Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7133956, ISSN 2822-4353

Research Article

Assessment of Learning Competencies in Mathematics: Basis for Contextualized

Instructional Material Development

Junie B. Biason*
For affiliations and correspondence, see the last page.

Abstract
This developmental research aimed to assess the learning competencies in mathematics as basis for contextualized
instructional material development. The respondents of the study were the 250 Grade VI learners in the District of
Lemery, Lemery, Iloilo, who were chosen using the stratified random sampling. The researcher-made instrument
was used to gather data. The instrument is a 45-item multiple choice test which was validated and reliability tested.
This study employed mean and percentage in data analysis. The results of the study revealed that topics under whole
numbers was in “approaching to mastery” level, number relations was in “developing” level, fractions was in
“frustration” level, decimals was in “developing” level, ratio, proportion, and percent was in “approaching to
mastery” level, geometry was in “developing” level, patterns and algebra was in “developing” level, topics related to
measurement was in “frustration” level, statistics and probability was in “developing” level. It was further found out
that the least mastered competency was in the topic related to fraction. It was concluded that learners performed best
in the topics related to whole numbers and underperformed in the topics related to fractions and measurement.
Contextualized instructional material was developed to improve the performance of the learners on the topics which
they found difficult. The evaluation of developed instructional material revealed “exemplary” in terms of content,
quality, usability, instructional design, and in over-all. It was further recommended that learners, teachers and school
administrator should collaborate with each other to address the problem in mastering the learning competencies in
mathematics.

Keywords: Mathematics, Learners, Least-Mastered, Learning Competency, Contextualized, Instructional Material

Introduction did not reach the 75% standard level. These showed a
very bleak picture of the academic standing of the
Mastering of learning competencies in mathematics is Philippines in mathematics.
one of the goals in education in the Philippines
(Curriculum Guide in Mathematics, 2016). It has been As observed in the school district by the researcher,
identified as one of the competencies essential for teachers were using books and instructional materials
personal fulfilment, active and productive citizenship, provided and made by the department. Teachers were
social belongingness and employability in the modern also engaged in continuing professional development
society. If learners do not acquire and possess these training. Despite these efforts, mathematics as a
much needed competencies for life, then inevitably subject was still difficult to learn. It was agreed on the
they will not possibly be very successful in personal result of the assessment conducted by the researcher
and professional life (Wisniowski, 2014 in Ganal, that the performance of the learners in mathematics in
2014). the district of Lemery was low.
But the results in local and international assessment in
mathematics showed that Philippines was behind One solution that the researcher envisioned was to
among other countries. Among countries in Asia and provide contextualized instructional material for the
Pacific, Philippines was underperformed using the teachers to use in teaching mathematics. Since, using
country’s test scores from 2013 (Cordero, 2018). Even contextualized concepts made the learners engage in
in the recent PISA results (2018), the Philippines the context which tends to achieve a high level of
ranked second to the lowest among 79 countries success rate (Valenzuela, 2018). It is believed in this
(Philippine Star, 2019). study that assisting pupils by addressing their learning
needs develops them holistically and become academic
In the National Achievement Test, the standardized performers.
test conducted in the country, performance in
mathematics revealed that in the year 2013 was Research Questions
66.32% and in the year 2014 was 68.82% (Wallit,
This study aimed to determine the level of mastery of
2016). Thought it did increase in the second year, it
Grade VI learners in learning competencies in
Mathematics V for S.Y. 2019-2020 in the District of

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Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7133956, ISSN 2822-4353
Research Article

Lemery. Specifically, it sought answers to the resistance on the part of students.

following questions:
Lee et al. (2015) was involved with 6 colleagues in a
1. What is the mastery level of Grade VI learners in self-study of a Professional Learning Community
learning competencies in Mathematics V in the (PLC) set within a university course. Within this PLC
District of Lemery? they sought to refine the assessment practices they
2. What is the least mastered learning competency of were using in their own classrooms. They focused on
Grade VI learners in Mathematics V in the District of developing questioning techniques by role playing
Lemery? questioning techniques, refining those techniques,
3. What instructional material can be made based on using the techniques with their own students in
the results of the study? interviews, and bringing back the results of the
conversations to the PLC. The group reported an
increased level of awareness of teacher-student
Literature Review dialogue.

