Republic of the Philippines

Province of Misamis Oriental

Municipality of Tagoloan
TAGOLOAN COMMUNITY COLLEGE
Baluarte, Tagoloan, Misamis Oriental
TEL.NO. (08822) 740-835

THE EFFECT OF THE AUTHENTIC ASSESSMENT IN SOCIAL STUDIES

EDUCATION IN BUGO ELEMENTARY SCHOOL

By

Bustamante, Rhea Jane A.

Laguinlay, Angelica Q.
Aquiman, Hizel Mae T.
Jabeniao, Rubelyn M.
Nabong, Rushiel Jane
Bernados, Cresil P.
Alisoso, Almera B.
Llanasa,Eden Q.
Beniag, Mizel A.

Course and Section: BEED 3A

THE EFFECT OF THE AUTHENTIC ASSESSMENT IN SOCIAL STUDIES
EDUCATION IN BUGO ELEMENTARY SCHOOL

By

Bustamante, Rhea Jane A.

Laguinlay, Angelica Q.
Aquiman, Hizel Mae T.
Jabeniao, Rubelyn M.
Nabong, Rushiel Jane
Bernados, Cresil P.
Alisoso, Almera B.
Llanasa,Eden Q.
Beniag, Mizel A.

ABSTRACT

This study investigates the impact of authentic assessments in social

studies education, aligning with the evolving educational landscape that
prioritizes 21st-century skills. Traditional roles of students and teachers
have transformed, emphasizing student-centered learning and real-world
application of knowledge. The introduction of authentic assessments aims
to bridge the gap between classroom learning and practical skills.
Wiggins' criteria for authentic assessments serve as a framework,
exploring their realism, innovation, and ability to engage students in
critical thinking. The research employs a mixed-methods approach,
combining quantitative surveys and qualitative insights from teachers.
Results from Bugo Elementary School indicate a strong consensus on the
effectiveness of authentic assessments in enhancing student engagement,
technology integration, and establishing real-world connections. The
findings underscore the positive impact of authentic assessments in
achieving the goals outlined in the new curriculum, fostering a dynamic
and engaging learning environment. This study contributes valuable
insights into the benefits and challenges of incorporating authentic
assessments in social studies education at the elementary level, suggesting
further exploration and implementation to enhance overall educational
quality.

