Learners attitude towards individual Task and Group Task as Perceived by Grade 4 Pupils

Abstract

INTRODUCTION

Performance task or assessment, defined as a "systematic process for gathering data about achievement," is an essential component of teaching. The impact of assessment is significantly observable on students' performance. Students are asked to perform a complex task or create a product. They are assessed on both the process and the end-result of their work. Many performance assessments include real-life asks that call for higher order thinking skills. The main concern of this study is to determine the student's attitudes towards individual and group task as perceived by Grade4 learners.

METHODS

This study focused on learners' attitude towards individual tasks or group tasks as perceived by Grade 4 pupils in Pansin Elementary School. The self-constructed questionnaire was used. Mean Analysis and T-test were the statistical methods used in the study. Data were gathered from Grade 4 pupils of Pansin Elementary School.

RESULTS

This study examined learners' attitude towards individual or group tasks. A total of 153 Grade 4 pupils from Pansin Elementary School participated in the study. The respondents were given 5 individual questionnaires and 5 group questionnaires to assess learners' perception of what kind of tasks as well as the student's attitudes held positive results. The study found that there is no significant difference between the attitudes of learners toward doing individual task and group task. It showed that the main predictors of attitudes towards tasks and teachers and the social support were highly significant in understanding the attitude. Out of 153 pupils, 65% chose group tasks over individual tasks.

DISCUSSIONS

The results confirmed that the respondents always demonstrate positive attitudes toward both individual and group tasks. There is a significant difference between the attitudes of students toward doing group and individual tasks. Teachers must encourage students by providing activities that will increase their interest to learn. They showed and recognized learners’ interest when planning activities for the lesson to ensure that they are relevant to learners and would identify what factor contributes to learners’ highly favorable attitude.