11

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies from foreign and local publications

that have bearing on this study which are synthesized to show the gap addressed by the

study. The theoretical and conceptual frameworks and the definitions of the key concepts

of the study are also hereby presented.

Related Literature

In 2012, K-12 has been embraced by the Department of Education in the

Philippines which means that the Philippines Basic Education observes the Kindergarten

plus 12 years to complete the Basic Education Program. This has been taken because of

the poor quality of Education in the Philippines as reflected by the low achievement scores

of Filipino students in the National Achievement Test (DepEd, 2012). According to Grigg,

Kelly, Gamoran, and Borman (2013, cited in Magayon and Tan, 2011), teaching practice

influences students’ achievement. Ghazalia, Othmanb, Aliasc, and Salehd (2010) added

that teaching practice creates correct connections on content by using learning materials,

and appropriately connects procedural understanding to conceptual understanding. This

makes notion that the more effective the instruction that is used by the teacher, the greater

the understanding and engagement are the students in learning.

Educators are perpetually seeking out strategies to enhance and promote learning

within their classroom. To determine whether learning has taken place in the classroom,

assessment is done by the teachers. Over the last decades, the importance of assessment

in education, particularly in Mathematics education, has received much attention from

education policy makers, mathematics education researchers, and mathematics teachers

in many countries including the Philippines. In the changes brought about by the K to 12
 12

curriculum, classroom assessment is emphasized as an integral part of curriculum

implementation. In particular, relatively new assessment (alternative assessment or

performance-based assessment) concepts and strategies are given much weight in the K

to 12 grading system. Thus, this is a call for teachers to change their assessment

strategies other than the traditional forms of assessment.

Assessment is an essential component in the process of teaching and learning.

Assessment is the collection of information about students’ learning, the gathering of

evidence of what students know and can do. It involves a broader scope and unlimited

label for the measurement techniques a teacher utilizes (Popham,2008). When an

assessment is not done appropriately or if it does not meet the requirements and the

expectations of both students and teachers, it may impede the process of learning.

Airasian and Russell (2008) affirmed that teachers should be informed and made

aware that assessment of student learning is not confined to paper-and-pencil tests alone.

Paper and pencil tests only belong to one category of assessment. Assessment can be

categorized as traditional and alternative. Traditional assessment is commonly called

paper and pencil tests. Alternative assessment, on the other hand, is based on different

philosophy and goals to provide a stronger link between instruction and assessment

making learning more significant (McMillan,2001). Alternative assessment includes

presentations, debate, oral discourses, etc. It serves as a substitute to traditional

assessment.

This study focused on the use of alternative assessment, particularly the

performance-based assessment. Performance assessments have become a major tool

for educational reform and have captured the attention of policymakers, practitioners,

researchers, and stakeholders such as principals, teachers, students, and parents.

Performance assessments are defined as concrete and authentic tasks that require

students to do something with their knowledge and skills, such as give a demonstration or
 13

presentation, or write a report (Nitko, 2004; Shavelson, 1994). According to Norris (2009)

performance-based assessment fulfills three essential roles: (1) Giving formative or

diagnostic feedback to the learners and teachers, (2) allowing summative decisions that

indicate the targeted learning outcomes, (3) and increasing the awareness of the learners.

Performance based assessment balances discovery and procedure. Teachers should not

give students too much information because students ought to make their own discoveries

and observation.

According to Wren (2009), performance-based assessment involves students’

performance of a given task and a form of assessment where students respond to the

given task, either in oral or written form to produce a product or performance. They focus

on doing something, not merely knowing, and on process as well as product (Linn &

Gronlund, 2000). The performance of the student showcases their complex skills, having

an avenue for metacognition enhancement. It also shows authenticity for the products as

outcomes since original works of students are fully demonstrated. Moreover, Linn and

Gronlund contended that performance-based assessment provides a basis for teachers

to evaluate both the effectiveness of the process and/or product. Students’ involvement in

the assessment of their learning provides an avenue for empowerment where they take

ownership of their learning.

According to Chun (2010), performance-based assessment measures students’

ability to apply the skills and knowledge learned from a unit or units of study. Typically, the

task challenges the students to use their higher-order thinking skills to create a product or

complete a process. Thus, it enables students to demonstrate specific skills and

competencies by performing or producing something. It can help mathematics teachers

assess both what students can do and what they have achieved based on the curriculum

standards. Besides focusing on the quality of the final product of students’ work,

performance-based assessment also rates student’s learning process.

 14

It is clear in the literature that to be able to implement performance-based

assessments, the teachers are required to plan a performance task. McTighe (2015)

defined a performance task as any learning activity or assessment that asks students to

perform and/or demonstrate their knowledge, understanding and proficiency.

Performance tasks yield a tangible product and/or performance that serve as evidence of

learning. Unlike a selected-response item (e.g., multiple choice or matching type) that asks

students to select from given alternatives, a performance task presents a situation that

calls for learners to apply their learning in context.