Other professional learning activities that had positive

Related Studies
impacts on teachers’ assessment expertise and practice
include lesson study with a focus on assessment
Using Windschitl’s (2015) framework of four
(Intanate 2012), working with student work samples
categories of dilemmas—conceptual, pedagogical,
from formative assessment opportunities in teachers’
political, and cultural—to analyze their transcripts,
classrooms (Dempsey et al. 2015), and shifting from
Suurtamm and Koch describe the types of dilemmas merely feedback to formative feedback for teachers in
teachers face in changing assessment practices, based a Grade 1 classroom (Yamamoto 2012).
on their work with 42 teachers meeting on a regular
basis over 2 years. They see conceptual dilemmas in In another study using open-ended questions, it was
assessment occur as teachers seek to understand the found out that “getting the correct answer”, “getting
conceptual underpinnings of assessment and move the answer quickly” and “understanding the method
their thinking from seeing assessment as an event at concerned” were the three major indicators that
the end of a unit to assessment as ongoing and students put down for judgement of understanding.
embedded in instruction. Yet in another study by the use of episode writing,
“ability to solve mathematics problems”, “having the
Webb’s study (2012) focused on middle school correct answers”, “accurate and fast solution”, “ability
teachers working over a four-year period in a to apply to daily life situations”, “knowing the
professional learning situation to improve their underlying principle”, “understanding the procedure
classroom assessment practice. Teachers engaged in a and strategies”, “ability to clarify concepts”, “knowing
variety of collaborative activities, such as assessment the relationships among concepts” and “ability to
planning, and analysis of classroom tasks and student explain to others” were some of the indicators of
work. Teachers tried out the assessment ideas in their understanding as perceived by the students (Wong,
classes and brought back those experiences to the 2013, 2015).
group, thus providing authentic classroom
connections. The project demonstrated an increase in In a study conducted by Avong (2013), shortage of
teachers’ use of higher cognitive demand tasks qualified mathematics was judged to be the most
involving problem contexts. Webb suggested that contributing factor to poor performance by her
professional learning needed to challenge teachers’ participants in a study conducted in a remote in
prior conceptions of assessment as well as the way Kaduna state.
they saw mathematics.
In a study on the influence of district standardized
Marynowski’s study (2015) documented the work of testing on mathematics instruction for Grades 3 and 8
secondary mathematics teachers who were supported (Koch, 2013) it was reported that in two school
by a coach over one year as they worked on co- districts, the curriculum was aligned to test content; in
constructing formative assessment opportunities and a third district with an innovative mathematics
practices. One of the positive results was that teachers program, the district test had little influence on
noticed that students were held more accountable for mathematics instruction, but the program was in
their learning and were more engaged in the learning jeopardy because of decreasing computation scores.
process. Teachers appreciated the immediate feedback Kamii and Lewis (2011) also report a similar finding
about student learning but also some teachers noted of achievement testing in primary mathematics as

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Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7133956, ISSN 2822-4353
Research Article

perpetuating lower-order thinking. According to an understand mathematical problems and solve them
achievement test, traditional instruction produced successfully. Students were more engaged with
results as good as or better than, a constructivist context around the mathematical problems which lead
program in second grade. to the high success rate of the teaching and learning
process. Moreover, the recommendation focused on
Adora (2017) found out poor Mathematics pedagogical practices to assist students in learning
Performance of Grade Six pupils in National Mathematics through a contextualized curriculum, and
Achievement Test. A total of 335 pupils who took the gaining an understanding of how students construct
test in each year (from 2010-2012) served as knowledge.
respondents of the study. Results revealed that the
most learned Competencies were topics related to
Geometry (identifying polygons) and topics related to Methodology
Statistics and Probability (interpreting data presented
in a line graph). Meanwhile, the least learned
Research Design
mathematics competencies were the topics related to
Measurement (solving word problems involving
This study used Developmental Research Design.
measurements of solid prism, and finding rates and
Hence, according to Richey & Klein, 2007,
measurement of surface area of a triangle).
developmental research is a systematic study of
Furthermore, pupils tend to get a wrong answer on the
design, development and evaluation processes with the
word problem questions. The results served as inputs
aim of establishing an empirical basis for the creation
in developing workbook.
of instructional and non-instructional products and
Similarly, Juanday (2017) conducted the study to tools and new or enhanced models that govern their
determine the recurring least mastered competencies development. It involves phases as outline of the
from the perspective of NAT takers in the public study.
elementary schools of South Cotabato City Divison.
Three Hundred Seventy pupils were taken from the This investigation involved different processes in
total population who took the test. The results revealed developing localized instructional materials to be used
that in Mathematics, topics related to Measurement in uplifting mastery in learning competencies in
were identified as the least mastered competencies Mathematics. The material was based on the least-
(solving word problems involving measurement of mastered competencies from the assessment results to
surface area-trapezoid, solving word problems Grade VI pupils in the District of Lemery, Iloilo.
involving measurement of solid prism, and solving
Respondents of the Study
word problems involving measurement of surface
area-triangle. Three themes were derived out from the
The respondents of the study were the 250 Grade VI
results which generally expressed the causes of the
learners enrolled in the District of Lemery taken from
recurring least mastered competencies: first, ensuring
the population of 654 enrolees, school year 2019-2020
learning done by the subject teacher through her
through stratified random sampling which is a method
explanation of the topic presented, Second, the pupils’
of sampling which come from Almiñana Elementary
interest, and lastly, pupils’ comprehension.
School (20 learners or 8%), Bantegui Elementary
Buenceso (2015) found out that out of 31 learning School (10 learners or 4%), Benjamin Aguilar
competencies related to fraction, 28 competencies Elementary School (15 learners or 6%), Concepcion
were identified as non-mastered. Out of those 28 non- Juanillo Memorial Elementary School (35 learners or
mastered competencies, 9 learning competencies were 14%), Cristito Lapating Memorial Elementary School
about solving word problems. This means that one of (30 learners or 12%), Gerongan Elementary School
the most difficult learning competencies on fractions is (10 learners or 4%), Jose Almiñana Memorial
solving word problems. Elementary School (68 learners or 27%), Muyco
Integrated School (18 learners or 7%), Omio
On the research conducted by Valenzuela (2018), Elementary School (5 learners or 2%), Pontoc
which provided an understanding of how students Elementary School (12 learners or 5%), Sepanton
con struct m ath em atical k nowledge via a Elementary School (12 learners or 5%), and Velasco
contextualized curriculum. He found out that Integrated School (15 learners or 6%).
contextualization is effective. The effectiveness was
illustrated through the student’s ability to better Data Gathering Instrument