Keywords: Authentic, Assessment, Education

INTRODUCTION

The rapid changes experienced in production and access to knowledge inevitably

necessitated a change in the educational field. Based on this, information turned into a living
organism rather than being a ready-made and packaged product (Ministry of National Education
[MoNE], 2018a, p. 22). This situation has changed the traditional roles of students, teachers, and
the school environment. Based on this, students are no longer individuals who only take,
memorize, store information, and repeat it when asked. On the contrary, students are expected to
access information with their own efforts, to verify the information they have obtained through a
literacy filter, to associate them with daily life contexts, to solve problems they encounter by
transferring them to different situations, and thus to be individuals equipped with 21st-century
skills. In the new understanding of education, teachers consider the differences between students
as a natural richness and act as guides who strive to reveal the student’s capabilities (MoNE,
2018a, p. 21). According to Rousseau, a good teacher does not teach students the principles and
the ways of acting; but tries to make them find themselves, just like Socrates. In this respect,
teachers should organize their lessons based on experience rather than instruction (Günay, 2018,
p. 94). On the other hand, schools should be a part of life rather than an artificial world
surrounded by four walls and isolated from its environment and society. The new curriculum has
been updated several times following the new requirements, and in 2018 some changes were
added to the new curriculum.
The study investigates the impact of authentic assessment in social studies education.
Authentic assessment involves real-world tasks that mirror the complexities of the subject
matter. In this context, the researchers likely designed assessments reflecting genuine social
studies challenges. To cite the situation, without specific details, the study may address how
traditional assessments fall short in capturing practical application and critical thinking in social
studies. The focus is on understanding how an incorporating authentic assessment method
enhances students' comprehension and application of social studies concepts in a more realistic
context. The study on "The Effect of Authentic Assessment in Social Studies Education" aims to
investigate how incorporating authentic assessment methods influences the learning outcomes of
students in the field of Social Studies. Authentic assessment involves real-world tasks that mirror
the challenges students might face in practical situations. In this study, teachers implement
authentic assessment strategies in Social Studies classrooms and observe the impact on student
performance, engagement, and comprehension. The researchers might use a variety of
assessment tools such as project-based assessments, simulations, or case studies that reflect the
complexity of real-world issues in social studies.
In essence, the study seeks to provide a comprehensive understanding of the current state
of social studies education, the role of assessments within this context, and the potential benefits
or challenges associated with incorporating authentic assessments in the field. The study on the
effects of authentic assessments in social studies aims to investigate how using real-world,
meaningful assessments impacts learning outcomes in social studies education. Authentic
assessments go beyond traditional tests and quizzes, involving tasks that mirror real-world
situations. This research likely explores whether such assessments enhance students'
understanding, critical thinking, and application of social studies concepts. The study may also
assess student engagement and overall academic performance in comparison to more
conventional assessment methods.
The new curriculum aims to make major changes in all subject areas and student-
centeredness, encouraging active engagement of learners and providing a learning environment
in which research, discovery, and cooperation are emphasized (Ocak & Karafil, 2021).
Additionally, it is stated in the new curriculum that it has become one of the most important
educational goals of the developed countries to equip the students with the ability of developing
innovative solutions to the problems they encounter in their environment from an early age and
producing these solutions by blending them with different disciplines (MoNE, 2018a, p. 72).
Therefore, in the new curriculum, students are advised to perceive the scientific methods used by
social scientists (geographers, historians, etc.) to make use of events inside and outside school to
compare them with real-life problems and contradictory situations and to reflect on these social
problems (MoNE, 2018b). With these changes, the course aims to train a human model with the
qualities required by the age. In the 2023 Education Vision Document, the expressions and goals
that point to change and transformation, such as establishing design-skill workshops for schools,
adopting process and result-oriented integrated assessment and evaluation approach, considering
practice and experience as the main axis, and supporting students to gain the motivation to seek
solutions to social problems show that the ongoing practices of traditional approach create
problems (MoNE, 2018a, pp. 15-16). Therefore, students, teachers, and school roles in
educational activities should be predetermined to eliminate this problematic situation. In
summary, in the 21st century, it is not possible to carry out education and training activities with
a structure that prioritizes the transfer of knowledge of the past to students, sees the teacher as
the only authority, and makes students passive and disconnected from the environment and
society.
Assessment tasks to be used in vocational training should be similar to the tasks that
students will encounter in their future professional practice in order to better prepare students for
future works. Authentic assessments in competence-based education should create opportunities
that allow students to integrate learning and practice, resulting in mastery of professional skills
that students will need in their future workplace. The purpose of authentic assessment is to
provide students with the opportunity to engage in authentic tasks to develop, use and expand
their knowledge, high-level thinking skills and other 21st century competences. Authentic tasks
not only assess students' authentic performances or studies, but also evaluate their ability such as
persistence in solving complex problems, positive habits of mind, growth mindset, resilience and
grit, and self-directed learning. The use of analytical or holistic rubrics, which is an important
component of authentic assessment, provides criteria and standards for descriptive feedback,
self- and peer assessment. It is important that students receive timely and formative feedback
from teachers and/or peers to improve their performance and work [10]
Wiggnis [11, 12] identified seven criteria for authentic assessment: (1) authentic
assessment is "realistic." If a student's knowledge, skills, and/or tendencies are assessed in a real-
life context, this means that they should be assessed on authentic tasks. (2) Authentic tasks
require students to make good decisions and to be creative and innovative in solving complex
and non-routine problems or performing a task in new situations. (3) An authentic assessment or
task enables students to participate in a subject or discipline through critical thinking and inquiry.
(4) In authentic assessment, students are given the opportunity to repeat, practice, find useful
resources, and receive timely feedback to improve performance or product quality. (5) Authentic
tasks seek multiple pieces of evidence of student performance and the reasons or explanations
behind the success or failure of a performance. (6) A multiple-scoring system is used, and the
scoring criteria must be transparent. Sharing the scoring criteria clearly with the students will
enable them to understand and internalize the criteria for success. (7) Students' self-assessments
should play a very important role in authentic assessment. According to the related literature,
there are some studies determining that authentic assessment positively affects students' learning
level and quality [13, 14], autonomy [15, 16], motivation [17, 18], self-regulation [19], and
metacognitive skills [20, 21]. Authentic assessment has important problems as well as various
benefits. The first of all these problems, systems with strong “testing” traditions, come from the
challenge of designing and implementing authentic assessment [22].

