INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Bridging the Gap: Unpacking the Competencies of Bataan Peninsula

State University Dinalupihan Campus’ Bachelor of Elementary

Education Graduates as Basis for Extension Programs

Candida S. Punla^*and Rosemarie C. Farro

College of Education, Bataan Peninsula State University, Dinalupihan, Bataan, Philippines

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000838

Received: 10 November 2025; Accepted: 20 November 2025; Published: 26 November 2025

ABSTRACT

The emergence of the COVID-19 pandemic brought unprecedented disruptions in the lives of people all over

the world and the herculean challenge was how to continue teaching and learning beyond the usual face-to-face

instruction, hence the release of CHED Memorandum Order (CMO) 04, series of 2020 containing the Guidelines

on the Implementation of Flexible Learning. The aim of this study is to determine whether the Bachelor of

Elementary Education (BEEd) program graduates of Bataan Peninsula State University Dinalupihan Campus

(BPSU-DC) Batch 2022 have fulfilled the requirements outlined in CMO No. 74 series of 2017 (Policies,

Standards and Guidelines for BEEd Program), while adhering to CMO 04 series of 2020 guidelines. This study

uses the convergent parallel design in which quantitative and qualitative data are collected simultaneously but

analyzed separately, and the results are merged or integrated and allow for the collection of rich, detailed data

and provides a comprehensive understanding of the research problem. The result of the quantitative and

qualitative analysis indicates that the least learned competencies of the BEEd graduates include the Skills in

Communication, Higher Order Thinking Skills, Use of Tools and Technology to Accelerate Learning and

Teaching, Utilizing Appropriate Assessment and Evaluation Tools, In-depth Understanding of Learners in

various learning areas and that they need to improve their competencies in terms of Personal and Professional

Development. Significant difference is not evident in terms of In-depth Understanding of Learners; Pedagogical

Content Knowledge; Assessment and Evaluation; Communication, Higher Order Thinking, and Technology;

Attributes of Model Teacher; Personal and Professional Development; thus, failing to reject the null hypothesis.

The analysis's conclusion also suggests that the BEEd graduates' self-evaluations align with those of their

cooperating teachers and coordinators, confirming the graduates' actual and true level of competency. Based on

the results of the analysis, the following are suggested as Contextualized Input in Aid for development of

Extension Program: Mentor-Mentee engagement, Personal Engagement in Learning, On-the-Job Training

(OJT), Attending Training Seminars, Practicing for Improvement. Of the 122 respondents, 62 are the BEEd

graduates-respondents, while 60 are Cooperating Teachers and Coordinators.

Keywords: Competencies, BEEd Program, Extension Program

INTRODUCTION

The emergence of the COVID-19 pandemic brought unprecedented disruptions in the lives of people all over

the world. It came unexpectedly where no one was ready enough to brace its impact on society. (CHED.CMO

4, 2023)

The Philippines in particular, faced a critical situation due to the rise of said health crisis. For higher education

institutions, avoiding and limiting the risks of infection of the academic community has become a primordial

concern. The herculean challenge then was how to continue teaching and learning beyond the usual face-to-face

instruction. (CHED.CMO 4, 2023)

Page 10314

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Hence, the Commission on Higher Education (CHED) then issued CMO 04, series of 2020 containing the

Guidelines on the Implementation of Flexible Learning. In that CMO, it was very clear in guideline No. 5 that

flexible learning should complement outcomes-based education approach which allows flexibility for the HEIs

to employ various means of delivery and assessment as long as they can show the achievement of the set learning

outcomes for each course or subject for the program. Further, guideline No. 14 also states that the implementation

of flexible learning by HEIs for both undergraduate and graduate programs should still be guided by the

principles of Outcomes Based Education (OBEs) and by applicable Policies, Standards and Guidelines (PSGs)

to assure quality of teaching and learning. (CHED.CMO 4, 2023)

Bataan Peninsula State University (BPSU) is one of the state universities in the country that continued to

implement CMO 74, series of 2017 which indicates the PSGs for Bachelor of Elementary Education (BEEd)

while also adopting the flexible learning. BPSU through University Memorandum 2020.0267 advised all faculty

members to adopt flexible learning scheme through the implementation of Blended Learning as its modality of

learning where the schedule is a blend of synchronous and asynchronous class. The graduates of Bachelor of

Elementary Education Batch 2022 experienced two years of face-to-face learning and two years of blended

learning where most of the specialization subjects were taken during their third and fourth year under the blended

learning modality.

This now poses a question of whether the competencies that they are supposed to have gained as stipulated in

CMO 74 series of 2017 were not sacrificed with the unexpected shift brought by the pandemic where the shift

is a challenge both to the students and the teachers.

In a study on the Blended Learning During Pandemic Corona Virus: Teachers’ and Students’ Perceptions by Aji,

Ardin, Arifin (2020), they found out that there were challenges for the teachers in teaching through blended

learning such as poor internet connection, time-consuming, and less experience while the students considered

their challenges on poor internet connection and incomprehensible materials were considered as the problem

that hampers their learning (Aji, Ardin, & Arifin, 2020).

