Abstract
Classroom performance tasks are increasingly recognized as effective tools for fostering deep learning and practical skill development. This study delves into the experiences of college education students as they engage with these tasks. The aim of the study is to explore the journeys of education students through their classroom performance tasks at Indiana Aerospace University, focusing on the Application of Knowledge, Skills Development, and Assessments. A quantitative research approach was used to analyze the study. This systematic approach enables researchers to measure students’ experiences and challenges, resulting in a more objective understanding of their journeys. The participants of the study are education students. The data were analyzed with weighted mean, ranking, and a simple rate formula to quantify students' challenges. Structured survey questionnaires were administered to the 38 education students. The study found that respondents, consisting of male and female education students aged 19 to 44, in second to fourth year levels, strongly agree with the value of performance tasks. They emphasized the importance of applying knowledge, developing skills for future careers, and using assessments to track progress. The students recognize that performance tasks foster critical thinking and skill development and provide valuable insights for improving learning and guiding educational goals. The results reveal that education students strongly agree on exploring their journeys through classroom performance tasks. To address the problems encountered, an action plan was proposed as a study output.
