MELCS Assessment

ASSESSMENT OF LEARNED COMPETENCIES AND ACADEMIC
PERFORMANCE IN FILIPINO IN MISAMIS ORIENTAL
GENERAL COMPREHENSIVE HIGH SCHOOL
DISTRICT
A Thesis
Presented to the
Faculty of the Graduate School
PHINMA Cagayan de Oro College
Carmen, Cagayan de Oro City
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Educational Administration
MARY FATIMA SCALABRINA R. UAYAN
October 2022
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CERTIFICATE OF ORIGINALITY
This is to certify that I assume full responsibility over the work entitled
“ASSESSMENT OF LEARNED COMPETENCIES AND ACADEMIC
PERFORMANCE IN FILIPINO IN MISAMIS ORIENTAL GENERAL
COMPREHENSIVE HIGH SCHOOL DISTRICT” submitted as a requirement for
the Degree of Master of Arts in Educational Administration at Graduate School,
PHINMA Cagayan de Oro College, that the work is my own, that this is original
except as specified in the acknowledgement, footnotes, or in the references and
that, this has never been submitted to any other school for a degree or other
requirements.

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APPROVAL SHEET
This thesis entitled “ASSESSMENT OF LEARNED COMPETENCIES

AND ACADEMIC PERFORMANCE IN FILIPINO IN MISAMIS ORIENTAL
GENERAL COMPREHENSIVE HIGH SCHOOL DISTRICT,” prepared and
submitted by MARY FATIMA SCALABRINA R. UAYAN in partial
fulfillment of the requirements for the degree Master of Arts in Educational
Administration, has been examined and recommended for acceptance and
approval for Oral Examination.
ERLINDA A. QUIRAP, PhD
Adviser
___________________________________________________________
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a passing grade of_____.
_____________________
Chairperson
___________________ _____________________
Member Member
Member
______________________________________________________________
Accepted and approved in the partial fulfillment of the requirements for the
Degree of Master of Arts in Educational Administration.
BRAZIEL L. ONGCACHUY, PhD
Dean
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ACKNOWLEDGMENT
The researcher would like to express her heartfelt gratitude and
appreciation to the significant individuals who, contributed to the success her
research study:
Dr. Braziel L. Ongcachuy, dean of PHINMA COC Graduate School, for her
remarkable suggestions and recommendations. To the dean’s secretary, Sir
Verge Samson, for the compassionate assistance extended to the researcher.
The panel: ---------------- for their respected comments and notable
suggestions that helped in the progress and completion of this study;
Dr. Erlinda Quirap, her thesis adviser, for her guidance and motherly
support. Many thanks for extending her humble support and guidance to make
this research more meaningful, and for the encouragement she imparted to
continue pursuing this thesis work.
Dr. Richard Oco, her statistician for, for sharing his capability and kind
assistance.
Dr. Jonathan S. Dela Peña, Misamis Oriental Schools division
Superintendent, for allowing her to conduct the study.
Abdon R. Bacayana, School Principal, and Felicitas R. Garcesa, her
Department Head, for their support in her study at Misamis Oriental General
Comprehensive High School.

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Her supportive husband, Jan Niño E. Acierto, her child Ma. Giana Shema
and the one in her womb, her siblings, and parents, for their inspiration, words of
encouragement, prayers, and support; whose understanding and unwavering
support have counted on their efforts and endeavors in accomplishing this
research work, financially and emotionally. This work is for them.
Her colleagues and friends, especially to sir Jonas, sir Jeyson, sir Kim, sir
Anton, sir Andre, madam Jhunna, madam Cirella and Mimi whose support have
helped the researcher’s endeavor.
And above all, praise and thanks to the Almighty Father, Jesus Christ,
and the Holy Spirit for the blessings of good health and financial provision and
the determination to go further, and Mama Mary for the gift of wisdom to
accomplish this study.

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DEDICATION
Humbly and wholeheartedly, the researcher
This piece of work is dedicated to
The Almighty Lord
Who bestows all blessings, inspiration, knowledge, wisdom, and
comprehension.
And to the people who are closest to the researcher—family. ,
friends, educators, and Filipino learners.
May this research study be a helpful reference
for the improvement of every learner.
MFRU
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ABSTRACT
Education plays a vital role in every nation-building endeavor. This was
the reason amidst the Covid- 19 pandemic, the learning system was altered in
order to continue education. This study aimed to assess the Learned
Competencies and Academic Performance in Filipino in Grades 7, 8, 9 and 10
students in Misamis Oriental General Comprehensive High School District during
the Academic Year 2020-2021. This study focused on the following: 1) It
determined the level of learned competencies of Grades 7, 8, 9, and 10 in
Filipino in all Quarters; 2. It determined level of Academic Performance in Filipino
in all grade levels in Junior High for all Quarters 3) It determined the significant
differences between the Learned Competencies and Academic Performance in
Filipino of Grade 7, 8, 9, and 10 in MOGCHS District in all Quarters. This study
used descriptive research methodology and employed data gathering of the
students’ scores. In treating the data, mean percentage, and T-Test Analysis of
Variance (ANOVA) were utilized.
Results revealed that (1) the Filipino overall level of learned competencies was
“Well-Learned”; (2) the Filipino overall level of Academic Performance was “Very
Satisfactory;” and that (3) the t-test results were derived by statistical treatment,
and these were applicable to the participants across the grade levels from 7 to
10, as well across all four grading periods. All results lead to the interpretation of
significant, and thus, the null hypotheses are rejected. Based on the study’s
findings, the researcher has concluded that the students may struggle
academically with certain Filipino competencies that demand writing outputs, and
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these specific competencies in relation to writing should be continuously
assessed to see if improvements are being made.
Keywords: Academic performance, Most Essential Learning Competencies, Self-
Learning Modules
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TABLE OF CONTENTS
Page
TITLE PAGE i
CERTIFICATION OF ORIGINALITY ii
APPROVAL SHEET iii
ACKNOWLEDGMENT iv
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xii
Chapter
1 THE PROBLEM
Introduction 1
Conceptual Framework 5
Statement of the Problem 10
Hypothesis 10
Significance of the Study 10
Scope and Limitation 12
Definition of Terms 13
2 REVIEW OF RELATED STUDIES AND LITERATURE
Related Literature and Studies in Foreign Setting 14
Related Literature and Studies in Local Setting 17

x
3 RESEARCH METHODOLOGY
Research Design 24
Research Setting 25
Participants and Sampling Procedure 27
Research Instrument 28
Data Gathering Procedure 28
System of Scoring 29
Statistical Treatment 30
4 PRESENTATION, INTERPRETATION
AND ANALYSIS OF DATA
5 SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Findings 61
Conclusions 63
Recommendations 64
BIBLIOGRAPHY
APPENDICES
A Letter Request to conduct the Study
B Most Essentials Learning Competencies (MELCs)
C Certification of Statistician
D Certification of Plagiarism
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CURRICULUM VITAE
LIST OF TABLES
No. Table Page
A Distribution of Participants 25
1 Distribution of Grade 7 Participants’ Learned Competencies in

Filipino in the First Quarter 31

Filipino in the Second Quarter 32

Filipino in the Third Quarter 33

Filipino in the Fourth Quarter 35


Filipino in the Second Quarter 37

Filipino in the Third Quarter 38

Filipino in the Fourth Quarter 39


Filipino Second Quarter 41

Filipino the Third Quarter 43
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Filipino the Fourth Quarter 44

Filipino the First Quarter 45

Filipino the Second Quarter 46

Filipino the Third Quarter 47
16. Distribution of Grade 10 Participants’ Learned Competencies in

Filipino the Fourth Quarter 48
17 Distribution of Learned Competencies in Grades 7, 8, 9 and 10 in

Filipino 50
18 Distribution of Grade 7 Participants in Academic Performance in

Filipino 52

Filipino 53

Filipino 54
21 Distribution of Grade 10 Participants in Academic Performance

in Filipino 55
22 Distribution of Participants’ Academic Performance in First,

Second, Third and Fourth Quarter 57
23 Test Significance using T- Test in Learned Competencies and 59

Academic Performance in Filipino in First, Second, Third and
Fourth Quarter in Grades 7, 8, 9 and 10
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LIST OF FIGURES
No. Figure Page
1. The Schematic Diagram Showing the Interplay 9

b between the Independent and Dependent Variables
2. Map of Misamis Oriental General Comprehensive High School

(MOGCHS) 26
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Chapter 1
THE PROBLEM
Introduction
Education plays a vital role in every nation-building endeavor around the
globe. Each country makes the outmost effort to provide education for its
citizens, especially the young ones and the youths as they will be the leaders in
the future. When the Covid-19 pandemic came, it altered a lot of aspects not only
in the economic sector and activities of every country but as well as most
countries’ educational systems. Distance Learning becomes the immediate
solution for the continuity of education amidst the pandemic.
The current global health crisis poses a profound impact on the basic
education system as approximately 87% of the world’s student population, or
about 1.5 billion learners, have been affected by school closures (UNESCO,
2020). In the Philippines, with the new normal set up of educational system
brought by the global pandemic, the Department of Education intensify its goals
and address the challenges in delivery of the lessons, DepEd Order No. 12 s.
2020 entitled, “Adoption of the Basic Education Learning Continuity Plan (BE-
LCP) for school year 2020-2021 in the Light of the COVID-19 Public Health
Emergency”. It is stipulated in this order that the BE-CLP streamlines the K to 12
Curriculum into the Most Essential Learning Competencies (MELCs), to be

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delivered in multiple learning modalities and platforms. The MELCs shall be
nationwide by field implementers for SY 2020-2021 only. The streamlining of the
K to 12 Curriculum into MELCs is an emergency measure to allow instruction
amid challenging circumstances to focus on the most essential learning, and to
ease the requirement for adapting classroom-based learning resource for
distance learning. Furthermore, the DepEd emphasizes that the broader review
of the K to 12 curriculum remains ongoing. The experience with the MELCs for
this school year will be used to inform and enrich the curriculum review. The
Curriculum and Instruction Strand is directed to monitor the implementation of the
MELCs and evaluate its effectiveness in consultation with the Regional Directors,
with the regular updates as well as a final report at the end of the year to be
submitted to the secretary.
DepEd Order (DO) no.18, series of 2020 entitled Policy Guidelines for the
Provision of Learning Resources in the Implementation of the Basic Education
Learning Continuity Plan wherein Ready to Print Materials, Most Essential
Learning Competencies, flexible learning options, alternative delivery modules
(Self Learning Modules), and Learning Resources were introduced. Self-learning
Modules where the Most Essential Learning Competencies (MELCs) are
indicated in every topic and module.
In order to assess students’ outputs in their Self Learning Modules, DepEd
Order no. 31, series 2020 entitled “Interim Guidelines for Assessment and
Grading in Light of the Basic Education Learning Continuity Plan, provides
guidance on the assessment of student learning and on the grading scheme to

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be adopted this school year. In addition, it states that “as DepEd pursues
learning continuity, it is imperative for schools to take stock of assessment and
grading practices that will most meaningfully support learner development and
respond to varied context at this time.” (“Interim Guidelines for Assessment and
Grading in Light of the Basic ...”) Furthermore, the policy is grounded on the
following principles: (a) assessment should be holistic and authentic in capturing
the attainment of the most essential learning competencies; (b) assessment is
integral for understanding student learning and development; (c) a variety of
assessment strategies is necessary with formative assessment taking priority to
inform teaching and promote growth and mastery; (d) assessment and feedback
should be a shared responsibility among teachers, learners, and their families;
and (e) assessment and grading should have a positive impact on learning.
In compliance with the above-mentioned DepEd Orders and
Memorandum, Misamis Oriental General Comprehensive High School responded
immediately by producing a thousand copies of Self Learning Modules provided
by the Regional Office 10. All Leaning Modules incorporated the Most Essential
Learning Competencies which are anchored to the set Competencies in the
Curriculum Guide. As stipulated in the DepEd Order no. 18, s. 2020,
“Considering the uneven access to technology among learners and the revealed
greater preference for modular learning from the learner enrollment and survey
forms responses, SLMs will be the “backbone distance learning mechanism to
accompany textbooks, complemented by other distance learning modalities such
as online and educational television and radio”. Likewise, the guidelines on the
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Health Protocols or Standards were followed to ensure the public safety of all
teachers, staff, parents, visitors, and other stakeholders who go to school for the
distribution and retrieval of modules.
With this, the researcher seeks to determine the learned competencies
and Academic Performance in Filipino in Grades 7, 8, 9 and 10 for all quarters in
Misamis Oriental General Comprehensive High School District. The researcher
chose Filipino subject since she is teaching the said learning area.
Conceptual Framework
DepEd Order no. 18, s. 2020 established the most essential learning
competencies, and within the dependent-independent variable framework
adopted by this study, learning competency is the independent variable. Learning
competency is a long-term outcome that should be retained by learners long after
a test or unit of study is completed, or if it is useful beyond a single test or unit of
study. Furthermore, it refers to the general statement that describes the desired
knowledge, skills and behaviors that are expected to be mastered by the learners
enrolled in a certain grade level. “Competencies often serve as the basis for skill
standards that specify the level of knowledge, skills and abilities required for
success in the workplace as well as potential measurement criteria for assessing
competency attainment” (Gosselin, 2020).
As for the other variable, academic performance, this variable reflects
student level of learning and mastery of the competencies as referred to MELCS
and performance in turn are summarized via scoring through assessment.

