Task-based learning: A framework for effective Filipino language instruction

This study aimed to assess the effectiveness of Task-Based Learning (TBL) in teaching the Filipino language to Grade 2 students using the ABAB single-subject experimental design. A total of twenty (20) learners from Anao Central Elementary School were studied, beginning with a pre-test to measure performance before the introduction of TBL. Following each phase of intervention and withdrawal, tests were administered again, resulting in four sets of data. The mean and standard deviation were used to summarize academic performance, while the paired-samples t-test (t = –6.88, df = 19, p < .001) served as the statistical basis for analyzing the pre- and post-test results. The findings revealed a significant increase in the mean score from 2.57 ("Satisfactory") under the traditional strategy to 3.87 ("Very Good") during the second TBL intervention. The line graph and trend analysis further supported the effectiveness of TBL in improving academic performance. Based on the findings, it is recommended that Task-Based Learning be continuously integrated into Filipino instruction to deepen students’ comprehension and skills.