Performance Level of La Salette of Ramon in the Grace-Pass Assessment in Junior High School Mathematics: Basis for Designing an Intervention Program

This study assessed the performance level of Junior High School students from Grades 7 to 10 at La Salette of Ramon, Inc. using the GRACE-PASS Mathematics Assessment administered during the Pretest on September 12, 2024, and the Posttest on March 7, 2025. Anchored on DepEd’s policy on formative assessment and the need to strengthen mathematics proficiency among Filipino learners, the study aimed to analyze students’ pretest and posttest results, identify the least mastered competencies, and propose instructional and remediation strategies for improving mathematical performance. Utilizing a descriptive-comparative research design, the study examined assessment results of 311 students and employed a paired sample t-test to determine significant differences in performance. Findings revealed statistically significant gains across all grade levels; however, students generally remained within the Developing level, indicating limited mastery of essential mathematical skills. Results showed varying improvements across competencies, with noticeable gains in Geometry and Data & Probability in some grade levels, but persistent gaps in Patterns and Algebra, Measurement, and higher-order reasoning across others. The least mastered competencies involved solving linear inequalities, applying geometric theorems, interpreting rational expressions, and working with rational and radical expressions. Despite upward trends from pretest to posttest, students continued to struggle in meeting proficiency standards, suggesting the need for targeted interventions. The study concludes that while instruction positively contributed to student performance, more focused remediation, differentiated instruction, and competency-based interventions are necessary to elevate students from Developing to Proficient levels and ensure readiness for senior high school mathematics.

GRACE-PASS, Mathematics performance, formative assessment, learning competencies

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