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LET Reviewer in Professional Education - Sociology and Anthropology Part 2

LET Reviewer in Professional Education - Sociology and Anthropology Part 2

LET Reviewer in Professional Education LET Reviewer for Professional Education PRACTICE TEST FOR PROFESSIONAL EDUCATION Sociology a...

LET Reviewer in Professional Education - Sociology and Anthropology Part 1

LET Reviewer in Professional Education - Sociology and Anthropology Part 1

LET Reviewer in Professional Education LET Reviewer for Professional Education PRACTICE TEST FOR PROFESSIONAL EDUCATION Sociology a...

LET Reviewer in Professional Education - Sociology and Anthropology Part 3

LET Reviewer in Professional Education - Sociology and Anthropology Part 3

LET Reviewer in Professional Education LET Reviewer for Professional Education PRACTICE TEST FOR PROFESSIONAL EDUCATION Sociology ...

LET Reviewer for Professional Education - Facilitating Learning Part 2

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LET Reviewer in Professional Education</div>
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<tr><td class="tr-caption" style="font-size: 12.8000001907349px;">LET Reviewer for Professional Education</td></tr>
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<b>PRACTICE TEST FOR </b><b>PROFESSIONAL EDUCATION</b><br />
<b><i>FACILITATING LEARNING</i></b><br />
<br />
26. It is another stage of moral development theorized by Kohlberg that is associated with the development of one’s conscience, having a set of standards that drives one to possess moral responsibility to make societal changes regardless of consequences to oneself.
<br />
<div>
a. Universal Principles stage</div>
<div>
b. Social approval stage </div>
<div>
c. Punishment-obedience stage </div>
<div>
d. Law and Order stage</div>
<div>
e. Mutual Benefit Stage</div>
<div>
<br /></div>
<div>
27. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as children reach the formal operation stage. What is an educational implication of this finding?</div>
<div>
a. Engage children in analogical reasoning as early as preschool to train them for higher order thinking (HOTS)</div>
<div>
b. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind in their cognitive development</div>
<div>
c. Let children be children </div>
<div>
d. Expect hypothetical reasoning for learners between 12 to 15 years of age.</div>
<div>
e. None of these mentioned is an educational implication</div>
<div>
<br /></div>
<div>
28. Student diversity can promote harmony among students in the classroom. What does this imply to the teaching-learning process?</div>
<div>
a. The teacher can provide more than just theory through lecture, make the classroom a public place where community can be practiced.</div>
<div>
b. Through student-centered teaching strategies, diverse students can be encouraged to interact and collaborate with one another in a cooperative or team learning process.</div>
<div>
c. The classroom is peculiarly a market place of ideas where opportunity can be provided for students to gain access to the perspective of peers.</div>
<div>
d. Help the students focus on their awareness of themselves as they see how others are different.</div>
<div>
e. Not one of these mentioned is an implication to teaching.</div>
<div>
<br /></div>
<div>
29. Which of Howard Gardner’s nine forms of Multiple Intelligences describes the learner’s ability to see things in one’s mind in planning to create or solve problem? </div>
<div>
a. Verbal / linguistic </div>
<div>
b. Visual/iconic </div>
<div>
c. Mathematical/Logical </div>
<div>
d. Visual/Spatial</div>
<div>
e. Kinesthetic</div>
<div>
<br /></div>
<div>
30. A form of intelligence in which the learner seeks connection to real world understanding and application of new learning is the ___ .</div>
<div>
a. Intrapersonal intelligence </div>
<div>
b. Naturalist form of intelligence </div>
<div>
c. Existentialist form of intelligence</div>
<div>
d. Verbal/linguistic</div>
<div>
e. Visual/Spatial</div>
<div>
<br /></div>
<div>
31. A learner who feels more comfortable to learn with the aid of abstract symbolism such as mathematical formula or written word, possesses what kind of sensory learning style?</div>
<div>
a. Visual enactive style </div>
<div>
b. Visual – symbolic style </div>
<div>
c. Visual – iconic style</div>
<div>
d. Imagery learning style</div>
<div>
e. Concrete learning style</div>
<div>
<br /></div>
<div>
32. Which of the following activities cater to sensory preference either by tactile or kinesthetic learning style? </div>
<div>
a. Viewing power point presentation </div>
<div>
b. Listening to a speech/speaking </div>
<div>
c. Panel discussion/debate</div>
<div>
d. hands-on / laboratory activities</div>
<div>
e. field trip /nature study</div>
<div>
<br /></div>
<div>
33. Which of the following characterizes left-brained dominant individual?</div>
<div>
a. visual, responds to tone of voice, responds to emotion</div>
<div>
b. impulsive, less punctual, prefers frequent mobility while studying</div>
<div>
c. processes information in varied order, random, gestures when speaking</div>
<div>
d. verbal, responds to word meaning, plans ahead, responds to logic</div>
<div>
e. prefers sound/music while studying, recalls people’s faces, sequential</div>
<div>
<br /></div>
<div>
34. Which of the following categories of exceptional learners is described as having difficulty in focusing and maintaining attention with recurrent hyperactive-impulsive behavior?</div>
<div>
a. Emotional/conduct disorders </div>
<div>
b. Speech and communication disorders </div>
<div>
c. Learning disabilities</div>
<div>
d. Autism</div>
<div>
e. Attention-Deficit Hyperactivity Disorder</div>
<div>
<br /></div>
<div>
35. The Theory of Behaviorism focuses on the study of ___ . </div>
<div>
a. observable and measurable behavior </div>
<div>
b. logical reasoning </div>
<div>
c. abstract reasoning </div>
<div>
d. covert behaviors</div>
<div>
e. unpredictable behaviors</div>
<div>
<br /></div>
<div>
36. Learning by classical conditioning was first studied by ___.</div>
<div>
a. Edward Thorndike </div>
<div>
b. John Watson </div>
<div>
c. Ivan Pavlov</div>
<div>
d. Burrhus Frederick Skinner</div>
<div>
e. Jerome Bruner</div>
<div>
<br /></div>
<div>
37. William Glasser’s Control Theory states that behavior is inspired by what satisfies a person’s want at any given time. What then must a teacher do to motivate students’ basic human needs?</div>
<div>
a. Make teaching-learning interactive </div>
<div>
b. Avoid giving so many assignments </div>
<div>
c. Organize a curriculum in a spiral manner </div>
<div>
d. Make schoolwork relevant to student’s basic human needs</div>
<div>
e. Provide varied learning materials</div>
<div>
<br /></div>
<div>
38. Edward Thorndike’s Connectionism Theory (S-R Bond Theory) of Learning came up with three</div>
<div>
Primary laws. Which law/s states that when a connection between stimulus and response is strengthened, learning is satisfying; when weakened, learning is annoying.</div>
<div>
a. Law of Effect </div>
<div>
b. Law of Exercise </div>
<div>
c. Law of Readiness </div>
<div>
d. both a and b</div>
<div>
e. both b and c</div>
<div>
<br /></div>
<div>
39. Which law/s of learning by Thorndike is/are analogous to this statement ? : “You can take the horse to the river, but you can not force the horse to drink.”</div>
<div>
a. Law of Effect </div>
<div>
b. Law of Exercise </div>
<div>
c. Law of Readiness</div>
<div>
d. Laws a & b</div>
<div>
e. Laws b & c</div>
<div>
<br /></div>
<div>
40. Fear of the dentist from a painful experience of tooth extraction, fear of heights from falling off a high chair when we were infants are learned through ___ .</div>
<div>
a. Insight </div>
<div>
b. Imitation </div>
<div>
c. classical conditioning</div>
<div>
d. trial-and-error learning</div>
<div>
e. operant conditioning</div>
<div>
<br /></div>
<div>
41. Who was that first American psychologist to work with Pavlov’s idea on classical conditioning process of learning, but in his research, he involved human behaviors which he claimed are learned through stimulus-response associations by conditioning?</div>
<div>
a. B. F. Skinner </div>
<div>
b. John Watson </div>
<div>
c. E. Thorndike</div>
<div>
d. Robert Gagne</div>
<div>
e. John Locke</div>
<div>
<br /></div>
<div>
42. Ms. Ramos taught her four year old son to tie his shoe lace by following sequential step. Ms. Ramos gave her child reinforcement (reward) every time the boy performed the step until he was able to do the entire sequence successfully. What process of learning did the boy use to learn in tying his shoe lace? </div>
<div>
a. Classical conditioning </div>
<div>
b. Behavioral chaining </div>
<div>
c. Behavior shaping</div>
<div>
d. Positive reinforcing</div>
<div>
e. Negative reinforcing</div>
<div>
<br /></div>
<div>
43. The Sign-Gestalt Learning Theory or Purposive Behaviorism of Edward Tolman explains that __________</div>
<div>
a. an organism learns by pursuing signs (stimulus) to a goal acquired through meaningful behavior.</div>
<div>
b. new stimulus (the sign) always corresponds to a certain response.</div>
<div>
c. a learner learns and experiences success in learning by trial-and error.</div>
<div>
d. an organism (learner) learns new behaviors by adapting himself to the environment he belongs.</div>
<div>
e. a learner shapes his behavior to a more improved behavior by conditioning process.</div>
<div>
<br /></div>
<div>
44. What is the underlying principle of learning in the Social Learning Theory proposed by Albert Bandura?</div>
<div>
a. That people can learn by observing the behavior of others and the outcomes of those behaviors. </div>
<div>
b. That learning has to be represented by a permanent change in behavior.</div>
<div>
c. That a child learns more effectively with the aid of teaching machines.</div>
<div>
d. That modeling is not favorable in learning, hence it does not provide positive behavior change.</div>
<div>
e. That consequences of the model’s behavior may not always affect the observer’s behavior vicariously.</div>
<div>
<br /></div>
<div>
45. Which is the correct sequence in modeling the behavior of others?</div>
<div>
a. Attention – motivation – retention – motor reproduction </div>
<div>
b. Attention - motor reproduction – retention – motivation</div>
<div>
c. Motivation - attention - retention - motor reproduction</div>
<div>
d. Attention - retention - motor reproduction - motivation</div>
<div>
e. Motor chaining - attention - retention - motivation</div>
<div>
<br /></div>
<div>
46. What does the Gestalt’s Theory of Learning emphasize on?</div>
<div>
a. Mental processes and perceptions are less effective in cognitive development in learning.</div>
<div>
b. Learned behaviors can be improved by constant practice.</div>
<div>
c. Mental processes and products of perception are basic to cognitive learning.</div>
<div>
d. Gestalt’s process of learning is through sequential process to form meaning or idea.</div>
<div>
e. Gestalt’s theory adhere to the idea that learning takes place by foresight and prediction.</div>
<div>
<br /></div>
<div>
47. How should a teacher go about a spiral curriculum as stressed by Jerome Bruner?</div>
<div>
a. The teacher teaches the same content in different ways depending on students’ developmental level.</div>
<div>
b. The curriculum should be organized in a spiral manner to allow students to continually build upon what they have already learned.</div>
<div>
c. Instruction must be structured so that it can be easily grasped by the students.</div>
<div>
d. a, b and c conform with the spiral curriculum</div>
<div>
e. a, b and c do not support the idea on spiral curriculum.</div>
<div>
<br /></div>
<div>
48. In what representation level of learning should children learn about the world through actions on physical objects and the outcomes of these actions?</div>
<div>
a. Enactive representation </div>
<div>
b. Iconic representation </div>
<div>
c. Symbolic representation</div>
<div>
d. Semi-abstract representation</div>
<div>
e. Abstract representation</div>
<div>
<br /></div>
<div>
49. Which of the following concepts support/s David Ausubel’s Meaningful Verbal Learning Theory?</div>
<div>
a. Knowledge is hierarchically organized</div>
<div>
b. Information becomes meaningful when it is related to what is already known.</div>
<div>
c. Individuals learn large amounts of meaningful material from verbal/textual presentation.</div>
<div>
d. b and c support Ausubel’s theory.</div>
<div>
e. a, b and c do not support Ausubel’s theory. </div>
<div>
<br /></div>
<div>
50. Research says: “People tend to attribute their successes to internal causes and their failures to external causes.” Based on this finding, what should be taught to students for them to be genuinely motivated to succeed?</div>
<div>
a. Tell them the research finding when applied will make them genuinely motivated.</div>
<div>
b. Convince them to realize that genuine motivation is the only factor that matters for a person to succeed. </div>
<div>
c. Make them realize that both success and failure are more a function of internal causes.</div>
<div>
d. Make them realize that failure is a part of life.</div>
<div>
d. None of these.<br />
<br />
<br />
Click the download button below to download this practice set <i>with answers</i> in PDF format.<br />
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LET Reviewer for Professional Education - Facilitating Learning Part 2

