Least Mastered Competencies in Grade 10 Chemistry and their Motivation Levels: A Basis for Pedagogical Intervention

The existing literature and studies prompted the researchers to conduct this study to identify what is/are the least mastered competencies of Grade 10 Fourth Quarter Topics in Chemistry, through achievement tests. Researchers also seek to examine the Grade 10 learners level of Motivation in Chemistry who has undergone chemistry in their junior year. The study used a descriptive-survey research design using a test questionnaire as the primary data collection tool to describe mastery level of Grade 11 General Academic Strand (GAS) students. The pilot testing phase of the assessment tool was done at the public high school. The pilot testing was participated in by a total one hundred twenty-one – (121) learners. After reviewing all items that passed the evaluation criteria of the pilot testing based on difficulty and discrimination indices, another 37 grade 11 General Academic Strand learners were the source of the implementation of the validated test instrument in Grade 10 Fourth Quarter Topic in Chemistry. The findings indicate that many Grade 11 General Academic Strand learners are still struggling to master key chemistry competencies outlined from their previous the Fourth Quarter Topics in Chemistry in their junior year, with several areas showing a response rate below 50%, with many competencies falling in the “not mastered†category, with only one in the “least mastered†and in the nearly mastered competency. Notably, areas like classifying reactions, identifying factors that affect reaction rates, and recognizing biomolecules show particularly low mastery, underscoring persistent gaps in foundational chemistry knowledge. This lack of mastery highlights the need for enhanced teaching strategies, targeted interventions, and instructional materials designed to address these gaps.