The Difficulties Encountered by Filipino Elementary Pupils in Completing Online Performance Tasks Cyrus Pontawe Casingal*

Main Article Content

Cyrus Pontawe Casingal

บทคัดย่อ

This study analyzed the difficulties encountered by Filipino elementary pupils in completing an online performance task. The data and results were gathered through an online questionnaire and focus group discussions conducted in 2020–2021. Twenty participants contributed to the Focus Group Discussions (FGD), while 83 respondents answered the online survey questionnaire. The findings revealed that most of the teachers either do not explain the content of the rubrics or do not present them at all when assigning online performance tasks. Teachers should be familiar with the process of developing rubrics. They should understand how to set appropriate activities based on the pupils' degree of comprehension. In addition, most Filipino elementary pupils find giving simultaneous perfor-mance tasks difficult. They cannot do their studies because they lack the necessary equipment and slow internet connection. The most significant predictor is the subject teacher, the needed materials, the submission deadline, appropriate gadgets, internet connection, and the learning environment. When it comes to completing their perfor-mance tasks, pupils must set realistic deadlines and goals. For the students, completing a task requires plenty of time to finish, especially concurrent tasks. In addition, both the teacher and the students need adequate technology and a steady internet connection at home to fully deliver quality education in this pandemic.

Article Details

บท
นิพนธ์ต้นฉบับ

References

Abbott, A. L., and Wren, D. G. (2016). Using performance task data to improve instruction. The Clearing

House: A Journal of Educational Strategies, Issues and Ideas, 89(1), 38–45. https://doi.org/10.1080/00098655.2016.1138924.

Akkoyunlu, B., and Soylu, M. Y. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43–56. https://doi.org/10.17718/tojde.25211.

Amornchai, P., Songkhla, J. N., and Sujiva, S. (2015). An argument performance task in a virtual classroom for enhancing graduate students’ analytical reasoning. Procedia - Social and Behavioral Sciences, 174, 1031–1035. https://doi.org/10.1016/j.sbspro.2015.01.790.

Ancheta, R., and Ancheta, H. (2021). The new normal in education: A challenge to the private basic education institutions in the philippines?. International Journal of Educational Management and Development Studies, 1(1), 1–19. https://doi.org/10.53378/345960.

Andrade, H. L., Du, Y., and Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy and Practice, 17(2), 199–214. https://doi.org/10.1080/09695941003696172.

Baclig, C. E. (2020). [Online]. Retrieved May 10, 2022, from The promises and pitfalls of blended learning in PH. INQUIRER.NET. https://newsinfo.inquirer.net/1362497/the-promises-and-pitfalls-of-blended-learning-in-ph.

Badawi, M. F. (2009). Using blended learning for enhancing EFL prospective teachers’ pedagogical knowledge and performance faculty of arts , Assuit university , Egypt using blended learning for enhancing EFL prospective teachers ’ Pedagogical Knowledge and Performance. The Spirit of the Age Conference, Cairo, Egypt, March, 14–15.

Bates, T. (2010). Distance and blended learning in Asia. The International Review of Research in Open and Distributed Learning, 11(1), 178. https://doi.org/10.19173/irrodl.v11i1.836.

Chu, P. H. and Chang, Y. (2017). John W, Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. Journal of Social and Administrative Sciences, 4, 3–5.

Chun, M. (2010). Taking teaching to (performance) task: Linking pedagogical and assessment practices. Change: The Magazine of Higher Learning, 42(2), 22–29. https://doi.org/10.1080/00091381003590795.

Dron, J., Seidel, C., and Litten, G. (2004). Transactional distance in a blended learning environment. Research in Learning Technology, 12(2), 163–174. https://doi.org/10.1080/0968776042000216219.

Elsberry, C. (2016). [Online]. Retrieved May 10, 2022, from The Promise of Blended Learning. 1–3. https://www.edelements.com/blog/the-promise-of-blended-learning.

Francescucci, A., and Rohani, L. (2019). Exclusively synchronous online (VIRI) Learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60–69. https://doi.org/10.1177/0273475318818864.

Gaol, F. L., and Hutagalung, F. (2020). The trends of blended learning in South East Asia. Education and Information Technologies, 25(2), 659–663. https://doi.org/10.1007/s10639-020-10140-4.

Heck, A. (2009). Bringing reality into the classroom. Teaching Mathematics and Its Applications, 28(4), 164–179. https://doi.org/10.1093/teamat/hrp025.

