Abstract
Portfolios have often been promoted as a tool to enhance learning performance. Thus, creating a portfolio is a way for teachers to help increase students' learning performance. This study aims to determine the effect of portfolio assessment on the learning performance of Ninth Grade Learners in the Filipino subject, especially in the fourth quarter, with the topic “Noli Me Tangere”. Specifically, it aims to (1) determine the level of academic performance of students in Filipino subjects using portfolio assessment, (2) identify significant differences in the level of academic performance of students, (3) identify the effect of portfolio assessment on the learning performance of the student, and (4) to assess the attitude and feelings of students towards portfolio assessment. This mixed method, sequential explanatory research design was utilized with fifty (50) competency-based questions to determine the outcome of using portfolio assessment for student learning performance. The quantitative method was used to determine students' learning performance level and mean, frequency count and percentage distribution were used. T-test was used to determine the significant difference between pre-test and post-test scores. Cohen’s D was used to determine the effect size of portfolio assessment on students' learning performance. The qualitative method is used to explain and interpret free presentations and focus group discussions made to determine the feelings and attitudes of the students while using portfolio assessment. In light of the results of this study there was an increase and significant difference and above effect size in the level of learning performance of students who used portfolio assessment. It also helped and guided their learning performance, increased their grade, and felt motivated by their best output. Thus, it is recommended that teachers participate in seminars or workshops to expand their teaching skills, such as using students' portfolios; parents can monitor and support their children in carrying out tasks such as portfolios by helping them in their tasks and providing their student's materials that they need, those in the LGU can support school programs to promote the good and orderly learning of students and other researchers can further conduct studies about the development of the academic performance of the students.
