THE USE OF PERFORMANCE TASKS AS

ASSESSMENT TOOL IN ARALING PANLIPUNAN

An Undergraduate Thesis

Presented to the Faculty of the College of Education

Mater Dei College

Cabulijan, Tubigon, Bohol

In Partial Fulfillment

Of the Requirements

For the Course in

Educational Research (Research 102)

by:

Christine May L. Batausa

Angelica R. Diez

Ma. Angelica S. Gonzaga

Maurenito I. Orcullo

Bernadette N. Parohinog

July, 2021
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APPROVAL SHEET

This research paper with the title THE USE OF PERFORMANCE TASKS
AS ASSESSMENT TOOL IN ARALING PANLIPUNAN prepared and submitted
by Christine May L. Batausa, Angelica R. Diez, Ma. Angelica S. Gonzaga,
Maurenito I. Orcullo, and Bernadette N. Parohinog in partial fulfillment of the
requirements for the course in Educational Research (Research 102) has been
examined and recommended for acceptance and approval for Oral Examination.
THESIS COMMITTEE
JENNIFER J. VALERO, MAN-RN
Thesis Adviser
CHRISTOPHER ASUNCION L. ARCAY, MS EDNA D. COSCOS, MSLS
Member Member
ACCEPTED as partial fulfillment of the requirements for the course in
Educational Research (Research 102).
MARIA NYMPA S. RESERVA, Ph.D

Dean, College of Education

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of PASSED.
JENNIFER J. VALERO, MAN-RN
Thesis Adviser
CHRISTOPHER ASUNCION L. ARCAY, MS EDNA D. COSCOS, MSLS

Member Member
MARIA NYMPA S. RESERVA, Ph.D

Chairman
MARIA NYMPA S. RESERVA, Ph.D

Dean, College of Education

Date of Proposal Hearing: 01-14-21
Date of Oral Defense: 07-23-21
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ACKNOWLEDGMENTS

In every achievement, there follows an acknowledgement to those who in

one way or another, helped and supported the researchers by sharing their time

and experience in realizing this work.

The researchers wish to express their heartfelt gratitude to the kind hearted

people who bestowed their constant help and assistance to make this study a

successful one.

To their parents, for supporting them financially and for their unending love.

No words can express how the researchers love them.

To the instructor in the research subject, Jennifer J. Valero MAN-RN for her

benignant help and guidance and for checking the researchers’ write-ups.

To the panelist, for their invaluable suggestions, for giving ideas towards

the improvement of the study, and for their patience, understanding and

encouragement.

To the junior high school students and Araling Panlipunan teachers who

became the participants that help a lot in data gathering.

Lastly, to Almighty God for providing them the blessing and graces needed.

The Researchers
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Abstract

This research was conducted in order to determine the participants’ profile, their
perceptions towards performance tasks as assessment tool in Araling Panlipunan,
also to see if there is a significant difference of the students’ perceptions on the
use of performance tasks in Araling Panlipunan according to profile, and to see if
there is a significant difference between the teachers' and students’ perceptions
on the use of performance tasks as assessment tool in Araling Panlipunan. 140
junior high school students and 4 Araling Panlipunan teachers of Mater Dei were
involved in this research. Questionnaire was the instrument of the research used
to collect the data. It was sent to the teachers and students. The data were
analyzed to determine their perceptions. Then, the Independent Two-Sample t-test
was also used to see whether there is a significant difference between the teacher,
and students’ perceptions. The result of the analysis revealed that Araling
Panlipunan teachers’ highly perceived the use of performance tasks in Araling
Panlipunan while students, in general, also have high perceptions. It was also
found out that there was no significant difference of the students’ perceptions
according to profile. The result revealed that there was no significant difference
between the students and teachers’ perceptions on the use of performance tasks
in Araling Panlipunan. Therefore, it was concluded that both teachers and students
of any sex found performance tasks to be useful. Recommendations out of the
findings include that teachers have to come up with a good performance tasks as
it encourages students to engage and participate in class.
Keywords: performance tasks, perceptions, assessment tool, Araling Panlipunan
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TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………….. i

APPROVAL SHEET……………………………………………………. ii

ACKNOWLEDGMENTS……………………………………………….. iii

ABSTRACT………………………………………………………………. iv

TABLE OF CONTENTS……………………………………………….. v

LIST OF TABLES……………………………………………………… vii

Chapter

1 INTRODUCTION

Rationale of the Study.………………………………. 1

Theoretical Background……………………………… 3

THE PROBLEM

Statement of the Problem…………………………..... 9

Research Hypotheses……………………………....... 10

Significance of the Study…………………………........ 10

RESEARCH METHODOLOGY
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Design……………………...……………………………. 11

