Localized and Contextualized Skills Progression: tool in Improving the Academic Performance in Araling Panlipunan of Grade Seven Students of Bagbag National High School

Abstract

INTRODUCTION

Skills progressions are one of the most important assessment design ideas that were introduced in the past decade and in the division of Cavite. Several committees of the National Research Council (NRC) have argued for the use of skills progressions to foster both deeper mastery of subject-matter content and higher level reasoning abilities. Consideration of skills progressions is especially important in the context of the assessment and evaluation that attend specifically to the sequencing of topics and skills across grades to ensure learning among students. Thus, this study aims to investigate the effectiveness of the use of localized and contextualized skills progression in improving the academic performance in Araling Panlipunan of Grade seven students officially enrolled during the school year 2016-2017 at Bagbag National High School (BNHS) at Rosario, Cavite.

METHODS

This study used a Quasi-Experimental method utilizing the two-group, control group and treatment group, pre-test-post-test design. The participants were forty (40) grade seven students of BNHS and were chosen using the non-random sampling technique.

RESULTS

The findings revealed that the use of localized and contextualized skills progression type of test at the end of the classes in teaching Araling Panlipunan in treatment group highly affected and improved the academic performance of students compare to control group who received the usual traditional approach and testing in Araling Panlipunan. The effects on the academic performance of students in the treatment group were remarkably high compared to control group.

DISCUSSIONS

The use of localized and contextualized skills progression type of test at the end of the classes has a positive impact on their knowledge, attitudes, views, and perceptions about colonialism and imperialism in West and South Asia. Skills progressions are a highly popular innovation in assessment and instructional design. The core principles of skills progressions have strong theoretical and research grounding. Given the results of the study, it is important to consider the relevance of formally developed learning progressions for the future design of tests like the Achievement Test.