Competency - Based Instruction Tutelage Activities Towards the Academic Achievement of Mathematics 4

Abstract

This research assessed the status of competency-based instruction in relation to the learning performance of Mathematics 4 learners in the select respondent-groups at Minglanilla Central Elementary School, Minglanilla District 1, of Cebu Province Division, during the School Year 2023-2024 as basis for the Competency-based Instruction Tutelage Activities. The research employed descriptive-quantitative method. There were 139 respondents, 14 teachers, and 125 learners. Most of the teachers are female,  have units in Master’s degree; with a rating of “Very Satisfactory”. Female learners dominated their male counterpart in terms of their number.  Majority of the learners also claimed that they don’t have a regular home tutorship for Mathematics at home. A “High Level” of perception on the extent to which they in the status on related to the competency-based instruction Teaching Mathematics 4.  The overall score of the respondents indicated that most of them have a “Very Satisfactory” and “Satisfactory” academic performance in Mathematics 4. In terms of testing the null hypothesis, Pearson – r revealed that there is significant association between the perception of the teachers related to the competency-based instruction and the academic performance of Grade - 4 Mathematics learners.  The most prevalent issues and concerns related the perception of the teachers related to the competency-based instruction and the academic performance of Grade - 4 Mathematics learners that were reported by the teachers are “Poverty or poor learners’ attendance rank as no.1 together with the need of learners “since the teachers rated them as “Strongly Agree”. The weighted mean is 4.43 and it could be interpreted that that overall score for this variable is “Strongly Agree”. Based on the findings, competency-based instruction tutelage activities can be crafted for implementation.