Least Learned Competencies in Grade 7 Science Students: Basis for Intervention

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LEAST LEARNED COMPETENCIES IN GRADE 7 SCIENCE STUDENTS:
BASIS FOR INTERVENTION
A Thesis
Presented to the Faculty of the College of Education
Negros Oriental State University Bayawan-Sta. Catalina Campus
In Partial Fulfillment
Of the Requirements for SPEC 17 (Research in Physics Education)
Bachelor of Secondary Education Major in Physical Science
By
Aimie R. Balaobao
Sarah Jane P. Dagodog
Kyle Lambert Melodia
Maila June P. Yala
Phoebe Sapepe
Nina Christine Zamora
December 2019
College of Education
Negros Oriental State University

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Republic of the Philippines
NEGROS ORIENTAL STATE UNIVERSITY
RA 9299 JUNE 25, 2004
Bayawan-Santa Catalina Campus
Bayawan City
APPROVAL SHEET
This thesis entitled Least Learned Competencies in Grade 7 Science Students: Basis for
Intervention Prepared by: Balaobao, Aimie R., Sapepe, Phoebe, Melodia Kyle Lambert, Zamora
Nina Christine, Yala, Malai June and Dagodog, Sarah Jane. In partial fulfillment of the subject
SPEC Physical Science 17A (Research in Physics Education) has been examined, recommended
and approved for oral examination.
THESIS COMMITTEE
LIZA J. CABALLERO, Ed.D.
Research Adviser
ALBERT C. ALBINA, Ph.D. JAMES Y. BALASABAS
Member Member
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of ______________.
LIZA J. CABALLERO, Ed.D.
Chairman
ALBERT C. ALBINA, Ph.D. ARNEL TURFO, Ph.D. IVAN CORDEVILLA
Member Member Member
Accepted and Approved in partial fulfillment of the subject SPEC Physical Science 17A
(Research in Physics Education).
JOEL P. LIMSON, Ph.D.
University President
Date Signed: _______________

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DEDICATION
This thesis is humbly dedicated to our parents and friends who continuously give us the
best kind of knowledge and who taught us that even the largest task can be accomplished if it is
done one step at a time. Finally, this is also dedicated to all those who believe in the richness of
learning.
To our CED family, for their encouragement, Research and Extension Office Staff for the
unending support and generous sharing of their knowledge.
Above all, to the Lord almighty, the author of life with all the knowledge and wisdom.

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Acknowledgment
The researchers are very grateful to the God Almighty for without His graces and
blessings, this study would not have been possible.
Immeasurable appreciation and deepest gratitude for the help and support are extended to
the following persons who in one way or another have contributed in making this study possible.
To the Almighty who gives us strength and guidance to conduct this study and for being
the source of all wisdom, goodness, mercy, and love.
To the Mother of the College of Teacher Education, Liza J. Caballero Ed.D., for sharing
her professional expertise and knowledge in designing the program needed in the study.
To Dr. Albert Albina, for his warmth and responsiveness in supporting our study.
To Dr. Arnel Yurfo, for his supporting ideas of our study.
To Mr. Ivan Cordevilla, for guiding and correcting our study.
To the researcher’s friends and classmates, who have unending morale support. Lastly, to
their parents, for the moral and financial support, guidance, prayers and untiring and
unconditional love.

