A) The study of maps, locations, and landforms B) The analysis of economic systems and trade C) The integrated study of social sciences and humanities to promote civic competence D) The study of past events only
A) It is limited to history and geography alone B) It is interdisciplinary, integrative, dynamic, and value-laden C) It focuses only on dates and names D) It remains unchanged over time
A) To help students memorize laws and regulations B) To develop civic competence for effective citizenship C) To train students to become historians D) To prepare students for business careers
A) Psychomotor (Skills) B) Affective (Values and Attitudes) C) Cognitive (Knowledge) D) Technical-Vocational (Work skills)
A) To focus only on global issues B) To separate history from other social sciences C) To develop national identity, unity, and love for country D) To encourage students to migrate abroad
A) Someone who understands issues, evaluates information, and makes sound decisions B) Someone who agrees with everything the government says C) Someone who knows many dates and names D) Someone who can recite laws perfectly
A) Ignore the problems of society B) Act on knowledge for the common good and respect laws C) Only demand rights without fulfilling duties D) Avoid participating in community activities
A) It is more difficult to teach B) It combines disciplines to focus on citizenship and practical understanding C) It does not include values and attitudes D) It covers fewer topics
A) Preferring local products over imported ones without reason B) Love of country, appreciation of heritage, and commitment to its progress C) Avoiding contact with other nations D) Blind loyalty to leaders
A) To produce informed, responsible, and patriotic citizens B) To train future politicians and government officials C) To preserve only the history of the past D) To produce students with high examination scores
A) Realism B) Constructivism C) Pragmatism D) Idealism
A) To develop moral character, values, and understanding of universal truths B) To focus only on dates, facts, and statistics C) To let students create their own facts and interpretations D) To solve immediate community problems
A) Idealism B) Pragmatism C) Realism D) Constructivism
A) Realism B) Constructivism C) Progressivism D) Idealism
A) Reality is constantly changing; truth is determined by what works and is useful in experience B) Facts are more important than application C) Truth is fixed and never changes. D) Knowledge is only gained through meditation and reflection
A) Reading textbooks without discussion B) Lecture and memorization of facts C) Recitation of moral principles only D) Field trips, community projects, debates, and problem-solving activities
A) Actively built by the learner through connecting new information with prior experience and reflection B) Based only on absolute rules and laws C) Passively received from the teacher or textbook D) The same for every person regardless of background
A) Person who decides what truth is for everyone B) Facilitator and guide who helps students explore, analyze, and interpret information C) Strict examiner who only gives objective tests D) Sole authority and source of all answers
A) Only Idealism B) Only Realism C) Only Pragmatism D) A mix of all four: Idealism for values, Realism for facts, Pragmatism for application, and Constructivism for understanding
A) Sole authority and source of all answers B) To make informed decisions about curriculum, instruction, and assessment aligned with educational goals C) To teach exactly the same way in every situation D) To focus only on theories and ignore real classroom needs
A) Practical skills for trade and industry B) Scientific experiments and research C) An integrated study of current issues D) Separate disciplines: history, geography, and religion with focus on facts and obedience
A) 1916 B) 1935 C) 1946 D) 1898
A) Perennialism B) Essentialism C) Progressivism D) Traditionalism
A) There is no significant difference B) Multidisciplinary is for elementary; interdisciplinary is for college C) Multidisciplinary keeps subject boundaries; interdisciplinary combines concepts and methods to solve problems D) Multidisciplinary uses only history; interdisciplinary uses only geography
A) Purely economic and financial topics B) Only Philippine history and culture C) Separate subjects: History, Geography, and Civics D) Fully integrated themes
A) 1935 B) 1973 Revised Secondary Education Program C) 2002 Basic Education Curriculum D) 1946
A) Separating all subjects again B) Removing history from the curriculum C) Adopting the official integrated approach to teaching social studies D) Focusing only on world history
A) Araling Panlipunan B) National Studies C) Citizenship Education D) Social Sciences
A) Producing professional historians B) Preparing students only for college entrance exams C) Developing informed, active, and responsible citizens D) Memorizing dates and names
A) It repeats too much content B) It ignores real‑world problemses C) It requires well‑trained teachers and appropriate instructional materials D) It is too easy for students
A) Article XIV, Section 3(2) B) Article III, Bill of Rights C) Article VI, Legislative Department D) Article VII, Executive Department
A) Kindergarten Education Act B) Flag and Heraldic Code of the Philippines C) Governance of Basic Education Act D) Enhanced Basic Education Act of 2013
A) RA 10157 B) RA 10533 C) RA 9155 D) RA 8491
A) Ordered the use of only English in Social Studies B) Removed Philippine history from the curriculum C) First adopted the K‑12 structure and shifted to competency‑based learning D) Abolished Araling Panlipunan as a separate subject
A) DepEd Order No. 13, s. 2019 B) DepEd Order No. 31, s. 2012DepEd Order No. 31, s. 2012 C) DepEd Order No. 47, s. 2016 D) DepEd Order No. 20, s. 2014
A) What students should be able to demonstrate or perform B) The grading system and passing rate C) What students should know and understand D) Specific activities for the class
A) Learning Competency B) General Objective C) Content Standard D) Policy Statement
A) Nationalization B) Standardization C) Localization D) Globalization
A) Asian History B) Contemporary World Issues C) Philippine History D) Economics
A) Ensure all students pass standardized tests B) Prepare students for international employment C) Produce professional historians only D) Develop informed, responsible, and patriotic Filipino citizens
A) Scoring high in written examinations B) Memorizing facts and dates accurately C) Following rules and instructions strictly D) Integration of knowledge, skills, values, and attitudes applied in real situations
A) Geography B) History C) Political Science D) Economics
