A Descriptive-Correlational Study on the Mastery Level of Least Learned Competencies and Academic Performance of Grade 5 Learners in Araling Panlipunan at Mangagoy East Elementary School, Bislig City Division: Basis for a Contextualized Remediation Progra
DOI:
https://doi.org/10.5281/zenodo.21170597Keywords:
academic performance, Araling Panlipunan, contextualized remediation, item analysis, least learned competencies, mastery levelAbstract
This study determined the mastery level of least learned competencies and academic performance of Grade 5 learners in Araling Panlipunan at Mangagoy East Elementary School, Bislig City Division, as basis for a contextualized remediation program. A quantitative descriptive-correlational design using documentary analysis was employed. The study analyzed valid learner records from quarterly assessment results, item analysis, and report card grades. Frequency, percentage, mean percentage score, ranking, and Pearson product-moment correlation were used to treat the data. Findings showed that learners obtained an overall Mean Percentage Score of 68.35, interpreted as Nearly Proficient. The majority of learners were also classified as Nearly Proficient, while seven competencies were identified as least learned, with mastery percentages ranging from 29.27% to 43.90%, all interpreted as Low Mastery. The lowest mastery was recorded in identifying the origin of the Philippines based on science, folk knowledge, and religion. Despite these competency gaps, the learners' final academic performance in Araling Panlipunan was generally Very Satisfactory, with a final mean grade of 86.68. Pearson correlation analysis revealed a significant strong positive relationship between overall assessment MPS and final AP grade, r = 0.708, p < .001. The study concludes that mastery level is significantly associated with academic performance and that general grades may not fully show specific competency gaps. A contextualized remediation program is recommended to support reteaching, guided practice, localized examples, and assessment-based instructional intervention.
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