The research shows that authentic assessment is an effective assessment approach at the
higher education level. Therefore, it will be important to investigate the effect of authentic
assessment on academic achievement and attitudes towards educational measurement in teacher
education and to examine the views of prospective teachers about authentic assessment. This
research, unlike the existing research, aims to investigate authentic assessment with a mixed
research method that uses both quantitative and qualitative methods. In addition, no studies have
been found in the literature on the effect of authentic assessment on the attitude towards
educational measurement, which is one of the dependent variables of the study. For these
reasons, it can be said that the research will make a significant contribution to the related
literature.
METHODS
In this research study, a quantitative methodology will be employed to investigate the
effects of authentic assessments in social studies education at Bugo Elementary School with
Eight (8) respondents from different grade levels. The primary data collection method is a 15-
item quantitative questionnaire designed as a survey instrument. This questionnaire aims to
measure various aspects of participants' confidence and readiness in adapting teaching strategies
for diverse grade levels. The Likert scale, ranging from "Strongly Agree", “Agree", “Strongly
Disagree, “Disagree” will be utilized for participants to indicate their agreement with statements
reflecting different dimensions of authentic assessments.
These dimensions include the perceived effectiveness of authentic assessments in
gauging students' understanding, their impact on teacher-student engagement, and the extent to
which authentic assessments enhance critical thinking skills. The survey will cover topics such as
differentiated instruction, flexible grouping, assessment and evaluation, classroom management,
collaborative learning, technology integration, and the importance of professional development
and parent/guardian relationships. By exploring these areas, the questionnaire aims to provide a
comprehensive view of teachers' perspectives on their capabilities in diverse classroom settings.
The collected data will be subjected to thorough analysis, involving the calculation of mean
scores and statistical tests to identify significant trends.
This analytical approach will allow researchers to draw conclusions about the perceived
effectiveness of strategies and the importance of factors like technology, collaboration, and
ongoing professional development in enhancing educators' capabilities. Ultimately, the findings
from this research endeavor will contribute valuable insights into the nuanced perspectives of
teachers regarding the benefits and challenges of incorporating authentic assessments in social
studies education.

RESULTS AND DISCUSSION

The researchers selected 8 teachers from Bugo Elementary School. Hence, with
the data gathered we found out that majority of teachers in Bugo Elementary School strongly
agreed on the effectiveness of authentic assessments in increasing student engagement,
integrating technology, and establishing real-world connections. To interpret the results, the
frequency is expressed as a percentage with the Total number of 8 Participants. The participants’
are male and female with 100% of them being teachers. In terms of gender, 90% are female and
10% male.
In this data the statement with the highest agreement percentage was “Increased student
engagement: students become more actively involved in their learning when authentic
assessments are utilized, as they see the relevance and real world application of their knowledge
and skills” indicating that the participant strongly agree which had garnered a weighted mean of
4.00. On the other hand, the statement with the lowest agreement percentage was” The
development of critical thinking skills. Authentic assessments promote critical thinking skills, as
students are required to analyze, evaluate, and synthesize information to solve real-world
problems. ”showing that the participants are not that convinced garnering a weighted mean 3.00.
The data does not provide a specific reason for these agreements, but it can be inferred that the
participants found that the effect of the authentic assessment in social studies education has great
impact on students garnering overall weighted mean of 3.30 Indicating that they Strongly Agree.
The results suggested that authentic assessments have been effective in bridging the gap
between classroom learning and real-world application, helping students understand the practical
implications of social studies concepts in their lives and society.

