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NON-COGNITIVE FACTORS AFFECTING THE MASTERY OF MOST ESSENTIAL

LEARNING COMPETENCIES (MELCs)

Curriculum and Learning Management Division

Department of Education Regional Office I

MARY ANN GRACE B. DULAY

July 2023
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I. Introduction and Rationale

The COVID-19 epidemic, which has affected children's learning and general

wellness for the previous three years, has exacerbated the already-existent learning

catastrophe. To accomplish SDG 4, immediate action must be taken to improve

education systems and regain learning.

Pursuant to the DepEd’s mandate to ensure the delivery of accessible and

quality education for all, assessment is a fundamental part to assess, and quality assure

the learner’s progress in the attainment of the learning standards as prescribed in the

Enhanced Basic Education Act of 2013 of the K to 12 Curriculum. It is in this light that

the Department of Education (DepEd) in Region 1 – has prepared for a continuous

provision of learning opportunity that are adjusted to the ‘new normal’ school operations

to make education available to every learner.

One important components of learning continuity efforts is assessment. DepEd

Region 1 carries out the mandates and objectives of DepEd Central Office as it

advocates and promotes the use of assessment and results of education research for

policy recommendations, review and enhancement of the curriculum, and other related

processes. It ensures compliance with standards of quality basic education by assessing,

monitoring, and evaluating the region and schools’ divisions performances to inform

decision making and guide policy directions in the region towards continuous

improvement in the delivery of basic education. It specifically functions to provide

technical assistance to school’s division in the utilization of national and regional

assessment results for improving resource allocation and provision of intervention

programs.

The mastery of lessons is influenced not only by cognitive factors (intellectual

abilities and academic skills) but also by non-cognitive variables, which are sometimes

referred to as "soft skills" or "non-academic skills." These non-cognitive variables play a

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crucial role in a student's academic performance and overall success in learning.

Academic achievement is often attributed to cognitive factors, but there is growing

evidence suggesting that non-cognitive variables significantly influence learning

outcomes.

Evidently, learning assessment results reveal what competencies have been

mastered by the learner and what competencies require greater effort and concentration

to achieve mastery. The assessment results suggest what teachers need to strategically

act upon.

Assessment of learning outcomes plays a salient role to gauge the learning and

motivation process. This shall bridge the gap in the teaching-learning process that

ensures a complete and effective learning experience through the assistance of

Guidance Counselor/Coordinator/Designate.

Guidance counselors are licensed professionals who work for schools or other

educational institutions to help and guide students on both academic and personal

matters. They offer students individualized counseling, evaluate students' aptitude and

potential, and collaborate with other experts on issues pertaining to pupils.

Guidance counselors’ interventions that foster students’ academic performance

and welfare. Sad to say, the number of personnel for the Guidance and Counseling in

Region1 is as follows: with only 54 filled position and still 325 unfilled position this

number are still needed to be filled in for this school year: Guidance Coordinator III (2),

Guidance Counselor I (62), Guidance Counselor II (235), and Guidance Counselor III

(26). This shortage in number makes it difficult in addressing the concern for psycho

social support among students. Considering this, most teacher-advisers are now

performing counselling although they lack the professional training of counselors.

The phrase "non-cognitive" is frequently used to describe a wide range of

personal qualities, aptitudes, and traits that encompass one's emotional, behavioral,
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emotional, and other psychosocial tendencies. According to sociologists, the term "non-

cognitive" refers to factors that may be crucial for academic success but cannot be

assessed using conventional achievement or cognitive exams (Bowles & Gintis, 1976, p.

135; Farkas, 2003, p. 542).

Based from the results of the Regional Initiated Assessment, the mean score of

Grade 6 learners in all the eight (8) learning areas is 29.82 or 59.85%. This means that

the proficiency of Grade 6 learners in all the learning areas in the RSST fall under

Nearly Proficient Level. The learners performed way below that acceptable Mean

Percentage Score (MPS) of 75.00%.

Based on the level of proficiency, results showed that 56.86% of the Grade 6

Test Takers (respondents) are categorized under Nearly Proficient Level (50%-74%);

22.33% under Low Proficient Level (25%-49%0; 16.88% under Proficient Level (75%-

89%); 2.62% Not Proficient Level (0%-24%); and 2.47%% Highly Proficient Level (90%-

100%). This means that more than half of the learners failed to meet 75% level of

mastery.

With regard to learners’ mean performance by subject area in Grade 10, Filipino

recorded the highest MPS which reached at 62.06% followed by EsP with MPS of

58.89%. Science posted the lowest mean percentage score of 43.41%.

Overall, the Mean Percentage Score pegged at 54.70% which shows that

the means are way below the national standard of 75%. All the research reviews support

the hypothesis that student performance depends on different socio-economic,

psychological, environmental factors (Hijazi and Naqvi, 2006).

This research shall help the students become aware of the factors that affect

their mastery in the Most Essential Learning Competencies (MELCs). Knowing such

factors can help them identify their strengths and weaknesses that constantly interfere

their performance in the different learning areas.

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This will, in turn inspire the students to overcome their weaknesses and hence,

results to a good performance of students toward the three subjects; provide teachers

teaching the three subjects with a better understanding of, and a deeper insight into the

needs and problems of their students; serves as springboard for administrators to

contextualize the English, Science, and Mathematics curriculum that may improve the

instruction; provides more accurate assessment of the learner’s ability, and information

needed to properly address learner’s academic problems.

Understanding and addressing these non-cognitive variables are essential for

educators and parents in supporting students' academic growth and helping them

master their lessons effectively. By promoting a holistic approach to education that

includes both cognitive and non-cognitive aspects, students can achieve better learning

outcomes and personal development.

As assessment measures performance and to quantify judgment on academic

performance of learners, the results of this research shall be used in the development of

intervention plan focusing on the three factors that affect the mastery of the Most

Essential Learning Competencies.