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Assessment plays an important role in the delivery of every lesson which aims to
determine the level of knowledge learned by the students. Summative
assessment is “an assessment that is usually administered toward the end of a
learning period to measure the extent to which the learners have mastered the
essential learning competencies, the results of which are recorded and are used
to report the learners’ achievement.” Furthermore, once assessment is done,
grading will take place by assigning “values” or “results” that measure the
students’ ability, or progress. Overall, the researcher assessed the levels of the
learned competencies in Filipino in Misamis Oriental General Comprehensive
High School District and explored if there is a significant difference between Most
Essential Learning Competencies and the Academic Performance of the
students.

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Independent Variables Dependent Variables
Learned Competencies in Academic Performance in:

Filipino in:
 First Quarter
 Grade 7
 Second Quarter
 Grade 8
 Third Quarter
 Grade 9
 Grade 10  Fourth Quarter
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Figure 1. The Schematic Diagram Showing the Interplay between Independent
and Dependent Variable of the Study.
Statement of the Problem
This study aims to determine the learned competencies in Filipino of
Grades 7, 8, 9, and 10 students in MOGCHS based on their self-learning
modules for the first, second, third, and fourth quarter of the School year 2020-
2021. Specifically, it seeks to answer the following questions:
1. What is the level of learned competencies in Filipino of Grades 7, 8, 9, and

10 in:
1.1 the First Grading Period;
2.2 the Second Grading Period;
2.3 the Third Grading Period; and
2.4 the Fourth Grading Period?
2. What is the level of Academic Performance in Filipino by Grade level and
Grades periods?
3. Are there significant differences between Learned Competencies and the
Academic Performance in Filipino of Grades 7, 8, 9 and 10 students in
Filipino in Misamis Oriental General Comprehensive High School District
in:
3.1 First Grading Period;
3.2 Second Grading Period;

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3.3 Third Grading Period; and
3.4 Fourth Grading Period?
Null Hypothesis
Problems 1 and 2 are hypothesis-free. While Problem 3, the null
hypothesis was tested at a 0.05 level of significance:
H01: There is no significant difference between Learned Competencies and the
Academic Performance in Filipino of Grades 7, 8, 9 and 10 students in the
First, Second, Third and Fourth Grading Periods.
Significance of the Study
This study provides an overall picture of the learned competencies of
Grades 7, 8, 9, and 10, students’ of Misamis Oriental General Comprehensive
High School (MOGCHS) and students’ academic performance. Specifically, this
study becomes beneficial to the following:
The students as the primary recipients of the study, this will help the
administration and teachers in the field to innovate and whatever improvement
needed to deliver quality education in the recent times.
The teachers who took part in this study are not merely sources of data
and information but also positive recipients of the result and findings of this study.
The school administrator would direct the teachers to be effective in their
teaching profession so they could create a positive impact to the entire academic
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community. They can use it as a benchmark of what they can do in truly helping
the teachers.
Academic institutions, especially MOGCHS, can be more aware of faculty
development needs. The faculty in these institutions can also learn about
academic difficulties in relation to MELCs. Revisiting the MELCs can be a good
academic challenge for the faculty to practice their professional skills. This study
can help in the formulation and revisitation of the MELCS and see its significance
and functionality in the present times.
Furthermore, the findings of this study may be used as a reference for any
related studies especially about the 21st century skills.
Scope and Limitation of the Study
The study was conducted in Misamis Oriental General Comprehensive
High
School, Junior High School Department which is considered as one (1) School
District in the Division of Misamis Oriental. The chosen teacher-participants were
taken from the Filipino Department across all grade levels who are handling
Filipino subjects alone. While the students were taken under the handled
sections of the select Filipino teachers per Grade level. The participants of the
study only limits to the select Filipino teachers and the students under their
handled classes. The topic only focuses on the Learning Competencies
specifically on the Most Essential Learning Competencies used in the new
normal distance learning modality where the data is taken on the scores obtained
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by the students in their Self Learning Modules in the post-test part per Grading
Period. The statistical treatment of the study only used Frequency, Mean,
Standard Deviation and Percentages will be employed in determining the level of
the learned competencies of Grade 7, 8, 9, and 10 students as to Filipino and
likewise in analyzing the level of learned competencies in Filipino learning area
from all levels Grades and Quarters. On the other hand, Pearson Product
Moment Correlation Coefficient will be used in analyzing the relationship between
the independent variables and the dependent variables
Definition of Terms
Academic Performance. This refers to the Grades obtained by the
students during their First Quarter to Fourth Quarter
Most Essential Learning Competencies (MELCs). This refers to the
competencies to develop a learner’s practical and lifelong skills for learning
amidst a crisis that this time of pandemic.
Self-Learning Modules. This refers to the modules with their topics and
answer sheets provided by the Department of Education for distribution to
students as study materials, including the answer sheets, to continue education
despite the pandemic. In this material we find the MELCs.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the related studies on the present study that gave a
number of ideas on how the researcher formulated the proposed study.
Learned Competencies
The mastery of learning competencies aims to change the so long poor
performances of students, primarily by letting go of the concept that everyone is
on the same time schedule. “It requires more differentiated learning, giving
students more time to go over the learning material, giving them extra
explanation, guidance, and support.” And the student would eventually master
the learning competencies (Renard et al., 2016). The authors emphasize that
students have different phasing in learning but if given the differentiated activity it
can help them grasp mastery of the topic like other learners.
The above-mentioned author added that the mastery of learning
competencies focuses on mastering a topic before you move on to a more
advanced one. The mastery approach suggests that every student is on his/her
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own track. When students need to practice and get feedback, teachers can use
adaptive exercises like book widgets, modules, and self-learning materials.
“Because of providing learning materials, students can finally master the
concepts while building a growth mindset, grift, and taking agency over their
learning.”
According to Letina (2020) in the contemporary educational system, a
high place in the hierarchy of educational goals and key competencies needed
by students to successfully cope with everyday life situations and problems is
taken by the students’ ability to independently manage and regulate their own
learning process. Due to the central role it has in achieving the quality of learning
and student performance in and out of school, self-regulated learning or the
learning to learn competence has become one of the key constructs in education.
Learning has also affected by the ability and attitude of the student in his or her
learning process.
The global crisis caused by COVID-19 has changed the approaches that
have been traditionally used in the teaching-learning process towards offline and
online teaching formats in schools around the world. The need to facilitate
students’ mastery of the competencies reflected in the respective schools has
forced teaching staffs to use tools that guarantee the students’ acquisition of
these competencies in order to maintain, strengthen, reinforce and increment
learners’ performance and mastery on their learning competencies (Lloria et. al.,
2021).
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Moreover, Silver and Souza (2020) revealed a more positive perception
than students in assessing teaching and learning that took place during this
period of social distancing. Students’ participation may have a major influence on
the relationship between students’ perceptions and academic achievement.
In addition to this, Quinones (2020) said “the Philippines is in the process
of adapting to the new normal form of education at present, and continuous
innovations of educators active involvement of other stakeholders are the driving
force for its success.” For the continuity of education and for every school to still
attain its mission and vision, which is to provide quality education to every
learner, the Department of Education implemented Modular Distance Learning.
The utilization of the modular distant learning, learners engaged themselves in
understanding the concepts presented in the module as they developed a sense
of responsibility in learning on their own and in accomplishing the tasks provided
in the module, with limited assistance from the teacher. With these, learners’
progress on their own. “…the country is at the state of an emergency health
crisis, these self-learning modules (SLMs) for Modular Distance Learning were
the most convenient, and appropriate to use for our learners to continue learning
amidst of COVID-19 pandemic” (Lindog, 2021). Teachers were empowered and
in the continuing process of learning as the system of education has altered.
On the other hand, according to Dangle and Sumaoang (2020), the main
challenges that emerged include the students’ struggle with self-studying, and
parents’ lack of knowledge to academically guide their child/children. Hence, it is

xxvii
evident that there are struggles associated with the use of modular distance
learning.
Further, students should value also value the importance of good study
habits. This will consequently improve their academic performance. Parents are
asked to realize the role they play in the education of their children and their
responsibilities (Baranda, 2020).
Parents’ feedback based on the parent’s reflection largely suggest that
they are having difficulty as they have to assist their young ones altogether
having different grade levels and eight subjects. Based on a related study on the
influence of personality traits on learners’ academic performance. Gayonhay
(2018), conscientiousness, of all traits as a significant relationship towards the
Grade 9 student which is more likely due to carefulness, discipline, organization
and goal setting. The fact that conscientiousness influenced academic
performance shows hard work, carefulness, diligence especially coupled with
consistency will always be regarded eventually.
Students develop a sense of responsibility in accomplishing tasks
provided in the module. With or without assistance from others, the learners’
progress on their own. “The use of modules encourages independent study.”
Other advantages of modular instruction include more choice and self- pacing for
students and greater flexibility for teachers and staff (Nardo, 2017).
Moreover, Dangle and Sumaoang (2020) also added that the great
numbervast number of activities in each module is one of the main problems that
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emerged in the implementation of Modular Distance Learning. They
recommended that the Department of Education should consider this problem,
reduce the activities, and take out the unnecessary topics so that mastery will be
attained as much as possible. “As some of the parents said, the lesser the better.
One of the concerns of the students is that they do not have enough time to
answer all the modules within a week. Therefore, if DepEd cannot extend the
duration of accomplishing the modules, they must lessen the activities. Thus,
teachers should re-evaluate the modules, and they must make sure that all the
lessons or activities are appropriate to the needs of the learners.” The
instructions in every exercise must be clear and concise enough for the learners
to understand. The topics must be simplified, and teachers must give more
examples and not merely depend on the given examples in the modules.
The mandate was based from DepEd Order No. 8, s. 2021 entitled
“Adoption of the Education Learning Plan for School Year 2020-2021 in Light of
the Covid-19 Public Health Emergency was implemented. In this order, the BE-
LCP streamlines the K to 12 Curriculum into the Most Essential Learning
Competencies (MELCs), to be delivered in multiple learning modalities and
platforms. The MELCs shall be used nationwide field implementers for S.Y. 2020-
2021 only. The streamlining of the K to 12 Curriculum into the MELCs is an
emergency measure to allow instruction amid challenging circumstances to focus
on the most essential learning, and to ease the requirements for adapting
classroom-based learning resource for distance learning. In relation to that,
DepEd emphasizes that the broader review of the K to 12 curriculum remains

xxix
ongoing. “The experience with MELCs for this school year will be used to inform
and enrich the curriculum review.” The Curriculum and Instruction strand is
directed to monitor the implementation of the MELCs and evaluate its
effectiveness in consultation with the Regional Directors with regular updates as
well as final report at the end of the school year to be submitted to the Secretary.
With the given Most Essential Learning Competencies, assessing the
academic performance of students is guided by DO no. 31, s. 2020 or known as
“Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan”. This policy provides guidance on the assessment of
student learning and on the grading scheme to be adopted this school year. The
DepEd is committed to ensure educational continuity in this time of crisis while
looking after the health, safety, and well-being of all its learners, teachers, and
personnel. “Schools must adopt assessment and grading practices that can most
meaningfully support development and respond to varied contexts at this time.”
This policy is grounded on the following principles: (a) assessment should be
holistic and authentic in capturing the attainment if most essential learning
competencies; (b) assessment is an integral for understand student learning and
development; (c) a variety of assessment strategies is necessary, with formative
assessment taking priority to inform teaching and promote growth and mastery;
(d) assessment and feedback should be a shared responsibility among teachers,
learners, and their abilities; and (e) assessment and grading should have a
positive impact on learning.