LET Reviewer in Professional Education LET Reviewer for Professional Education PRACTICE TEST FOR PROFESSIONAL EDUCATION FACILITATIN...

LET Reviewer for Professional Education - Facilitating Learning

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LET Reviewer in Professional Education</div>
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyIviWkAr_DgxA4ofxwn1MG4krKIkxqWqdZUtEbBeinn4psZBq0A3qdhg7yib_VYXq-f_V4svNQcPDzvYPqcvcQcyPKAtQWFEmRTIiwBVjJ14v6zcCPQplvbBvvvAqKKtn51E3JwMCXWq1/s1600/mcqs-professional-education.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="LET Reviewer for Professional Education" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyIviWkAr_DgxA4ofxwn1MG4krKIkxqWqdZUtEbBeinn4psZBq0A3qdhg7yib_VYXq-f_V4svNQcPDzvYPqcvcQcyPKAtQWFEmRTIiwBVjJ14v6zcCPQplvbBvvvAqKKtn51E3JwMCXWq1/s1600/mcqs-professional-education.jpg" title="LET Reviewer for Professional Education" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8000001907349px;">LET Reviewer for Professional Education</td></tr>
</tbody></table>
<b>PRACTICE TEST FOR </b><b>PROFESSIONAL EDUCATION</b><br />
<b><i>FACILITATING LEARNING</i></b><br />
<div>
<div>
<br />
1. The process of metacognition helps every learner how to learn effectively. Which of the following statements is not a result of metacognition?
<br />
<div>
a. It makes the learner realize his strengths and weaknesses in learning</div>
<div>
b. It develops the learner’s self-motivation to learn and improves his study habits.</div>
<div>
c. It trains the learner how learn on his own more efficiently and effectively.</div>
<div>
d. It teaches the learner to know what to learn and for him to accumulate more knowledge.</div>
<div>
e. It develops the ability of the learner to evaluate his own thinking and learn more effectively.</div>
<div>
<br /></div>
<div>
2. Below are the six aspects and/or processes of study habits listed in no particular order. Which should be the correct logical and systematic sequence of the six aspects?</div>
<div>
<br /></div>
<div>
1. Note-taking and reading</div>
<div>
2. Organizing and planning the work</div>
<div>
3. Preparing an assignment/project</div>
<div>
4. Motivation</div>
<div>
5. Managing school work stress</div>
<div>
6. Working with others </div>
<div>
<br /></div>
<div>
a. 1-2-3-4-5-6</div>
<div>
b. 4-2-6-5-1-3</div>
<div>
c. 4-2-5-6-3-1</div>
<div>
d. 4-3-5-2-6-1</div>
<div>
e. 3-4-1-5-6-2</div>
<div>
<br /></div>
<div>
3. According to John Flavell, metacognition consists of metacognitive knowledge and metacognitive experience or regulation. This simply means ___ .</div>
<div>
a. “thinking about thinking” or “learning how to learn”</div>
<div>
b. learning focuses on the accumulation of verbalized information.</div>
<div>
c. learning by rote and memorization with emphasis on knowledge of specific facts</div>
<div>
d. knowing what to learn through reading books and other vicarious experiences</div>
<div>
e. gaining knowledge in the most abstract and symbolic way</div>
<div>
<br /></div>
<div>
4. Which category / variable of cognitive knowledge refers to the knowledge about how human beings learn and process information?</div>
<div>
a. Strategy variable </div>
<div>
b. Task variable </div>
<div>
c. Person Variable</div>
<div>
d. Space variable</div>
<div>
e. Time variable</div>
<div>
<br /></div>
<div>
5. The Task Variable of Metacognitive knowledge includes the following except one. Which is an exception?</div>
<div>
a. Knowledge about the nature of the learning tasks to be accomplished</div>
<div>
b. Type of processing demands placed upon the individual</div>
<div>
c. Gauging the difficulty of the tasks to be done by the learner</div>
<div>
d. Kind of effort it will demand from the learner for him to exert</div>
<div>
e. Knowledge of various and appropriate strategy to be used in learning</div>
<div>
<br /></div>
<div>
6. That variable of cognitive knowledge in which the learner is made aware of the procedure to be used in trying to learn the topic/lesson and for him to evaluate whether the procedure is effective or not is the ___.</div>
<div>
a. Task variable</div>
<div>
b. Strategy variable </div>
<div>
c. person variable</div>
<div>
d. Time and Space variable </div>
<div>
e. Resources – variable</div>
<div>
<br /></div>
<div>
7. In a Science class, Mr. Santos guided his students to state a scientific problem, formulate hypothesis and identify the experimental and controlled variables for an experiment which the class performed by groups. From the variables identified, each group designed their respective procedure on how to go about the experiment. Which psychological principle of learner-centered learning is involved in this situation?</div>
<div>
a. Developmental and social </div>
<div>
b. motivational and affective </div>
<div>
c. individual differences</div>
<div>
d. Cognitive and Metacognitive</div>
<div>
e. none of these<br />
<br /></div>
<div>
</div>
<div>
8. In the cognitive and metacognitive factors, what process is involved when the learner is able to link new information and experiences in meaningful ways?</div>
<div>
a. Construction of knowledge </div>
<div>
b. Goal-directed learning process </div>
<div>
c. Learning of complex subject matter</div>
<div>
d. Strategic thinking process</div>
<div>
e. Thinking about thinking process</div>
<div>
<br /></div>
<div>
9. When the successful learner can create and use a repertoire of thinking and reasoning ways to achieve complex learning goals, what cognitive and metacognitive factor is involved?</div>
<div>
a. Nature of learning process </div>
<div>
b. Goals of the learning process </div>
<div>
c. Construction of knowledge process</div>
<div>
d. Strategic process</div>
<div>
e. Context of learning process</div>
<div>
<br /></div>
<div>
10. Which of the following does not intrinsically motivate and influence the learner to learn?</div>
<div>
a. Emotional state</div>
<div>
b. Beliefs</div>
<div>
c. Interests and goals</div>
<div>
d. Habits of thinking</div>
<div>
e. High scholastic ratings</div>
<div>
<br /></div>
<div>
11. On what condition/conditions can a learner effectively learn despite different opportunities and constraints for learning that interfere?</div>
<div>
a. When learning materials for learning are appropriate, suited to his developmental level</div>
<div>
b. When the learning activity is interesting and enjoyable</div>
<div>
c. When the learning task is catered to his intellectual / mental capacity</div>
<div>
d. When he is ready and capable to perform a particular task</div>
<div>
e. All of these mentioned are favorable conditions for effective learning</div>
<div>
<br /></div>
<div>
12. Which of the factors below does not make an individual learner different from another?</div>
<div>
a. Mental and intellectual factors </div>
<div>
b. Social and Environmental factors </div>
<div>
c. Physical and emotional factors</div>
<div>
d. materials used for learning</div>
<div>
e. family background and culture</div>
<div>
<br /></div>
<div>
13. In Jean Piaget’s “genetic epistemology” (theoretical framework), what was the main focus of the study?</div>
<div>
a. To determine how knowledge developed in human organism at different developmental stages</div>
<div>
b. To determine the rate of learning among children </div>
<div>
c. To distinguish between dull and intelligent individual learners</div>
<div>
d. To identify linguistic, social and manipulative abilities of a young child</div>
<div>
e. To determine the hereditary traits manifested at every developmental stage of a child</div>
<div>
<br /></div>
<div>
14. When a small child calls another animal that looks a little bit like a dog, he thinks and calls it a “dog”. What learning process is illustrated on Piaget’s cognitive development theory?</div>
<div>
a. Reversion </div>
<div>
b. Accommodation </div>
<div>
c. Assimilation </div>
<div>
d. Equilibration</div>
<div>
e. Centration</div>
<div>
<br /></div>
<div>
15. A child was presented two identical glasses with equal amount of water. The water in one glass was transferred to a taller and narrower glass. The child said that the taller and narrower glass contains more water than the other glass. What function in the pre-operational stage of child development is illustrated?</div>
<div>
a. Symbolic function </div>
<div>
b. Egocentrism </div>
<div>
c. Centration </div>
<div>
d. Reversibility</div>
<div>
e. Transductive reasoning</div>
<div>
<br /></div>
<div>
16. John, a two-year old boy, pretended to be drinking from a glass which was actually empty. His idea about the glass was for him to drink water from it. What function for the pre-operational stage is illustrated by this situation? </div>
<div>
a. Symbolic function </div>
<div>
b. Centration </div>
<div>
c. Conservation</div>
<div>
d. Transductive reasoning </div>
<div>
e. Animism</div>
<div>
<br /></div>
<div>
17. This is the tendency of the child in the pre-operational stage to only see his own point of view and to assume that everyone also has the same point of view as his.</div>
<div>
a. Animism </div>
<div>
b. Centration </div>
<div>
c. Symbolism</div>
<div>
d. Reversion</div>
<div>
e. Egocentrism </div>
<div>
<br /></div>
<div>
18. Considering the same situation in item number 15, the child who is now in the concrete operation stage can now judge rightly that the amount of water in the taller and narrower glass is still the same as when the water was in the shorter but wider glass. What function does this illustrate?</div>
<div>
a. Seriation </div>
<div>
b. Reversibility </div>
<div>
c. Decentration </div>
<div>
d. Conservation</div>
<div>
e. Centration</div>
<div>
<br /></div>
<div>
19. In the Formal Operational Stage of cognitive development of a child ages between 12 – 15 years, he has already the ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in similar situation or problem. What do you call this ability?</div>
<div>
a. Hypothetical Reasoning </div>
<div>
b. Analogical Reasoning ` </div>
<div>
c. Deductive Reasoning </div>
<div>
d. Inductive Reasoning</div>
<div>
e. Abstract Reasoning</div>
<div>
<br /></div>
<div>
20. According to Erickson, what years are critical for the development of self-confidence?</div>
<div>
a. High School years </div>
<div>
b. College years </div>
<div>
c. Pre-School years</div>
<div>
d. Elementary years</div>
<div>
e. in all years</div>
<div>
<br /></div>
<div>
21. Which of the following does not belong to the stages of personality dimensions of Erik Erickson’s Pscho-Social Development during infancy and childhood?</div>
<div>
a. Trust versus mistrust </div>
<div>
b. Autonomy versus shame and doubt </div>
<div>
c. Initiative versus guilt</div>
<div>
d. Intimacy versus isolation</div>
<div>
e. Industry versus inferiority</div>
<div>
<br /></div>
<div>
22. In what stage of Erickson’s theory of development is identity versus identity confusion prevalent?</div>
<div>
a. Infancy </div>
<div>
b. Childhood </div>
<div>
c. Adolescence</div>
<div>
d. Adulthood </div>
<div>
e. in all stages</div>
<div>
<br /></div>
<div>
23. Scaffolding is a teaching technique in assisting a learner to accomplish a given learning task. From whom and what theory of development was this technique based?</div>
<div>
a. Erickson’s Pscho-Social Theory</div>
<div>
b. Vygotsky’s Socio-Cultural Theory </div>
<div>
c. Kohlberg’s Stages of Moral development </div>
<div>
d. Bandura’s Social Learning Theory</div>
<div>
e. Pavlov’s Classical Conditioning</div>
<div>
<br /></div>
<div>
24. According to Vygotsky, what are the two central factors in cognitive development?</div>
<div>
a. Social interaction and language factors</div>
<div>
b. Emotional and mental factors </div>
<div>
c. Intellectual and language factors </div>
<div>
d. Pscho-social factors</div>
<div>
e. Socio-environmental factors</div>
<div>
<br /></div>
<div>
25. Which of the six stages of moral development advocated by Lawrence Kohlberg states that an individual is motivated to do what is desired of him to do in order to avoid punishment? </div>
<div>
a. Mutual benefit stage </div>
<div>
b. Social approval stage </div>
<div>
c. Punishment-obedience stage</div>
<div>
d. Law and Order stage</div>
<div>
e. Social contract & universal principles </div>
<div>
<br />
<br /></div>
<div>
Click the download button below to download this practice set <i>with answers</i> in PDF format.<br />
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LET Reviewer for Professional Education - Facilitating Learning

