Mastery and Confidence Level of Grade 11 Stem Learners in General Chemistry

Antonio Bolocon, Hanna Lyn Lagarto Taglorin, Bianca Latonio and Bianca Latonio
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Antonio Bolocon: Mindanao State University Iligan Institute of Technology, Philippines
Hanna Lyn Lagarto Taglorin: Mindanao State University Iligan Institute of Technology, Philippines
Bianca Latonio: Mindanao State University Iligan Institute of Technology, Philippines
Bianca Latonio: Mindanao State University Iligan Institute of Technology, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 127-133

Abstract: General Chemistry is a foundational subject that most STEM students are required to take at some point in their academic careers. However, many learners struggle with mastery and confidence in Chemistry due to its abstract nature and mathematical requirements. This study aimed to determine the mastery level and confidence level of Grade 11 STEM learners in General Chemistry competencies as a basis for strategic intervention. Utilizing a descriptive-correlational research design, the study examined the relationship between learners’ mastery and confidence levels and identified least mastered competencies. Data were collected through standardized achievement tests and confidence level surveys to Seventy-Six (76) Grade 11 STEM learners purposively sampled from a selected public senior high school in the Philippines. Results revealed a lack of mastery based on their test score. The competencies under the following topics: calculating empirical and molecular formulas, molecular geometry, gases, writing and balancing chemical equations, and stoichiometry were identified as “Least Mastered†. These topics were noted as a challenge because they often require mathematical reasoning and conceptual clarity due to the abstract nature of representing molecules’ valence electrons. However, learners revealed a “High Confidence†in their confidence level. The analysis using the Spearman correlation test revealed a p= 0.1274, indicating no significant relationship between mastery and confidence level. The results suggest that learners’ mastery was low, yet their level of confidence was high. Hence, it can be said that students’ academic mastery cannot be only attributed to their confidence because other aspects influence students’ mastery in chemistry. According to the findings, students’ levels of confidence may not significantly affect their performance in chemistry if other important aspects of studying the subject are neglected.

Date: 2025
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