Title: Learners' Competency Mastery in Division-Based Assessments: A Mixed Study Method
Authors: Jeff Mark L. Pisao
Joshua A. Piquero
Amysaida P. Sumanduran
Gerry C. A?ar
Volume: 10
Issue: 5
Pages: 245-249
Publication Date: 2026/05/28
Abstract:
This study examined learners' competency mastery in division-based assessments using quarterly Mean Percentage Scores (MPS) and qualitative learning experiences. It specifically determined learners' proficiency levels, assessed competency mastery across three quarters, identified significant differences between schools, and explored the factors influencing learners' performance. A concurrent mixed-methods research design was employed, integrating descriptive-comparative quantitative analysis and qualitative inquiry. Quantitative data were obtained from official quarterly MPS records of selected schools, while qualitative data were gathered through interviews with learners. Statistical tools such as mean, standard deviation, and One-Way ANOVA were used to analyze the quantitative data, while thematic analysis was applied to interpret interview responses. Findings revealed a steady improvement in learners' performance across the three quarters. School A consistently obtained higher MPS (M = 90.07) compared to School B (M = 85.07). The One-Way ANOVA results further revealed a statistically significant difference in learners' proficiency levels between schools, suggesting that school-related factors influenced academic performance. Qualitative findings identified three major themes contributing to learner performance: effective teaching and instructional support, learner effort and study habits, and availability of learning resources and support systems. Learners emphasized the importance of clear instruction, consistent feedback, disciplined study habits, parental involvement, and adequate learning materials in improving their academic outcomes. The study concluded that learners' competency mastery in division-based assessments was shaped by the interplay of instructional quality, learner engagement, and learning support systems. Strengthening these factors may further enhance learners' academic performance and assessment outcomes within the division context. Keywords- assessments; competency mastery; learners' proficiency; mean percentage score