Competency-Based Performance Level for Full Intervention Grade 1 Pupils: Basis for Development of a Contextualized Learning Materials

Abstract : This study determined the competency-based performance level of full intervention Grade 1 pupils in literacy and numeracy as a basis for the development of contextualized learning materials in selected public elementary schools in Bulan, Sorsogon, during the school year 2023–2024. Specifically, the study identified the least-mastered competencies of pupils and developed validated contextualized intervention materials responsive to their learning needs. The study employed a descriptive-developmental research design utilizing a pre-test approach and the 4D model consisting of Define, Design, Develop, and Disseminate. The respondents included 230 full intervention Grade 1 pupils and four master teachers who served as validators of the developed materials. Data were analyzed using frequency count, percentage, and weighted mean. Findings revealed that the least-mastered competencies in numeracy were learning place value, learning addition and subtraction, and counting forward and backward. In literacy, the least-mastered competencies were attaining reading comprehension, determining the first and last sound, and learning phoneme analysis. Based on these findings, contextualized literacy and numeracy learning materials were developed to address the identified competency gaps among the pupils. Validation results showed that the developed materials were rated as very evident in terms of mechanics, content, format, organization, and accuracy. The study concluded that competency-based and contextualized learning materials are essential for addressing the foundational learning needs of full intervention Grade 1 pupils.