman’s temperature at rest. Before the day of ovulation and
during ovulation, BBT falls at 0.5F; it increases to a full degree because of progesterone
and maintains its level throughout the menstrual cycle.
CERVICAL MUCUS METHOD
The change in the cervical mucus during ovulation is the basis for this method.
During ovulation, the cervical mucus is copious, thin, and watery.
SYMPTOTHERMAL METHOD
basically a combination of the BBT method and the cervical mucus method. The woman
records her temperature every morning and also takes note of changes in her cervical
mucus.

OVULATION DETECTION
It uses an over-the-counter kit that requires the urine sample of the woman. The
kit can predict ovulation through the surge of luteinizing hormone (LH) that happens 12
to 24 hours before ovulation.
COITUS INTERRUPTS
One of the oldest methods that prevents conception. A couple still goes in with
coitus, but the man withdraws the moment he ejaculates to emit the spermatozoa
outside of the female reproductive organ.
B. ARTIFICIAL METHODS
ORAL CONTRACEPTIVES
Also known as the pill, oral contraceptives contain synthetic estrogen and
progesterone.
TRANSDERMAL PATCH
It contains both estrogen and progesterone. The woman should apply one patch
every week for three weeks on the following areas: upper outer arm, upper torso,
abdomen, or buttocks.

VAGINAL RING
It releases a combination of estrogen and progesterone and it surrounds the

cervix. This silicon ring is inserted into the female reproductive organ and remains there
for three weeks and then removed on the fourth week, as menstrual flow would occur.
SUBDERMAL IMPLANTS
These are are two rod-like implants inserted under the skin of the female during
her menses or on the seventh day of her menstruation to make sure that she will not get
pregnant.

HORMONAL INJECTIONS
It contains medroxyprogesterone, a progesterone, and is usually given once

every 12 weeks intramusculalry. The injection causes charges in the endometrium and
cervical mucus and can help prevent ovulation.
INTRAUTERINE DEVICE
This is a small, T-shaped object containing progesterone that is inserted into the uterus
via the female reproductive organ. It prevents fertilization by creating a local sterile
inflammatory condition to prevent implantation of the zygote.

CHEMICAL BARRIERS
Such as spermicides, vaginal gels and creams, and glycerin films are used to
caused the death of sperm before they can enter the cervix and to lower the pH level of
the female reproductive organ so it will not become conducive for the sperm.
DIAPHRAGM
It is a circular, rubber disk that fits the cervix and should be placed before coitus.
It works by inhibiting the entrance of the sperm into the female reproductive organ and it
works better when used together with a spermicide

CERVICAL CAP
It is made of soft rubber and fitted on the rim of the cervix. It is shaped like a
thimble with a thin rim, and could stay in place for not more than 48 hours.
MALE CONDOMS
This is a latex or synthetic rubber sheath that is placed on the erect male
reproductive organ before penetration into the female reproductive organ to trap the
sperm during ejaculation.

FEMALE CONDOMS
These are made up of latex rubber sheaths that are pre-lubricated with
spermicide. They are usually bound by two rings. The outer ring is first inserted against
the opening of the female reproductive organ and the inner ring covers the cervix.
SURGICAL METHODS
During vasectomy, a small incision is made on each side of the scrotum. The vas
deferens is then tied, cauterized, cut, or plugged to block the passage of the sperm. In
women, tubal ligation is performed after menstruation and before ovulation.

Activity 6
Name: Date:
Course-Year Section: Score:
Defining Beauty
Complete the sentences below.
1. For me, beauty means
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. A beautiful person is
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. I am beautiful because
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. List down names of people you know who are beautiful
________________________________________________________________
________________________________________________________________
________________________________________________________________

Exercise 6
Name: Date:
Fill out the table by listing the common secondary sexual male and female
characteristics.
Male Secondary Sexual Female Secondary Sexual

Characteristics Characteristics
Analysis: Answer the following questions, refer to your answers in Exercise 5.
1. When do we usually observe the changes listed in the table for males and
females?____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Were you able to experience the same changes? When?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. If you were not able to experience the listed changes, what might have caused such
difference?___________________________________________________________
____________________________________________________________________

____________________________________________________________________
____________________________________________________________________
4. How does the society shape the sexual behavior of an
individual?___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Can we really change our natural or innate sexual organ and sexual
response?___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Name: Date:
Reflection 6:
1. Creative Work. Propose a program in school o community that will raise the
awareness of the students and to help eliminate sexually transmitted diseases
especially among the youth. Write in a clean bond paper
2. Agree or Disagree. Are you in favour of legalizing marriage among homosexuals and
transgender? Why?

