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INTEGRATIVE PERFORMANCE TASK (IPT) IN THE ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS OF ALICIA VOCATIONAL SCHOOL
MARICRIS V. DICTADO, Teacher III, Alicia Vocational School; CECILLE V. FRONDA, Teacher III, Alicia Vocational School; LOVELY S. DELA CRUZ, Special Science Teacher I, Alicia Vocational School
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ABSTRACT
This study investigated the satisfaction levels and academic performance of Grade11 students using the Integrative Performance Task (IPT) for Practical Research 1, Cookery NC II, and Statistics and Probability. Utilizing a descriptive research design, the study aimed to assess student satisfaction and academic outcomes. The sample consisted of 37 purposively selected Grade 11 students. Findings revealed that students were highly satisfied with the IPT, as indicated by a grand mean satisfaction score of 4.97. Academic performance improved across all three subjects following the implementation of the IPT. In Practical Research 1, average scores increased from 86.30 to 90.78; in Cookery NC II, scores rose from 91.16 to 92.73; and in Statistics and Probability, scores increased from 90.22 to 91.46. These results demonstrated a significant improvement in academic performance, with a "large effect" noted in the effect size or magnitude of the difference. The study concluded that the IPT effectively enhances students' academic performance. Based on these findings, it is recommended that the IPT be adopted as a model for developing more integrative performance tasks across various subjects to further enhance student learning and satisfaction.
Keywords: assessment, integrative performance task, intervention
Year: 2025
posted on June 11, 2025
How to Cite
Dictado, M., Fronda, C., & Dela Cruz, L. (2025). Integrative Performance Task (IPT) in the Academic Performance of Grade 11 Students of Alicia Vocational School. Saringit, 5(1), 164-168.