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Abstract
The purpose of this research is to determine the top 3 least learned competencies in Grade
7 Science based on the recent DUTP questionnaire last year. This study focuses on 4 local
schools. It will be the regulating factor in getting the measurement of the different science
competencies among Junior High Grade 7 students of Sta-Bayawan. The selection of the schools
was based on the performance of the students that shows the result in every competition both
division and regional levels. Therefore, this study sees great importance in assessing the top 3
least learned competencies in curricula of the selected schools. There were two objectives raised
in this study. One of which was: what are the least learned competencies in Science of Grade 7
students from a selected school in Bayawan City and Municipality of Sta. Catalina and the other
one were which among the competencies are least learned. There were 200 respondents in this
study,50 respondents for each school. They were the sample students from Junior High School
Grade 7 in four selected schools of Sta-Bayawan who were enrolled during this school year
2019-2020. The researcher adopted the descriptive survey method using the DUTP questionnaire
as the main tool in measuring Least Learned Competencies of Grade 7 Science Students. The
data obtained were analyzed, interpreted and tabulated using the average of each competency
among the four schools. The result showed that the top 3 Least learned competencies among four
junior high school students of Sta-Bayawan are competency 2(Describe the motion of an object
in terms of distance or displacement, speed, or velocity, and acceleration), competency 4(Explain
different modes of heat transfer), and competency 7(Investigates the components of substance).
Moreover, the schools that have the highest least learned competencies of Grade 7 are both Enzo
Nicolai T. Teves High School and Cawitan High School. Thus these certain competencies will be

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the basis for interventions for teachers to synthesize. In this manner, teachers will be aware of
how to improve the competencies being used that would fit the learners learning strategies.

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Executive Summary
PROBLEMS FINDINGS CONCLUSION RECOMMENDATION
1. 1. What
are the
least
learned
competenci
es in
Science of
Grade 7
students
from
selected
schools in
Bayawan
City and
Municipali
ty of Sta.
Catalina?
BAYAWAN CITY
NAME OF
SCHOOL
LEAST
LEARNED
COMPETENCIES
Enzo
Nicolai T.
Teves High
School
Competency 7
Competency 2
Competency 4
Bayawan
City
Science
and
Technology
Education
Center
Competency 2
Competency 4
Competency 7
MUNICIPALITY OF STA.
CATALINA
NAME OF
SCHOOL
LEAST
LEARNED
COMPETENCIES
Cawitan
High
School
Competency 2
Competency 6
Competency 1
Sta.
Catalina
Science
High
School
Competency 4
Competency 2
Competency 7
The least
learned
competencies of
Junior High
School Grade 7
Science Students
of Bayawan City
are competency
7, competency
2, and
competency 4.
While the least
learned
competencies of
Municipality of
Sta. Catalina
Junior High
School Grade 7
Science Students
are competency
2, competency
6, competency
1, competency
4, and
competency 7.
These imply that
there are the
same
competencies
from both
schools that are
least learned by
the Grade 7
science
students .hence
these
competencies
should be
considered by
the teachers for
them to focus
and improve
their strategies
in teaching their
students.
Determination of the
least learned
competencies in science
Grade 7 Students should
be determined as early
as possible so that
school authorities can
make actions that focus
on developing the
students' knowledge in
these least learned
competencies in
Science.
2. Which The top 3 least learned competencies Thus, these three In implementing and

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among the
competenci
es are the
least
learned?
of three local schools of Sta-
Bayawan are competency 2,
competency 4, and competency 6.
top least learned
competencies of
both Sta-
Bayawan should
be given
interventions
and actions by
both schools and
teachers for the
improvement of
the school and
the learning of
the students as
well.
improving the science
curriculum School
heads and teachers must
be aware of these top
three least learned
competencies so that
they can monitor the
needs and the
competencies that
should be given
interventions to enhance
their knowledge and
skills.
TABLE OF CONTENTS

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Abstract……………………………………………………………………………………….….5
Executive Summary……………………………………………………………………………...7
Table of Contents…………………………………………………………………………….….9
CHAPTER I: THE PROBLEM AND IT’S SCOPE
The Rationale of the Study…...……………………...………………………………………….11
Statement of the Problem……………………………………………………………………….13
Significance of the Study……………………………………………………………………….14
Scope and Delimitations…………………………………………………………………….….16
Definition of Terms……………………………………………………………………. ....…...17
Theoretical of the Study…………………………………………………………………….….18
Conceptual Framework of the Study…………………………………………………….….….19
Review of Related Literature…………………………………………………………….….….20
Research Respondents………………………………………………………………………….24
Research Instruments……………………………………………………………………….….24
Data Gathering Procedure……………………………………………………………….….….24
Research Methodology…………………………………………………………………………25
CHAPTER II: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 1.0……………………………………………………………………………………….26
Table 1.1……………………………………………………………………………….….……27