LET Reviewer in Professional Education LET Reviewer for Professional Education PRACTICE TEST FOR PROFESSIONAL EDUCATION FACILITATIN...

LET Reviewer in Math - Probability

<div class="separator"><div style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijzsYT9OmWmfvnqldC0XX0bT_hcAsz5L_m8peronNby56HuuvMCMdPX2HUK4F-Jesd-V6hcW_S_57m5jwu_Bj9lKeOIdqvaneknGida-ddxfWfUm55PX8L-iyrx3kuKurlFboR7Dvs8-q1IhE9FWO7hWeWwkFyBk8Tv8RZ0jgrAxeP1jw_iWzNvFJvxg/s320/math3.jpg" /></div></div><br /><div><br /></div><div><div><b>1. A coin is tossed 3 times. What is the probability of getting 2 heads and 1 tail?</b></div><div>a) 1/4</div><div>b) 3/8</div><div>c) 1/2</div><div>d) 5/8</div><div>e) none of the above</div><div><br /></div><div>Solution: The total number of possible outcomes is 2^3 = 8 (since there are 2 options for each toss). There are 3 ways to get 2 heads and 1 tail: HHT, HTH, THH. Each of these outcomes has a probability of (1/2)^3 = 1/8. Therefore, the probability of getting 2 heads and 1 tail is:</div><div><br /></div><div>3 x 1/8 = 3/8</div><div><br /></div><div>Answer: (b) 3/8.</div><div><br /></div><div><br /></div><div><b>2. A jar contains 5 red balls, 3 blue balls, and 2 green balls. If one ball is drawn at random, what is the probability of getting a blue ball?</b></div><div>a) 1/2</div><div>b) 1/4</div><div>c) 3/10</div><div>d) 3/4</div><div>e) none of the above</div><div><br /></div><div>Solution: There are 10 balls in total, so the probability of getting a blue ball is 3/10.</div><div><br /></div><div>Answer: (c) 3/10.</div><div><br /></div><div><br /></div><div><b>3. A fair 6-sided die is rolled twice. What is the probability of getting a sum of 7?</b></div><div>a) 1/6</div><div>b) 1/5</div><div>c) 1/4</div><div>d) 1/3</div><div>e) none of the above</div><div><br /></div><div>Solution: There are 36 possible outcomes when rolling two dice (since there are 6 options for each roll). There are 6 ways to get a sum of 7: (1,6), (2,5), (3,4), (4,3), (5,2), (6,1). Therefore, the probability of getting a sum of 7 is:</div><div><br /></div><div>6/36 = 1/6</div><div><br /></div><div>Answer: (a) 1/6.</div></div><div><br /></div><div><br /></div><div><div><b>4. In a certain town, it is known that 30% of the people have a college degree. If 4 people from this town are randomly selected, what is the probability that all 4 have a college degree?</b></div><div>a) 0.001</div><div>b) 0.008</div><div>c) 0.027</div><div>d) 0.064</div><div>e) none of the above</div><div><br /></div><div>Solution: The probability that any one person has a college degree is 0.3. Assuming independence between the people, the probability that all 4 have a college degree is:</div><div><br /></div><div>0.3 x 0.3 x 0.3 x 0.3 = 0.0081</div><div><br /></div><div>Answer: (b) 0.008.</div><div><br /></div><div><br /></div><div><b>5. A bag contains 8 red balls and 4 blue balls. Two balls are drawn at random without replacement. What is the probability that both balls are red?</b></div><div>a) 1/3</div><div>b) 2/7</div><div>c) 2/3</div><div>d) 4/7</div><div>e) none of the above</div><div><br /></div><div>Solution: The probability of drawing a red ball on the first draw is 8/12. If a red ball is drawn on the first draw, the probability of drawing another red ball on the second draw (without replacement) is 7/11. Therefore, the probability of drawing two red balls is:</div><div><br /></div><div>(8/12) x (7/11) = 14/33</div><div><br /></div><div>Answer: e) none of the given options.</div></div><div><br /></div><div><br /></div><div><div><b>6. A company produces light bulbs, and the probability of a bulb being defective is 0.05. A sample of 10 bulbs is chosen at random from the production line. What is the probability that at least 1 bulb is defective?</b></div><div>a) 0.401</div><div>b) 0.598</div><div>c) 0.950</div><div>d) 0.999</div><div>e) none of the above</div><div><br /></div><div>Solution: The probability that none of the bulbs is defective is:</div><div><br /></div><div>(0.95)^10 = 0.5987369392</div><div><br /></div><div>Therefore, the probability that at least 1 bulb is defective is:</div><div><br /></div><div>1 - 0.5987369392 = 0.4012630608</div><div><br /></div><div>Answer: (a) 0.401.</div></div><div><br /></div><div><br /></div><div><div><b>7. A class has 25 students, of which 10 are boys and 15 are girls. If 4 students are chosen at random, what is the probability that 2 are boys and 2 are girls?</b></div><div>a) 0.222</div><div>b) 0.329</div><div>c) 0.441</div><div>d) 0.556</div><div>e) none of the above</div><div><br /></div><div>Solution: The number of ways to choose 2 boys out of 10 is C(10,2) = 45, and the number of ways to choose 2 girls out of 15 is C(15,2) = 105. The total number of ways to choose 4 students out of 25 is C(25,4) = 12,650. Therefore, the probability of choosing 2 boys and 2 girls is:</div><div><br /></div><div>(45 x 105) / 12650 = 0.375</div><div><br /></div><div>Answer: e) none of the given options.</div></div><div><br /></div><div><br /></div><div><div><b>8. In a certain town, it is known that 40% of the people have brown eyes and 60% have blue eyes. If 3 people from this town are randomly selected, what is the probability that all 3 have brown eyes?</b></div><div>a) 0.064</div><div>b) 0.096</div><div>c) 0.216</div><div>d) 0.343</div><div>e) none of the above</div><div><br /></div><div>Solution: The probability that any one person has brown eyes is 0.4. Assuming independence between the people, the probability that all 3 have brown eyes is:</div><div><br /></div><div>0.4 x 0.4 x 0.4 = 0.064</div><div><br /></div><div>Answer: (a) 0.064.</div><div><br /></div><div><br /></div><div><b>9. A bowl contains 5 red marbles and 3 green marbles. If 2 marbles are drawn at random without replacement, what is the probability that both marbles are red?</b></div><div>a) 1/14</div><div>b) 5/14</div><div>c) 5/21</div><div>d) 10/21</div><div>e) none of the above</div><div><br /></div><div>Solution: The probability of drawing a red marble on the first draw is 5/8. If a red marble is drawn on the first draw, the probability of drawing another red marble on the second draw (without replacement) is 4/7. Therefore, the probability of drawing 2 red marbles is:</div><div><br /></div><div>(5/8) x (4/7) = 5/14</div><div><br /></div><div>Answer: (b) 5/14</div></div><div><br /></div><div><br /></div><div><div><b>10. A card is drawn at random from a standard deck of 52 playing cards. What is the probability that the card is a face card (jack, queen, or king) or a heart?</b></div><div>a) 13/52</div><div>b) 16/52</div><div>c) 20/52</div><div>d) 24/52</div><div>e) none of the above</div><div><br /></div><div>Solution: There are 12 face cards in a deck of 52 playing cards, and there are 13 hearts. However, the jack, queen, and king of hearts are counted twice since they are both face cards and hearts. Therefore, the total number of cards that are either face cards or hearts is:</div><div><br /></div><div>12 + 13 - 3 = 22</div><div><br /></div><div>The probability of drawing a face card or a heart is therefore:</div><div><br /></div><div>22/52 = 11/26</div><div><br /></div><div>Answer: e) none of the given options.</div></div>

