Learning Competencies and Academic Performance in Science Among Grade 9 Learners in Misamis Oriental General Comprehensive High Schoo
DOI:
https://doi.org/10.54536/ajelps.v2i2.6547Keywords:
Academic Performance, Modular Learning, Most Essential Learning Competencies, Science Education, Self-Learning ModulesAbstract
This research aimed to investigate the relationship between the level of learned competencies in the Most Essential Learning Competencies (MELCs) and the grade 9 students’ performance in the field of Science at Misamis Oriental General Comprehensive High School. It evaluated students’ competence mastery in Biology and Chemistry, compared their performance across 2 semesterly grading rounds, and examined whether there was any significant correlation between them. The research design adopted was a descriptive-correlational research design with a quantitative approach as a study that involved 946 Grade 9 students. The competency levels of learners were assessed through DepEd MELC-based 10-item posttests, whereas academic performance was graded based on the scores of their grading period. Descriptive statistics and Pearson product-moment correlation were used to generate the data analysis. Findings indicated that the performance of learned competencies and academic performance had a very strong and statistically significant positive correlation (r=0.989r=0.989, p<0.05p<0.05). It means that the mastery of competency is positively linked to improved academic achievements in the field of science. The conclusion of the study is that better mastery of MELCs by the students would greatly result in the improvement of their academic results in the field of science. As it is suggested, the quality of Self-Learning Modules should be reinforced, and the instructional support should be intensified to maximize learning gains.
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