Christine Joy P. Labrador (Author)

Abstract

The study aimed to assess the practices, problems, and challenges encountered by Grade 10 teachers in implementing integrative performance tasks in the new normal, leading to the development and validation of the A.I.D.E.D. Scaffold Design Framework. Using a descriptive-developmental method, the research involved 224 teachers and 93 instructional supervisors from the Schools Division of Makati during the School Year 2022–2023. A validated survey questionnaire and structured validation checklist were employed to measure teachers’ practices, encountered difficulties, and the acceptability of the proposed framework. Data were analyzed using descriptive statistics such as frequency, percentage, weighted mean, and ranking. Results revealed that teachers often apply integrative performance tasks, integrating ICT-based and contextualized strategies to promote holistic learning. However, they experienced challenges related to students’ readiness, teachers’ knowledge and skills, and institutional support. The validation process showed that the proposed A.I.D.E.D. Scaffold Design Framework obtained a very high level of validity across indicators of content, design, clarity, applicability, and alignment with learning standards. The framework follows a systematic five-stage process—Align, Identify, Designate, Establish, and Design—anchored on Bruner’s Scaffolding Theory and Vygotsky’s Zone of Proximal Development. It serves as a guide for teachers in designing, integrating, and assessing performance tasks that foster interdisciplinary collaboration and student engagement. The findings emphasized the importance of providing teachers with structured scaffolding tools, continuous professional development, and adequate instructional resources to effectively integrate performance tasks in various learning areas. The proposed action plan outlines steps for institutional adoption, capacity-building, and monitoring of integrative performance task implementation across subject disciplines. Overall, the study concludes that scaffolding provides an effective pedagogical approach for enhancing learner independence, critical thinking, and performance-based assessment in the context of post-pandemic education.

Keywords: integrative performance task, scaffolding, instructional design

DOI: http://doi.org/10.69651/PIJHSS0404493

Recommended citation:

Labrador, C. J. P. (2025). Assessment of teachers’ practices in integrating performance tasks in Grade 10 in the Schools Division of Makati towards the development of A.I.D.E.D. Scaffold Design Framework. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5324-5336. http://doi.org/10.69651/PIJHSS0404493

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