MARIE JOI M.

LLENA PROF ED 1
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Research connection – surf the internet and read research related to the Learner-centered Psychological
Principles (LCP) and fill out the matrix below.

Research Problem or title Research methodology Research Design

"Effectiveness of Personal Interaction in a Quantitative Participants: Computer Science

Learner-Centered Paradigm Distance Education
Class Based on Student Satisfaction"
Study aim to determine whether there was a
relationship between students’ perceptions of how
effective course-related interaction was and their
level of course satisfaction.
Findings
The findings showed that interactions
between students and instructors, students and
students, and students and content, as well as
gender and student views of WebCT features,
were all predictors of course satisfaction. The
course was rated as satisfactory by 94 percent of
the participants in this research.
Students Instrument: Pilot Test and Survey
Validity and Reliability of the Instrument:
Factor Analysis and Cronbach's Aplha Tests Data
Collection and Data Analysis: Statistical
package for social sciences (SPSS) and
Descriptive Statistic
Conclusion
As distant learning has grown in popularity, it is
critical to assess the quality of online courses.
Teachers must provide clear goals and objectives
to pupils in order for them to learn effectively.
This will help them avoid being frustrated (Porter,
1997). To help students absorb the most amount
of knowledge possible, online instructors must
focus on the needs of their students and design
and execute their classes clearly and successfully
(Barker & Patrick, 1989; Knowlton, 2000)

SOURCES/ References
Smith, R. A., & Change, S.H.H. (2005). Effectiveness of Personal Interaction in a Learner-Centered
Paradigm Distance Education Class Based on Student Satisfaction. Source/bibliography Smith, R. A., &
Change, S.H.H. (2005). Effectiveness of Personal.

Complete answers below:

Objectives/ Research problem
This study determined whether there was a relationship between students’ perceptions of how effective
course-related interaction was and their level of course satisfaction.

= To identify the relationships between student-instructor personal interaction and course satisfaction,
student-TA personal interaction and course satisfaction, student-content interaction and course
satisfaction, and student-student personal interaction and course satisfaction.
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= To identify the relationship between students’ perceptions about the effectiveness of WebCT features
for their learning and course satisfaction.

= To identify the relationships between course satisfaction and specific student demographics such as
gender, academic classification, and prior distance education course experiences

METHODOLOGY

The research concept, instrument creation, and pilot test, participant characteristics, sampling
procedure, and data collection and analysis methodologies were all part of the methodology developed for
this study.

Research Design

This study is used quantitative design. Survey developed for particular study called the Students
Perceived Interaction Survey (SPIS). It was administered to the participants through WebCT during the
week of November 29 to December 7, 2005.

Participant Characteristics

At one large Midwestern institution, Computer Science 103—Computer Literacy and

Applications is a one-semester online computer literacy and applications course. In the fall of 2005, 949
students registered in the class, with 25 teaching assistants assisting with assignment grading. While
enrolled in Computer Science 103, these students volunteered to participate in this study. Freshmen,
sophomores, juniors, and seniors from various majors and universities, as well as people of diverse races
and genders, took part.

Development of the Instrument and Pilot Test

The survey was developed in four phases. In phase one, the original version of the survey was
prepared and initial exploratory data were collected. Phase two consisted of a survey review by an expert
committee of professors. Phase three involved a pilot test where 20 Computer Science 103 teaching
assistants took the survey, along with 46 Computer Science 103 students. The survey was revised at each
phase and finalized in the fourth phase.

To examine Validity and Reliability of the Instrument

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Factor analysis and Cronbach's alpha tests were used to assess the validity and reliability of the
Students' Perceived Interaction Survey (SPIS) questionnaire for distant education. One of the key
statistical tools employed 7in this study was factor analysis. Individual factors were identified from each
of the scales using the principal component method. The number of components was determined using
Kaiser's rule and Screen plots. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) Iwas
used to validate the factor analysis results. The Cronbach's alpha statistic was obtained using standardized
item scores for a set of unidimensional items to determine internal consistency. Most of the results of the
Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) were greater than 0.8 after running the
factor analyses for parts 2–6. These findings suggested that the factors were well defined, and there was a
good chance that if a new sample was collected and the analysis repeated, the resulting factors would be
consistent (Tabachnick & Fidell, 2001). Cronbach's Alpha Based on Standardized Items dependability
values for each factor were mostly more than 0.7. A Cronbach's alpha value of more than 0.7 implies that
a construct has strong internal consistency (Cronbach, 1951). These scores indicate how consistently
individuals respond to the items within a scale. Table 1 (p. 414) shows the factor analysis and Cronbach’s
alpha scores for the six factors found in the SPIS.

