Assessment Tools and Gap Analysis on the Competencies Covered in Mathematics in Tupi Secondary High School

This study provides a thorough examination of competency coverage in Mathematics at Tupi Secondary High School, with a particular focus on the effectiveness of assessment tools used in various classroom settings, including Science Technology and Engineering (STE) and heterogenous or Basic Education Program (BEP) sections. The research aims to evaluate how well these assessment tools align with the competencies mandated by the Department of Education while identifying gaps in competency coverage. Additionally, the study analyses the strategies teachers employ to address these gaps within the designated instructional time. This research utilizes a mixed-methods approach, employing an explanatory sequential research design. It incorporates document analysis and thematic analysis to evaluate the data. The researcher compares the competencies expected by the DepEd with those covered at Tupi Secondary High School through the assessment tools used by Mathematics teachers. Findings indicate that STE and BEP sections U-test result is 0 and 16, which implies that both programs were not in the acceptance region, however, this reveals significant discrepancies between the two groups. The study emphasizes the importance of thorough planning and sufficient instructional time in ensuring comprehensive competency coverage, noting that STE teachers performed better than their heterogenous sections. These outcomes highlight the need for targeted improvements in the heterogenous sections, particularly in addressing competency gaps and ensuring adequate instructional time to meet DepEd curriculum requirements. This research advocates for strategic interventions, enhanced teacher training, and more effective use of assessment tools to bridge the competency gap and improve overall student learning outcomes in Mathematics.