II. Literature Review

Drawing on a literature review of research and practices on assessment, limited

research focusing on this theme was published. Non-cognitive factors have grown in

importance in education despite the fact that cognitive skills are unquestionably crucial

(e.g., Garca, 2014; Gutman & Schoon, 2013; Weissberg, Durlak, Domitrovich, & Gullotta,

2015). This is because they may have a positive effect on students' academic

performance and success in adulthood.

The University of Chicago Consortium on School Research's (CCSR) (2012)

model of non-cognitive factors and academic performance for adolescents (youth aged
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11 to 18) offers a conceptual framework for investigating relational interactions in a

variety of contexts. This concept was developed after a thorough literature analysis of

the relationships between five major categories of non-cognitive elements and academic

success.

Academic mindsets, social skills, academic tenacity, and learning techniques are

among the non-cognitive elements in the CCSR model that manifest as academic

behaviors to predict academic performance. The model includes student individual traits,

school and classroom background factors, and assumptions about how the non-

cognitive components connect to the factors. The CCSR approach, however, focuses on

the connections between the non-cognitive components.

Since there were no clear policies and guidelines on the conduct of assessments

in this pandemic time, the Department of Education Region 1 develops the Regional

Summative Test to provide establish a baseline data for exist key stages (Grades 6

and10) in the implementation of the K to 12 Basic Education Curriculum in the New

Normal; evaluate the effectiveness of the Learning Delivery Modalities (LDMs) employed

in the field under the New Normal through a research study; and assess the

performance of the learners on the MELCs.

Evaluation of learning is a necessary activity which assists in determining both

instructors' and learners' academic successes. Department Order No. 8, s. 2015, as

temporarily amended by DepEd Order No. 31, s. 2020, or the Interim Guidelines for

Assessment and Grading in light of the Basic Education Learning Continuity Plan

(BELCP), emphasized the importance of assessment as a process and tool for

evaluating teachers' effectiveness and efficiency in delivering instruction, as well as a

measure of learners' acquisition of knowledge and skills. It also emphasizes that

assessment should be used to inform both teachers and learners overall performance as

basis to improve classroom practices and learning outcomes.

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For this year, the National Learning Center (NLC) is also a component of

DepEd's dedication to the National Learning Recovery Program (NLRP), which aims to

"close learning gaps and assist K to 12 learners in all public elementary and secondary

schools nationwide in attaining learning standards. DepEd emphasized the necessity of

a learning recovery program, like the NLC, to overcome "learning losses" brought on,

among other things, by the Covid-19 pandemic.

There are alternative tools and strategies for assessing learning activities such

as paper and pen test, virtual practicum/demonstration of skills and other online

assessment methods in blended learning modalities. DepEd Region 1 aims to achieve

quality results while preventing undue pressure on the teachers, learners, and their

families.

Moreover, appropriate assessment is committed to ensure learners’ success in

moving from guided to independent display of knowledge, understanding, and skills, and

to enable them to transfer this successfully in actual situations. That assessment

facilitates the development of learners’ higher order thinking and 21st century skills (DO 8,

s. 2015).

According to DO 73, s. 2012, assessment shall be used primarily as a quality

assurance tool to track learners progress in the attainment of standards, promote self-

reflection and personal accountability for one’s learning, and provide a basis for the

profiling of learner’s performance.

According to Hijazi and Naqvi in 2006, measuring of academic performance of

students is challenging since student performance is product of socio-economic,

psychological, and environmental factors.

Corollary to this, Chazen also conducted research in 2020 highlighting that

additional factor affecting student performance pertain to the student’s environment,

family status and new teaching methods.

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However, the family background, educational environment and financial

conditions of the learners are crucial factors affecting academic performance. Besides,

motivation and relationships between teachers and students are also directly related to

achieving their academic goals (Islam and Tasnim, 2021).

But Conley (2010) asserts that non-cognitive abilities are a part of the testing is

used to measure a group of abilities and characteristics that are challenging to describe

and measure. Cognitive has mostly been the focus of study and the testing industry in

long period of testing.

The aforementioned statements motivated the researcher to identify the

predictors affecting the mastery of the learners in the Most Essential Learning

Competencies (MELCs). Since non-cognitive factors can assist teachers in

understanding and assessing students' academic performance, modifying their

instruction, and curriculum, as well as a strategy for tailored education and evaluation.

III. RESEACH QUESTIONS

This research investigated the non-cognitive variables that affect the mastery of

the Most Essential Learning Competencies (MELCs) of the learners. Specifically, the

following questions shall be answered:

1. What is the proficiency level of the learners in the following levels:

a. Elementary Level;

b. Junior High School; and

c. Senior High School?

2. What is the Guidance Counselors/Coordinators/Designates level of

agreement in the non-cognitive variables that affect the learners mastery of

MELCs in terms of:

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a. Positive Self-concept;

b. Realistic Self-appraisal;

c. Academic Mindsets;

d. Learning Strategies; and

e. Strong Support Person?

3. What support were given to the learners with proficiency level of beginner?

4. Based on the results of the study, what output shall be proposed to address

the findings of the study?

5. What is the level of validity of the proposed output?

IV. SCOPE AND LIMITATION

This research investigated the variables that affect the mastery of the Most

Essential Learning Competencies (MELCs) of the learners in the Elementary, Junior

High School, and Senior High School levels.

Additionally, this research focused on Guidance

Counselors/Coordinators/Designates level of agreement in the non-cognitive variables

that affect the learners mastery of MELCs in terms of positive self-concept, realistic self-

appraisal, academic mindsets, learning strategies, and strong support person.

V. RESEARCH METHODOLOGY

The study employed the mixed method approach, wherein the researcher

collected and analyzed both the qualitative data (e.g., interviews, focus groups,

observations) and quantitative data (e.g., surveys, experiments, statistical data) to

answer research questions and achieve research objectives. The integration of

qualitative and quantitative data occurred during the data analysis phase, where the
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researcher looked for patterns, associations, and correlations between the different data

sets.