Environment…………………………...……………....... 11

Participants.……………………………………...…....... 12

Instrument………………………………........................ 12

Procedures……………………………………………… 13

Gathering of Data……………………………………… 13

Treatment of Data……………………………….......... 13

DEFINITION OF TERMS………………………………... 14

2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA……………………………………………………. 15
3 SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATIONS…………………………………. 21
Summary………………………………………………. 21

Findings………………………………………………... 22

Conclusion.……………………………………………. 23

Recommendations……………………………………. 23

REFERENCES……………………………………………. 25

APPENDICES…………………………………………….. 28

Transmittal Letters………………………………….......... 29

Research Questionnaire………………………………… 31

Timetable of Activities……………………………………. 35

CURRICULUM VITAE…………………………………… 36
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LIST OF TABLES

TABLE Page

1 Profile of the Participants……………………………. 15

2 Participants’ Perceptions on Performance Tasks

as Assessment Tool…………………………………… 16

3 Significance of the Differences in Students’

Perceptions on Performance Tasks

As Assessment Tool…………………………………… 17

4 Significance of the Differences between the Students’

and Teachers’ Perceptions on Performance Tasks

as Assessment Tool……………………………………. 19
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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The educational system of the Philippines is never static. From time to time

changes take place. New curriculum and even new components in the teaching

field is being applied. Recently, the traditional approach is no longer used both in

public and private schools. In handling a class, Written Work, Performance Task,

and Quarterly Assessment (WW-PT-QA) is the new criterion. Unlike before, the

new component is lessen. It comprises of only three components under

Department Order. No.8, Series of 2015. Under this order, the result of the

components will form as the basis for the grade computation. According to DepEd

(2015), among the three, performance task weighs the greatest percentage.

A performance task is a learning activity that students perform to

demonstrate their knowledge, understanding and proficiency. It yields a tangible

product that serves as evidence of learning. In this new grading system, application

of knowledge is more important. Assessing performance task will allow the

teachers measure how deep is the learning of their student (McTighe, 2015).

Additionally, a performance task enables students demonstrate their ability

to integrate and use knowledge, skills and work habits in a meaningful activity.
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These tasks show how a student uses what he/she have learned in a real-life

situation rather than just providing information on students' theoretical knowledge.

There are many forms of performance assessments, divided into products and

performances: poster presentations, interviews, dramatic performances, speech

and debates are examples of performances; wall displays, computer games, board

games, card games, surveys, newspaper/newsletter/articles are examples of

products (Bachman, 2002).

Performance assessments in Araling Panlipunan measure students’

performance in some manner, such as conducting an investigation, analyzing

source documents to compare and contrast different historical points of view in

social studies, developing a multi-media presentation, acting out a character, or

etc. (Kahl & Hofman, 2013).

Teachers and students play a different role in the classroom. The teacher’s

main role is to facilitate learning among students. Also, teachers and students have

different perceptions on something. A teacher's perceptions may not be the same

of how a student perceives about it. Like in a performance assessment, a teacher

may find it to have a positive influence in the classroom but for students, it may be

hassle for them, or the other way around. Thus, it is important to know how

students feel about getting marked on performance assessment procedures and

how the teachers find performance task in assessing students' learning. This study

is undertaken to find out the perceptions of the students and teachers on the use
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of performance task as an assessment tool in Araling Panlipunan. The researchers

as Social Studies majors find this study relevant as this may be useful as future

teachers of Araling Panlipunan subject.

Theoretical Background

This study is mainly anchored to the Theory of Progressivism of John

Dewey which is a hands-on approach to learning where students must interact with

their environment in order to learn. In a classroom setting, learning by doing can

be done through conducting performance tasks. This is a way of assessing

students’ learnings, and is very relevant to Araling Panlipunan subject. Examples

are reporting and role playing where students can engage with their full

participation and can show off what they have learned (Dewey,1938).

Learning by doing is the basis for the experiential learning theory.

Experiential learning focuses on the idea that the best ways to learn things is by

actually having experiences. Those experiences then stick out in your mind and

help you retain information and remember facts. For teachers, creating

opportunities for students to have experiences based on the things they are

learning about is key. Teachers can help create environments where students can

learn and have experiences at the same time (Kholb, 1984).

In the view of constructive theory, learning is a constructive process in which

the learner is building an internal illustration of knowledge, a personal interpretation

of experience. Learning is an active process in which meaning is accomplished on

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the basis of experience. This view of knowledge does not necessarily reject the

existence of the real world, and agrees that reality places constrains on the

concepts that are, but contends that all we know of the world are human

interpretations of our experience of the world (Bednar, Cunnigham, Duffy, Perry,

1995).

Effective assessment approaches based on constructivist views promote

integration of assessment and teaching (Wilson, 1994; Pilcher, 2001; Sluijsmans,

Brand-Gruwel, van Merrienbore & Bastiaens, 2003). In the theory of Multiple

Intelligences by Howard Gardner, it states that each person has different ways of

learning. Morgan (2014) supports the theory of Howard Gardner.

