Chapter-2-Needs-To-Be-Revised (2)

Chapter 2
Review of Related Literature and Studies
This chapter contains the related literature and the studies that comes from differ-
ent sources like websites, books, articles, other studies and more. This may boost the
prior knowledge of the researcher about the study “Relevance of Teaching Strategies in
Relation with the Submission of Subject Performance Task among the Junior High
School Students (JHS) of Bethany Christian School (BCS) S.Y 2019-2020”.
Related Literature
Foreign
According to Jennifer Gonzalez (2016), traditional grade books provide a very lim-
ited picture of a student’s progress, and students have no ownership of tracking their
growth. The Solution: Have students keep a record of their own progress in a “transpar-
ent” space—a Google doc, for example—where the student, teacher, and parents can
view it any time. The information they record will vary depending on student age and
subject area, but the document will become more valuable if you require students to go
beyond numbers: Record each assignment, the feedback they got on it, the standard(s)
being measured, and what goals they set in response to the feedback. Omotere Adunola
(2011), says that many methods of teaching exist in education. All the strategies are
meant to make teachers succeed in their bid to disseminate knowledge. However, little
are considered on some factors that are necessary before selecting the appropriate
method. Also the methods used in teaching the young ones are not effective for their
teaching and learning and this negate their academic performance. According to
Ganyaupfu Elvis Munyaradzi (2013), this teaching method applies the strategies
used by both teacher-centered and student-centered approaches. The subject infor-
mation produced by the learners is remembered better than the same information pre-
sented to the learners by the lecturer.
Meanwhile, Tracy N. Hoge (2007), says that the quality of student-teacher rela-
tionships plays an important role in a child’s educational experiences. Empirically, stu-
dents who possess positive relationships with their teachers have an increased likeli-
hood of positive school attitudes as well as positive school “outcomes” such as higher
grades. Children with conflicted student-teacher relationships are at increased risk for
academic problems such as poor grades and repeating a grade. It is therefore important
to consider not only what the child brings into the classroom, but also what kind of rela-
tionship evolves in order to minimize factors contributing to lower student-teacher qual-
ity. While according to High Tower et al. (2011), to facilitate the process of knowledge
transmission, teachers should apply appropriate teaching methods that best suit specific
objectives and level exit outcomes. In the traditional epoch, many teaching practitioners
widely applied teacher-centered methods to impart knowledge to learners comparative
to student-centered methods. Until today, questions about the effectiveness of teaching
methods on student learning have consistently raised considerable interest in the the-
matic field of educational research. Moreover, research on teaching and learning con-
stantly endeavor to examine the extent to which different teaching methods enhance
growth in student learning.
Local
As stated by Racquel Magsino ( 2017 ), Performance-based learning and assess-
ment represent a set of strategies for the acquisition and application of knowledge,
skills, and work habits through the performance of tasks that are meaningful and en-
gaging to students. With these facts, performance task weighs in the teaching and
learning process that could develop a child holistically. she added that performance
task provide students’ need to work more independently and to encourage them to
pay attention to the quality of their work. This also enable the teacher to efficiently
provide students with information on the strengths and weaknesses of students’
works. Teachers view assessment as a comparison of student’s performance from a
given criteria. According to Asia Pacific Journal of Multidisciplinary Research (2015),
teachers should be encouraged to explore and view other effective teaching strategies
and find more ways to entice other students challenge themselves to create their own
strategies to use in the field and to become more global in perspective. The use com-
puter technology can be an effective teaching strategy, especially when students are
given information specific to their own situation rather than general information.
Amado C. Ramos (2015) stated, that another responsibility of the teacher is his
role in improving meaningful instruction and learning. He should see what goes on in
the classroom so he could find how students can learn effectively. Towards the improve-
ment of student’s performance, he has to take part in assisting students to make plan
about the choice of methods, materials and evaluation procedures. Moreover, he has to
relate himself well with students to communicate with them about favorable learning
goals. Jones & Tanner, (2008) also stated, that classroom assessment plays an essential
role in the teaching and learning process. It provides teachers with information that is
important to make decisions regarding students’ progress. Student, on the other hand,
perceive assessment as a room for improvement and an avenue for further learn-
ing. Once assessment is done, feedback on performance should be provided to
identify strengths and weaknesses thus, monitoring student’s learning (Rufina
Rosarosa, (2015 )). Based on the study of Tracy Shiel (unknown), entitled “ Designing
and using performance Task : Enhancing student learning and assessment “ she
stated that a step-by-step guide to developing and implementing performance tasks
in the classroom as a means to teach, monitor and extend student learning (2) Fos -
ters the application of learning intentions and success criteria generated from the
new state standards and provides feedback to teachers to make instructional deci-
sions based on student performance of the learning tasks.
Related Studies
Foreign
Performance tasks, presentations, products, investigations , projects, and original cre-
ations are important ways in which students demonstrate their abilities to make con-
nections and to apply their skills and understandings. These assessments may take
several days or even weeks to complete. They are often referred to as ‘‘authentic as-
sessments’’ because they mirror expectations that students will encounter as adults.
Sometimes classified as complex applications and other times separated into different
assessment categories, these assessments share the similar aspect of students making
connections and integrating their learning. ( Assessment, Articulation, and Accountabil-

ity, 1999 ). As stated by Essays, UK. (November 2018), it is said that the purpose of perfor-
mance assessment is to evaluate the actual process of doing an object of learning. Students
are expected to be able to apply knowledge learnt in class to solve problems in the task.
Apart from that, students may need to use their thinking skill in order to complete the task.
Teachers as evaluators will be able to judge the quality of their students’ abilities, witness
their students’ progress and facilitate them to a higher level of conceptual and procedural
knowledge (Slater, n.d.) during which the task is conducted.

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Chapter 2

Review of Related Literature and Studies

School Students (JHS) of Bethany Christian School (BCS) S.Y 2019-2020”.

used by both teacher-centered and student-centered approaches. The subject infor-

sented to the learners by the lecturer.

tionships plays an important role in a child’s educational experiences. Empirically, stu-

tionship evolves in order to minimize factors contributing to lower student-teacher qual-

widely applied teacher-centered methods to impart knowledge to learners comparative

to student-centered methods. Until today, questions about the effectiveness of teaching

growth in student learning.

provide students with information on the strengths and weaknesses of students’

works. Teachers view assessment as a comparison of student’s performance from a

given criteria. According to Asia Pacific Journal of Multidisciplinary Research (2015),

ing. Once assessment is done, feedback on performance should be provided to

identify strengths and weaknesses thus, monitoring student’s learning (Rufina

stated that a step-by-step guide to developing and implementing performance tasks

sions based on student performance of the learning tasks.

Performance tasks, presentations, products, investigations , projects, and original cre-

connections and integrating their learning. ( Assessment, Articulation, and Accountabil-

knowledge (Slater, n.d.) during which the task is conducted.

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