LET Reviewer in Math - Probability

1. A coin is tossed 3 times. What is the probability of getting 2 heads and 1 tail? a) 1/4 b) 3/8 c) 1/2 d) 5/8 e) none of the above Solutio...

LET Reviewer in Professional Education - Legal Bases for Philippine Education Part 3

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LET Reviewer in Professional Education</div>
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<tr><td class="tr-caption" style="font-size: 12.8000001907349px;">LET Reviewer for Professional Education</td></tr>
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<b>PRACTICE TEST FOR </b><b>PROFESSIONAL EDUCATION</b><br />
<b><i>Legal Bases for Philippine Education </i></b>
<br />
<div>
<br /></div>
<div>
<div>
51. The principal source of funds for financing public education is taken from the one percent (1%) tax on real estate imposed by Republic Act No. No. 5447. This statement means:</div>
<div>
a. Philippine education grants university status to qualified colleges.</div>
<div>
b. Philippine education strives to be of high quality.</div>
<div>
c. Philippine education recognizes the complementary roles of public and private educational institutions.</div>
<div>
d. Philippine education is financed by public and private funds.</div>
<div>
<br /></div>
<div>
52. No educational institutions in the Philippines shall be established exclusively for aliens and no group of aliens shall comprise more than one-third of the enrolment in any school. This statement means:</div>
<div>
a. Philippine education is nationalistic.</div>
<div>
b. Philippine education is democratic.</div>
<div>
c. Philippine education is complete, adequate, integrated and relevant.</div>
<div>
d. Philippine education encourages regional planning.</div>
<div>
<br /></div>
<div>
53. The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs. This statement means:</div>
<div>
a. Philippine education is nationalistic.</div>
<div>
b. Philippine education is democratic.</div>
<div>
c. Philippine education is complete, adequate, integrated and relevant.</div>
<div>
d. Philippine education encourages regional planning.</div>
<div>
<br /></div>
<div>
54. What statement is FALSE with reference to Article II “The Teacher and State” of the Code of Ethics of Professional Teachers?</div>
<div>
a. Every teacher shall enjoy academic freedom and shall the privilege of sharing the product of his researches and investigations, provided that, if the results are inimical to the declared policies of the state, they shall be drawn to the proper authorities for appropriate remedial action.</div>
<div>
b. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by providing an environment conducive to such learning and growth.</div>
<div>
c. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.</div>
<div>
d. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political course of action.</div>
<div>
<br /></div>
<div>
55. What statement is FALSE with reference to Article IV “The Teacher and the Profession” of the Code of Ethics of Professional Teachers?</div>
<div>
a. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.</div>
<div>
b. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living.</div>
<div>
c. Every teacher shall uphold the highest possible standards of quality education, and shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.</div>
<div>
d. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence and faith in one another, self-sacrifice for the common good and full cooperation with colleagues. When best interest is at stakes in any controversy, teachers shall support one another.</div>
<div>
<br /></div>
<div>
56. What statement is FALSE with reference to Article VIII “The Teacher and the Learners” of the Code of Ethics of Professional Teachers?</div>
<div>
a. A teacher shall not accept favors or gifts from learners, their parents, or others in their behalf in exchange for requested concessions, especially if underserved,</div>
<div>
b. A teacher shall not inflict corporal punishment or offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.</div>
<div>
c. In a situation where mutual attraction and subsequent love develop between teacher and the learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner.</div>
<div>
d. A teacher shall maintain at all ties a dignified personality, which could serve as model worthy of emulation by learners, peers and others.</div>
<div>
<br /></div>
<div>
57. As provided in the Republic Act #4670, every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedures and shall the following except:</div>
<div>
a. the right to be informed in writing, of the charges</div>
<div>
b. the right to full access to the evidence in the case</div>
<div>
c. the right to defend himself and to be defended by a representative of his choice and/or his organization, adequate time being given to the teacher for the preparations of his defense</div>
<div>
d. the right to appeal to clearly designated authorities.</div>
<div>
e. All of these</div>
<div>
<br /></div>
<div>
58. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality.</div>
<div>
a. Yes, it is provided in Republic Act #4670</div>
<div>
b. No, it’s against on nepotism</div>
<div>
c. Yes, as long as they will not be in the same school</div>
<div>
d. No, it against the provision of Republic Act #4670</div>
<div>
<br /></div>
<div>
59. In areas in which teachers are exposed to hardship such as difficulty in community to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowance equivalent to:</div>
<div>
a. at least 100% of their monthly salary</div>
<div>
b. at least 75% of their monthly salary</div>
<div>
c. at least 50% of their monthly salary</div>
<div>
d. at least 25% of their monthly salary</div>
<div>
<br /></div>
<div>
60. Which of the following phrases is NOT provided for in the Education Act of 1940, known as Commonwealth Act No. 536?</div>
<div>
a. public elementary education to be supported by the National Government</div>
<div>
b. a six-year elementary education instead of seven</div>
<div>
c. a double-single session in the elementary grades</div>
<div>
d. fixed the actual teaching time of elementary </div>
<div>
e. all of these</div>
<div>
<br /></div>
<div>
61. DECS Department Order No. 25, s. 1974 requires the use of Filipino as medium of instruction in __________.</div>
<div>
a. social studies</div>
<div>
b. character education</div>
<div>
c. work education, physical and health education</div>
<div>
d. all of the above</div>
<div>
e. none of the above</div>
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<br /></div>
<div>
62. Under the Magna Carta for Teachers, teachers with __________ years of service of more may be considered PBET eligible.</div>
<div>
a. at least 10 years or more continuous service</div>
<div>
b. at least five years or more continuous service</div>
<div>
c. seven years of service</div>
<div>
d. three years of service</div>
<div>
e. none of the above</div>
<div>
<br /></div>
<div>
63. Presidential Decree 1006, otherwise known as the Decree Professionalizing Teaching was promulgated to __________.</div>
<div>
a. regulate the practice teaching </div>
<div>
b. ensure that teacher education is of the highest quality</div>
<div>
c. assess prospective teachers’ knowledge, skills and competencies</div>
<div>
d. all of the above</div>
<div>
e. none of the above</div>
<div>
<br /></div>
<div>
64. With the promulgation of the bilingual policy of the Department of Education, Culture and Sports, what is the immediate function of English in the schools?</div>
<div>
a. it is a tool for learning science and mathematics</div>
<div>
b. it is an instrument for acquiring information about the world</div>
<div>
c. it is a means of communication with English-speaking people.</div>
<div>
d. It is a tool for advancement in the business world</div>
<div>
e. All of these</div>
<div>
<br /></div>
<div>
65. In accordance with the DECS Department Order No. 25, s. 1974, the use of English and Filipino as instructional media starts in __________.</div>
<div>
a. Grade I</div>
<div>
b. Grade III</div>
<div>
c. Grade IV</div>
<div>
d. Grade VI</div>
<div>
e. all of the above</div>
<div>
<br /></div>
<div>
66. The Republic Act, which lengthens the school calendar from 200 days to not more than 220 days to take effect in school year 1995-1996, is ___________.</div>
<div>
a. Republic Act No. 7791</div>
<div>
b. Republic Act No. 7743</div>
<div>
c. Republic Act No. 7798</div>
<div>
d. Republic Act No. 7784</div>
<div>
e. Republic Act No. 1616</div>
<div>
<br /></div>
<div>
67. The name of the Dept. of Education, Culture and Sports (DECS) was changed to Dept. of Education (DepEd) by virtue of what law?</div>
<div>
a. Republic Act No. 9155</div>
<div>
b. Republic Act No. 9411</div>
<div>
c. Republic Act No. 9630</div>
<div>
d. Republic Act No. 2194</div>
<div>
e. Republic Act No. 4670</div>
<div>
<br /></div>
<div>
68. This landmark law bans sexual harassment in the workplace and in the educational institutions.</div>
<div>
a. Republic Act No. 7977 </div>
<div>
b. Exec. Order #A-6 </div>
<div>
c. Republic Act No. 7877</div>
<div>
d. Adm. Order No. 1250</div>
<div>
e. DECS Order No. 120</div>
<div>
<br /></div>
<div>
69. Free Public Secondary Education Act of 1988 is contained in ___________.</div>
<div>
a. Republic Act No. #6938 </div>
<div>
b. Republic Act No. #6735</div>
<div>
c. Republic Act No. 6657</div>
<div>
d. Republic Act No. #6655</div>
<div>
e. Republic Act No. #7752</div>
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<br /></div>
<div>
70. Public school teachers must observe the “Dress Code” prescribed by the Civil Service Commission. This practice in the line with the Code of Ethical Standards for Public Official of Employees”, under Republic Act No.</div>
<div>
a. 6713</div>
<div>
b. 6731</div>
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c. 6741</div>
<div>
d. 6751</div>
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e. 6171</div>
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<br /></div>
<div>
71. It is a decree, which made the observance of the flag ceremony compulsory.</div>
<div>
a. Republic Act No. 4670</div>
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b. Batas Pambansa Blg. 232</div>
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c. Republic Act No. 1459</div>
<div>
d. Republic Act No. 1265</div>
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<br /></div>
<div>
72. The first teacher-training school established by the Americans in the Philippines in 1901 is the __________.</div>
<div>
a. University of the Philippines</div>
<div>
b. Philippine Normal School</div>
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c. Zamboanga Normal School</div>
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d. Cebu Normal University</div>
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e. Iloilo Normal School</div>
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<br /></div>
<div>
73. Which of the following is a violation of R.A.7787- Anti-Sexual harassment Act of 1995”?</div>
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a. A BEED applicant for teaching is being asked for a date by the superintendent, before she could be hired.</div>
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b. The applicant is being asked to give P5, 000 before she could be hired.</div>
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c. The applicant is being interviewed about her studies, including her victory as a beauty title holder- Miss Cebu Tourism 1998.</div>
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d. The applicant was made to clean the office.</div>
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e. None of these</div>
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<br /></div>
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74. An Act abolishing the National College Entrance Examination (NCEE), repealing for the purpose of PD No. 1467?</div>
<div>
a. Republic Act No. 7977</div>
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b. Republic Act No. 7323</div>
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c. Republic Act No. 7877</div>
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d. Republic Act No. 7731</div>
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e. Republic Act No. 7463</div>
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<br /></div>
<div>
75. A DECS Order that implemented the Bilingual Education Policy since 1974 requiring English as a medium of instruction in Science, Math and Filipino in all other subject in elementary and secondary school.</div>
<div>
a. DECS Order No. 25</div>
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b. DECS Order No. 35 </div>
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c. DECS Order No. 38</div>
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d. DECS Order No. 107</div>
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e. DECS Order No. 603</div>
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<br /></div>
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LET Reviewer in Professional Education - Legal Bases for Philippine Education Part 3

