ABSTRACT
This study identified the learners’ least mastered competencies in Statistics and Probability among Grade 8 learners of Libertad Integrated School, District of Banate, Iloilo, for the School Year 2025–2026. Using a descriptive research design, data were collected from sixty-eight (68) learners through the Rapid Mathematics Assessment administered at the beginning of the school year. The results revealed that learners had the most difficulty in the following competencies: posing problems from tabular data, solving problems on variability, determining the probability of compound events, and explaining claims based on data. These findings indicate gaps in learners’ analytical and problem-solving skills. Based on the results, the study recommends targeted instructional interventions to address these learning gaps and improve learners’ performance. Intervention strategies can be highly effective in addressing learning gaps and enhancing learners’ statistical literacy and problem-solving skills.
Keywords: Least Mastered Competencies, Statistics and Probability, Descriptive Research, Rapid Mathematics Assessment, Mathematics Education
INTRODUCTION
Background of the Study
Mastering lesson goals is essential in education because it ensures that students gain the knowledge, skills, and understanding needed for both academic achievement and real-life situations. These competencies serve as a guide for teachers in planning lessons and evaluating student progress. When students master a lesson, they feel more confident, work better on their own, and apply what they have learned to solve problems. Conversely, if students do not master basic skills, they develop "learning gaps" that hinder their future educational success.
Mathematics is considered a fundamental subject because it helps students develop critical thinking, logic, and analytical reasoning. However, many students struggle with specific concepts, such as fractions, integers, and decimals, which indicates the presence of "least mastered competencies" that require focused intervention (Albento, 2023). These challenges often stem from a lack of practice, insufficient foundational knowledge, or ineffective teaching methods.
The Philippines faces a significant challenge in mathematics education. In the 2022 PISA study, the country ranked 77th out of 81 countries, with 84% of students failing to reach basic proficiency levels. This performance gap highlights a widespread failure to master fundamental skills and emphasizes the urgency of improving instructional standards.
At Libertad Integrated School, identifying these least mastered skills is vital, as it allows teachers to determine specific learning gaps among students. By analyzing the results of the Rapid Mathematics Assessment (RMA) for Grade 8, teachers can pinpoint where students struggle and develop targeted instructional strategies. Research shows that identifying these competencies provides a necessary basis for creating intervention programs and specialized materials that help students improve their performance (Villaverde et al., 2024; Bondame, 2024).
Therefore, intervention programs are necessary to help students overcome learning difficulties and improve their mastery of statistics. These programs provide the remediation, reinforcement, and targeted instruction required to address specific needs. By identifying these gaps and implementing appropriate support, teachers can help students enhance their academic performance and achieve mastery of essential learning goals (Valeroso, 2025).
This study aimed to identify the least mastered competencies of learners in Statistics and Probability and to develop an appropriate intervention program. The findings may provide a basis for teachers to design effective instructional strategies, address learning deficiencies, and ultimately improve the quality of mathematics education.
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