Learning Competencies of Grade 11 Stem Learners in Organic Chemistry: Basis for Strategic Intervention

The aim of this study was to identify what were the not mastered, least mastered, nearly mastered, and mastered competencies in senior high school organic chemistry. This further sought to examine the Grade 11 STEM learners’ self-efficacy beliefs to organic chemistry competencies. The study used a quasi-experimental research design using a test questionnaire as the primary data collection tool to describe the mastery level of Grade 11 STEM learners on the desired learning competencies. The instrument was validated by experts in content and methods prior to the revision. The pilot testing was done at the public high school located in Iligan City, Northern Mindanao, Philippines. The pilot testing was participated in by a total of One Hundred Twenty (120) students. After the pilot testing, an item analysis was done with considerations on the difficulty and discrimination indices. Consequently, another Forty-Five (45) Grade 11 STEM learners participated in the implementation of the validated test instrument in senior high school organic chemistry. The findings revealed that the mastery level of Grade 11 STEM learners in organic chemistry competencies was relatively low, with several competencies falling in the “not mastered†category and a few in the “least mastered†category. Students faced challenges particularly with competencies related to the special nature of carbon, functional groups, simple reactions of organic compounds, polymer and its properties, and biomolecules, indicating significant gaps in both foundational knowledge and applied understanding. This lack of mastery underscored the need for improved teaching strategies, focused interventions, and instructional materials tailored to address these deficiencies.