Suggested Readings
Alata, Eden Joy Pastor,Caslib, Bernardo Nicolas Jr.,Serafica, Janice Patria Javier,
Pawilen R.A. 2018. “Understanding the Self”
Brawner, Dalisay G., Arcega, Analiza F. Understanding the Self. C&E Publishing, Inc.
2018.
Resources and Additional Resources
Erogenous Znes.2017.University of California, Santa Barbara. Accessed October 11,

2017. Htt://www.soc.ucsb.edu/sexinfo/article/erogenous-zones.
Maieb, Elaine N. 2002. Essentials of Human Anatomy and Physiology 6th Ed. Pearson
Education Asia Pte/Ltd pp 504-507

Tel/Fax No.: (047) 811-1683

Course Code GEC 1
Place of the Course
Minor
in the Program
Academic Year
Lesson 5:
Learning to Be a Better Learner
Intended Learning Outcome
At the end of this lesson, the learner will be able to
1. explain how learning occurs;

2. enumerate various metacognition and studying techniques; and
3. identify the techniques that they find most appropriate for themselves.
Introduction
Knowing the "self' is not enough. Since "who you are” is partly made up of your
choices, you must also have the ability to choose especially to be better "you." In the
school setting, your knowledge of yourself should at least enable you to become a better
student.
This lesson will present several techniques that you can adapt depending on your situation
and preferences in order to make you a better learner. Learning should not just mean
studying for your quizzes and exams in school. Learning could also occur outside the
confines of a book or of a classroom like when you want to acquire a new move in your
favorite sport, the skills for a certain hobby, among others. Furthermore, the techniques
here are not the only techniques available and months or years from now, new ways on
how to study better will be discovered or rediscovered. What is important at this moment
is that you learn how to learn these things.
Discussions
We are Homo sapiens or the "wise man." We think in a more complex level than
our ancestors and most, if not all, of the other beings. But being called wise, not only do
we think, but we are also capable to think about thinking like how we think of things and
why we think in a certain way about things. It is like your brain thinks about itself, thon
thinks about how it thinks about itself.

In the context of learning, studies show that when you are able to think about how
you think, how you process information, and how you utilize techniques while you are
studying, you have a higher chance of improving your learning process than those who do
not reflect on their methods.
This idea falls under the concept of metacognition. Metacognition is commonly

defined as "thinking about thinking." (Livingston 1997, 1; Papaleontiou-Louca 2003, 10).
It is the awareness of the scope and limitations of your current knowledge and skills
(Meichenbaum 1985 in American Institutes for Research 2010,. p. 1). Due to this
awareness, metacognition enables the person to adapt their existing knowledge and skills
in order to approach a learning task, seeking for the optimum result of the learning
experience (American Institutes for Research 2010, p. 1).
Metacognition is also not limited to the thinking process of the individual. It also
includes keeping one's emotions and motivations while learning in check (Papaleontiou-
Louca 2003, p. 9). Some people learn better when they like the subject, some when they
are challenged by the topic, end others if they have a reward system each time they finish
a task. The emotional state and the motivation of a person then should also be in the
preferred ideal state for that person in order to facilitate further his/her learning.
As seen from the above mentioned definitions, metacognition has two aspects: 1)
self-appraisal and 2) self-management of cognition (Paris and Winnograd 1990 in
Papaleontiou-Louca 2003, p: 10).
Self-appraisal is your personal reflection on your knowledge and capabilities while

