COLLEGES OF ADVANCE TECHNOLOGY

AND MANAGEMENT OF THE PHILS. INC.

Provincial Rd. Saranay Dist. Guimba, Nueva Ecija
MIDTERM EXAMINATION
FACILITATING LEARNER – CENTERED TEACHING
S.Y 2024-2025

Name: _______________________________ Grade & Section _________________

TEST I: MULTIPLE CHOICES

Directions: Read each question carefully and select the best answer from the given options. Write your choice
clearly on the space provided before the number and do not leave any questions unanswered.

_______ 1. Miguel enjoys solving puzzles and reasoning through complex problems. He loves science and
math, and he tends to break down information systematically to understand how it works. Which learning or
thinking style does Miguel most likely prefer?
A. Intrapersonal B. Logical-Mathematical C. Verbal-Linguistic D. Naturalistic

_______ 2. Mary finds it easier to understand math problems when she can use objects like blocks or her hands
to simulate the process. She tends to move around while studying and enjoys building or creating things. What
learning style is Mary exhibiting?
A. Kinesthetic B. Auditory C. Interpersonal D. Visual

_______ 3. John often learns new concepts by listening to lectures or participating in group discussions. He
remembers information better when he hears it, and he likes to repeat what he's learned out loud to reinforce
his understanding. Which learning style is John most likely using?
A. Visual B. Kinesthetic C. Auditory D. Logical

_______ 4. Anna excels when lessons include visuals like diagrams and charts. She often draws mind maps to
organize her thoughts and remembers information better when she can "see" it. Which learning style best
describes Anna?
A. Auditory B. Kinesthetic C. Visual D. Verbal

_______ 5. Sarah thrives when working in groups. She often leads discussions and collaborates well with her
peers. She prefers learning through social interactions and tends to seek help or feedback from others when she
faces challenges. Which learning style does Sarah use?
A. Intrapersonal B. Interpersonal C. Kinesthetic D. Visual

_______ 6. A restaurant manager always rings a bell before announcing the arrival of fresh food in the kitchen.
After several weeks, you notice that the kitchen staff starts to get excited and ready for action as soon as they
hear the bell, even before the food arrives. Which of the following best explains this response based on Pavlov's
theory of behaviorism?
A. The bell has become a conditioned stimulus, and the staff's excitement is a conditioned response
B. The bell is an unconditioned stimulus, and the staff's reaction is an unconditioned response
C. The bell is a neutral stimulus that remains unrelated to the staff's reaction
D. The staff is naturally excited by the sound of bells due to their job training

________ 7. A teacher tries to reduce a student's anxiety by playing calming music every time the student starts
their exams. However, after multiple exams, the student continues to feel anxious and does not associate the
music with relaxation. What is the most likely reason for the failure of this classical conditioning?
A. The student associates’ exams with anxiety too strongly for the music to have any effect.
B. The music is too loud, causing more stress.
C. The exams are not frequent enough to form an association.
D. The teacher plays different types of music each time.

________ 8. A student practices spelling words daily and improves over time. According to Thorndike’s Law of
Exercise, which statement best explains why the student improved?
A) The student was praised for correct spelling, reinforcing their behavior.
 B) The student’s understanding increased by repeatedly practicing the spelling words.
C) The student developed insight after several failed attempts.
D) The student modeled the behavior from a classmate who performed well.

________ 9. In a classroom setting, a teacher notices that students who are praised for completing assignments
on time are more likely to continue submitting their work promptly. Which aspect of Thorndike's theory is at
play here?
A) Law of Exercise B) Law of Readiness C) Law of Effect D) Law of Proximity

________ 10. Mr. Garcia notices that his students are often distracted when he lectures without using visuals.
He decides to present images along with his lectures. After a week, he observes that his students pay more
attention and are more engaged. According to Watson’s behaviorism, what principle is Mr. Garcia applying?
A) Reinforcement C) Operant Conditioning
B) Observational Learning D) Classical Conditioning