A) Cooperating, sharing, leading B) Analysis, interpretation, critical thinking, and synthesis C) Drawing, singing, acting D) Cleaning, organizing, constructing
A) Participation B) Values and Attitudes C) Knowledge D) Skills
A) Makatao B) Makakompetensya C) Makabayan D) Maka‑Diyos
A) What learners should know and understand B) The specific tasks they must perform C) The grading system and passing marks D) Activities and strategies for teaching
A) Skills can be learned without knowledge B) Knowledge provides the foundation, skills allow application, and values guide responsible use C) Values are more important than knowledge and skills D) They are separate and unrelated
A) Abstract → Concrete → Complex B) Local → National → Global; Simple → Complex C) Global → Local → National D) Theory → Values → Practice
A) Respecting the rights and opinions of others B) Drawing a political map of Asia C) Explaining the law of supply and demand D) Identifying the branches of government
A) To form informed, active, and responsible citizens B) Theory → Values → Practice C) Global → Local → National D) To prepare students for college entrance exams only
A) Teacher‑centered uses books; learner‑centered does not B) Teacher‑centered is expensive; learner‑centered is free C) Teacher‑centered focuses on transmitting knowledge; learner‑centered focuses on constructing knowledge D) Teacher‑centered is for elementary; learner‑centered is for high school
A) Progressivism B) Essentialism C) Humanism D) Constructivism
A) To listen, take notes, and recall information B) To lead discussions and set goals C) To design their own activities D) To evaluate the teacher’s performance
A) Debate, group work, and inquiry B) Project‑based learning and field trips C) Lecture, recitation, demonstration, and drill D) Role‑play, simulation, and research
A) Progressivism B) Traditionalism C) Perennialism D) Behaviorism
A) The sole source of all answers B) Facilitator, guide, and resource provider C) Observer with no active role D) Strict authority and disciplinarian
A) Students investigating the causes of a historical event and presenting their findings B) Memorizing a list of dates and names C) Copying notes from the board D) Teacher reading the textbook aloud
A) Encourages creativity and self‑expression B) Covers large amounts of content efficiently in limited time C) Develops critical thinking easily D) Adapts automatically to all learning styles
A) It requires more preparation time and is harder to manage in large classes B) It reduces student motivation C) It makes learning irrelevant to students D) It cannot develop higher‑order thinking skills
A) Adapts automatically to all learning styles B) Covers large amounts of content efficiently in limited time C) Encourages creativity and self‑expression D) Develops critical thinking easily
A) All students learn the same way regardless of background B) Learning happens only through repetition and memorization C) Knowledge is transferred directly from teacher to student D) Learners actively build understanding by connecting new information to prior knowledge and experience
A) Jerome Bruner B) Jean Piaget C) John Dewey D) Lev Vygotsky
A) Accommodation B) Assimilation C) Internalization D) Equilibration
A) Ensure students memorize every detail B) Deliver all information clearly and quickly C) Judge answers as right or wrong immediately D) Facilitate learning, ask guiding questions, and provide resources
A) Students listening to a lecture without interaction B) Students memorizing a list of presidents and their terms C) Students analyzing primary sources and discussing different perspectives of an event D) Students copying notes from the board
A) New learning depends on previous experience B) Knowledge is fixed and does not change C) Learning is an active process D) Social interaction improves understanding
A) Rote memorization of facts B) Strict teacher control over content C) Discovery learning, where learners find patterns and concepts on their own D) Isolated learning without collaboration
A) To save time during the discussion B) To reduce the need for teaching new concepts C) To test how much students already know for grading D) It provides the foundation upon which new ideas can be built
A) It cannot be used in Social Studies B) It makes learning less meaningful C) It discourages critical thinking D) It requires more time, careful planning, and flexible classroom management
A) It focuses only on dates and names B) It develops critical thinking, values, and the ability to understand complex social realities C) It simplifies all issues into simple answers D) It reduces the need for students to participate
A) Behaviorism B) Constructivism C) Essentialism D) Perennialism
A) Teachers should provide all answers to avoid confusion B) Learners retain and understand concepts better when they discover them themselves C) Knowledge must be transmitted directly and systematically D) Rote memorization is less effective than active exploration
A) A relevant, open‑ended question or problem B) A textbook chapter C) A list of facts and definitions D) A lecture outline
A) Explain → demonstrate → practice → evaluate B) Investigate → conclude → question → plan C) Pose question → plan → gather data → analyze → conclude → communicate D) Read → memorize → recite → test
A) Following strict step‑by‑step instructions B) Copying notes from the board C) Exploring materials, observing, comparing, and identifying patterns D) Listening to detailed explanations
A) There is no meaningful difference B) Inquiry is used only in science; discovery only in social studies C) Inquiry is teacher‑centered; discovery is learner‑centered D) Inquiry follows a research‑like process to answer a question; discovery focuses on exploring to find concepts or patterns
A) Ensure students memorize only the names of leaders B) Guide students to find and analyze sources, ask probing questions, and draw evidence‑based conclusions C) Give the final answer immediately to save time D) Let students work without any guidance
A) Develops critical thinking, research skills, and meaningful understanding B) Makes assessment easier and faster C) Covers more content in less time D) Reduces the need for lesson planning
A) They cannot be used in large classes B) They require more time, preparation, and classroom management effort C) They produce unreliable results D) Students lose interest easily
A) Students are left to study any topic they choose without direction B) Students are given a question, suggested sources, and a worksheet to help them organize their findings C) Teacher reads the lesson and students answer questions from the book D) Students copy definitions of terms from the board |