In the DepEd memorandum no. 8 series 2015, performance tasks are classified

as summative assessment with the following purpose: involve students in the learning

process individually or in collaboration with teammates over a period of time; give students

opportunities to demonstrate and integrate their knowledge, understanding, and skills

about topics or lesson learned in a specific real-life situation by performing and/or

producing evidence of their learning; give students the freedom to express their learning

in appropriate and diverse ways; and encourage student inquiry, integration of knowledge,

understanding, and skills in various context beyond the assessment period. These

performance tasks can be given at the end of a lesson focusing on a topic/competency

that has been learned by the students.

Performance-based assessment involves direct observation of a student engaged

in a process or observing a product the student makes and judging its quality according

to a set of criteria (Stiggins,2008). Palm (2008) pointed out that performance-based

assessment is viewed as having better possibilities to measure complex skills and

communication, which are considered important competencies in today’s classroom. As

such, performance-based assessment, is considered as one of the best assessment

techniques in measuring the development of 21st century students’ skills than traditional

assessment.
 15

As interest in twenty-first century skills increases globally, and as skills goals are

openly adopted into curricula, the inadequacy of our knowledge of how these skills will be

developed becomes increasingly problematic. The 21st century classroom does not stop

in the mere identification/assumption of skills needed by the student to survive 21st

century workplace/environments. The teacher must also be equipped with necessary skills

to facilitate students’ acquisition and/or development of 21st century skills. These are

‘enabling’ skills that allow the teacher to dynamically promote 21st century learning among

students. Moreover, these skills reflect the ability to make connections across contents,

goal-orientedness, authentic assessment of student understanding, and self-reflection.

These four skills became known as the 4Cs of 21st century education: (a) critical

thinking, (b) communication, (c) collaboration, and (d) creativity (NEA, 2010). Critical

thinking can be defined as the ability to problem solve, reason effectively, or make proper

judgments and correct decisions by applying systems thinking (NEA, 2010; Partnership

For 21st Century Learning, 2015). Critical thinking empowers students to discover the truth

in assertions, especially when it comes to separating fact from opinion.

With critical thinking, students don’t just learn a set of facts or figures. Instead, they

learn how to discover the facts and figures for themselves. They ask questions. They

become engaged in the world around them. They help others think critically, too. Critical

thinking constitutes an essential skill for the 21st century because of the need for solving

important problems with either small pieces of information or overwhelmingly large pieces

of information (NEA, 2010; Wyer, 2014).

In addition to critical thinking skills, communication skills are required to be

successful in the 21st century workforce. Communication skills include both understanding

what is being communicated and effectively expressing an idea or concept (Partnership

for 21st Century Learning, 2015). It is the practice of conveying ideas quickly and clearly.

As the students practice communication, they become better at efficiently conveying an

 16

idea without losing their point. With communication locked down, students can streamline

their ideas and make a positive impression on those around them. Communication is an

essential 21st century skill because workers must be able to relate to both customers and

co-workers through empathy, explanation, and negotiation (NEA,2010). While

communication is a hallmark of the traditional education system, workforce studies cite

deficits in this essential skill as major area of concern for more than 70% of employers

interviewed (Conference Board, 2006; Wyer, 2014).

Collaboration, on the other hand, is defined as working flexibly, effectively, and

equitably with others in order to accomplish a shared task (NEA, 2010; Partnership for

21st Century Learning, 2015). It is a practice of working together to achieve a common

goal. Collaboration is important because whether students realize it or not, they’ll probably

work with other people for the rest of their lives. Virtually every job requires someone to

work with another person at some point. Practicing collaboration helps students

understand how to address a problem, pitch solutions, and decide the best course of

action. It’s also helpful for them to learn that other people don’t always have the same

ideas that they do. As students practice collaboration more and more, they’ll learn that

they have almost none of the same ideas that others do.

Finally, creative thinking is defined as the ability to create a novel object or concept

or to refine an existing product to be more desirable (NEA, 2010; Partnership for 21st

Century Learning, 2015). The ability to think creatively is one of the 21st century skill that

cannot be ignored. It is the practice of thinking outside the box. Students can learn how to

be created by solving problems, creating systems, or just trying something they haven’t

tried before. Being creative does not mean every student will become an artist or a writer.

Instead, it means they’ll be able to look at a problem from multiple perspectives —

including those that others may not see. Creativity allows students to embrace their inner

strengths from big-picture planning to meticulous organization. As student learns about

 17

their creativity, they also learn how to express it in healthy and productive ways. More

importantly, they also become motivated to share that creativity with others.

In this context, the present study explored the effectiveness of assessing students’

learning through performing arts with the integration of the 21st century skills in enhancing

students’ conception in mathematics. Performing arts is important in education especially

in today’s curriculum. The performing arts in education provides students with the

opportunity to engage the mind, the body and emotions into a collaborative expression of

all that it means to be human. Through study and performance, students explore and

present great themes and ideas.