Findings

The multiple regression model was used to evaluate nine hypotheses with a 0.05 alpha level (one
tailed). The multiple regression results took into consideration all of the variables in the model at the
same time, giving a more accurate picture of how each independent variable connected to the dependent
variable. The partial slopes between each of the predictor variables and the dependent variable were
determined using the regression model. This estimate differed from the bivariate correlation between
these variables, which did not separate the associations between the model's other variables.

The findings showed that interactions between students and instructors, students and students,
and students and content, as well as gender and student views of WebCT features, were all predictors of
course satisfaction. The course was rated as satisfactory by 94 percent of the participants in this research.
MARIE JOI M. LLENA PROF ED 1
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Moore (1989) discovered three forms of crucial interactions in remote education: student-
instructor, student-student, and student-content, all of which are supported by this study. In both
traditional and online classrooms, interaction is thought to be the key to success. environment for online
education (Fulford & Zhang, 1993). The findings of this investigation have a significant impact. This
viewpoint should be supported.

Conclusion

As distant learning has grown in popularity, it is critical to assess the quality of online courses.
Teachers must provide clear goals and objectives to pupils in order for them to learn effectively. This will
help them avoid being frustrated (Porter, 1997). To help students absorb the most amount of knowledge
possible, online instructors must focus on the needs of their students and design and execute their classes
clearly and successfully (Barker & Patrick, 1989; Knowlton, 2000)

Source/Bibliography

Smith, R. A., & Change, S.H.H. (2005). Effectiveness of Personal Interaction in a LearnerCentered

Paradigm Distance Education Class Based on Student Satisfaction

ACTIVITY 2
Answer this question with 50 essential words. Question: How are the findings of this research useful to
you as a future teacher?

During this pandemic, blended learning has become an increasingly important educational
practice, and all educational institutions must thoroughly evaluate the quality of their online courses. The
findings of this study convinced me that clear goals and objectives must be presented to students in order
for them to learn effectively. To help students absorb the most amount of knowledge possible, instructors
in online classrooms must focus on the needs of their students and organize and execute their lessons
clearly and efficiently.

ACTIVITY 3

Reflection: From the discussion of the 14 principles, what have you realized?

These 14 principles have taught me so much. I realized that these principles could be used to
improve teaching effectiveness. These principles will serve as a guide for how I will instruct my students.
I've come to realize that every topic and aspect of this subject is crucial in assisting students in reaching
their full learning potential.
MARIE JOI M. LLENA PROF ED 1
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ACTIVITY 4

Research connection: View on YouTube of Helen Pearson: Lessons from the longest study on human
development. Fill out the matrix below.

Problem Research methodology

Why some end up happy and healthy while others
struggle.
The most valuable lesson from this important
research is this: if you're born into poverty or
disadvantage, you're considerably more likely to
have a tough life. Many of the children in this study
were born into poor or working-class families with
crowded houses or other issues, and it's apparent
that those children have struggled on practically
every level. They have a higher chance of failing in
school, landing in less desirable employment, and
earning less money. Now, this may seem self-
evident, but some of the findings have been
shocking, indicating that children who have had a
difficult start in life are more likely to grow up to
be ill adults.
Research Design: Quantitative
Participants: British Mothers
Instrument: Survey, Paper Questionnaires
Conclusion
This study shows that poverty and parenting matter.
And one study actually put figures on that, so it
looked at children growing up in persistent poverty
and how well they were doing at school. The data
showed that even when their parents were doing
everything right putting them to bed on time and
reading to them every day and everything else --
that only got those children so far. Good parenting
only reduced the educational gap between the rich
and poor children by about 50 percent. Now that
means that poverty leaves a really lasting scar, and
it means that if we really want to ensure the success
and well-being of the next generation, then tackling
child poverty is an incredibly important thing to do.

