Assessing General Chemistry Learning Gaps: A Needs Assessment of Competency Mastery among Grade 11 Learners

Julyza Sayre, Edna Nabua, Monera Salic-Hairulla, Arlyn Alcopra and Marvin Jose Fernandez
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Julyza Sayre: Mindanao State University University – Iligan Institute Of Technology, Philippines
Edna Nabua: Mindanao State University University – Iligan Institute Of Technology, Philippines
Monera Salic-Hairulla: Mindanao State University University – Iligan Institute Of Technology, Philippines
Arlyn Alcopra: Mindanao State University University – Iligan Institute Of Technology, Philippines
Marvin Jose Fernandez: Mindanao State University University – Iligan Institute Of Technology, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6518-6524

Abstract: This study aimed to identify learning gaps in chemistry among Grade 11 students by conducting a diagnostic assessment covering 13 key topics from the Grades 7 to 10 science curriculum. A total of 95 students from three public schools participated in the assessment, which consisted of 45 multiple-choice items aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). Results revealed that 100% of the learners fell under the “Did Not Meet Expectations†category, with a mean score of 15.52%, indicating a significant lack of mastery across core chemistry concepts. Chemical Reactions emerged as the least mastered topic, with a mean percentage score of 19.70%, followed by Gas Laws (29.34%), Substances and Mixtures (30.95%), and The Mole Concept (33.60%). Although other topics achieved “Average Mastery†levels, none met the expected benchmarks. These findings highlight the urgent need for targeted instructional interventions to address foundational gaps and improve students’ long-term retention and understanding of essential chemistry competencies.

Date: 2025
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