MAJOR SOCIOLOGICAL THEORIES

Listed below are some of the sociological theories that the researchers
think were represented in their research study.

 Critical Theory is a type of theory that aims to critique society, social

structures, and systems of power which would be the school’s
grading system and the traditional assessment which is the usual PT
making with a tight schedule, and to foster egalitarian social
change.
 Social Learning Theory is a theory that attempts to explain
socialization during their “making-time” and its effect on the
development of the self. It looks at the individual learning process on
how one dwell in the competencies given and executes what they
have learned, the formation of self, and the influence of society in
socializing individuals. Performance assessment is a type of
assessment which requires students to demonstrate that they have
mastered specific skills and competencies by performing an activity
to reveal what they are capable of doing.
 Chaos Theory is a field of study in mathematics; however, it has
applications in several disciplines, including sociology and other
social sciences. In the social sciences, chaos theory is the study of
complex nonlinear systems of social complexity. It is not about
disorder, but rather is about very complicated systems of order. This
would also prefer to the school’s system, which of it is the traditional
assessment of having a performance task that would be made in
five days and are expected to submit it on or before the five-day PT
making.
 Social Phenomenology is an approach within the field of sociology
that aims to reveal what role human awareness plays in the
production of social action, social situations and social worlds.
Performance assessment depicts a comprehensive view of the
student’s performance at a given time. In essence, phenomenology
is the belief that society is a human construction.
 Chapter I

INTRODUCTION

BACKGROUND OF THE STUDY

Adjustment from Grade 10 to 11 seems to be more stable than the younger

version of Grade 6 to Grade 7. Every subject has a performance task at the end of the
quarter including the modular subjects. A module is a component of a course or
undergraduate Honors subject with its own approved aims and outcomes and
assessment methods. Each module is taught and assessed within a semester or across
the whole year (often referred to as ‘long-thin’). Modules are combined in integrated
programs of study leading to awards or in Honors subject strands. The students are
expected to produce products according to the subjects’ anticipated tasks including
modular subjects. Performance task depicts a comprehensive view of the student’s
performance at a given time. Due to the important role assessment plays in the
teaching and learning process and besides the several deficiencies in the various test
formats, educators have constantly been looking out for the best ways of assessing
students. For these reasons many educational practitioners have advocated for the use
of performance task. Performance task is a type of assessment which requires students
to demonstrate that they have mastered specific skills and competencies by
performing an activity to reveal what they are capable of doing. Performance task is,
therefore, a clear departure from the traditional test items because, in performance
task, students are required to perform a task rather than select an answer from a ready–
made list; it offers students the opportunity to apply their knowledge and skills from
several areas to demonstrate that they are capable of reaching a learning target and
coming up with their own solution. Performance tasks compared to traditional fixed-
response tests provide better evidence of good instructional activities; one often
thought to be more engaging for students, and is better reflections of the criterion
performances that are of importance outside the classroom. For example, scores on a
multiple-choice mathematics examination reflect whether a student selected the
correct answer (product) but do not directly reflect the problem-solving strategies used
to arrive at an answer (process).

Assessments based on the performance tasks, conducted within classrooms over

a limited amount of time (e.g. five days) have created protests by the students over the
short period of time. There is no doubt regarding the dynamic nature of students’
learning, it is basically impossible to impose the performance task that is due within a
week to assess students for the full range of educational goals, requirement
accomplishment, and instructional objectives. In particular, while the time is limited with
only five (5) days to perform the given tasks, it is relatively weak for students to achieve
and submit all the given tasks on or before the end of the week. To overcome the
weakness of students’ behavior instability that certainly creates cognitive fatigue should
be taken into consideration when deciding the length of the working days. Due-date
assignment is an important topic in the practice of production control. Setting a very
tight due date would result to unwanted pressures and anxious behavior.

STATEMENT OF THE PROBLEM

The study presented herein focuses on the effects of having a five-day work on
the performance tasks to the adjusting Grade 11 students of the K12 Curriculum. Two
research questions are addressed in this study:

1. What are the effects of limiting the making of performance tasks up to five days?
2. What are the effects of submitting all works within or at the end of the week?

STATEMENT OF THE HYPOTHESIS

NULL: Limiting the making of the performance tasks up to five days would be a practice
of production control and submitting all works within or at the end of the week would
facilitate the students’ requirements to be completed on time.

ALTERNATIVE: Limiting the making of performance tasks up to five days would generate
distress and unwanted pressure as well as all works within or at the end of the week it
would create a negative impact emotionally, physically and mentally due to lack of
sleep—finishing all the work in each subject and submitting it all on or before the end of
the PT week.

CONCEPTUAL FRAMEWORK

Independent Variable: Dependent Variable:

 Observing the students  The reaction of students in 5 days of
reaction on 5 days of Performance Task making.
Performance Task
making.
SCOPE AND LIMITATIONS OF THE STUDY

The Researchers want to tackle about the effects of the students doing their
Performance Tasks within 5 days. On how can the 5 days of Performance Task affects
the students in any terms and the limitation of the study is that, the study is concern
about the students and the effects of Performance Task making within 5 days.

SIGNIFICANCE OF THE STUDY

The findings of this study will be for the benefit not just for the Grade 11 students
here in La Salle Academy but also for the student as whole Individuals that are facing
the same situation of having a 1 week Performance Task deadline. The system of the
schools especially, would come to a realization if the 1 week Performance Task is
effective for the skills to be acquired for the students or it is not effective because it can
affect the student physically, emotionally and mentally. The School will have an idea on
how they should adjust their system to handle their students. This would have an effect
to the students when it comes to the after-effect of a 5-day Performance Task. This
research would be of great help to future researchers similar to this topic and concern
future.

THEORETICAL FRAMEWORK

School’s System Hectic Schedule Skills to be acquired

1 Week Performance task

making

Emotional Stress Physical Stress Mental Stress

DEFINITION OF TERMS
 Performance Assessment- also known as alternative or authentic
assessment, is a form of testing that requires students to perform a task
rather than select an answer from a ready-made list.
 Cognitive Fatigue- a special kind of fatigue, or tiredness. It is a common
problem that can happen after a mild, moderate or severe brain injury.
When a child has cognitive fatigue, it means their brain has to work harder
to concentrate on tasks it used to be able to do much more easily before
the brain injury.
 Comprehensive – Relating to understanding.
 Criterion – Referenced tests and assessments are designed to measure
student performance against a fixed set of predetermined criteria or
learning standards, concise, written descriptions of what students are
expected to know and be able to do a specific stage of their education.
 Fixed-response test- it was accompanied by other options, the function of
which was to distract. All sorts of ingenuity was applied to make variance
on the basin multiple choice for math.
 La Salle Academy

Senior High School Department

Bro. Raymund Jeffrey Street, Pala-o, Iligan City, 9200

THE PERCEIVED EFFECTS OF A 1-WEEK PERFORMANCE TASK TO

GRADE 11 STUDENTS

Submitted by:

Clet, Gel Mikee T.

Baltazar, Maria Marniel B.

Dela Cruz, Kim D.

Yuson, Raiza May H.

Apat, Von Leigh Brian T.

HUMSS 116

January 2018
 January 14, 2019

Dear Mr. Generalao,

Please excuse Raiza May H. Yuson for having been absent last Friday,
January 11, 2019. She suffered from conjunctivitis (sore eyes) and I have advised
her to not enter the class as she might cause spreadable illness.

Hoping for your kind consideration. Thank you and God bless.

Sincerely yours,

Roa Day H. Yuson