Source/bibliography

Pearson, H. (2016). The Life Project

Source/bibliography Pearson, H. (2016). The Life
Project

ACTIVITY 5

Answer this question with 50 words. Question: How are the findings of this research useful to you as a
future teacher?

The conclusions of this study convinced me that, whether we like it or not, poverty has an impact
on a child's future. In comparison to rich people, poverty makes one's journey more difficult. As a future
educator I will not just share them a knowledge but I will make them realize that education can change
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the life situation, that education can defeat the poverty. If they want to live a happy life and take
advantage of all that the world has to offer, you must first educate yourself. A fantastic job and a strong
social reputation are just a few of the many advantages of being well-educated. Education is essential for
a bright and secure future as well as a steady living.

ACTIVITY 6

What does this mean “Growth is evidence of life”? Relate your answer to yourself as a student and as a
teacher in the future.

This simply means that, for a personal interpretation, growth means that we must value ourselves
in this world in order to adapt with environmental changes and survive. We must consider these
fundamental things for ourselves in order to grow and live. We must be able to deal positively with any
situation that arises in our daily life. “Growth is an evidence of life” simply means that everyone,
regardless of their rank, accomplishments, or age, must continue to learn and extend their perspectives
each season, just like a tree does. We are all expected to grow and learn more as future educators. When it
comes to learning, we are not allowed to settle for less and be complacent; instead, we must always go
above and beyond what is expected of us, to study and equip ourselves so that we can give high-quality
learnings and insights to our future learners.

We are all expected to grow and learn more as future educators. When it comes to learning, we are not
allowed to settle for less and be complacent; instead, we must always go above and beyond what is
expected of us, to study and equip ourselves so that we can give high-quality learnings and insights to our
future learners.

ACTIVITY 7

In one complex sentence, write the characteristics of human development shown in this Venn.

Human development refers to the biological, cognitive, and socio-emotional

progress/development of humans throughout the lifespan. Biological progress involves growth and
changes in the body and brain, the senses, motor skills, and health and wellness. Cognitive progress
involves learning, attention, memory, language, thinking, reasoning, and creativity. Socio-emotional
progress involves emotions, personality, and social relationships.

ACTIVITY 8

Give the meaning of the quotations written at the introduction of this unit.
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"By virtue of being born to humanity, every human being has a right to the development and
fulfillment of his potentialities as a human being." - Ashley Montagu

Every human being, regardless of gender, position, financial level, ethnicity, or choice, has the right to
grow, learn, and accomplish what he or she need and desires. We must provide everyone with an equal
opportunity to improve and live according to their ability.

All the world’s a stage, And all the men and women merely players; They have their exits and their
entrances; And one man in his time plays many parts.” – William Shakespeare

The world is a stage on which humanity performs or plays. Humanity, like the artists, comes and
goes; we enter the stage when we are born into this world, but we leave when we die. And as long as we
live in this planet, we will play a variety of roles. Our duties and responsibilities can shift as the seasons
change.

ACTIVITY 9

Search further from the internet about proximodistal and cephalocaudal patterns of development, illustrate
both patterns by drawings or diagrams.
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ACTIVITY 10.

Reflection: Answer the following in one simple paragraph each.

1. You are a bundle of possibilities. You are meant to develop like any other living thing.
Remember “Growth is an evidence of life”? Are you on your way to development? How?

= Based on my own observations and experiences, I believe I am already growing and developing,
because when compared to five years ago, I now have more knowledge, experience, and skills. After
completing my master's degree, I decided to advance by taking teaching units in order to become a
licensed professional Iteacher someday.

2. Like you, each of your future students is a bundle of possibilities. How should you look at them in
terms of development?

= It is critical to have the right perspective in order to discover the wealth of possibilities available to
them. As a teacher, I must not pass judgment on them based on what I see on the surface; instead, I
must be patient and dig deeper to see their true potential.