A. SAMPLING

The researcher identified the total number of Guidance Counselors/Designates in

Region I. After which, the total number of respondents in each division were determined

for the computation of the sample size using Slovin’s Formula.

n= N___

1 + Ne 2

Where: n = desired sample size

N = population size

e = desired margin or error (0.05)

In this research, the proportionate stratified random sampling was used in the

selection of test takers. In this approach, each stratum sample size is directly

proportional to the population size of the entire population of strata. The study employed

the descriptive survey design where the predictor variables were surveyed and

described. A total of two hundred twelve (212) Guidance

Counselors/Coordinators/Designates were randomly selected from the fourteen (14)

School Division Offices. The table on the next page presents the number of respondents

for this research.

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TABLE 3. Number of Guidance Counselors/Coordinators/Designates

Schools Division Population Size of Sample Size of Guidance
Guidance Counselors/Coordinators
Counselors/Coordinators
Alaminos 8 4
Batac City 47 22
Candon City 4 2
Dagupan City 11 5
Ilocos Norte 34 16
Ilocos Sur 49 23
La Union 47 22
Laoag City 20 9
Pangasinan I 116 54
Pangasinan II 75 35
San Carlos City 16 7
San Fernando City 7 3
Urdaneta City 10 5
Vigan City 9 4
TOTAL 453 212

B. DATA COLLECTION

The qualitative-quantitative method of inquiry was employed to answer

the problems in this study. The quantitative part includes systematic investigation

of certain phenomena through gathering of quantifiable data and conducting

statistical, mathematical, and computational techniques. The data collection

involved gathering numeric information (e.g., on instruments like the survey

checklist via Google Form). The survey items were subdivided into statements

regarding the non-cognitive variables affecting the mastery of the Most Essential

Learning Competencies (MELCs).

The survey was administered online using the Google Forms employing,

for the most part, close-ended, multiple choice, checkbox questions with pre-

defined options to choose from. The questions were divided into five sections,

namely: Positive Self-concept; Realistic Self-appraisal, Academic Mindsets,

Learning Strategies, and Strong Support Person.

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It consisted of questions on the respondents’ position and school. The

second part consists of the number of proficiency level of learners in Elementary,

Junior High School, and Senior High School levels. The third part elicits the

programs/practices/activities launched in support of the learners below

developing proficiency level and intervention measures implemented in the

schools and divisions.

In addition, the level of agreement in the non-cognitive variables that

affect the learners mastery of MELCs was evaluated using a survey with a Likert

scale of 1-5 with the following specification and corresponding range of interval

interpretation:

Relative Value Statistical Limit Descriptive Equivalent (DE)

5 4.20 – 5.00 Strongly Agree
4 3.40 – 4.19 Agree
3 2.60 –3.39 Undecided
2 1.80 – 2.59 Disagree
1 1.00 – 1. 79 Strongly Disagree

The survey questionnaire was submitted to the external and internal

validators for corrections and approval, after which it was submitted to the

Research Committee for further improvement and enhancement. The guide

questions used for the interview were also validated by five (5) experts. This

includes CLMD Chief, CID Chief, Principal IV, Head teacher VI, and Licensed

Guidance Counselor.

Then, the pilot survey was conducted to seventy-five (75) samples and

the result of Cronbach’s alpha for the entire pilot survey composite index was

0.878. Thus, the reliability of the pilot survey instrument scores was established

with descriptive rating of better.

To further bolster the study, documents such as DepEd Memos, manuals

of governance, and other documents related to the study were used to either
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support or rebut the findings of the study. Conduct of session interviews with

respondents were also conducted to strengthen the data to be collected to

ensure the validity of the information gathered from the survey- checklist.

C. ETHICAL ISSUES

Ensuring ethical issues in research is of utmost importance to protect the

rights, dignity, and well-being of the participants and to maintain the integrity of

the scientific process. Ethical considerations should guide the entire research

process, from the planning and design stages to the implementation and

dissemination of results. Here are some key steps and principles ensured by the

researcher in conducting this research.

The conduct of this basic research was subjected to ethical

considerations concerning the purpose, source of funding, methods to be

deployed and wider value and impact.

The anonymity and privacy of those who participated in the research

process was respected. Personal information concerning research participants

was kept confidential. The researcher informed the participants of the nature of

the study. They were given a consent form to ask for their voluntary participation

in the study. They were informed of their rights as participants.

The researcher avoided any form of discrimination or bias in participant

selection, data collection, and analysis. In addition, participants were informed of

their right to withdraw from the study at any time without facing any negative

consequences.
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D. DATA ANALYSIS

To answer the sub-problems of this study, different statistical treatments

were employed. Frequencies, percentages, means, weighted means were used

to answer the research questions.

The mean and the standard deviation were used in determining the level

of agreement in terms of the non-cognitive variables that affect the learners

mastery of MELCs relative to positive self-concept, realistic self-appraisal,

academic mindsets, learning strategies, and strong support person.

Additionally, standard deviation is a widely used measurement of

variability (TKI, 2020). Thus, mean and standard deviation were used by the

researcher to be able to describe the variation there is from the mean scores in

the non-cognitive variables.

VI. DISCUSSION OF RESULTS AND RECOMMENDATIONS

This part of the research involves interpreting the findings and suggesting

potential actions or improvements based on the information gathered.

Proficiency levels of learners refer to their levels of competence or mastery in a

particular skill, subject, or domain. These levels are often used to gauge a learner's

abilities and progress in their learning journey. The proficiency levels can vary

depending on the specific context and the skill being assessed. The desired outcomes of

Grades 1 to 10 program are defined in terms of expectancies as articulated in the

learning standards.