self-management is the mental processes you employ using what you have in planning
and adapting to successfully learn or accomplish a certain task (Paris and Winnograd
1990 in Papaleontiou-Louca, p. 10).
ELEMENTS OF METACOGNITION
Similar concepts, usually called elements of metacognition, are metacognitive

knowledge or what you know about how you think and metacognition regulation or how
you adjust your thinking processes to help you learn better (American Institutes for
Research 2010, 2).
VARIABLES OF METACOGNITIVE KNOWLEDGE
Under metacognitive knowledge are several variables that affect how you know or assess
yourself as a thinker.
1. The personal variable that is your evaluation of your strengths and weaknesses in
learning.
2. The task variable is what you know or what you think about the nature of the task as
w ell as what strategies the task requires.
3. The strategy variable refers to what strategies or skills you already have in dealing
with certain tasks (American Institutes for Research 2010, 2).
However, it must be noted that in order to make self-appraisal and self-

management work, you must have an accurate self-assessment—you must be honest

about what you know and capable of in order to find ways to utilize your strengths and
improve on your weaknesses (Schoenfield 1987 in PapateontioLouca 2003,p. 10).
Utilizing metacognitive skills, ere are other skills help you with exercising
metacognition:
1. Knowing your limits (Waterloo Students Success Office n.d., 2): as mentioned
earlier, one cannot really make any significance advancement in using metacognitive skills
without having an honest and accurate evaluation of what you know and what you don't
know. Knowing your limits also looks at the scope and limitations of your resources so that
you can work with what you have at the moment and look for ways to cope with other
necessities.
2. Modifying your approach (Waterloo Students Success Office n.d., it begins with
the recognition that your strategy is not appropriate with the task and/or that you are not
comprehending the learning experience successfully. Recognizing, for example, that you
are not understanding what you are reading, you should also learn to modify your strategy
in comprehending your material. You might want read and re-read a page for 5-minute
intervals instead of trying to finish material in one sitting. You may want to make a
summary or code for yourself instead of using keywords or highlighting sections of what
you are reading.
3. Skimming (Waterloo Students Success Ottjce n.d., 2) : this is basically browsing

over a material and keeping an eye on keywords, phrases, or sentences. It is also knowing
where to search for such key terms. For example, you might want to look at the
introduction first or the abstract. The table of contents can also provide you with a quick
guide to the contents of the book. Introductory paragraphs, headings or subheadings, and
conclusions can also provide you with an overview of the whole material. This technique
works best when you want to get an idea about the contents of a reading material, when
you are trying to read through several materials in a limited time frame, or when you want
to focus on certain details, among others.
4. Rehearsing (Waterloo Students Success Office n.d., 2): this is not just repeatedly
talking, writing. and/or doing what you've learned but also trying to make a personal
interpretation or summary of the learning experience. One of the fun ways to do this is
imagine yourself being interviewed about your task and as you try to convey what you
have learned from the resources, you will also insert your opinions or other personal take
on the matter, Just be sure that the key concepts are well understood and are still in-line
with the source material even with multiple rehearsals.
5. Self-Test (Waterloo Students Success Office n.d., 2): as the name implies, this is
trying to test your comprehension of your learning experience or the skills you have
acquired during learning. While some materials already come with tests like this book, you
can still create tests for yourself. You can make essay questions or definition of terms test
while you are reading or watching a material. You can challenge yourself in completing a
task successfully, maybe in a given period of time, for example doing 50 free throws with
at least 90% success rate. Self-test does not only focus also on what you have learned
but how you learned it. You should also ask after the experience questions like "What
strategies did I use? "How successful were my learning strategies?" "How can I further
improve my learning skills?"