Participating in performing-arts programs helps students develop a stronger sense

of individualism, self-reflection and self-esteem. Participating in these activities helps them

learn to commit to a task; prepare themselves emotionally, physically and mentally; and

work toward the goals of mastering and sharing their skills (Morgan, 2006). Students who

participate in arts programs are more likely to take advanced math courses, graduate from

high school and go on to college than those who don't (Catteral; Dumais; Thompson,

2012).

Performing arts benefits students critically because students gain valuable life

skills by learning the importance of feedback, both positive and constructive. Performing

arts also encourages collaboration for it allows students to be engaged in teamwork.

Through performing arts, students can creatively understand the world in a unique way,

preparing them to navigate challenges after and outside the school. Communication skills

can also be accelerated though performing arts because students can use verbal and non-

verbal techniques in new ways to deliver their message. Students can also find new levels

of confidence through performing arts.

Merriam Webster Dictionary defined performing arts as forms of creative activity

that are performed in front of an audience, such as music, dance and drama. According
 18

to the Merriam Webster dictionary, music is “sounds sung by the voice or are played by

musical instruments” (Merriam-Webster, n.d). Music is universal and it can be shared by

people of all ages. It is timeless and timely. According to Helding (2010), Gardner's

musical intelligence is one that is closely and uniquely connected to each of the other

intelligences, making it distinct from all the others. “Music itself consists of visual/spatial

(seeing the notes on the page), linguistic (being able to read the notes), mathematical

(counting, time signatures, meter changes, etc.), and kinesthetic (the body must move in

order to make music components, for example) (Granoski, 2012).

Dance is a performing art form consisting of purposefully selected sequences of

human movement. Dance has been shown to increase critical and creative thinking

abilities. Dance can be a way to engage and/or enhance critical thinking, an outlet for

artistic expression and creativity (as well as exercise), an influence on self-concept, or as

a means for enhancing student engagement. Dance curriculum allows for exploration and

awareness of social justice issues, it encourages and enhances critical and creative

thinking, and it encourages student autonomy (Fegley, 2010).

Creative drama in education is to animate and represent any subject with a group

utilizing the improvisation and role play techniques and using mainly the experiences of

the group members (Adiguzel, 2006). McCaslin (1984) defined creative drama as:

“informal drama created by the participants; a way of learning; a means of self- expression;

a therapeutic technique; a social activity; or an art form” (McCaslin, 1984, p22) (Saab,

1987). Creative drama as a teaching method is beneficial for children because it provides

an opportunity for them in activities that require them to conduct improvisation, to analyze

the roles in the improvisation, and to work cooperatively in creative tasks (Freeman, 2003).

When creative drama is used as a teaching method in classrooms, it offers an opportunity

for students to construct the concepts by their own (AdÕgüzel, 2007), the students will no

longer be passive information receivers (Annarella, 1999). Creative drama provides

 19

participants a chance not only share what they know, but an opportunity to demonstrate

their ability to think, feel, and imagine about what they know through active participation

(Adıgüzel, 2006).

Howard Gardner suggested that teachers should be encouraging students to

discover the areas in which they have a particular strength (Fowler, 1990). He explained

this through his theory of multiple intelligences. If teachers focus their means of assessing

learning in the strength of the students, there may be a greater chance of authentic and

lasting learning. Teachers should not only focus on one type of assessment, rather use

diversity of assessment tools. Teacher can assess their learning through skills or

performance that reflect real-world situations and require the students to develop their

original responses explaining the processes followed in order to achieve those results.

Review of Related Studies

A number of studies were used as reference in the conduct of this study in order

to look into the substance and the effectiveness of using different teaching methodologies

and assessment styles in the classroom activities.

Brookhart and Durkin (2003) conducted a case study with 96 students from an

urban high school in an L1 classroom setting in the United States in order to investigate

the students’ perceptions of the different classroom tasks and how they achieved those

tasks by taking into account the types of assessments that the professor used to evaluate

those activities in a social studies class. With performance assessment, the learners learnt

for the sake of learning and in addition, they wanted to learn from their classmates or help

them learn. Students in this study further reported that with performance assessment, they

were trying hard for the performance but not for the test or the grades. Finally, this study

confirmed that the choice of the tasks and the types of assessment can have a positive

impact on learners’ motivation to carry out a task. This study is related to the present study
 20

for it wants to know the relevance and the benefits of performance-based assessment at

the expense of paper-and-pencil tests.

Fook and Sindhu (2011) conducted a qualitative study to examine the

implementation of authentic assessment in higher education in Malaysia. The total

population consisted of 2 lecturers and 20 students from the two selected intact TSL 752

classes. In this study, researchers identified different types of authentic assessment with

the suitability to certain pedagogical strategies, their effects on students’ learning and the

appropriate procedures of conducting authentic assessments. The findings indicated that

alternative and authentic assessment have more acceptance from students and should

therefore be viewed as an alternative to traditional standardized assessment.

