LEAST LEARNED COMPETENCIES IN SCIENCE 6: INSTRUCTIONAL – BASED INTERVENTION PLAN
DOI:
https://doi.org/10.5281/zenodo.16059045Keywords:
Least Learned Competencies, Instructional-based Intervention, Science 6, Academic Performance, Competency Gaps, Inquiry-based Learning, Elementary Science Education, Table of SpecificationsAbstract
Science education in the Philippines plays a vital role in developing scientifically literate learners equipped to make informed decisions on societal, environmental, and health issues. Anchored on the Department of Education’s K to 12 curriculum, Science 6 emphasizes inquiry-based learning and competency development. However, mastery of these competencies remains a challenge, particularly in resource-limited settings. This study aimed to identify the least-learned competencies in science 6 among Grade Six students in the South Toledo District Elementary Schools during the First Grading Period of School Year 2024–2025, assess their impact on academic performance, and propose instructional-based interventions to address these gaps. The study assessed the Science performance of Grade 6 learners across nine public elementary schools in the South District of Toledo City. Results from the First and Second Grading Period examinations revealed that most students did not meet the expected proficiency levels, with most schools falling below the 75% mastery benchmark. The least learned competencies in both grading periods, including difficulties in understanding mixture separation techniques, organ system functions, and ecosystem interactions and conservation. These findings highlighted gaps in learners’ conceptual understanding and the need for targeted instructional interventions. To address this, a reteaching strategy using lesson exemplars was implemented. A significant improvement was recorded across all targeted competencies, as evidenced by a substantial reduction in incorrect responses and high t-test values. The results affirm the effectiveness of strategic reteaching in improving science performance and underscore the value of structured interventions in addressing persistent learning gaps.
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