Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

NATIONAL SERVICE TRAINING PROGRAM (NSTP 1)

ANSWERS KEY
MIDTERM EXAMINATION
1. C
2. B
3. C
4. B
5. D
6. B
7. B
8. A
9. B
10.C
11.A
12.D/ Bonus (54-90 hrs)
13.B
14.A
15.B
16.B
17.C
18.D
19.C
20.B
21.TRUE
22.FALSE
23.TRUE
24.TRUE
25.TRUE
26.TRUE
27.TRUE
28.TRUE
29.TRUE
30.FALSE
31.TRUE
32.TRUE
33.TRUE
34.TRUE
35.FALSE
36.TRUE
37.FALSE
38.TRUE
39.TRUE
II. SITUATIONAL. Read each situation carefully and provide your answer based on NSTP
principles. Each situation is equivalent to 10 points.

Situation 1: School Conflict

You are working on a group project at your school. One of your classmates, Bryan, frequently
disagrees with your ideas and has criticized your work in front of others during meetings. You
find this behavior frustrating and it has started to affect your motivation and mood.

Questions:

1. How do you feel when Bryan criticizes your work?

2. What is your initial reaction when Bryan disagrees with your ideas?
3. How do you think your mood and reactions are perceived by the rest of the team?
4. Reflecting on this, what steps can you take to manage your emotions and maintain a good
relationship with Bryan?

The student answer must align well with NSTP principles such as civic responsibility,
teamwork, communication, and emotional intelligence. The students must encourage to reflect on
emotional intelligence, conflict resolution, and teamwork.

1. How do you feel when Bryan criticizes your work?

The student should reflect on their emotions, acknowledging that criticism can cause
frustration or disappointment. They should also express a willingness to view criticism as
constructive feedback, an essential part of improving their civic engagement skills and team
collaboration.

2. What is your initial reaction when Bryan disagrees with your ideas?

The student might express an initial reaction of defensiveness or discouragement.

However, they should recognize the importance of open communication and valuing diverse
perspectives, as this fosters healthy collaboration and mutual respect within a team.

3. How do you think your mood and reactions are perceived by the rest of the team?

The student should reflect on how their emotions and reactions might influence the group
dynamic. Maintaining a positive attitude and controlling negative reactions is crucial in a team
environment to promote cohesion and prevent conflicts.

4. Reflecting on this, what steps can you take to manage your emotions and maintain a
good relationship with Bryan?

The student might suggest strategies like active listening, open communication, and
empathy. They could also mention emotional regulation techniques, such as taking a step back
when feeling overwhelmed, to manage conflicts. Encouraging dialogue and finding common
ground are essential to maintaining healthy, productive relationships in civic and academic
settings.

Situation 2: Personal Achievement

You’ve just completed a challenging task successfully, and your facilitator praises you for your
hard work. However, you feel that your contribution was not as significant as others perceive it
to be.

Questions:

1. How do you feel about the praise you received?

2. Do you agree with your facilitator’s assessment of your performance? Why or why not?
3. How do you typically respond to praise or recognition?
 This situation focuses on self-awareness, humility, and self-assessment. The students
encourage to reflect on their personal growth, self-assessment, and how they handle recognition.
They help develop emotional intelligence, self-confidence, and the ability to balance humility
with pride in one’s achievements.

1. How do you feel about the praise you received?

The student might express feelings of surprise, gratitude, or even discomfort. They may
acknowledge the positive impact of being recognized for their effort, but they should also reflect
on how they can use this recognition to motivate themselves to continue contributing
meaningfully to their tasks or community work.

2. Do you agree with your facilitator’s assessment of your performance? Why or why not?

The student could express uncertainty, thinking that their efforts weren’t as substantial as
others might believe. However, they should consider that others can sometimes see strengths and
contributions that they may overlook. A balanced self-assessment should include being open to
others’ positive feedback while also reflecting on areas for improvement.

