IMPROVING THE ACADEMIC PERFORMANCE IN PHYSICS OF GRADE 12 STEM STUDENTS THROUGH PERFORMANCE-BASED ACTIVITIES | Back
October 10, 2022 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2022 |
| Year Completed: | 2022 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Ilocos Sur |
| Locale of the Study: | School |
| Research Status: | Published |
| Publish Date: | October 10, 2022 |
| Research Type: | Action Research |
| Year Completed: | 2022 |
| Cite Research (APA): |
Abstract:
Frey, Schmitt, and Allen (2012) posit that a meaningful, real-world task or problem is characteristic of performance-based assessment at some level. Referencing a book-length critique of standardized tests by Archbald and Newman from 1988, they suggest that for an assessment to be considered authentic, it must have value beyond the actual score or grade, indicating that the assessment task itself should be meaningful (Frey, Schmitt, & Allen, 2012). Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through meaningful and engaging tasks for students. This study aimed to improve the academic performance in Physics of the Grade 12 Science Technology Engineering and Mathematics (STEM) students through Performance-Based Activities. The following were the tools used during the intervention activities: portfolios, presentations, projects, and research and reporting. The study made use of the descriptive research design wherein the mean gain was used to determine if there is an effect of the Performance-Based Science Activities on the improvement of the grades of students. Results showed that there was an improvement in the performance of students in Physics after employing the activities or intervention. Therefore, through the use of performance-based activities, the grades of Grade 12 STEM students improved and are recommended for utilization in the division.
Keywords: Performance-Based Activities, Academic performance, Descriptive design, Intervention, Portfolios, Traditional Testing
Frey, Schmitt, and Allen (2012) posit that a meaningful, real-world task or problem is characteristic of performance-based assessment at some level. Referencing a book-length critique of standardized tests by Archbald and Newman from 1988, they suggest that for an assessment to be considered authentic, it must have value beyond the actual score or grade, indicating that the assessment task itself should be meaningful (Frey, Schmitt, & Allen, 2012). Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through meaningful and engaging tasks for students. This study aimed to improve the academic performance in Physics of the Grade 12 Science Technology Engineering and Mathematics (STEM) students through Performance-Based Activities. The following were the tools used during the intervention activities: portfolios, presentations, projects, and research and reporting. The study made use of the descriptive research design wherein the mean gain was used to determine if there is an effect of the Performance-Based Science Activities on the improvement of the grades of students. Results showed that there was an improvement in the performance of students in Physics after employing the activities or intervention. Therefore, through the use of performance-based activities, the grades of Grade 12 STEM students improved and are recommended for utilization in the division.
Keywords: Performance-Based Activities, Academic performance, Descriptive design, Intervention, Portfolios, Traditional Testing
Back