IMPLEMENTATION OF CONTEXTUALIZED INTEGRATIVE PERFORMANCE TASK (CIPT) AMONG SENIOR HIGH SCHOOL TEACHERS AND STUDENTS

Authors

  • RINA MAY PASCUA Isabela State University – Echague Author
  • NILDA O. BABARAN,PhD Author

DOI:

https://doi.org/10.64358/8382sr56

Keywords:

Keywords: Contextualized Integrative Performance Tasks, social studies, student satisfaction, teacher satisfaction, collaborative learning, holistic education

Abstract

This study investigated students' and teachers' perceived satisfaction with the use of Contextualized Integrative Performance Tasks (CIPT) in Social Studies instruction. The study involved 133 student-respondents, the majority female (56%), male (44%), and 22 teacher-respondents, most aged 26–30, neophytes with 0–3 years of teaching experience, and half having attended 2–3 CIPT-related seminars. Using a mixed-method research design, data were gathered through survey questionnaires measuring satisfaction across five domains: attendance, engagement, motivation, academic grades, and integrated performance, and interview guides for the experiences and challenges of both respondents on CIPT.  Statistical analyses included mean, t-tests, Kruskal-Wallis H-test, and thematic analysis of qualitative responses. Students reported high satisfaction, with CIPT improving attendance, enhancing engagement, boosting motivation, and positively influencing academic grades. Integrated performance received the highest satisfaction rating, highlighting problem-solving and interdisciplinary application. Meanwhile, teachers expressed very high satisfaction, affirming CIPT’s effectiveness in improving attendance, engagement, motivation, academic achievement, and holistic learning. Comparative analyses showed no significant differences across gender, grade level, age, teaching experience, or seminar attendance, except for minor variations favoring females and Grade 12 students. Thematic analysis revealed challenges, including resource scarcity, time constraints, unclear instructions, and group dynamics, but both teachers and students emphasized CIPT’s positive impact on learning outcomes. With this, CIPT is validated as an effective instructional approach that fosters deeper understanding, skill development, and holistic growth in Social Studies, despite challenges. 

Author Biography

  • NILDA O. BABARAN,PhD

    NILDA O. BABARAN, PhD

    Director, Culture and the Arts

    Isabela State University - Main Campus

    San Fabian, Echague, Isabela

    nilda.o.babaran@isu.edu.ph

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Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles