Abstract
Learning outcomes and performance of students is a fundamental basis for all sorts of success in professions, employment, and social life. In that view, it has been recognized that the topic of educational end outcomes is of societal relevance; hence, parents' attention to their children's educational accomplishment eventually implies attention to their fate, future, and life. The study sought to find out the learning outcomes and Performance-based assessment of students as assessed by their teachers in Araling Panlipunan. Moreover, the results will be utilized in the realization of Araling Panlipunan remedial instructional design for junior high school. The study utilized the descriptive-quantitative and correlational method. All seventy-four (74) Araling Panlipunan teachers of the seven (7) selected national high schools representing district one (1) under Quadrant 1.1 were the respondents of the study. Data gathering was accomplished by administering a survey questionnaire and asking for the numerical ratings of the students for the first two (2) quarters of the school year (Report card/E-class record) from the teacher respondents of the study. Findings revealed that the assessment strategies utilized by the teacher doesn’t have any significant relationship or affect to the learning outcomes and rating level of the respondents at 5 and 1% level of significance. This means that an improvement in the use of the assessment strategies would significantly improve their Social Studies competency level. In addition, teacher innovativeness in the delivery of social studies lessons would positively contribute to the improvement of respondents' performance in social studies and the fact-retaining assessment strategy for Senior High School. Results show that there is no improvement or changes to the performance-based assessment of the students from the first quarter and second quarter. This result concludes that an Araling Panlipunan remedial instructional design must be formulated and utilized.
