Performance Task Mapping for Collaboration

Abstract

As the main project, performance tasks call for broader cooperation among learning areas. This study mapped out the performance tasks assigned to students at the University of Baguio Senior High School and the common enhanced learning competencies for possible collaboration. Through a qualitative design, a semi-structured interview guide was used to gather data from 13 writers of learning modules in Grade 11 academic strands during the first semester of the school year 2022-2023. An analysis of the learning modules, course syllabi, and curriculum guides was conducted to support responses from interviews. The findings showed that the performance tasks were plans, creative presentations, and analytical documents. Simultaneously, the most common essential learning competencies were geared toward developing life and career skills, followed by learning and innovation skills. An action plan for collaborative tasks was prepared as the output of the study.