Competencies are deemed important in performing job responsibilities. Alamsyah, Sari, Utami, Adzni, Haris &

Abdurohim’s (2023) study about Competence-Based Human Resource Development: A Literature Study in the

Era of Information Technology and Digitalization underscores the modification in professional competence

toward adaptability, communication and willingness to learn due to digitalization (Alamsyah, et al., 2023).

Competence in adaptability and ICT skills as emphasized in CMO 74, Sec. 6.2e is more important than ever

specifically because the teaching method of flexible learning may have affected the achievement of these skills.

However, the underlying challenges in the CMO 04 flexible learning model likely hindered with the student’s

ability to fully develop the mandated personal/ interpersonal and ICT competencies. As revealed in the study of

Gocotano, Jerodiaz, Banggay, Nasibog & Go, challenges like loss of motivation and distractive learning

environments were cited. These are stumbling blocks that can sternly hinder the development of personal and

interpersonal competencies, like self-management, self-discipline and effective communication, which require

engagement and focus (Gocotano, Jerodiaz, Banggay, Rey Nasibog, & Go, 2021).

Anent to this, the study aims to investigate if the graduates of the BEEd program of Bataan Peninsula State

University Dinalupihan Campus Batch 2022 have met the expectations as provided in CMO No. 74 series of

2017 while adopting the guidelines of CMO 04 series of 2020.

Determining if the skills were reached would assist the institution in assessing how well the aforementioned

CMO was implemented, which ultimately would benefit the students by preparing them to take on the

challenging tasks of teaching in the twenty-first century. In addition, it would assess how closely the university,

in its capacity as a Teacher Education Institution, adheres to the CMO in spite of the disruption caused by the

pandemic, ensuring that the BEEd Program will continue to support the university's goal of producing graduates

who are competitive and community members who are empowered. More importantly, the results of this research

could serve as a foundation for designing extension initiatives.

Page 10315

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

LITERATURE REVIEW

The Commission on Higher Education (CHED), in response to the 21st Century Philippine Teacher Education

Framework implements the shift to learning competency-based standards/ outcomes-based education as

provided in the Guidelines for the Implementation of CMO No. 46 s. 2012. (CHED. CMO 46 s2012, 2023)

With this, CHED released Memorandum Order (CMO) No. 74 series of 2017 otherwise known as the Policies,

Standards and Guidelines (PSG) for Bachelor of Elementary Education (BEEd) that specifies the ‘core

competencies’ expected of BEEd graduates “regardless of the type of Higher Education Institution (HEI) they

graduate from”. (CHED. CMO 74 s2017, 2023)

The PSGs described in Section III of CMO No. 2 series of 2011 shall include the curriculum, program of study,

course specifications, faculty and learning resources and support structures needed to attain learning

competencies. (CHED. CMO 2 s2011, 2023)

Competencies as defined in CMO No. 46 series of 2012 refers to the combination of knowledge, complex skills

and behavior and attitude that enables an individual to perform specific tasks or role. (CHED. CMO 46 s2012,

2023)

Competencies is pivotal to the personal and professional success of an individual, as it will guarantee that

necessary skills, knowledge and abilities are there, enabling an individual to surpass the roles expected of him/her

efficiently and be able to contribute meaningfully to the success of an organization (Maharaj, 2023).

Similarly, Sieck (2021) discussed competence as having the ability to be effective in performing a task or a job,

knowledgeable and skilled enough to respond and solve complicated problems. He also emphasized that human

resources in the modern workplace keep on innovating ways by experimenting with competence-based

education. (Sieck, 2021)

Likewise, Garcia-Alvarez, Vázquez-Rodríguez, Quiroga-Carrillo, & Caamaño (2022), concluded in their study

that there is a need for higher educational institutions to incorporate “pedagogies for employability,” which is

focus on strengthening the connection between the academic setting and work-related reality which will

guarantee the graduates of appropriate transition to work environment. (Garcia-Alvarez, Vázquez-Rodríguez,

Quiroga-Carrillo, & Caamaño, 2022)

However, the pandemic had diverted and forced the education system to shift from the traditional face-to-face

mode of teaching and learning to an alternative remote modality which eventually interrupted the usual delivery

of education leading to the underachieved competency-based education, prompting challenges and limiting the

students’ attainment of the needed competency.

The study of Namkung, Goodrich, Hebert , & Koziot (2022), found that low instructional effectiveness were

reported due to changes in delivery modes of instruction by teachers, suggesting that disruption in education

projected to result in learning loss significantly.

Similarly, disruptions in education due to COVID-19 pandemic and the transition to alternative remote delivery

of learning widened the effect of digital divide and eventually widened the gap in the academic outcome,

consequently worsened the persistence of academic challenges due to lack of approriate resources (Golden,

Srisarajivakul, Hasselle, Pfund, & Knox, 2023).

Although there are numbers of literature that provides different perspective on the impact of the interruption of

academic activities due to COVID-19 pandemics, there remains little empirical discussions on structured

mechanisms that measures the competency of the students, particulary during the later years of the disrupted

educational contexts.

The result of the study conducted by Punla & Farro (2021), implies that there is a need address the In-depth

Understanding and Motivating Learners; Pedagogical Content Knowledge; Assessment and Evaluation;

Page 10316

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Communication Skills and Technological Competencies; and Personal and Professional Development of the

graduates. (Punla & Farro, 2021)

In this light that this study, as followed-up research and explored the competencies of the graduates of Bachelor

of Elementary Education who belong to the limited face-to-face modalities of Bataan Peninsula State University

and attempted to disclose the gaps in the competency-based education amidst the pandemic.