ACTIVITY 11

1. Search the internet and look for Freud’s case studies. Read one of his studies and write a reaction
paper on how he explained the personality development of the individuals in the case study. (Cite
your internet search)

= The Anna O case is a well-known case study in the history of psychoanalysis, and it was the first in the
'Studies on Hysteria' series (Breuer and Freud, 1895). It is about a patient named Anna O. who was
treated for hysteria by Breuer between December 1880 and June 1882. Throughout his life, Freud
referred to this case, always emphasizing that the treatment method was the "cathartic method," not
psychoanalysis proper.Gay (1988) called it ‘the founding case of psychoanalysis’. Later on it was
combined with explanations that Breuer had not understood the sexual background of the case, and, in
the Ernest Jones biography, that there was a crisis at the end of the treatment involving Anna O.’s
hysterical (phantom) pregnancy.

The treatment's outcome was described as follows: "She was [...] free from the innumerable
disturbances that she had previously exhibited." After that, she left Vienna and traveled for a while, but
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it took a long time for her to regain her mental equilibrium completely. Since then, she has been
completely healthy.' Breuer and Freud (1895) Later, Freud referred to the outcome as a "successful
cure" (Freud, 1916-17) and a "great therapeutic success" (Freud, 1923).

Anna was not only subjected to Breuer's treatment; instead of moving to the country, she spent the
summer and fall of 1981 in a sanatorium. Anna was far from cured in June 1982. She was left with
severe facial neuralgia (psychosomatic facial pain), her language problem remained unresolved, and she
became addicted to morphine and chloral hydrate (an early sleeping drug). She spent three months in
sanatoriums, arranged by Breuer, from July 1982 to

October 1982 in Bellevue, and again in 1983, 1985, and 1987. It is well known that her stay in
Bellevue in 1982 did not cure her addiction or facial neuralgia. Every time, hysteria was listed as the
reason for admission to the sanatorium. Pappenheim visited the Freud home several times during the
1980s, and Freud was aware of these sanatorium visits.The fake pregnancy was probably an
embellishment by Freud; there is no evidence that it ever happened. Breuer continued to do
psychotherapeutic work with patients.

Breuer's treatment method and many of his interpretations are not as novel as the version of
'Studies on Hysteria' suggests. Anna's behavior resembles that of a number of patients in well-known
hypnotic case studies. Carl Hansen, a stage hypnotist who visited Vienna in early 1880 and is likely to
have influenced both Breuer and Anna, was in town.The influence of French hypnotists on Breuer is also
evident in the terminology used in the 'Studies,' which uses a variety of French terms in the original
French (most of which is omitted in Gay's Freud reader). The term and concept of the cathartic method
were not novel. In 1880, there were 80 books on catharsis in print in Vienna.

Reference: Linschoten (2014) The importancee of case of Anna O for Psychoanalysis

Retrieve from: https://www.henrystrick.com/psychotherapist-blog/2013/3/13/the-importance-of-

the-case-of-anna-o-for-psychoanalysis

2. Search www.loc.gov, click “Exhibitions”; click “View all exhibits”, go to “Sigmund Freud: Conflict
and Culture” and do the following:

Describe Freud’s family background,

Describe the composition of his family,
MARIE JOI M. LLENA PROF ED 1
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Give are flection on what you think was it like for Freud growing up in his family.

Sigismund (later changed to Sigmund) Freud was born on 6 May 1856 in Freiberg, Moravia (now
Pribor in the Czech Republic). His father was a merchant. The family moved to Leipzig and then settled in
Vienna, where Freud was educated. Freud's family were Jewish but he was himself non-practising.

In 1873, Freud began to study medicine at the University of Vienna. After graduating, he worked at the
Vienna General Hospital. He collaborated with Josef Breuer in treating hysteria by the recall of painful
experiences under hypnosis. In 1885, Freud went to Paris as a student of the neurologist Jean Charcot.
On his return to Vienna the following year, Freud set up in private practice, specialising in nervous and
brain disorders. The same year he married Martha Bernays, with whom he had six children.

Growing up with that kind of family was complicated because seeing and knowing that your brother
is older than your mother, and your mother is so much younger compared to your father was actually
confusing.
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ACTIVItY 12

1. Choose a story you wantto use for this activity. It can be a story you have read, a telenovela or a
movie you have watched. Use the given matrix to accomplish this activity.

