Development of Balancing Equation Learning Packet: A Strategic Intervention Material for Grade 10 Learners

Alden Baigan, Edna Nabua, Arlyn Alcopra, Marvin Jose Fernandez and Monera Salic-Hairulla
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Alden Baigan: Mindanao State University-Iligan Institute of Technology, Philippines
Edna Nabua: Mindanao State University-Iligan Institute of Technology, Philippines
Arlyn Alcopra: Mindanao State University-Iligan Institute of Technology, Philippines
Marvin Jose Fernandez: Mindanao State University-Iligan Institute of Technology, Philippines
Monera Salic-Hairulla: Mindanao State University-Iligan Institute of Technology, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 6533-6540

Abstract: This study aimed to assess the mastery of Grade 10 students in various chemistry topics aligned with the DepEd Most Essential Learning Competencies (MELCs) and identified areas where students demonstrated strengths and weaknesses. Utilizing a quantitative-descriptive research design, a 40-item Needs Assessment Questionnaire was developed, validated, and administered to 100 Grade 10 students in a public school in Iligan City. The results revealed a significant challenge in meeting the expected academic standards, with 92% of the participants failing to meet the minimum performance requirements. Topics such as Elements and Compounds were categorized as Nearly Mastered, while Solutions, Substances and Mixtures, The Particle Nature of Matter, Atomic Structure, Periodic Table of Elements, Electronic Structure of Matter, Chemical Bonding, Variety of Compounds, The Mole Concept, Gas Laws, and Biomolecules were identified as Least Mastered; Chemical Reactions was identified as Not Mastered. The findings highlighted the need for targeted interventions and more contextualized instruction, particularly in areas with high error frequencies, such as Chemical Reactions. This study underscored the importance of addressing learning gaps through enhanced instructional strategies, curriculum adaptation, and focused interventions to improve student mastery and ensure a deeper understanding of chemistry concepts among Grade 10 learners.

Date: 2025
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