________ 11. Ms. Santos gives her students a sticker each time they complete their homework on time. After a
few weeks, most students are consistently submitting their homework on time. This practice reflects Watson's
behaviorism theory. What concept does this illustrate?
A) Positive Punishment C) Negative Reinforcement
B) Negative Punishment D) Positive Reinforcement

________ 12. Ms. Reyes implements a reward system where students earn points for every good behavior they
exhibit during class. The points can be exchanged for extra recess time. Over time, the students' good behavior
increases. According to behaviorism, what strategy is Ms. Reyes using?
A) Punishment C) Operant Conditioning
B) Classical Conditioning D) Modeling

________ 13. How does Watson’s behaviorism explain student learning and behavior in the classroom?
I. Student behavior is shaped primarily through external stimuli and observable actions.
II. Internal thoughts and emotions are the focus when determining how a student learns.
III. Rewards and punishments are critical in reinforcing or discouraging specific behaviors.
IV. Conditioning, where a neutral stimulus elicits a response, is key to behavior modification

A) I and II only B) III and IV only C) I, III, and IV only D) II, III, and IV only

________ 14. How does Thorndike’s theory of learning apply to student behavior in the classroom?
I. Learning is the result of connections formed between stimuli and responses.
II. Behaviors followed by positive outcomes are more likely to be repeated.
III. Student learning is based on insight and sudden understanding of complex problems.
IV. Actions that lead to negative outcomes are less likely to be repeated.

A) I and II only B) III and IV only C) I, II, and III only D) I, II, and IV only

________ 15. Mr. Santos realizes that his students are frequently late submitting their assignments. To reduce
this behavior, he decides that students who submit their assignments late will lose points from their final grade.
What method is Mr. Santos applying to discourage late submission?
A) Negative Punishment C) Positive Punishment
B) Negative Reinforcement D) Positive Reinforcement

________ 16. In Mr. Lee’s class, students who behave disruptively during lessons are asked to sit in the back of
the room for 5 minutes, isolated from the group. This is intended to decrease disruptive behavior. What type of
operant conditioning is Mr. Lee using?
A) Negative Reinforcement C) Negative Punishment
B) Positive Punishment D) Positive Reinforcement

________ 17. During class, Mr. Thompson rewards students with extra credit for completing their assignments
on time and praises them for their participation in discussions. However, he also gives a warning to students
who talk out of turn, explaining that they will miss a portion of recess if they continue to disrupt the class. How
does Skinner’s theory of behaviorism apply to student behavior in the classroom?
I. Mr. Thompson uses positive reinforcement to encourage timely submissions and participation.
II. The warning serves as a negative reinforcement to discourage talking out of turn.
III. Rewarding students with extra credit does not affect their behavior.
IV. Missing recess is a positive punishment aimed at reducing disruptions.

A) I and II only B) III and IV only C) I and III only D) I and IV only

________ 18. In Ms. Carter's science class, students engage more when she gives small rewards, like stickers or
praise, for correct answers. However, when a student distracts others during experiments, she enforces a 'quiet
time' away from the group until they can focus. How does Skinner’s behaviorism apply to this situation?
I. Ms. Carter’s use of stickers and praise exemplifies positive reinforcement to increase engagement.
II. The "quiet time" is an example of negative reinforcement aimed at promoting better behavior.
III. Implementing quiet time for disruptive behavior is a form of positive punishment.
IV. Rewards have no significant impact on student behavior according to Skinner.

A) I and II only B) III and IV only C) I and III only D) I and IV only

________ 19. In Mr. Allen's classroom, he always plays a specific melody before snack time. Over time,
students begin to associate the sound of the melody with the arrival of snacks. As a result, when they hear the
melody, they become excited and start gathering their things in anticipation of the snack. How does Pavlov’s
theory of classical conditioning apply to student behavior in the classroom?
I. The melody acts as a conditioned stimulus that elicits a conditioned response of excitement in the students.
II. The snacks serve as the unconditioned stimulus, naturally leading to the excitement response.
III. The students' excitement is an example of operant conditioning, where behavior is shaped by rewards.
IV. The association between the melody and snack time demonstrates the principles of classical conditioning.

