Education
Volume: 104 , Issue: 1 , July Published Date: 01 July 2022
Publisher Name: IJRP
Views: 604 , Download: 1869 , Pages: 130 - 141
DOI: 10.47119/IJRP1001041720223494
Publisher Name: IJRP
Views: 604 , Download: 1869 , Pages: 130 - 141
DOI: 10.47119/IJRP1001041720223494
Authors
| # | Author Name |
|---|---|
| 1 | Michelle Joy Montalba Velasco |
Abstract
The primary purpose of the study was to provide a strategy and authentic assessment for the teachers, especially in GEC 107 during the Pandemic, and to determine the level of the acceptability of the Goal, Role, Audience, Situation, Performance/Product, and Standards (GRASPS) Model as an online contextualized performance task-based assessment in terms of content, relevance, and mechanics, and how effective the online contextualized performance task-based assessment is using the GRASPS Model in Science, Technology, and Society for non-Science students. The researcher used the mixed-method convergent parallel research design, and data integration approaches employed to test the hypothesis and ensure accuracy truly. The respondents were forty (40) students and forty (40) experts from Laguna State Polytechnic University-Sta. Cruz campus who were purposively selected for the quantitative aspect of the study, and five (5) students selected through rubrics as the criteria to consider. In implementing the GRASPS model as contextual task-based online performance, the researcher measured the performance of non-science-related students based on the GRASPS Model?s Online Contextualized Performance Tasks of each activity's presentation by each five (5) groups from BSA 1A and 1B. From the findings gathered, the computed p-value of 0.443 is more significant than the significance alpha of 0.05. From the given result, it can be implied that there is no significant difference in the rating of the two respondent groups. Therefore, the null hypothesis is accepted. Overall, the respondents believed that the GRASPS model is a practical knowledge acquisition and learning strategy for non-science-related students. The mechanism of the GRASPS model follows a systematic methodology, prolongs knowledge, and applies the ideas obtained to real-life problems, making it easier to understand the immediate challenges of promoting scientific literacy. This makes it easier to understand the importance and impact of science and technology on society. The respondents got involved and began to love science. It integrates knowledge and skills to solve real-life problems, allows students to experience challenges in real-life situations, and deepens their understanding of important academic content.