School of Education

Philosophy
The School of Education of Mountain View College believes in Jesus Christ as the true model of excellence in educating humanity.

Vision
We are globally-competitive Adventist educators dedicated to excellent and values-driven service

Mission

Empowering self-directed learners through research-based, peer-assisted, and teacher-facilitated instruction with community service based on the ideals and values of Mountain View College.

Goals
1.    To provide the students opportunities to gain the knowledge, skills, and attitudes necessary for success in this chosen area of preparation.
2.    To help current prospective educational personnel to build an acceptable philosophy of Christian education.
3.    To motivate investigative curiosity and desire to participate in the advancement of knowledge, particularly in the science of education.
4.    To promote the development of research techniques, so that a contribution can be made for the advancement of education.
5.    To promote loyalty to the highest ideals of the Seventh-day Adventist educational system.

Program of Studies
The School of Education (SOE) draws on the facilities of the college to prepare teachers for basic education of the country and the church (the elementary and secondary schools). It offers two programs of study that totaled to eight courses, which are the following:
Bachelor of Arts in Elementary Education (BEEd)
major in General Elementary Curriculum
Bachelor of Arts in Secondary Education (BSEd)
major in Biological Sciences
major in English
major in Music, Arts, Physical Education and Health
major in Mathematics
major in Technology and Livelihood Education
major in Values Education


ELEMENTARY EDUCATION
The main concern of the elementary education department is the preparation of teachers, imbued with the ideals, aspirations and traditions of Philippine life and culture and sufficiently equipped with knowledge of the Seventh-day Adventist teaching philosophy and objectives.
The department aims to attain the highest possible standards in the education of children and youth as set forth by the Master Teacher.  To achieve this goal, the department provides a balanced program of instruction and experiences so that after the training period, the prospective teacher will:
Recognize and uphold the distinctive Christian standards of Seventh-day Adventist education and translate these into the instructional program of the school.
Live with high moral integrity, and abide by ethical and spiritual principles not only his professional but also in his personal life.

Possess an objective and scientific outlook, and keep abreast of the development and progress in science and technology.
Demonstrate good leadership by leading out and participating in church and community activities.
Translate national development goals into viable programs of instruction through a relevant curriculum, effective classroom strategies, and workable institutional and denominational objectives.
Understand the nature, needs and motivations of his pupils as well as the needs, and problems of the community as to desire and use suitable materials, methods and techniques in preparing the learning environment.
Demonstrate performance on the qualitative as well as quantitative aspects of teaching and be directly involved in assessment procedures.
Encourage independent and creative thinking through a learning environment that liberates thinking and fosters creative understanding.

Courses and Curricula
The policy pursued by Mountain View College in preparing a teacher for elementary teaching is one of a gradual education covering a period of four years.  In the freshman and sophomore years the student takes cultural, general education, and tool subjects to give him an overview of curricular foundations, and aid him in becoming efficient in acquiring further knowledge and understanding as he prepares for the more rigid work of teaching.
The third and fourth years provide for the study of curriculum areas -- language arts, civics, culture, history, geography, mathematics, health, science, physical education, music and arts.  The study of these areas includes a survey of aims, content, and methods and techniques of teaching.  For the most part, these courses are taught in the environment of the demonstration and training department.  Observation and participation is required in elementary classes directly connected with the areas in which the student teacher is enrolled.
The last semester provides the student teacher pre-service experiences in laboratory schools. He will also be required to construct and use the aids necessary for effective teaching.
The laboratory schools are designed to:
1.    Introduce the student teacher to problems he will later face as a teacher.
2.    Provide a closely supervised pre-service experience that will   challenge the student teacher’s initiative and resourcefulness.
3.    Provide a variety of situations in which the teacher in training can observe community life and become a part of it.

Teaching assignments are made through the Director of Student Teaching. The supervising teacher, in counsel with the Director of Student Teaching, determines the student teacher’s readiness for student teaching.  Maturity, experience, and the previous background of the teacher in training are some of the factors that determine the student teacher’s readiness.  The student teacher is allowed to go on off-campus teaching only after he has done preparatory work in the on-campus laboratory school.