A) I and II only B) III and IV only C) I, II, and IV only D) All of the above

________ 20. During a lesson, a teacher provides immediate feedback on a student's answer. This aligns with
Skinner’s emphasis on:
A) Delayed Consequences C) Peer Modeling
B) Immediate Reinforcement D) Constructivist Learning

________ 21. During a group project, one student with ADHD frequently interrupts others and struggles to stay
focused. How should you address this situation?
A) Speak privately with the student to discuss their behavior and offer strategies to stay on track
B) Encourage the student to share their ideas more freely in the group
C) Remind the group to be patient and support each other’s contributions
D) Provide the student with a fidget tool to help them focus during discussions

________ 22. You notice that a student with a hearing impairment is having difficulty understanding your
instructions during a lesson. What is the best approach to help them?
A) Provide written instructions and use visual aids to reinforce your verbal communication
B) Ask the student if they have any preferences for how you present information
C) Encourage the class to speak clearly and face the student while speaking
D) Invite the student to help create visual aids for future lessons

________ 23. You are planning a class activity that involves physical movement, but you have a student with a
physical disability. How should you adapt the activity?
A) Organize a team-building exercise that allows for various levels of participation
B) Create a version of the activity that everyone can enjoy, including the student
C) Encourage the student to share their ideas for adaptations to the activity
D) Modify the activity to include options that the student can participate in comfortably
________ 24. A student with autism struggles with social interactions and often appears anxious in group
settings. What is the best way to support them during collaborative work?
A) Pair the student with a supportive peer who can help facilitate communication and social interaction
 B) Encourage the student to participate in group discussions at their own pace
C) Assign roles within the group to help the student feel more comfortable contributing
D) Allow the student to choose when to engage with the group to reduce anxiety

________ 25. In a classroom experiment, a teacher rewards students for finding the quickest route to the exit
during a maze activity. Which neo-behaviorist concept is being demonstrated in this scenario?
A) Social learning B) Cognitive mappingC) Operant conditioning D) Classical conditioning

________ 26. A group of students learns how to solve a math problem by observing their classmates. After
several demonstrations, they can solve similar problems independently. This situation illustrates which of
Tolman's principles?
A) Reinforcement B) Stimulus-Response learning C) Insight learning D) Latent learning

________ 27. A teacher introduces a project where students can choose their own topics and present their
findings. Some students begin to recognize connections between different subjects through their research. This
reflects which neo-behaviorist concept?
A) Insight learning B) Classical conditioning C) Cognitive mappingD) Trial and error

________ 28. During a classroom discussion, a student mentions that they have adopted new study habits after
watching a peer organize their notes effectively. This reflects which principle of Bandura’s theory?
A) Modeling B) Social Reinforcement C) Self-Efficacy D) Reinforcement

________ 29. In Ms. Smith's classroom, she frequently demonstrates a new math problem-solving technique on
the board. After watching her solve several problems, her students begin to mimic her approach in their own
work. They report feeling more confident in their abilities. How does Bandura’s concept of observational
learning apply to student behavior in the classroom?
I. The students’ ability to replicate the technique shows they learned through direct reinforcement from Ms. Smith.
II. The students’ confidence grows as they model Ms. Smith's behavior, illustrating observational learning
III. The students learn the technique by observing Ms. Smith, which is an example of vicarious learning
IV. The technique demonstrated by Ms. Smith is a classical conditioning response

A) I and II Only B) II and III Only C) I, II, and III Only D) All of the Above

_______ 30. In a science class, Ms. Lee conducts an exciting experiment involving chemical reactions. She
emphasizes safety protocols and proper equipment handling. As a result, her students begin to follow these
safety protocols in their own experiments during lab time. How does Bandura’s principle of modeling influence
student behavior?
I. Ms. Lee’s demonstration models safe practices through observational learning
II. The students’ adherence to safety protocols exemplifies classical conditioning
III. Students who observe their peer’s practicing safety are likely to adopt these behaviors themselves
IV. The students’ behavior is a direct result of operant conditioning since they want to avoid punishment

