2026 IJRSE – Volume 15 Issue 19
Available Online: 10 August 2026
Author/s:
De Mesa, Alvin R.*
Leyte Normal University, Philippines (ar_demesa@ymail.com)
Ramirez, Jonathan Jr. R.
Eastern Visayas State University, Philippines (jonathan.ramirezjr@evsu.edu.ph)
Abstract:
Assessment remains instrumental in measuring students’ learning acquisition and informing teachers’ instructional decisions. As one of the fundamental components of the teaching–learning process, assessment contributes to the delivery of inclusive, equitable, and quality education in pursuit of the United Nations Sustainable Development Goals (SDGs), specifically Quality Education (SDG 4). In solidarity with this goal, this study was conducted to describe the students’ preferences for assessment methods, such as traditional and authentic assessments, and examine its relationship with academic performance in Araling Panlipunan 10. To address these problems, a descriptive–correlational research design was used as the operational blueprint of the study, and survey questionnaires on a 5-point Likert scale were administered to the forty (40) Grade 10 students selected through disproportionate stratified random sampling. Furthermore, the data were analyzed using descriptive statistical measures, particularly the weighted mean and standard deviation, and an inferential statistical test like the Pearson’s correlation coefficient (r). As a result, the findings revealed that the students expressed favorable preferences for both assessment methods, where traditional assessment was marginally higher than authentic assessment, with a negligible 0.01 difference. On the other hand, the correlation analysis between students’ assessment preferences and academic performance showed no statistically significant relationship, thus suggesting that the former is not a sufficient predictor of the latter. Ultimately, the results led to the formulation of recommendations contextualized based on the findings, such as adopting a balanced, competency-based, and evidence-oriented approach to classroom assessment while being responsive to the diverse students’ assessment experiences.
Keywords: assessment methods, traditional assessment, authentic assessment, academic performance, Araling Panlipunan, descriptive–correlational
DOI: https://doi.org/10.5861/ijrse.2026.26370
Cite this article:
De Mesa, A. R., & Ramirez, J. J. R. (2026). Students’ preferences for assessment methods and academic performance in Araling Panlipunan 10: A descriptive-correlational research. International Journal of Research Studies in Education, 15(19), 125-135. https://doi.org/10.5861/ijrse.2026.26370
* Corresponding Author