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LET Reviewer in Professional Education - Sociology and Anthropology Part 4

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May 2015 CSE PPT Professional and Subprofessional Levels - Region 12

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MAY 3, 2015 CSE-PPT <br />
<b>PROFESSIONAL LEVEL </b><br />
CSCRO NO. 12 <br />
<br />
LIST OF PASSERS <br />
<br />
Sequence No.    Exam No.       Name<br /><br />1 12 441150 ABALOS, MARK S<br />2 12 446972 ABAS, DATU HAMAD M<br />3 12 447181 ABAS, REISHMA A<br />4 12 446800 ABBAS, SALLY T<br />5 12 446066 ABDULGAFAR, NOR-AISA A<br />6 12 443947 ABEAR, JEBEE MAE V<br />7 12 449706 ABELO, KIHARA R<br />8 12 449455 ABOBACAR, RAWEYAH A<br />9 12 448236 ACANA, KEVIN BRYAN M<br />10 12 443270 ACORIN, NEL ROSE E<br />11 12 440121 ADAJAR, ARIANE B<br />12 12 449664 ADOLFO, JUAN CARLO M<br />13 12 447204 AGNES, FERDINAND IZAR T<br />14 12 441108 AGUARILLES, HANNY HAZEL B<br />15 12 443301 AGUIRRE, ARVIN H<br />16 12 440263 AGUIRRE, MARY ANN C<br />17 12 449222 AGUSTIN, RADEN GERALD R<br />18 12 444078 ALBACITE, KAREM AMOR E<br />19 12 445728 ALBON, DENICE J<br />20 12 448542 ALCARIA, JEAN D<br />21 12 441259 ALEGRIA, ALJUN J<br />22 12 442555 ALIB, ALAN WRIGHT V<br />23 12 446277 ALIBASA, ABUHALIL M<br />24 12 443463 ALLAGA, CARIÑO JR F<br />25 12 443494 ALMIA, ARIS S<br />26 12 440494 ALMUETE, KRIZZIA JOY T<br />27 12 448841 ALOLOR, CHRISTIAN JAY R<br />28 12 445388 ALONZO, RINNAH LAEL P<br />29 12 448622 AMABA, SHEENA SHEEN V<br />30 12 442060 AMADEO, PETER ANTON IV C<br />31 12 445371 AMISOLA, RAIZA E<br />32 12 441779 AMOYAN, AIMEE ROSE S<br />33 12 447087 AMPATUAN, SAHAD KHAYRUF M<br />34 12 448557 AÑASCO, JESTHONY D<br />35 12 449221 ANDAMON, HONEY CHARISH U<br />36 12 448219 ANDER, RIZZA MELIA Z<br />37 12 442634 ANTONINO, JOHN REY B<br />38 12 448742 APONESTO, HAROLD P<br />39 12 444198 ARANCON, ANJO D<br />40 12 440991 ARANTE, GELYN E<br />41 12 447114 ARGUELLES, MICHEAL REY S<br />42 12 444605 ARIAS, ELLYN MAE L<br />43 12 440032 ARNAIZ, DANNA CLYDE L<br />44 12 442608 AROCHA, BRYAN E<br />45 12 442108 ARROYO, JORDAN JR P<br />46 12 448379 ARZAGA, RHODA R<br />47 12 441136 ASPILLA, JOANNE B<br />48 12 441455 AZUCENA, CHLOE APRIL MAE Z<br />49 12 440413 BABERA, STEFAN H<br />50 12 449345 BABIA, JOHN SIMON R<br />51 12 442017 BAGO, BERNACRIS T<br />52 12 441231 BALANZA, JOSHUA MILES S<br />53 12 442947 BALBOA, RHEA MAE L<br />54 12 446930 BALDONADO, DIRIALIN LOVEJOY L<br />55 12 444502 BALGOS, ERIC GEM O<br />56 12 444970 BALIGUAT, LUDEL S<br />57 12 444025 BALILI, LEANE B<br />58 12 449112 BAÑAGADO, SHIELA MAE O<br />59 12 440701 BANAJERA, JO-AN ROSE A<br />60 12 449708 BAÑAS, EMMA LUZ M<br />61 12 441955 BANLASAN, LOVELY MAE L<br />62 12 440316 BANLUTA, JUANITO JR J<br />63 12 446351 BANSIGAN, ALMAE B<br />64 12 449581 BARBECHO, LUCKY A<br />65 12 449728 BARCELONA, KIMBERLY L<br />66 12 442350 BARCENILLA, JERLYN P<br />67 12 442513 BATILO, CRYSTAL GAYLE Q<br />68 12 445123 BATION, MALAY PHILIP R<br />69 12 449287 BAYBAYON, JOHMAR M<br />70 12 441801 BAYNOSA, QUENNIE R<br />71 12 448505 BEBOSO, ARABELLA JEAN G<br />72 12 446905 BECENA, AR JANE B<br />73 12 440752 BELLO, JACKYLYN F<br />74 12 445490 BELLO, STEPHEN AARON P<br />75 12 448629 BENEMERITO, MARY GRACE E<br />76 12 448711 BENTAIB, ZAINAH ROUGE O<br />77 12 445613 BETITO, LOVELY JANE A<br />78 12 441771 BIENES, OJEE D<br />79 12 448946 BOLANIO, ELLEN G<br />80 12 449060 BOMBEO, EDEN GRACE FATIMA P<br />81 12 449413 BOSTON, KESTER L<br />82 12 448705 BRIONES, JOHANNSEN MARIE D<br />83 12 442256 BUDIONGAN, ALTA GAY Y<br />84 12 441092 BUENAVISTA, RUFFA GRACE A<br />85 12 443091 BUGADOR, POL IAN M<br />86 12 442969 BULALAQUE, ELMER R<br />87 12 442370 BUNQUIN, NEIL JOY M<br />88 12 449212 BUYANTE, CELMARC D<br />89 12 449187 CAAY, YNIEL PHET T<br />90 12 448502 CABALATUNGAN, JONO JOSE O<br />91 12 441790 CABALFIN, MARK JOHN C<br />92 12 447481 CABAÑOG, RODERICK M<br />93 12 449383 CABRADILLA, EDYZA WEE D<br />94 12 446578 CADER, MARGANIE I<br />95 12 443652 CADIAO, VERA MARIE T<br />96 12 442385 CADIZ, LIEZL G<br />97 12 449629 CAHOY, HERA JOY L<br />98 12 447275 CALIB, BAI NURHAMNAH S<br />99 12 442707 CALIXTON, MARK JOSEPH S<br />100 12 443192 CAMPANER, FAITH ANGELI M<br />101 12 443572 CAÑA, ALJON C<br />102 12 448410 CAÑADILLA, PAUL ADRIAN D<br />103 12 449023 CAÑIZARES, PAUL ANTHONY<br />104 12 441329 CANTO, GRACE JOY I<br />105 12 441501 CARIGA, HAJERA M<br />106 12 442628 CARILLO, JESSIE JAMES F<br />107 12 440658 CARVAJAL, SHIENA MARIE A<br />108 12 443050 CASIANO, DIVINA O<br />109 12 445937 CASIMINA, JENNIFER N<br />110 12 441025 CASTAÑEDA, JOANNA PAULA P<br />111 12 444419 CASTILLO, LEOLITA D<br />112 12 444462 CASTILLON, MARY BELLE G<br />113 12 443114 CASTOR, AYANA MAUREEN T<br />114 12 449166 CATIPAY, REYGEL C<br />115 12 449840 CATUGO, KATHLEEN MAE L<br />116 12 443425 CATUNAO, SHAN CAMILLE<br />117 12 449111 CELIZ, CHERRYLYN H<br />118 12 440970 CERBO, MISHELLE B<br />119 12 442665 CERNA, ELLIEL DOMINIC F<br />120 12 446695 CLARK, MEE CHICKIE T<br />121 12 449158 CLOMA, EMMA O<br />122 12 440060 COLLADO, KRISTINE C<br />123 12 440817 CONCEPCION, KATHLEEN GRACE L<br />124 12 440735 CONDRADO, ELI CHRISTIAN V<br />125 12 449633 CORPORAL, HANAH MAEGENE Y<br />126 12 442698 COSEP, MELODY JOY J<br />127 12 440660 COSEP, NORBERT DEAVE S<br />128 12 443962 COSIO, VIVIAN R<br />129 12 449849 CU, JOSE ANTONIO JR S<br />130 12 449724 CUABO, JANE ANN CRYSTAL R<br />131 12 449033 CUARESMA, CHRISTIAN S<br />132 12 449766 CUBERO, KAREEN FAITH C<br />133 12 440325 CUEVAS, JOANNE MAE B<br />134 12 440258 DAANOY, ERWIN T<br />135 12 446297 DAASIN, ROSEBON S<br />136 12 440188 DAGMIL, CEASAR IAN A<br />137 12 442268 DAGURO, DEBBIE DIANE G<br />138 12 442693 DALANGBAYAN, JEANESA G<br />139 12 440227 DALDE, LEIZEL E<br />140 12 449475 DALID, FEBIE MARIE E<br />141 12 449964 DALO, RUTH S<br />142 12 448729 DANGDANG, KIMBERLY CLAIRE T<br />143 12 442551 DAROCA, CLEO AIZA T<br />144 12 449878 DAVA, CYRINE SHANE S<br />145 12 443735 DAYADAY, VIRON JOWEL L<br />146 12 440870 DE VILA, ANNE MARIE R<br />147 12 444151 DEL NORTE, PAMELA DENISE L<br />148 12 448447 DEL SOL, MICHAEL JHON A<br />149 12 444316 DELA CRUZ, ALTHEA MERRAN M<br />150 12 449574 DELA PEÑA, APRIL JOY M<br />151 12 443374 DELA ROSA, ROSEVELLE P<br />152 12 443138 DELALAMON, RAYZEL FAYE D<br />153 