Donna May L. AsiChild and Adolescent Midterm Examination

GRACE MISSION COLLEGE
Catiningan, Socorro, Oriental Mindoro

e-Mail: grace.missioncollege@yahoo.com
Name: Donna May L. Asi Subject: The Child and Adolescent Learners & Learning Principles
Year & Section: Block 1I BSED Math Instructor: Dr. Roswell O. Tolentino
Date: November 12, 2012 Time Started: 1:00 Time Ended: 2:30
MID-TERM EXAMINATION
First Semester - SY: 2021-2022
Direction: Maximize your understanding regarding the following topics/ issues/ situations. Cite
some proofs based on your own experiences or what you did observe on your past.
1. How would you say that a person is fully or totally developed? Are you a product of
nature or nurture? Have your own point of views about Human Development.
 For me a fully develop person is capable of expressing his feelings, and ready to
accept every challenge that come to him. A person is a fully develop individual if
he understands his emotions and has confidence in all of his works, on his
decision and everything he has done. It is also where a person reaches his peak of
maturity. He also has control over his emotions like managing anger and stress
2. At your age, can you now say that you were able to acquire all developmental tasks on
your past? Cite significant tasks that contributed to you to be a better one in different
stages such as Infancy, early childhood, middle and late childhood, adolescence, etc.
You may also discuss some issues if ever that you encountered any.
 Yes, because for my 25 years of existence I believe that I was able to acquire all
the developmental task that I need. In infancy I was given proper nutrition, care,
love and attention I need from my parents. During my early childhood my parents
thought me basic lessons like learning the alphabets and numbers and everything I
need in preparation for my preschool life. During my middle and late childhood, I
was able to develop with the help of my parents, teacher and friends. I given time
to play and enjoy my childhood and learned needed skills. For my adolescence I
was able to have interaction with my peers and other teenagers like me. I have
some issues during this time like the changes in my body But I was able to
manage it with the help of my family and friends. I am now on my early
adulthood and I was developing to be a better individual of the society. Working
for my family and doing my responsibilities in life. And I know I will develop
into someone much better on later stages of my life.
3. Kindly explain Sigmund Freud’s views about child and development. Draw/ cite
implications of what he had or contributed to education.
 According to Freud during childhood is where a person Acquired and develop his
personality, and develop critically during 5 psychosexual stages.
 His greatest contribution was his attempt to formulate a scientific psychology.
And his discoveries made us aware of the unconscious level of human mind.
4. Describe Jean Piaget’s stages of cognitive development in your own words. (Sensori-
motor stage, Pre-Operational stage, concrete-operational stage and formal operational
stages)
You may include also your own experiences.
 Sensorimotor Stage - it is where a baby learns his surroundings through touching, and
sucking objects or by looking or listening to things or sound they hear.
 Pre-operational Stage - this is when they were able to know object through pictures, it is
also when they were able to speak or read basic letters or words.
 Concrete Operational Stage - this when a child is thinking more critically and logically. It
is also when they develop their reasoning skills.
 Formal Operational Stage - this is when a person is thinking more abstract. They think
more about issues that needed or required more theoretical thinking or thinking outside
the box
5. Write a short story of your life using Erik Erikson’s eight psychosocial stages of
development.
Hi my name is Jefferson Socias, 24 years old from Subaan Socorro Oriental
Mindoro. Back when I was a baby, I was so blessed to be given a loving parent
that love me and give me all the attentions I needed. Then I was able to have a
fun childhood because they have given me time to play and let me do things like
eating and bathing on my own that helps me a lot. They always treat me
whenever I receive an achievement on school, like when being honor, they treat
me to eat at Jollibee. My parent also helps me in my life like during my
adolescent life lots of changes stressed me but their always there to me anytime
I need them. Now that I’m 25 I’m more on socializing with other like partying or
activities with my friends.