A) I and II only B) I and III only C) II and IV only D) All of the above

TEST II. ESSAY WRITING

Directions: Write a clear, organized essay on the topic, supporting your arguments with relevant examples.
Ensure each point is logical and easy to understand. Proofread for grammar and punctuation before submission.
Put your answer at the back of this paper. Assessment criteria are attached below.
31. – 40. How can teachers use behaviorism to improve learning in the classroom? Explain the main ideas of
behaviorism and give specific examples of strategies that use rewards, consequences, and role models. Discuss
how these strategies can help keep students engaged and support different learning styles.

41. – 50. What are the main differences between traditional behaviorism and neo-behaviorism? Explain how
each theory views learning and behavior. Why is it important to understand these differences in today’s world?
 Criteria 9-10 Points 7-8 Points 5-6 Points 3-4 Points 1-2 Points
Extremely clear and Mostly clear with Generally clear but Frequently unclear Very unclear or
Clarity precise. minor ambiguities. occasionally vague. or confusing. difficult to
understand.
Highly relevant; Mostly relevant; Somewhat relevant; Frequently off-topic Mostly irrelevant or
Relevance to
directly addresses generally, on-topic. occasional off-topic or partially off-topic.
Topic the topic. sections. relevant.
Exceptionally well- Well-organized; Basic organization; Poorly organized; Disorganized; lacks
organized with clear structure with some clarity or confusing structure clear structure and
Organization clear structure and mostly smooth transition issues. and weak transitions.
smooth transitions. transitions. transitions.
Grammar Virtually error-free; Few errors; mostly Some errors; Frequent errors; Numerous errors;
and polished writing. polished. generally clear but somewhat unclear. difficult to
needs improvement. understand.
Mechanics

Prepared by: Reviewed and approved by:

LOU MIMAR C. GARCILLANO, LPT ALORA G. COPUZ, Ed.D

Instructor Dean, College of Education/ School Director
 COLLEGES OF ADVANCE TECHNOLOGY
AND MANAGEMENT OF THE PHILS. INC.
Provincial Rd. Saranay Dist. Guimba, Nueva Ecija
MIDTERM EXAMINATION
FACILITATING LEARNER – CENTERED TEACHING
S.Y 2024-2025

Name: ____ANWSER KEY__________ Grade & Section _________________

TEST I: MULTIPLE CHOICES

Directions: Read each question carefully and select the best answer from the given options. Write your choice
clearly on the space provided before the number and do not leave any questions unanswered.

_______ 1. Miguel enjoys solving puzzles and reasoning through complex problems. He loves science and
math, and he tends to break down information systematically to understand how it works. Which learning or
thinking style does Miguel most likely prefer?
A. Intrapersonal B. Logical-Mathematical C. Verbal-Linguistic D. Naturalistic

_______ 2. Mary finds it easier to understand math problems when she can use objects like blocks or her hands
to simulate the process. She tends to move around while studying and enjoys building or creating things. What
learning style is Mary exhibiting?
A. Kinesthetic B. Auditory C. Interpersonal D. Visual

_______ 3. John often learns new concepts by listening to lectures or participating in group discussions. He
remembers information better when he hears it, and he likes to repeat what he's learned out loud to reinforce
his understanding. Which learning style is John most likely using?
A. Visual B. Kinesthetic C. Auditory D. Logical

_______ 4. Anna excels when lessons include visuals like diagrams and charts. She often draws mind maps to
organize her thoughts and remembers information better when she can "see" it. Which learning style best
describes Anna?
A. Auditory B. Kinesthetic C. Visual D. Verbal

_______ 5. Sarah thrives when working in groups. She often leads discussions and collaborates well with her
peers. She prefers learning through social interactions and tends to seek help or feedback from others when she
faces challenges. Which learning style does Sarah use?
A. Intrapersonal B. Interpersonal C. Kinesthetic D. Visual

