Authors :
Grumal, Cristina F.; Arcega, Marygrace B.; Vergara, Shiela D.
Volume/Issue :
Volume 8 - 2023, Issue 10 - October
Google Scholar :
https://tinyurl.com/2r6xva33
Scribd :
https://tinyurl.com/2v37ntvv
DOI :
https://doi.org/10.5281/zenodo.10020899
Abstract :
Recent and relevant studies had proved that
most of the students struggled in their three major
subjects: English, Mathematics and Science. Aside from
their poor performance based on the various national
and internal tests like the Programme for International
Student Assessment (PISA) and Trends in International
Mathematics and Science Study (TIMSS), it had been
observed also that they had difficulty in doing their
performance tasks because they commonly do one
performance task per subject. The number of
performance task they are doing per quarter are
bombarding the students. The rationale of this study is
to apply the thematic instruction in English , Math and
Science in conducting the lesson and in creation of an
integrative performance task and test its effectivity for
the experimental group. The study used descriptive
quantitative design. A pretest and posttest was given to
them to test the effectivity of applying the thematic
instruction in teaching. A survey questionnaire was also
given to know their perceptions on the level of effectivity
of the thematic instruction in an integrative performance
task. The result shows that there is a significant
difference between the result of the pretest and posttest
where a significant improvement was seen. Furthermore
from the result of the survey, there is a positive
perception on the level of effectivity of the thematic
instruction in the conduct of the integrative
performance task.
Keywords :
Education, Teaching, Thematic Instruction, Integrative Performance Task, Descriptive Quantitative Design.
Recent and relevant studies had proved that
most of the students struggled in their three major
subjects: English, Mathematics and Science. Aside from
their poor performance based on the various national
and internal tests like the Programme for International
Student Assessment (PISA) and Trends in International
Mathematics and Science Study (TIMSS), it had been
observed also that they had difficulty in doing their
performance tasks because they commonly do one
performance task per subject. The number of
performance task they are doing per quarter are
bombarding the students. The rationale of this study is
to apply the thematic instruction in English , Math and
Science in conducting the lesson and in creation of an
integrative performance task and test its effectivity for
the experimental group. The study used descriptive
quantitative design. A pretest and posttest was given to
them to test the effectivity of applying the thematic
instruction in teaching. A survey questionnaire was also
given to know their perceptions on the level of effectivity
of the thematic instruction in an integrative performance
task. The result shows that there is a significant
difference between the result of the pretest and posttest
where a significant improvement was seen. Furthermore
from the result of the survey, there is a positive
perception on the level of effectivity of the thematic
instruction in the conduct of the integrative
performance task.
Keywords :
Education, Teaching, Thematic Instruction, Integrative Performance Task, Descriptive Quantitative Design.