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Table 1.2…………………………………………………………………………………….….27
Table 1.3…………………………………………………………………………………….….28
Table 2.0…………………………………………………………………………………….….29
CHAPTER III: SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings………………………………………………………………….….……31
Conclusions…………………………………………………………………………………….32
Recommendations……………………………………………………………………………...33
CHAPTER I

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THE PROBLEM AND ITS SCOPE
The Rationale of the Study
In mankind's existence, education is one of the most significant factors. Education hones
and improves an individual's character. Education is the very essence of all people's actions. For
so many decades, the Philippines is lagging behind other developing countries in Asia, especially
in the area of Science and Technology education. The DepEd's attempt to adapt to the
development of the new and advance education system of the neighboring countries is the
implementation of the K to 12 which is implemented on President Noynoy Aquino's term. It is
the educational system that may help the Department of Education catch up with the rest of the
world.
By adopting the modern education system which has been adopted initially by many
neighboring countries, there will be a major change or improvisation in the curriculum and
educational system in the Philippines. This aims to attain high-quality education and produce
globally competitive graduates. The attainment of producing high-quality graduates that can
compete globally might not be achieved by simply changing the curriculum and educational
system, but it calls for the improvement of teaching strategies for teachers as well as innovation
to the delivery of instructions, which is a big challenge for both students and the teachers.
Among the 8 major subjects in the current curriculum in Junior High School that needs more
facilities and equipment is science, for science teachers to properly hone and improve the
student's performance and competencies through different topic domains in science, especially
those competencies that need authentic activities like experiments. Science as a subject shall
provide an avenue for the learners to explore its wonder through experiments, actual/ true to life
activities and exploration.

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The National Achievement Test (NAT) results in our country give a rough estimate of
student performance in schools. The low mean percentage scores (MPS) tell us that there are
learners who are being tested with low mastery of concepts. In standardized testing, learners tend
not to reach their full potential and underperform. This shows the lack of content mastery of the
lessons and indicates academic underachievement. Underachievement is the failure to reach the
full potential of learners.
The main purpose of this research is to determine the top 3 least learned competencies in
Grade 7 Science based on the recent DUTP questionnaire last year which the study will focus on
3 local schools. It will be the regulating factor in getting the measurement of the different science
competencies in Grade 7 students. The selection of the schools will be based on the performance
of the students that shows the result in every competition both division and regional levels.
Therefore, the researchers of this study see great importance in assessing the top 3 to its least
learned competencies in the curricula of the selected schools. No formal study has been
conducted in our school so far about this; hence, this present study is the first of its kind in the
school NORSU-BSC.
Statement of the Problem

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The main objective of performing this research is to identify and compare the overall
result of the least learned competencies in Grade 7 Science in the 4 selected local schools in Sta-
Bayawan, based on (DUTP) Division Unified Test Program questionnaire. The aforementioned
questionnaire has 9 Competencies present in different types of topics in Science. This will be the
determining factor on which will be the least learned competencies based on the result of the
student’s exam.
This research investigates the ratings of least learned competencies in each school we
conducted. Specifically, it seeks to answer the following questions:
1. What are the least learned competencies in Science of Grade 7 students from selected
schools in Bayawan City and Municipality of Sta- Catalina?
2. Which among the competencies are the least learned?
Significance of the Study