_______ 6. A restaurant manager always rings a bell before announcing the arrival of fresh food in the kitchen.
After several weeks, you notice that the kitchen staff starts to get excited and ready for action as soon as they
hear the bell, even before the food arrives. Which of the following best explains this response based on Pavlov's
theory of behaviorism?
A. The bell has become a conditioned stimulus, and the staff's excitement is a conditioned response
B. The bell is an unconditioned stimulus, and the staff's reaction is an unconditioned response
C. The bell is a neutral stimulus that remains unrelated to the staff's reaction
D. The staff is naturally excited by the sound of bells due to their job training

________ 7. A teacher tries to reduce a student's anxiety by playing calming music every time the student starts
their exams. However, after multiple exams, the student continues to feel anxious and does not associate the
music with relaxation. What is the most likely reason for the failure of this classical conditioning?
A. The student associates’ exams with anxiety too strongly for the music to have any effect.
B. The music is too loud, causing more stress.
C. The exams are not frequent enough to form an association.
D. The teacher plays different types of music each time.

________ 8. A student practices spelling words daily and improves over time. According to Thorndike’s Law of
Exercise, which statement best explains why the student improved?
A) The student was praised for correct spelling, reinforcing their behavior.
 B) The student’s understanding increased by repeatedly practicing the spelling words.
C) The student developed insight after several failed attempts.
D) The student modeled the behavior from a classmate who performed well.

________ 9. In a classroom setting, a teacher notices that students who are praised for completing assignments
on time are more likely to continue submitting their work promptly. Which aspect of Thorndike's theory is at
play here?
A) Law of Exercise B) Law of Readiness C) Law of Effect D) Law of Proximity

________ 10. Mr. Garcia notices that his students are often distracted when he lectures without using visuals.
He decides to present images along with his lectures. After a week, he observes that his students pay more
attention and are more engaged. According to Watson’s behaviorism, what principle is Mr. Garcia applying?
A) Reinforcement C) Operant Conditioning
B) Observational Learning D) Classical Conditioning

________ 11. Ms. Santos gives her students a sticker each time they complete their homework on time. After a
few weeks, most students are consistently submitting their homework on time. This practice reflects Watson's
behaviorism theory. What concept does this illustrate?
A) Positive Punishment C) Negative Reinforcement
B) Negative Punishment D) Positive Reinforcement

________ 12. Ms. Reyes implements a reward system where students earn points for every good behavior they
exhibit during class. The points can be exchanged for extra recess time. Over time, the students' good behavior
increases. According to behaviorism, what strategy is Ms. Reyes using?
A) Punishment C) Operant Conditioning
B) Classical Conditioning D) Modeling

________ 13. How does Watson’s behaviorism explain student learning and behavior in the classroom?
I. Student behavior is shaped primarily through external stimuli and observable actions.
II. Internal thoughts and emotions are the focus when determining how a student learns.
III. Rewards and punishments are critical in reinforcing or discouraging specific behaviors.
IV. Conditioning, where a neutral stimulus elicits a response, is key to behavior modification

A) I and II only B) III and IV only C) I, III, and IV only D) II, III, and IV only

________ 14. How does Thorndike’s theory of learning apply to student behavior in the classroom?
I. Learning is the result of connections formed between stimuli and responses.
II. Behaviors followed by positive outcomes are more likely to be repeated.
III. Student learning is based on insight and sudden understanding of complex problems.
IV. Actions that lead to negative outcomes are less likely to be repeated.

A) I and II only B) III and IV only C) I, II, and III only D) I, II, and IV only

________ 15. Mr. Santos realizes that his students are frequently late submitting their assignments. To reduce
this behavior, he decides that students who submit their assignments late will lose points from their final grade.
What method is Mr. Santos applying to discourage late submission?
A) Negative Punishment C) Positive Punishment
B) Negative Reinforcement D) Positive Reinforcement

________ 16. In Mr. Lee’s class, students who behave disruptively during lessons are asked to sit in the back of
the room for 5 minutes, isolated from the group. This is intended to decrease disruptive behavior. What type of
operant conditioning is Mr. Lee using?
A) Negative Reinforcement C) Negative Punishment
B) Positive Punishment D) Positive Reinforcement