The learners' numerical grades in a particular quarter and at the end of the

school year will be used to determine their competence level. Learners will receive the

Beginning (B) level if their numerical grade is 74 percent or lower, the Developing (D)

level if their numerical grade is 75 to 79 percent, the Approaching Proficiency (AP) level
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if their numerical grade is 80 to 84 percent, the Proficient (P) level if their numerical

grade is 85 to 89 percent, and the Advanced (A) level if their numerical grade is 90

percent or higher.

Proficiency Level of Learners in Elementary Level. In this research, the

Guidance Counselors/Coordinators/Designates identified the number of learners

classified as Beginner in the SY 2022-2023.

Based from the DepEd Order 73, s. 2012, the learner who is at this competency

level has difficulties with understanding because they lack the necessary foundational

information and/or abilities to support comprehension. In providing the data, the

respondents used the final grade of the learners in the last school year.

TABLE 4. Proficiency Level of Elementary Learners (below 75%)

Number of Learners in the Beginning f %
Stage
50 and below 231 31.70%
51-100 44 6.00%
101-150 14 1.90%
151-200 7 1.00%
201-250 1 0.10%
251-300 5 0.70%
301 and above 4 0.50%

It can be deduced from the table that most of the respondents (31.70%) declared

that their school has less than fifty (50) learners under the Beginning stage. This data

supports the article published by Ali Tadayon in 2022, that elementary learners are

regaining the ground they lost during the pandemic at a faster pace than older students.

Along with this, researchers from the Northwest Evaluation Association testing group

discovered that elementary school students had the greatest amount of learning

recovery during the previous academic year of any student group when comparing the

most recent nationwide Measures of Academic Progress, or MAP, assessment data

from 8.3 million students in grades 3 through 8 in reading and math. According to the
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NWEA, elementary pupils would typically take three or more years to fully recover from

the pandemic learning deficit. Older pupils should recover in five years or longer.

Proficiency Level of Learners in Secondary Level (Junior High School). In

the secondary level for Junior High School, the data collected were presented in the next

table.

TABLE 5. Proficiency Level of Secondary Learners in Junior High School (below

75%)
Number of Learners in the Beginning f %
Stage
50 and below 86 11.80%
51-100 22 3.00%
101-150 5 0.70%
151-200 5 0.70%
201-250 1 0.10%
251-300 3 0.40%
301 and above 5 0.70%

The collected data shows that education is not only improving but also moving

forward in a new way. Since one of the methods used to instruct students in junior high

school is online learning, the pandemic has caused schools to become more aware of

how the digital age is fundamentally changing education.

This is in support of the Organization for Economic Co-operation and

Development (OECD) results in 2022, which states that at the school level, 19 countries

found additional resources for teachers’ professional development in the effective use of

digital technologies; 18 countries made additional investments in the deployment of new

devices or infrastructure directly targeting distance learning; 18 purchased new

technologies for learning in classrooms for teachers and students; and 16 for students’

distance learning.

Proficiency Level of Learners in Secondary Level (Senior High School). In

the secondary level for Junior High School, the data collected were presented in the next

table.
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TABLE 6. Proficiency Level of Secondary Learners in Senior High School (below

75%)
Number of Learners in the Beginning f %
Stage
50 and below 75 10.30%
51-100 13 1.80%
101-150 3 0.40%
151-200 1 0.10%
201-250 1 0.10%
251-300 2 0.30%
301 and above 3 0.40%

The low number of learners in the Senior High School classified us Beginner

shows how fast teachers and students have adjusted to new teaching methods and how

to effectively maintain online communication with their families, teachers, and peers.

Students benefited in various ways from the abilities they acquired while working from

home. For instance, some students preferred to study at their own pace and revisit

material as much as necessary (Shulman, 2022).

Teachers and students can integrate their home and school life for a better

learning experience because they are not restricted to a classroom or a school facility.

While continuing to learn and interact with their instructors, parents, and peers, students

might travel and experience new things.

Level of Agreement in the Non-cognitive Variables that Affect the Learners

Mastery of MELCs. Instead of the usual verbal and quantitative (commonly referred to

as cognitive) areas typically examined by standardized exams, the term "noncognitive",

in this study refers to characteristics relating to adjustment, motivation, and student

views (Sedlacek, 1998a,b; 2004a).

However, non-cognitive abilities are among the traits and skills that are

challenging to identify and evaluate, according to Conley (2010). As a result, measuring

non-cognitive skills

has dominated scientific inquiry and the testing market. experimenting for a long period.
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TABLE 7. Level of Agreement in the Non-cognitive Variables that affect the

learners mastery of MELCs
N Mean Std. Deviation
PSC_Mean 212 4.3189 0.50797
RSA_Mean 212 4.1981 0.52681
AM_Mean 212 3.8840 0.55480
LS_Mean 212 4.6292 0.43507
SSP_Mean 212 3.4717 0.60421
Valid N (listwise) 212
Legend: 4.20 – 5.00 Strongly Agree
3.40 – 4.19 Agree
2.60 – 3.39 Neither Agree nor Disagree
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree

Positive Self-Concept. A positive self-concept refers to a person's overall

perception and evaluation of themselves in a favorable and constructive manner. It

involves having a healthy level of self-esteem, self-worth, and self-confidence. This

variable support the following statements that learner makes positive statements about

him/herself; earner expects to achieve his/her goals and perform well in academic and

non-academic areas; learner provides evidence of how he/she will attain his/her goals;

learner links his/her interests and experiences with his/her goals; and learner assumes

he/she can handle new situations or challenges.

Successful students possess confidence, strong “self” feeling, strength of

character, determination, and independence. A strong self-concept seems important for

students of color and women at all educational levels where it has been investigated.

The student who feels confident of “making it” through school is more likely to survive

and graduate (Sedlacek, 2011).

In this research, the respondents strongly agree (4.3189) that Positive Self-

Concept greatly affect learners mastery of MELCs. Fostering a good self-concept is

frequently seen as an educational aim with a number of beneficial effects since it is of

significant importance in educational psychology.

