This study examined differences in the effectiveness of assessment strategies in the delivery of the Araling Panlipunan curriculum for grade 4 teachers. The research design used in this study was descriptive-comparative, aiming to explore and analyze differences in the effectiveness of curriculum delivery. There were 87 Grade 4 teachers in the study sample, out of a total population of 110 Grade 4 teachers. The findings revealed that the Grade 4 Araling Panlipunan teachers demonstrated varied use of assessment strategies, with performance-based assessments most frequently used. The extent of curriculum delivery effectiveness was found to be moderately extensive in terms of student learning outcomes and feedback responsiveness and extensive in terms of lesson adjustments, reflecting generally effective instructional practices with room for further enhancement. No significant difference was found in curriculum delivery effectiveness in terms of student learning outcomes, feedback responsiveness, and lesson adjustments when teachers were grouped according to the assessment strategy used. Post hoc analyses further revealed that none of the assessment strategies differed significantly from one another. Teachers may diversify their assessment strategies, consistently use feedback for instruction, and refine teaching practices to enhance curriculum delivery.
Liezel Desierto (2026) studied this question.