Assessment of Least Learned Competency in Mathematics Among Grade 12 Students of Monkayo National High School

This study assesses the least learned competencies in Mathematics among Grade 12 students of Monkayo National High School, focusing on Functions, Business Mathematics, and Logic. Using a quasi-experimental research design, a self-learning module was implemented as an intervention to improve students' mathematical competencies. Pretest and posttest results revealed that students initially demonstrated very low mastery in all three areas, with Logic being the most challenging. However, significant improvements were observed after the intervention, particularly in Functions, where students achieved mastery. Business Mathematics and Logic also showed notable progress, although they remained in the near-mastery level. A paired t-test analysis confirmed a statistically significant difference between pretest and posttest scores, validating the effectiveness of the self-learning module. The study highlights the need for continued instructional reinforcement and targeted teaching strategies to address persistent learning gaps and enhance student proficiency in Mathematics. Recommendations for future research and curriculum development are discussed.