Morgan's theory indicated that differentiated instructions benefits students,

but must be presented by well prepared, experience and knowledgeable teachers.

Differentiated Instruction is a teaching theory based on the premise that

instructional approaches should vary and be adapted in relation to individual and

diverse students in classrooms (Hall, 2002). Performance-based tasks are needed

in differentiating instruction as it provide students the skills necessary for the world

awaiting them.

Another theory is discovery learning. It is an inquiry-based from

constructivist learning theory that takes place in problem solving situations where

the learner draws on his or her own past experience and existing knowledge to

discover facts and relationships and new truths to be learned. Students interact
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with the world by exploring and manipulating objects, wrestling with questions and

controversies, or performing experiments (Bruner, 1961).

In the new criterion set by DepEd under Department Order No.8, Series of

2015, the new criterion in grading comprises three components namely, Written

Work, Performance Task, and Quarterly Assessment (WW-PT-QA). In Araling

Panlipunan, Written Work weighs 30%, while Performance Task has the greatest

percentage which is 50%, and Quarterly Assessment has the lowest percentage

which is 20% (DepEd, 2015).

In conjunction with the current educational reform movements, there has

been an interest in assessing higher-order thinking, reasoning, problem solving,

and conceptual understanding of scientific knowledge. Consequently,

implementation of performance based assessments that require thinking skills and

are consistent with cognitive theories of learning has emerged as a need (Maeroff,

1991). More established traditions of focusing assessment on objective testing at

the end of instruction are being supplemented with, or in some cases replaced by

assessments during instruction to help teachers make moment by moment

decisions and with what are called performance based assessments (McMillan,

1997).

Moon et al. (2002) mentioned that differentiated classroom performance

assessments could be developed and implemented to provide reliable and valid

information about student learning. Examples of differentiation useful with

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performance assessments include providing resources at the reading levels of

various students, varying the level and kinds of structures associated with the

tasks, supplying students with competent models of related assessments at varied

levels of complexity, and enabling students to apply key knowledge, understanding

and skills to interest areas (Tomlinson & Moon, 2011).

A student’s performance throughout the process of a performance task

and/or the product s/he develop at the end of the task can be assessed in a most

valid and fair way by using a rubric to test their performance since it is labor

intensive. A significant amount of time and care must be set aside for planning and

using performance assessment. It needs strong basis in grading. Performance-

based assessments help teachers, parents and learners to know what students

know and can do outside of paper-pencil tests, class discussions, and other

performance measures (White, 2004).

Teachers also think performance-based assessment is an anxiety-free

method, as it allows students more time to produce and edit their works. This

finding confirms the similar views expressed in the literature on performance-

based assessment (Kirmizi & Komec, 2016).

Brooks (1999) conducted a research to investigate adult ESL students’

attitudes toward performance-based assessment. She found out that they had

more favorable attitudes towards performance-based assessment than tests.

Another study conducted by Mussawy (2009) showed that both students and
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teachers demonstrated an awareness of the importance of the assessment in

relation to students learning. In the study conducted by Iter (2017), the findings

indicate that teacher educators must use authentic assessments and performance

tasks to make students interactive in courses and utilize rubrics in evaluation that

provide students real descriptions of their performances.

Guven and Demircelik (2013) found that students believed that

performance tasks improved their creativity and provided them with useful skills.

However, they also reported difficulties with the preparation of the tasks.

Aykac and Basar (2005) and Rencber (2008) observed that teacher found

it difficult to evaluate the task on the basis of their scoring criteria as the task were

not done properly. Teacher find the evaluation time consuming and pointless.

Ari (2010) concluded that most teachers found it difficult to find topics

appropriate for performance assessments, because they wanted students to carry

out authentic, meaningful and productive tasks. He reported on the difficulties in

the classroom management, when students worked on performance tasks in the

classroom. The teachers in his study also observed that in group tasks responsible

students had to work more than the others, thus creating an inequality.

According to TeAchnology (2012), teachers identified characteristics and

strategies of performance-based assessment which they felt were supportive in

preparing students for successfully demonstrating mastery of skills and

knowledge. Accordingly, performance-based assessment get students excited,

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require students to analyze and present findings in class, require students to

practice oral and written communication, facilitate public speaking skills, practice

peer assessment, engage in project-based learning, group/team work, peer

tutoring, cooperation, group identity, and support development of individual self-

confidence.

A study conducted in the Turkish province of Kenya investigated the

opinions of upper primary classroom teachers on performance-based assessment.

The results showed that while teachers believed in the benefits of performance

assessments, they reported many problems and offered some changes regarding

the implementation and evaluation of the tasks. Lack of time for the preparation

and presentation of the tasks, inadequate facilities of the schools, negative

attitudes of parents towards performance tasks are the problems faced by the

teachers (Cifti, 2010).