Objectives

1. To describe the number of respondents in their respective groups:

1.1 BEED graduates; and

1.2 Cooperating teachers and Coordinators

2. To describe the competence of graduates based on CMO No.74, s.2017 in terms of:

2.1 demonstrating in-depth understanding of learners in various learning areas;

2.2 manifesting meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject

areas.

2.3 utilizing appropriate assessment and evaluation and evaluation tools to measure learning outcomes;

2.4 manifesting skills in communication, higher order thinking and use of tools and technology to accelerate

learning and teaching;

2.5 demonstrating positive attributes of a model teacher, both as an individual and as a professional; and

2.6 manifesting a desire to continuously pursue personal and professional development

3. To determine the significant difference in the ratings on competency level given by the graduates and

Cooperating teachers and Coordinators.

4. To explore the experiences and challenges of BEEd graduates, cooperating teachers, and coordinators on the

underlying factors regarding the development, and demonstration of competencies of the graduates.

5. To derive input on the findings of the study as basis for extension programs.

Theoretical Framework of the Study

This study is anchored on Siemens (2004) Connectivism Learning Theory, Bandura (1986) Social Cognitive

Theory, and McClelland (1970) Theory of Competencies.

Connectivism Learning Theory acknowledges that a significant portion of learning happens through technology

and that being constantly connected allows us to make decisions about what we want to learn. The theory

emphasizes that there is a constant change in knowledge and influenced by multiple contributory factors, such

as peers, technology, and media which lead students to link their previous and current understanding together

(Underwood, 2016).

Social Cognitive Theory (SCT) on the other hand posits that learning is influenced by attention, retention, and

motivation. The theory significantly emphasizes that individual’s learning is based on one’s own behavior. SCT

suggests that learning happens when a learner is committed to make an effort to learn and modify their behavior

(Bandura, 1986).

Finally, McClelland's Theory of Competencies, or Competency Model is a framework for defining and

identifying the essential skills needed to succeed in particular roles or careers. The model places equal emphasis

on the value of technical proficiency and character traits like drive, assurance, and flexibility. This framework

includes McClelland's Iceberg Model of Competencies, which conceptualizes competencies as having both

Page 10317

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

visible and hidden components. The skills and behaviors that are readily apparent are the visible components,

and the underlying motivations, character traits, and values that underlie those behaviors are the hidden

components (Cripe, 2012).

These theories are relevant to the current investigation because they provide the framework for identifying the

competencies attained by the participants in relation to the competencies that are specified in CMO No. 74, series

of 2017.

METHODS AND MATERIALS

Research Design: This study used mixed methods of research design, specifically the convergent parallel

(concurrent) design in which quantitative and qualitative data are collected simultaneously but analyzed

separately, and the results are merged or integrated. This type of design allows for the collection of rich, detailed

data and provides a comprehensive understanding of the research problem. (Alele & Malau-Aduli, 2023)

The convergent parallel design was appropriately used to provide comprehensive view of the competencies being

studied. By facilitating triangulation of findings through merging and corroborating the data sets, enable a differ

understanding of the graduates’ competencies and educational gaps brought about by the pandemic.

Complementary analysis of the quantitative and qualitative data and integration findings, the researchers were

able to highlight areas of agreement and disparity between graduates’ self-assessment and teachers’ assessment

of the graduates which is vital in understanding the competency of the graduates which then be the basis of an

extension program.

Population and Study Locale: The respondents are the Bataan Peninsula State University- Dinalupihan

Campus Bachelor in Elementary Education Batch 2022 graduates as well as the program's cooperating teachers

and coordinators. This included each graduate from the cohort, as it is anticipated that they have all acquired the

necessary competencies after finishing the BEEd program. The quantitative survey covered all the Coordinators

and Cooperating Teachers while participants for the study's qualitative phase were chosen according to set

criteria. Through the many communication channels that were available, they were informed.

Variables to be investigated: This research explores competence of graduates based on CMO No.74, s.2017.

Instrumentation/Data Collection Tools: To collect quantitative data on the acquired competencies of the BEEd

graduate-respondents and Cooperating teachers/ Coordinator-respondents, the researcher adopted the

questionnaire of Punla and Farro (2021) which was utilized in their study “Are We There Yet? An Analysis of

the Competencies of BEED Graduates of BPSU-DC.” (Punla & Farro, 2021)

Statistical and Data Analysis Plan: Descriptive statistical tools including frequency counts, percentages

describe the number of respondents in their respective groups, while mean and standard deviation was utilized

to describe the competence of graduates based on CMO No.74, s.2017. Moreso, Independent Sample t-test was

used to determine the significant difference in the ratings on competency level given by the graduates and

Cooperating teachers and Coordinators.

Ethical Considerations: To ensure the integrity of the study and to protect the respondents and the participants,

the researcher had fully informed the respondents and the participants on the purpose, procedures, risk, and their

right to withdraw at any given time. Respondents and participants were given equal treatment, avoiding any act

of discrimination, more so, they were guaranteed that their personal information was safeguarded and kept

confidential and made available to the public without their consent.