________ 17. During class, Mr. Thompson rewards students with extra credit for completing their assignments
on time and praises them for their participation in discussions. However, he also gives a warning to students
who talk out of turn, explaining that they will miss a portion of recess if they continue to disrupt the class. How
does Skinner’s theory of behaviorism apply to student behavior in the classroom?
I. Mr. Thompson uses positive reinforcement to encourage timely submissions and participation.
II. The warning serves as a negative reinforcement to discourage talking out of turn.
III. Rewarding students with extra credit does not affect their behavior.
IV. Missing recess is a positive punishment aimed at reducing disruptions.

A) I and II only B) III and IV only C) I and III only D) I and IV only

________ 18. In Ms. Carter's science class, students engage more when she gives small rewards, like stickers or
praise, for correct answers. However, when a student distracts others during experiments, she enforces a 'quiet
time' away from the group until they can focus. How does Skinner’s behaviorism apply to this situation?
I. Ms. Carter’s use of stickers and praise exemplifies positive reinforcement to increase engagement.
II. The "quiet time" is an example of negative reinforcement aimed at promoting better behavior.
III. Implementing quiet time for disruptive behavior is a form of positive punishment.
IV. Rewards have no significant impact on student behavior according to Skinner.

A) I and II only B) III and IV only C) I and III only D) I and IV only

________ 19. In Mr. Allen's classroom, he always plays a specific melody before snack time. Over time,
students begin to associate the sound of the melody with the arrival of snacks. As a result, when they hear the
melody, they become excited and start gathering their things in anticipation of the snack. How does Pavlov’s
theory of classical conditioning apply to student behavior in the classroom?
I. The melody acts as a conditioned stimulus that elicits a conditioned response of excitement in the students.
II. The snacks serve as the unconditioned stimulus, naturally leading to the excitement response.
III. The students' excitement is an example of operant conditioning, where behavior is shaped by rewards.
IV. The association between the melody and snack time demonstrates the principles of classical conditioning.

A) I and II only B) III and IV only C) I, II, and IV only D) All of the above

________ 20. During a lesson, a teacher provides immediate feedback on a student's answer. This aligns with
Skinner’s emphasis on:
A) Delayed Consequences C) Peer Modeling
B) Immediate Reinforcement D) Constructivist Learning

________ 21. During a group project, one student with ADHD frequently interrupts others and struggles to stay
focused. How should you address this situation?
A) Speak privately with the student to discuss their behavior and offer strategies to stay on track
B) Encourage the student to share their ideas more freely in the group
C) Remind the group to be patient and support each other’s contributions
D) Provide the student with a fidget tool to help them focus during discussions

________ 22. You notice that a student with a hearing impairment is having difficulty understanding your
instructions during a lesson. What is the best approach to help them?
A) Provide written instructions and use visual aids to reinforce your verbal communication
B) Ask the student if they have any preferences for how you present information
C) Encourage the class to speak clearly and face the student while speaking
D) Invite the student to help create visual aids for future lessons

________ 23. You are planning a class activity that involves physical movement, but you have a student with a
physical disability. How should you adapt the activity?
A) Organize a team-building exercise that allows for various levels of participation
B) Create a version of the activity that everyone can enjoy, including the student
C) Encourage the student to share their ideas for adaptations to the activity
D) Modify the activity to include options that the student can participate in comfortably
________ 24. A student with autism struggles with social interactions and often appears anxious in group
settings. What is the best way to support them during collaborative work?
A) Pair the student with a supportive peer who can help facilitate communication and social interaction
 B) Encourage the student to participate in group discussions at their own pace
C) Assign roles within the group to help the student feel more comfortable contributing
D) Allow the student to choose when to engage with the group to reduce anxiety

________ 25. In a classroom experiment, a teacher rewards students for finding the quickest route to the exit
during a maze activity. Which neo-behaviorist concept is being demonstrated in this scenario?
A) Social learning B) Cognitive mapping C) Operant conditioning D) Classical conditioning