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Academic Performance
For various academic subjects such as Filipino, Filipino students have
applied various coping strategies to cope with the stresses associated with
distance learning. These strategies include looking for adequate time and space,
borrowing of resources for learning, gaining support from one’s peers, gaining
support from teachers, time management, doing the learning tasks in advance,
extending needed time for the learning tasks, diverting one’s attention, self-
regulation, having extra work or jobs, praying, and crying. The study has given
evidence that these contextual coping strategies are attempts to be successful in
distance learning (Rotas & Cahapay, 2021).
Other than coping strategies, skills for literature are needed in the literary
aspect of Filipino. According to Sumeg-ang (2016) in Filipino, the literature
component is an element of learning competencies intended at improving
students’ language competency as well as developing the aesthetic aspect of the
language, which is a personal response from students. The goal of literature,
according to the Curriculum Specifications, is to address not only the
interpersonal, informative and aesthetic value of learning but also the study of the
Filipino language in general.
Also, in relation to literature, Magulod (2018) noted that appreciating
literature may enhance reading performance. This finding corroborates the idea
that the current study’s students were interested in topics related to literary
works, thus leading to good acquisition of competencies. However, Magulod also
noted that students may still need improvement in the following skills:
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“recognizing author’s point of view, ability to judge the text, recognizing personal
philosophy based on literary text read, and relating the stories to their personal
lives.” His study asserted that a “relationship exists between literary appreciation
skills and reading performance of the students.”
Reading competence, however, can be a challenged to a language that
learners may not be that exposed to such as Filipino. Saavedra (2020) indicates
that there are several factors contributing to the poor competence in Filipino
writing among leaners. These factors were identified as follows:1) lack of
vocabulary in the target language; 2) difficulty in conveying and organizing ideas;
3) learners’ perception that writing is a hard task; 4) lack of motivation and
interest in writing; and 5) the difficulty in spelling, grammar, and sentence
construction.
Understanding these factors can be important in understanding the
implications of whether Filipino learned competencies have significant
differences vis-à-vis the academic performances of the students. The MELCs
provide the most important of competencies, and in the context of the
aforementioned factors, students can either decline in ability or excel in ability to
the extent that they are able to acquire the competencies. The current research
study would address this specific problem—that is—to see if the MELCs do
indeed have bearing as to how the students have performed in the various
academic grading periods.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methodology and procedures used in this study.
It consists of 1) research design, 2) research setting, 3) participants and
sampling procedure, 4) research instrument 5) validation and reliability of the
instrument, 6) data gathering procedure, 7) categorization of variables and 8) the
statistical treatment.
Research Design
This study used the descriptive method documentary analysis. It is a type
of qualitative research in which documents are reviewed by the researcher to

xxxiii
assess an appraisal theme. “Dissecting documents involves coding content into
subjects like how focus group or interview transcripts are investigated.” It refers
to the various procedures involved in analyzing and interpreting data generated
from the examination of documents and records relevant to a particular study. It
uses a systematic procedure to analyze the documentary evidence and answer
specific research questions. “Similar to other methods of analysis in qualitative
research, document analysis requires repeated review, examination and
interpretation of the data in order to gain meaning and empirical knowledge of the
construct being studied.”
Research Setting
This study was conducted in the District of Misamis Oriental General
Comprehensive High School located at Don Apolinar Velez Street, Cagayan de
Oro City. Formerly known as Misamis Oriental High School was established over
the initiative of Don Apolinar Velez y Ramos. He was the first elected Governor of
Misamis Oriental. The school was officially opened on December 15, 1909 with
the attendance of the national officials. The fifth Congress of the Philippines
under RA 4247 dated June 19, 1965, the institution was converted to national
high school and it is currently recognized as Misamis Oriental General
Comprehensive High School or MOGCHS.
Nowadays, MOGCHS is the only school under the jurisdiction of the
Division of Misamis Oriental that is located in the City. The school caters for
xxxiv
Junior High School students, from Grade 7 to Grade 10 and just recently, during
the start of the K-12 Program, it extends and accommodates Senior High Grades
11 and 12.
MOGCHS is categorized as a Mega School in the Division of Misamis
Oriental. It is regarded as a whole district unlike other schools in that they are
clustered from other nearby schools to be called one district. The school had a
total population of 8,570 students during the School Year 2020-2021. There were
323 teachers across all learning areas. Both learners and educators were from
the many barangays in the City and a few from Misamis Oriental.
MOGCHS
xxxv
Source:
https://www.google.com/maps/place/Misamis+Oriental+General+Comprehensive+High+School/
@8.4829859,124.6442581,17z/data=!4m12!1m6!3m5!
1s0x32fff2d77c0eed0f:0xf32a8e2f3829475d!
2sMisamis+Oriental+General+Comprehensive+High+School!8m2!3d8.4829859!4d124.6464468!
3m4!1s0x32fff2d77c0eed0f:0xf32a8e2f3829475d!8m2!3d8.4829859!4d124.6464468 Google Map
Figure 2: Map of Misamis Oriental General Comprehensive High School

(MOGCHS)
The Participants and Sampling Procedure
The participants in this study were the selected Grade 7, 8, 9 and 10
participants of MOGCHS District, Division of Misamis Oriental during the school
year 2020-2021. A convenience sampling procedure is employed since only
selected Grade 7, 8, 9 and 10 students of MOGCHS District, Division of Misamis
Oriental were involved to assess the learned competencies in Filipino subject.
Table A
Distribution of Participants
Grade Level Sections Number of Students
EDSA 49
EVANGELISTA 49
JULIAN FELIPE 49
xxxvi
7 TIANO BROTHERS 48
DIGNIFIED 50
FAITHFUL 46
GENTLE 52
8
INDEPENDENT 50
MEEK 47
DEUTERONOMY 46
KINGS 45
9
OBADIAH 52
PHILIPPIANS 50
SPINEL 47
GARNET 49
CALCITE 45
10
ZIRCON 49
CORAL 49
TOTAL 883
Research Instrument
To gather the data on the learned competencies of the students in Filipino
learning area, the researcher used the scores derived from the evaluation part of
the modules. Every module consists of different competencies which aligned in
Most Essential Learning competencies (MELCs) that each learner should learn.
These scores will be evaluated with verbal interpretation such as less learned,
learned, and well learned.
Data Gathering Procedure
Prior to the administration of the test questionnaire, the researcher
presented the letter from the Graduate School of PHINMA Cagayan de Oro
College to the Schools Division Superintendent of Department of Education,

xxxvii
Division of Misamis Oriental to secure the permission to conduct this research
study in MOGCHS District. After the approval from the Division Office, the
researcher brought the Endorsement letter to the Schools District Supervisor of
MOGCHS District.
The researcher asked the answered Self- Learning Modules of the
students from the select teachers then derived the scores from the post test.
Through this, the learned competencies were recorded, tabulated and treated.
Categorization of Variables
The following categories were created to make analysis and interpretation of the
data gathered easier.
I. Competencies per Grading Period (1st, 2nd, 3rd and 4th Quarter)
Description Scale
Very Well Learned 3.1 – 4.0
Well Learned 2.1 – 3.0
Learned 1.1 – 2.0
Less Learned 0.1 – 1.0

xxxviii
II. Academic Performance per Grading Period (1st, 2nd, 3rd and 4th Quarter)
Range Description
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
74 and below Did not meet Expectations
Statistical Treatment
The following statistical tools will be used to analyze the data for each
problem.
Descriptive Statistics such as Frequency, Mean, Standard Deviation
and
Percentages was employed in determining the level of the learned
competencies of Grade 7, 8, 9, and 10 students as to Filipino. The Weighted
Mean and Standard Deviation was used in analyzing the level of learned
competencies in Filipino learning area from all levels Grades and Quarters.
Pearson Product Moment Correlation Coefficient was used in analyzing the
relationship between the independent variables and the dependent variables
based on its significant and critical value.

xxxix
Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
The chapter explains the findings, and the interpretations of data and
results, which were gathered and given statistical treatment. These results
support the conclusions on the learned competency levels of the Grade 7 to 10
students.
xl
Problem 1. What is the level of learned competencies in Filipino of Grade 7,
8, 9 and 10 in:
I.1 First Grading Period;
I.2 Second Grading Period;
I.3 Third Grading Period; and
I.4 Fourth Grading Period?
Table 1
Distribution of Participants’ Level of Learned Competencies in
Filipino 7 in the First Quarter
Competencies Mean SD Description
Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na

pinagmulan ngkuwentong-batay sa mga pangyayari at usapan ng mga 3.44 0.68 Very Well
tauhan. Learned
Nagagamit nang wasto ang mga pahayag sa pagbibigay ng mga Very Well
patunay. 3.12 0.72 Learned
Naipaliliwanag ang sanhi at bunga ng mga pangyayari. 2.43 0.71 Well Learned
Well
Overall 3.00 0.70 Learned
Legend: 3.01 – 4.00 Very Well Learned (VWL) 2.01 – 3.00 Well Learned (WL)
1.01 – 2.00 Learned (L) 0.0 – 1.00 Less Learned (LL)
Table 1 presents the Distribution of Participants’ Level of Learned
Competencies in Filipino 7 in the First Quarter. It reveals the following overall
mean of 3.00, (SD = 0.70). The overall mean, 3.00, is described as very well-
learned while the rest are described as well-learned. This implies that most of the
learning competencies were acquired by the students. Magulod’s (2018) study
also focused on the skills of Filipino students. He found that students appreciate
literature learning well; thus, it is no surprise that for the above competencies, the
students have generally acquired them well.