Other strategies that you need to develop include asking questions as well as
questioning your methods, self-reflection, finding a mentor or support group if necessary,
thinking out loud (though you have to be considerate of others also when doing this), and
welcoming errors as learning experiences. For clarification, “welcoming errors" does not
mean seeking them or consciously making them as much as possible. The phrase means
that when you commit o mistake, you do not dismiss it as insignificant or you do try to
avoid responsibility of the results. You must process them to learn every lesson that you
can take about yourself, about the topic, and other people or things. By having a more
positive attitude toward mistakes, you will also have the courage to venture into new and
unknown learning experiences that may one day interest you.
TYPES OF METACOGNITIVE LEARNERS
Using these strategies, you can at least identify four types metacognitive learners
(Perkins; 1992 in Cambridge International Examinations 2015, 2).
1. "TACIT" learners are unaware of their metacognitive processes although they know
the extent of their knowledge.
2. “AWARE” learners are aware of some of their metacognitive strategies but using
techniques are not always planned.
3. “STRATEGIC” learners, as the name implies, strategize, and plan their course of action
toward a learning experience.
4. "REFLECTIVE" learners reflect on their thinking while they are strategies and will adapt
their metacognitive skills depending on the situation.
As you may have noticed already, the goal of metacognition is for the student to be a self-
regulated learner. Education should not be limited by the capabilities of the teacher, the
content of school textbooks, the four corners of the classroom, and the duration of the
academic year or your courses.
BENEFITS IN USING METACOGNITIVE TECHNIQUES
1. One should have the capability to study things on his/her own as well as accurately
evaluate his/her progress.
2. Another benefit is the compensation and development of cognitive limitations of the

learner because of the student is now aware of his/her capabilities.
Various researches also showed significant performance improvement in academic

performance in any subject and across age range (Cambridge International Examinations
2015, 2). The student is also enabled to transfer knowledge from one context into another
(Cambridge International Examinations 2015, 2).
Other tips that you can use in studying are the following:

1. Making an outline of the things you want to learn, the things you are reading or doing,
and/or the things you remember;
2. Breaking down the task in smaller and more manageable details;
3. Integrating variation in your schedule and learning experience. Change reading material
every hour and do not put similar topics together (ex. Try studying English then
Mathematics instead of English then Filipino together). Also include physical activities in
your planning;
4. You may also try to incubate your ideas. First, write your draft without doing much
editing. Let the ideas flow. Then leave your draft at least overnight or around 24 hours—
some do not look at it for a week—and do something else. After a given period, go back
to your draft or prototype and you might find a fresh perspective about it, Sometimes,
during incubation, you suddenly have ideas coming to you. Write them down in a notebook
first and do not integrate them into the draft yet. Review then when the incubation period
is done;
5. Revising, summarizing, and taking down notes then rereading them might help you
minimize cramming in the last minute especially when you have a weakness in
memorizing facts and data. Some people are motivated when the deadline is very close—
for example, tomorrow—that they just review the day before some evaluation or exercises.
If you are that kind of person, you may still motivate yourself and have that feeling of
urgency at the last minute but by using the aforementioned techniques, your "cramming"
need not be a desperate attempt to learn but only as a way to energize your brain as you
make a final review of the things you have already been studying for a week or so before;
6. You should also engage what you have learned. Do something about it. On a reading
material for example, highlights keywords and phrases, write your opinions about the
matter on a separate notebook, or create a diagram or concept map. Some people also
learn best by copying the key paragraphs word for word. You may want to look for other
definitions and compare or contrast materials. Use your new knowledge during
discussions—just do something about it.

Activity 7
Learning to be a Better Learner
Name: Date:
Course-Year Section: Score
How do you think About Thinking?
Answer the Metacognitive Awareness Inventory (MAI) and evaluate yourself as a

learner.

Exercises 7
Name: Date:
Answer the following questions, then write you answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal
experiences/preferences. Share your answer in class.
3. Does your MAI result consistent with your personal Top 5 Tis/Secrets for Studying?

Name: Date:
Reflection 7:
Scenario: You are about to study for you final examinations and it is as if the
universe conspired for a heavy finals week, all your subjects provided at least three new
reading materials and topics ne week (7 days) before the examination period. Create a
diagram or schedule using at least five of the metacognitive strategies, skills, and
studying techniques mentioned in this lesson on how you would prepare for the next
seven days before your final examinations.

