FAR EASTERN UNIVERSITY

INSTITUTE OF ARTS AND SCIENCE

DEPARTMENT OF PSYCHOLOGY
UNDERGRADUATE STUDIES

COURSE INFORMATION BOOKLET

SECOND SEMESTER
January – May 2022

Social Psychology PSY1209

Table of Contents
Lecturer..........................................................................................................................................2
Course Synopsis.............................................................................................................................2
Course Status.................................................................................................................................2
Course Purposes and Goals..........................................................................................................2
Course Expected Learning Outcomes (CELO)..........................................................................3
FEU’s Core Competencies (FCC)................................................................................................3
The FEU Student-Centered Teaching and Learning Culture...................................................4
The FEU General Education Curriculum Principle..................................................................5
Delivery Methods...........................................................................................................................5
Assessment Methods......................................................................................................................7
Policy on Plagiarism....................................................................................................................11
Policy on Late Submission..........................................................................................................11
Assessment Mapping...................................................................................................................11
Reading List.................................................................................................................................12
Course Outline.............................................................................................................................12
Scheme of Work and Important Dates......................................................................................15
Rubrics..........................................................................................................................................16
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 1
Punzalan, & Arbie Diane Angeles Flores
Lecturer
Instructor : Mr. Jose R. Rocha
Office : Psychology Department
Phone :
E-mail : jrocha@feu.edu.ph , MS Teams
Meeting Time and Location :
Consultation Hours : TF 6:00-7:30Pm By appointment

Course Synopsis (course description)

This is a 3unit course offered to BS Psychology, AB Mass Communication, and AB

interdisciplinary studies program of FEU.  It focuses on the  three major domains of social
thinking, social relations, and social influence. (Myers,  2010).  Students are expected to not just
to be familiarize with the  basic theories, important concepts, and significant issues of human
behavior within a social context but probes into the different  lenses and  spectrum of  a social
phenomenon.

Course Status
Credits : 3 units
Total Learning Time : 54 hours (18 weeks)
Course Status : Professional major course
Pre-requisite : None

Course Purposes and Goals

The focal concern of this course is to swerve away from the Westernized orientation  which
primarily focuses on individualism and eventually shift into the social paradigm of the unique
Filipino collectivist orientation which delves on different societal realms. Furthermore, another
main goal of this course is to showcase the diversified cultural beliefs and societal norms as
emphasized by anthropological and sociological studies. It will also analyze the different
orientation of Filipino personality as influenced by their cultural beliefs, values,  disposition and
ideals in a wider perspective. Lastly, also scrutinize the different pressing issues from the past
which has been neglected and formulate solutions to the new global trends in social psychology.

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 2
Punzalan, & Arbie Diane Angeles Flores
Course Expected Learning Outcomes (CELO)

Upon completion of the course, you should be able to:

1. Come up with a distinction in contextualizing Social psychology in the Philippine context.

2. distinguish and describe social theories and compare it to other related disciplines
3. balance the influences of personal dispositions and social context in appreciating human
behavior.
4. Imbibing a compelling sensitivity and tolerance of social diversity.
5. demonstrate skills in social research in a wider perspective in different research methodology.
6. Recognize the global trends and patterns of behavior within the individual and the society.
7. Assert social platforms and advocacies for the benefit of the greatest number in promoting for
the preservation of human rights equipped with moral values.

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate
and develop the following skills:

FCC 1: Cognitive Knowledge

COGNITIV 1.1. Critical Thinking
E 1.2. Creative Thinking
KNOWLED 1.3. Problem Solving Skills
1.4. Life-long Learning

FCC 2: Soft Skills

2.1. Digital Literacy

2.2. Communication Skills
SOFT 2.3. Inter and Intrapersonal skills
SKILLS 2.4. Work ethics
2.5. Values and leadership

FCC 3: Hard Skills

3.1. Office Suites Skills (Word Processing,

HARD Spreadsheets, Presentation tools)
SKILLS 3.2. Photoshop skills with fundamental of designs
and photography
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 3
Punzalan, & Arbie Diane Angeles Flores
 FCC 4: Discipline Specific Knowledge