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This study gave important information to the following group of people:
Bayawan City Science and Technology Education Center (BCSTEC). The findings of this
study will serve as their guide in enhancing the science curriculum to produce competent
learners.
Enzo Nicolai T. Teves High School (ENTTHS). The findings of this study will serve as their
guide in enhancing the science curriculum to produce competent learners.
Sta. Catalina Science High School. The findings of this study will serve as their guide in
enhancing the science curriculum to produce competent learners.
Cawitan High School. The findings of this study will serve as their guide in enhancing the
science curriculum to produce competent learners.
College of Education. The findings of this study give awareness to the college of education on
how they are going to mold their future science educators to produce science competent
educators.
Department of Education (DepEd). This will help to review and improve educational practice
in the department. Further, this research will also provide suggestions for strengthening the
research-to-practice channel.
Teachers and Education Practitioners
Practitioners have to comply with policies, and teachers are accountable for what learners
learn. This research gives teachers the tools to analyze and make informed decisions about their
practice. This will guide them on what competencies or learning standards to give much
importance in classroom instruction.

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Students of BCSTEC, ENTTHS, SCSHS, CHS. This study will help the students to reduce bad
feelings towards science subjects.
Researchers
Researchers will be inclined to do their best to contribute to the enhancement and
revision of the Philippine Science curriculum.
Future Researchers
This study will serve as a future reference for enhancing their research regarding the
Philippine Science curriculum.
Scope and Limitation

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The study dwelt on the Least learned Competencies of Grade 7 Science students S.Y.
2019-2020 in selected 4 local Junior High Schools of Sta-Bayawan drawing the causes from the
perspective of the DUTP takers in the identified Least Learned Competencies per subject area in
terms of the Subject Matter. The identified respondents were the student’s takers for these year
periods, particularly the Grade 7 Science Students. They answered the standardized
questionnaire (DUTP) provided by the researchers. The number of respondents was determined
by using Fishbowl Method Sampling. The duration of this study is intended only for 1 month–
December 2019.
Definition of Terms

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DUTP (Division Unified Test Program): Refers to the standardized questionnaire given by the
DepEd to every public school taking by students in the 2nd
grading period of the exams.
Curriculum: Refers to the lessons and academic content in Science taught in a school or a
specific course or program. It also refers to the knowledge and skills students are expected to
learn, which includes the learning standards or learning objectives they are expected to meet; the
units and lessons that teachers teach; the assignments and projects given to students; the books,
materials, videos, presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning.
Learning Competencies: Specific learning objectives that are expected to meet by the learners.
Bayawan City Science and Technology Education Center (BCSTEC). Operationally defined
as the school where the study conducted.
Enzo Nicolai T. Teves High School (ENTTHS). Operationally defined as the school where the
study conducted.
Sta, Catalina Science High School (SCSHS). Operationally defined as the school where the
study conducted.
Cawitan High School (CHS). Operationally defined as the school where the study conducted.
Students. Operationally defined as the respondents of the study. There were 200 respondents in
this study that comes from the Grade 7 level (four schools) of the Locale School of Sta-
Bayawan.

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Theoretical Framework of the Study
Figure 1. The Swiss Conference for Environmental Education
The Swiss conference for environmental education distinguishes between resources,
competences, and performances. It shows that there are two types of resources; one is the so-
called inner resources while the other is what we call the external resources. From our resources
come different competencies that are neither taught nor transferred but are acquired by students.
Once students acquire any competency, he/she shall be able to express performance and can thus
only be assessed in the actual achievement of a task when solving problems and dealing with

Learning
Competencies
Enzo Nicolai T. Teves
High School
(Least Learned
Competencies of Grade 7
Science Students)
Cawitan High School
(Least Learned
Science Students)
Sta. Catalina Science
High School
(Least Leaned
Science Students)
Bayawan City Science
and Technology
Education Center
(Least Learned
science Students)
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challenges. However, a performance never reveals a person’s entire competence: it only shows
the part that enables a person to act in a specific situation.
Conceptual Framework of the Study
Figure 1. Conceptual Framework of the study
The conceptual framework of the study shows the four different schools in the Sta-
Bayawan area wherein they showed what learning competencies are least learned by Grade 7
students. The first box includes ENTTHS’s least learned competencies of Grade 7 students. Next,
CHS’s least learned competencies of Grade 7 students. Third, SCSHS’s least learned
competencies of Grade 7 students. And lastly, the BCSTEC’s least learned competencies of