Another study described how performance-based assessment was used in

selected higher education classrooms in Cebu City, Philippines. Rosaroso and Rosaroso

(2015) carried out a study and the qualitative content analysis revealed that students were

highly motivated to learn in classroom engagements specifically when lessons are

integrated with performance-based tasks. Students became self-regulated as they work

individually and in groups. Their willingness to work in group was highly observed since

most of them were all goal-oriented. Their sensitivity on the needs of other was one of the

best manifestations they exhibited. With these findings, the researchers recommended

that performance-based assessment should be utilized in all local and foreign classrooms

to check and improve its implementation. The research also emphasized that a continuous

evaluation on the use of performance-based assessment can be conducted for effective

teaching and learning.

Robinson (2011) conducted a study in a middle school math classroom and

showed how the use of an authentic assessment impacted the achievement of students

and the organization of the school. The research findings show that authentic assessment

does raise students’ achievement and engages and motivates the students to learn and
 21

take responsibility of the learning process. There was consensus that authentic

assessments are important to the students and the teachers. The students in the treatment

group enjoyed the performance task and would prefer it over a traditional assessment. As

for the teachers, authentic assessments are very successful when time and proper

instructions are allowed. The study proved that authentic assessments should be

implemented in the classroom to raise student achievement, but traditional assessment

should continue as well. The present study wants also to determine the effect of authentic

assessment, particularly the performance-based assessment on students’ motivation in

learning mathematics.

Aquino et al (2015) investigated perceptions, practices and skills of 77 faculty off

a university extension campus on assessment of student learning. The respondents

regard assessment as useful, important and should be integrated with learning process.

Faculty also place importance on purposes of evaluation in student leaning and use varied

assessment tools. In spite of various assessment tools used, majority of respondents are

only somewhat skilled in performing tasks incident to assessment like linking assessment

to learning outcomes, developing criteria for assessment and developing rubric.

The case study of Reston and Arawiran (2018) which featured a class of 15 pre-

service teachers in the Philippines found that authentic assessment provided a holistic

approach to classroom assessment where formative assessment is embedded within a

summative performance task. Students found the activity meaningful learning experience

as they produced quality products and performances that relate to their future role as

professional teachers.

However, on the study of Nam (1998), it found no changes in students learning for

two months after introducing performance assessments in writing classrooms in

elementary school in Korea. He compared changes in students learning two months after

performance assessments were introduced with those three months later. However, there
 22

were no differences in scores between two different times. In another study, Kwon,

Hwang, and Kwon (1999) implemented performance assessments to seventh-grade

students in the subject of math. The results showed that there was no significant difference

between the performance assessment group and the traditional multiple-choice tests

group in their learning after implementing performance assessments. The present study

would like to know whether performance-based assessment has an effect on students’

performance and in learning integers and rational numbers.

The study of Frey and Schmitt (2010) and Park (1998) focused on using

performance-based assessment on Language and Social Studies subjects. Subong

(2012), Palattao (2013), and Malinao (2012) integrated performance-based assessment

on Mathematics and determined its effect on students’ performance on the subject, which

is also the aim of the present study.

Frey and Schmitt (2010) examined classroom assessment practices of 3rd through

12th grade teachers. The study revealed that essays and written assignments were the

most common assessment formats reported. There is a substantial use of performance-

based assessment across grade levels and subjects, but traditional paper-and-pencil test

remains to be the predominant classroom assessment format. Further, the study revealed

that performance-based assessments were used by Language Arts teachers significantly

more than the teachers of other subjects.

However, Park (1998) found statistically significant improvements in students

learning only two months after implementing performance assessments in social studies

classrooms in a junior high school in Korea. Furthermore, the effects were compared

between two different times (two months and three months after performance

assessments were implemented). The results showed that students learning improved

more three months later than two months later. The longer the performance assessments

were implemented, the more students changed in their learning.

 23

Likewise, the study of Subong (2012) also investigated the effects of authentic

performance tasks and attitude towards Mathematics of Grade VI students. The quasi-

experimental study lasted eight weeks and revealed that performance tasks had

significant effect on the experimental group both in problem solving test and mathematics

attitude test.

Palattao (2013) used a quasi-experimental method to determine the effects of

using performance tasks on students’ cognitive process and problem-solving abilities in

Mathematics to two intact groups of students. Results revealed that there is a significant

difference in cognitive processes and problems-solving skills in Mathematics. The group

of students who were taught using performance tasks performed better than those who

were not taught using performance tasks. Malinao’s (2012) study also confirmed the

effectiveness of using performance-based assessment in Mathematics. This study

revealed that the grade six pupils receiving treatment performed significantly higher than

their counterparts and therefore conclude that the use of performance-based assessment

in teaching-learning process could help the pupil develop their higher order thinking skills

and their ability to solve problems using multiple solutions.

In the context of performance-based assessment, this study will focus on

performing arts as an assessment in mathematics. Performing arts include music, dance,

drama and other forms of creative activity that is done in front of audiences. The following

studies reveal the effects of performing arts in education.