DISCIPLIN 4.1. Scholarship in the specific discipline

E 4.2. Research-based knowledge development
SPECIFIC
KNOWLED
GE

The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU
affirms the ability of students to produce valuable reactions to, reflections and questions on, and
understandings and appreciations of topics and issues in classroom. As such, the FEU classroom
is set-up in a manner that will best solicit student input and the FEU teacher’s responsibility is to
ensure that the students participate in the generation of ideas rather than be passive recipients of
ideas. FEU and FEU teachers firmly believe that the atmosphere in which learning and
development happen best in an atmosphere where students are co-authors of ideas. The FEU
teachers’ role, therefore in the classroom is to coach and facilitate creation.

The characteristics of a culture of student-centered learning are that it is constructive. Teachers

within a culture of student-centered learning provide opportunities for students to construct
knowledge and guide students in the creation of new knowledge; they see assessment as an
opportunity for learning and formation. It is also relevant and responsive in that ensures that
students are provided activities drawn from authentic and real-life situations that will encourage
students to connect learning with real-life situations. Its atmosphere is one that is democratic in
its insistence on the recognition and respect of the diversity of opinions and ideas and on its
emphasis on an understanding and appreciation of the context upon which these diverse ideas are
born. Student-centered learning values and encourages critical thinking and active learning by
engaging students to ask essential questions and by synthesizing and contextualizing viewpoints.
Students, in this learning environment reflect and ask questions, seek relevance and engage in
scholarly discourse that leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning environment

that promotes digital literacy. It utilizes technology for more relevant and meaningful learning.
The FEU student, in turn, sees technology as a tool for learning and use it responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its teachers

challenge students to interconnect disciplines and relevant issues and to find interconnections
and patterns. The objective of student-centered learning is the development of lifelong learners
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 4
Punzalan, & Arbie Diane Angeles Flores
and creative thinkers and the cultivation of attitudes and habit that ensure continuous self-
enhancement and knowledge generation. As products of the FEU student-centered experience,
FEU students are models of competent and effective learners and of the continuous quest for
knowledge making.

Delivery Methods : 8 meetings for will be allotted for modular assessment, consultation
midterm and consultation for finals. The dates of the meeting will be based on the consensus of
the class during the class orientation.
Total Contact Hours :
Face-to-Face :
CANVAS :

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable
instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be
approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital
literacy, effective communication, and critical thinking. These are the core competencies that
every FEU student must manifest after completing their academics in the University.

Outcomes-based Learning
This allows the students to be owners and constructors of their own learning by creating artifacts
that solve pressing problems in their respective communities and disciplines.
Project and Problem-based Learning

Inquiry and Collaborative Learning

To instil the value of scholastic independence, cooperative, and cooperative learning must be
part of the class dynamics. Tasks done inside and outside the classroom promote collaboration
and collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,
performance-based, and authentic assessment in observing and monitoring students’
performance. With non-traditional assessment, the FEU students also participate in monitoring
their learning progress.

Blended Learning
This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 5
Punzalan, & Arbie Diane Angeles Flores
Independent Study
This allows the students the needed time and space to read, write, and complete major tasks.

Assessment Methods
Classroom assessment in FEU is a joint process that involves both teachers and learners. It is an
integral part of teaching and learning which holistically measures learners’ current and
developing abilities. FEU encourages authentic assessment which promotes real-life learning.
Adhering to this paradigm, below are the guidelines in classroom assessment in the university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18 weeks
will be divided equally. Each of the grading periods will be nine (9) weeks each.
2. Assessments in the university are classified into Formative and Summative. Below are
the samples of each type.