In the study conducted by Diharmis (2020), he found out that teachers and

students perceived the implementation of the authentic assessment to be good in

general, but he also reported some difficulties in conducting the assessment. For

teachers, time management is the biggest problem in conducting authentic

assessment. It was found out that assessing students’ performing skills is time

consuming and it becomes one of the barriers in authentic assessment application.

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THE PROBLEM

Statement of the Problem

This study aimed to determine the perceptions of junior high school

students and teachers of Mater Dei College on the use of performance tasks as

tool in assessing students’ learning.

Specifically, it sought to answer the following questions;

1. What is the profile of the participants in terms of

1.1. Sex; and

1.2. Grade Level?

2. What are the students’ and teachers' perceptions on the use of performance

tasks as assessment tool in Araling Panlipunan?

3. Do students’ perceptions on the use of performance tasks as assessment tool

in Araling Panlipunan significantly differ according to their profile?

4. Do students’ and teachers’ perceptions on the use of performance tasks as

assessment tool in Araling Panlipunan significantly differ?

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Research Hypotheses

In the conduct of this study, the following research hypotheses were

proposed:

1. There are significant differences in students’ perceptions on the use of

performance tasks as assessment tool in Araling Panlipunan when they are

classified according to sex and grade level.

2. There is a significant difference in students’ and teachers’ perceptions on the

use of performance tasks as assessment tool in Araling Panlipunan.

Significance of the Study

The results of the study would help and benefit first to the students; the main

actors and actresses in doing such performances in school. This will allow them to

be mindful enough on what is the impact of performance tasks in their academic

performance. Also, they will be informed on how other students find the said task.

This will also benefit the teachers in a way that they may gain information that

would be of a great help in their field of career. This will give them idea on how

performance tasks should be done to better evaluate the learning of the students.

Additionally, it will contribute to the teacher’s way of dealing performance tasks

more accessible and attainable to students. The researchers will also benefit

because the findings of this study would give them satisfaction and eventually

answers the curiosity they have in mind. Lastly, to the future researchers as this
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would help them if they wanted to conduct similar studies. This will serve as one

of their reference.

RESEARCH METHODOLOGY

Design

The researchers used cross sectional descriptive method (Johnson, 2016)

which falls under non experimental type of research. This aimed on determining

the perceptions of teachers and the students on the performance tasks as

assessment tool in Araling Panlipunan and on finding out whether their perceptions

differ significantly or not.

Environment

This study was conducted at Mater Dei College which is a catholic school

institution founded by Rv. Fr Josemaria S. Luengo in the year 1983. It is located at

Barangay Cabulijan, Tubigon, Bohol. This school is one and a half kilometers away

from the town of Tubigon. It offered Basic Education, Junior and Senior High

School, College and Post graduate programs.

The college is administered by fifteen members of the Board of Trustees.

By the well management of MDC administration, faculty and staff, the institution

continues to grow and offers quality education.

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Participants

There were 140 junior high school students and 4 MDC Araling Panlipunan

teachers who were given questionnaires. The researchers used availability

sampling in order to select participants that will help them get the findings of the

study. In this type of sampling, participants were sampled simply because they are

convenient sources of data for researchers.

Instrument

In this study, the researchers used only one instrument and that was the

online survey questionnaire through Google Docs. The online survey

questionnaire was composed of two parts. The first part covered the profile of the

participants. The second part contained questions in line with the subject of

research. This part would be answered using a 5-point Likert scale in order to

determine the participants’ perceptions on performance tasks as assessment tool

in Araling Panlipunan. The parameters used in this questionnaire were as follows:

Code Response Interval Interpretation

5 Strongly Agree 4.21-5.00 Very Useful
4 Agree 3.41-4.20 Useful
3 Neutral 2.61-3.40 Moderately Useful
2 Disagree 1.81-2.60 Slightly Useful
1 Strongly 1.00-1.80 Not at all Useful
Disagree
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Procedures

Data Gathering

The researchers used researcher-made questionnaires in gathering of the

data needed. The researchers themselves, prepared and crafted the

questionnaires. The participants were given enough time to answer the

questionnaire. Their responses were gathered for analysis, tabulation and

interpretation using statistical tool.