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Grade 7 students. All of the four boxes are aligned to show the learning competencies and which
are least learned by the students.
REVIEW OF RELATED LITERATURE AND STUDIES
The review of related literature focuses on quantitative studies that exclusively analyze
DUTP data. The research investigating DUTP data may provide relationships between variables
associated with the student, teacher, and school DUTP surveys as well as the DUTP scores of the
students. Researchers and educators were continuously attempting to find what educational
environment will allow students to achieve at their highest potential. The core objective of the
DepEd in providing the DUTP to countries across the world is to help educators learn what
pedagogical approaches will be most effective in the classroom (Martin et al., 2008). Researchers
also investigate and look for relationships that show why students from certain countries score
much higher on DUTP than others.
According to the study of Aysh to identify the personal, scholastic and family factors of
the eighth-grade students participating in distinction tests, after classifying students into three
categories based on their results. The study contributed 36% of the student's achievement in
science to the teacher's practices and their use of teaching resources and parent's teaching. DUTP
is an instrument for measuring student's level to judge the outputs achieved through what has
been determined in the general frame of curricula and assessment (Abu Aysh, 2008).
As cited in Construct validation of the Physics Metacognition Inventory International
Journal of Science Education in physics, as in other similar subject’s problem solving is a
fundamental activity for acquiring the knowledge needed to pass the subject (Taasoobshirazi &

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Farley, 2013b). Thus, developing problem-solving expertise has become a central concern for
science education researchers and teachers (Mualen & Eylon, 2010; Taasoobshirazi &
Farley,2013a), who aim to foster the students use of strategies and skills, particularly
metacognitive ones.
The performance in achieving the outcome of this study is a major challenge for teachers
to guide decisions about which interventions could be effective in improving student
achievement (Chow et al., 2012). All these interventions, and similar ones, aim to enhance the
students' "motivation to learn," as defined by Brophy (2009) as engaging purposefully in
curricular activities by adopting their goals and thus trying to learn the concepts or master the
skills that they were designed to develop.
According to the study of Tyler, it has provided educational objective its definitive form.
Tyler's book Basic Principles of Curriculum and Instruction argued the importance of explicit
objectives in the curriculum design changes the behaviors' of the students toward learning.
Tyler's research was followed and elaborated by his student Benjamin S. Bloom and Bloom
developed the taxonomy of educational goals in the cognitive domain.
But in spite of a constitutional mandate, the budget allocation on education is lower than
required in the Philippines. The impact of economic crisis and the pressures of the increasing
population are forcing parents to send their children to overcrowded and ill-equipped public
educational institutions (Mydans as cited by Victorino, 2011).
A report published in the New York Times proved that education in the Philippines is
depleting. The educational system in the Philippines is often criticized because of the politics of
globalization. The educational system in the country is based on a globalized economy where

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nearly 10% of the overall population studies to work beyond the shores of the native land
(Meinardus as cited by Victorino, 2011).
Based on the studies of Javier, after one year the Status of the Implementation of Spiral
Approach in teaching Science, it was found out that in four areas such as Teaching Competency,
Learners' Competency, Assessment Tools and Instructional Materials, the least managed of them
all is the Learners' Competency. Even now at present, this problem has never been absolved
properly still it continues to be noticed in schools nationally. Since the implementation of the K
to 12 for high school was too soon, the learning gap for each subject area is experienced.
Students are too immature for the content of the four learning areas in science due to the content
that they had learned in their elementary levels (Javier 2013, et.al).
According to Gillies, defined academic underachievement as the perceived failure to
reach the potentials of learners. Biology is one of the least learned topics in Grade 7 Science.
Due to the learning gap, students will find it hard to understand and organize each topic at the
beginning of the second quarter. Students lack a deeper understanding of the given topics.
Although the learners' materials are cleared and easy to understand, students are having a hard
time in the topic and it was found out in the study of Javier (2013), that the science skills and
competencies that were expected to the students are not on the highest level which is one of the
factors that will lead to academic underachievement (Gillies 2008 et.al).
The Department of Education (DepEd) ensures that no student is left behind. Thus,
inclusive learning is one of the thrusts of the K to 12 Basic Education Curriculum. This thrust
ensures that all learners are given an equal chance to grow at their own pace through varied
learning activities. Differentiated instructions and contextualization allow teachers to provide
individual learners with the ability to concretize their learning.