CONCLUSION
The research contributes valuable insights into the perceived benefits and challenges of
incorporating authentic assessments in social studies education at the elementary level. The
positive responses from teachers in Bugo Elementary School suggest that authentic assessments
have been effective in achieving the goals outlined in the new curriculum, fostering a more
dynamic and engaging learning environment aligned with 21st-century skills. The findings imply
that further exploration and implementation of authentic assessments could enhance the overall
quality of social studies education in elementary schools.

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APPENDIX 1
THE EFFECT OF THE AUTHENTIC ASSESSMENT IN SOCIAL STUDIES
EDUCATION IN BUGO ELEMENTARY SCHOOL

PART I. Respondent’s Profile

Name: _______________________
Grade Level: ___________________
Date: _______________

PART II.
Direction: Please indicate the extent to which you are satisfies with the following items by
ticking in any of the boxes represented by:
LEGEND: strongly agree (4), agree (3), strongly disagree (2), disagree (1).

INDICATOR 4 3 2 1
1. Increase student engagement: Students become more
actively involved in their learning when authentic
assessments are utilized, as they see the relevance and
real-world application of their knowledge and skills.
2. Deeper understanding of concepts. Authentic
assessments allow students to apply their knowledge in
meaningful contexts, leading to a deeper understanding of
social studies concepts and principles.
3. Transfer of learning: Students are better able to transfer
their knowledge and skills to new situations and real-
world scenarios, as authentic assessments require them to
apply what they have learned in authentic contexts.
4. Development of critical thinking skills. Authentic
assessments promote critical thinking skills, as students
are required to analyze, evaluate, and synthesize
information to solve real-world problems.
5. Improved problem-solving abilities: Students develop
effective problem-solving skills through authentic
assessments, as they are challenged to find solutions to
complex issues and dilemmas.
6. Enhanced research skills: Authentic assessments often
involve research activities, which help students develop
information literacy, research skills, and the ability to
evaluate sources.
7. Collaboration and teamwork: Many authentic
assessments involve group work and collaboration,
fostering teamwork skills, communication, and
cooperation among students.
8. Authentic expression of knowledge: Authentic
assessments allow students to express their understanding
and knowledge in various formats, such as presentations,
projects, debates, or simulations, providing opportunities
for creativity and self-expression.
9. Increase motivation and ownership of learning:
Authentic assessments tap into student’s intrinsic
motivation as they see the value and relevance of what
they are learning, leading to a sense of ownership and
pride in their work.
10. Opportunities for self-reflection: Authentic
assessments often include reflection components,
allowing students to reflect on their learning process,
strengths, and areas for improvement.
11. Integration of technology: Authentic assessments
often incorporate technology tools and resources,
enabling students to reflect on their learning process,
strengths, and areas for improvement.
12. Real-world connections: Authentic assessments
bridge the gap between classroom learning and the real
world, helping students understand the practical
applications of social studies concepts in their lives and
society.
13. Development of oral communication skills: Many
authentic assessments involve presentations, debates, or
discussions, allowing students to practice and improve
their oral communication skills.
14. Assessment of multiple intelligences: Authentic
assessments provide opportunities for students to
demonstrate their understanding and skills through
different intelligences, catering to diverse learning styles
and strengths.
15. Meaningful feedback and growth. Authentic
assessments provide teachers with valuable insights into
student’s strengths, areas for improvement, and individual
progress, enabling targeted feedback and fostering
growth.