SECONDARY EDUCATION
Objectives
The department welcomes every capable and qualified young person to the circle of future builders of the youth. Dedicating their lives in molding characters and shaping life destinies, the teachers in the department adhere to the principles set forth by Christ, the Master Teacher, so that the restoration of God’s image be realized. With this noble purpose in mind, the department aims to help students:
1.    Develop attitudes, skills and learning habits needed for success in educational and related endeavors.
2.    Affirm sound educational and related endeavors, principles, and values in the context of Christian revelation.
3.    Engage in free inquiry, reflective thinking and interchange of ideas especially in the field of secondary education.
4.    Apply tested principles of the educative process.
5.    Develop knowledge and skills in research by contributing to the advancement of education and rational solutions to societal problems.
6.    Acquire professional skills in honoring their Creator and unselfishly serve humanity regardless of ethnic, religious, or socio-economic backgrounds.

Courses and Curricula
At present, the department offers courses of specialization in the following areas: biological sciences, English, MAPE, mathematics, social studies, technology and livelihood education, and values education. Generally, degree requirements may be met between four and five years.
The education curriculum is divided into sections — the general and professional. During the first two years a student is chiefly occupied with fulfilling the general requirements with the professional studies falling mostly in the junior and senior years.

General Curriculum
This curriculum is composed of courses drawn from the different disciplines and is designed to provide a broad foundation of general knowledge for the professional subjects to follow, and to expand the intellectual breadth of the student as a potential teacher.
As a student pursues the curriculum, he is expected to attain a high degree of self-expression, develop desirable human relations, cultivate a healthy attitude towards study habits and personality development, and maintain a high scholastic record.
Professional Curriculum
It is only when a student has sufficient general education, when he has proven himself to acquire a high degree of self-expression, and when his scholastic record shows a satisfactory intellectual achievement that he may be accepted into the professional curriculum with the approval of the department. At this time, the student is supposed to have decided what major and minor fields he desires to pursue.
In addition to the general college requirements, an applicant for admission to the professional curriculum must have been a high school graduate and submitted the admission requirements. Transfer students from other curricula must comply with these provisions and must have established a minimum GPA of 2.0 (C)
To qualify for this program, a candidate must have:
1.    Completed all required courses.
2.    An overall GPA of 2.0 (C) or higher and a GPA of 2.5 (between C+ and B-) in English, education, and courses applying to major and minor fields of concentration.
3.    Evidence of good physical and mental health and good moral character.

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VAED 1. Person-hood Development, 3 units
The development of the human being’s potential toward an integrated self is the theme of this basic course.  Positive self-concept and harmonious relationships that flow from the self to self, to others, to community and to God are developed through experiential sessions. Universal humanness and ethical principles guide person-hood development vis-à-vis the conditions for living fully in the society.

VAED 2. Philosophical and Ethical Foundations of Values Education, 3 units
Focuses on the philosophy of the human person.  Consciousness of origin and destiny guides students in their search for life’s meaning. Different philosophical thoughts are also studied to explain values formation highlighting the Divine Law and the Moral Law as the ultimate basis of all moral and socio-cultural values. It also offers how the world’s cultures view the subject and object of values formation.

VAED 3. Socio-Cultural Anthropological and Legal Bases of Values Education, 3 units
Provides the sociological and anthropological theories and legal perspective in values formation.  Various schools of thought and legal provisions such as the Constitution and Universal Declarations in values development are reviewed and analyzed in relation to the Filipino learner, his/her values and the valuing process and how they serve as bases for values teaching.

VAED 4.  Psychological Theories of Values Development, 3 units
Focuses on critical reflection of personal and social experiences and observations that may be explained by psychological theories of values development such as moral or cognitive development, values clarification, psychoanalysis, behaviorism and phenomenology in the Filipino context.

VAED 5.  Dynamics of Intra and Interpersonal Relations, 3 units
Designed to develop an understanding of the theories, principles and application of strategies for effective and healthy intra and interpersonal relations. As a process-oriented course, special focus is given to the development of emotional intelligence and basic communication skills through reflective and relational experiential activities.

VAED 6. Psycho-Spiritual Development, 3 units
Focuses on the Psycho-Spiritual Experiences for Facilitating the Fullness of life such as prayer centering, mind-body integration, trans-personal exercises, spiritual recollection, union and evocation-oriented activities. The course brings together insights and principles on psycho-spiritual growth developed across various religious and cultural orientations.