Title of the story/ movie: The day after Tomorrow

1.1 Write a brieft summary of a movie

= When a sudden worldwide storm begins to plunge the entire planet into a new ice age,
paleoclimatologist Jack Hall undertakes a dangerous trek to New York City to save his son from the
disaster.

1.2 Fill up the matrix;connect your answers with Piaget’s theory

Character PIAGETIAN CONNECTION

Father What is his stage of cognitive development? Formal operational stage
because when his family was in danger, he sacrificed his own safety to save
his wife and children.
Mother What is her stage of cognitive development? Formal operational stage
because, in the final act of the film, she forgave his ex-husband and reconciled
with him, realizing that she still loves him and that it would be helpful to her
children.

Children What is his/her stage of cognitive development? Concrete operational stage

When his father tried to save them by sacrificing his life, instead of going to a
safe place, the child decided to help his father fix the problem in order to save
their entire family.
Characters / others What is his/her stage of cognitive development? Formal operational stage
Jack Hall is in Formal operational stage because when he discovered that the
world was going to end, he immediately warned the president about the
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possible outcome and offered suggestions to help them save people.

ACTIVITY 13. Analysis

ACTIVITY 14 REFLECTION

This activity contains selected items from Rhona Ochse and Cornelis Plug’s Selfreport Questionnaire
assessing the personality dimensions associated with Erickson’s 6/8 stages of psychosexual
development. Answer honestly, follow the instructions in scoring and write a paragraph about what
you have discovered in tour self- based on your answers to the questions. Read the instructions on
scoring before you answer at the end of the questionnaire.

Indicate how often each statement applies to you by using the following scale.

0– Never applies to you

1– Occasionally or seldom applies to you
2– Fairly often applies to you
3– Very often applies to you

Stage 1 – Trust vs. Mistrust Score

1 1. I feel pessimistic about the future of humankind 3
3 2. I feel the world’s major problems can be solved 3
2 3. I am filled with admiration with human kind 3
2 4. People can be trusted 2
3 5. I feel optimistic about my future 3
Total score in stage 1 14
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Stage 2 – Autonomy vs. shame and Doubt SCORE
1 6.When people try to persuade me to do something I don’t want to, I 1
refuse
1 7. After I have a decision, I feel I have made a mistake 1
1 8. Am unnecessarily apologetic 2
0 9. I worry that my friends will find fault with me 1
1 10. When I disagree with someone, I tell them 2

Total score in stage 2 7

Stage 3 – Initiative vs. Guilt SCORE

3 11. I am prepared to take a risk to get what I want 3
0 12. I feel hesitant to try out a new way of doing something 2
2 13. I am confident in carrying out my plans to a successful conclusion 2
3 14. I feel what happens to me is a result of what I have done 2
1 15. When I have difficulty in getting something right, I give up 1
Total score in stage 3 10

Stage 4 – Industry vs. Inferiority SCORE

1 16. When people look at something I have done, I feel embarrassed 1

2 17. I get a great deal of pleasure from working 2

1 18. I feel too incompetent to do what I would really like to do in life 1
1 19. I avoid doing something difficult because I feel I would fail 2
2 20. I feel competent 3
Total score in stage 4 9

Stage 5 – Identity vs. Identity diffusion SCORE

1 21. I wonder what sort of person I really am 2
2 22. I feel certain about what I should do with my life 1
3 23. My worth is recognized by others 2

1 24. I feel proud to a sort of person I am 3

2 25. I am unsure as to how people feel about me 2

Total score in stage 5 10

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Stage 6 –Intimacy vs. Isolation SCORE
1 26. I feel that no one has ever known the real me 2
3 27. I have a feeling of complete “togetherness” with someone 1
0 28. I feel it is better to remain free than to become committed to marriage for 3
life.

3 29. I share my private thoughts with someone 2

0 30. I feel as though I am alone in the world 1

Total score in stage 6 9

Scoring: Scores from each sub-stage range from 0-15. With high scores reflecting greater strength on a
particular personality dimension.