Several researchers have found a relationship between arts integration and

achievement test scores. Luftig (2000) found that students at arts integration schools

outperform students at non-arts integration schools on reading and math assessments.

Ingram and Meath (2007) found that arts integration was correlated with reading

achievement: Teachers who reported more arts integration had students with greater

increases in reading scores. In addition, Smithrim and Upitis (2005) found that arts
 24

integration was related to math achievement: Three years of arts integration had a positive

effect on math scores. The present study wants to know the effects of performing arts to

students’ performance in mathematics.

Some researchers found out that music can enhance the learning and increase of

enjoyment among early childhood learners. Wyverne Smith (2008) performed a study in

which in which 46 professional musicians were surveyed. 44 of those professionals

declared that the addition of musical instruments lessons to their general education had

the impact of increasing their enjoyment of childhood. That’s why Smith suggested to

encourage musical creativity to be one of the main roles designated to early childhood

educators. This study is related to the present study for it wants to know the effect of music

as one form of performing arts to students’ attitude and to note the significant learning

experiences of the students in the conduct of the study.

Weinstein (2006) conducted a study to discover the true benefits of incorporating

rap into the students’ learning and understanding. The study focused in four individuals

ranging from mid-teens to early twenties in age, three of whom are siblings. According to

Weinstein, rap has been viewed in multiple forms, as both poetry and lyrics which were

seen as a venue for identity construction, an outlet for expressing feelings of resistance

towards others, and a way to express confusion and frustration. Results of this study

showed that this form of literacy can affect the engagement and achievement of the

students in school performance. According to her, the rap genre can help the teachers to

understand some of the reasons why students fail to respond to reading and writing.

In the research conducted by Hijazi (2012) about the integration of music in

learning foreign languages, the use of musical learning strategies in the study of English

poetry produced positive results. The findings suggest that the use of musical elements a

means for foreign language instruction is more effective than foreign language instruction.
 25

Another study by Lowe (2002) examined the value in the application of

interdisciplinary efforts to assist in the students' self-discovery and in finding social

meaning in the content that they learn. Lowe utilized the integration of music and a second-

language curriculum in a Grade 2 French-immersion class. The findings of this study

suggest that students receiving instruction through this integrated music and second

language lessons format performed better in music and French, relative to students that

learned both subjects separately.

The studies of Hijazi (2012) and Lowe (2002) utilized the integration of music to

improve language instruction. Both studies showed that music integration and the use of

musical elements are effective means for foreign language instruction. The present study

wanted also to find the effectiveness of music as one form of performing arts to assess

mathematics learning.

Camarao (2006) studied the effects of preferred music in enhancing the students’

performance and attitude in Physics. Finding revealed that listening to preferred music

motivated and enhance students’ mind to think and understand the lesson being

discussed. She recommended the use of music during review time and some other

activities like during examinations or quizzes.

The study of Guadalupe (2009) used analogous approaches in integrating music

with social science. She stated that adoption and integration of music and arts with other

subjects is possible. She showed that analogous treatment was more effective in terms if

main effects for cognitive and psychomotor aspects over thematic treatment. She

suggested correlational studies in music integration and its effect on students’

achievement in other subjects such as mathematics, science and language should be

undertaken.
 26

Camarao (2006) integrated music to Physics. Guadalupe (2009) tried music in

Social Science. The present study proposes music as one of form of performing arts to be

used as assessment in learning integers and rational numbers.

Another study by Rauscher and LeMieux (2003) found that children who received

two years of individual keyboard instruction scored higher on a standardized arithmetic

test than children in the control, including a group that received computer instruction

exclude possible Hawthorne effect. Children in the group who received singing instruction

scored higher than those in the controlled group. Children who received instruction on

rhythm performed best on a mathematical reasoning task.

Catteral (2002) discovered that music students were far more likely to achieve the

highest levels of proficiency in math tests that those non-music students. The music

students did not only score higher in math than those non music students but also better

than the average of all students. The positive effects of instrumental music instruction also

increased from 8th to 10th grades. The study revealed that 21% of grade 8 music students

from low socio-economic status households scored high in math compared to 11% of non-

music students from the same low-income households. In grade 12, these figures were

33% and 16%, respectively.

The study of Graziano et al (1999) found that music instruction can also affect

certain mathematical abilities. The researchers compared the proportional reasoning

scores of several groups of 136 children in total aging from 7 to 9 years old. One group

received computer-generated spatial-temporal training alone and another group received

the same spatial-temporal training coupled with piano keyboard instruction. Findings

showed that both groups scored higher than a control group, the group that included piano

training scored significantly higher than the group that did not.

The studies of Rauscher and LeMieux (2003), Catteral (2002) and Graciano et al

(1999) utilized music instruction and found music as an effective tool in achieving better
 27

performance in mathematics. All these studies applied music to motivate students to learn

and excel in mathematics abilities. The present study will also apply music to assess and

enhance learning and motivate student to perform better in mathematics.

