Author
Deanne W. Baliwag*
Kalinga State University, Tabuk City, Kalinga, Philippines
Abstract
This study investigated the utilization, effectiveness, and implementation challenges of performance tasks in teaching Araling Panlipunan 7 within selected districts in the Philippines. Anchored in constructivist learning theory, this research responds to the increasing demand for learner-centered pedagogies, contextual understanding, and real-world application. Findings revealed that the overall extent of use of performance tasks yielded an average weighted mean of 3.32, interpreted as “sometimes,” indicating moderate yet inconsistent integration of performance-based assessment strategies. In terms of effectiveness, performance tasks were perceived as “much effective” (overall mean = 3.54), indicating that students recognize their value in enhancing engagement, critical thinking, and conceptual understanding. High-performing tasks demonstrated strong alignment with authentic assessment principles, particularly in fostering creativity and contextual learning. The analysis of challenges encountered by teachers yielded an overall mean of 2.47, interpreted as “slightly serious.” While material and infrastructural constraints were not perceived as major barriers, issues related to teacher capacity – particularly limited research skills and insufficient training opportunities – emerged as moderately serious concerns. These findings align with SDG 4 on Quality Education where performance tasks in Araling Panlipunan 7 are generally perceived as effective and are moderately utilized, addressing challenges requires a systemic approach that integrates policy, practice, and professional development to fully realize the transformative potential of authentic assessment in enhancing student learning outcomes. Its sustainability contribution lies in fostering collaboration among Araling Panlipunan teachers to improve learner engagement and outcomes.
Keywords: Performance-based assessment, Araling Panlipunan, constructivist learning theory.
*Corresponding author / Email: deannebaliwag0@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021166
Recommended citation:
Baliwag, D. W. (2026). Performance-based assessment in Araling Panlipunan 7: Examining utilization, instructional effectiveness, and implementation challenges in a Philippine district context. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4503-4521. http://doi.org/10.69651/PIJHSS05021166
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