ABSTRACT
The descriptive study was conducted to find out the mastery of competencies in science of grade 9 learners as assessed by science teachers in the different public secondary and integrated schools in the fifth congressional district of Iloilo for the school year 2022-2023 as the basis for intervention program. A researcher-constructed questionnaire was used to gather the data from grade 9 science teachers from different integrated and secondary schools in the fifth district of Iloilo. Mean, Cronbach’s alpha, and ranking were used as statistical tools. Results showed that, as a whole in lowland school and in highland school, no competencies were reported as not mastered. However, students in island schools had not mastered competencies related to understanding carbon atom structure and bond formation. Meanwhile, students in small schools had not mastered competencies in understanding the quantum mechanical model, recognizing compounds based on properties, and inferring lifestyle effects on respiratory and circulatory systems. It is recommended to use the intervention program to address issues related to mastery of learning competencies in Science 9.
Keywords: Learning Competencies, Science, Intervention Program
INTRODUCTION
Science education strives to cultivate scientific literacy among students, equipping them to be knowledgeable and engaged citizens capable of making informed decisions about the practical implications of scientific advancements in different areas of society, environment, and health. Science curriculum equips learners with vital skills for the professional world and knowledge-driven society.
Teachers are confronted with persistent challenges in preparing learners for successful careers on a global scale and functional literacy in science. One of the prevalent issues in science education is students' difficulty in mastering content knowledge. This challenge emphasizes the importance of teachers providing students with the fundamental skills necessary for global competitiveness and functional literacy in science (Santos, 2021).
The Enhanced Basic Education Curriculum (EBEC), mandated by RA 10533, adopts the Spiral Progression Approach, focusing on mastering and retaining concepts and skills throughout the grade levels in Basic Education. This approach emphasizes the mastery level of cognitive competencies, including the understanding of facts necessary for teaching and learning science in the new Spiral Progression Approach (Ely, 2021). Mastery learning, an educational approach, posits that students should attain mastery of prerequisite knowledge and skills before progressing to more complex material (Hinton, 2021).
Internationally, the Philippines falls behind in science education quality (Millanes et al., 2017; Rogayan Jr. et al., 2019). Filipino students' low scores on PISA and TIMSS tests can be attributed to their poor performance. The Philippines needs to enhance science education since its average scientific literacy score is 357, which is much lower than the OECD average of 489 points (Palines, 2021).
Filipino graduates are anticipated to demonstrate proficiency in fundamental competencies, possess emotional maturity, exhibit social awareness, be proactive and engaged in public and civic affairs, be ready for the workforce or further education, be legally eligible for employment, and be competitive on a global scale (Obligar, 2020).
To this, the researcher has observed that in her school, learners have a hard time mastering the learning competencies. She posits that many challenges were encountered by her learners, resulting in their inefficiency in science. As such, conducting studies that may close the gap between the ideal learning competency achievable within a grade level and the current competence of learners is very important. This may ultimately lead to better educational outcomes for all students.
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