Learning Gap Assessment in English 9

Abstract

This study investigated the learning gaps in English 9 of the Junior high school students at St. Paul University Surigao. In this study, quantitative quasi-experimental research using a pretest-posttest design was employed. The results showed that the pre-test/post-test design is more effective in achieving the learners’ mastery of the competency given than post-test- only design. While the interventions given by the teacher for the First Quarter are effective in mastering the competencies, a significant difference is found, especially for those with low mastery levels. This indicates the need for targeted interventions to bridge the learning gaps and further develop students' understanding of the aspects of language arts that are essential for comprehension, expression, and effective communication. The study recommends that Grade 9 students execute targeted interventions that address the identified learning gaps. These interventions should consist of more modified teaching methods and resources, effective communication between educators, administrators, parents, and communities, and continual formative assessment. By implementing these suggestions, educators can significantly improve their students' academic performance and competency in English.