Formative Assessment Summative Assessment

 Group Activities
 Peer evaluation of project  Capstone/application
work. projects
 Journal critique  Group Presentation
 Essay (Infomercial/Vlog)

3. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 8
b. Summative Assessment (SA) – 2
4. The calculation for the grades will be based from the formula below:

Midterm (MG) = 50%

Final Grade (FG) = 50%

Total Final Grade (TFG) = 100%

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of
the committee. However, SA should not exceed 50%.

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 6
Punzalan, & Arbie Diane Angeles Flores
 5. The general passing standard is 50%.

6. Grade Points will be based from the standards below:

Numerical
Written Quality Point Grade Description
Equivalent
Grade

Provides evidence of:

1. complete and comprehensive mastery of the concepts

and principles of the course;

2. outstanding proficiency in analytical, critical and

creative thinking, and problem solving skills; and
A 4.00 92–100
3. excellent fluency in oral written and symbolic
communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. full mastery of the concepts and principles of the

course;

2. high proficiency in analytical, critical and creative, and

B+ 3.50 85–91 problem solving skills; and

3. very good fluency in oral, written and symbolic

communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

B 3.00 78-84 Provides evidence of:

1. considerable mastery of the concepts and principles of

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 7
Punzalan, & Arbie Diane Angeles Flores
 the course;

2. significant proficiency in analytical, critical and

creative, and problem solving skills; and

3. good fluency in oral, written and symbolic

communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. intermediate mastery of the concepts and principles of

the course;

2. adequate proficiency in analytical, critical and creative,

C+ 2.50 71–77 and problem solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. satisfactory mastery of the concepts and principles of

the course;

2. satisfactory proficiency in analytical, critical and

creative, and problem solving skills; and
C 2.00 64–70
3. acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 8
Punzalan, & Arbie Diane Angeles Flores
 Provides evidence of:

1. elementary mastery of the concepts and principles of

the course;

2. a certain proficiency in analytical, critical and creative,

and problem solving skills; and
D+
1.50 57–63
3. some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. minimal mastery of the concepts and principles of the

course;

2. minimal proficiency in analytical, critical and creative,

and problem solving skills; and
D
1.00 50–56
3. basic fluency in oral, written and symbolic
communication.

Exhibits a low level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

F
0.00 Below 50 Provides evidence of:

1. no mastery of the concepts and principles of the course;

2. no proficiency in analytical, critical and creative, and

problem solving skills; and

3. no fluency in oral, written and symbolic

communication.

Does not exhibits independent and self-regulatory

learning skills. Does not adheres to the University policy
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado 9
Punzalan, & Arbie Diane Angeles Flores
 on academic integrity.

Policy on Plagiarism
Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University
(FEU) believes that its students, administration, faculty and staff should demonstrate academic
integrity at all times. Academic integrity means that the members of the entire academic
community adhere to the fundamental values of honesty, hard work, originality, respect and
responsibility. FEU students are expected to always adhere to the highest standards of academic
excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic
dishonesty comes largely in two forms: cheating and plagiarism. It is considered a major offense
subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination.

The following are considered as acts of cheating:
 Copying from another student during a test or examination, with or without his/her
knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or
examination;
 Getting questions or answers from someone else who has already taken a test or
examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student.
Cheating is broadly defined as getting unauthorized help on an assignment, quiz or
examination. The following are considered as acts of cheating:
 Copying from another student during a test or examination, with or without
his/her knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or
examination;
 Getting questions or answers from someone else who has already taken a test or
examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado10
Punzalan, & Arbie Diane Angeles Flores
  Writing or providing an assignment for another student.
 Repeating someone else’s words verbatim without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise
documentation;
 Having one’s work done by someone else or having one’s work substantially
revised by someone else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued
professional skill. Assignments which are submitted late will be penalised as follows:

Submitted one (1) after deadline - deduct 5% from marks awarded

Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded

Submitted five (5) days after deadline – deduct 50% from marks awarded

For the purpose of assignment submission only, Saturday and Sunday are also counted as
working days.