12 449560 DELGADO, GRAZIEL B<br />154 12 441720 DELGADO, IVY GIRL S<br />155 12 441207 DELMO, REYDANN S<br />156 12 443372 DELOS REYES, SANDY JADE L<br />157 12 442410 DELOSO, ALEA MARIE P<br />158 12 448951 DEMAVIVAS, CYRIL MAE J<br />159 12 449202 DIAZ, CHEEZA AMOR R<br />160 12 441798 DIAZ, DEANNA M<br />161 12 442816 DICTO, PRINCESS JOY F<br />162 12 440690 DIDULO, JANNU REI D<br />163 12 446836 DIOCOLANO, ROHAINI C<br />164 12 449257 DIODINA, MYQUE S<br />165 12 440283 DIONSON, SANDY FRITZ C<br />166 12 447865 DISPO, MARIA MAE T<br />167 12 440491 DOCDOCIL, ARENZ JADE C<br />168 12 448788 DOLLENTES, CHARMAINE C<br />169 12 442388 DOLORITO, JAYSON B<br />170 12 449798 DOLOROSA, LEA ANGELA T<br />171 12 448552 DOMAOAN, VICTOR G<br />172 12 441577 DOMINGO, JOBETH N<br />173 12 442414 DONESA, JESSAH MAY V<br />174 12 446377 DRAPER, JEROME M<br />175 12 449753 DULLANO, JEEY-ARR G<br />176 12 444088 DUMARAOG, MICHELLE M<br />177 12 440594 DUMDUM, DARYL JOEMAR A<br />178 12 441772 DURON, CLIFFORD JUN E<br />179 12 442307 DURON, DANNY JASON A<br />180 12 448539 EAYTE, RIZA MAE A<br />181 12 440336 EBUETADA, NILMIE JEANNE H<br />182 12 441940 EGOS, MAY C<br />183 12 445638 EGUALAN, JESSA R<br />184 12 440571 ELIARDA, MARRYGINE A<br />185 12 447090 ELOJA, EDZEL JAN C<br />186 12 442873 EMBOLTORIO, JENNY ROSE D<br />187 12 448842 ENTAL, IVY B<br />188 12 441796 ESCALADA, JINKY R<br />189 12 442248 ESCANILLAS, PHEBIE JOY M<br />190 12 441265 ESMA, KRISTINE JOYCE B<br />191 12 449763 ESPADILLA, IRENE GRACE C<br />192 12 445936 ESPAÑOL, HONEY FATE M<br />193 12 449671 ESTAL, JOACHIM CHRISTOPHER E<br />194 12 442552 ESTRADA, JILMA MAE L<br />195 12 442631 EWAY, MA JERIZA JANE A<br />196 12 444003 FABIAN, WELDON A<br />197 12 440033 FANUNCIO, RAFFY U<br />198 12 449856 FARIÑAS, SELIAH ANN S<br />199 12 441225 FELLER, JUNIE MAE C<br />200 12 440888 FERNANDEZ, CINDY P<br />201 12 440586 FERNANDEZ, JOEL T<br />202 12 440198 FERNANDO, RICHAN ACE T<br />203 12 444340 FEROLINO, JADE CEASAR IAN J<br />204 12 441666 FERRATER, FLORGELETTE M<br />205 12 445611 FERRER, RHEDEN C<br />206 12 449635 FIRMALINO, ROMEO ARYL R<br />207 12 445780 FLAUTA, CLYDE RUSSELL A<br />208 12 444868 FLORENDO, PRINCESS B<br />209 12 449917 FLORES, JESSA O<br />210 12 446767 FLORES, JOHN GLENN R<br />211 12 444652 FLORES, LEAH JEAN T<br />212 12 443815 FLORES, MARY EILEEN A<br />213 12 449402 FLORES, STEPHANIE A<br />214 12 442205 FOBAR, JAN REYNALD F<br />215 12 441904 FORRO, JAECEL JADE N<br />216 12 448444 FORTIN, JASON RALPH S<br />217 12 441122 FREDELUCES, RIZAJENN APRIL A<br />218 12 449930 FRONDOZA, DIOREE SHEEN E<br />219 12 440683 FRUGALIDAD, RUAN B<br />220 12 443193 FUENTES, KRIZEL ANGELOU M<br />221 12 449223 FULO, ABBY GAILE P<br />222 12 449115 GABONADA, BLADEMIR N<br />223 12 448634 GAJO, RONNIE T<br />224 12 443999 GAL, ABUNDIO JR O<br />225 12 449617 GALICIA, ALVIN JAY A<br />226 12 443342 GALIMBA, MARIZ B<br />227 12 441141 GALVES, MERCIDITHA M<br />228 12 448240 GAPAS, CYNTHIA C<br />229 12 444865 GARCESA, REY RYAN V<br />230 12 441470 GARCIA, MARIE THERESE G<br />231 12 443307 GARDE, JERIANALEA MAE P<br />232 12 440763 GASCON, LORAINE PAULA Y<br />233 12 440389 GAYTA, RYLAND G<br />234 12 440547 GELIG, DIANA D<br />235 12 442293 GENTOLEA, ROSE ANN F<br />236 12 440521 GESTUPA, SHIELA MAE S<br />237 12 449727 GILZA, MICHAEL JAYSON L<br />238 12 443831 GIMENA, HAZEL JOY G<br />239 12 443482 GLODO, RODEL E<br />240 12 441813 GO, DAWN JESSA M<br />241 12 448645 GOMEZ, FLORENCE R<br />242 12 448999 GONZALES, ZENITH KING L<br />243 12 448499 GREGORI, CHARLTON H<br />244 12 446002 GUIANI, AHADJITA B<br />245 12 444481 GUINSATAO, ABBYGAIL AYNN D<br />246 12 448413 GUJILDE, LIXYLYNN N<br />247 12 443946 GULANES, CHRISTOPHER LAURENZE C<br />248 12 449569 GUNAY, IRISH GRASETTE L<br />249 12 446337 HADJI SIRAD, FATIMA HAINA R<br />250 12 442863 HALLEGADO, JESSON G<br />251 12 443711 HARION, MATET N<br />252 12 449395 HINAMPAS, KATHLEEN N<br />253 12 440762 HOCAMIS, MA CATHERINE M<br />254 12 448381 HORTILLOSA, PRINCESS S<br />255 12 442663 IGLESIAS, QUINCY MAE C<br />256 12 440056 ILAO, ERIC JAY F<br />257 12 441922 ILAO, ROCHEL JAN C<br />258 12 447245 IMAM, AL JIBRAEL K<br />259 12 440650 INFANTADO, APRIL ROSE S<br />260 12 445177 IRIG, KATHLEEN L<br />261 12 448074 JAAFAR, JAITON S<br />262 12 443499 JACOBE, KAREN KRISTIE T<br />263 12 449955 JAINAR, JULIE MARIE C<br />264 12 449043 JAKOSALEM, ANGEL MAE T<br />265 12 441267 JAMERO, YELLENA MARIE E<br />266 12 440050 JAMISON, GRACE L<br />267 12 449594 JAYME, IVY U<br />268 12 440358 JIMENEZ, ENGEL CAESAR V<br />269 12 442879 JOLO, SHERL-EVE H<br />270 12 442001 JOQUIÑO, KRISTIANNE GEM C<br />271 12 442411 JUDIDICO, CARL ANDREW F<br />272 12 448441 JUNAS, RYAN P<br />273 12 441750 JUNGAO, EVITA T<br />274 12 446117 KASIM, BAI ALYZZA J<br />275 12 449041 KONG, JIMYCAH MARIE L<br />276 12 444298 KULIDTOD, REMEDIOS C<br />277 12 441579 LABIAO, AL JUSTIN N<br />278 12 449096 LACARTA, PAUL EVAN L<br />279 12 448755 LAGUNA, MICHAEL L<br />280 12 446771 LAGUNA, ROGER ROY L<br />281 12 449510 LAGURA, MERIAH JANE B<br />282 12 448989 LAMSIN, PRINCESS FAITH S<br />283 12 442984 LANDAYONG, BAE SHARI PINANG D<br />284 12 445213 LAPAZ, CHARM GRACE L<br />285 12 448619 LARANJO, LADY LOU D<br />286 12 443076 LARIBA, ADRIAN CLAVE R<br />287 12 446820 LAUBAN, BAI TAHIRA L<br />288 12 449580 LAYCO, JULIEGH ANGELIC D<br />289 12 447011 LEE, CALVIN LUCKY S<br />290 12 448575 LEE, MEI-YIN L<br />291 12 443075 LEGADA, PRINCESS ROSHEL ANNE E<br />292 12 443413 LEGASPI, GAYLORD G<br />293 12 449264 LEHITO, JERESSA P<br />294 12 449647 LEONAR, DENISE ISSA L<br />295 12 440637 LIBERATO, GERSHOM Y<br />296 12 440240 LIBOON, ALELI REI D<br />297 12 440338 LICARTE, ELLEN C<br />298 12 440620 LICAYAN, SHERWIN C<br />299 12 440998 LIGTAS, MICHELLE G<br />300 12 447598 LINAMAS, DIANE GRACE E<br />301 12 444359 LINGUEZ, ISIDRO JR A<br />302 12 449471 LIPAE, HAROLD B<br />303 12 448430 LISTON, MARY RHOD G<br />304 12 443814 LLABAN, AIRON GENELLE B<br />305 12 448484 LLOVERAS, ADRIAN R<br />306 12 449929 LOBATON, RACHELLE ANN C<br />307 12 442233 LOMANTAS, WENNA D<br />308 12 449456 LONGOG, LINALYN GAILE A<br />309 12 442422 LOPEZ, JOZETTE P<br />310 12 444230 LOREDO, LEILANIE H<br />311 12 442283 LORIA, SWEETZEL ANNE M<br />312 12 441060 LOZARITA, MARY MICHELLE B<br />313 12 447068 LU, ALLAINE B<br />314 12 449731 