3. How do you typically respond to praise or recognition?

The student might mention a sense of humility or even discomfort in receiving praise.
They should recognize that accepting praise with grace is part of personal development. They
could also reflect on how receiving positive feedback can enhance their sense of civic duty by
encouraging them to continue contributing to community efforts and team projects.

Situation 3: Literacy Program

Your NSTP class has been tasked with implementing a literacy program for out-of-school youth
in your area. The community has expressed a need for basic reading and writing skills.

Questions:

1. What strategies will you employ to make the literacy program engaging and effective?
2. How will you measure the success of the program after its implementation?

This situation focuses on promoting education and teaching literacy skills. The questions
focus on project management, community engagement, and evaluating impact on the long-term
benefits of the program and ensuring it effectively meets the community’s needs. The student
responses promote NSTP principles such as community development, volunteerism, and
sustainable civic engagement.

1. What strategies will you employ to make the literacy program engaging and effective?

The student might mention strategies like using interactive and age-appropriate learning
materials, incorporating games, visuals, and real-life examples to keep the learners interested.
They should also focus on active learning techniques, such as group activities, storytelling, and
discussions, to help participants better grasp basic reading and writing skills.

They may also consider fostering a supportive learning environment by encouraging

positive reinforcement, peer-to-peer learning, and adapting to the learners' pace and needs.

Cultural sensitivity and understanding the specific context of the community could also
be part of the approach to make the program more relevant and engaging.

2. How will you measure the success of the program after its implementation?

The student could propose both qualitative and quantitative methods for evaluation. They
might suggest:

 Pre- and post-program assessments to measure improvements in reading and writing

skills.
  Feedback from participants and community members to gauge their satisfaction and the
perceived impact of the program.
 Tracking attendance and participation rates as indicators of the program’s engagement
level.
 Observing whether participants are able to apply the literacy skills they learned in their
daily lives or if the program creates opportunities for further education or employment.

III. ESSAY: Explain each briefly. (5 points each)

1. Discuss how NSTP contributes to personal and community development. Include

specific examples of projects or activities that can be undertaken under CWTS,
LTS, & ROTC.
2. “Everyone thinks of changing the world, but no one thinks of changing himself.”
Explain briefly.

1. NSTP contributes to both personal development and community development by instilling a

sense of civic duty, responsibility, and leadership in students, preparing them to become more
engaged and effective citizens.

 CWTS (Civic Welfare Training Service) focuses on community service and projects
that address community welfare. For example, students can engage in community health
programs, environmental clean-ups, or projects that raise awareness about disaster
preparedness.
 LTS (Literacy Training Service) emphasizes education and teaching. Students can
contribute to literacy programs for out-of-school youth, tutor children or adults in reading
and writing, and assist in running community libraries.
 ROTC (Reserve Officers' Training Corps) focuses on developing military and defense
skills. ROTC cadets contribute to community safety and security by participating in
disaster response training, first aid workshops, and helping in community emergency
preparedness efforts.

By participating in these programs, students gain practical skills like teamwork,

leadership, problem-solving, and empathy, while communities benefit from the projects designed
to uplift their living conditions.

2. This quote emphasizes that personal change is the foundation for broader social change. It
suggests that before aiming to transform society or address its challenges, individuals must first
reflect on their own behaviors, attitudes, and perspectives. Ultimately, self-improvement and the
willingness to change are crucial first steps in making a lasting impact on the world.

 To make meaningful contributions to society, individuals need to practice self-awareness,

empathy, and responsibility. Personal transformation can lead to better leadership,
stronger relationships, and more effective community engagement.
 For example, before working on a community project, it’s important to cultivate a
mindset of humility and openness to understand the needs of others. By improving
personal qualities like discipline, resilience, and accountability, individuals are better
equipped to inspire positive change around them.

The student responses should reflect the students' understanding of NSTP principles, while
encouraging reflection on both community involvement and personal growth.