Several scientific studies have been done in hopes of proving the hypothesis that

involvement in a regular dance program increases achievement in verbal areas. such as

Reading and Language Arts. Seham (1997) structured an experiment on the effect of

dance in Reading and Language Arts. It was found out that students involved in the dance

“intervention” showed significant gains in their grades in Reading, Language Arts, and

Spelling. It was evident that the group that participated in the dance program had a clear

advantage over the control group. Seham’s (1997) experiment also found that the students

involved in the dance program made significant gains in their Math grades (56), and had

improved standardized test scores in the areas of Math Concepts, Problem Solving, and

Math Total (74), when compared to the control group. The present study would like to

know if dance, as one for of performing arts, can significantly affect students’ achievement

when used in assessing mathematics learning.

Several studies have also established the positive effect of integrating drama into

education. Sengün and Iskenderoglu (2010) investigated the effect of creative drama

studies in mathematics education. The researchers of these studies proved that

mathematics instruction with creative drama method has positive effects on student

achievement, attitude and creativity. Saab (1987) examined the effects of drama-based

mathematics instruction on sixth graders compared to textbook mathematics instruction

and the results showed a significant increase in mathematics achievement [15]. Duatepe

and Ubuz (2002) pointed out that drama-based mathematical instruction appears to have

a significant effect on students' geometry achievement compared to the traditional

teaching, promoting students" imagination by improvising a concept or an event and

helping them to experience all aspects of the concepts.

 28

The study of Sengün and Iskenderoglu (2010), Saab (1987) and Dautepe and

Ubuz (2002) is related to the present study for it seeks to find the effect of drama, as one

form of performing arts, on students’ mathematics achievement when used as

assessment.

The study of De la Cruz (1995) reported that children with learning disabilities who

participated in a creative drama program showed enhanced social skills, including

courtesy to others, greater self-control, the ability to focus and social compliance. The

present study wants also to know the effect of drama in enhancing mathematics skill.

Synthesis of the State-of-the-Art

According to Grigg, Kelly, Gamoran, and Borman (2013, cited in Magayon and

Tan, 2011), teaching practice influences students’ achievement. Ghazalia, Othmanb,

Aliasc, and Salehd (2010) added that teaching practice appropriately connects procedural

understanding to conceptual understanding. This means that the more effective the

instruction that is used by the teacher, the greater the understanding and engagement are

the students in learning. But to determine whether learning takes place inside the

classroom, assessment should be done.

Airasian and Russell () and McMillan (2001) discussed on the two categories of

assessment: traditional and alternative. Traditional assessment involves that paper-and-

pencil tests, while the alternative assessment is a substitute for traditional assessment.

Performance-based assessment is one type of alternative assessment. According to

Norris (2009) performance-based assessment fulfills three essential roles: (1) Giving

formative or diagnostic feedback to the learners and teachers, (2) allowing summative

decisions that indicate the targeted learning outcomes, (3) and increasing the awareness

of the learners. Performance based assessment balances discovery and procedure.

 29

Performance-based assessment is considered as one of the best assessment techniques

in measuring the development of 21st century students’ skills than traditional assessment.

21st century skills, also known as the 4C’s skills, are (a) critical thinking, (b)

communication, (c) collaboration, and (d) creativity (NEA, 2010). Critical thinking

empowers students to discover the truth in assertions, especially when it comes to

separating fact from opinion. Communication skills include both understanding what

is being communicated and effectively expressing an idea or concept. Collaboration

is defined as working flexibly, effectively, and equitably with others in order to accomplish

a shared task. Creativity allows students to embrace their inner strengths from big-picture

planning to meticulous organization.

The performing arts in education provides students with the opportunity to engage

the mind, the body and emotions into a collaborative expression of all that it means to be

human. Through study and performance, students explore and present great themes and

ideas. Merriam Webster Dictionary defined performing arts as forms of creative activity

that are performed in front of an audience, such as music, dance and drama. Participating

in performing-arts programs helps students develop a stronger sense of individualism,

self-reflection and self-esteem. Participating in these activities helps them learn to commit

to a task; prepare themselves emotionally, physically and mentally; and work toward the

goals of mastering and sharing their skills (Morgan, 2006).

Gap Bridged by the Study

Insights gathered from the related literatures and studies revealed similarities and

relatedness to this study. The literatures and studies have already established the

importance of implementing quality performance tasks to students in order to attain its

short and long-term educational goals. However, upon analysis, from the cited studies,
 30

none has been done on the effects of performing arts as an assessment in Mathematics

7 on the lessons on Integers and Rational Numbers. Most of the studies presented used

either descriptive or quasi-experimental design. As far as what the researcher had read,

no study was found to use both qualitative and quantitative methods which featured the

performing arts presented by the students and the analysis of the expected outcomes.