VAED 7. Family Life and Filipino Values System, 3 units
Focuses on the dynamics of the Filipino family and a deeper understanding and appreciation of one’s socio-cultural heritage, and his beliefs, traditions, practices etc., as vital factors in the development of values system of the Filipino family. It also emphasizes responsible parenthood and the role of the family as educator of values and its responsibilities in building the nation.

VAED 8. Education for Human Rights and Responsible Citizenship, 3 units
Facilitates the students’ understanding and acquisition of specific body of human rights knowledge, values and skills necessary in their role as future human rights educators and citizens of the country with an end to liberate people from oppressive and exploitative social realities.

VAED 9. Foundations of Gender Studies, 3 units
Examines the conditions determining the fundamental divisions, historical background, needs, perceptions and stereotypes between men and women in societies.  It provides an understanding of how gender relationships are socially constructed and how such construction of gender can promote just relationships in society.  It provides basic knowledge towards a gender sensitive teaching.

VAED 10. Peace and Global Education, 3 units
Equips the students with competencies in visioning, goal setting, realizing the visions, seeing relations of sub-systems to the whole and planning for system-wide changes for global peace, democratic citizenship, justice tolerance and international understanding, cooperative economic development and ecological sustainability.  It emphasizes the need for each individual to learn how to learn, to gain a better understanding of other people and the world at large, and to live together in peace and harmony towards building a genuine and lasting “culture of peace.”

VAED 11. Career Development and Work Values, 3 units
Explores the principles of vocational choice and career decision making.  It exposes the students to career development theories, strategies approaches, and changes in society and their influence on the world of work and learning.  Emphasis is placed on the personal, social, cultural and spiritual dimensions of work and the values  necessary in the practice of ones’ occupation.

VAED 12. Information Technology and Human Development, 3 units
Focuses on the nature and purpose of all forms of media such as visual, electronic, print, audio and all its combinations.  It also emphasizes a critical analysis of media and information technologies and its impact on human values and development.  Issues related to media exposure are explored and examined on the basis of ethical and moral principles.  It also develops the competencies and skills of teachers in integrating media in the development and use of instructional materials.

VAED 13. Facilitation: Theory and Practice, 3 units
Exposes the students to the theories and dynamics of group facilitation.  Micro-group practice employing the techniques of group learning is highlighted in the course activities.

VAED 14. Teaching Approaches and Strategies in Transformative Education, 3 units
Deals with progressive approaches and strategies in teaching and learning, of guiding students to higher levels of judgment, discernment and self-governance. The course also deals with the current thrusts and content of transformative education and pedagogical knowledge, principles and skills in facilitating personal renewal and social transformation.

VAED 15. Values Integration in the School System, 3 units
Provides basic training in the application of transformative teaching methodologies in integrating values in various learning areas and in implementing a comprehensive school systems-based approach to values development.

VAED 16. Values Education Through Community Service, 3 units
A practicum that focuses on core values of social responsibility and accountability, compassion, work and dedicated service.  It also explores action learning strategies for community work and their implementation in actual setting.

VAED 17. Moral Issues and Concerns in Contemporary Living, 3 units
Focuses on an in-depth understanding of morality and significance in the formation of right conscience and behavior.  Current moral issues are presented to the student for the exercise of free will and correct judgment.  Students are guided to adhere to universal moral values.

VAED 18. Management of Behavior Problems, 3 units
Equips the students with basic competencies in addressing behavior problems indicative of emotional disturbances resulting form drug addition, sexual harassment, physical abuse, and other stressful conditions in the home and community.

VAED 19. Behavioral Statistics, 3 units
Equips the students with basic statistical tools needed especially needed in behavioral research.  It includes descriptive and inferential statistics as well as methods of analyzing non-parametric and qualitative data.

VAED 21. Research in Values Education, 3 units
The initial phase of the course is a review of the research literature on the state of values education.  The focus is the acquisition of skills in designing and conducting an independent or group research study focusing on values education.  The presentation of research report is done in a student’s research forum.

 
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TLE 1. Basic Drafting, 3 units
Introduces to students the fundamental elements of drafting. It includes standards in lettering, drawing lines, orthographic projection, and pictorial drawings. It also includes the fundamentals in dimensioning and sectioning.

TLE 2.    Business Mathematics, 3 units
Deals with the mathematics needed in doing business. It includes mathematics of marketing, accounting, and finance. It may include computer information processing like spreadsheets and computer aided accounting.

