Secondary Mathematics Teachers’ Experiences in Implementing Performance Tasks
Sherry Belmoro
Discipline: Teacher Training
Abstract:
This qualitative study explored the secondary mathematics teachers’ experiences
in implementing performance tasks highlighted in the philippines’ new k to 12
grading system during face-to-face class sessions. A framework analysis was
used to analyze the narratives of the 18 best secondary mathematics teachers
in selected provinces in the bicol region on implementing performance tasks.
Findings revealed that teachers were more concerned about students’ abilities
and the interestingness of the task. Best practices include efforts of teachers
on monitoring and guidance, and performance tasks have positive effects
on students’ knowledge, skills, and attitudes. Half of the teachers were able
to follow the time frame allotted for performance tasks. Challenges include
handling low-performing students and reviewing prerequisite knowledge and
skills. Teachers view the implementation of performance tasks as an avenue to
meet curriculum expectations and apply students’ knowledge in the real world.
Teachers regard the implementation as beneficial to student learning; time
allotment is not enough to meet curriculum expectations. Narratives revealed
the points considered by teachers in implementing performance tasks, their
effects on students’ learning, time frame, challenges encountered, and views
on the implementation of performance tasks.
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