Applicability and Usability of Performance Tasks in Senior High School English Subjects to the Work Immersion Communication Needs of Gulod SHS Students

Abstract

INTRODUCTION

The researcher primarily intended to initially assess the applicability and usefulness of performance tasks in SHS English subjects to the work immersion communication needs of Gulod Senior High School students for the school year 2018-2019. The researcher perceived the functionality of the research outcome in the design and integration of applicable and usable performance tasks in SHS English subjects to their work immersion communication needs. Correspondingly, Gulod SHS students shall benefit through the well-designed performance tasks in attaining the appropriate learning effects.

METHODS

The study utilized descriptive research with 283 Gulod Senior High School students who were chosen through stratified random sampling. A validated researcher-made questionnaire was used in data gathering.

RESULTS

The results showed that the Gulod SHS students were exposed to workplace written and interpersonal oral communication performance tasks. Accordingly, they found these performance tasks appropriate and useful for their work immersion communication needs. Moreover, strand, competency, and industry affiliation have a significant relationship in the perceived applicability and usefulness of performance tasks.

DISCUSSIONS

Guidelines for the planning, design, and implementation or inclusion of context-appropriate and useful performance tasks in SHS English subjects, rigorous monitoring of performance tasks assessments as well as the active participation of students to performance tasks were suggested.