TLE 3.    Basic Electricity, 4 units
Involves the basics of household electricity applications. It includes the applications of Ohm’s law, selection and application of various electrical components, such as switches, wires, various kinds of loads, and circuit protections. It also includes computation and actual installation of wiring designs.

TLE 4.    Plumbing, 4 units
Introduces to students the plumbing tolls and components. It includes theories concerning plumbing connections in houses like septic tanks, bathrooms, and kitchen water connections. Students will be introduced to actual projects involving correct plumbing installation techniques.

TLE 5. Cosmetology, 2 units
A practical course on the scientific fundamentals of hygiene and good grooming, personal development, and professional ethics of practicing cosmetologists.

TLE 6. Carpentry and Masonry, 6 units
Introduces to students the basics of wood technology and masonry as applied in building houses. It includes the correct techniques in using tools for both technologies and projects pertaining wood joints, wood assembly, and concrete mixing applications. It also includes theories related to construction materials.

TLE 7.    Basic Electronics, 4 units
Introduces to students electronic tools and components used in common household appliances. The students will likewise be introduced to the theories of basic electronics circuits and will be tasked to construct actual circuits. The course will likewise allow students to repair simple electronic circuits present in appliances.

TLE 8.    Entrepreneurship, 3 units
Deals with the process of starting a business enterprise such as the fundamentals of making a business feasibility study, business financing, and business management.

HMEC 301. Fundamentals of Nutrition and Dietetics, 3 units
Studies the basic principles of nutrition and their relation to the health of the family. It includes lifestyle diseases, food safety, dietary requirements and recommendations, content/food assessment of nutrition status, planning, and preparation of adequate diet for individuals and groups of different age levels.

HMEC 315. Foods and Management, 4 units
Studies production, compositions, selection, and preparation of food with emphasis on nutrition and economic value. It focuses on the entrée and main dishes.

HMEC. Crop and Livestock Production, 4 units
Studies vegetable gardening, rice or/and corn crop production, poultry raising, and fishpond culturing.

HMEC 432. Arts and Design, 4 units
Studies the fundamental principles of arts in relation to homemaking. It includes creative home industries and skills development utilizing simple and locally available raw materials. It focuses on decoration, productivity, and gainful occupation to augment family income.

HMEC 429. Home Management and Consumer, 4 units
Studies the preparation techniques of the home maker – how to manage family resources such as time, energy, money and material goods, interests, and skills and abilities. It includes the attitudes of the family members and community facilities in order to achieve family goals. It also includes relationships in the family and child rearing from pregnancy.

HMEC 434. Hotel and Restaurant Management, 4 units

Deals with the designs involved in the operation and management of hotel/lodging establishments and the restaurant/catering business. It prepares the students on a career in hotel, food, and beverage management.

HMEC 313. Clothing Construction 1, 4 units
Studies the principles of color relationship, line, and other guides in selecting fabrics and ready-to-wear garments. The student learns embroidery and stitches and applies the same on jeans shirts and skirts, and baby wardrobe.

HMEC 314. Clothing Construction II, 4 units
Learns pattern making and construction of dress, skirt, shirt, jeans, baby clothes, and tailored garments.

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GEOG  200. Basic Geography, 3 units
A study of the earth surface and its physical and natural attributes, and its relation to society and development.

HIST 203. World History & Civilization I, 3 units

A study of the importance of the social, political and economic history of the world from ancient times to the present.  It also identifies the major contributions of great civilizations, the emergence of nations, geographical and industrial discoveries and other elements/factors that have shaped the contemporary way of life.

HIST 204. World History & Civilization II, 3 units
A study of the age of scientific, political, social and economic changes that brought about modern civilization. It also brings about an understanding of modern conflicts and their causes.

GEOG  201. Places & Landscapes in a Changing World, 3 units
An overview of the diversity of interconnections of people and places in a globalizing world as mediated by cultures, politics and historical developments.

SOST 218. Teaching Approaches in Secondary Social Studies, 3 units
A study of innovative approaches, strategies and techniques in teaching and learning social studies.

SOST 205. Comparative Government & Politics, 3 units
A comparative study of five selected models of political systems as to government structure, organization, function, operation and politics.

GEOG 202. Geography & Natural Resources of the Philippines, 3 units
A study of the basic geographic features and regions of the Philippines to enable students to understand the different physical and cultural processes that were instrumental in shaping the country.

