ABSTRACT

    This study was conducted to develop and evaluate Integrative Performance Task Learning Materials utilizing GRASPS Model and SOLO Framework for Grade 5 English Learners in selected elementary schools in Marikina City. The researcher used a descriptive research design and applied purposive sampling to select 28 English teachers and 22 expert respondents from six public elementary schools in Marikina City. The English teachers and expert respondents evaluated the developed materials as Highly Acceptable with both grand weighted means of 3.99. There is no significant difference between the evaluation of two groups of respondents. The developed learning materials are highly considered quality instructional materials by the two groups of respondents though with few comments and suggestions to further make the materials more interesting and more engaging. The concerned schools may adopt and integrate the said materials to help learners improve their mastery of English language and achieve higher levels of competency while promoting learning experiences, task-based learning, and meaningful practice.

KEYWORDS

Authentic, GRASPS Model, Performance Task, SOLO Framework, Task-based Learning

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