Researchers suggest that there should be more studies to be done on assessing

teaching learning process and to undertake different types of assessment methods that

will best measure the learning of the students. Authentic assessment and performance

assessment are said to be effective as proven by other studies. This study would want to

determine the effectiveness of performing arts as an assessment to students’ learning.

Hence, the researcher is so optimistic that this study would suffice to the need for

responses on the doubts whether this strategy in assessment is effective.

Theoretical Framework

This study is anchored on the following theories.

Theory of Multiple Intelligences was presented by Howard Gardner in 1983. This

theory suggests different forms of intelligences that vary from one person to another.

Gardner identifies nine intelligences: (a) Visual/Spatial, (b) Verbal/Linguistic, (c)

Mathematical/Logical, (d) Bodily/Kinesthetic, (e) Musical/Rhythmic, (f) Intrapersonal, (g)

Interpersonal, (h) Naturalist and (i) Existentialist. In the 1980’s, only seven were identified;

the last two were only named recently (McKenzie, 1999). This theory encourages teachers

to consider various intelligences when planning curriculum and teaching contents. Studies

that investigate the use of MI curriculum report higher student achievement result of the

integrated approach (Drake, 1998). Wood (2001), an author on integration instruction,

supports the alignment of integrated curriculum and the MI theory.

 31

This study is also anchored on Constructivism Theory. In this, students have to

construct their own learning from what their teachers and peers give them.

Constructivism is an approach to teaching and learning based on the premise that

cognition (learning) is the result of "mental construction." In other words, students learn by

fitting new information together with what they already know. In the classroom,

constructivism means encouraging students to use active techniques to create more

knowledge and then to reflect on and talk about what they are doing and how they

understand something. Teachers should make sure that students understand preexisting

conceptions and guide through activities that help them construct their own learning

(Oliver, 2000).

Active learning which is based on the theory of learning constructivism is also used

in this study. Guided by four principles – learners construct their own meaning; new

learning build on prior knowledge; learning is enhanced by social interaction; and learning

develops through “authentic” tasks – constructivist learning moves from experience to

knowledge and not the other way around (Morris, 2008).

Social Development Theory is also involved in this study. Social Development

Theory posits that the social interactions made by a student-learner precede

development, consciousness and cognition. Hypothesizing that cognition and

development is the end product of socialization and social behaviors. This theory posits

the following ideas: (1) Social interaction plays a fundamental role in the process of

cognitive development. (2) The More Knowledgeable other (MKO). The MKO refers to

anyone who has a better understanding or a higher ability level than the learner, with

respect to a particular task, process, or concept. (3) The Zone of Proximal Development

(ZPD). The ZPD is the distance between a student’s ability to perform a task under adult

guidance and/or with peer collaboration and the student’s ability on solving the problem

independently.
 32

Figure 1 depicts the theoretical framework of the study. In this study, assessment

as learning is used to assess students’ learning. Assessment as learning is using

assessment as a part of the process of learning and it develops and supports students’

metacognitive skills. To assess students’ learning, performing arts will be used in the

assessment of the lesson. Utilization of performing arts promotes the enhancement of

some of the intelligences mention in the Multiple Intelligence theory because students

will perform music, dance, and drama to demonstrate their learning. Students will create

performances from the concepts that they have learned in the lesson. This applies the

concept of the Constructivism theory because students will construct their understanding

by creating, songs, dance, and plays that present the concepts learned and will show

whether they perceived or understand the lessons correctly. Students will learn to make

sense of information, relate it to existing knowledge and use it for new learning. In this,

students develop a sense of ownership and efficacy of learning which will help them to

become lifelong learners. Active learning also provides students an avenue for meaningful

and effective learning. As students engage in authentic tasks, students will actively

participate in the class discussion and assessment of the lesson. Students are required to

learn the concepts in order to create their own understanding and apply it to their

performances. Lastly, social development theory will also guide students towards effective

learning since group interactions are involved. These interactions will develop students’

skills on communication and collaboration, and other skills such as critical thinking and

creativity. These skills are important not just in students’ learning but also in future

endeavor of the students.

 33

Interpretation of
Information and
Construction of own
Understanding

Socialization:
Multiple Intelligences Communication and
Collaboration

Performing Arts

Students’ Learning

Figure 1. Theoretical Paradigm

 34

Conceptual Framework

In the 21st century classroom setting, students must be exposed to meaningful

learning opportunities. Teaching strategies, styles, methods, and approaches must

therefore be student-centered. To examine whether learning takes place, assessment

should be done. For learning to be valid and authentic, assessment should not only focus

on the traditional assessment. Educators can use alternative assessment such as

performance-based assessment.

The conceptual framework provides an overview on how the study will achieve its

desired end. The focus of this study is to determine the effect of implementing performing

arts as an assessment in Grade 7 Mathematics. As shown in figure 2, the conceptual

paradigm, lessons in Mathematics 7 were developed with performing arts as an

assessment. During the assessment of the lesson, students will perform music, dance,

and drama to demonstrate what they have learned in the lesson. Mathematics concepts

must be evident in the outputs and performances created by the students and must be

coherent and consisted with the objectives of the lesson. The researcher believes that

these processes will contribute to the sought-after improvement of the conceptual

understanding, 21st century skills (communication, collaboration, critical thinking, and

creativity) and motivation in learning mathematics by the Grade 7 students. The pretest

and posttest results were used to measure the conceptual understanding of the students.

