Abstract
This developmental research aimed to assess the learning competencies in mathematics as basis for contextualized instructional material development. The respondents of the study were the 250 Grade VI learners in the District of Lemery, Lemery, Iloilo, who were chosen using the stratified random sampling. The researcher-made instrument was used to gather data. The instrument is a 45-item multiple choice test which was validated and reliability tested. This study employed mean and percentage in data analysis. The results of the study revealed that topics under whole numbers was in “approaching to mastery” level, number relations was in “developing” level, fractions was in “frustration” level, decimals was in “developing” level, ratio, proportion, and percent was in “approaching to mastery” level, geometry was in “developing” level, patterns and algebra was in “developing” level, topics related to measurement was in “frustration” level, statistics and probability was in “developing” level. It was further found out that the least mastered competency was in the topic related to fraction. It was concluded that learners performed best in the topics related to whole numbers and underperformed in the topics related to fractions and measurement. Contextualized instructional material was developed to improve the performance of the learners on the topics which they found difficult. The evaluation of developed instructional material revealed “exemplary” in terms of content, quality, usability, instructional design, and in over-all. It was further recommended that learners, teachers and school administrator should collaborate with each other to address the problem in mastering the learning competencies in mathematics.