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According to Connor, defined underachievement as a failure to meet the academic
requirements of the school setting. The issue of academic underachievement is one of great
concern, especially as it is not just a problem among gifted learners but prevails at all levels of
ability. This Presented at the DLSU Research Congress 2019 De La Salle University, Manila,
Philippines June 19 to 21, 2019 underachievement is often connected with the performance of
learners in standardized examinations as it is the most prevalent ways to assess and evaluate.
This explains that low academic achievement indicates academic underachievement.
Unfortunately, it still afflicts classroom instructions (Connor 2002).

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Research Respondents
The respondents of this study were the Grade 7 students of Bayawan City Science and
Technology Education Center, Enzo Nicolai T. Teves High School, Sta. Catalina Science High
School and Cawitan High School were enrolled during this school year (2019-2020).
Specifically, there were 200 students.
Research Instrument
The researchers used a standardized questionnaire (Division Unified Test Program) last
school year 2017-2018, together with the questionnaire was the respondent's profile as an
instrument in determining the least learned competencies of the students towards science subject.
Descriptive analysis was used in interpreting the data and used to determine the least learned
competencies of the students towards science subjects.
Data Gathering Procedure
The researchers asked permission from the principal of Bayawan City Science and
Technology Education Center, Enzo Nicolai T. Teves High School, Sta. Catalina Science High
School and Cawitan High School after the letter were approved. The researchers conducted the
study in BCSTEC, ENTTHS, SCSHS and CHS to the selected Grade 7 students. The respondent
was only given 30-40 minutes to answer the questionnaire. After the respondents have answered
the questionnaires, the researchers collected the questionnaires then tabulated and interpreted the
gathered data.

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Research Methodology
This section described the research methods, the research environments, the research
respondents, the research instrument and the data gathering procedure.
Research Design
In this study, the descriptive survey was employed by using the standardized Division
Unified Test Program (DUTP) as the main tool in gathering the data and getting the responses of
the Grade 7 students regarding to the least learned competencies towards science subject in
Bayawan City Science and Technology Education Center, Enzo Nicolai T. Teves High School,
Sta. Catalina Science High School, and Cawitan High School.9
Research Environment
This study was conducted in selected 4 Locale schools in Sta-Bayawan, namely; at
Bayawan City Science and Technology Education Center (BCSTEC) on December 10, 2019, at
@exactly 9:00 in the morning, located at Brgy. Cabcabon, Baywan City, Enzo Nicolai T. Teves
High School (ENTTHS) on November 28, 2019, @exactly 1:30 in the afternoon, located at
Brgy. Malabugas Bayawan City, Sta. Catalina Science High School (SCSHS) on December 02,
2019, @exactly 8:30 in the morning and Cawitan High School (CHS) on December 02, 2019,
@exactly 10:00 in the morning, located at Brgy. Cawitan Sta. Catalina Negros Oriental.

