The Relationship of Performance-Based instruction to the Academic Achievement of Grade Nine Students in Select Junior High Schools in Lipa City Division: Basis of Guidelines for Implementers

Abstract

INTRODUCTION

Academic individuals are created when there are compelling performance-based instructions and innovative pedagogical strategies. Relevant performance-based activities if deeply embedded in the teachers and students could produce a maximum academic achievement. A number of research studies about performance based-instruction and its relationship to student's academic achievement are being made all over the globe, however, teachers are still struggling on how PBI can be utilized. A clear guideline for PBI implementation was crafted for the implementers. This study will be able to help the country’s educational system in identifying effects of the said instruction method to the success of the students.

METHODS

The study utilized the descriptive method of research. 224 Grade nine students from the selected public secondary schools in Lipa Division responded to a questionnaire which was the major instrument used in gathering data. It was divided into two parts, the profile of the respondents and the questionnaire proper. Weighted mean was computed to determine the extent of use and effectiveness of PBI to grade nine students' academic achievement.

RESULTS

Performance-based instruction is used to a great extent in the presentation and evaluation part of the lessons. PBI to the academic achievement was perceived by the students to be very highly effective. It showed that there is a significant positive relationship between the perceptions of respondents on the use of performance-based instruction and the perceived effectiveness on academic achievement. This calls for a closer look as to how teachers can effectively go about the rigors of teaching employing this particular type of instruction. Focus should be given on the performance-based assessment as this is as crucial as the content delivery. Along this light, a proposed set of guidelines for implementers was put forward.

DISCUSSIONS

Curriculum developers should focus on the revealed effectiveness of PBI in teaching. School administrators could share the findings to their teachers for them to ascertain future directions in maximizing and improving the use of performance-based assessments. Teachers have to address the known disadvantages of the use of performance-based assessment by carefully planning and efficiently executing it as guided by the set of guidelines proposed. Future researchers should conduct further study and evaluation of the findings in the future to further assessment of continuous enhancement of the curriculum.