Assessment Mapping
Assessment Weightage (%) Total Course FCCs
Practical Non- Weight Learning Developed
practical Objectives
Assessed
Formative 50% 50% 100
Assessment 1(
Formative 100% 100
Assessment 2
Formative 100% 100 CELO 1 FCC1.1
Assessment 3 CELO 3 FCC1.4
CELO 4 FCC2.1
CELO 6
Formative 100% 100 CELO 4 FCC1.1
Assessment 4 CELO 5 FCC1.3
CELO 6 FCC1.4
CELO 7 FCC2.1
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado11
Punzalan, & Arbie Diane Angeles Flores
 FCC3.1
FCC4.2
Summative 100% 100 CELO 1 FCC1.1
assessment 1 CELO 2 FCC1.2
CELO 3 FCC2.1
CELO 4 FCC2.2
CELO 5 FCC3.2
CELO 6 FCC4.2
CELO 7
Formative 100% 100
assessment 5
Formative 100% 100
Assessment 6
Formative 100% 100 CELO 1 FCC1.1
Assessment 7 CELO 3 FCC1.4
CELO 4 FCC2.5
CELO 6 FCC2.3
CELO 7 FCC4.2
Formative 100% 100 CELO 1 FCC1.1
Assessment 8 CELO 2 FCC1.4
CELO 3 FCC2.3
CELO 4 FCC2.5
CELO 6 FCC4.2
CELO 7
Summative 100% 100 CELO 1 FCC1.1
Assessment 2 CELO 2 FCC1.2
CELO 3 FCC1.3
CELO 4 FCC1.4
CELO 5 FCC2.1
CELO 6 FCC2.2
CELO 7 FCC3.2
FCC4.2

Reading List

Major Reference(s):
1. Myers, D., 2010. Social Psychology. 10th ed. Boston: McGraw-Hill.

Related References:

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado12
Punzalan, & Arbie Diane Angeles Flores
Course Outline
Week Date Content

Orientation
 Course outline discussion
 Presentation of Reading Materials
 Negotiating classroom policies

Topic: Introduction to Social Psychology

1 Read
Lecture notes prepared by the instructor
(Module 1, Week 1: Introduction to Social Psychology)

Supplemental reading
Chapter 1: Introducing Social Psychology
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.2-33

Formative Assessment 1

Topic: Self in the social world

Read
Lecture notes prepared by the instructor
(Module 1, Week 2: The self in the social world)
2
Supplemental reading
Chapter 2: Self in the social world
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.34-
76

Formative Assessment 2
3 Topic: Social beliefs and Judgement

Read
Lecture notes prepared by the instructor
(Module 1, Week 3: Social beliefs and Judgement)

Supplemental reading
Chapter 3: Social beliefs and Judgement
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.78-
119

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado13
Punzalan, & Arbie Diane Angeles Flores
 Topic: Behavior and Attitudes

Read
Lecture notes prepared by the instructor
(Module 1, Week 4: Behavior and Attitudes)
4
Supplemental reading
Chapter 4: Behavior and Attitudes
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.122-
152

Topic: Genes, Culture and Gender

Read
Lecture notes prepared by the instructor
(Module 2, Week 5: Genes, Culture and Gender)

Supplemental reading
5
Chapter 5: Genes, Culture and Gender
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.156-
189

Formative Assessment 3

Topic: Conformity and Obedience

Read
Lecture notes prepared by the instructor
(Module 2, Week 6: Conformity and Obedience)

6 Supplemental reading
Chapter 6: Conformity and Obedience
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.190-
223

Formative Assessment 4

7 Completion of formative assessment task for

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado14
Punzalan, & Arbie Diane Angeles Flores
 Module 1: WEEKS 1-2 and Module 2: WEEKS 5-6
Completion of summative assessment 1
8 and 9 (Lesson coverage: selected chapter from
module 1: WEEKS 1-4 and module 2: WEEKS 5-6)
Topic: Persuasion

Read
Lecture notes prepared by the instructor
(Module 2, Week 10: Persuasion)

Supplemental reading
10
Chapter 7: Persuasion
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.228-
265

