Abstract
After a country-wide full blast implementation of a K-12 program, a detailed assessment of the curriculum has to take place. This study analyzed the General Mathematics competency of 425 Grade 12 students during the 2017-2018 school year. The study employed a validated researcher-made General Mathematics Competency test with an acceptable 0.788 Cronbach's alpha. Results showed that all strands in the Technical Vocational and Livelihood (TVL) track, and the Accountancy, Business, and Management (ABM), Humanities and Social Sciences (HUMSS), and General Academic (GA) strands of the academic track were fair in competency. Only the Science, Technology, Engineering, and Mathematics (STEM) strand got a satisfactory level. Between the two tracks, the academic track has significantly different competency compared to the TVL track. On the academic strands, STEM has significantly different competency compared to other strands. On the TVL strands, Computer Servicing System (CSS) has significantly different competency compared to the other strands. Moreover, data revealed that the least learned competencies of students were distributed in the three areas of General Mathematics. The data may indicate that high school seniors have not yet mastered the necessary competencies in the subject matter as stipulated by the Department of Education.
Highlights
Assessment is an essential part in the teaching-learning process
This study was conducted in one division of the Department of Education Region 8, Philippines, with 425 senior high school students from the seven public senior high schools
The results of this study showed that senior high school students’ competency in General Mathematics is “fair”
Summary
Assessment is an essential part in the teaching-learning process. Students’ performance in their chosen field can be measured through assessment. According to Wiliam [1], the word assessment is mainly used to describe the ways in evaluating the effectiveness of series of instructional activities after those were finished. He emphasized that assessment can potentially improve learning under certain conditions. The Department of Education Order No 8 series of 2015 defined assessment as “a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide the bases for the profiling of student performance on the learning competencies and standards of the curriculum.” [2]. Competency-based education, which is coined as mastery-based, performance-based and proficiency-based has gained drive and attention [6]
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