26
CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The analysis and interpretation of data were presented in this chapter. The data were
analyzed and interpreted to find out the least learned competencies of the students towards
science subjects from Bayawan City Science and Technology Education Center, Enzo Nicolai T.
Teves High School, Sta- Catalina Science High School and Cawitan High School. The results are
shown in tabular form and the presentation of data follows the sequence of the problems started
in Chapter 1.
Table 1.0
Least Learned Competencies of Grade 7 Science Students: Basis for Intervention
Least Learned Competencies in Enzo Nicolai T. Teves High School
N = 50
Item Number Competencies Wrong Rank
1 Describe the components of an investigation such as research
problem, hypothesis method for testing hypothesis and conclusions
based on evidence.
22
6
8
38
Average 30
2 Describe the motion of an object in terms of distance or
displacement, speed, or velocity, and acceleration.
37
2
3 Explain how waves carry energy from one place to another. 33 4
4 Explain different modes of heat transfer. 33 4
5 Recognize that the substance has unique properties. 13
7
6 35
7 38
Average 28.67
9 Recognize that substances are classified into elements and
components.
7
8
10 28
11 27
12 38
Average 25
13 Investigates the components of a substance. 38 1
14 Investigates properties of acidic and basic mixtures using natural
indicators.
43
4
15 25
16 40
17 23
18 34
Average 33

27
19 Describe some properties of metals and non-metals such as luster,
malleability, ductility, and conductivity.
25
9
20 13
Average 19
Table 1.1
Least learned competencies in Bayawan City Science and Technology Education Center
N=50
problem, hypothesis, a method for testing hypotheses and
conclusions based on evidence.
26
5
8
22
Average 24
displacement, speed, or velocity, and acceleration.
46
1
3 Explain how waves carry energy from one place to another. 21 7
4 Explain different modes of heat transfer. 27 2
5 Recognize that substance has unique properties 6
8
6 21
7 35
Average 20.6
components.
28
6
10 41
11 10
12 6
Average 21.3
13 Investigates the components of a substance. 25 3
indicators.
47
4
15 22
16 33
17 13
18 7
Average 24.4
6
9
20 7
Average 6.5
Table 1.2
Least learned competencies in Sta. Catalina Science High School
N=50
12
8
8
24
Average 18
displacement
40
2.5
3 Explain how waves carry energy from one place to another 14 2.5
4 Explain different modes of heat transfer 42 1
5 Recognize that substance has unique properties 10 7
6 37
7 21
Average 22.7
components
26
6
10 38
11 13
12 29
Average 26.5
13 Investigates the components of a substance 30 4
indicators
47 5
15 23

28
16 36
17 13
18 16
Average 27
malleability, ductility, and conductivity
11 9
20 6
Average 8.5
Table 1.3
Least learned competencies in Cawitan High School
N=50
42
3
8
33
Average 37.5
displacement
44
1
3 Explain how waves carry energy from one place to another 34 5
4 Explain different modes of heat transfer 35 4
5 Recognize that substance has unique properties 17 9
6 30
7 29
Average 25.3
components
43 2
10 37
11 37
12 35
Average 38
13 Investigates the components of a substance 29 7
indicators
43 6
15 22
16 40
17 26
18 27
Average 31.6
malleability, ductility, and conductivity
31 8
20 22
Average 26.5

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Table 2.0
Which among the competencies are the least learned?
LEGENDS: CATEGORIES:
COMPETENCY 1 CATEGORY 1- ENZO NICOLAI T. TEVES HIGH SCHOOL
COMPETENCY 2
COMPETENCY 3 CATEGORY 2- BCSTEC
COMPETENCY 4
COMPETENCY 5 CATEGORY 3- CAWITAN HIGH SCHOOL
Category 1 Category 2 Category 3 Category 4
0
5
10
15
20
25
30
35
40
45
50

