Abstract
Empowerment Technologies is a crucial subject that equips students with essential digital skills needed in today’s technology-driven world. This study aimed to analyze the least mastered competencies in Empowerment Technologies among Grade 11 students in a private Catholic senior high school. Its primary objective was to develop a tailored Learning Management System (LMS) designed to improve the performance of Grade 11 students in Empowerment Technologies. The study utilized descriptive developmental since it involved both identifying existing learning gaps through statistical analysis and developing an intervention based on the findings. A survey was conducted with 202 Grade 11 students from various strands, and the researcher analyzed the data to determine trends in mastery level based on the school of origin, sex, and strands. Results showed that three competencies were least mastered across all strands. Specifically, Competency 1: Introduction to ICT, Competency 6: Evaluate Web Design and Visual Elements, and Competency 10: Apply Web Design Principles Using Online Tool. The results showed no significant differences in mastery levels when data were grouped by origin, sex, and strand. This indicates that the least mastered competencies are systemic factors rather than demographic ones. Findings suggest that a customized Learning Management System (LMS), such as the proposed MediaMind, can address the least mastered competencies through interactive activities, scaffolded instruction, and collaborative tasks. This aims to support the identified least mastered competency, strengthening students’ digital literacy and preparedness for the digital age.
