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Jenifer Abella
Abstract
This study evaluated the learning competencies of Grade One learners through the Enhanced Regional Achievement Test (ERAT). Specifically, it determined the learners' profile, assessed their competencies in Mathematics, Language, Good Manners and Right Conduct (GMRC), Reading and Literacy, and Makabansa, examined the relationship between learners' profile and ERAT performance, and developed Project GROW (Grade One Responsive Opportunities for Whole-Learner Development). The study employed a descriptive-correlational research design. Using purposive sampling, the respondents consisted of nine (9) Grade One teachers and 274 Grade One learner from selected Grade One sections. Data were obtained from the official ERAT records and learners' profile information. Frequency count, percentage, weighted mean, standard deviation, and the Chi-square Test of Independence were utilized to analyze the data. The findings revealed that the learners generally demonstrated satisfactory learning competencies across the five ERAT domains. Significant relationships were observed between selected learner profile variables and performance in specific learning domains, while most profile variables showed no significant association with learner achievement. The study concluded that assessment results provided valuable empirical evidence for identifying competency gaps and informing responsive instructional planning. Accordingly, the implementation of Project GROW, a data-driven instructional intervention program, was strongly recommended to strengthen foundational competencies, support differentiated instruction, institutionalize continuous progress monitoring, and promote evidence-based instructional decision-making among Grade One learners. https://doi.org/10.5281/zenodo.21873540
Keywords
instructional multimedia utilization, learner engagement, academic performance, science education, Grade Three learners
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Final Submission Date: 10th June 2026
Acceptance Notification Date: June 2026