APPENDIX II
THE 4-POINTS SCALING
Table 1: The score ranges from 1 to 4, 4 being the highest and 1 being the lowest. The individual
score is listed and described as follows:
Weighted Scale Mean Range Verbal Interpretation
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.29 Strongly Disagree
1 1.00-1.74 Disagree
 APPENDIX III
TABLES
Table 2: Summary of the Statements, its Weighted Mean and Verbal Analogy.

Statement Weighted Mean Verbal Analogy

The Effect of the Authentic Assessment in Social Studies Education
1. Increase student engagement: Students become
more actively involved in their learning when 4.00 Strongly Agree
authentic assessments are utilized, as they see the
relevance and real-world application of their
knowledge and skills.
2. Deeper understanding of concepts. Authentic
assessments allow students to apply their 3.80 Strongly Agree
knowledge in meaningful contexts, leading to a
deeper understanding of social studies concepts
and principles.
3. Transfer of learning: Students are better able to
transfer their knowledge and skills to new 3.80 Strongly Agree
situations and real-world scenarios, as authentic
assessments require them to apply what they have
learned in authentic contexts.
4. Development of critical thinking skills.
Authentic assessments promote critical thinking 3.00
skills, as students are required to analyze, Agree
evaluate, and synthesize information to solve real-
world problems.
5. Improved problem-solving abilities: Students
develop effective problem-solving skills through 3.50 Strongly Agree
authentic assessments, as they are challenged to
find solutions to complex issues and dilemmas.
6. Enhanced research skills: Authentic
assessments often involve research activities, 3.37 Strongly Agree
which help students develop information literacy,
research skills, and the ability to evaluate sources.
7. Collaboration and teamwork: Many authentic
assessments involve group work and 3.62 Strongly Agree
collaboration, fostering teamwork skills,
communication, and cooperation among students.
8. Authentic expression of knowledge: Authentic
assessments allow students to express their 3.12 Agree
understanding and knowledge in various formats,
such as presentations, projects, debates, or
simulations, providing opportunities for creativity
and self-expression.

9. Increase motivation and ownership of learning:

Authentic assessments tap into student’s intrinsic 3.75 Strongly Agree
motivation as they see the value and relevance of
what they are learning, leading to a sense of
ownership and pride in their work.
10. Opportunities for self-reflection: Authentic
assessments often include reflection components, 3.62 Strongly Agree
allowing students to reflect on their learning
process, strengths, and areas for improvement.
11. Integration of technology: Authentic
assessments often incorporate technology tools 3.87 Strongly Agree
and resources, enabling students to reflect on their
learning process, strengths, and areas for
improvement.
12. Real-world connections: Authentic
assessments bridge the gap between classroom 3.75 Strongly Agree
learning and the real world, helping students
understand the practical applications of social
studies concepts in their lives and society.
13. Development of oral communication skills:
Many authentic assessments involve 3.25 Strongly Agree
presentations, debates, or discussions, allowing
students to practice and improve their oral
communication skills.
14. Assessment of multiple intelligences:
Authentic assessments provide opportunities for 3.37 Strongly Agree
students to demonstrate their understanding and
skills through different intelligences, catering to
diverse learning styles and strengths.
15. Meaningful feedback and growth. Authentic
assessments provide teachers with valuable 3.50 Strongly Agree
insights into student’s strengths, areas for
improvement, and individual progress, enabling
targeted feedback and fostering growth.

APPENDIX IV
DOCUMENTATION
 APPENDIX V
CURRICULUM VITAE

A. PERSONAL DATA

Name : Almera Alisoso B.

Home Address: Cabadiangan Kadingilan Bukidnon

Email Address: almeraalisoso88@gmail.com

Date of Birth : 04132003

Place of Birth : kibalagon kadingilan Bukidnon

Nationality : Filipino

Religion : Catholic

Mother’s Name : Rosemarie Alisoso

Father’s Name: Lary Alisoso

B. ACADEMIC BACKGROUND

Elementary : Cabadiangan elementary school

Junior High School : San Andres National Highschool

Senior High School : San Andres Senior High school

CURRICULUM VITAE

A. PERSONAL DATA

Name : Aquiman, Hizel Mae T.