Treatment of Data

For the purpose of determining the percentage of the participants’ profile, a

Percentage formula was used. While in determining the participants’ perceptions

towards performance tasks as assessment tool in Araling Panlipunan, weighted

mean formula was being used. However, in comparing the differences of the

students’ perceptions on the use of performance tasks in Araling Panlipunan, the

Independent Two-Sample t-test was used for Sex while One-Way Analysis of

Variance for Grade Level. On the other hand, the analysis of the significant

difference on the perceptions between the teachers and students used the

Independent Two-Sample t-test. All the computations were done using Excel.
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DEFINITION OF TERMS

The following terms were operationally defined in this study:

Araling Panlipunan- one of the subjects to be taken by junior high school students

Assessment- is a tool or method used to evaluate student's learning in school

Participants- the selected one hundred forty junior high school students and four

Araling Panlipunan teachers of Mater Dei College who are responsible in

answering the questions regarding the chosen study

Perceptions- the participants’ ideas, thoughts, opinions and impression about

performance tasks as assessment tool in Araling Panlipunan

Performance tasks- assessment used in Araling Panlipunan to demonstrate

students’ knowledge such as oral participation, debates, role play, and reporting;

one of the components of the current curriculum in the teaching field which serves

as a base in computing students’ grades

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Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter covers the presentation, analysis, and interpretation of data

gathered. It deals specifically with the participants’ level of perceptions on

performance tasks as assessment tool in Araling Panlipunan.

Table 1

Profile of the Participants

Profile Students Teachers

Frequency Percentage(%) Frequency Percentage
(%)
Sex Male 53 37.86 3 75
Female 87 62.14 1 25
Grade 7 26 18.6 1 25
Level 8 61 43.6 1 25
9 30 21.4 1 25
10 23 16.4 1 25
Note: n=140

Table 1 revealed that majority of the students were female. This means that

female students in this study were more responsive than males. The data also

showed that there were more male Araling Panlipunan teachers than female in

MDC. Each teacher is assigned to teach in one grade level. In this study female

had a higher population than male. The table revealed that there were more Grade

8 students who participated as majority of them were available during the conduct

of this study
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Table 2

Participants’ Perceptions on Performance Tasks

Participants Mean (SD) Interpretation

Students 4.19 (0.95) Useful
Teachers 3.98 (0.92) Useful
Note: Very Useful (4.21-5.00); Useful (3.41-4.20); Moderately Useful (2.61-3.40); Slightly Useful 1.81-2.60); Not at all Useful
(1.00-1.80)

Table 2 showed that both students and teachers found performance tasks

to be useful which means that they have positively perceived it as an assessment

tool in Araling Panlipunan. The students found performance tasks not frustrating.

It was also revealed that participants found performance task as a useful tool in

measuring students’ learnings. In performance task, students are able to show off

what they have learned. Thus, it is easier for teachers to evaluate the learnings of

their students.

Performance tasks were found to be reliable and valid means of

assessment. Thus, it coincided with the study of Moon et al. (2002) where it was

mentioned that differentiated classroom performance assessments were

perceived to provide reliable and valid information about student learning. Also

with the study of Guven and Demircelik (2013) which stated that students believed

that performance tasks improved their creativity and provided them with useful

skills.

Another study that can support this finding was conducted by Iter (2017)

where it was found out that through performance task students were able to

improve their self-confidence. A study by Diharmis (2020) also found out that
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students have positive perceptions towards the implementation of the authentic

assessment and it was indicated that students understand the concept of the

assessment applied by their teachers. It was also found out that teachers have

good perceptions towards implementation of the authentic assessment. However,

it opposed Aykac and Basar (2005) and Rencber (2008) who said that teachers

have faced difficulties in evaluating their students’ task on the basis of their scoring

criteria as the task were not done properly. They concluded that teachers find the

evaluation time consuming and pointless.

Table 3

Significance of the Differences in Students’ Perceptions

Significance Decision on Difference

Profile Mean (SD) p-value
Level Null Hypothesis Significance
Sex 0.42 0.05 Do Not Reject Not Significant
Female 3.95 (0.65)
Male 4.03 (0.56)
Grade Level 0.08 0.05 Do Not Reject Not Significant
Grade 10 3.98 (0.47)
Grade 9 3.72 (0.51)
Grade 8 4.07 (0.69)
Grade 7 4.06 (0.60)

In comparing the differences of the students’ perceptions on the use of

performance tasks in Araling Panlipunan, the Independent Two-Sample t-test was

used for sex while One-Way Analysis of Variance for Grade Level. Table 3 showed

p-values of 0.42 for Sex and 0.08 for Grade Level which are both greater than the

significance level of 0.05. This indicates that the null hypotheses of no significant
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difference in the students’ perceptions on the use of performance tasks were not

rejected. So, the evidences did not support the research hypotheses being

advanced in this study that the perceptions of the students on the use of

performance tasks differ significantly when they were classified according to sex

and grade level.

Student participants have the same perceptions whether they were either

male or female, and at what grade level they were in. It proved that students

understand the role and importance of performance tasks in the assessment even

if it is being applied differently in every grade level to meet students’ needs. It

further means that students’ perceptions on performance tasks do not depend on

sex and grade level.

It can be supported by the study of Mussawy (2009) where he found out

that no statistically significant differences were noticed in students’ perceptions

towards assessment based on their gender.