RESULTS AND DISCUSSION

Part I: Quantitative Analysis And Interpretation

Table 1 presents the number of respondents when they are grouped accordingly.

Page 10318

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Table 1 Profile of the Respondents (Number of Cases = 122)

Profile

Frequency

Bachelor of Elementary Education Graduates 62

Cooperating Teachers and Coordinators 60

Percentage

50..80

Group

49.20

As can be seen on table 1, from a total of 122 respondents, 62 or 50.80% belongs to the group of BEEd graduates’

respondents, while 60 or 49.20% are Cooperating Teachers and Coordinators.

Of the 60 total number of Cooperating Teachers and Coordinators, 3 of them are Coordinators. It can also be

gleaned from the data that the number of BEEd graduates is not equal to the number of cooperating teachers,

this is because some of the Cooperating Teachers handled more than 1 student-teacher (graduate) during their

Student-Teaching.

Table 2 presents the respondents’ competency based on the expected competencies as stated at CMO No. 74,

series of 2017.

Table 2

Respondents Level of Competency

Indicators

Mean

SD

Descriptive

Interpretation

A. Demonstrate in-depth understanding of learners in various 3.82

learning areas

0.78

0.62

0.70

0.72

0.85

0.87

0.73

Moderately High Level

of Competence

B. Manifest meaningful and comprehensive pedagogical content 4.03

knowledge (PCK) of the different subject areas.

Moderately High Level

of Competence

C. Utilize appropriate assessment and evaluation and evaluation tools 3.92

to measure learning outcomes.

Moderately High Level

of Competence

D. Manifest skills in communication, higher order thinking and use 3.97

of tools and technology to accelerate learning and teaching.

Moderately High Level

of Competence

E. Demonstrate positive attributes of a model teacher, both as an 3.97

individual and as a professional.

Moderately High Level

of Competence

F. Manifest a desire to continuously pursue personal and professional 3.89

development.

Moderately High Level

of Competence

Overall Competency

3.93

Moderately

High

Level of Competence

Legend: 4.20–5.00 High Level of Competence; 3.40–4.19 Moderately High Level of Competence; 2.60–3.39

Average Level of Competence; 1.80–2.59 Low Level of Competence; 1.00-1.79 No Level of Competence

The combined responses of the BEEd graduates and Cooperating Teachers/Coordinators in table 2 show that the

BEEd graduates have moderately high level of competence (Mean=3.93). It can also be gleaned that the highest

rating provided by the respondents is on ‘Manifest meaningful and comprehensive pedagogical content

knowledge (PCK) of the different subject areas.’ (Mean=4.03) described as ‘moderately high level of

competence,’ which implies that graduates are predominantly strong in understanding and delivering the subject

matter, which is accordingly crucial for effective teaching.

Page 10319

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Although slightly lower, it can also be gleaned that graduates have moderately high level of competency in terms

of ‘Demonstrate positive attributes of a model teacher, both as an individual and as a professional’ (Mean=3.97);

‘Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning

and teaching.’ (Mean=3.97); Utilize appropriate assessment and evaluation and evaluation tools to measure

learning outcomes.’ (Mean=3.92); and ‘Manifest a desire to continuously pursue personal and professional

development’ (Mean=3.89).

While considered moderately high, the competency in terms of ‘Demonstrate in-depth understanding of learners

in various learning areas’ (Mean=3.82) is considered the lowest among the domain, an area where further

development might be required. This is consistent with the findings of the study of (Punla & Farro, 2022) that

there is a need for improvement in the graduates’ competency in understanding the learners’ diversity.

Table 3 presents the significant difference in the ratings on competency level given by the BEEd graduates and

Cooperating teachers and Coordinators based on the expected competencies as stated at CMO No. 74, series of

2017 when respondents are grouped accordingly.

Table 3

Differences in the Competency of the BPSU Graduates

Variables

Group

Mean

SD

t

Sig.

Decisio Interpretation

n on H_o

In-Depth

Understanding

Learners

BEEd Graduates

3.70

0.76

0.79

1.78

0.08 Failed to Not Significant

Reject

of

Cooperating Teachers 3.95

& Coordinators

Pedagogical

Content Knowledge

BEEd Graduates

3.95

0.63

0.62

1.42

0.72

0.21

1.46

0.76

1.11

0.16 Failed to Not Significant

Reject

Cooperating Teachers 4.11

& Coordinators

Assessment

Evaluation

and BEEd Graduates

3.88

0.71

0.69

0.47 Failed to Not Significant

Reject

Cooperating Teachers 3.97

& Coordinators

Communication,

Higher

Thinking,

Technology

BEEd Graduates

3.95

0.72

0.83 Failed to Not Significant

Reject

Order

Cooperating Teachers 3.98

& Coordinators

and

Attributes of Model BEEd Graduates

Teacher

3.86

0.84

0.85

0.15 Failed to Not Significant

Reject

Cooperating Teachers 4.08

& Coordinators

Personal

Professional

Development

and BEEd Graduates

3.83

0.86

0.87

0.45 Failed to Not Significant

Reject

Cooperating Teachers 3.95

& Coordinators

BEEd Graduates

3.86

0.72

0.73

0.27 Failed to Not Significant

Reject

Overall

Cooperating Teachers 4.01

& Coordinators

Page 10320

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

.05 level of Sig.

