Sustainable Competency-based Learning Activities and Academic Performance in Numeracy Instruction
DOI:
https://doi.org/10.67167/vertex.770Keywords:
sustainable competency-based learning activities, academic performance, Grade 6 numeracy, teaching competencies, descriptive-quantitative researchAbstract
This study examined the implementation of sustainable competency-based learning activities and their relationship with the academic performance of Grade 6 numeracy learners in selected public elementary schools in San Isidro District, Leyte Province, Region VIII, and the Schools Division of Lapu-Lapu City, Region VII, during School Year 2025–2026. Specifically, it assessed teachers’ competencies in terms of knowledge, attitudes, skills, and behaviors and learners’ performance in interpreting electric and water consumption readings, solving routine and non-routine problems involving consumption, constructing and interpreting pie graphs, and solving problems using data presented in pie graphs. The study employed a descriptive-quantitative research design involving 126 respondents, comprising six teachers (4.76%) and 120 Grade 6 learners (95.24%). Data were collected through structured survey questionnaires and learner assessments and analyzed using frequency counts, percentages, weighted means, Pearson’s correlation coefficient, and the t-test. The analysis focused on determining teachers’ competency levels, learners’ performance in the selected numeracy competencies, and the relationship between teachers’ competencies and learners’ academic performance. The findings are intended to provide a basis for developing enhanced, sustainable, and learner-centered numeracy activities that strengthen conceptual understanding, practical problem-solving, and the application of mathematical skills to real-life situations, consistent with the goals of the MATATAG Curriculum.
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