This can relate to the study done by Iter (2017) where students

demonstrated what they have achieved and developed by themselves through

performance task, and that they felt happy and enjoyed their roles in real-life

situations.

It affirmed the investigation conducted by Brooks (1999) where she found

out that students had more favorable attitudes towards performance-based

assessment than tests. In the research she conducted, most of the students

commented that performance-based assessments provided an opportunity to

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learn. Similar to the students’ responses to this study, they found performance task

as a means to increase their motivation to learn.

Table 4

Significance of the Differences between the Students’ and Teachers’ Perceptions

Significance Decision on Difference

Participants Mean (SD) p-value
Level Null Hypothesis Significance
Students 3.98 (0.92)
0.10 0.05 Do Not Reject Not Significant
Teachers 4.19 (0.95)

The analysis of the significance of the differences between the students’

and teachers’ perceptions used the Independent Two-Sample t-test. Table 4

showed that the teachers had a relatively higher perception rating of 4.19

compared to that of the students of 3.98. However, since the p-value of 0.10 is

greater than the significance level of 0.05, the null hypothesis of no significant

difference was not rejected. This indicated that there was no enough evidence to

support the research hypothesis advanced in this study that the teachers and

students differ significantly in their perceptions on the use of performance tasks in

Araling Panlipunan.

Both teachers and students have the same perceptions towards

performance tasks in assessing learning. They have seen performance tasks as

useful means of assessment. Performance tasks make the lessons meaningful.

This finding affirmed to the previous study conducted by Mussawy in 2009

who suggested that a shared understanding exist among the faculty members and
 ii20

students in relation to the main purpose of classroom assessment, improving

instruction and increasing learning.

It opposed to the study done by Diharmis (2020) in which she found out that

there is a significant difference between the teachers’ and students’ perceptions

on the implementation of the performance task focusing on authentic assessment

even though the result were categorized into a good level. It means that teachers

and students have perceived it differently due to some factors including problems

found during the assessment implementations.

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Chapter 3

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the major research findings which

were analyzed and interpreted in the preceding chapter. These findings serve as

the bases in the formulation of the conclusions and recommendations pertaining

to the issues and concerns determined in the study.

Summary

The primary purpose of this study was to analyze the perceptions of the

junior high school students and teachers of Mater Dei College on the use of

performance tasks as tool in assessing students’ learning.

Specifically, it attempted to identify the profile of the participants in terms of

sex and grade level. It also determined the students and teachers’ perceptions on

the use of performance tasks as assessment tool. It also assessed the significance

of the differences on students’ perceptions on the use of performance tasks as

assessment tool in Araling Panlipunan according to profile. Lastly, it analyzed the

significance of the difference between the students and teachers’ perceptions on

the use of performance tasks as assessment tool in Araling Panlipunan.

The participants of the study were 140 junior high school students and 4

teachers in Mater Dei College. The participants are chosen according to its

availability.
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This study utilized a researcher-made questionnaire and to determine the

percentage of the participants’ profile, a Percentage formula was used. However,

to determine the students’ and teachers’ perceptions on the use of performance

tasks as assessment tool, the weighted mean formula was utilized. In comparing

the differences of the students’ perceptions on the use of performance tasks in

Araling Panlipunan, the Independent Two-Sample t-test was used for Sex while

One-Way Analysis of Variance for Grade Level. To analyze the significance of

differences in students' and teachers’ perceptions on the use of performance tasks

as assessment tool in Araling Panlipunan, the Independent Two-Sample t-test was

used.

Findings

The detailed analysis of the data gathered revealed the following findings:

1. There were more female than male student participants. While for teachers, there

were more male than female teacher participants. In terms of grade level, Grade

8 has the highest frequency. For teachers, there is an equal frequency for each

grade level.

2. Both the students’ and teachers’ perceptions about the use of performance tasks

as assessment tool in Araling Panlipunan were both interpreted as useful.

3. In comparing the differences of the students’ perceptions on the use of

performance tasks in Araling Panlipunan, the null hypotheses of no significant

difference is rejected. Hence, the perceptions of the students on the use of

 ii23

performance tasks do not differ significantly when they were classified according

to sex and grade level.

4. In comparing the students’ and teacher’s perceptions, the null hypothesis of no

significant difference was not rejected. Therefore, no enough evidence to support

the research hypothesis advanced in this study that the teachers and students

differ significantly in their perceptions on the use of performance tasks in Araling

Panlipunan.

Conclusion

Therefore, the researchers concluded that students and teachers have

understood the implementation of performance tasks as a tool in assessing

learning. They were aware how necessary it is for assessing learning and how it

is applied in class. Students and teachers of both sex perceived performance tasks

to be useful, valid, and reliable means in assessing learning. Participants have

seen the usefulness of performance tasks in Araling Panlipunan especially in terms

of evaluating learning.