The results of the analysis using the Independent Sample t-test, indicates that significant difference is not evident

in the competency of the respondents based on the expected competencies as stated at CMO No. 74, series of

2017 in terms of in-depth understanding of learners (t=1.78, p=0.08); pedagogical content knowledge (t=1.42,

p=0.16); assessment and evaluation (t=0.72, p=0.47); communication, higher order thinking, and technology

(t=0.21, p=0.83); attributes of model teacher (t=1.46, p=0.15); personal and professional development (t=0.76,

p=0.45); when respondents are grouped accordingly, as provided by the p-values which are statistically greater

than the alpha of .05. Further, the overall t-value of 1.11, significant at 0.27 indicates that there is not enough

evidence to claim that there exists a significant difference in the average responses of the respondents when they

are grouped accordingly, since the p-value is greater than the alpha of .05, thus, failing to reject the null

hypothesis.

The result of the analysis further implies that the self-assessment of the BEEd graduates coincides with the

assessment of their cooperating teachers and coordinators and thus, validating the true and actual level of

competencies graduates have. This implies that the graduate’s self-assessment of their competencies accurately

reflects their actual preparedness as validated by their respective cooperating teachers and coordinators.

The consistency of the assessment underscores the reliability of the findings as the basis for the crafting of an

extension program, that will accurately reinforce program’s curriculum and developmental training consistent

with the CHED’s mandated outcomes.

Part 2. Presentation Of Qualitative Data

To have an in-depth understanding of the acquired competencies of the BEEd graduates of BPSU, based on the

expected competencies as stated at CMO No. 74, series of 2017, qualitative data were collected and analyzed

using the thematic analysis through the utilization of the MAXQDA 2018.

The analysis resulted in the emergence of two (2) major themes, and these are the Underdeveloped

Competencies; and Coping Intervention to develop competencies.

Underdeveloped Competencies

Developing key competencies are growing in importance. Significant factors that strengthen competencies

establish the capability of an individual to contribute to the development of his or her state or in creating his or

her own path towards professional advancement. Developing essential competencies becomes a significant task

for every individual and is crucial for lifelong learning.

However, those who lack or have low competency levels frequently overestimate their own skills, which gives

them the confidence to adopt awkward behaviors and make bad choices. Even worse, those who lack competence

might not seek out training or services for skill-remediation because they are unaware of their shortcomings

(Cherry, 2022).

One of the competencies found to be underdeveloped based on the shared experiences of the participants of this

study is Communication Skills. Participants believe that they have poor communication skills and have difficulty

in communicating with other people.

I think the other least of what I developed during the midst of blended learning is communicating with other

people or what we call collaboration because we don't have really a physical interaction with our teachers and

classmates. We can only talk through chats and virtual meet up and in that set up I found it a little bit difficult

to express my own idea and knowledge when we have an activity (ST3).

I think that the least developed that I'm not confident about is collaboration, because I'm a very shy person to

the point that I can't communicate to other people that I'm not close with. It is difficult for me to express my

ideas or knowledge (ST10).

Page 10321

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

During Blended learning I am having difficulties in communicating, collaborating, and collecting and managing

information because that time it is hard to find a stable internet connection and sometimes I don't have a gadget

to use in online classes and the noisy surroundings around me got me distracted during our discussion that's

why it’s difficult for me to communicate, collaborate, to collect and manage information during the blended

learning (ST5).

Aside from the communication skills which is considered underdeveloped by the participants, they also shared

that the Use of Tools and Technology is one of the weaknesses they have.

utilize appropriate technologies to achieve the learning outcomes. -It is because I'm not an expert or exposed

to using Google classroom, Zoom, Google Meet etc. I'm not fully confident to use it in my class and achieve the

learning outcomes, because I am new to these technologies, and we use face to face classes before the pandemic

strikes (ST8).

I think the use of different technological tools is the least competency that I have developed because, I'm not tech

savvy, so when the class suddenly became online, I had a hard time adjusting (ST2).

I think when blended learning start my least developed and not so confident in terms of being resourceful or

digital gap. Access to resources because it's more on online class often requires students to utilize technology

like laptop when doing a lesson plan, reports, presentation, thesis etc. (ST3).

Another competency that the participant believes they lack is with regards to Higher Order thinking Skills.

The competencies that least I developed during pandemic is my social and analyzing skills because the pandemic

give us space from other people's and space from analyzing the actual sense of education (ST8).

Critical thinking, sometimes its hard for me to evaluate the needed information (ST5).

Likewise, it was found that one of the competencies they experience difficulties with is with Utilizing

Appropriate Assessment and Evaluation Tools.

I am not confident when I am making an assessment for my students. I am not fully confident in creating table

of specification. Even (though) I have the knowledge how to do it, I still not confident if I (am) doing it correctly

(ST4).

The utilization of appropriate assessment and evaluation and evaluation tools to measure learning outcomes

was the competency I developed the least. My data connection slowed when we tackled this topic. It is the reason

why I did not fully hear the whole discussion (ST9).

The analysis of the shared experience of the participants revealed that Personal and Professional Development

is one of the least developed competencies they have.