SOST 206. Scientific Reasoning & Critical Thinking, 3 units
A study of the methodological components of the social sciences as tools in explaining certain phenomena and the understanding of logical reasoning and critical thinking.

SOST 213. Production of Social Studies Instructional Materials, 3 units
This course provides varied opportunities for students to engage in systematic planning of instructional materials in the different social science disciplines utilizing appropriate objectives and teaching strategies for a given content of instruction.

SOST 207. Micro-Macro Economics, 3 units
This course explores the basic concepts of micro-economics and the nature and scope of production, basic economic theories and macro-economics such as economic growth and development, unemployment and inflation, monetary and fiscal policies, international trade and related theories and issues of development.

SOST 214. Research in Social Sciences I, 3 units
This course focuses on the development of competence and skill in research methodology through exposure to different social science research models and techniques.

SOST 215. Research in Social Sciences II, 3 units
This course is designed to assist students to use their skill in research through exposure to the field or society of their choice and to have an actual experience in doing a research.  At the end of the course the student is expected to produce a research paper.     

SOST 208. Economic Planning & Strategy, 3 units

A general survey of the development strategies of developed economies, i.e., the USA, Japan, China and developing countries, i.e., the Philippines, Thailand and Malaysia in search for a model economy to solve the problems of poverty, resource degradation, lack of urban planning, unemployment, deficit fiscal policies, economic dependency and related issues.

SOST 209. Building Bridges Across the Social Science Disciplines, 3 units

This course covers varied presentations of integrative and interactive activities utilizing the thematic approach to instruction of two or more social science disciplines.

SOST 211. Law-Related Studies, 3 units
A study of selected laws of the country that have practical applications on the individual’s exercise of his functions at home, in the school, community and work place, e.g., family law, labor law, environmental law, human rights, public accountability, consumer law and common offenses.  All lessons shall be selected, organized and simplified for instruction in the classroom.

SOCI 210. Socio-cultural Anthropology, 3 units

A study of the origin of people and their communities. Emphasis is placed on the concepts that are interrelated and unified by understanding the development of society and culture.

SOST 216. Assessment & Evaluation in the Social Sciences, 3 units

This course is designed to assist students to use appropriate formal and informal assessment and evaluation tools in the different Social Science disciplines.

SOST 217. Trends & Issues in Social Studies, 3 units

A study of peace, global and environmental issues, human rights, gender, multicultural issues in the national and global context.

SOST 212. Asian Studies, 3 units

This course is designed to examine the political, economic and socio-cultural issues in Asian societies today in the light of historical and global forces at work in Asia.

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MATH 124. Basic Statistics, 3 units
This is the first course in basic statistical concepts.  Topics include frequency distributions of empirical data, calculations of descriptive statistics and review of commonly occurring distributions (Binomial, Normal, etc.) needed for understanding basic ideas of statistical inference.  It introduces central limit theories, estimation and hypothesis testing.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 126. Trigonometry, 3 units
This course aims to develop students’ understanding of the fundamentals of trigonometric functions:  angles, solution of triangles, periodic phenomena and their applications.  The course extends to include analytical trigonometry and applications of trigonometry to navigation.  This course is prerequisite to Analytic Geometry and Calculus.  The course also includes selected topics in Algebra to help students consolidate all the concepts learned in preparation for Analytic Geometry and Calculus.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 222. Analytic Geometry, 3 units
The course provides students with experiences on solving problems that require the integration of algebra and geometric concepts. The use of graphing calculators and computer algebra systems is highly recommended.

MATH 223. Number Theory, 3 units
The course is about the structure of the set of rational numbers.  It covers discussions on the set of integers that covers duplicity, Euclid’s algorithm, factorization, congruences, Pythagorean and linear Diophantine equations.  The course is basically axiomatic in nature and will be focused on proving theorems and problem solving.

MATH 224. History of Mathematics, 3 units
The 3-unit course, which explores the humanistic aspects of mathematics provides the historical context and approaches developed which led to the present understanding of the mathematical concepts.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 225. Advanced Algebra & Trigonometry, 3 units
This course provides a rigorous study of the fundamental concepts of functions leading to advanced concepts of special functions.  It assumes students’ thorough understanding of basic algebraic concepts including graphs and equations.  This course includes special topics in trigonometry.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 226. Plane Geometry, 3 units
This course covers the study of points, line and planes including angles that serve as a springboard for understanding solid geometry and analytic geometry.  It is intended to enhance students’ visualization skills and creativity.  This course will help strengthen students’ reasoning.