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Teachers are thus encouraged to teach the students how to control their

expectations and set goals that are realistic and doable for them.They are more likely to

feel a sense of accomplishment when they set reasonable goals and work to meet them.

Realistic Self-appraisal. This refers to the ability to accurately assess one's

strengths and weaknesses, skills, achievements, and limitations. It involves having an

objective and honest understanding of oneself, without either overly inflating or

undervaluing one's capabilities. Realistic self-appraisal is an important aspect of self-

awareness and personal growth, as it allows individuals to make better decisions, set

achievable goals, and build upon their strengths while addressing areas that need

improvement.

Significantly, this variable reinforces the following statements that learner is

aware of his/her strengths and weaknesses; learner is realistic about his/her abilities;

learner shows an awareness of how his/her service, leadership,

extracurricular activities, or schoolwork has caused him/her to change over time;

learner provides evidence of overcoming anger, shyness, and lack of discipline; and

learner faces a problem, like a bad grade, with determination to do better.

The consolidated responses from the respondents (4.1981) strongly agree that

self-appraisal as a non-cognitive variable which plays an essential role in various

aspects of a person's life, including academic performance, job success, and

interpersonal relationships. This data supports the study of B. F. Boggiano, K. L. Main,

and J. Katz in 2012 which states that realistic self-views and beliefs about others impact

interpersonal adjustment.

It is important to note that realistic self-appraisal is not fixed and can be

influenced by various factors, including upbringing, cultural background, personality traits,

and experiences. Individuals can work on developing a more realistic self-appraisal

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through self-reflection, seeking feedback from others, and being open to personal growth

and change.

Academic Mindsets. These are the psycho-social attitudes or beliefs one has

about oneself in relation to academic work (Farrington, Allensworth, Nagaoka, Keyes,

Johnson, Beechum, 2012). These indeed considered non-cognitive variables that can

significantly impact students' academic performance and success.

This non-cognitive variable bolsters the following statements that learner has a

certain amount of talent, and he/she can’t really do much to change it, learner likes

doing things that he/she learns from, even if I make a lot of errors, learner gets angry

when he/she gets feedback about his/her performance, learner appreciates when

people, parents, coaches, or teachers give feedback about his/her performance,

learner does his/her school works.

Subsequently, the respondents gave their consolidated responses that they

agreed (3.8840) and believed that intelligence and abilities can be developed through

effort, perseverance, and learning. Students with a growth mindset are more likely to

embrace challenges, view failures as opportunities for learning, and put in effort to

improve their performance.

Teachers have strong influence over academic mindsets through instructional

practices and creating environments that shape students’ motivation, engagement, and

persistence (Allensworth et al., 2018). The result of the study affirms the result of their

study which draws attention to the critical role of engagement and mindsets in student

success; how teachers and administrators can create strong school climates that

support students and engage families as partners; and how responsive classrooms can

enable all students to have strong academic engagement.

Learning Strategies. These are crucial aspects of the learning process and can

significantly influence a person's academic performance and overall learning outcomes.

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While they are typically considered cognitive factors, some researchers also recognize

the importance of non-cognitive variables in shaping learning strategies.

Understanding and addressing these non-cognitive variables can help educators

and learners create a conducive learning environment that fosters the development of

effective learning strategies.

This non-cognitive variable supports the following statements that teachers find

out what the learners already know and can do before beginning a new unit of

study, teachers give help to the learners so that they can show their

understanding when given an assignment, teachers provide learning activities that

teach them the important vocabulary they need to know, teachers provide activities

that help the learners understand their lesson, and teachers provide the learners with

time and a chance to re-learn.

The respondents strongly agree (4. 6292) that learning strategies greatly affect

the mastery of MELCs. Farrington et al. (2012) define learning strategies as a set of

related skills that support student learning, including metacognition, self-regulated

learning, and goal setting. Each of these constructs has convincing bodies of literature

supporting its relationship to academic performance (e.g., metacognition, see Hacker,

Dunlosky, & Graesser, 2009; self-regulated learning, see Zimmerman & Schunk, 1989;

goal setting, see Barron & Harackiewicz, 2001; LinnenbrinkGarcia, Tyson, & Patall,

2008). There is arguably overlap of these skills with cognitive skills; however, we defer to

the definitions discussed by the authors of the framework we set out to test, namely,

skills that are not directly measured by cognitive tests. Skills related to learning

strategies are not discussed in the literature as strictly cognitive skills. For example,

meta-cognition has been discussed as a regulator of

first-order cognition (Kuhn, 2000).

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Strong Support Person. Research in psychology and education has shown that

non-cognitive factors, including the presence of a strong support person, can

significantly impact academic performance, student engagement, and overall well-being.

Educational institutions and policymakers increasingly recognize the importance of

addressing non-cognitive factors alongside cognitive abilities to promote holistic

development and success for individuals.

This non-cognitive variable affirms the following statements which says that

learner has a strong support system, learner keeps his/her problems to himself, learner

states that he/she can handle things on his/her own, learner states that access to a

previous support person may have been reduced or eliminated, and learner is unaware

of the importance of a support person.

Among the five (5) variables this recorded 3.4717 wherein the respondents

agreed that strong support person can affect the MELCs. A strong support system in

school is crucial for students' overall well-being, academic success, and personal

development. When schools prioritize creating a supportive environment, students are

more likely to feel safe, valued, and motivated, leading to positive outcomes.

The results support numerous studies have highlighted the importance of support

systems in improving academic outcomes, reducing dropout rates, and enhancing

overall student satisfaction. This includes providing mentoring programs provide

students with individualized guidance and support. They pair students with mentors who

can offer academic, social, and emotional support. Research has shown that mentoring

programs positively impact students' academic achievement, self-esteem, and

motivation to succeed (Herrera, Grossman, Kauh, and McMaken, 2011).

Peer support groups allow students to connect with their peers who may share

similar experiences or challenges. These groups provide a sense of belonging and

understanding, reducing feelings of isolation and promoting emotional well-being.

