Profiling Least Mastered Competencies among Grade 11 Non-Stem Learners: A Basis for Targeted Instructional Intervention

This study aimed to identify the least mastered Chemistry competencies from Grades 7 to 10 among Grade 11 non-STEM learners in selected public high schools in Iligan City, with the goal of informing targeted instructional interventions. Recognizing Chemistry’s foundational role in scientific literacy and the persistent underperformance of Filipino learners in national and global science assessments, the study aligns with Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable quality education. A quantitative-descriptive design was employed involving 100 non-STEM learners aged 16–18. A researcher-made 50-item needs assessment, aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), was validated and pilot-tested. Reliability testing yielded a Cronbach’s Alpha of 0.778, with a difficulty index of 0.46 and a discrimination index of 0.246, indicating acceptable psychometric properties. To further enrich the data and contextualize learner performance, qualitative feedback from 52 learners was thematically analyzed. Findings showed that 89% of learners did not meet the 60% mastery benchmark. Organic Chemistry, Chemical Reactions, and Chemical Bonding were the most difficult domains. Thematic analysis revealed instructional challenges such as lack of content reinforcement, difficulty with abstract concepts, minimal access to hands-on learning tools, and a strong preference for engaging and visual strategies. These results confirm the value of competency-based profiling as a needs assessment tool. The study recommends the integration of game-based learning approaches to enhance engagement and conceptual understanding in Chemistry, especially among non-STEM learners.