MATH 321. Calculus I, 3 units
This course introduces to students the fundamentals of calculus:  limits, continuity and derivatives. This course assumes a thorough understanding of concepts in analytic geometry and trigonometry.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 322. Calculus 2, 3 units
This course follows from Calculus I. In this course students will be able to learn more powerful tools and techniques for obtaining area and optimal solutions.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 325. Linear Algebra, 3 units
This course introduces to students the basic concepts in linear algebra.  It covers theories on matrices, vectors and linear transformations.  Students will also be exposed to some practical applications of these concepts.  The use of graphing calculators and computer algebra systems is highly recommended.

MATH 326. Abstract Algebra, 3 units
This course introduces the students to basic algebraic structures, groups, rings and fields.  It aims to enhance students’ skills in constructing mathematical proofs.  It aims to develop students’ logical and analytical reasoning.  It enhances students’ symbolic thinking and appreciation of Mathematical structures.  The use of graphing calculators and computer algebra systems is highly recommended.

MATH 327. Solid Geometry, 3 units
This course involves three-dimensional structures and their constructions, measures and analysis of properties.  Because we live in a three-dimensional world, students must learn to function with enhanced spatial skills.  This serves as a fundamental course for the study of volume and multivariable functions in calculus.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 328. Modern Geometry, 3 units
This course aims to go beyond Euclidean geometry.  It exposes the student to other types of geometrics.  This course encourages the students to extend geometric concepts that have been previously learned in the earlier courses. The use of graphing calculators and computer algebra systems is highly recommended. 

MATH 329. Seminar in Problem Solving in Math, 3 units
This course introduces the different types and levels of problem solving and various strategies for investigation.  Some fundamental tactics in solving are also discussed.  Techniques such as looking for a pattern, working backward, solving a simpler problem, parity, pigeonhole principle, mathematical induction, and symmetry will  be studied.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 411. Advanced Statistics, 3 units
The course presents basic concepts in the design of experiments, analysis of variance and linear regression.  The course has a large data analytic component and will include applications and data analysis with computations carried out using SPSS.   The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 412. Instrumentation in Mathematics, 3 units
The course trains prospective mathematics teachers to develop vital aids, manipulative materials and models with accompanying activity sheets that will aid students’ understanding of abstract or difficult concepts in mathematics and make the study of the subject more appealing to students.  It will also enable them to improvise instructional devices using available low-cost materials.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 413. Mathematical Investigations & Modeling, 3 units
This course makes use of the repertoire of mathematical knowledge and skills students have developed over the years to deepen and further extend their understanding of the subject.  It intends to equip prospective mathematics teachers in guiding their students to develop research-based investigatory projects in mathematics.  It also aims to change students’ image of mathematics as a “toolkit” of knowledge and processes.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 414. Action Research in Mathematics Education, 3 units
The course aims to prepare students to undertake an undergraduate research project.  They will experience the process of identifying and addressing problems, issues and concerns in mathematics teaching and learning following sound research principles.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 415. Seminar on Technology in Mathematics, 3 units
This course emphasizes the use of technology in the mathematics classroom.  The rationale and principles behind incorporating the use of calculators and computers in the learning of mathematics will be discussed.  Consequently, relevant issues and other related problems would be addressed.  The use of graphing calculators and computer algebra systems is highly encouraged.

MATH 421. Probability, 3 units
This course introduces students to the mathematics of chance that includes counting techniques, probability distributions and mathematical expectations.  It exemplifies the usefulness of Mathematics in decision-making.  This course is prerequisite to Inferential Statistics.  The use of graphing calculators and computer algebra systems is highly encouraged.

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MAPE 1. Foundations of MAPE, 3 units
Covers the historical, philosophical and sociological development of MAPE necessary to understand principles and theories of Physical Education, Health, and Music Education.  The course relates the past to contemporary issues, concerns and development of MAPE.

MAPE 2. Philippine and Asian Music, 3 units
Deals with the study of instrumental and vocal music in the Philippines and Asian countries.  Historical up to contemporary developments of music are emphasized.