Home Address: Zone 2, Rosario, Tagoloan, Misamis Oriental

Email Address: hizelmaeaquiman@gmail.com

Date of Birth : May 27, 2003

Place of Birth : Rosario, Tagoloan, Misamis Oriental

Nationality : Filipino

Religion : Iglesia Filipina Independiente (I.F.I)

Mother’s Name: Rochelle T. Aquiman

Father’s Name: Marlon D. Aquiman

B. ACADEMIC BACKGROUND

Elementary: Rosario Elementary School

Junior High School : Rosario National High of Tagoloan

Senior High School : PHINMA Cagayan de Oro College –Puerto Campus

 CURRICULUM VITAE

A. PERSONAL DATA PICTURE

Name : Mizel Avelio Beniag

Home Address: Kisolon Sumilao Bukidnon

Email Address: mizelaveliobeniag@gmail.com

Date of Birth : December 5 2002

Place of Birth : Kisolon Sumilao Bukidnon

Nationality : Filipino

Religion : Roman Catholic

Mother’s Name : Maylin Beniag

Father’s Name: Albert Beniag

B. ACADEMIC BACKGROUND

Elementary : Kisolon Central Elementary School

Junior High School : Pilar High School

Senior High School Pilar High School

 CURRICULUM VITAE
A. PERSONAL DATA

Name : Bernados Cresil P.

Home Address: Zone 4, San Luis Malitbog Bukidnon

Email Address: cresilbernados@gmail.com

Date of Birth : July 23 2000

Place of Birth : Sitio, Tomigbong San Luis Malitbog Bukidnon

Nationality : Filipino

Religion : Catholic

Mother’s Naame: Emelita P. Bernados

Father’s Name: Roel V. Bernados

B. ACADEMIC BACKGROUND

Elementary: San Luis Elementary School

Junior High School : San Luis National High School

Senior High School : San Luis National High School

 CURRICULUM VITAE

A. PERSONAL DATA PICTURE

Name : Rhea Jane A. Bustamante
Home Address: Poblacion, Cabanglasan Bukidnon
Email Address: rheajanebustamante0@gmail.com
Date of Birth : Jamuary 2,2002
Place of Birth : Poblacion, Kadingilan Bukidnon
Nationality : Filipino
Religion : Roman Catholic
Mother’s Name : Rosie A. Bustamante
Father’s Name: Florencio L. Bustamante Jr.

B. ACADEMIC BACKGROUND
Elementary : Airport Village Elementary School
Junior High School : Cabanglasan National High School
Senior High School : Cabanglasan National High school
 CURRICULUM VITAE

A. PERSONAL DATA
Name : Rubelyn M. Jabeniao
Home Address: F. S Catanico, Cagayan De Oro City
Email Address: Rubelynjabeniao64@gmail.com
Date of Birth : September 12, 2002
Place of Birth : Cugman, Health Center
Nationality : Filipino
Religion : Roman Catholic
Mother’s Name : Evangeline M. Jabiniao
Father’s Name: Rolando T. Jabiniao

B. ACADEMIC BACKGROUND
Elementary : F. S Catanico Elementary School
Junior High School : Gusa National High School - F. S Catanico Annex
Senior High School : Gusa National Senior High school – F. S Catanico Annex
 CURRICULUM VITAE

A. PERSONAL DATA
Name : Eden Q. LLanasa
Home Address: Tingcaan, Poblacion, Cabanglasan, Bukidnon
Email Address: edenquimsonllanasa28@gmail.com
Date of Birth : January 24, 2002
Place of Birth : Poblacion, Cabanglasan Bukidnon
Nationality : Filipino
Religion : Roman Catholic
Mother’s Name : Elsa Q. LLanasa
Father’s Name: Benito N. LLanasa