 23

Research has shown that peer support groups contribute to improved social skills and

increased self-confidence in students ((Johnson, U., and Christofferson, M., 2013).

Lastly, positive teacher-student relationships are vital for creating a supportive

learning environment. Teachers who provide encouragement, guidance, and

personalized attention contribute to improved student engagement and academic

achievement. (Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J., 2011).

Support given to the learners with proficiency level of beginner. Support for

learners who are not performing up to expected levels is essential to help them succeed

and reach their potential. Different learners may face various challenges, and it's crucial

to identify the underlying reasons for their low performance and tailor appropriate

interventions.

These are some of the common strategies and support mechanisms that were

provided to beginning learners as declared by the respondents in the survey. Since

learners under this proficiency level has difficulties with understanding because they lack

the necessary foundational information and/or abilities to support comprehension.

Individualized assessment. This is done by conducting a thorough assessment

of the learner's strengths, weaknesses, and learning styles to understand the root cause

of their under performance.

Personlaized learning plans. Develop individualized learning plans that cater to

the specific needs of the learner, focusing on areas of improvement while leveraging

their strengths.

Small group interventions. Organize small group sessions where learners with

similar challenges can work together and receive targeted support.

Group Interventions. Counselors may organize group interventions to address

common challenges faced by underperforming students, such as study skills workshops

or peer support groups..

 24

Multi-modal instructions. Present information in various formats (e.g., visual,

auditory, kinesthetic) to cater to different learning styles and preferences.

Peer support and collaboration. Encourage peer support and collaborative

learning opportunities, where learners can help and learn from each other.

It is imperative to remember that each learner is unique, and a combination of

these strategies may be required to provide the best possible support. Additionally, it's

crucial to maintain open communication with the learner, their parents or guardians, and

the teachers involved to ensure a coordinated effort towards their success. By fulfilling

these interventions, guidance counselors can help struggling learners overcome

obstacles, regain confidence, and find their path to academic success.

Development Plan in Support to Learners Below the National Standard Proficiency

Level

Creating a development plan in education involves a systematic approach to

improving various aspects of the educational system. The crafted development plan of

the study was based on the identified non-cognitive variables that affect the mastery of

the Most Essential Learning Competencies (MELCs) as perceived by the Guidance

Counselors/Coordinators/Designates in Region I.

This development plan is in support to the MATATAG Basic Education Agenda

and as a sub-program under the National Learning Recovery Program (NLRP) aimed at

addressing learning loss. Furthermore, the Department of Education (DepEd) rolled out

the National Learning Camp (NLC) during the 2022-2023 End-of-School Year (EOSY)

break.

Different areas of concern were identified in the pre-implementation stage,

implementation stage, post-implementation stage. Different objectives were set,

appropriate strategies were identified, person involved were determined, expected time
 25

frame was set, budgetary requirements were also presented, success indicators were

identified, and the sustainability was established.

Addressing the non-cognitive variables that affect the mastery of MELCs is an

important factor to consider. Non-cognitive factors can assist teachers in understanding

and assessing students' academic performance, modifying their instruction, and

curriculum, as well as a strategy for tailored education and evaluation. Non-cognitive

variables can provide teachers with information in addition to give the staff members in

charge of admissions at colleges and universities crucial information.

 26

TABLE 8. Intervention Plan in Support to Learners Below the National Standard Proficiency Level

Key Result Areas Objectives Strategies/Activities Persons Involved Time Budget Success Indicator/s Sustaina
(Leading Needs) Fram ary bility
e Require
ments
PRE-IMPLEMENTATION STAGE

Formulation/Develo Formulate, develop 1.Conduct of CLMD Personnel, 2nd- Subject 1.Formulation of Year-
pment of Eduk implement, Eduk consultation and FDs, CID Chiefs, 3rd for planned and guided round
Support Program Support Program for collaborations with EPSs, PSDS, SHs Week Review activities impleme
the school anchored CLMD Personnel, and stakeholders of 2. Development of ntation,
to DepEd Order 14, FDs, CID Chiefs, Septe step by step monitori
s. 2023 (Policy EPSs, PSDS, SHs mber coordinated tasks ng, and
Guidelines on the and stakeholders 2023 within the framework evaluati
Implementation of of activities on of the
the National Learning 3. Identification of strategie
Camp) issues and concerns s and
that need to be activities
responded with
urgency/
Prioritization of
tasks
4. Alignment/
realignment of
budget and
resources for the
activities and tasks
Implementation, CLMD Personnel, Oct 5- Subject 1.Full
Monitoring of the FDs, CID Chiefs, Marc for implementation of
Eduk Support EPSs, PSDS h 4, Assess the Eduk Support
Program 2024 ment Program as carried
out in homeroom
guidance classes
and Guidance
Counselor visitation
Conduct of School Conduct school roll Roll-Out(Webinar) CLMD Personnel, 3rd Subject 1. Understanding of Year-
 27

Roll-Out and Focus out/focus group FGD (Webinar) FDs, CID Chiefs, Week for the underlying round
Group Discussion discussion/orientatio Open Forum EPSs, PSDS, SHs of Review principle and impleme
for Guidance n about Eduk Septe procedure in the ntation,
Counselors/Coordin Support Program mber conduct and monitori
ators/Designates 2023 implementation of ng, and
Eduk Support evaluati
Program on of the
2. Awareness of strategie
the central focus of s and
the Eduk Support activities
Program
3. Follow the
expected functions
and performance of
the teachers as
transpired in the
policy
4. Bridging
information gaps
4. Familiarization of
the Eduk Support
Program
Conduct of Orient Guidance Online Meeting with Guidance 2nd Subject 1. Understanding Year-
Orientation Counselors/Coordina Guidance Counselors/Coordinat Week for on the nature and round
tors/Designates Counselors/Coordin ors/Designates of Review purpose of the impleme
about the Eduk ators/Designates Oct,2 implementation of ntation,
Support Program 023 the Eduk Support monitori
as part of the Program ng, and
intervention activity 2. Awareness about evaluati
to learners below the the significant role of on of the
standard proficiency Guidance strategie
level Counselors/Coordin s and
ators/Designates to activities
become responsible
and highly
functioning
individual
 28

