Asian Journal of Education and Social Studies

This study aimed to investigate the efficacy of Task Cards as an alternative teaching scheme for science in a multigrade setting, specifically at Malabanig Elementary School. Employing a descriptive approach, a one-group pre-test and post-test activity was conducted to assess the impact of Task Cards.Descriptive statistics like frequency, percentage, mean and standard deviation were used on performance of the multigrade pupils before and after using the task cards in science 3 and 4 using the scale:The results indicate a notable enhancement in academic performance among both Grade 3 and Grade 4 learners in science. Remarkable improvements were observed from the 3rd quarter across both grades, affirming the effectiveness of Task Cards in facilitating learning outcomes. These findings underscore the significance of the teaching strategies employed, coupled with the successful implementation of Task Cards, in fostering academic progress in Science for Grade 3 and Grade 4 pupils at Malabanig Elementary School. It is recommended that teachers continue to identify areas for improvement and adapt teaching strategies accordingly, thereby sustaining and amplifying the positive impact of using Task Cards on student learning.

This significant improvement in the performance of Multigrade pupils in science 3 and Science 4 after the implementation of task cards highlights that this teaching strategy effectively boosts learning outcomes by making lessons more engaging, interactive, and conducive to better comprehension and retention of scientific concepts during the Third Quarter.

Thus, the result of the study highlights the improvement in the performance level of the learners using the task cards indicating their academic development.