1.The response to item 1 should be reversed (0=3; 1=2;2=1;3=0). Then added to the numbers given in
response to items 2.3.4.& 5 to obtain a trust score. = 12

2 Responses to items 7, 8, & 9 should be reversed and added to items 6 & 10 to assess autonomy. = 9

3.Answers to 12 & 15 should be reversed and added to items 11, 13 & 14 to measure initiative. =13

4.Answers to 16, 18 &b19 should be reversed and then added to 17 & 20 to calculate industry. =10

5. Responses to 21 & 25 must be reversed and added to 22, 23 & 24 to obtain a measure of identity. = 9

6.Answers to 26, 28 and 30 are to be reversed and added to 27 & 29 to obtain a measure of intimacy. =
14

Now you know your strength and weaknesses in a particular dimension. Answer the following to come
up to your analysis of yourself.

Which virtue are you strong, and which are you weak?

1. What will you do with your strong points and with your weak points?

= I think I need to reduce over-trusting to other people because sometimes too much trust is not
good.Other people can take advantage of you because you trust too much. I'll keep believing that I have
a bright future ahead of me. I will also boost my confidence so that I can carry out my decisions and
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actions with ease and excellence. In order to better myself, I will continue to learn new knowledge and
skills

2. What have you foundabout yourself?

=I've found that I trust people easily and look to the future with optimism. I also noticed that other
people's opinions still influence me. I am afraid to confront others if I disagree with them. I am also risk
taker, ready to take risks just to get what I want. And every time something bad happens, I always
wonder if I did something wrong.I also discovered that I am worth it, I do not need others to confirm.

ACTIVITY 15. Analysis

Read the moral dilemma and answer the question after it.

Ryan, 17, has been saving up money to buy a ticket for this concert of rock band. His parents have
discouraged him from going as the concert will surely be a rowdy crowd. The band is notorious for
having out-of control audience who somehow manages to get drunk and stoned during the concert.
Ryan agreed not to watch anymore. But a day before the concert, Nic, the 15 year old brother of Ryan,
saw a corner of what appeared to be a concert ticket showing in the pocket of Ryan’s bag. Nic examined
it and confirmed it was indeed a ticket. Looking at Ryan’s bag, Nic also found an extra shirt and 2 sticks
of marijuana. So he figured Ryan will go to the concert after all. That night, Ryan told his parents that he
was spending tomorrow night at a classmate’s house for a school requirement. Then later that evening,
he told Nic of his plan to go to the concert. Nic didn’t say anything, but he found it difficult to sleep that
night thinking whether to tell their parents or not.

Questions

1.If you were Nic what would you do?

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= I will tell our parents to stop him because many bad things can happen to him. I dont mind if he is
older than me the important to me is his safety . And Im sure I will be regret it if I don’t inform our
paretns about his plans.

2. Why would you choose to do that? What were the things you considered in deciding what to do?

= Because he is my brother and he is very important to me. His life can be ruined if he continues to do
wrong. Our parents should know this to help him and not ruin the good future that awaits him. I don't
want to see him gradually destroyed by drugs that can make difficulties for him to fix himself.

Examine the answers you gave, compare it the responses provided and analyze your level of morality.
Write a reflection paper about your discovery of yourself.

Stage 1 – “Yes I will tell our parents. Because if they found out that I knew, for sure they will get angry
and most likely punish me.”

“No I will not tell because Ryan will make my life difficult and also punish me for telling.”

Stage 2 –“ Yes I will tell my parents because they will reward me for it. I will subtly ask for that new I
pod that I am wishing to have”.
“No I will not tell because Ryan will surely grant me a lot of favors for not telling. He’ll not also squeal on
me.”
Stage 3 – “Yes I will tell so myparents will think I am such an honest boy.”
“No I will not tell, Ryan will think of me as really a cool brother.”

Stage 4 – “Yes I will tell, because we should follow the rules that our parents say.”

“No I will not tell because it’s been our rule to keep each other’s secrets.”
Stage 5 – “Yes I will tell because Ryan might be hurt or get in trouble and his welfare is our priority”.

“No I will not tell because he is big enough to question our parents’ decision not to let him go.

Stage 6 – “Yes I will tell because lying is always wrong and I want to be true to what I believe in.”
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“No I will not tell because I believe brothers watch out for each other. If he trusted me, I should stay
true to him and not say anything.”