Suggested Readings
2018.
American Institute for Research. 2010. “TEAL Center Fact Sheet No. 4: Metacognitive
Processes.” In Teaching Excellence in Adult Literacy, Accessed September 15,
2017. https://lincs.ed.gov/sites/default/files/4_TEAL_Metacognitive.pdf.

Tel/Fax No.: (047) 811-1683

Course Code GEC 1
Place of the Course
Minor
in the Program
Academic Year
Lesson 6:
Do not Just Dream, Make it Happen
Intended learning Outcomes
1. Use Bandura’s self efficacy theory for self assessment

2. Differentiate growth and fixed mindset by Dweck and
3. Design personal goals adapting Lockes goal setting theory.
Introduction
Jack Canfield is an epitome of success. He has authored seven books listed in the
Guiness Book of World Records as New York Times Bestseller beating Stephen King.
One of canfield featured quotes about success is By taking the time to stop and
appreciate who you are and what you have achieved and perhaps learn to mistakes.
Discussion:
SELF EFFICACY THEORY

Who is ALBERT BANDURA?
Albert Bandura is an influential social cognitive psychologist

who is perhaps best-known for his SOCIAL LEARNING
THEORY, the concept of SELF-EFFICACY, and his famous
BOBO DOLL EXPERIMENTS. He is a Professor Emeritus at
Stanford University and is widely regarded as one of the
greatest living psychologists.

THE BOBO DOLL EXPERIMENT
• The Bobo doll experiment was the collective name for
the experiments conducted by Albert Bandura in 1961 and 1963 when he
studied children's behavior after watching an adult model act aggressively
towards a Bobo doll, a toy that gets up by itself to a standing or upright position
after it has been knocked down
 Self-efficacy is not self-image, self-worth, or any other similar construct. Self-

efficacy is often assigned the same meaning as variables such as these,
including confidence, self-esteem, or optimism; however, it has a slightly
different definition than any of these related constructs.
 Self-efficacy is the belief we have in our own abilities, specifically our ability to
meet the challenges ahead of us and complete a task successfully.
Weilbell (2011) stated that Dr. Bandura defined self efficacy as

peoples beliefs about their capabilities to produce designated
levels of performance that exercise influence over events that
affect their lives. He identified acts of people with high assurance
in their capabilities such as:
1. Approach difficult tasks as challenges to be mastered

2. Set challenging goals and maintain strong commitment to them
3. Heighten or sustain efforts in the face of failures or setbacks
4. Attribute failure to insufficient effort of deficient knowledge and skills which are
acquirable; and
5. Approach threatening situations with assurance that they can exercise control
over them.
In contrast people who doubt their capabilities
1. Shy away from tasks they view as personal threats

2. Have low aspirations and weak commitment to goals they choose to pursue,
3. Dwell on personal deficiencies, obstacles, they will encounter and all kinds of
adverse outcomes, rather thatn concentrating on how to perform successfully.
4. Slacken their efforts and give up quickly in the face of difficulties
5. Are slow to recover their sense of efficacy following failure or setbacks and

6. Fall easy victim to stress and depression.
Dr. Bandura described four main sources of influence by which a person self efficacy is
developed and maintain these are ;
1. Performance accomplishments or mastery experience.

2. Vicarious experience,
3. Verbal or social persuasion
4. Physiological (somatic and emotional) states. -People rely on their somatic or
emotional states when judging their capabilities. Stress and tension are
interpreted as signs of vulnerability to poor performance. Fatigue aches and
pains and mood also effect perception of ability.
Self-Efficacy vs. Self-Esteem
• Self-esteem is conceptualized as a sort of general or overall feeling of one’s

worth or value (Neill, 2005). While self-esteem is focused more on “being” (e.g.,
feeling that you are perfectly acceptable as you are), self-efficacy is more
focused on “doing” (e.g., feeling that you are up to a challenge).
• High self-worth can definitely improve one’s sense of self-efficacy, as high self-
efficacy can contribute to one’s sense of overall value or worth, but the two stand
as separate constructs.
EDWIN A LOCKES GOAL SETTING THEORY
BIOGRAPHY
Edwin A. Locke is internationally known for his
research on goal setting. He was born on
January 5, 1938. He is Deans Professor
(Emiritus) of Leadership and motivation at the
Robert H. Smith School of Business at the
University of Maryland, College Park. He
received BA from Harvard in 1960.