I think the least thing I developed during blended learning during the pandemic was to manage my time properly.

I always do my task the day before the submission because of all the tasks assigned to us (ST6).

For me, developing personal time management skills. I often don't manage my time well, I often pile on tasks

with too many things to finish, for that reason I find it difficult to finish them (ST9).

Lastly, In-depth Understanding of Learners is considered as one of the least learned competencies of the

graduates as mentioned by the participant.

Demonstrate in-depth understanding of learners in various learning areas - this is the least / not so confident

competences that I need to develop. I Experience blended learning, Virtual Classes, Examination, and I can say

during those days I cannot fully provide a specific material / teaching material for a specific type of learner that

always left behind the class because she is kinetic type of learner, It always bothers me because i know she's

good, she has potential and I can't bring it out (ST5).

Page 10322

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

The result of the analysis establishes the issues and concerns with regards to developing competencies such as

the Communication Skills; Use of Tools and Technology; Higher Order thinking Skills; Utilizing Appropriate

and Evaluation Tools; Personal and Professional Development; and In-depth Understanding of Learners

indicates that there is a need for Higher Educational Institution to devote resources in mitigating the effect of

underdeveloped competencies by providing innovative intervening programs and activities that would enhance

the competency development as it is deemed important in producing competent and competitive future teachers.

Coping Interventions to Develop Competencies

Developing competencies involves an array of different opportunities that will allow development of knowledge,

skills, abilities, and behaviors needed for an individual to perform at the level expected of him or her.

As defined by KnowledgeWorks (2023), Competencies are lifetime knowledge, abilities, and attitudes that are

applicable to learners of all ages and are meant to last beyond graduation day. These are the fundamental learning

objectives required for success. It emphasizes interrelated knowledge, Skills and Attitudes which is applicable

to any discipline. (KnowledgeWorks, 2023)

Participants of the current study, openly suggests possible interventions in developing competencies suggested

by the CMO No. 74, series of 2017, one of which is the Mentor-Mentee engagement.

I (was) able to cope up with it by finding a solution about it also having a friend who support me in doing that

specific task. Just think positively and (be) able to look for someone who willing to help you in your difficulties

(ST1).

Learn to communicate and listen to others. Involve yourself in different activities that you can also use in the

future (ST3).

I would suggest always seeking help from your friends, instructors, classmates, and someone with expertise in

this competency (ST8).

In order to support the students in developing the desired competencies it is paramount to engage them in a

Mentor-Mentee sessions which is a proactive and interactive mentoring session which allow the students to

experience an effective learning and development opportunities. Kearney (2020), reiterates that a mentor-mentee

journey involves an investment that can be a chance for a personal development in the very least or it can lead

to an experience of complete transformation of one’s life. (Kearney, 2020)

The result of the qualitative analysis found out that having Personal Learning Engagement could possibly help

individuals to develop the need competencies they need.

To study hard and learn more in the subject areas that you recognized as difficult for you and enhance it more

to help in developing the least developed competencies (ST3).

I suggest, to develop your least competency, face it and do something for you to develop it (ST4).

If you have a dream, you will do anything for that, therefore the intervention I would suggest is to keep studying,

practicing speaking fluently and keep reading (ST6).

Foster & Ambrose (2023) suggested that students who are engaged go beyond simply retaining information,

rather, they strive further to understand what they are learning by applying critical thinking skills and delve with

difficult concepts. Students who are engaged take interest to educate themeselves and take responsibility for

their own education. (Foster & Ambrose, 2023)

Another suggestion from the participants is the On-the-Job Training (OJT) which is a practical approach from

where students acquire hands-on experiences and develop new competencies needed in the real work

environment.

Page 10323

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

On the job learning and training is an important way of developing competence. Participate in new projects /

working groups in your workplace (ST3).

On-the-Job Training according to Andreev (2023), is not always the norm, however OJT or Student Teacher-

Internship can boost output and effectiveness by providing the learners with opportunities to have live-work

experiences and acquire new skills and competencies needed in a real job. (Andreev, 2023)

Further, another viable option for others to acquire and develop their own competencies and be able to establish

and boost their confidence in performing the task ahead is Attending Training Seminars.

I need to attend seminars about how to develop my ICT skills (ST1).

Watch online tutorials or attend seminar/webinar (ST2).

Attend training courses / seminars / conferences in and outside our school (ST3).

Seminars about different strategies on how to boost the confidence of other people to collaborate. Intervention

strategies means various techniques utilized in teaching a child a particular skill such as physical or verbal

prompts and cues, visual aids, modeling, imitation, repetition, and task analysis (ST5).

The result of the analysis also includes Practicing for Improvement as suggested by some of the participants. As

suggested, practicing makes an individual develop competency and be at ease in performing a task.

My suggestion is practicing the different technologies by using it and if I'm not understand it, I can watch in

youtube and ask help in my classmates etc, that are more knowledgeable in using these tools to achieve what

learning outcomes in lesson plan, so that I will be confident in teaching the learners (ST3).

Model and practice estimating how long a task will take. Each student should have a time planner or calendar

planner, so that they have a guide as to what order needs to be completed (ST7).