Hew, K. F., and Cheung, W. S. (2014). Solving design problems: A blended learning approach based on design thinking features. Using Blended Learning, pp. 41–58. https://doi.org/10.1007/978-981-287-089-6_3.

Kazakoff, E. R., Macaruso, P., and Hook, P. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are english learners. Educational Technology Research and Development, 66(2), 429–449. https://doi.org/10.1007/s11423-017-9565-7.

Keengwe, J., Pearson, D., and Smart, K. (2009). Technology integration: Mobile devices (iPods), constructivist pedagogy, and student learning. AACE Journal, 17(4), 333–346. http://www.editlib.org/p/29411.

Kim, S. (2005). Effects of implementing performance assessment on student learning: Metaanalysis using Hlm. Unpublished Doctoral Dissertation, The Pennsylvania State University.

Kundu, A., Bej, T., and Dey, K. N. (2021). Time to achieve: Implementing blended learning routines in an Indian elementary classroom. Journal of Educational Technology Systems, 49(4), 405–431. https://doi.org/10.1177/0047239520984406.

Metin, M. (2013). Teachers’ difficulties in preparation and implementation of performance task. Educational Sciences: Theory and Practice, 13(3), 1664–1673. https://doi.org/10.12738/ estp.2013.3.1452.

Montebon, D. R. (2014). K12 science program in the philippines: Student perception on its implementation. International Journal of Education and Research, 2(12), 153–164.

Nygren, E., Sitaraman, R. K., and Sun, J. (2010). The Akamai network: A platform for high-performance Internet applications. ACM SIGOPS Operating Systems Review, 44(3), 2–19. https://doi.org/10.1145/1842733.1842736.

Ramage, T. R. (2002). Parkland College The “No Significant Difference” Phenomenon: A Literature Review The “No Significant Difference” Phenomenon: A Literature Review. http://spark.parkland.edu/ramage_pubs/1.

Roblyer, M. D., and Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 21(2), 77–98). https://doi.org/10.1207/S15389286AJDE1702_2.

Şahin, M. G., and Boztunç Öztürk, N. (2018). A model proposal for solving problems encountered in performance tasks. International Journal of Assessment Tools in Education, 5(4), 593–610. https://doi.org/10.21449/ijate.390603.

Schendel, R. and Tolmie, A. (2017). Schendel, R. and Tolmie, A. (forthcoming) ‘Beyond Translation: Adapting a performance-task- based assessment of critical thinking ability for use in Rwanda’. Assessment and Evaluation in Higher Education, 42(5), 673–689. https://doi.org/10.1080/02602938.2016.1177484.

Smith, P. (2010). Distance and blended learning in Asia. In Distance Education, 31(1), https://doi.org/10.1080/01587911003725071.

Stine, L. (2004). The Best of Both Worlds: Teaching basic writers in class and online. Journal of Basic Writing, 23(2), 49–69. https://doi.org/10.37514/jbw-j.2004.23.2.04.

Tan, D. Y., and Chen, J. M. (2021). Bringing physical physics classroom online – Challenges of online teaching in the new normal. The Physics Teacher, 59(6), 410–413. https://doi.org/10.1119/5.0028641.

Tatnall, A. (2020). Encyclopedia of education and information technologies. In encyclopedia of education and information technologies. https://doi.org/10.1007/978-3-030-10576-1.

Tayebinik, M., and Puteh, M. (2013). Blended learning or e-learning?. 2008. http://arxiv.org/abs/1306.4085.

Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311.

Tumwesige, J. (2020). COVID-19 educational disruption and response: Rethinking e-Learning in Uganda.The report document. on May, 1–17.

Tupas, F. P., and Linas-Laguda, M. (2020). Blended learning - An approach in philippine basic education curriculum in new normal: A review of current literature. Universal Journal of Educational Research, 8(11), 5505–5512. https://doi.org/10.13189/ujer.2020.081154.

Valentine, D., Gellman-Danley, B., and Fetzner, M. (1999). Distance learning : Promises , problems ,and possibilities. Journal of Distance Learning Administration, 1(1), 1–7. http://www.westga.edu/~distance/ojdla/spring11/danley11.pdf.

Wang, Y. W., Cheng, H. B., Liu, J. H., Li, Y. H., and Hong, Y. J. (2004). Blended Learning System. Guangxue Jishu/Optical Technique, 30(6), 717.