Discipline

Psychology

Abstract

This study assessed the performance levels of Junior High School learners who took the Performance Assessment of Standards and Skills (PASS) during the 2024–2025 school year. It focused on evaluating their competencies in English, Mathematics, and Science based on pre-test and post-test results, providing the basis for a proposed collaborative academic enrichment program. Using a descriptive research design with total population sampling, the study included all Grades 7 to 10 students who participated in the PASS assessment. Data were collected through the Learners' Descriptive Questionnaire and PASS results, and analyzed using frequency and percentage distributions. Findings revealed notable improvements in student performance, with a decrease in the number of learners classified under the "Beginning" category across all subjects. More students progressed to higher competency levels, particularly in Grades 9 and 10. These results underscore the effectiveness of assessment-driven instruction and the importance of providing ongoing academic support. The study recommends implementing enrichment programs targeting specific skills, employing data-driven teaching strategies, and conducting continuous assessments. Encouraging collaborative learning, such as peer tutoring and group activities, can further enhance student engagement and comprehension. This research highlights the importance of evaluating academic proficiency to improve learning outcomes for Junior High School learners.

Keywords

academic competency, performance assessment, collaborative academic enrichment program