xli
The table shows the competency of Nahihinuha ang kaugalian at
kalagayang panlipunan ng lugar na pinagmulan ng kuwentong batay sa
mga pangyayari at usapan ng mga tauhan garnered the highest mean of 3.44
(SD=0.68) described as very well-learned. This is consistent with Magulod’s
(2018) finding concerning the literary appreciation skills of Filipino students. He
found that students have fair performance in literature learning. He also
discovered that literary appreciation skills relate to reading performance. Thus, it
can be concluded that the students under the current study are good readers as
well. Moreover, the table shows that the
competency Naipaliliwanag ang sanhi at bunga ng mga pangyayari garnered
the lowest mean of 2.43 (SD=0.71) described as well-learned. One of the main
roots why students have a challenging time explaining varied factors such as
causes, and effects of events is that the students’ reading skills still need to be
improved. In this area, proper intervention is absolutely needed (Cayubit, 2012).
Table 2
Filipino 7 in the Second Quarter
Naipaliliwanag ang mahahalagang detalye, mensahe at kaisipang

nais iparating ng napakinggang bulong, awiting-bayan, alamat, 2.63 0.69 Well learned
bahagi ng akda at teksto tungkol sa epiko sa Kabisayaan.
Nasusuri ang kulturang nakapaloob sa awiting-bayan. 3.08 0.73 Well Learned
Nabubuo ang sariling paghahatol o pagmamatuwid sa ideyang

nakapaloob sa akda na sumasalamin sa tradisyon ng mga taga- 2.41 0.70 Well Learned
Bisaya.
Well
xlii
Table 2, Distribution of Participants’ Level of Learned Competencies in
Filipino 7 in the Second Quarter, garnered an overall mean of 2.71 (SD = 0.71),
with the description, well-learned. This implies that most of the learning
competencies were acquired by the students. Sebastian (2019) has said that
various techniques can be used to arouse interest among students. The result
here also implies that if teachers have employed these techniques for the
competencies of the quarter, then most likely, these techniques are a huge factor
for students’ learning of the competencies.
The competency Nasusuri ang kulturang nakapaloob sa awiting bayan
garnered the highest mean of 3.08 (SD=0.73) described as well-learned.
According to Sebastian (2019), using songs as springboards of learning can lead
to the renewed interest of students for poetry and other literature, which can then
lead to enhanced comprehension. He found that his intervention through song
has been effective. Thus, with this competency, it is no surprise if students have
enhanced interest and performance as well.
The competency Nabubuo ang sariling paghahatol o pagmamatuwid
sa ideyang nakapaloob sa akda na sumasalamin sa tradisyon ng mga taga-
Bisaya garnered the lowest mean of 2.41 (SD=0.70) described as well-learned.
These skills of judging and standing for an idea require a great amount of critical
thinking among the students. Marquez (2017) in his study states that Filipinos
should receive training in critical thinking especially when dealing with traditions
that encapsulate the values and beliefs of other people.
Table 3
xliii

Filipino 7 in the Third Quarter
Naipapaliwanag ang kahalagahan ng paggamit ng suprasegmental 3.51 0.82 Very Well
(tono, diin, antala). Learned
Naihahambing ang mga katangian ng mga katangian ng

awiting/tulang panudyo, tugmang de gulong at palaisipan. 2.14 0.68 Well Learned
Nasusuri ang mga katangian at elemento ng mito, alamat,

kuwentong-bayan, maikling kuwento mula sa Mindanao, Kabisayaan 3.68 0.81 Very Well
at Luzon batay sa paksa, mga tauhan, tagpuan, kaisipan at mga Learned
aspektong pangkultura (halimbawa: heograpiya, uri ng pamumuhay
at iba pa).
Very Well
Table 3 shows the Distribution of Participants’ Level of Learned
Competencies in Filipino 7 in the Third Quarter with the overall mean of 3.11
(SD=0.77) garnering the description of very well learned. Thus, this implies that
the students have mastered these competencies. Sugue & Reyes (2022) have
argued for the relevance of these competencies across the nation (Mindanao,
Luzon and Visayas).
The competency Nasusuri ang mga katangian at elemento ng mito,
alamat, kuwentong-bayan, maikling kuwento mula sa Mindanao,
Kabisayaan at Luzon batay sa paksa, mga tauhan, tagpuan, kaisipan at
mga aspektong pangkultura (halimbawa: heograpiya, uri ng pamumuhay at
iba pa) garnered the highest mean of 3.68 (SD=0.81) described as very well-
learned. Folk narratives from different parts of the Philippines are now being
integrated into the curriculum. This competency reflects that reality. According to
Sugue & Reyes (2022), appreciation of the folk texts from all over the Philippines
xliv
must be supported by way of a copious integration of Philippine mythology for
instance into the curriculum.
The competency Naihahambing ang mga katangian ng awiting/tulang
panudyo, tugmang de gulong at palaisipan garnered the lowest mean of 2.14
(SD=0.68) described as well-learned. The similarities and differences must be
perceived by the students so they have a better understanding of these different
literary forms and genres. In her article, Godinez-Ortega (2020) pointed out that
the literary tradition from Spanish times to American times has undergone
several changes. Thus, the students can see this when they notice shifts of tone
and other qualities from one genre to the next. However, this skill may not be so
applicable to what they encounter in daily life, since much Philippine readings
being sold are now in modern forms such as the novel and Wattpad stories.
Table 4
Filipino 7 in the Fourth Quarter
Naibibigay ang kahulugan at mga katangian ng korido.

2.37 0.69 Well Learned
Naibibigay ang sariling ideya tungkol sa kahalagahan ng pag-aaral
ng Ibong Adarna. 2.34 0.70 Well Learned
Nasusuri ang mga pangyayari sa akda na nagpapakita ng mga

suliraning panlipunang dapat mabigyan solusyon. 3.19 0.74 Very Well
Learned
Nasusuri ang mga katangian at papel na ginampanan ng
pangunahing tauhan at mga pantulong na tauhan. 2.31 0.68 Well Learned
Overall 2.55 0.70 Well Learned
Table 4 shows the Distribution of the Participants’ Level of Learned
Competencies in Filipino 7 in the fourth quarter with the overall mean of 2.55
xlv
(SD=0/70), with the description of well-learned. This implies that the learners
have sufficiently acquired the competencies. Alerta (2021) has argued that
Filipino students should be very engaged with reading texts and analyses. Thus,
it seems the students have gained enough skills, at least the bare minimum, to
do such readings and analyses.
The competency Nasusuri ang mga pangyayari sa akda na
nagpapakita ng mga suliraning panlipunang dapat mabigyan solusyon
garnered the highest mean of 3.19 (SD=0.74) described as very well-learned.
Alerta (2021) has reasserted the need to focus on the skills and content in
relation to the Filipinos’ literary competence. Thus, they must be engaged
enough in reading and examining the texts even in the context of distance
learning. Highlighting social problems and issues may help in this engagement.
Moreover, the competency Nasusuri ang mga katangian at papel na
ginampanan ng pangunahing tauhan at mga pantulong na tauhan garnered
the lowest mean of 2.31 (SD=0.68) described as well-learned. Ocbian & Pura
(2015) recommended that teachers should lead students to empathize with the
characters. In this way, they can analyze the qualities of both main and
supporting characters. Having a vicarious experience with this enables the
students to acquire this competency better.
Table 5
Nakikilala ang bugtong, salawikain, sawikain o kasabihan na ginamit 3.22 0.71 Very Well
sa napanood na pelikula o programang pantelebisyon. Learned
xlvi
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong,

salawikain, sawikain o kasabihan. 2.62 0.68 Well Learned
Nabibigyang-kahulugan ang mga talinghagang ginamit sa tula. 2.90 0.65 Well Learned
Nahuhulaan ang mahalagang kaisispang nakapaloob sa mga

karunungang-bayang napakinggan o nabasa. 2.72 0.69 Well Learned
Nabibigyang-kahulugan ang mga talinghaga na ginamit sa alamat. 1.52 0.70 Learned
Nailalahad ang sariling pananaw sa pagiging makatotohanan/di-

makatotohanan ng mga puntong binibigyang-diin sa napakinggan. 3.16 0.68 Well Learned
Nasusuri an pagkakabuo ng alamat batay sa mga elemento nito. 2.99 0.66 Well Learned
Nasusuri ang pagkakatulad at pagkakaiba ng napanood na alamat sa 2.46 0.73 Well Learned
binasang alamat.
Competencies in Filipino 8 in the First Quarter garnering an overall mean of 2.70
(SD=0.69), which is well-learned. This implies that the students sufficiently
acquired the competencies. Gorra & Bhati (2016) supported the use of
technology to learn various competencies even those that are literary in nature. It
seems that students have appreciated such use.
The competency Nakikilala ang bugtong, salawikain, sawikain o
kasabihan na ginamit sa napanood na pelikula o programang
pantelebisyon garnered the highest mean of 3.22 (SD=0.71) described as very
well-learned. Gorra & Bhati (2016) emphasized the likelihood of Philippine
schools to use technology such as television to further learning. They support the
idea of using technology to enhance learning-related exercises in the classroom
context.
xlvii
Moreover, the competency Nabibigyang kahulugan ang mga
talinghaga na ginamit sa alamat garnered the lowest mean of 1.52 (SD=0.70)
described as learned. Flores (2011) has determined that the allegorical impulse
is present in Philippine art such as literature. According to him, the allegorical
“bears the desire to belong to the world…” Understanding these concepts can
enhance the Filipino students’ understanding of the allegory that one finds in
various Philippine legends.
Table 6
Naibibigay ang denotibo at konotatibong kahulugan, kasingkahulugan 2.18 0.66 Well Learned
at kasalungat na kahulugan ng malalim na salitang ginamit sa akda.
Nakapaglalahad sa paraang pasulat ng pagsang-ayon at 2.06 0.69 Well Learned

pagsalungat sa isang argumento.
Nagagamit ang iba't-ibang Aspekto ng Pandiwa sa isasagawang 2.30 0.73 Well Learned
pagsusuri ng sarsuwela.
Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa 2.79 0.70 Well learned
pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba't-ibang
rehiyon sa bansa.
Competencies in Filipino 8 in the Second Quarter, garnering an overall mean of
2.33 (SD=0.70), which is well-learned. This implies sufficient learning of the
competencies on the part of the students. Chow (2004) have argued for the value
of the competencies like these in Filipino 8. Therefore, it seems that the students
have also valued the learning of these competencies.

xlviii
The competency Nasusuri nang pasulat ang papel na ginagampanan
ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng
iba't-ibang rehiyon sa bansa garnered the highest mean of 2.79 (SD=0.70)
described as well-learned. Though the universal conception of world literature is
still popular, one must also look upon the uniqueness of literature found in a
nation’s culture. One must acknowledge though the value of comparing various
literatures across the world (Chow, 2004). Still, the students ought to understand
Philippine literature as reflective of the various cultures found across the nation.
Moreover, the competency Nakapaglalahad sa paraang pasulat ng
pagsang-ayon at pagsalungat sa isang argumento garnered the lowest mean
of 2.06 (SD=0.69) described as well-learned. Argumentation, according to
Yunting & Paderna (2021) can enhance the students’ knowledge building. They
have found that exposing students to the expression of their arguments whether
to support or counter an argument can improve their knowledge.
Table 7
Distribution of Respondents’ Level of Learned Competencies in
Naihahambing ang tekstong binasa sa iba pang teksto batay sa 3.13 0.80 Very Well
paksa. Learned
Nabibigyang-kahulugan ang mga termino na ginamit sa mundo ng 3.20 0.83 Very Well
multi-media. Learned
Naiuulat nang maayos at mabisa ang nalikom na datos sa 3.17 0.77 Very Well
pananaliksik. Learned
Nagagamit ang iba't-ibang estratehiya sa pangangalap ng mga ideya 3.43 0.84 Very Well
sa pagsulat ng balita o komentaryo. Learned
Nagagamit ang angkop na mga komunikasyon sa pagbuo ng isang 3.20 0.82 Very Well
Social Awareness Campaign. Learned
Naipapahayag sa lohikal na paraan ang mga pananaw at katuwiran. 3.19 0.80 Very Well
xlix
Learned
Overall 3.22 0.81 Very Well
Learned
Table 7 shows the Distribution of Respondents’ Level of Learned
Competencies in Filipino 8 in the Third Quarter, garnering an overall mean of
3.22 (SD=0.81), which is very well learned. This implies great learning on the part
of the students. Cabigao (2021) argued that research and writing demand many
activities on the part of the students, and apparently the students for this quarter
have benefited from such activities.
The competency Nagagamit ang iba't-ibang estratehiya sa
pangangalap ng mga ideya sa pagsulat ng balita o komentaryo garnered
the highest mean of 3.43 (SD=0.84) described as very well-learned. The use of
commentary or news as a way of enhancing writing is in line with
recommendations made by researchers who have studied writing competency.
Cabigao (2021) for instance advocated the use of activities that emphasize
writing activities in the outside-of-school contexts. News writing and commentary
are therefore avenues for such contexts.
Moreover, the competency Naihahambing ang tekstong binasa sa iba
pang teksto batay sa paksa garnered the lowest mean of 3.13 (SD=0.80)
described as very well- learned. This skill of comparison may be a subset of skills
that can be classified as strategies that lead to the understanding of various non-
literary texts covering a variety of subjects. Sarasua (2021) studied the strategies
and recommended that teachers “explicitly teach… different comprehension