Drafting/Formulation Formulate and Focus Group Guidance Year Subject 1. Prepare Work Year-
and Development of Develop Work Plan Discussion Counselors/Coordinat Roun for Plan/Class Program round
Work plan and and Guidance Mentoring ors/Designates d Review 2. Familiarization / impleme
Class Program Program Collaboration Mastery of the ntation,
Consultation Competencies and monitori
Assist/ Drafting of Learning ng, and
Collaboration/Consu Assist in the Exemplars evaluati
ltation on the preparation of on of the
Preparation of Guidance Program strategie
Intervention s and
activities under the activities
Eduk Support
Program
Tapping of Link and partner with Partnership Dialogue Guidance Year Subject Year-
Stakeholders NGO’s, LGU’s as Counselors/Coordinat Roun for round
potential ors/Designates, d Review impleme
stakeholders Stakeholders ntation,
monitori
ng, and
evaluati
on of the
strategie
s and
activities
IMPLEMENTATION STAGE

Implementation and Implement and Observation of Principal/ Year Subject Ensure Year-round
Monitoring Monitor Eduk Classes School Heads Round for appropriate implementa
Support Program Face to Face Master Teachers Review implementation of tion,
Encounter (as need Guidance Eduk Support monitoring,
arises) Counselors/Coordin Program to the and
ators/Designates national/regional evaluation
/division guidelines of the
Guide teachers strategies
and learners in the and
conduct of classes activities
Assess teaching
 29

and learning
development
Follow Up Implement and Follow Observation Principal/ Year Subject Ensure Year-round
Monitoring Monitor Eduk of Classes School Heads Round for appropriate implementa
Support Program Home Visitation Master Budget implementation of tion,
Face to Face Teachers Review Eduk Support monitoring,
Encounter (as need Guidance and Program parallel and
arises) Counselors/Coordin Consult to the evaluation
ators/Designates ation national/regional of the
/division guidelines strategies
Guide teachers and
and learners in the activities
conduct of classes
Assess teaching
and learning
development
Monitoring of Implement and Review of learners Principal/ Every Subject Monitor pupils’ Year-round
Learners Quarterly Monitor the Eduk performance based School Heads end of for progress implementa
Assessment Report Support Program on the quarterly Master 1st - 4 Budget tion,
assessment rating Teachers th Review monitoring,
Guidance Quarter and and
Counselors/Coordin Consult evaluation
ators/Designates ation of the
strategies
and
activities
Intervention Conduct Mentoring of School Head Master 2nd -3rd Subject Improve teaching Year-round
activities intervention to teachers Teachers Grade Quarter for competence implementa
teachers and Conference with Level Chairman Budget Increase in tion,
learners as to the parents Guidance Teacher Review learning outcomes. monitoring,
learning outcomes and Modification of and
as transpired in Guidance Consult personality and evaluation
the quarterly Counselors/Coordin ation character of the
assessment ators/Designates development of strategies
intervention learners and
activities include the activities
following:
 30

- Identify individual
learning needs
- Individualized
support plan
- Emotional and
motivational support
- Study skills and
time management
- Referrals and
collaboration
- Monitoring
progress

POST – IMPLEMENTATION STAGE

Evaluation of Eduk Evaluate/ Conduct of EPS 1st week of March Subject Identification of Year-round
Support Program Examine online PSDS 2024 for the program implementation
the evaluation to SHs Budget outcome , monitoring,
strength assess the Teachers Review and evaluation
and effectiveness of Parents and of the
developm the Eduk Learners Consult strategies and
ent of the Support ation activities
Eduk Program
Support
Program

Modification/Revital Modify Examination of EPS 2nd Week of May Subject Improvement of Year-round
ization of the and the PSDS 2024 for the guidance implementation
program revitalize assessment SHs Budget program , monitoring,
the Eduk outcome report Teachers Review and evaluation
Support Parents and of the
Program Learners Consult strategies and
ation activities
 Republic of the Philippines
Department of Education
REGION I

Level of Validity of the Proposed Output

This study aimed to identify the non-cognitive variables that affect the mastery of the

Most Essential Learning Competencies and to identify specific activities or intervention to

address these concerns through a proposed development plan.

To measure its validity, there were five experts who evaluated the development plan.

The table below presents the validation result.

TABLE 9. Summary of the Validation of the Intervention Plan in Support to Learners

Below the National Standard Proficiency Level

Validation Criteria Mean Descriptive Level

I. FACE

1. General appearance (this 5 Very High Valid

includes neatness, alignment and
typing)
2. Lay – out (this includes spacing, 5 Very High Valid
balance on sheet, color harmony)
3. The illustration is appropriate to 5 Very High Valid
the over-all contents of the Action
Plan
II. CONTENT

1. Functionality. The Intervention 5 Very High Valid

Plan is useful to the implementation
of Eduk Support Program
2. Substantiality. The Intervention 5 Very High Valid
Plan is anchored on the findings of
the study.
3. Appropriateness. The 5 Very High Valid
Intervention Plan is suitable and
handy for the implementers of the
Eduk Support Program.
4. Timeliness. The Intervention 5 Very High Valid
Plan is needed by the implementers
and participants of the Eduk Support
Program.
5. Implementability. The 5 Very High Valid
Intervention Plan can be easily used
by implementers and participants of
the HGP during crisis situation.
III. CONGRUENCY OF THE CONTENT

