Grade 11 Stem Learners’ Learning Competencies and Their Motivation in General Chemistry

Threcia C. Poblete, Edna B. Nabua, Mudjahid M. Abdurahman, Eduardo R. Navalta and Rey Paolo G. Micutuan
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Threcia C. Poblete: Mindanao State University -Iligan Institute of Technology, Philippines
Edna B. Nabua: Mindanao State University -Iligan Institute of Technology, Philippines
Mudjahid M. Abdurahman: Mindanao State University -Iligan Institute of Technology, Philippines
Eduardo R. Navalta: Mindanao State University -Iligan Institute of Technology, Philippines
Rey Paolo G. Micutuan: Mindanao State University -Iligan Institute of Technology, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 3763-3774

Abstract: This study examines the mastery level in the learning competencies and motivation level of Grade 11 STEM learners in General Chemistry which will serves as a basis for the development of a Strategic Intervention Material (SIM). This is to identify the un-mastered, the least mastered, and nearly mastered learning competencies in General Chemistry. The study anchored on cognitive theory and motivation theory that specifically aimed to examine learners’ motivation levels, and evaluate their mastery level in General Chemistry learning competencies. Using a descriptive-survey research design, the study was conducted in one of the public secondary school in Northern Mindanao Philippines during the 2024–2025 academic year. The instruments were validated by experts in content and methods. To assure reliability of the instruments, the reliability coefficient of the instruments were sought. Data collection involved administering validated achievement test and motivation questionnaires to a sample of Thirty Three (33) learners which was purposively sampled. These samples were assured of data privacy and that their participation was made in voluntary mode. Findings indicated moderate intrinsic and grade-related motivation but revealed challenges of connecting with real-world application of chemistry concepts, and mastering critical competencies. Achievement test results showed a low average performance, with most learners failing to meet the learning competencies required in the General Chemistry. Key areas of difficulty included stoichiometry, balancing chemical equations, and understanding chemical formulas and reactions. The study concludes that a significant gap exists between learners’ competency mastery and their motivation levels, emphasizing the need for targeted Strategic Intervention Material (SIM). It is recommended that educators adopt SIMs tailored to learner needs, align teaching methods with real-world applications, and provide additional support to strengthen foundational competencies.

Date: 2025
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