Impact of Performance-Based Learning on English Language Communication and Teamwork Skills among Secondary School Students in Kerala

Abstract

This study examines whether performance-based learning enhances English Language Communication Skills and Teamwork Skills among secondary-school students in Kerala compared with conventional instruction. A quasi-experimental pre-test–post-test non-equivalent groups design was implemented in a secondary school in Thiruvananthapuram, using two investigator-developed instruments—the English Language Communication Skills Test and the Teamwork Skills Test—to generate classroom-embedded evidence from authentic tasks and calibrated rubrics. Group comparisons employed analysis of covariance, with all analyses conducted in EDUSTAT as the statistical environment. Results indicate a clear advantage for performance-based learning on both outcomes. The findings support the integration of authentic performance tasks, explicit analytic criteria, and structured collaboration routines into regular instruction to strengthen communicative competence and teamwork.