Level of Competence of Grades8 to 11 Students of Villa Perez National High School, Gumaca, Quezon in Biology for Grades 7 to 10

Abstract

INTRODUCTION

The main purpose of this study is to determine the level of competence and least mastered competencies of students in Biology of Grades 8 to 11 of Villa Perez National High School, Gumaca, Quezon for lessons in Biology designed for Grades 7 to 10. After identifying the least mastered competencies of the respondents for Biology lessons designed for Grades 7 to 10, the researcher was able to develop Biology Model Making Activity-Based Manual that was subjected to the level of acceptability tests using ACAS model (acceptability, comprehensibility, attractiveness and self-involvement).

METHODS

This study utilized a descriptive-evaluative method of research to describe the level of competence of students as well as in identifying least mastered competencies. The main instruments used in the study were four teacher-made achievement tests for “Grades 7 to 10 Biology” administered to students from Grades 8 to 11.

RESULTS

Based on the results of the examination, it was found that the level of competence of all student-respondents in Biology was interpreted as "not knowledgeable." This meant that most of the students scored were below 75 percent and indicated that the students have little or no knowledge regarding Biology. Most of the competencies in the four subtopics were interpreted as "low mastery" and were considered as least mastered competencies.

DISCUSSIONS

A Biology Model Making Activity-Based Manual was developed and subjected to acceptability test, wherein, the grand weighted arithmetic means of 3.45 indicated that it is "Highly Acceptable”. With teacher's creativity and adherence to the current trend of improvisation and contextualization in science education, Biology Model Making Activity-Based Manual was developed and can be utilized to enhance least mastered competencies of students. Specific recommendations were also made for science teachers, school principals, curriculum planners, instructional material developers and future researchers. This study has its unique contribution to improving the teaching-learning process in Biology by contextualizing learning materials suited to students' needs.