FLEXIBILITY OF ASSESSMENT STRATEGIES OF JHS SCIENCE TEACHERS IN FOSTERING STUDENTS’ ENGAGEMENT AND TASK COMPLETION

Abstract

This study on the flexibility of assessment strategies of Junior high school science teachers in fostering students engagement and task completion as rated by teachers is a descriptive method as research designs. The study specifically involves one hundred-eight (108) Junior high school Science teachers that would rate the flexibility of their assessment strategies in student engagement and task completion of their students. The participants are from chapter schools of Maranatha Christian Academy in Laguna with Junior high schools and are all implementing Blended learning modality. The researcher-made questionnaire was used in gathering data. The data gathered were answered by teachers from Maranatha Christian Academy of Cabuyao, Calamba, Los Baños, Bae and Sta. Cruz chapters specifically teaching science subjects. The questionnaire was consisted of four variables to evaluate the level of flexibility of teachers assessment strategies in terms of applicability, engagement, motivation, and collaboration. Those items were rated according to their scales. The data were tallied, tabulated and treated using weighted mean for determining the level of flexibility of teachers assessment strategies as rated by the respondents. Standard Deviation was used to determine the dispersion of the ratings of the respondents. On the other hand, F-test was used to determine the significant difference between the level of flexibility of teachers assessment strategies as rated by the teachers.