GOAL SETTING THEORY
 Studied by Locke in 1960s
 Published “MOTIVATION THROUGH CONSCIOS GOAL SETTING”
 This article is about his 30 years of research findings on the relationship between
conscious performance goals on work tasks.
 He then discussed the attributes of goals and his 14 research findings.
 Finding the relationship between conscious performance and goals performance
on work tasks.
 Locke describe the approach of goal setting theory is based on what Aristotle
called final Causality that is action caused by a purpose.
GOAL ATTRIBUTES
“Motivation Through Conscience Goal Setting”
Finding #1. The more difficult the goal, the greater the achievement
Finding #2. The more specific or explicit the goal, the more precisely
performance is regulated.
Finding #3. Goals that are both specific and difficult lead to the highest
performance.
Finding #4. Commitment to goals is most critical when goals are specific and
difficult.
Finding #5. High commitment to goals is attained when (a) the individual is
convinced that the goal is important; and (b) the individual is convinced that the
goal is attainable (or that, at least, progress can be made toward it).
• Finding #6. In addition to having a direct effect on performance, self-efficacy
influences: (a) the difficulty level of the goal chosen or accepted, (b) commitment
to goals, (c) the response to negative feedback or failure, and (d) the choice of
task strategies.
• Finding #7. Goal setting is most effective when there is feedback showing
progress in relation to the goal.
• Finding #8. Goal setting (along with self-efficacy) mediates the effect of
knowledge of past performance on subsequent performance.
• Finding #9. Goals affect performance by affecting the direction of action, the
degree of effort exerted, and the persistence of action over time.

• Finding #10. (a) Goals stimulate planning in general. Often the planning quality
is higher than that which occurs without goals. (h) When people possess task or
goal-relevant plans as a result of experience or training, they activate them
virtually automatically when confronted with a performance goal. (c) Newly
learned plans or strategies are most likely to be utilized under the stimulus of a
specific, difficult goal.
• Finding #11. When people strive for goals on complex tasks, they are least
effective in discovering suitable task strategies if: (a) they have no prior
experience or training on the task; (b) there is high pressure to perform well; and
(c) there is high time pressure (to perform well immediately).
• Finding #12. Goals (including goal commitment), in combination with self-
efficacy, mediate or partially mediate the effects of several personality traits and
incentives on performance.
• Finding #13. Goal-setting and goal-related mechanisms can be trained and/or
adopted in the absence of training for the purpose of self-regulation.
• Finding #14. Goals serve as standards of self satisfaction, with harder goals
demanding higher accomplishment in order to attain self-satisfaction than easy
goals.

Activity 8
Name: Date:
5-10-20 SELFIE
On each designated box, draw your envisioned Future Self, Who would you be:
1. 5 years from now

2. 10 years from now
3. 20 years from now

Exercise 8
Name: Date:
Envisioned Self Plan
Answer the following questions:
1. Who are you or what have you become

In 5 years:
In 10 years:
In 20 years:
2. What are your motivations for your envisioned self

In 5 years:
In 10 years:
In 20 years:
3. Outline your plans on how to make your envisioned self into reality
In 5 years:
In 10 years:
In 20 years:
4. How do you feel after doing this exercise?
5. What is your perception on goal setting?

Name: Date:
Reflection 8
1. Jack and Canfield Quote Hunt. Using Canfield’s quote on success at the
beginning of this lesson, identify the elements of Bandura, Dweck, and Locke’s
Theories. Give explanation to your answer.
2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using
Dr. Albert Bandura’s four sources of influence for the development and
maintenance of self-efficacy.
3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed
mindset from growth mindset of Dr. Carol Dweck. Highlight the definition,
description, characteristics, examples of situations where each mindset are
developed, and their advantages and disadvantages.
4. Goal Setting Plan. Make a goal setting plan (short term for one semester only)
based on what you learned from Locke’s goal setting theory.