________ 26. A group of students learns how to solve a math problem by observing their classmates. After
several demonstrations, they can solve similar problems independently. This situation illustrates which of
Tolman's principles?
A) Reinforcement B) Stimulus-Response learning C) Insight learning D) Latent learning

________ 27. A teacher introduces a project where students can choose their own topics and present their
findings. Some students begin to recognize connections between different subjects through their research. This
reflects which neo-behaviorist concept?
A) Insight learning B) Classical conditioning C) Cognitive mapping D) Trial and error

________ 28. During a classroom discussion, a student mentions that they have adopted new study habits after
watching a peer organize their notes effectively. This reflects which principle of Bandura’s theory?
A) Modeling B) Social Reinforcement C) Self-Efficacy D) Reinforcement

________ 29. In Ms. Smith's classroom, she frequently demonstrates a new math problem-solving technique on
the board. After watching her solve several problems, her students begin to mimic her approach in their own
work. They report feeling more confident in their abilities. How does Bandura’s concept of observational
learning apply to student behavior in the classroom?
I. The students’ ability to replicate the technique shows they learned through direct reinforcement from Ms. Smith.
II. The students’ confidence grows as they model Ms. Smith's behavior, illustrating observational learning
III. The students learn the technique by observing Ms. Smith, which is an example of vicarious learning
IV. The technique demonstrated by Ms. Smith is a classical conditioning response

A) I and II Only B) II and III Only C) I, II, and III Only D) All of the Above

_______ 30. In a science class, Ms. Lee conducts an exciting experiment involving chemical reactions. She
emphasizes safety protocols and proper equipment handling. As a result, her students begin to follow these
safety protocols in their own experiments during lab time. How does Bandura’s principle of modeling influence
student behavior?
I. Ms. Lee’s demonstration models safe practices through observational learning
II. The students’ adherence to safety protocols exemplifies classical conditioning
III. Students who observe their peer’s practicing safety are likely to adopt these behaviors themselves
IV. The students’ behavior is a direct result of operant conditioning since they want to avoid punishment

A) I and II only B) I and III only C) II and IV only D) All of the above

TEST II. ESSAY WRITING

Directions: Write a clear, organized essay on the topic, supporting your arguments with relevant examples.
Ensure each point is logical and easy to understand. Proofread for grammar and punctuation before submission.
Put your answer at the back of this paper. Assessment criteria are attached below.
31. – 40. How can teachers use behaviorism to improve learning in the classroom? Explain the main ideas of
behaviorism and give specific examples of strategies that use rewards, consequences, and role models. Discuss
how these strategies can help keep students engaged and support different learning styles.

41. – 50. What are the main differences between traditional behaviorism and neo-behaviorism? Explain how
each theory views learning and behavior. Why is it important to understand these differences in today’s world?
 Criteria 9-10 Points 7-8 Points 5-6 Points 3-4 Points 1-2 Points
Extremely clear and Mostly clear with Generally clear but Frequently unclear Very unclear or
Clarity precise. minor ambiguities. occasionally vague. or confusing. difficult to
understand.
Highly relevant; Mostly relevant; Somewhat relevant; Frequently off-topic Mostly irrelevant or
Relevance to
directly addresses generally, on-topic. occasional off-topic or partially off-topic.
Topic the topic. sections. relevant.
Exceptionally well- Well-organized; Basic organization; Poorly organized; Disorganized; lacks
organized with clear structure with some clarity or confusing structure clear structure and
Organization clear structure and mostly smooth transition issues. and weak transitions.
smooth transitions. transitions. transitions.
Grammar Virtually error-free; Few errors; mostly Some errors; Frequent errors; Numerous errors;
and polished writing. polished. generally clear but somewhat unclear. difficult to
needs improvement. understand.
Mechanics

Prepared by: Reviewed and approved by:

LOU MIMAR C. GARCILLANO, LPT ALORA G. COPUZ, Ed.D

Instructor Dean, College of Education/ School Director