6. Here is my own piece of abstract when I had my dissertation writing last year. Please do
identify the following:
Title:
Commitment and Job Satisfaction of School Paper Advisers on the Implementation of Campus
Journalism among Grade VI Pupils and their Academic Performance in English: Basis for a
Training Program
Problem:
1.) There is no significant relationship exist between commitment of journalist-advisers
and
their job satisfaction,
2.) There is no significant relationship exist between commitment of journalist advisers
and the
implementation of policies and guidelines of campus journalism,
3.) There is no significant relationship exist between job satisfaction of journalist
advisers and
implementation of the policies and guidelines of campus journalism and
4.) There is no significant relationship exist between implementation of the policies and
guidelines of campus journalism and Grade VI pupils’ academic performance in
English.
Research Methodology:
1.) This study was conducted in two to three selected schools in every district in division
of Oriental Mindoro, approximately 42 schools were tested. It involves the
participation of 600 Grade VI pupil-journalists who are randomly selected. The
statistical tools used were weighted mean, standard deviation, frequency count,
percentage, mean Pearson’s
Findings:
1.) Teacher adviser-journalists in the division of Oriental Mindoro are committed in their
work as campus journalists with an overall WM of 4.43, committed, and a very low
standard deviation of 0.146 between item indicates that teachers’ responses are more
similar to each other,
2.) Teacher-journalists’ job satisfaction are generally in the highly satisfied level where
in terms of relation in the workplace WM is 4.40, highly satisfied, in terms of benefits
and related items WM is 4.09, highly satisfied and in terms of physical environment
WM is 4.15, still highly satisfied,
3.) The extent of implementation of policies in campus journalism is often implemented
or consistent with WM of 4.36 for general policies, WM of 4.38 still consistent for
implementation of guidelines as an aid to students in campus journalism, and WM of
4.36 still consistent for implementation of guidelines as an aid to the school and
community,
4.) The extent of journalistic participation in school and community of student
journalists however is in the low effectiveness or low consistency level with an
overall WM of 2.23,
5.) The English Grade Profile of the student journalists in the Division of Mindoro is
94.11%, superior level of English academic performance with a relatively large
standard deviation of 2.61, which indicates other journalists score extremely higher
than other journalists,
5.) There is a significant relationship between commitment of journalist-advisers and
their levels of job satisfaction (r computed ranging from 0.43 – 0.79 are higher than
the critical value of r which is 0.147),
6.) There is a significant relationship between commitment of journalist-advisers and
their reported extent of implementation of policies and guidelines of campus
journalism (r computed ranging from 0.50 – 0.79 are higher than the critical value of r
which is 0.147),
7.) There is a significant relationship between job satisfaction particularly relation in
the workplace and the extent of implementation of policies and guidelines of campus
which is 0.147),
8.) There is a significant relationship between job satisfaction particularly benefits and
related items and the extent of implementation of policies and guidelines of campus
which is 0.147),
9.) There is a significant relationship between job satisfaction particularly physical
environment and the extent of implementation of policies and guidelines of campus
which is 0.147) and
11.) There is a significant relationship between Grade VI pupils’ Grades in English and
the extent of implementation of policies and guidelines of campus journalism (r
computed ranging from 0.79 – 0.39 are higher than the critical value of r which is
0.147).
Conclusions:
1.) The commitment levels of teacher adviser-journalists in the division of Oriental
Mindoro is acceptable and is mostly driven by the inherent positive perception that
comes with being a teacher-journalist. It also springs from both the care and pride of
being called a “journalist” and the privileges the title brings in schools and
conferences,
2.) Relations in the workplace is the primary indicator of high levels of teacher-
journalist job satisfaction followed by the privilege of having one’s own student
publication office and environment. Other benefits and related items, pertaining
mostly to monetary gain, are the weakest indicators of teacher-journalist job
satisfaction,
3.) There is presently a gap on the extent of journalistic participation in school and
community of student journalists since the background work of news writing (e.g.