l
strategies.” Thus, students can then comparatively analyze the texts relative to
the textual subjects.
Table 8
Nahihinuha ang kahalagahan ng pag-aaral ng Florante at Laura 3.34 0.80 Very Well
batay sa napakingang mga pahiwatag sa akda. Learned
Naipapahayag ang sariling pananaw at damdamin sa ilang 2.40 0.74 Well Learned
pangyayari sa binasa.
Nailalahad ang mahahalagang pangyayari sa aralin. 2.55 0.70 Well Learned
Nabibigyang-pansin ang mga angkop na salitang dapat gamitin sa 3.30 0.74 Very Well
isang Radio Broadcasting. Learned
Competencies in Filipino 8 in the Fourth Quarter, garnering an overall mean of
2.90 (SD=0.75), which is well-learned. This implies sufficient learning among the
students. Jurilla (2005) asserted that dealing with texts in the context of learning,
perspective, and emotion; and this is important in the competencies mentioned
above. It would seem that the students have applied such dealing with the texts.
The competency Nahihinuha ang kahalagahan ng pag-aaral ng
Florante at Laura batay sa napakingang mga pahiwatag sa akda garnered
the highest mean of 3.34 (SD=0.80) described as very well-learned. Florante at
Laura is now considered as one of Philippines foremost texts (Jurilla, 2005). An
understanding of it can also lead to an understanding of developments in history
and poetry in terms of the national heritage it represents as a cultural artifact.
Moreover, the competency Naipapahayag ang sariling pananaw at
damdamin sa ilang pangyayari sa binasa garnered the lowest mean of 2.40

li
(SD=0.74) described as well-learned. Usually, it is through writing by which
students are asked to express their own perspective. However, this can lead to
certain problems. For instance, as Al-Shboul & Huwari (2015) pointed out, writing
apprehension is common and is borne by students because of negative attitudes
and writing experiences in the past. These attitudes should be addressed so that
the impact of these negative experiences may be lessened.
Moreover, according to Anas (2019), teaching a language can be done
with technology, as well as the integration of technology tools, the knowledge of
the teacher concerning technology, and the students’ knowledge of technology.
High-end technology tools may be applied, therefore, in the instruction assuming
that the students are adept with the technology. Thus, when students learn about
the social media, social awareness, film, and documentary radio in the context of
Filipino, it is no surprise that they do well in the assigned competencies.
Table 9
Nabubuo ang sariling pagatol o pagmamatuwid sa mga ideyang 3.13 0.76 Very Well
nakapaloob sa akda. Learned
Nabibigyang-kahulugan ang mahirap na salitang ginamit sa akda 3.20 0.78 Very Well
batay sa denotibo at konotibong kahulugan. Learned
Nakasusulat ng ilang pangyayari sa akda na nagpapakita ng tao 3.17 0.70 Very Well
laban sa sarili. Learned
Naiuugnay ang sariling damdamin sa damdaming inihahayag sa 3.42 0.83 Very Well
Learned
napakinggang tula.
Nagagamit ang mga pang-ugnay sa pagpapahayag ng sariling 3.20 0.77 Very Well
pananaw. Learned

Learned
lii

Table 9, the Distribution of Participants’ Level of Learned Competencies in
Filipino 9 in the First Quarter, shows an overall mean of 3.22 (SD=0.77), with a
description of very well-learned. Thus, the students have more than sufficiently
acquired the competencies. Rumbold & Simecek (2016) highlight the affective
aspect of learning, and for the competencies above, it seems that the students
have used their affective aspects to learn effectively.
The competency Naiuugnay ang sariling damdamin sa damdaming
inihahayag sa napakinggang tula garnered the highest mean of 3.42
(SD=0.83) described as very well-learned. According to Rumbold & Simecek
(2016), the affective responses that students have to poetry are helpful in
deepening their analyses and understanding of the poems. Thus, this
competency is helpful in enriching literary appreciation.
Moreover, the competency Nabubuo ang sariling pagatol o
pagmamatuwid sa mga ideyang nakapaloob sa akda garnered the lowest
mean of 3.13 (SD=0.76) described as very well-learned. Clune (2021) has
argued for the importance of letting students form judgments on the literary value
of literary works. In doing so, students acquire skills for analysis and
interpretation. Therefore, students should exert more effort to acquire the skill of
forming good judgments to stand on and defend concerning literary authors.

liii
Table 10
Nakasusuri sa pagkakatulad at pagkakaiba ng estilo ng pagbuo ng 2.85 0.86 Well Learned
tanka at haiku.
Natutukoy ang kaibaan ng mga sumusunod na suprasemental na 3.10 0.81 Very Well
antala na antala o into, diin at tono sa pagbigkas ng mga salita. Learned
Nagagamit ang suprasegmental na antala o hinto, diin at tono sa 3.03 0.75 Well Learned
pagbigkas ng tanka at haiku.
Nahihinuha ang damdamin ng mga tauhan batay sa diyalogong 3.10 0.78 Very Well
napakinggan. Learned
Naipapahayag ang sariling pananaw tungkol sa napakinggang isyu sa 3.13 0.79 Very Well
Learned
lipunan.
Naipapaliwanag ang mga kaisipan, layunin, paksa at paraan ng 3.08 0.68 Well Learned
pagkakabuo ng sanaysay.
Table 10, the Distribution of Participants’ Level of Learned Competencies
in Filipino 9 in the Second Quarter, shows the overall mean of 3.05 (SD=0.78)
with a description of well-learned. This implies that the students have sufficiently
learned the competencies. According to Cohen (2004), expressing thought and
perspective are important competencies; thus, it is good that the students have
demonstrated these.
The competency Naipapahayag ang sariling pananaw tungkol sa
napakinggang isyu sa lipunan garnered the highest mean of 3.13 (SD=0.79)
described as very well-learned. It has been well-known that encouraging the
expression of perspectives about issues can be an avenue for students to
practice communication in a language (Cohen, 2004). In Cohen’s project, she
asked students to share their points of view through a magazine project. Thus,
students, when encouraged to talk about their perspectives on issues, can
enhance themselves in other language competencies as well.

liv
Moreover, the competency Nakasusuri sa pagkakatulad at pagkakaiba
ng estilo ng pagbuo ng tanka at haiku garnered the lowest mean of 2.85
(SD=0.86) described as well-learned. Tanka and haiku are among the many
poetic forms that can be the bases for any language in terms of producing literary
artistic works. In this case, the language is Filipino. This gives the students the
opportunity to “submit their own compositions of the final poetic form” while at the
same time being “encourage[d] [in terms of] cultural awareness and critical
thinking.” Thus, students should exert more effort in having a greater
understanding to analyze similarities and differences of these styles better.
Table 11
Napapatunayang ang mga pangyayari sa binasang parabula ay 3.06 0.68 Well Learned
maaring maganap sa tunay na buhay sa kasalukuyan.
Naisusulat ang isang anekdota o liham na nangangaral; isang 2.99 0.65 Well Learned
halimbawa ng elehiya.
Nasusuri ang mga tunggalian sa kwento batay sa napakinggang pag- 3.03 0.67 Well Learned
uusap ng mga tauhan.
Nagagamit ang mga pang-abay sa pagbuo ng alamat. 3.17 0.76 Very Well
Learned
Naiisa-isa ang kultura ng kanlurang Asyano mula sa mga akdang 3.25 0.78 Very Well
pampanitikan nito. Learned
Learned
in Filipino 9 in the Third Quarter, shows the overall mean of 3.10 (SD=0.71) with
a description of very well-learned. This implies that the students have more than
sufficiently learned the competencies. According to Saavedra (2020), the

lv
competencies mentioned above are important to students—and so the students
should indeed exert the effort to acquire these.
The competency Naiisa-isa ang kultura ng kanlurang Asyano mula sa
mga akdang pampanitikan nito garnered the highest mean of 3.25 (SD=0.78)
described as very well-learned. Philippine culture is known to be heterogenous,
having cultural elements from the colonizers and from continental Asia (Quiros,
2019). There are positive impacts to this, but there are also disadvantages.
Filipino learners will lessen the disadvantages by also treasuring the cultural
contributions of the Philippines’ Asian neighbors.
The competency Naisusulat ang isang anekdota o liham na
nangangaral; isang halimbawa ng elehiya garnered the lowest mean of 2.99
(SD=0.65) described as well-learned. Two factors that contribute to having low
scores in this competency are as follows: lack of vocabulary and difficulty in
organizing ideas (Saavedra, 2020). More effort has to be exerted by the students
such that they would be more confident and adept in their Filipino writing.
Table 12
Nailalahad ang sariling pananaw, kongkulsyon, at bisa ng akda sa 3.35 0.81 Very Well
sarili at sa nakararami. Learned
Natutukoy an kahalagahan ng bawat tauhan sa nobela. 3.00 0.75 Well Learned
Nagagamit ang tamang pang-uri. 3.07 0.69 Well Learned
Naipaliliwanag ang iba't ibang paraan ng pagbibigay-pahiwatig sa 3.30 0.84 Very Well
kahulugan. Learned

lvi
Learned
in Filipino 9 in the Fourth Quarter, shows the overall mean of 3.18 (SD=0.77) with
sufficiently learned the competencies. According to Murphy (2000), a kind of
interaction between student and literary author through text is needed skill; thus,
the competencies above would help students acquire such a skill.
The competency Nailalahad ang sariling pananaw, kongkulsyon, at
bisa ng akda sa sarili at sa nakararami garnered the highest mean of 3.35
(SD=0.81) described as very well-learned. Murphy (2000) argued for greater
attention given to the students’ perspectives about literary authors, for instance.
This competency would address that. In this way, students are given the chance
to build for knowledge construction.
The competency Natutukoy an kahalagahan ng bawat tauhan sa
nobela garnered the lowest mean of 3.00 (SD=0.75) described as well-learned.
For this competency, novel reading must be encouraged. According to Sasalia &
Sari (2020), “a positive perception toward using interactive instruction with
authentic literary texts, such as novels” can have good impact on the students’
reading ability. This perception must be shared with the students, so that they
would be more appreciative of elements in literary works, the novels’ characters
for instance.
lvii
Table 13
Naiuugnay ang mga mahahalagang kaisipang nakapaloob sa 2.98 0.70 Well Learned
binasang akda sa nangyayari sa sariling karanasan, pamilya,
pamayanan, lipunan, daigdig.
Nabibigyang-puna ang napanood na video clip. 2.93 0.66 Well Learned
Nagagamit nang wasto ang pokus ng pandiwa (tagaganap, layon, 3.17 0.78 Very Well
pinaglalaanan, kagamitan at pagsasaad ng aksyon, pangyayari). Learned
Nahihinuha ang damdamin ng sumulat ng napakinggang anekdota. 3.03 0.70 Well Learned
Nasusuri ang binasang anekdota batay sa paksa, tauhan, tagpuan, 3.30 0.81 Very Well
motibo ng awtor, paraan ng pagsulat at iba pa. Learned
Nabibigyang-kahulugan ang salita batay sa ginamit na panlapi. 3.16 0.73 Very Well
Learned
Nasusuri ang kasiningan at bisa ng tula batay sa napakinggan. 3.27 0.79 Very Well
Learned
Naihahanay ang mga salita batay sa kaugnayan ng mga ito sa isa't 3.24 0.72 Very Well
isa. Learned
Learned
in Filipino 10 in the First Quarter, shows the overall mean of 3.14 (SD=0.74) with
sufficiently learned the competencies. According to Alerta (2021), the close
reading of a text is an important skill to be acquired by students; thus, these
students in acquiring the competencies above are learning skills essential for
further education.
The competency Nasusuri ang binasang anekdota batay sa paksa,
tauhan, tagpuan, motibo ng awtor, paraan ng pagsulat at iba pa garnered

