ABSTRACT

Comparative Analysis on the Coverage of Junior High School

Science Learning Competencies

by

Ekmar J. Sakib, MAED

Teacher III, Kumalarang NHS
Isabela City Schools Division
Department of Education
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This study analyzes the K to 12 Science Learning Competencies (SLC)

coverage for Junior High School in Isabela City Schools Division comparing

the two school years: 2016-2017 and 2019-2020. Specifically, it determines

the following; SLC coverage significant differences in terms of science

learning area, quarter and grade level with respect to school years; patterns

on how teachers take up the SLC in the first two quarters; significant

relationship between the K to 12 SLC coverage and the number of required

SLC as well as the attendance of teachers to trainings on critical content held

between the two school years compared.

Data were source out from the teacher-made science test

questionnaires in the first two quarters of the school years. Descriptive

quantitative research design was applied and the statistical tools used were

mean scores, percentage, independent t-test, two-way analysis of variance

and pearson correlation tests.

Findings revealed that SLC coverage between school years 2016-2017

and 2019-2020 is just the same for the first two quarters. Chemistry has the

most number of LC covered in the first two quarters for the current school

year which is opposite for the physics learning competencies. Majority of the

LC covered are low to average cognitive level or topics and coverage

generally decreases as the quarter progresses. Grades 7 and 9 have positive

gains from 2016-2017 to 2019-2020 unlike grades 8 and 10. Furthermore,

SLC coverage is not significantly related with the number of required SLCs in

every quarter and the attendance of the teachers to critical content trainings.

Hence, some recommendations must be considered which may include

regular monitoring and supervisory activities; and giving more attention to the

teachers’ content and pedagogical knowledge on physics learning area,

difficult topics, and highly cognitive SLCs. Furthermore, intervening school-

based activities must be rationalized and streamlined especially during the

second quarter to avoid decreasing pattern of coverage. Other predictor

variables can be further investigated.