1. The Intervention Plan contains 5 Very High Valid

suggestive activities that are parallel
to the needs of the implementers
and participants of the Eduk Support
Program.
2. The Intervention Plan contains 5 Very High Valid
activities/guidelines/suggestions that
may help improve or enhance the
performance of the Eduk Support
Program.
3. The Intervention Plan is crafted 4.50 Very High Valid
free from glaring grammatical or
syntax errors.
4. The language in the Intervention 4.60 Very High Valid
Plan is easily understood by both
the implementers and participants of
Eduk Support Program.
TOTAL 4.925 Very High Valid

Legend:
4.01 – 5.00 Very High Valid
3.01 – 4.00 Highly Valid
2.01 – 3.00 Moderately Valid
1.01 – 2.00 Fairly Valid
0.00 – 1.00 Not Valid

The aforementioned table demonstrates that the proposed development plan has a

very high level of validity (x=4.925). This indicates that the strategy is prepared to be put into

action for the upcoming academic years. The plan is written without obvious grammatical or

syntactic problems (x=4.50), the language is simple enough for both implementers and Eduk

Support Program (x=4.60), which helps the researcher realize that the plan has to be

improved. The validation also implies that the plan is feasible, appropriate, and consistent

with the study's findings, that the schedule is time-limited, and that the activities are

particular, timely, and pertinent to the needs of the Eduk Support Program implementers and

participants.

Learning recovery is a priority for DepEd Region I. It acknowledges that learners

need assistance in addressing the learning losses brought on, among other things, by the

COVID 19 epidemic. As a result, the "Eduk Support Program" intervention plan is a crucial

step in learning rehabilitation.

CONCLUSION

From the discussions above, the following are the results drawn:

In this research, the Guidance Counselors/Coordinators/Designates identified the

number of learners classified as Beginner in the SY 2022-2023. The elementary and

secondary learners are regaining the ground they lost during the pandemic at a faster pace

as perceived from the number of learners taken as data in this research. However, they were

learners who performed in the Beginner Stage.

This underpins the need on considering the non-cognitive variables, also known as

non-cognitive skills, as important aspects of a person's character, behavior, and mindset that

can influence their success in education and life beyond academics. Unlike cognitive skills,

which primarily refer to intellectual abilities and academic performance, non-cognitive

variables focus on personal qualities and social-emotional skills.

The level of agreement of Guidance Counselors/Coordinators/Designates were taken

as an important input in identifying the non-cognitive variables that might affect the mastery

of learners in the set competencies. The variables include positive self-concept, realistic self-

appraisal, academic mindsets, learning strategies, and strong support person.

Educators and policymakers are increasingly recognizing the significance of non-

cognitive variables in education. Schools and institutions are incorporating social-emotional

learning (SEL) programs to develop these skills in students, creating a more holistic

approach to education that fosters both cognitive and non-cognitive growth. By addressing

non-cognitive variables, educators can better support students' overall development and

help them become well-rounded, successful individuals in all aspects of life.

Further, the results of the study served as the main basis for Eduk Support

Program to implement the activities stipulated in the proposed intervention plan to address

the issues encountered during the first year of implementation. This plan was crafted and

was validated by five (5) experts in the field of education.

The Eduk Support Program shall provide additional support of the Guidance

Counselors/Coordinators/Designates to the Adviser and Receiving Teachers in supporting

the learners to improve their learning outcomes vis-a-vis the curriculum competencies at

their grade level and prepare them to make greater academic challenges in higher grade

levels while supporting their socio- emotional well-being.

In addition, the proposed intervention plan which recognizes the importance of

identifying the non-cognitive variables that affect the mastery of MELCs is marked very high

valid making it ready to be implemented in Region 1 for SY 2023-2024.

RECOMMENDATIONS

Based on the conclusions made, the following recommendations have been drawn:

1. The learners in the Elementary, Junior High School, and Senior High School are unique,

and the support provided should be tailored to their specific needs. A collaborative

approach involving teachers, parents, school administrators, and support staff is crucial

to creating a nurturing environment that fosters academic success for all learners.

2. The conduct of activities that shall lead to the understanding of teachers, parents, and

stakeholders to the importance of non-cognitive variables such as positive self-concept,

realistic self-appraisal, academic mindsets, learning strategies, and strong support person.

3. Help the students become aware of the factors that affect their mastery in the Most

Essential Learning Competencies (MELCs). Knowing such factors can help them identify

their strengths and weaknesses that constantly interfere their performance in the different

learning areas.

4. The monitoring and evaluation on the Eduk Support Program implementation shall be

strictly observed.

5. There shall be a year-round implementation, monitoring, and evaluation of the strategies

and activities.

6. Other research shall be conducted to further identify the factors that lead to the successful

implementation of Eduk Support Program like correlating the non-cognitive variables to

learners final grade.

X. DISSEMINATION OF RESULTS

The researcher shall initiate activities to disseminate and utilize the research results.

A Regional Forum shall be conducted to provide a venue to actively disseminate results from

the completed research and encourage everyone to examine, consider, and incorporate

these results in their practices.

Electronic copies of the completed research shall be uploaded to the Regional

Learning Resource Portal and manuscripts shall be provided in the schools’ library and

Division Offices for the teachers’ future reference, and topic in the Learning Action Cells

(LAC) sessions. Sessions guides shall be developed, and quality assured to be distributed to

the 14 SDOs for reference.

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 Appendix A

PROFILE OF RESPONDENTS
 Appendix B

LEARNER’S LEVEL OF PROFICIENCY (ELEMENTARY LEVEL)

 Appendix C

LEARNER’S LEVEL OF PROFICIENCY (JUNIOR HIGH SCHOOL LEVEL)

 Appendix C

LEARNER’S LEVEL OF PROFICIENCY (SENIOR HIGH SCHOOL LEVEL)

 Appendix D

Sample Responses for Positive Self-Concept

 Appendix E

Sample Responses for Realistic Self-appraisal

 Appendix F

Sample Responses for Academic Mindsets

 Appendix G

Sample Responses for Learning Strategies

 Appendix H

Sample Responses for Strong Support Person

 APPENDIX I

DATA COLLECTION ACTIVITY