Recommendations

After all the data gathered, analyzed, and interpreted, the researchers

suggest the following recommendations:

1. DepEd should continue the criterion set in grading students in which performance

task weighs the highest percentage among the three components such as Written

Works, Performance Tasks, and Quarterly Assessments.

 24
ii

2. Teachers have to come up with a good performance task that is aligned with the

specific learning competency.

3. Students should take performance tasks seriously as it will greatly affect their

grades since it has the highest percentage in grading.

4. Future researchers who will conduct a study related to this should conduct their

study with large-scale participants. It is advised to focus not only on Araling

Panlipunan subject since performance task does not only applies to it but to all

subjects.
 ii25

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 ii

APPENDICES
 29
ii

APPENDIX A-1
Letter to the Principal

May 11, 2021

Dr. Jasmin M. Sumipo

Principal, High School Department
Dear Madam:
A pleasant day!
We the undersigned are College students of Mater Dei College. We are
currently conducting research study titled, “The Use of Performance Tasks as
Assessment Tool in Araling Panlipunan” partial fulfillment of the subject
Educational Research.
In connection with this, we humbly request your permission upon
distributing questionnaire to the selected junior high school students and Araling
Panlipunan teachers. The questionnaire made is in Google form document and the
distribution of this will be through messenger. The data that we will gather is a
great help in the completion of this research study. Rest assured that the
information will be treated with utmost confidentiality.
Your favorable response of this request is highly appreciated. Thank you
and God bless.
Very Respectfully,
(Sgd)Batausa, Christine May L.
(Sgd)Diez, Angelica R.
(Sgd)Gonzaga, Ma. Angelica S.
(Sgd)Orcullo, Maurenito I.
(Sgd)Parohinog, Bernadette N.

Noted by:
(Sgd)JENNIFER J. VALERO, MAN-RN
Educational Research Instructor
 ii
30

APPENDIX A-2
Letter to the Participants

December 10, 2020

Dear Participants:

Good Day!
We the undersigned are College students of Mater Dei College. We are
currently conducting research study entitled, “The Use of Performance Tasks as
Assessment Tool in Araling Panlipunan” as partial fulfillment of the subject
Educational Research.
In connection with this, we humbly request your permission upon
distributing questionnaire to the selected junior high school students. The data that
we will be gathered is a great help in the completion of this research study. Rest
assured that the information will be treated with utmost confidentiality.

Your favorable response of this request is highly appreciated. Thank you

and God bless.
Very Respectfully,

(Sgd)Batausa, Christine May L.

(Sgd)Diez, Angelica R.
(Sgd)Gonzaga, Ma. Angelica S.

(Sgd)Orcullo, Maurenito I.
(Sgd)Parohinog, Bernadette N.

Noted by:

(Sgd) JENNIFER J. VALERO, MAN-RN

Educational Research Instructor
 ii
31

APPENDIX B

RESEARCH QUESTIONNAIRE

Questionnaire for The Use of Performance Tasks as Assessment Tool in

Araling Panlipunan

l. PROFILE OF THE TEACHER

Name (Optional): Grade Level Assigned:

Sex:

ll. ASSESSMENT INFORMATION

Instruction: Read each item carefully and mark check (✔) any of the following
choices which you believe is appropriate. Do not leave any item unanswered.

5 SA- Strongly Agree

4 A-Agree

3 Neutral

2 D- Disagree

1 SD-Strongly Disagree

5 4 3 2 1
Questions SA A N D SD
1. Performance Task is very useful in Araling
Panlipunan subject.
2. I see my students participate and engage more
in Performance task assessments than in written
assessments.
 32
ii

3. I see my students understand more when it is

performed than plainly done in discussions.
4. It doesn’t need greater amount of time when
evaluating the class.
5. Performance task keeps the students and
teachers’ social interaction.
6. Making the task for students cannot be seen as
a burdensome.
7. I am in favor of the percentage of performance
task which weighs the highest percentage in
terms of grading.
8. Performance task helps students to be creative
and not just to rely on theories but application of
it.
9. Making performance task assessment is an
anxiety-free.
10. It is easy to relate the topics if the assessment
is through performance task.
11. Making performance tasks assessment is not
costly.
12. Performance tasks increase teacher’s
motivation to assess students’ learning.
13. Performance tasks are reliable and valid
means of assessment.
 ii33

Questionnaire for The Use of Performance Tasks as Assessment Tool in

Araling Panlipunan

l. PROFILE OF THE STUDENT

Name (Optional): Year Level:

Sex:

ll. ASSESSMENT INFORMATION

Instruction: Read each item carefully and mark check (✔) any of the following
choices which you believe is appropriate. Do not leave any item unanswered.