B. ACADEMIC BACKGROUND
Elementary : Tagiptip Elementary School
Junior High School : Cabanglasan National Highschool
Senior High School : Cabanglasan National Highschool
 CURRICULUM VITAE
A. PERSONAL DATA
Name: Angelica Q. Laguinlay
Home Address: Zone 3 Kisolon, Sumilao, Bukidnon
Email Address: laguinlayangelica11@gmail.com
Date of Birth: July 11, 2002
Place of Birth: Zone 3 Kisolon Sumilao Bukidnon
Nationality: Filipino
Religion: Roman Catholic
Mother’s Name: Alma Q. Laguinlay
Father’s Name: Sison H. Laguinlay

B. ACADEMIC BACKGROUND
Elementary: Kisolon, Central, Elementary School
Junior High School: Pilar High School
Senior High School: Pilar High School
 CURRICULUM VITAE

A. PERSONAL DATA
Name : Rushiel Jane Marie Paraiso Nabong
Home Address: Zone-2 Kinawe Libona Bukidnon
Email Address: nabongrushieljanemarie@gmail.com
Date of Birth : December 6, 2000
Place of Birth : Kinawe Libona Bukidnon
Nationality: Filipino
Religion: Born Again
Mother’s Name: Chella D. Parasio
Father’s Name: Raul M. Nabong

B. ACADEMIC BACKGROUND
Elementary :Doña Pilar Elementary School
Junior High School : kinawe National High School
Senior High School :Hosanna Christians Academy
 Republic of the Philippines
Province of Misamis Oriental
Municipality of Tagoloan
TAGOLOAN COMMUNITY COLLEGE
Baluarte, Tagoloan, Misamis Oriental
TEL.NO. (08822) 740-835

GRAMMARIAN CERTIFICATE

This is to clarify that the undersigned has viewed and gone through all the pages of the
publishable paper entitled “The effects of authentic assessments in social studies education.”
traced and prepared by Hizel T. Aquiman, Mizel Beniag ,Angelica Laguinlay , Cresil Bernados ,
Rubelyn M. Jabeniao , Eden Llanasa, Rhea Jane Bustamante, Rushell Jane Nabong , Almera B.
Alisoso aligned with the set of structural rules that govern the composition of sentences, phrases
and words in the English Language.

Signed this 21 day of December in the year 2023 at Tagoloan Community College,
Baluarte, Tagoloan, Misamis Oriental.

Signed by:
MANUELITO L. ROXAS, MAED
Grammarian

LETTER REQUEST TO CONDUCT STUDY

December 14, 2023
MA’AM ROSEMARIE DULLENTE
Principal
Bugo Elementary School
Puerto, Cagayan De Oro City

Dear Ma’am Dullente:

Greetings!
I have the honor to request permission from your good office to conduct a research
study. This is in new of my research titled “THE EFFECTS OF THE AUTHENTIC
ASSESSMENT IN SOCIAL STUDIES EDUCATION AT BUGO ELEMENTARY
SCHOOL. The purpose is solely for compliance of the requirements in the subject TSSC
“Teaching Social Studies in the Elementary Grades” with Josie Sardido as our instructor.
Rest assured that there will be no disruption of classes during this interview and whatever
responses to the needed data are confidential and solely for this subject requirement use.
In line with this, the study will be using a modified questionnaire. Your assistance on this matter
will be greatly appreciated.

Sincerely yours,
BUSTAMENTE, RHEA JANE
LAGUINLAY, ANGELICA Q.
AQUIMAN, HIZEL MAE T.
JABENIAO, RUBELYN M.
BERNADOS, CRESIL P.
ALISOSO, ALMERA B.
LLANSA, EDEN Q.
BENIAG, MIZEL A.
 NABONG, RUSHEL
Researchers

Noted By:

JOSIE M. SARDIDO
Social Studies instructor

Approved by:

ROSEMARIE DULLENTE
Principal