If I would suggest I'm sure that it wasn't useful anymore but if this situation happen again, I suggest that practice

your future educator to develop their confidence in a form of allowing them report in class and correct them in

a proper manner if they gave a wrong information (ST9).

Practice it with people who are available around me (ST10).

Many learners have underestimated the value of practice in enhancing their professional abilities by thinking

that academic knowledge acquired in the classroom is sufficient. Learning a new skill and performing better

requires a bulk of practicing, feedback and making progress by trying to realize what works and what does not,

and making necessary adjustments along the way (LSA Global LLC, 2023)

Part 3. Covergence Of Findings Of Quantitative And Qualitative Analysis

The result of the quantitative and qualitative analysis indicates that one of the least learned competencies of the

BEEd graduates includes the Skills in Communication, Higher Order Thinking Skills, and Use of Tools and

Technology to Accelerate Learning and Teaching. This is further elaborated in the shared experience of the

participants where there are claims that because of the implementation of the blended learning, the learners have

not fully developed their communication skills. It is also the blended learning that other participants are blaming

as the reason behind why he or she thinks that the use of different technological tools is the least competency

that he or she has developed. Similarly, participants believe they lack higher order thinking skills due to the

situation they have during the pandemic where face-to-face interaction is limited.

Furthermore, the findings of the quant-qual analysis established that BEEd graduates considered Utilizing

Appropriate Assessment and Evaluation Tools as another least learned competency and claimed that they are

lacking skills and not confident in creating table of specifications and measuring the learning outcomes.

Additionally, the result of the analyses signifies that BEEd graduates need to improve their competencies in

terms of personal and professional development, as it was affected while on the blended learning during the

Page 10324

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

pandemic. The participants believed that they lack skills in managing their time properly and having difficulty

in completing assigned tasks.

Moreover, it was considered by both the respondents of the quantitative survey and the participants of the

qualitative interview that the in-depth understanding of learners in various learning areas is least learned

competency they have, claiming that there exists a difficulty in contextualizing specific learning materials for

specific type of learner.

Contextualized input in aid for the development of an extension program for the Bachelor of Elementary

Education program.

Based on the results of the analysis, the following are suggested as Contextualized Input in Aid for development

of Extension Program:

COMPETENCY GAP (Least learned competencies)

1. Communication Skills

Intervention to address the gap

 Mentor-Mentee engagement

 Personal Engagement in Learning

 On-the-Job Training (OJT)

 Attending Training Seminars

 Practicing for Improvement

2. Use of Tools and Technology

3. Higher Order thinking Skills

4. Utilizing Appropriate Assessment and Evaluation Tools

5. Personal and Professional Development

6. In-depth Understanding of Learners

CONCLUSION AND SUGGESTIONS

Conclusions

The study unpacks the competencies of the graduates of the BEEd program of Bataan Peninsula State University

Dinalupihan Campus Batch 2022 who experienced two years face-to-face mode of learning and two years

Flexible Learning using the indicators provided in CMO No. 74 series of 2017, the PSG for BEED Program

while adopting the guidelines of CMO 04 series of 2020, Guidelines in the Implementation of Flexible Learning.

Results pointed out that there is a need to improve the competencies of the graduates in terms of Communication,

Higher Order Thinking Skills, Use of Tools and Technology to Accelerate Learning and Teaching, Utilizing

Appropriate Assessment and Evaluation Tools, In-depth understanding of learners in various learning areas and

Personal and Professional Development.

Results from the self-assessment of BEEd graduates align with the evaluations of their cooperating teachers and

coordinators, indicating a true and actual level of competency. Statistical evidence also suggests that there is no

significant difference in respondents' assessments of the graduates' competencies.

The findings of the study strengthen the requisite of continuous development programs that focus on enhancing

the competencies mandated by the Commission on Higher Education (CHED) and the necessary curricular

reforms as required by the commission which encourage technology integration and higher order thinking skills

into educational curriculum.

Moreover, the findings provide empirical evidence to advocate for extension programs and capacity development

initiatives that coincide with the CHED’s reform agenda which will enhance the readiness of the graduates and

eventually become globally competitive, and responsive teachers.

Page 10325

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

RECOMMENDATIONS

1. BPSU may demonstrate its commitment to continuously improve both faculty and students by sending them

to seminars, trainings and workshops that will enhance the competencies of the students in terms of

Communication, Higher Order Thinking Skills, Use of Tools and Technology to Accelerate Learning and

Teaching, Utilizing Appropriate Assessment and Evaluation Tools, In-depth understanding of learners in

various learning areas and Personal and Professional Development.

2. Faculty members and curriculum planners may consider constructing curricula that will enhance students'

abilities to measure learning objectives, create tables of specifications, and contextualize particular learning

resources for different learner types.

3. Both the students' extracurricular and co-curricular activities may be planned to help them improve their time

management and task completion abilities.

4. Faculty Extensionists may think about developing extension programs that will help close the competency

gaps found in this study, enhancing graduates' capacity to carry out their duties effectively and helping their

students acquire the most essential learning competencies.

5. It is recommended that more study be conducted with the inclusion of various variables in order to confirm

that the competences acquired are in line with CMO 74 s.2017. To determine how well CMO 74 s.2017 are

implemented, comparative studies may also be carried out.