lviii
the highest mean of 3.30 (SD=0.81) described as very well-learned. As explained
by Alerta (2021), the analysis and reading of a text are skills that well-formed
students should acquire. Having this competency, therefore, is a great
advantage.
The competency Nabibigyang-puna ang napanood na video clip
garnered the lowest mean of 2.93 (SD=0.66) described as well-learned. Levine et
al. (2000) suggested that the use of computerized tools like video clips may
enhance literacy skills. The computer environment and its tools may improve
reading classes, but much depends on the content of these video clips for
learning. Thus, if these clips are not in line with students’ interest, then the
benefits may be minimal.
Table 14
Naipapahayag ang mahalagang kaisipan sa napakinggang 3.24 0.80 Very Well
mitolohiya. Learned
Naiuugnay ang mga kaisipang nakapaloob sa akda sa nangyayari sa 2.84 0.71 Well Learned
sarili, pamilya, pamayanan, lipunan at daigdig.
Nabibiyang- kahulugan ang salita batay sa ginagamit na panlapi. 3.20 0.83 Very Well
Learned
Naitatala ang mga salitang magkakatulad at magkakaugnay sa 3.21 0.79 Very Well
kahulugan. Learned
Nasusuri ang nobela sa pananaw realismo o alinmang ankop na 3.18 0.80 Very Well
pananaw/teoryang pampanitikan. Learned
Naipapahayag ang sariling kaalaman at opinyon tungkol sa isang 3.14 0.74 Very Well
paksa sa isang talumpati. Learned
Learned
in Filipino 10 in the Second Quarter, shows the overall mean of 3.14 (SD=0.78)
lix
with a description of very well-learned. This implies that the students have more
than sufficiently learned the competencies. According to Sugue & Reyes (2022)
exposing students to rich cultural traditions adds to academic cultural literacy.
Thus, the students acquiring this is a positive advantage.
The competency Naipapahayag ang mahalagang kaisipan sa
napakinggang mitolohiya garnered the highest mean of 3.24 (SD=0.80)
described as very well-learned. Renewed interest in Philippine mythology has
given students the opportunity to be more enthusiastic about Philippine folklore.
Now, more students have realized that the country is “rich in culture,
characterized by different literary art forms, such as indigenous rituals and folk
narratives…” (Sugue & Reyes, 2022).
The competency Naiuugnay ang mga kaisipang nakapaloob sa akda
sa nangyayari sa sarili, pamilya, pamayanan, lipunan at daigdig garnered
the lowest mean of 2.84 (SD=0.71) described as well-learned. It is possible that
more explicit instruction about synthesizing (i.e., ang pag-uugnay) may be
necessary for students to have greater skill in this. For instance, Zhang (2013)
discovered that there is a “positive effect of instruction” on enhancing the
synthesis skills of students.
Table 15
Mitolohiya: Naipaliliwanag ang pagkakaiba at pagkakatulad ng 3.20 0.71 Very Well
mitolohiya ng Africa at Persia. Learned
Nabibigyang-kahulugan ang salita batay sa ginamit na panlapi. 3.29 0.76 Very Well
Learned
Naisusulat ang isang orihinal na komik strip sa isang anekdota. 3.25 0.73 Very Well
lx
Learned
Napangangatwiranan ang sariling reaksiyon tungkol sa akdang 3.25 0.73 Very Well
binasa sa pamamagitan ng debate/pagtatalo. Learned
Epiko/maikling kwento: Naiuugnay ang sariling sa akda sa 2.87 0.68 Well Learned
pandaigdigang pangyayari sa lipunan.
Naibibigay ang katumbas na salita ng ilang salita sa akda 3.36 0.81 Very Well
(analohiya). Learned
Nabibigyang-kahulugan ang damdaming nangingibabaw sa akda. 3.33 0.80 Very Well
learned
Learned
in Filipino 10 in the Third Quarter, shows the overall mean of 3.22 (SD=0.74) with
sufficiently learned the competencies. According to Calic & Ayas (2005), good
engagement with the meanings of words is a positive cognitive skill. Thus,
students’ acquiring this is a positive benefit.
The competency Naibibigay ang katumbas na salita ng ilang salita sa
akda (analohiya) garnered the highest mean of 3.36 (SD=0.81) described as
very well-learned. Analogy can be useful content for learning, particularly for
learners’ active engagement in transforming meanings. This fact has been
verified by Calik & Ayas in their study (2005).
The competency Epiko/maikling kwento: Naiuugnay ang sariling sa
akda sa pandaigdigang pangyayari sa lipunan garnered the lowest mean of
2.87 (SD=0.68) described as well-learned. Epics are well-known stories of
heroes, and their issues can also relate to current ones present in the world.
Villanueva (2022) in his study has analyzed a Philippine epic that takes on
bravery, heroism, justice, journey and sacrifice as among the different themes
lxi
present in the epic. Thus, students can take on these themes and relate any of
these to what is going on globally.
Table 16
Naiuugnay ang kahulugan ng salita batay sa kaligirang 3.40 0.84 Very Well
pangkasaysayan nito. Learned
Nasusuri ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa- 3.16 0.70 Very Well
tao, magulang). Learned
Naisusulat ang buod ng kaligirang pangkasaysayan ng El 3.14 0.67 Very Well

Filibusterismo batay sa ginawang timeline. Learned
Naitatala ang mahahalagang impormasyon mula sa iba't ibang 3.07 0.68 Well Learned
pinagkukunang sanggunian.
Naisasaad ang pagkamakatotohanan ng akda sa pamamagitan ng 2.88 0.70 Well Learned

pag-uugnay ng ilang pangyayari sa kasalukuyan.

Learned
in Filipino 10 in the Fourth Quarter, shows the overall mean of 3.13 (SD=0.72)
with a description of very well-learned. This implies that the students have more
than sufficiently learned the competencies. According to Innaci & Sam (2017),
good engagement with vocabulary is a positive cognitive skill. Thus, students’
acquiring this is a positive benefit.
The competency Naiuugnay ang kahulugan ng salita batay sa
kaligirang pangkasaysayan nito garnered the highest mean of 3.40 (SD=0.84)
described as very well-learned. Context clues continue to be an effective strategy
in language learning. For instance, Innaci & Sam (2017) assessed in an

lxii
experimental study vocabulary learning of students through context clues. They
found that the strategy not only increases knowledge, but also the retention of
such knowledge.
Moreover, the competency Naisasaad ang pagkamakatotohanan ng
akda sa pamamagitan ng pag-uugnay ng ilang pangyayari sa kasalukuyan
garnered the lowest mean of 2.88 (SD=0.70) described as well-learned. Although
the difference in culture and “life worlds” between author and reader may prevent
the reader from seeing the realities that currently apply reflected in the work of an
author (Lewis, 2000), still, the reader can aim “to identify with the text.”
Admittedly, this can be difficult if the reader-student simply focuses on one’s own
feelings about the text.
The fourth quarter period includes challenging topics such as novel
analysis and Jose Rizal’s El Filibusterismo. The fourth quarter topics delve
deeper into an intensive understanding of the works.

lxiii
lxiv
Tables 17 shows the Distribution of Level of Learned Competencies in
Filipino of Grades 7, 8, 9 and 10 in Misamis Oriental General Comprehensive
High School District in First, Second, Third and Fourth Quarters. The overall
mean of all grade levels is 2.98 (SD=0.74), described as Well-Learned in the
level of competency. It indicates that students have done their very part to learn
in acquiring the learned competencies in Filipino while on distant learning. It
could also mean that the learning competencies and the lessons were well
presented and suited to their capability and maturity. Rotas & Cahapay (2021)
noted that for various academic subjects such as Filipino, Filipino students have
applied various coping strategies to cope with the stresses associated with
distance learning.
Grade 7 highest mean is 3.11 (SD=0.77), in the Third Quarter described
as Very Well Learned; Grade 8 level attained the highest mean of 3.22 ( SD=
0.81) in the Third Quarter, which described as Very Well Learned. In the
meantime, Grade 9 achieved the highest mean of 3.22 (SD=0.77) in the First
Quarter, described as Very Well Learned. Finally, the Grade 10 Level with the
highest mean of 3.22 (SD=0.74) in the Third Quarter, described as Very Well
Learned. Furthermore, Magulod (2018) noted that appreciating literature may
enhance reading performance. This finding corroborates the idea that the current
study’s students were interested in topics related to literary works, thus leading to
good acquisition of the competencies.
In addition, Grade 7 lowest mean is 2.55 (SD=0.70) in the Fourth Quarter,
described as Well Learned; Grade 8 level got the lowest mean of 2.33
lxv
(SD=0.70) in the Second Quarter, which described as Well Learned. On the
other hand, Grade 9 obtained the lowest score 3.05 (SD=0.78) in the Second
Quarter, which described as Well Learned. Lastly, Grade 10 got the lowest
mean score of 3.13 (SD=0.72), which described as Very Well Learned in the
Fourth Quarter. It means that the students have areas to improve amidst getting
the highest mean Very Well Learned. As supported by the study of Baisa-Julian
(2019) creating reasonably fluent and accurate written to acquire a somewhat
advanced range of grammatical and associated vocabulary elements is required
in practically all academic and learning environments. Moreover, according to
Saavedra (2020), there are a number of factors contributing to the poor
competence in Filipino writing among learners.
Problem 2. What is the level of academic performance in Filipino by Grade
level and Grading Periods?
Table 18
Distribution of Grade 7 Participants in Academic Performance in
Filipino
Quarter Mean SD Description
First 82.85 4.19 Satisfactory
Second 85.84 4.77 Very Satisfactory
Third 85.71 5.87 Very Satisfactory
Fourth 86.79 4.37 Very Satisfactory
Legend:
90% - 100% = Outstanding 75% - 79% = Fairly Satisfactory

85% - 89% = Very Satisfactory 74% and below = Needs Improvement
80% - 84% = Satisfactory
Table 18 presents the Distribution of Grade 7 Participants in Academic
Performance in Filipino. It shows the academic performance of the students, and

lxvi
they got mostly very satisfactory performances. Specifically for the fourth period,
among the quarters, the participants earned the highest average, which is
described as very satisfactory. However, the participants obtained the lowest
average during the First Quarter, described as satisfactory.
Of note is the fact that the fourth period garnered the highest average of
86.79. On the other hand, the first period garnered the lowest average of 82.85.
The performances of these Grade 7 students, of course, depended on a variety
of factors. Among the different factors, Bacus (2014) investigated four specifically
self-concept, parenting style, and attitudes among Grade 7 students of public
high schools in key cities found in certain Region X provinces. She found that
student attitude and authoritative parenting style were the variables most strongly
associated with academic performance. Permissive parenting style and self-
concept have also been found to have significant effect on the seventh graders’
performances. The same may also apply to the students under this current study.
Table 19

Filipino
First 82.03 4.64 Satisfactory
Third 84.04 4.63 Satisfactory
Fourth 84.28 4.44 Satisfactory
Legend:

they got mostly satisfactory performances. Specifically for the second period,
lxvii
described as very satisfactory. However, the participants obtained the lowest
average during the First Quarter, described as satisfactory.
Given the level of maturity among Grade 8 students, one may affirm that these
students have thinking styles that characterize each of them. Bernardo et al.
(2002) researched on how thinking styles relate to academic performances of
429 Filipino students.
Therefore, it is possible that the performances shown by these Grade 8
students are affected by how they think. For instance, when students shift from
malayang pag-iisip toward maayos na pag-iisip, these shifts can have an impact
on their learning, and therefore ultimately, also impact their academic
performances in class.
Table 20