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Research Article

This study used a researcher-made test which is 45-

item multiple choice type covering the 9 learning
content of Grade V Mathematics Curriculum: whole
numbers, number relations, fractions, decimals, ratio,
proportion, and percent, geometry, patterns and
algebra, measurement and, statistics and probability. It
has undergone a validity testing among five experts in (M-1.276) with percentage of correct response of
both research and field of mathematics and reliability 31.90%, Developing level in decimals (M-2.432) with
tested to 30 learners who were not respondents. The percentage of correct response of 40.53%,
instrument got 0.777 Cronbach’s alpha which made it Approaching to Mastery level in ratio, proportion and
reliable. The researcher used the following scale on the percent (M-2.532) with percentage of correct response
percentage of correct response to determine the of 60.30%, Developing level in geometry (M-2.288)
mastery level in each competency. with percentage of correct response of 45.76%,
Developing level in patterns and algebra (M-2.564)
Data Gathering Procedure with percentage of correct response of 51.28%,
Frustration level in measurement (M-2.004) with
The researcher sought permission addressed to Public
percentage of correct response of 33.40%, and
Schools District Supervisor of District of Lemery.
Developing level in statistics and probability (M-
This letter was forwarded to the 12 public elementary
2.232) with percentage of correct response of 55.80%.
school heads allowing the researcher to utilize the
selected Grade VI learners. The Grade VI learners
The results showed that topics under word problems
answered multiple choice test breakdown into; 5-item
was the most learned competency, topics involving
for Whole Numbers, 6-item for Number Relations, 4-
ratio, proportion and percent was on approaching to
item for Fractions, 6-item for Decimals, 4-item for
mastery level, topics in patterns and algebra, and
Ratio, Proportion and Percent, 5-item for Geometry, 5-
statistics and probability were on the average level of
item for Patterns and Algebra, 6-item for
mastery, topics involving number relations, decimals,
measurement, and 4-item for Statistics and Probability.
and geometry were nearly non-mastered competencies,
The researcher then analysed, interpreted, and
and topics involving fractions and measurement did
tabulated the gathered data.
not meet expectations or not mastered competencies.
In developing the contextualized instructional material, This meant that learners found it difficult to solve
the researcher identified the least-mastered problems involving fractions and measurement.
competency based on the result. The topics under the
This result agreed on the study of Juanday (2017)
least-mastered competency served as basis in crafting
which shows that topics on measurements were found
the instructional material. The crafted instructional
out as the least-mastered competencies in
material had undergone series of evaluation, from
Mathematics. Moreover, Buenceso (2018) found out
content, grammar, and the contextualized term done by
that the most of the topics related to fraction were the
panel of experts.
least-learned competencies and considered as the most
difficult topics specifically the topics related to solving
Results and Discussion word problems involving fractions. Adora (2017)in her
study, also identified that that the non-mastered
competencies were topics related to Measurement.
Mastery level of each learning competency of Topics in geometry and statistics and probability may
Grade VI learners in mathematics V in the District not be mastered nor non-mastered topics. Table
of Lemery 1 shows the data.