MAPE 3. Anatomical, Mechanical & Physiological Bases of Movement, 3 units
Deals with the relationship of the body parts and the scientific analysis of movements.  It enables the students to understand how the body functions and its objective of designing exercise, fitness, and conditioning programs for lifetime use.

MAPE 4. Gymnastics, 2 units
Defines movement skills both for rhythmic exercises and the use of light and heavy apparatus.  It deals particularly on the development of refined skills for various stunts and tumbling activities.

MAPE 5. Philippine Folk Dance & Other Dance Forms, 2 units
Provides acquisition of knowledge and practical skills for folk dancing. It emphasizes the analysis and application of folk dance instruction inherent for appreciating and preserving cultural traditions and customs.

MAPE 6. Solfeggio and Applied Piano, 3 units
Develops reading, writing and skills in singing necessary for classroom teaching.  Includes sight-reading, writing with dictation, pitch finding and reading using fixed and movable “do” systems.  Playing the piano is a requirement for this course.

MAPE 7. Personal, Community and Environmental Health, 3 units
Deals with the comprehensive school health education programs which include health services, healthy living, and school-community programs.  It focuses on the health content areas for secondary schools, the role of school health services, school linkages, promotion and maintenance of health services from school personnel to the community.  It likewise emphasizes the area for environment on waste disposal to biological protection.

MAPE 8. Team Sports (Basketball, Volleyball, Softball), 2 units
Provides playing skills and techniques in various team sports as well as coaching approaches in handling players.

MAPE 9. Aquatics (Swimming and Other Water Activities), 3 units
Requires scientific acquisition of knowledge and skill in managing the body in various water types, scientific swimming skills on pool type structure and life saving skill for other water activities on river, sea and dike types of water structure.

MAPE 10. Integrated Music Theory, 3 units
An in-depth study on the fundamentals and parameters of music – rhythms, melody, timbre, tempo, texture, harmony, and form.  It involves the study and structure of music and application of theories learned. 

MAPE 11. Music Literature (Western Music), 3 units
Traces the historical development of period music from pre-Baroque to contemporary or modern music.  Emphasis is given on style, forms and characteristics of each representative composer and composition.

MAPE 12. Safety Education and First Aid, 3 units

Deals with the acquisition of the knowledge and skills prevention and safety measures on physical activities. It also focuses on the immediate care given to victims during emergencies, natural calamities and disasters.

MAPE 13. Methods and Strategies in Teaching MAPE, 3 units
Prepares the students on the teaching skills of MAPE.  It also deals on the development and preparation of instructional materials and motivational aids.

MAPE 14. Athletics, Individual, Dual and Combative Sports, 3 units
Covers the acquisition of knowledge and skills basic to athletic training (Track and Field events).  Exposure on hands-on practicum is required.

MAPE 15. Coaching and Officiating Sports, Dance and Music Activities, 3 units
Deals on learning coaching techniques and psychological approaches of training.  Actual officiating skill of various sports events and hands-on practicum are required.

MAPE 16. Organization and Management of MAPE Activities, 3 units
Prepares the students on the actual application of theories and principles in organizational activities and managerial capability training on various MAPE activities such as handling Sports competitions, Dance Festivals and Competitions, Musical Concerts, etc.

MAPE 17. Special Education for MAPE, 3 units

Deals on the teaching of students with disabilities. Emphasis is on teaching competencies, skills, techniques and approaches on handling the special needs of students (blind, deaf, orthopedically abled).

MAPE 18. Choral Works and Conducting, 3 units
Develops the techniques for choral group singing, score reading, repertoire building and conducting.

MAPE 19. Rondalla Playing and Instrumentation, 3 units
Deals on the training of musical instruments in a rondalla. Equips students with the knowledge and skills in playing in a rondalla ensemble.  Other musical instruments are also introduced with focus on interpreting musical pieces for playing.

MAPE 20. Research in MAPEH, 3 units
Prepares students for handling scientific reporting of new works, presenting data for new developments and handling problems in various MAPE activities. Emphasis is on applying principles and methods process based on actual experiences.

MAPE 21. Practicum (Health Sciences), 3 units
Provides laboratory for practical application of health instructions on barangay or health center levels.  A required 40 hours practicum work satisfies the completion or experiencing health practices and applications from instruction, dissemination and assistance on various health activities.