English 2 Performance of Learners in a Public Elementary School in Manaoag, Pangasinan
DOI:
https://doi.org/10.5281/zenodo.22125553Keywords:
English 2 performance, Grade 2 learners, competency mastery, least mastered competencies, foundational literacy, PROJECT READ-ENHANCEAbstract
This descriptive-documentary and evaluative study examined the English 2 performance, competency mastery, and least mastered competencies of Grade 2 learners in Lipit Elementary School, Manaoag District I, Schools Division of Pangasinan II, during School Year 2025–2026, and used the findings as the basis for an instructional intervention program. The study included all 36 Grade 2 learners through total enumeration. Data were obtained from electronic class records, quarterly assessment results, and item-analysis reports and were analyzed using frequency, percentage, mean, standard deviation, kurtosis, and ranking through IBM SPSS Statistics. The learners’ quarterly mean grades were 84.92, 83.72, 84.22, and 84.47, with a final mean rating of 84.47 (SD = 7.09), which the thesis characterized as generally Very Satisfactory. Competency analysis showed an overall Moving Towards Mastery level in all four quarters: 72.07%, 71.46%, 72.26%, and 76.03%, respectively. Foundational competencies in phonological awareness, sight-word recognition, decoding, vocabulary, grammar, sentence structure, capitalization, and punctuation were generally stronger, whereas higher-order competencies in story and informational-text comprehension, discourse organization, sentence composition, and written response remained weak. Twelve least mastered competencies were identified, with mastery values ranging from 21.30% to 51.67% and an overall average of 33.88%, interpreted as Low Mastery. Based on these findings, PROJECT READ-ENHANCE was developed to provide targeted guided reading, phonics and fluency practice, vocabulary enrichment, sentence-building, story mapping, guided writing, differentiated remediation, formative assessment, and home-school support. The findings demonstrate the value of competency-level analysis in identifying learning gaps that may not be evident from quarterly grades alone and in guiding focused early-literacy intervention.
Downloads
References
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(6), 558–570.
Bacio, S. P., Jr. (2025). Identifying learners' least-mastered competencies in Filipino 11: A foundation for digital module development. International Journal of Information and Education Technology, 15(6), 1277–1288.
Balinas, E. S., & Sevilla, M. C. (2023). Competency-based assessment practices among public elementary school teachers. Philippine Social Science Journal, 6(2), 75–86.
Bete, M. B. (2025). Interventions for students with reading difficulties in Grades 4–12: A systematic review and meta-analysis. Educational Research Review, 51, Article 100758. https://doi.org/10.1016/j.edurev.2025.100758
Black, P., & Wiliam, D. (2021). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1–12.
Brookhart, S. M. (2022). Classroom assessment and grading that work. ASCD.
Cabardo, J. R. O. (2022). Mastery level of English learning competencies and academic achievement among elementary learners. International Journal of Educational Management and Development Studies, 3(1), 45–61.
Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 Basic Education Program. https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/
Department of Education. (2023a). MATATAG curriculum: Kindergarten, Grades 1, 4, and 7 curriculum guides. Department of Education.
Department of Education. (2023b). The revised K to 10 curriculum. Department of Education. https://www.deped.gov.ph
Gagno, L. C. (2022). Competency-based assessment practices in Philippine basic education. Philippine Social Science Journal, 5(3), 75–88.
Guskey, T. R. (2020). Get set, go! Creating successful grading and reporting systems. Solution Tree Press.
Guskey, T. R. (2021). On your mark: Challenging the conventions of grading and reporting. Solution Tree Press.
Heritage, M. (2021). Assessment for learning: Progress, prospects, and challenges. Harvard Education Press.
Kim, Y.-S. G., Park, Y., & Wagner, R. K. (2023). Supporting reading development through evidence-based literacy instruction. Reading Research Quarterly, 58(2), 205–226.
Lipit Elementary School. (2025). School English achievement records for School Years 2022–2023 to 2024–2025 [Unpublished school records].
Mangilala, R. M., & Nabua, E. B. (2025). Identifying learning gaps: A diagnostic chemistry test for secondary students. International Journal of Research and Innovation in Social Science.
Melitante, K. J. A., Nabua, E. B., Salic-Hairulla, M., Fernandez, M. J., & Rosales, V. (2025). Profiling least mastered competencies among Grade 11 non-STEM learners: A basis for targeted instructional intervention. International Journal of Research and Innovation in Social Science.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2023). PIRLS 2021 international results in reading. TIMSS & PIRLS International Study Center, Boston College.
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Pellegrino, J. W. (2021). Assessment of competencies for learning in the 21st century. In International encyclopedia of education (4th ed.). Elsevier.
Pua, B. R. (2021). Word reading, reading comprehension, and English performance among elementary pupils: Basis for designing intervention program. IOER International Multidisciplinary Research Journal, 3(4), 161–168.
Rivera, M. L., & Ramos, P. D. (2024). Mastery level of English learning competencies among Grade 2 learners in public elementary schools. Asia Pacific Journal of Educational Perspectives, 11(1), 28–41.
Scarborough, H. S. (2021). Connecting early language and literacy to later reading achievement. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3). Guilford Press.
SEA-PLM Secretariat. (2024). Southeast Asia Primary Learning Metrics: Regional report. SEAMEO & UNICEF.
Stufflebeam, D. L. (1971). The relevance of the CIPP evaluation model for educational accountability. Journal of Research and Development in Education, 5(1), 19–25.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
UNESCO. (2024). Global Education Monitoring Report 2024/25: Leadership in education. UNESCO Publishing.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