Mean and percentage were used to determine the

mastery level of each learning competency of Grade
VI learners in mathematics V in the district of Lemery.
The results revealed Approaching to Mastery in whole
numbers (M-3.844) with the percentage of correct
response of 76.88%, Developing level in number
relations (M-2.864) with percentage of correct
response of 47.73%, Frustration level in fraction

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Table 2. Least Mastered Learning Competency of

Grade VI Learners in Mathematics V in the District of
Lemery

Table 1. Mastery Level of Each Learning

Competency of Grade VI Learners in Mathematics V

Contextualized instructional material made based

on the results of the study

The results of the study revealed that fraction was least

mastered competency in mathematics V in the District
Least mastered learning competency of Grade VI
of Lemery. Based on the results, the research opted to
learners in mathematics V in the District of Lemery develop a contextualized instructional material.

Rank was used in determining the least mastered A c c o r d in g to Mo u raz and Leite (2 0 1 3 ),
learning competency in mathematics V in the District contextualization is a prerequisite in addressing the
of Lemery. The result showed that whole numbers was content and organization of activities to be undertaken
on the first rank, followed by ratio, proportion, and in the classroom. Students’ engagement in their
percent on the second rank, then statistics and schoolwork increases significantly when they are
probability on the third rank, followed by patterns and taught, why they are learning the concepts and how
algebra on the fourth rank, then number relations on those concepts can be used in real-world contexts.
the fifth rank, geometry on sixth rank, decimals on the Valenzuela (2018) found out that students construct
seventh rank, measurement on the eighth rand, and the mathematical knowledge via contextualized
last, fraction on the ninth rank. curriculum. The effectiveness was illustrated through
the students’ ability to better understand mathematical
Furthermore, fraction was the least mastered
problems and solve them successfully. Students were
competency with the Percentage of Correct
more engaged in the context around the mathematical
Response-31.90%. This meant that learners did not
problems which lead to high success rate in
meet the expected level when it comes to the topics
m a t h e m a t ic s cla ss es t h ro u g h the use of
related to fractions. The indication of the percentage of
contex tualization .
correct response meant that learners had the lowest
tendency of getting the correct answer on the problems In this case, the researcher made an instructional
related to fraction. The results agreed on the study of material based in the context of the culture and
Buenceso (2018) which said that most of the pupils livelihood of the people in Lemery, Iloilo. Since, most
were underperformed and not mastered most of the of the people engaged in agricultural industry, each
topics related to fraction. Table 2 shows the results. topic was applied to farming. The use of agricultural
products and other scenario related to the daily
activities of the farmer were used as example.

Developing the material involves different phases.

Assessment Phase, A test was conducted to Grade VI
pupils in the district of Lemery which involves the
topics under the 9 learning content of Grade V

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Research Article

curriculum. This is to determine which competencies Based on f i n d in g s and c o n c l u s i o n s , the

did the learners failed to master. recommendations below are advanced:The learners as
center of educative processes may consider themselves
In Developing Phase, the use of contextualized terms as contributing factors in improving themselves. They
as subject of the problem was used in engagement need to put attention and interest on the topics and
activities and application of skills. Learners best learn activities given by the teachers. Mathematics teachers
the topic if they usually seen in in their environment. give attention on delivering the topics. It is strongly
Thus, integrating it in word problems was best in order recommended that they may use contextualized
to easily solve it. In Evaluation Phase, three experts instructional materials to ensure better understanding
who are major in the field of mathematics and two among students. Teachers may use varied teaching
subject teachers handling the subject for more than ten techn iques to make it simpler and easy to
years were tasked to evaluate the face and internal understand.School administrators- District Supervisors
component of the module. The result showed and School Heads may give directives to teachers and
Exemplary as to the Content of the Module provide technical support, organizing a seminar on
(Mean:5.00), Exemplary in terms of the Quality different strategies of teaching the least mastered
(Mean:4.60), Exemplary in terms of Usability competencies, providing trainings to teachers about
(Mean:5.00), Exemplary based on its instructional contextualization of the topics. Future researchers may
design (Mean:4.80), and in general the module is be recommended to further research on areas
Exemplary (Mean:4.85). Table 3 showed the data. uncovered in this study.

Table 3. Evaluation of Instructional Material Areas for further research: (1) The Effects of Schema-
Based Instruction on Solving Mathematics Word
Problems. (2) Problems and Difficulties in Dealing
with Fractions: Basis for Remediation Program
Development. (3) Self-Efficacy, Anxiety and
Mathematical Fluency of the Learners in Mathematics.

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