collecting news) and actual preparation of the final news or broadcast are unreported
or skipped while some are in the low effectiveness levels (e.g. copy reading, script
writing and news writing). Other implemented policies are mostly consistent
specially on implementation guidelines as an aid to students, general policies and
implementation of guidelines as an aid to the school and community,
4.) Student journalists in the Division of Mindoro are capable of making their own
journalistic research, news and features writing and editing as attested by their
superior English proficiency,
5.) Corroboration of correlation outcomes show that there is evidence that consistent
campus journalism policy and guideline implementation positively influences the job
satisfaction of teacher advisers and eventually their commitment levels in school
journalism. Consistent campus journalism policy and guidelines also encourages
cognitive development, character building and promotes better English academic
performance among student-journalists and
6.) A training program that focuses to resolve problematic areas in journalistic
participation in school and community of student journalists and other issues
identified in this study was proposed.
Prepared by:
Dr. Roswell O. Tolentino

Instructor
Note: You have to finish answering this for one and a half hours.
ABSTRACT
Title : “Commitment and Job Satisfaction of School Paper Advisers on the Implementation of
Campus Journalism among Grade VI Pupils and their Academic Performance in English:
Basis for a Training Program”
Researcher : Roswell Orense Tolentino
Institution : Philippine Christian University
Degree : Doctor of Education
Major : Educational Management
School Year : 2019 - 2020
Adviser : Dr. Lydia O. Oriña
This study determined the commitment and job satisfaction of school paper advisers on
the implementation of Campus Journalism among Grade VI pupils and their academic
performance in English as basis for a training program of selected schools in every district (18
districts) in the Division of Oriental Mindoro, School Year 2019-2020.
Hypothesis tested were the following: 1.) There is no significant relationship exist
between commitment of journalist-advisers and their job satisfaction, 2.) There is no significant
relationship exist between commitment of journalist advisers and the implementation of
policies and guidelines of campus journalism, 3.) There is no significant relationship exist
between job satisfaction of journalist advisers and implementation of the policies and
guidelines of campus journalism and 4.) There is no significant relationship exist between
implementation of the policies and guidelines of campus journalism and Grade VI pupils’
academic performance in English.
The descriptive correlation method of research was employed in determining the commitment
and job satisfaction of school paper advisers on the implementation of Campus Journalism
among Grade VI pupils and their academic performance in English as basis for a training
program of selected schools in every district in the Division of Oriental Mindoro, School Year
2019-2020.
This study was conducted in two to three selected schools in every district in division of
Oriental Mindoro, approximately 42 schools were tested. It involves the participation of 600
Grade VI pupil-journalists who are randomly selected. The statistical tools used were weighted
mean, standard deviation, frequency count, percentage, mean Pearson’s r.
Among the findings of the study include the following: 1.) Teacher adviser-journalists in
the division of Oriental Mindoro are committed in their work as campus journalists with an
overall WM of 4.43, committed, and a very low standard deviation of 0.146 between item
indicates that teachers’ responses are more similar to each other, 2.) Teacher-journalists’ job
satisfaction are generally in the highly satisfied level where in terms of relation in the workplace
WM is 4.40, highly satisfied, in terms of benefits and related items WM is 4.09, highly satisfied
and in terms of physical environment WM is 4.15, still highly satisfied, 3.) The extent of
implementation of policies in campus journalism is often implemented or consistent with WM
of 4.36 for general policies, WM of 4.38 still consistent for implementation of guidelines as an
aid to students in campus journalism, and WM of 4.36 still consistent for implementation of
guidelines as an aid to the school and community, 4.) The extent of journalistic participation in
school and community of student journalists however is in the low effectiveness or low
consistency level with an overall WM of 2.23, 5.) The English Grade Profile of the student
journalists in the Division of Mindoro is 94.11%, superior level of English academic performance
with a relatively large standard deviation of 2.61, which indicates other journalists score
extremely higher than other journalists, 6.) There is a significant relationship between
commitment of journalist-advisers and their levels of job satisfaction (r computed ranging from
0.43 – 0.79 are higher than the critical value of r which is 0.147), 7.) There is a significant
relationship between commitment of journalist-advisers and their reported extent of
implementation of policies and guidelines of campus journalism (r computed ranging from 0.50
– 0.79 are higher than the critical value of r which is 0.147), 8.) There is a significant relationship
between job satisfaction particularly relation in the workplace and the extent of
– 0.35 are higher than the critical value of r which is 0.147), 9.) There is a significant relationship
between job satisfaction particularly benefits and related items and the extent of
– 0.52 are higher than the critical value of r which is 0.147), 10.) There is a significant
relationship between job satisfaction particularly physical environment and the extent of
– 0.51 are higher than the critical value of r which is 0.147) and 11.) There is a significant
relationship between Grade VI pupils’ Grades in English and the extent of implementation of
policies and guidelines of campus journalism (r computed ranging from 0.79 – 0.39 are higher
than the critical value of r which is 0.147).