Formative Assessment 5

Topic: Group Influence

Read
Lecture notes prepared by the instructor
(Module 2, Week 11: Group influence)

Supplemental reading
11
Chapter 8: Group influence
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.266-
304

Formative Assessment 6

12 Topic: Prejudice

Read
Lecture notes prepared by the instructor
(Module 3, Week 12: Prejudice)

Supplemental reading
Chapter 9: Prejudice
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.306-
350

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado15
Punzalan, & Arbie Diane Angeles Flores
 Formative Assessment 7

Topic: Aggression

Read
Lecture notes prepared by the instructor
(Module 3, Week 13: Aggression)
13
Supplemental reading
Chapter 10: Aggression
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.352-
389

Topic: Attraction and Intimacy

Read
Lecture notes prepared by the instructor
(Module 3, Week 14: Attraction and Intimacy)

14 Supplemental reading
Chapter 11: Attraction and Intimacy
Myers, D., 2010. Social Psychology. Boston: McGraw-Hill, pp.392-
438

Formative Assessment 8

Read Topic: Helping/ Altruism

Read
Lecture notes prepared by the instructor
(Module 3, Week 15: Helping/ Altruism)
15
Supplemental reading
Chapter 12: Altruism
Myers, D., 2011. Social Psychology. Boston: McGraw-Hill, pp.440-
480

Completion of formative assessment task for

16
Module 2: Chapters 6-7 and Module 3: Chapters 9 and 11
17 Completion of summative assessment 2
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado16
Punzalan, & Arbie Diane Angeles Flores
 And
(Lesson coverage: your selected chapter)
18

Scheme of Work and Important Dates

Rubrics

video project rubric

ACTIVITY Exemplary Good Fair Poor POINTS

Concept
Has a clear picture of Has a fairly clear picture Has brainstormed Little effort has been
what they are trying to of what they are trying their concept, but spent on brainstorming
achieve. Adequate to achieve. Can describe no clear focus has and refining a concept.
description of what what they are trying to emerged. Unclear on the goals
they are trying to do do overall but has Goals/final product and how the project
and generally how trouble describing how not clearly defined. objectives will be met.
Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado17
Punzalan, & Arbie Diane Angeles Flores
 his/her work will his/her work will
contribute to the final contribute to the final
project. project.

Content/ Content lacks a central

Organization The content includes a Information is presented The content does theme, clear point of
clear statement of as a connected theme not present a clearly view and logical
purpose or theme and with accurate, current stated theme, is sequence of
is creative, compelling supporting information vague, and some of information. Much of
and clearly written. A that contributes to the supporting the supporting
rich variety of understanding the information does information is
supporting information project’s main idea. not seem to fit the irrelevant to the overall
in the video Details are logical and main idea or message. The viewer is
contributes to the persuasive information appears as a unsure what the
understanding of the is effectively used. The disconnected series message is because
project’s main idea. content includes a clear of scenes with no there is little
Events and messages point of view with a unifying main idea. persuasive information
are presented in a progression of ideas and Includes few and only one or two
logical order. Includes supporting information. citations and few facts about the topic
properly cited sources. Includes properly cited facts. are articulated.
sources. Information is
incorrect, out of date,
or incomplete. No
citations included.

Quality
Movie was completed Movie was completed Movie was made, There was no movie,
and had all required and contained all but had very little if or tape was totally
elements. The video required items. Editing any editing. Many unedited with no
was well edited and was not done as well as poor shots remain. transitions or audio
moves smoothly from it should have been. Video was very support of any kind.
scene to scene with Some poor shots remain. fragmented and
proper use of Movie is still somewhat choppy with little to
transitions. Audio and choppy. Audio and other no audio
other enhancements enhancements were reinforcement.
were well used. utilized, but not for
maximum effect.
Final Score

Authors: Michael Rase De Vera, Eda Lou Ibasco Ochangco, Jose Recto Rocha, Jedda Mercado18
Punzalan, & Arbie Diane Angeles Flores