Filipino
First 87.52 4.06 Very Satisfactory
Third 88.28 4.27 Very Satisfactory
Fourth 90.30 4.57 Outstanding
Legend:

they got mostly very satisfactory performances. Specifically for the fourth period,
lxviii
described as outstanding. However, the participants obtained the lowest average
during the First Quarter, described as very satisfactory.
Salazar et al. (2000) investigated different factors that are predictive of students’
academic performances or achievement. They researched on Filipino students.
They found that parental socialization, especially authoritative parenting, was
relevant to the students’ grade point averages, which of course are meant to
reflect their overall academic performances. Therefore, such may also apply to
the student-participants of the current study. Grade 9 students in particular are at
transition points in terms of relating with their parents. Authoritative parenting
must be reinforced at this stage, so that students are motivated to work well in
their academics.
Table 21

Filipino
First 91.19 2.33 Outstanding
Second 90.91 2.80 Outstanding
Third 90.86 2.54 Outstanding
Fourth 90.99 2.42 Outstanding
Legend:

they got mostly outstanding performances. Specifically for the first period, among
lxix
the quarters, the participants earned the highest average, which is described as
outstanding. However, the participants obtained the lowest average during the
Third Quarter, described as outstanding.
Magulod (2019) investigated academic achievement among Filipino students. He
discovered that academic performance is associated with study habits and
learning styles. Thus, by improving study habits of the Grade 10 students, then
such effort will most likely lead to better scores reflective of better academic
performances.
lxx
lxxi
Summary
Table 22 shows the Distribution of Participants’ Academic Performance in
Filipino across all the Grade levels during the Four Grading Periods. The data
reveal the First, Second, Third and Fourth Quarters across all Grade levels got
the overall mean which described as Very Satisfactorily with the ranging of 85%
- 89%. It implies that the grade of the students is respectable. It implies that
amidst the distant learning students really done well in their academic
performance.
According to Rotas & Cahapay (2021), for various academic subjects
such as Filipino, Filipino students have applied various coping strategies to cope
with the stresses associated with distance learning. These strategies include
looking for adequate time and space, borrowing of resources for learning, gaining
support from one’s peers, gaining support from teachers, time management,
doing the learning tasks in advance, extending needed time for the learning
tasks, diverting one’s attention, self-regulation, having extra work or jobs,
praying, and crying. The study has given evidence that these contextual coping
strategies are attempts to be successful in distance learning.
Self-study materials may also help in improving the learning of students,
particularly for Filipino. Though there may be significant exposure to the Filipino
language through various media, more learning resources may be needed for the
students to gain more adequate practice time. Through practice, learners
improve themselves.
lxxii
Problem 3. Are there significant differences between Learned
Competencies and the Academic Performance in Filipino of Grades
7, 8, 9 and 10 students in Filipino in Misamis Oriental General
Comprehensive High School District in:
3.1 First Grading Period;
3.2 Second Grading Period;
3.3 Third Grading Period; and
3.4 Fourth Grading Period?
Table 23
Test Significance on Learned Competencies for Filipino 7 and Academic

Performance
Overall Test Significance Result

Variable Mean SD T-value P-value Interpretation
Legend:
Learned Competencies 3.59 0.72 7.438 0.000 Significant
Academic Performance 85.30 4.29
First Grading Period
Second Grading Period
Third Grading Period
Fourth Grading Period
Significant if computed p-value is less than critical p-value: 0.05
Not Significant if computed p-value is equal or greater than critical p-value: 0.05
Critical R-value for Grade 7 and grade 9= 0.138
Critical R-value for Grade 8 and grade 10 = 0.124
lxxiii
Table 23 exhibits Test Significance on Learned Competencies for Filipino
7 students and Academic Performance. It registered an overall computed t-value
of 7.438 (p-value=0.000) and is significant at 0.05 level of significance. This
implies that significant difference was registered between students’ learned
competencies in Filipino and their academic performance. Thus, the null
hypothesis is rejected.
This means that students’ learned competencies in Filipino 7 can affect
their learning performance. Filipino subject is an essential discipline as it
promotes the study and mastery of our National Language, and it is also the
counterpart of English Language. Language allows us to understand each other
and be able communicate and exchange ideas to name a few.
Grade 7 First grading period registered the computed t-value of 9.187 (p-
value=0.000) and is significant at 0.05 level of significance. This implies that
significant difference was registered between students’ learned competencies in
Filipino for first quarter and their academic performance. Thus, the null
This means that teachers and students should give importance on the
competencies in Filipino for the first grading as it can affect the academic
performance. Any less learned competencies must be given remediation or extra
activities so that the students can improve their learning and academic
performance. Thus, consistent monitoring is recommended.

lxxiv
Grade 7 second grading registered the computed t-value of 8.342 (p-
Filipino for second quarter and their academic performance. Thus, the null
competencies in Filipino for the second grading as it can affect the academic
Grade 7 third grading registered the computed t-value of 5.049 (p-
competencies in Filipino for the third quarter as it can affect the academic
Grade 7 fourth grading registered the computed t-value of 7.175 (p-

lxxv
competencies in Filipino for the fourth quarter as it can affect the academic
Table 24

Performance

lxxvi
Table 25

Performance


lxxvii
Table 26

Performance

10 students and Academic Performance. It registered an overall computed t-
value of 7.521 (p-value=0.000) and is significant at 0.05 level of significance. This

lxxviii
In sum, all the data above show significant differences—thus, implying
that the learning competencies have bearing on the students’ academic
performance. Given that the competencies were formed in the context of making
a paradigm for modular distance learning delivery—then this may also indicate
that there is a relation to the learning modality and the learning of the students
vis-à-vis the most essential learning competencies prepared for them.
A study by Martinez (2021) indicated a significant strong relationship
between the extent of implementation of modular distance learning delivery
modality to the academic performance of students, specifically for the Filipino
subject. The researcher argues that there is a positive impact to the academic
performance of the students for the subject. Indicated are the possible reasons
for this impact, such as the social awareness of the school community, and the
proper implementation of the modality. Thus, this would mean that not only
content of competencies can impact performance, but also delivery and
implementation.
lxxix
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter gives a summary of findings, conclusions, and
recommendations of the study. The study identified the students’ competency
levels in Filipino for four grading periods across different grade levels (Grade 7 to
10) in Misamis Oriental General Comprehensive High School for the school year,
2021 – 2022.
The study also sought to determine there are significant differences with
regard to the following: (1) competency levels if grouped according to grade
level, (2) competency levels if grouped according to grading period, (3) academic
performance if grouped according to grade level and grading period. Students
were assessed by the self-learning modules, and through these, competency
levels were determined. Teachers of the different sections across the different
grade levels assessed students’ academic performance.

lxxx
Findings
The following are the findings:
1) The Filipino 7 competency levels during the four quarters reveal as very
well-learned while the rest are described as well-learned; Filipino 8
competency levels got very well-learned while the rest are described as
well learned; Filipino 9 competency levels during the four quarters reveal
was well-learned while the rest are described as very well-learned and
Filipino 10 competency levels during the four quarters reveal well-learned.
2) For all grading periods, the students’ academic performance, for the most
part, is very satisfactory.
3) The t-test results were derived by statistical treatment, and these were
applicable to the participants across the grade levels from 7 to 10, as well
as across all four grading periods. All results lead to the interpretation of
significant, and thus, the null hypotheses are rejected.
Conclusions
Based on the study’s findings, the researcher forwards the following
conclusions:
1. Students may struggle academically with certain Filipino competencies
that demand writing outputs, and these specific competencies in relation
to writing should be continuously assessed to see if improvements are
being made.
lxxxi
2. Significant differences reveal that the students’ academic performance
has bearing on the students’ competency levels in Filipino. These imply
that student’s the level of command in Filipino stipulated by a competency
(which goes higher for every grade level) is an important factor that would
impact academic performance among students.
3. To clearly determine areas and competencies that must be improved in
terms of Filipino language, different assessment activities can be
continuously applied to see if improvements are occurring as students
proceed from one grade level to the next.
Recommendations
The researcher forwards the following recommendations:
1. The Department of Education uses the data to see if all competencies are
appropriate for the grade level, also with due reference to student
maturity.
2. Teachers reflect on factors that may influence students’ proficiency or lack
in the Filipino language and make use of activities that enhance learning
as needed by the student, not just as stipulated by the learning
competency.
3. Researchers can further expand this study by determining if assessment
activities are appropriately designed with due regard to the student’s
grade level.
lxxxii
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lxxxix
APPENDIX A
Letter Request to Conduct Study
xc
APPENDIX B
Most Essential Learning Competencies in Filipino in
Grade 7, 8, 9 and 10
Grade Level: Grade 7
Quarter Most Essential Learning Competencies

FIRST 1. Nahihinuha ang kaugalian at kalagayang panlipunan
ng lugar na pinagmulan ng kuwentong-batay sa mga
pangyayari at usapan ng mga tauhan
2. Nagagamit nang wasto ang mga pahayag sa
pagbibigay ng mga patunay
3. Naipaliliwanag ang sanhi at bunga ng mga
pangyayari
xci
SECOND 1. Naipaliliwanag ang mahahalagang detalye, mensahe

at kaisipang nais iparating ng napakinggang bulong,
awiting-bayan,alamat, bahagi ng akda at teksto tungkol
sa epiko sa Kabisayaan
2. Nasusuri ang kulturang nakapaloob sa awiting-bayan
3. Nabubuo ang sariling paghahatol o pagmamatuwid
sa ideyang nakapaloob sa akda na sumasalamin sa
tradisyon ng mga taga-Bisaya
THIRD 1. Naipapaliwanag ang kahalagahan ng paggamit ng
suprasegmental (tono, diin, antala)
2. Naihahambing ang mga katangian ng mga katangian
ng awiting/tulang panudyo, tugmang de gulong at
palaisipan
3.Naihahambing ang mga katangian ng mga katangian
ng awiting/tulang panudyo, tugmang de gulong at
palaisipan at mga aspektong pangkultura (halimbawa:
heograpiya, uri ng pamumuhay at iba pa)
FOURTH 1.Naibibigay ang kahulugan at mga katangian ng korido
2.Naibibigay ang sariling ideya tungkol sa kahalagahan
ng pag-aaral ng Ibong Adarna
3. Nasusuri ang mga pangyayari sa akda na
nagpapakita ng mga suliraning panlipunang dapat
mabigyan solusyon
4. Nasusuri ang mga katangian at papel na
ginampanan ng pangunahing tauhan at mga pantulong
na tauhan
QUARTER MOST ESSENTIAL LEARNING COMPETENCIES

xcii
FIRST 1. Nakikilala ang bugtong, salawikain, sawikain o

kasabihan na ginamit sa napanood na pelikula o
programang pantelebisyon
2. Nagagamit ang paghahambing sa pagbuo ng
alinman sa bugtong, salawikain, sawikain o kasabihan
3. Nabibigyang-kahulugan ang mga talinghagang
ginamit sa tula
4. Nahuhulaan ang mahalagang kaisispang nakapaloob
sa mga karunungang-bayang napakinggan o nabasa
5. Nabibigyang-kahulugan ang mga talinghaga na
ginamit sa alamat
6. Nailalahad ang sariling pananaw sa pagiging
makatotohanan/di-makatotohanan ng mga puntong
binibigyang-diin sa napakinggan
7. Nasusuri an pagkakabuo ng alamat batay sa mga
elemento nito
8. Nasusuri ang pagkakatulad at pagkakaiba ng
napanood na alamat sa binasang alamat
SECOND 1. Naibibigay ang denotibo at konotatibong kahulugan,
kasingkahulugan at kasalungat na kahulugan ng
malalim na salitang ginamit sa akda
2. Nakapaglalahad sa paraang pasulat ng pagsang-
ayon at pagsalungat sa isang argumento
3. Nagagamit ang iba't-ibang Aspekto ng Pandiwa sa
isasagawang pagsusuri ng sarsuwela
4. Nasusuri nang pasulat ang papel na ginagampanan
ng sarsuwela sa pagpapataas ng kamalayan ng mga
Pilipino sa kultura ng iba't-ibang rehiyon sa bansa
THIRD 1. Naihahambing ang tekstong binasa sa iba pang
teksto batay sa paksa
xciii
2. Nabibigyang-kahulugan ang mga termino na ginamit

sa mundo ng multi-media
3. Naiuulat nang maayos at mabisa ang nalikom na
datos sa pananaliksik
4. Nagagamit ang iba't-ibang estratehiya sa
pangangalap ng mga ideya sa pagsulat ng balita o
komentaryo
5. Nagagamit ang angkop na mga komunikasyon sa
pagbuo ng isang Social Awareness Campaign
6. Naipapahayag sa lohikal na paraan ang mga
pananaw at katuwiran
FOURTH 1. Nahihinuha ang kahalagahan ng pag-aaral ng
Florante at Laura bata sa napakingang mga pahiwatag
sa akda
2. Naipapahayag ang sariling pananaw at damdamin sa
ilang pangyayari sa binasa
3. Nailalahad ang mahahalagang pangyayari sa aralin
4. Nabibigyang-pansin ang mga angkop na salitang
dapat gamitin sa isang Radio Broadcasting

