Accuracy of Use of Alternative Language Assessment (ALA) Tools and the Students’ Performance

Main Article Content

Fahad Abdul Salendab

Abstract

The study was conducted to assess the accuracy of use of the alternative language assessment tools at STI College Cotabato and their relationship to the students’ academic performance.


The study utilized the quantitative type of research. Two (2) groups of respondents were utilized in this study. One group consisted of the teachers teaching Com.Arts 3 classes and the other group consisted of the students of these teachers. Three (3) teachers were used as teacher-respondents and each teacher is handling thirty-five (35) students; hence, a total of one hundred five (105) students were used in this study.


 The statistical tools used were the frequency, percentage count, mean, grand mean and the Pearson Product-Moment Correlation Coefficient.


Five (5) alternative language assessment tools as embedded in the Communication Arts 3 courseware were assessed by both teachers and the students for accuracy of use. There were the skills used as indicators of teachers’ accuracy of use of the alternative language assessment tools. Both sets of respondents assessed the accuracy level of teachers’ use of the alternative language assessment tools as high.


The students’ performance in Com.Arts 3 was 85.97 described as satisfactory in the STI College Cotabato grading system. There was weak relationship between the teachers’ accuracy of use of the alternative language assessment tools and the students’ performance.


The teachers’ use of the five ALA tools was accurate. Procedures of each tool were followed and implemented correctly by the teachers


It is recommended that the learning institution must design a monitoring and implementing strategies relative to the accurate use of the ALA for sustainability in improving students’ communication skills.

Article Details

Section
Articles