Philippine E-Journals

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.