Suggested Readings
2018.
Bandura, Albert. 1994. “Self-efficacy. ”In V.S ramachaudran (Ed.), Encyclopedia of Human
Behavior (Vol. 4, pp. 71-81). New York; Academic press. (Reprinted in H. Friedman
[Ed], Encyclopedia of Mental Health. San Diego: Academic press, 1998)

Tel/Fax No.: (047) 811-1683

Course Code GEC 1
Place of the Course
Minor
in the Program
Academic Year
Lesson 7:
Less Stress, More Care
Intended learning Outcomes
5. Differentiate the two types of stress.

6. Understand how stress manifest in human body.
7. Describe the different strategies to cope up with stress.
Introduction
Stress is part of our day to day life. Every human being in this society is
experiencing it. In this lesson, we will be discussing the different types of stress, how it
affects us and how to cope up with it.
Discussion:
DEFINING STRESS
Stress- It is the body’s nonspecific response to any demand (Hans Selye)
Two types of stress

 Distress- it has negative connotation that cause diseases
 Eustress- it has a positive connotations that cause euphoria
Eustress is much less damage than distress
Stressors- these are causes stress.
GENERAL STRESS SYNDROME

Stress always manifest itself by a syndrome, a sum of changes not by simply one
stage.

Components of General Stress Syndrome
▫ Alarm Stage- represents a mobilization of the body’s defensive forces.
This involves a number of hormone exerted at high levels as well as
increase in heart rate, blood pressure, perspiration and respiration rate.
▫ The Stage of Resistance- the body becomes adaptive to the challenge
and even begins to resist it. The length of the this stage is dependent
upon the body’s innate and stored adaptation energy reserves and upon
the intensity of the stressor.
▫ The Exhaustion Stage- the body dies because it has used up resources
of adaptation energy.
STRESS DISEASE
• These are maladies caused principally by errors in the body’s general adaptation
process. They will not occur when all the body’s regulatory processes are
properly checked and balanced.
• The combination of reactions to stress is also known as the fight or flight
response because it evolved as a survival mechanism, enabling people and
other mammals to react quickly to life- threatening situations.
• The stress response begins in the brain.
• Amygdala- an area of the brain that contributes to emotional processing
• Hypothalamus- a bit like command center. This area of the brain communicate
with the rest of the body through autonomic nervous system.
• Two types of Autonomic Nervous System

- Sympathetic Nervous System- It triggers the “fight or flight”
response, providing a body with a burst energy so that it can
respond to dangers.
- Parasympathetic Nervous System- It promotes the “rest and
digest” response that calms the body down after the danger has
passed.
• After the amygdala sends a distress signal, the hypothalamus activates
sympathetic nervous system by sending signals through the autonomic nerves to
adrenal glands.
• Adrenal glands respond by pumping the hormone epinephrine (also known as
adrenaline) into blood stream.
TECHNIQUES TO COUNTER CHRONIC STRESS

• Relaxation response
• Physical Activity
• Social Support
SELF-CARE THERAPY
• Stop, breathe and tell yourself: “ This is hard and I will get through this 1 step at a
time.”
• Acknowledge to your self, what you are feelings. All feelings are normal so
accept whatever you are feeling.
• Find someone who listens and is accepting. You do not need advice. You need
to be heard.
• Maintain your normal routine as much as possible.

• Allow plenty of time for a task.
• Take good care of yourself. Remember to:
- Get enough rest. Sleep at least 6 hours and not more than 9
hours.
- Eat regularly and make healthy choices.
- Know your limits when you need to let go.
- Identify or create a nurturing place in your home.
- Practice relaxation and meditation.
- Escape for a while through meditation, a book, a movie or a taking
a short trip.
SELF- COMPASSION THERAPY

• Self- compassion entails of being warm and understanding toward ourselves
when we suffer, fail or feel inadequate, rather than flagellating ourselves with
self-criticism.
• Self-compassion recognizes that life challenges and personal failures are part of
being a human, an experience we all share. In this way, it helps us to feel less
desolate and isolate when we are in pain.
SELF-COMPASSION PHRASES
• This is a moment of suffering
• Suffering is part of life
• May I be kind to myself
• May I give myself the compassion I need
LESS STRESS, CARE MORE

• We should be in control of the stress that confronts us everyday. Otherwise,
when we are overwhelmed by stress, It can be detrimental to our health.