LUMAYAG, MICHELLE R<br />315 12 443233 LUNA, LYXTER E<br />316 12 441588 MABILEN, CARLIAN S<br />317 12 440889 MACALA, MARJORIE S<br />318 12 440194 MACANAS, MICHELLE ANGELA D<br />319 12 440786 MACASAYON, BAI RIDAH D<br />320 12 441775 MACASI, JOSE REY A<br />321 12 444996 MADRELIÑO, KRISTINE T<br />322 12 448442 MADRIA, JOSHUA ERIK E<br />323 12 448953 MAGALLANES, CHARISE CAMILLE N<br />324 12 444222 MAGDARAOG, LEIZEL D<br />325 12 444099 MAGNAYE, JUDY ANNE N<br />326 12 442302 MAGSAYO, MAXWELL B<br />327 12 449113 MAHINAY, JAY-AR POL D<br />328 12 449867 MALABANAN, JANICE C<br />329 12 440645 MALABUYOC, JENEVIE C<br />330 12 449576 MALAGUIOK, OLAYSA M<br />331 12 440104 MALIDA, HENRY G<br />332 12 449133 MAMAYOG, SAMMIEL E<br />333 12 441777 MANALO, THELMA M<br />334 12 443424 MANDAL, RAZZIA PEARL CATE B<br />335 12 448103 MANGELEN, PRINCESS YSHALLAME B<br />336 12 441162 MANGIDUYOS, RONALD Y<br />337 12 447715 MANRIQUE, MARY JOYCE V<br />338 12 444803 MANTAWIL, GIGI S<br />339 12 441805 MANUEL, RUHIEL T<br />340 12 443346 MAQUIMAY, MARY GLO A<br />341 12 441396 MARAMBA, RUSSHELL V<br />342 12 442175 MARAÑON, ANGELICA PRIMIE P<br />343 12 441722 MARCIANO, QUEENIE ANN F<br />344 12 449121 MARINO, SHELUMIEL M<br />345 12 448604 MASOCO, MA NOVA C<br />346 12 442739 MEDIDA, CHRISTINE JOY U<br />347 12 446597 MENANG, FYRDAUSA M<br />348 12 442689 MENDOZA, ARCELLE JOIE S<br />349 12 440682 MERCADO, GITHER JAMES J<br />350 12 448701 MERCADO, MARIA KIESHA YVET P<br />351 12 449259 MERLIN, MERAVEL A<br />352 12 440197 MICULOB, KAROLD MIE P<br />353 12 447478 MINALANG, ROKAYA A<br />354 12 448808 MIRANDA, ROXANNE H<br />355 12 444278 MIRANDE, EUGENE C<br />356 12 448393 MISSION, MHARVIN V<br />357 12 446576 MODIARAT, ABU JAHHIL L<br />358 12 446006 MONTAÑER, OSME?A JR M<br />359 12 448459 MONTERO, CHARMEE L<br />360 12 440746 MONTES, GLADYS G<br />361 12 449150 MORACA, DIANNE ROSE L<br />362 12 449698 MORALLAS, AMIR SHADRACH A<br />363 12 443310 MORENO, ARABELLE MITZI I<br />364 12 442493 MOSO, KARL EMMANUEL B<br />365 12 442675 MUGAS, JOSHUE C<br />366 12 448731 MUSA, GERSON YSMAEL J<br />367 12 446255 MUSTAPHA, NEIL ADNANN D<br />368 12 449179 NABOR, JOHN MICHAEL P<br />369 12 441294 NACALABAN, JAMESLY A<br />370 12 442737 NACIN, CARL JOY CRIS B<br />371 12 440428 NASATAYA, JAYSON T<br />372 12 445589 NEYRA, MICHELLE ANGELA A<br />373 12 443364 NIEVA, AIZA A<br />374 12 448215 NISNISAN, JANINE G<br />375 12 440385 NOGODOLA, REA MAE P<br />376 12 442476 NONO, REGINE F<br />377 12 446197 NOR, ELLAF A<br />378 12 441002 NUEVO, MARICAR KRISTIE K<br />379 12 448529 NUÑEZ, KAREN MARIE R<br />380 12 449491 NUÑEZ, MARIA PAMELA S<br />381 12 446177 NUR, JUMAIRAH M<br />382 12 443036 OCABA, JENNY M<br />383 12 440154 OGATIS, SHARON ROSE F<br />384 12 442143 OGENA, KEVYN LOVELEI DAWN O<br />385 12 447593 OMALDE, NOELLE FENELLA A<br />386 12 441997 OMALLAO, RICHELLE T<br />387 12 449511 OMBAJIN, JERMAINE C<br />388 12 443439 OMBID, VANESSA GRACE M<br />389 12 446673 ONTO, EDON M<br />390 12 441405 ORDANEZA, CHATTY JOY N<br />391 12 445142 ORDOYO, CAESSIE ANN A<br />392 12 442731 OREGANO, IRA KEVIN H<br />393 12 448047 ORLINA, CYRIL YNEL A<br />394 12 444118 PACULIO, JOY B<br />395 12 442925 PAGDATO, JESSIE C<br />396 12 446892 PALANGGALAN, FRIJUN L<br />397 12 442438 PALATTAO, JEANETH B<br />398 12 441898 PALCOTAN, ELLA MARIE T<br />399 12 443269 PALENCIA, KHESSIA MAE R<br />400 12 443731 PALUA, LEA S<br />401 12 443106 PANDE, JANETTE LYN C<br />402 12 440861 PANGANIBAN, CHONET A<br />403 12 449937 PANSACALA, YEOVIL M<br />404 12 448268 PANUNCILLON, DAEVY C<br />405 12 449205 PARADERO, QUEENIE ANN P<br />406 12 443077 PARADERO, REY JAY M<br />407 12 442961 PASQUIN, DIANARAH KRISTELLE G<br />408 12 443404 PATERNO, FRANCIS E<br />409 12 440363 PATERNO, GRECEL JOY J<br />410 12 449539 PAUTONG, AL-AZEEZ T<br />411 12 444097 PE, ROD MARK S<br />412 12 446055 PEDROSA, ARIANNE C<br />413 12 441009 PERANIA, RAMIZEL L<br />414 12 442309 PERJES, MARIJUN L<br />415 12 448699 PICO, MELANIE T<br />416 12 449438 PILEO, DIANNE ALEXES F<br />417 12 448913 PINEDA, CHESKA P<br />418 12 443232 PISCADOR, ZENN JAY E<br />419 12 440851 PLEÑOS, JEAN CRISTIE A<br />420 12 443348 PLIEGO, MA KAREN JEANE D<br />421 12 440616 PO, JENNIE ANN S<br />422 12 449219 POBLADOR, REY MARK S<br />423 12 446416 PORRAS, LIRAH KHAY W<br />424 12 449186 PORRAS, THEA P<br />425 12 440618 POTORIO, JENNY ROSE J<br />426 12 440296 PRADO, MAGNON FERNAN M<br />427 12 440419 PRESGA, ALVIN JAY B<br />428 12 440668 PUADA, ARVIN P<br />429 12 440162 QUIAMBAO, ANGELICA A<br />430 12 440624 QUINOVEVA, DIANA ROSE JOY L<br />431 12 449672 QUINTO, ARCHIE MAE B<br />432 12 440643 QUINTON, IRISH B<br />433 12 444429 RABAGO, DAYLENE C<br />434 12 444886 RABAGO, DOREN C<br />435 12 448791 RABAGO, KIMBERLY P<br />436 12 448573 RADIN, CHARLENE C<br />437 12 448867 RAFAEL, CREIGHTON H<br />438 12 442903 RAFAEL, IBRAHIM F<br />439 12 443237 RAFAL, GRACE S<br />440 12 443406 RAFANAN, GLADYS R<br />441 12 440333 RAMIREZ, REXOL P<br />442 12 441548 RAMISCAL, KIMBERLY P<br />443 12 449342 RAMOS, HERNALIE D<br />444 12 449059 RAMPING, WIMAR BLESS M<br />445 12 441527 RANTE, KAY LANN G<br />446 12 441534 REBUCAN, VANESSA MARIE C<br />447 12 442337 RECIBE, RALPH RYAN B<br />448 12 442890 RECIBE, SIENNA CATHERINE B<br />449 12 445065 RENEGADO, RICEL MAE E<br />450 12 443713 RESPICIO, JEANA GAY V<br />451 12 441172 RESTON, EDUARDO JR P<br />452 12 444998 RICO, FRANCISCO III L<br />453 12 444148 RICO, JULIE GIN R<br />454 12 443387 RIVERA, PRINCESS LORIEBELLE M<br />455 12 443135 RODRIGUEZ, STEVE C<br />456 12 441667 ROMERO, PAULINE B<br />457 12 446071 ROMILLANO, JUSTINE MONIQUE S<br />458 12 444114 RUBIATO, SHEILA MAY C<br />459 12 448656 SABABAN, MARCELINO JR M<br />460 12 444225 SABINORIO, LALAINE A<br />461 12 441195 SABPA, JUHRINA D<br />462 12 442200 SACALA, KRISTHEL JAN M<br />463 12 440585 SAGABAEN, JINGKIE S<br />464 12 442708 SALAC, VEBERLY I<br />465 12 448764 SALARDA, MADHURII P<br />466 12 442796 SALARDA, REY C<br />467 12 445422 SALASAIN, HYNALEA P<br />468 12 449565 SALAZAR, FAITH P<br />469 12 443107 SALOMON, SHARMAINE A<br />470 12 448805 SALUTAN, APPLE JANE C<br />471 12 447696 SALVATIERRA, MA ABIGAIL Y<br />472 12 447072 SAMAMA, NORKAINA C<br />473 12 441599 SAMANTE, LEONARDO JR O<br />474 12 441710 SAMBO, EMMANUEL C<br />475 12 442073 SAMSON, CAESAR ANTHONY D<br />476 12 449381 