EXPLORING THE UTILIZATION OF PERFORMANCE TASK ACTIVITY: ITS IMPLEMENTATION AND USEFULNESS IN TEACHING COLLEGE STUDENTS AT UNIVERSITY OF LA SALETTE, INC.

This study explored the utilization of Performance Task Evaluation (PTE) in terms of its implementation, usefulness, and challenges in teaching college students at University of La Salette, Inc. A descriptive-normative research design was employed with 20 instructors selected through random sampling who met the study criteria.  A structured questionnaire was utilized to collect data on teacher’s personal profile and rating of the qualities of effective teaching, level of perceived usefulness of PTE, the level of implementation, and also the challenges faced in the implementation. Descriptive and inferential statistics including weighted mean, t-test, and Pearson’s r were used for data analysis. The instrument demonstrated good reliability, with a Cronbach’s alpha coefficient of 0.86. The findings revealed that instructors fully implemented key effective teaching qualities, particularly preparation, organization, and mastery of subject matter. In terms of utility, PTE was rated as useful to very useful across academic, instructional, and attitudinal domains. It was found to enhance students’ skills, responsibility for learning, and motivation, while also facilitating teachers’ instructional practices. Although instructors experienced moderate challenges related to supervision, technical support, and increased workload, these did not hinder PTE implementation. Significant differences in perceived challenges were observed based on sex and civil status. Moreover, a significant positive relationship was found between the extent of PTE implementation and its perceived usefulness. The study concludes that PTE is a feasible, beneficial, and sustainable assessment approach that supports learner-centered and outcomes-based practices in Philippine higher education institutions.