Activity 9
Name: Date:
SELF STRESS ASSESSMENT
To handle life stress is to identify sources of life stress. Use this College
Student’s Stressful Event Checklist to assess stress level as college student.
Follow these instructions for your guidance.
1. Answer this College Student’s Stressful Event Checklist and follow this
Instruction: Place an “X” in the column labeled Happened for those events
that have occurred in your life recently or that you expect to occur soon.
Total your score by adding the event values, and circle that category below
in which your score falls.
2. Answer the questionnaire honestly. To put the checklist in our context,
change the third item about “Divorce between parents,” to “Separation
between parents.”

Exercise 9
Name: Date:
Analysis: Answer the following questions.
1. How do you feel while you were doing the checklist?

2. Is the result near to your present perceived stress level? How do you feel with
the result?
3. How do these identified life events affect your life now?
4. What is your perception about stress and self-care?

Name: Date:
Reflection 9
1. Self Care Plan. Design for your self-care plan for the whole school year.
2. Reflection Paper. Make a self-compassionate letter and make a reflection aer
abut it.

Suggested Readings
2018.
Roth, Susan, and Lawrence Cohen. 1986. “Approach Avoidance, and Coping with Stress.”
In American Psychologist. Accessed October 31, 2017.
Http://citeserex.ist.psu.edu/viewdoc/download?doi=10.1.1.455.6019&rep=re1&type=
pdf

Decena Final Term Module Gec 1

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Self- Learning Module on GEC 1- Understanding the Self

President Ramon Magsaysay State University

Cyrem Decena, Christian Sam Camuyong, Hyacinth Ebitner, Adrian Ganaden

Understanding the Self

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College/Department College of Nursing

CHAPTER 2: MANAGING AND CARING THE SELF

Intended Learning Outcomes

At the end of this lesson, the student will be able to:

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Developmental Aspects of the Reproductive System

 Although the sex of an individual is determined in time of fertilization, the gonads

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DISEASES ASSOCIATED WITH REPRODUCTIVE SYSTEM.

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As estrogen production declines, ovulation becomes irregular and menstrual

Although estrogen production continues even at menopause, the ovaries stop

Deprivation of estrogen, causes the breast to begin atrophy, vagina becomes

Other effects of Estrogen deficit

*Physicians prescribe low-dose of estrogen-progestin preparations to help through

 Has no equivalent menopause

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HUMAN SEXUAL BEHAVIOR

 Self-gratification means self-stimulation that leads to sexual arousal and

 Heterosexual behavior is the greatest amount of sociosexual behavior that

 Premarital Coitus- more likely to be tolerated in Western society but not

PHYSIOLOGY OF HUMAN SEXUAL RESPONSE

 It is caused by increase in pulse and blood pressure; a sudden rise in blood

 These symptoms of arousal eventually increase to a near maximal physiological

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PREMATURE EMISSION OF SEMEN

It results from the inability to ejaculate in coitus, is uncommon and is usually of

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A strong spasm of the pelvic musculature constricting the female reproductive

SEXUALLY TRANSMITTED DISEASES

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A venereal disease involving inflammatory discharge from the urethra or vagina.

A chronic bacterial disease that is contracted chiefly by infection during sexual

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A very common sexually transmitted disease (STD), it is caused by infection with

NATURAL AND ARTIFICIAL METHODS OF CONTRACEPTION

BASAL BODY TEMPERATURE

CERVICAL MUCUS METHOD

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It releases a combination of estrogen and progesterone and it surrounds the

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It contains medroxyprogesterone, a progesterone, and is usually given once

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Complete the sentences below.

1. For me, beauty means

4. List down names of people you know who are beautiful

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Male Secondary Sexual Female Secondary Sexual

Analysis: Answer the following questions, refer to your answers in Exercise 5.

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