Teacher-observers’ remarks and students’ journal entries were used to evaluate and

identify effects of performing arts to students’ 21st century skills and motivation in learning

mathematics.
 35

Effects of
Performing
Arts to
Students’:
Developed Mathematics
Lessons Performing
Arts Concepts
with Evident in * Conceptual
Performing Created by
the Created Understanding
Arts as an the
Students Performing * 21st Century
Assessment Arts Skills
* Motivation in
learning
Mathematics

Figure 2. Conceptual Paradigm

 36

Definition of terms

Below are terms used in this study which have been operationally and conceptually

defined to bring about the clarity on its significance to this study.

Performing Arts. Forms of creative activity that are performed in front of an

audience. In this study, it is used as an assessment as learning in mathematics 7.

a. Music. Vocal or instrumental sounds (or both) combined in such a way as to

produce beauty of form, harmony, and expression of emotion. In this study, it

is one of the performing arts that will be performed by the students during

assessments.

b. Dance. Series of movements that match the speed and rhythm of a

piece of music. In this study, it is one of the performing arts that will be

performed by the students during assessments.

c. Drama. Portrayal of fictional or non-fictional events through the performance

of written dialog. In this study, it is one of the performing arts that will be

performed by the students during assessments.

Assessment. As stated in the DepEd memo 8 series of 2015, is a process that is

used to keep track of learners’ progress in relation to learning standards and in the

development of 21st century skills; to promote reflection and personal accountability

among students about their own learning; and to provide bases for the profiling of student

performance on the learning competencies and standards of the curriculum. In this study,

assessment refers to the process that is used to gather and discuss information from

different groups/sources to develop a deep understanding of what students know,

understand and can do with their knowledge as a result of their learning experience.

Effect. It is something that inevitably follows an antecedent such as a cause or

agent (Merriam Webster n.d). In this study, effect will be used as the determiner if the
 37

developed lessons on performing arts as an assessment helped the students improve

their conceptual understanding, 21st century skills, and motivation in learning.

Conceptual Understanding. Conceptual understanding is the basic skills that

includes knowledge acquisition and understanding of various facts, concepts, theories,

genera notion or idea (Omari & Chen, 2016). In this study, it is the ability of the students

to comprehend important concepts on integers and rational numbers (fractions and

decimals). It will be illustrated by the resulting pretest and posttest scores in Mathematics

of the Grade 7 high school students. Furthermore, it will serve as a guide and indicator of

the effect of performing arts as an assessment.

21st Century Skills. The implementation of critical thinking, communication,

collaboration, and creativity in learning. (Saavedra & Opfer, 2012). In this study, the

concept of the 21st century skills (4C’s) was the same. The researcher will determine the

effect of performing arts as an assessment in developing or enhancing the 4C’s

incorporated in collaborative assessments.

Critical thinking. Problem solving where students are able to move beyond lower

order thinking and engage in much deeper and applicable thought which can be applied

to the real world (Saavedra & Opfer, 2012). In this study, it was referred to as one of the

21st century skills in learning. The researcher will determine the effect of Performing Arts

as an assessment as learning on critical thinking skills of students through the concepts

that are evident in their performance output.

Communication. The exchange of information that primarily focuses in writing and

composition including grammar and punctuation, as well as oral speech (Breslow, 2015).

In this study, it is referred to as one of the 21st century skills in learning. In this study, the

researcher will determine the effect of Performing Arts as an assessment as learning on

communication skills of students through expressing ideas and performing their group

presentation.
 38

Collaboration. The use of communicative skills to accomplish a common goal

through productive communication, respect for other, and teamwork while generating

ideas together (Bell, 2010). In this study, it is referred to as one of the 21 st century skills in

learning. In this study, the researcher will determine the effect of Performing Arts as an

assessment as learning on collaboration skills of students through brainstorming or

sharing their ideas about the tasks in group activities.

Creativity. A process and/or product and is generally thought of as production of

useful solutions to problems, or novel and effective ideas (Amabile, 1996, as referenced

by Henriksen et al., 2016). In this study, the researcher will determine the effect of

Performing Arts as an assessment as learning on creativity skills of students based from

their performance on the collaborative assessment.

Motivation. Motivation refers to driving influences from internal (intrinsic) or

external (extrinsic) forces that give students power to learn effectively. It is conceptualized

as an innate desire that drives individuals to participate in an activity because of the

satisfaction derived from it (Theobald, 2006). In this study, the researcher will determine

the effect of Performing Arts as an assessment on students’ motivation in learning based

from their interest and behavior towards Mathematics.

 39

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