Based on the foregoing findings, the researcher came up with these conclusions: 1.) The
commitment levels of teacher adviser-journalists in the division of Oriental Mindoro is
acceptable and is mostly driven by the inherent positive perception that comes with being a
teacher-journalist. It also springs from both the care and pride of being called a “journalist”
and the privileges the title brings in schools and conferences, 2.) Relations in the workplace is
the primary indicator of high levels of teacher-journalist job satisfaction followed by the
privilege of having one’s own student publication office and environment. Other benefits and
related items, pertaining mostly to monetary gain, are the weakest indicators of teacher-
journalist job satisfaction, 3.) There is presently a gap on the extent of journalistic participation
in school and community of student journalists since the background work of news writing (e.g.
collecting news) and actual preparation of the final news or broadcast are unreported or
skipped while some are in the low effectiveness levels (e.g. copy reading, script writing and
news writing). Other implemented policies are mostly consistent specially on implementation
guidelines as an aid to students, general policies and implementation of guidelines as an aid to
the school and community, 4.) Student journalists in the Division of Mindoro are capable of
making their own journalistic research, news and features writing and editing as attested by
their superior English proficiency, 5.) Corroboration of correlation outcomes show that there is
evidence that consistent campus journalism policy and guideline implementation positively
influences the job satisfaction of teacher advisers and eventually their commitment levels in
school journalism. Consistent campus journalism policy and guidelines also encourages
cognitive development, character building and promotes better English academic performance
among student-journalists and 6.) A training program that focuses to resolve problematic areas
in journalistic participation in school and community of student journalists and other issues
identified in this study was proposed.
In the light of the conclusions derived, the researcher offers the following
recommendations: 1.) School Paper Advisers in the division of Oriental Mindoro need to
proactively communicate to other stakeholders, the local school administrators and division
officers the need to improve their local journalism by-laws, giving more attention on teacher-
adviser stipends and more consistent policy/guideline implementation and community and
school participation to improve teacher-journalists commitment levels, 2.) School Paper
Advisers need to receive monetary stipends to increase their job satisfaction, which can be
sourced by the local school from their local government units or through parent-teacher
funding to support quality and relevant student publication, 3.) School Paper Advisers need to
limit themselves to technical aspects of the student publication and encourage students to do
the bulk of the work specially for news gathering, interviews, column writing for writers and
staff and more editing for senior student editors. They should avoid ghost writing articles in
behalf of student journalists, 4.) Student journalists in the Division of Mindoro need to choose
their editorial board and writers a year before their designation as editors and staff. This is to
assure that they are immersed as apprentices of outgoing editors and staff and are trained the
summer before the school year or term they start to work as school journalists. These student
journalists have superior language skills but they lack the actual hands-on on the work of
campus journalism, 5.) Since consistent policy or guideline implementation predict job
satisfaction and these predict teacher-journalist commitment, the whole editorial board of each
respondent school need to review the extent of implementation of their local policies (or by-
laws) and support proposed laws that will strengthen campus journalism policies (e.g. House
Bill (HB) 1493, introduced in the 16th Congress), 6.) The researcher endorses the consideration
of the training program that focuses to resolve problematic areas in journalistic participation in
school and community of student journalists and other issues identified in this study.

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GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

Dr. Roswell O. Tolentino

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