FIRST 1. Nabubuo ang sariling pagatol o pagmamatuwid sa
mga ideyang nakapaloob sa akda.
2. Nabibigyang-kahulugan ang mahirap na salitang
ginamit sa akda batay sa denotibo at konotibong
kahulugan
3. Nakasusulat ng ilang pangyayari sa akda na
nagpapakita ng tao laban sa sarili
4. Naiuugnay ang sariling damdamin sa damdaming
xciv
inihahayag sa napakinggang tula

5. Nagagamit ang mga pang-ugnay sa pagpapahayag
ng sariling pananaw
SECOND 1. Nakasusuri sa pagkakatulad at pagkakaiba ng estilo
ng pagbuo ng tanka at haiku
2. Natutukoy ang kaibaan ng mga sumusunod na
suprasemental na antala na antala o into, diin at tono
sa pagbigkas ng mga salita
3. Nagagamit ang suprasegmental na antala o hinto,
diin at tono sa pagbigkas ng tanka at haiku
4. Nahihinuha ang damdamin ng mga tauhan batay sa
diyalogong napakinggan
5. Naipapahayag ang sariling pananaw tungkol sa
napakinggang isyu sa lipunan
6. Naipapaliwanag ang mga kaisipan, layunin, paksa at
paraan ng pagkakabuo ng sanaysay
THIRD 1. Napapatunayang ang mga pangyayari sa binasang
parabula ay maaring maganap sa tunay na buhay sa
kasalukuyan
2. Naisusulat ang isang anekdota o liham na
nangangaral; isang halimbawa ng elehiya
3. Nasusuri ang mga tunggalian sa kwento batay sa
napakinggang pag-uusap ng mga tauhan
4. Nagagamit ang mga pang-abay sa pagbuo ng alamat
5. Naiisa-isa ang kultura ng kanlurang Asyano mula sa
mga akdang pampanitikan nito
FOURTH QUARTER 1. Nailalahad ang sariling pananaw, kongkulsyon, at
bisa ng akda sa sarili at sa nakararami
2. Natutukoy an kahalagahan ng bawat tauhan sa
nobela
3. Nagagamit ang tamang pang-uri
xcv
4. Naipaliliwanag ang iba't ibang paraan ng pagbibigay-

pahiwatig sa kahulugan

FIRST 1. Naiuugnay ang mga mahahalagang kaisipang
nakapaloob sa binasang akda sa nangyayari sa:sariling
karanasan, pamilya, pamayanan, lipunan, daigdig
2. Nabibigyang-puna ang napanood na video clip
3. Nagagamit nangwasto ang pokus ng pandiwa
(tagaganap, layon, pinaglalaanan, kagamitan at
pagsasaad ng aksyon, pangyayari)
4. Nahihinuha ang damdamin ng sumulat ng
napakinggang anekdota
5. Nasusuri ang binasang anekdota batay sa paksa,
tauhan, tagpuan, motibo ng awtor, paraan ng pagsulat
at iba pa
6. Nabibigyang-kahulugan ang salita batay sa ginamit
na panlapi
7. Nasusuri ang kasiningan at bisa ng tula batay sa
napakinggan
8. Naihahanay ang mga salita batay sa kaugnayan ng
mga ito sa isa't isa
SECOND 1. Naipapahayag ang mahalagang kaisipan sa
napakinggang mitolohiya
2. Naiuugnay ang mga kaisipang nakapaloob sa akda
sa nangyayari sa sarili, pamilya, pamayanan, lipunan at
daigdig
3. Nabibiyang- kahulugan ang salita batay sa ginagamit
na panlapi
xcvi
4. Naitatala ang mga salitang magkakatulad at

magkakaugnay sa kahulugan
5. Nasusuri ang nobela sa pananaw realismo o
alinmang ankop na pananaw/teoryang pampanitikan
6. Naipapahayag ang sariling kaalaman at opinyon
tungkol sa isang paksa sa isang talumpati
THIRD 1. Mitolohiya: Naipaliliwanag ang pagkakaiba at
pagkakatulad ng mitolohiya ng Africa at Persia
2. Nabibigyang-kahulugan ang salita batay sa ginamit
na panlapi
3. Naisusulat ang isang orihinal na komik strip sa isang
anekdota
4. Napangangatwiranan ang sariling reaksiyon tungkol
sa akdang binasa sa pamamagitan ng debate/pagtatalo
5. Epiko/maikling kwento: Naiuugnay ang sariling sa
akda sa pandaigdigang pangyayari sa lipunan
6. Naibibigay ang katumbas na salita ng ilang salita sa
akda (analohiya)
7.Nabibigyang-kahulugan ang damdaming
nangingibabaw sa akda
FOURTH 1. Naiuugnay ang kahulugan ng salita batay sa
kaligirang pangkasaysayan nito
2. Nasusuri ang mga kaisipang lutang sa akda (Diyos,
bayan, kapwa-tao, magulang)
3. Naisusulat ang buod ng kaligirang pangkasaysayan
ng El Filibusterismo batay sa ginawang timeline
4. Naitatala ang mahahalagang impormasyon mula sa
iba't ibang pinagkukunang sanggunian
5. Napangangatwiranan ang sariling reaksiyon tungkol
sa akdang binasa sa pamamagitan ng debate/pagtatalo
xcvii
APPENDIX C
Certification of Statistician
xcviii
APPENDIX D
Certification of Plagiarism
xcix
CURRICULUM VITAE

Southpoint Subdivision, Palalan, Lumbia, Cagayan de Oro City
Email address: maryfatimascalabrina.uayan@deped.gov.ph
+63905-692-9926
PERSONAL INFORMATION
Name : Mary Fatima Scalabrina R. Uayan
Address : Southpoint Subdivision, Lumbia, Cagayan de Oro City
Birthdate : September 5, 1985
Civil Status : Married
EDUCATIONAL BACKGROUND
Graduate Studies: Master of Arts in Education

c
Major in Educational Administration

2021-2022 PHINMA – Cagayan de Oro College
Carmen, Cagayan de Oro City
College : Bachelor of Secondary Education

Major in Filipino
2008 Lourdes College
Capistrano-Hayes, Cagayan de Oro City
High School : Misamis Oriental General Comprehensive

High School
2002 Don Apolinar Velez Street, Cagayan de Oro City
Elementary : City Central School
1997 Don Apolinar Velez Street, Cagayan de Oro City
WORK EXPERIENCES
July 18, 2017 – present : Secondary School Teacher I

Misamis Oriental General Comprehensive
High School
Division of Misamis Oriental
Don A. Velez Street, Cagayan de Oro City
June 2, 2014 – July 17, 2017: Secondary School Teacher I

Misamis Oriental General Comprehensive
High School
Division of Misamis Oriental
Don A. Velez Street, Cagayan de Oro City
ci
May 26, 2008 – April 30, 2009: Teacher

Rosevale School
Masterson Avenue, Upper Balulang
Cagayan de Oro City
SEMINARS AND TRAININGS ATTENDED

2022 Virtual In-Service Training (INSET) for Teachers
2021 Gender and Development Seminar
2021 Mid-Year Virtual In-Service Training (INSET) for Teachers
2021 Virtual School Learning Action Cell (SLAC)

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ASSESSMENT OF LEARNED COMPETENCIES AND ACADEMIC

PERFORMANCE IN FILIPINO IN MISAMIS ORIENTAL

GENERAL COMPREHENSIVE HIGH SCHOOL

MARY FATIMA SCALABRINA R. UAYAN

“ASSESSMENT OF LEARNED COMPETENCIES AND ACADEMIC

PERFORMANCE IN FILIPINO IN MISAMIS ORIENTAL GENERAL

COMPREHENSIVE HIGH SCHOOL DISTRICT” submitted as a requirement for

the Degree of Master of Arts in Educational Administration at Graduate School,

except as specified in the acknowledgement, footnotes, or in the references and

MARY FATIMA SCALABRINA R. UAYAN

This thesis entitled “ASSESSMENT OF LEARNED COMPETENCIES

BRAZIEL L. ONGCACHUY, PhD

The researcher would like to express her heartfelt gratitude and

appreciation to the significant individuals who, contributed to the success her

remarkable suggestions and recommendations. To the dean’s secretary, Sir

Verge Samson, for the compassionate assistance extended to the researcher.

The panel: ---------------- for their respected comments and notable

suggestions that helped in the progress and completion of this study;

continue pursuing this thesis work.

Dr. Jonathan S. Dela Peña, Misamis Oriental Schools division

Superintendent, for allowing her to conduct the study.

Abdon R. Bacayana, School Principal, and Felicitas R. Garcesa, her

Comprehensive High School.

encouragement, prayers, and support; whose understanding and unwavering

support have counted on their efforts and endeavors in accomplishing this

research work, financially and emotionally. This work is for them.

helped the researcher’s endeavor.

accomplish this study.

This piece of work is dedicated to

The Almighty Lord

Who bestows all blessings, inspiration, knowledge, wisdom, and

And to the people who are closest to the researcher—family. ,

friends, educators, and Filipino learners.

May this research study be a helpful reference

for the improvement of every learner.

Education plays a vital role in every nation-building endeavor. This was

order to continue education. This study aimed to assess the Learned

Competencies and Academic Performance in Filipino in Grades 7, 8, 9 and 10

students in Misamis Oriental General Comprehensive High School District during

the Academic Year 2020-2021. This study focused on the following: 1) It

determined the level of learned competencies of Grades 7, 8, 9, and 10 in

Filipino in all Quarters; 2. It determined level of Academic Performance in Filipino

differences between the Learned Competencies and Academic Performance in

Filipino of Grade 7, 8, 9, and 10 in MOGCHS District in all Quarters. This study

used descriptive research methodology and employed data gathering of the

Variance (ANOVA) were utilized.

these specific competencies in relation to writing should be continuously

assessed to see if improvements are being made.

Keywords: Academic performance, Most Essential Learning Competencies, Self-

APPROVAL SHEET iii

TABLE OF CONTENTS viii

LIST OF FIGURES xii

Statement of the Problem 10

Significance of the Study 10

Scope and Limitation 12

2 REVIEW OF RELATED STUDIES AND LITERATURE

Related Literature and Studies in Foreign Setting 14

Related Literature and Studies in Local Setting 17

Participants and Sampling Procedure 27

Data Gathering Procedure 28

5 SUMMARY, FINDINGS, CONCLUSIONS, AND

A Letter Request to conduct the Study

B Most Essentials Learning Competencies (MELCs)