THE EFFICACY OF THE INTEGRATED PERFORMANCE TASK (IPT) IN THE DELIVERY OF TEACHING AND LEARNING TO LEARNERS AND TEACHERS

Abstract

This descriptive research study aimed to evaluate the efficacy of the implementation of Integrated Performance Task (IPT) in six (6) schools in the School Division Office of Cauayan City. Specifically, it sought to (1) determine the type of performance task being utilized, whether it is a product-based task, a performance-based task and a process-based task. (2) determine the students’ assessment in Integrated Performance Task (IPT) based on their time management, personal relevance, student collaboration and interaction, authentic learning, and teacher support, and (3) determine the academic performance during their first quarter in Araling Panlipunan. The research instrument underwent validation and reliability tests.  Frequency counts, percentage, and mean, were used in treating the gathered data. The following conclusions were derived: most of the student-respondents experienced the product task type of Integrated Performance Task (IPT), all of the indicators in the students’ assessment in Integrated Performance Task (IPT) were rated “Often”, most of the students achieved an advanced level in their academic performance in Araling Panlipunan during the first quarter. Based on the findings, the study recommends schools to spearhead activities or programs that may further enhance the implementation of IPT, and future researchers may replicate this study and add more related variables, such as other strategies in teaching or conducting performance tasks.