5 SA- Strongly Agree

4 A- Agree

3 N- Neutral

2 D- Disagree

1 SD- Strongly Disagree

5 4 3 2 1
Questions SA A N D SD
1. Performance task is very useful in my chosen
field of specialization.
2. I participate and engage more in Performance
task assessments than in written assessments.
3. I understand more when it is performed than
plainly done in discussions.
 34
ii

4. It doesn’t need greater amount of time when

doing performance task compared to written and
summative assessment.
5. Performance task keeps the students and
teachers’ social interaction.
6. Making the task cannot be seen as a
burdensome for me as a student.
7. I am in favor of the percentage of
performance task which weighs the highest
percentage in terms of grading.
8. Performance task helps me to be creative and
not just to rely on theories but application of it.
9. Performance task assessment is an anxiety-
free.
10. It is easy to demonstrate my knowledge in
AP through performance task.
11. Performance task assessment is not costly.
12. Performance tasks increase my motivation
to learn.
13. Performance tasks are reliable and valid
means of assessment.
 ii35

Appendix C
Timetable of Activities
Completion Time (No. of Weeks)
Activities February March April May June July
1. Gathering of data 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
(distribution and
collection of
questionnaires)
2, Tabulation of data
gathered
3. Formulation and
interpretation of the
extend of the need
of project
4. Formulation and
interpretation of
data in the
Technical Aspect
5. Formulation and
interpretation of
data in the
Marketing Aspect
6. Formulation and
interpretation of
data in the Financial
Aspect
7. Formulation and
interpretation of
data in the
Management
Aspect
8. Formulation and
interpretation of
data in the about the
social and economic
implications of the
project
9. Formulation of
conclusions and
recommendations
10. Compilations of
outputs
11. Project defend

12. Submission of
the research output
 36
ii

CURRICULUM VITAE

Name : Christine May L. Batausa

Contact No. : 09207573602
Email Address : christinemay101@gmail.com
Address : Tinangnan, Tubigon, Bohol
Date of Birth : February 10, 2000
Place of Birth : Cebu City
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
Secondary
Senior High school : Mater Dei College
Cabulijan, Tubigon, Bohol
2016-2018
Junior High school : Holy Cross Academy
Pooc Oriental, Tubigon, Bohol
2012-2016
Elementary : Tubigon West Central Elementary School
Pooc Oriental, Tubigon, Bohol
2006-2012
 37
ii

CURRICULUM VITAE

Name : Angelica R. Diez

Contact No. : 09512373047
Email Address : angelicadiez19@gmail.com
Address : Tinangnan, Tubigon, Bohol
Date of Birth : September 4, 1999
Place of Birth : Tubigon, Bohol
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
Secondary
Senior High school : Mater Dei College
Cabulijan, Tubigon, Bohol
2016-2018
Junior High school : Holy Cross Academy
Pooc Oriental, Tubigon, Bohol
2012-2016
Elementary : Banlasan Elementary School
Banlasan, Tubigon, Bohol
2006-2012
 38
ii

CURRICULUM VITAE

Name : Ma. Angelica S. Gonzaga

Contact No. : 09653693002
Email Address : angelica21gonzaga@gmail.com
Address : Cawayanan, Tubigon, Bohol
Date of Birth : May 29, 2000
Place of Birth : Mabuhay, Taft Eastern Samar
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
Secondary
Senior High school : Cawayanan National High school
Cawayanan, Tubigon, Bohol
2016-2018
Junior High school : Cawayanan National High school
Cawayanan, Tubigon, Bohol
2012-2016
Elementary : Cawayanan Elementary School
Cawayanan, Tubigon, Bohol
2006-2012
 39
ii

CURRICULUM VITAE

Name : Maurenito I. Orcullo

Contact No. : 09668891903
Email Address : sangremaumau@gmail.com
Address : Candajec, Clarin, Bohol
Date of Birth : August 19, 1992
Place of Birth : St. Joseph Clinic, Tubigon, Bohl
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
Secondary
Senior High school :
Junior High school : Salus Institute of Technology
Tinangnan, Tubigon, Bohol
2007-2011

Elementary : Holy Family of Nazareth School

Ubujan, Tubigon, Bohol
1998-2004
 40
ii

CURRICULUM VITAE

Name : Bernadette N. Parohinog

Contact No. : 09129073718
Email Address : bernadetteparohinog18@gmail.com
Address : Cawayan, Inabanga, Bohol
Date of Birth : April 12, 1999
Place of Birth : Cawayan, Inabanga
Civil Status : Single
Religion : Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Mater Dei College
Cabulijan, Tubigon, Bohol
Secondary
Senior High school : Mater Dei College
Cabulijan, Tubigon, Bohol
2016-2018
Junior High school : Southern Inabanga High school
Dagohoy, Inabanga, Bohol
2012-2016
Elementary : Cawayan Elementary School
Cawayan, Inabanga, Bohol
2006-2012