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COMPETENCY 6
COMPETENCY 7 CATEGORY 4- STA. CATALINA SCIENCE HIGH SCHOOL
COMPETENCY 8
COMPETENCY 9
COMPETENCY 1 - Describe the components of an investigation such as research problem,
hypothesis method for testing hypothesis and conclusions based on
evidence.
COMPETENCY 2- Describe the motion of an object in terms of distance or displacement,
speed, or velocity, and acceleration
COMPETENCY 3- Explain how waves carry energy from one place to another.
COMPETENCY 4- Explain different modes of heat transfer
COMPETENCY 5- Recognize that substance has unique properties.
COMPETENCY 6- Recognize that substances are classified into elements and components
COMPETENCY 7- Investigates the components of a substance.
COMPETENCY 8- Investigates properties of acidic and basic mixtures using natural
indicators.
COMPETENCY 9- Describe some properties of metals and non-metals such as luster,

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CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter is a summary of findings, conclusions, and recommendations.
SUMMARY OF FINDINGS
Problem 1:
Based on the findings obtained from the study conducted and in answering the
research question, it is evident that competency7(Investigates the components of a substance),
competency 2 (Describe the motion of an object in terms of distance or displacement, speed, or
velocity, and acceleration), and competency 4(Explain different modes of heat transfer) are the
highest least learned competencies of Grade 7 Junior High School students of both Enzo Nicolai
T. Teves High School and BCSTEC.On the other hand, competency 2(Describe the motion of an
object in terms of distance or displacement, speed, or velocity, and acceleration), competency 6
(Recognize that substances are classified into elements and components), and
competency1(Describe the components of an investigation such as research problem, hypothesis
method for testing hypothesis and conclusions based on evidence) are the least learned
competencies of Junior High School students of Cawitan High School. However for sta.
Catalina Science High School least learned competencies are competency 4(Explain different
modes of heat transfer), competency 2(Describe the motion of an object in terms of distance or
displacement, speed, or velocity, and acceleration) and competency 7(Investigates the
components of a substance).

32
Problem 2:
Based on the findings obtained from the study conducted the top 3 least learned
competencies are competency 2 (Describe the motion of an object in terms of distance or
displacement, speed, or velocity, and acceleration), competency 4(Explain different modes of
heat transfer), and competency 6 (Recognize that substances are classified into elements and
components).
CONCLUSIONS
Thus, based on the data that we gathered, the top three least learned competency in the
schools of Bayawan-Sta. Catalina is competency 2, competency 4 and competency 6, averaging
from more than half to three fourth of the population of respondents having a hard time
understanding these competencies. Therefore, these certain competencies will be the basis for
interventions for teachers for them to properly create and synthesize more appropriate and proper
techniques and strategies in teaching students to master these competencies.
RECOMMENDATIONS
Based on the findings and conclusion of this study, the following recommendations were
made for:
1. As a basis for intervention, schools in both Sta-Bayawan areas should focus on
developing the students' knowledge in these least learned competencies in Science.

33
2. The College of Education should continue molding future competent science educators
that will help in improving their competencies towards science subjects.
3. Department of Education should monitor the student’s academic records towards
science subjects to be aware of the progress of the science curriculum they were implementing
and to improve the science curriculum to foster a positive impact on science students.
4. The research department in NORSU-BSC can further encourage future student
researchers in using this data as the basis for future researches.

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Davidson, J. &. (1998). Smart problem solving: How metacognition helps. In D. Hacker.
Erberber, E. (2009). Analyzing Turkey's data from TIMSS-2007 to investigate regional
disparities in eighth-grade science achievement. Boston College, Boston, MA.
Flateby, T. L. (2013). A Guide for Writing and Improving Achievement Tests.

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Gonzales, P. (2006). Highlights from the TIMSS- 1999 video study pf eighth-grade
science teaching. Washington, D. C: National for Education Statistics, Institute of Education
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Hutmatcher, W. (1996). Key competencies for Europe. Report of the Symposium Berne,
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Magno, C. (2014). Strategies in Teaching the Least Mastered Skills, De La Salle
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Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction: University of Chicago
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Bloom, B. (1956). Taxonomy of Educational Objectives Book 1 Cognitive Domain, Addison-
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