Localized Learning Activity Sheets and Learners’ Competency in Sequence in Forming Rules, Expressions and Equations

Abstract

This study examined the effectiveness of localized learning activity sheets in improving the competency of Grade 6 learners in sequence in forming rules, expressions, and equations at Castro Elementary School during School Year 2025-2026. The study aimed to address the learners’ difficulties in mastering basic algebraic concepts by using contextualized and culturally relevant instructional materials connected to their daily experiences and environment. Using a quantitative quasi-experimental pretest and posttest design, the study involved twenty-eight learners identified as needing support in the least mastered competency. A validated teacher made test was used to gather data before and after the intervention, which were analyzed using descriptive and inferential statistics at 0.05 level of significance. Findings revealed that learners initially demonstrated low competency with 31.57 mean with most unable to reach mastery levels. After the implementation of the localized learning activity sheets, learners showed a modest improvement, reflected in an increase having a 38.36 mean score and a reduction in extremely low performance. Although most remained within the low and average levels, with a computed t-value of -4.10 and a p-value of 0.000 which is less than the 0.05 level of significance, the improvement was statistically significant, indicating that the intervention had a positive effect on learners’ understanding. The study concludes that localized learning activity sheets are effective in enhancing learners’ competency, particularly in supporting both procedural and conceptual understanding. However, these materials alone are not sufficient to achieve higher mastery levels and should be supported with guided instruction and continuous practice. Overall, the use of contextualized materials provides a meaningful approach to developing algebraic thinking among learners.