SANCHEZ, NATHANIEL J<br />477 12 449358 SANGGOYOD, NASSIF R<br />478 12 440277 SAQUILABON, HANNAH LIZA A<br />479 12 440250 SAQUILABON, SHEILA MONETH A<br />480 12 441264 SARAGENA, CHARMAINE R<br />481 12 448934 SARGADO, BENJO EMMANUEL T<br />482 12 440140 SARIPADA, NOR-ALEA M<br />483 12 448475 SARMIENTO, JUNE PEARL D<br />484 12 440874 SAUBAN, NOVIE JANE R<br />485 12 449378 SAYAT, REUBEN GLENN G<br />486 12 441213 SEALZA, PREMILLY JOY P<br />487 12 449600 SERASPI, MARY JOY M<br />488 12 449025 SERNA, TRINA ALLANA C<br />489 12 446095 SHARIEF, AHMIDAH D<br />490 12 440361 SIERRA, CHEESY BEHM S<br />491 12 446191 SILONGAN, ULOMODDIN A<br />492 12 446397 SINGH, FARADZ B<br />493 12 447766 SINSUAT, DUMA JAMIR VI M<br />494 12 446236 SIRAD, ARVIN A<br />495 12 442277 SOBEJANO, GLENN DENNIEL R<br />496 12 449936 SOBREMISANA, ROSELYN E<br />497 12 448747 SOCIAS, NESSA JANE V<br />498 12 448457 SOLAMO, JUNRY S<br />499 12 444077 SOLIS, JESSON S<br />500 12 440626 SOLIS, MYTHEL FAITH T<br />501 12 449042 SOLIVA, CRISTENE JOY P<br />502 12 441854 SOLMIA, JUCSON N<br />503 12 449747 SONDON, LYNNETTE GILLIAN A<br />504 12 444687 SORIANO, VICKY A<br />505 12 449927 SUBERON, CRIS ANTHONY C<br />506 12 447021 SUMALPONG, NELBERT I<br />507 12 448878 SUMANDE, KIMBERLY ROSE R<br />508 12 440718 TA-ACA, RUVELYN D<br />509 12 444452 TABILLA, JAMES EPHRAIM M<br />510 12 441618 TABINGO, JOHN FROY B<br />511 12 449258 TADENA, PEARL JOYCE C<br />512 12 445418 TAJANTAJAN, ROLLIEN ROY P<br />513 12 440814 TALUSAN, FATTILAH U<br />514 12 447249 TAN, CHARLINE JANE L<br />515 12 443257 TAN, JILL B<br />516 12 441434 TAYLAN, KRIZA JANE P<br />517 12 440879 TICAR, APRIL ROSE S<br />518 12 449851 TINOCO, PADERES II C<br />519 12 441193 TITO, BAI JEANINE M<br />520 12 444933 TOBIAS, KELVIN DANN T<br />521 12 445127 TORREON, ALEXANDER Q<br />522 12 442306 TUAZON, JAYFORD T<br />523 12 440603 TUBIG, EDWIN JR T<br />524 12 440569 TUBIG, ERVELYN JOY P<br />525 12 449217 TUPAS, IRIS V<br />526 12 449130 VALDEZ, LERCA GUIPE P<br />527 12 441477 VALENZUELA, ALTENEE PAULINE B<br />528 12 441146 VALMORES, HANNAH B<br />529 12 441013 VASQUEZ, JOHN MARK G<br />530 12 440369 VASQUEZ, RACHELLE JOY G<br />531 12 440495 VELEZ, ABEGAIL D<br />532 12 444101 VEÑIGAS, DERREN IVY SHINE S<br />533 12 441687 VERA, JEANEN CLAIRE P<br />534 12 441307 VIEJO, MARLON L<br />535 12 444676 VIGO, BRENN JOHN G<br />536 12 442419 VILLAFLOR, MEL ROSE B<br />537 12 443641 VILLAMOR, KLEVEN JAKE A<br />538 12 444260 VILLANUEVA, CRISTY D<br />539 12 443464 VILLANUEVA, ED CLAYTON PAUL M<br />540 12 442662 VILLANUEVA, JONA MARIE F<br />541 12 441302 VILLANUEVA, LEVI CARLA E<br />542 12 449255 VILLAROSA, MARIEL ANN C<br />543 12 449896 VILLERO, CHARLINE C<br />544 12 441128 VINGUA, VANESSA Z<br />545 12 440664 WEE, FAYE KIM T<br />546 12 442126 YAP, HAROLD TYRONE C<br />547 12 448881 YAP, SHELDON MARC I<br />548 12 441679 YPARRAGUIRRE, RALPH RYAN N<br />549 12 446396 YUSOP, BAI OMAIRAH M<br />550 12 449374 ZALDIVAR, IAN BRYSON T<br />551 12 447045 ZAMBRANO, JO ANN A<br />* * * * * Nothing Follows * * * * *<br />
<b>SUBPROFESSIONAL LEVEL</b><br />
CSCRO NO. 12<br />
<br />
LIST OF PASSERS<br />
<br />
SeqNo Region ExamNo Name<br />
<br />
1 12 840130 ABISON, LALAINE G <br />
2 12 840300 ABRAHAM, SHAMMAH JOY Y <br />
3 12 840165 ALCANTARA, JESTER A <br />
4 12 840520 ALFECHE, MARICEL C <br />
5 12 840076 ALFONSO, CHRISTERY M <br />
6 12 840053 AMIT, NORINA CLAIRE C <br />
7 12 840116 AMPATUAN, ROXANNE B <br />
8 12 840185 APUD, MARY GAY R <br />
9 12 840174 ARGONZA, JOEL CARLO II B <br />
10 12 840559 BACUS, BERZERLIUS T <br />
11 12 840448 BADUA, RAMIL C <br />
12 12 840025 BALANE, TESSA MAY S <br />
13 12 840003 BALANG, MA-AROUPH A <br />
14 12 840191 BALANZA, CHRISTIANA C <br />
15 12 840538 BAUTISTA, LOUCY KATE F <br />
16 12 840274 BEDIONES, RONWYN P <br />
17 12 840337 BRAÑA, LUDELYN C <br />
18 12 840502 CAYLAN, RUSSEL S <br />
19 12 840311 COLLADO, JAIRUS V <br />
20 12 840505 CONCON, KHAREN MAE A <br />
21 12 840341 CORDERO, LEAH LYN O <br />
22 12 840008 DALANDAG, SITTIE ASYA B <br />
23 12 840390 DELA CERNA, ELVIE T <br />
24 12 840318 DUMANCAS, ARIEL B <br />
25 12 840629 ENRIQUEZ, DINA E <br />
26 12 840009 ESCAÑO, EUNICE F <br />
27 12 840325 ESMORES, MYRALIZE E <br />
28 12 840183 ESPARAGOZA, JORGE JR P <br />
29 12 840423 FUNGAN, JOEY F <br />
30 12 840162 GAYANILO, JOLLE MAE V <br />
31 12 840585 GODER, EUNICE JOY C <br />
32 12 840326 JAPITANA, RHEA M <br />
33 12 840159 JUANITEZ, JOANNA ROSS F <br />
34 12 840018 KARON, AMIEDA JOMAICA T <br />
35 12 840480 LABRADOR, CLINT JAMES N <br />
36 12 840011 LAO, PETER JOHN L <br />
37 12 840418 LARU-AN, LIZA B <br />
38 12 840572 LASANAS, JAN BRIAN L <br />
39 12 840288 LLAPITAN, FRITZIE ANNE B <br />
40 12 840698 MACABINTA, MOHAMMAD JIHAD G <br />
41 12 840038 MACALAWAN, ZEHAN S <br />
42 12 840004 MAGNO, DOROTHY ENA G <br />
43 12 840160 MOVILLA, CLIFF RANDOLF D <br />
44 12 840511 NACIONAL, FELNOR E <br />
45 12 840361 NADORRA, HANNA JOY T <br />
46 12 840462 NAVARRO, PRINCESS GRACE A <br />
47 12 840641 OMAÑA, JULIE ANNE S <br />
48 12 840282 OZARRAGA, GUADA G <br />
49 12 840623 PACLIBAR, MACGYVER M <br />
50 12 840668 PANAL, MARIE FEMANE P <br />
51 12 840671 PANAL, WILLEE MARIE P <br />
52 12 840524 PIMENTEL, REJELINE B <br />
53 12 840484 REDOBLE, NICOLAS A <br />
54 12 840285 REUSORA, FELIZA GRACE Y <br />
55 12 840144 SABUCIDO, MAYANN I <br />
56 12 840263 SELIDIO, JUVELYN JADE C <br />
57 12 840611 SUNGA, RAQUELINE E <br />
58 12 840156 SUPERLATIVO, GENEVIEVE ROSE A <br />
59 12 840027 TANHENTE, MARICEL C <br />
60 12 840420 TINGSON, JANINE XANTHIA D <br />
61 12 840388 TOLEDO, EMILY M <br />
62 12 840070 USMAN, HUSNA LENE N <br />
63 12 840031 VILO, CHAEZZLE ANNE C <br />
64 12 840346 YANGYANG, JINAH D <br />
65 12 840270 ZAMORA, KARINA AMOR J <br />
<br />
** NOTHING FOLLOWS *<br />
<br />
To see full list of passers <a href="http://infinithinkit.blogspot.com/2015/05/may-2015-civil-service-exam-results.html" target="_blank">click here</a>.

May 2015 CSE PPT Professional and Subprofessional Levels - Region 12

MAY 3, 2015 CSE-PPT PROFESSIONAL LEVEL CSCRO NO. 12 LIST OF PASSERS Sequence No. Exam No. Name 1 12 441150 ABALOS, MARK S 2...

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May 2015 CSE PPT Professional and Subprofessional Levels - Region 12

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