REFERENCES

1. Aji, W., Ardin, H., & Arifin, M. (2020). Blended Learning During Pandemic Corona Virus: Teachers'

and Students' Perceptions. IDEAS: Journal on English Language Teaching and Learning, Linguistic and

Literature, 8, 632-646. 10.24256/ideas.v8i2.1696.

2. Alamsyah, K., Sari, A., Utami, P., Adzani, F., Haris, A., & Abdurohim, O. (2023). Competence-Based

Human Resource Development: A Literature Study in the Era of Information Technology and

Digitalization. ENDLESS: International Journal of Futures Studies , Vol. 6(No. 2).

3. Alele , F., & Malau-Aduli, B. (2023). An Introduction to Research Methods for Undergraduate Health

Profession Students. Retrieved from James Cook University, Australia: https://jcu.pressbooks.pub/intro-

res-methods-health/chapter/5-5-mixed-methods-study-designs/

4. Andreev, I. (2023, June 17). On-the-job Training. Retrieved from VALAMIS: https://rb.gy/tkmhhq

5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood

Cliffs, NJ: Prentice-Hall.

6. CHED. CMO 2 s2011. (2023, March 26). https://ched.gov.ph. Retrieved from ched.gov.ph.:

https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.02-s2011.pdf

7. CHED. CMO 46 s2012. (2023, March 24). https://ched.gov.ph. Retrieved from ched.gov.ph.:

https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.46-s2012.pdf

8. CHED. CMO 74 s2017. (2023, March 24). https://ched.gov.ph. Retrieved from ched.gov.ph.:

https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf

9. CHED.CMO 4, s. 2. (2023, January 2). https://ched.gov.ph. Retrieved from ched.gov.ph:

https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-

Flexible-Learning.pdf

10. Cherry, K. (2022, November 08). What Is the Dunning-Kruger Effect? Retrieved from Verywellmind:

https://www.verywellmind.com/an-overview-of-the-dunning-kruger-effect-4160740

11. Cripe, E. (2012, October 17). The First Competency Model. Retrieved from Workitect.com:

https://workitect.com/the-first-competency-model/

12. Foster, S., & Ambrose, K. (2023, January 23). Facilitating and assessing student engagement in the

classroom. Retrieved from Center for Teaching and Learning: https://rb.gy/s1n274

13. Garcia-Alvarez, J., Vázquez-Rodríguez, A., Quiroga-Carrillo, A., & Caamaño, D. (2022). Transversal

Competencies for Employability in University Graduates: A Systematic Review from the Employers’

Perspective. Education Sciences. doi:10.3390

Page 10326

www.rsisinternational.org

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

14. Gocotano, T. E., Jerodiaz, M. L., Banggay, J. P., Rey Nasibog, H. B., & Go, M. (2021). Higher Education

Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case.

International Journal of Learning Teaching and Educational Research, 262-290.

doi:10.26803/ijlter.20.7.15

15. Golden, A. R., Srisarajivakul, E. N., Hasselle, A. J., Pfund, R. A., & Knox, J. (2023, Aug). What was a

gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the

COVID-19 pandemic. Curr Opin Psychol. doi:10.1016/j.copsyc.2023.101632. Epub 2023 Jun 12. PMID:

37437380; PMCID: PMC10259090.

16. Kearney, D. J. (2020, November 9). Mentors, Mentees, & The Rules of Engagement. Retrieved from

linkeden.com: https://www.linkedin.com/pulse/mentors-mentees-rules-engagement-david-kearney

17. KnowledgeWorks. (2023, January 10). What is a competency? Retrieved from KnowledgeWorks:

https://knowledgeworks.org/resources/define-competency/

18. LSA Global LLC. (2023, March 12). THE IMPORTANCE OF PRACTICE FOR IMPROVING SKILLS

AT WORK. Retrieved from lsaglobal.com: https://lsaglobal.com/blog/the-importance-of-practice-for-

improving-skills-at-work/

19. Maharaj, S. S. (2023, June 23). The importance of competency in an organization. Retrieved from

Linkedin.com: https://www.linkedin.com/pulse/importance-competency-organization-surindra-sachin-

maharaj

20. Namkung, J. M., Goodrich, J., Hebert , M., & Koziot, N. (2022). Impacts of the COVID-19 Pandemic

on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of

Teachers. Front. Educ.Front. Educ. 7:921497. doi:10.3389/feduc.2022.921497

21. Punla, C., & Farro, R. C. (2022, September). Are We There Yet? An Analysis of the Competencies of

BEED Graduates of BPSU-DC. IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH

JOURNAL, 4(3), 50-59. Retrieved from https://www.ioer-imrj.com/wp-content/uploads/2022/09/Are-

We-There-Yet-An-Analysis-of-the-Competencies-of-BEED-Graduates-of-BPSU-DC.pdf

22. Sieck, W. (2021, September 17). What is Competence and Why is it Important? Retrieved from

globalcognition.org: https://www.globalcognition.org/what-is-competence/

23. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved from itdl.org:

https://www.itdl.org/Journal/Jan_05/article01.htm

24. Underwood, Z. (2016, August 22). Connectivism: A Learning Theory for Today's Academic Advising.

Retrieved from NACADA : https://rb.gy/iae3pa

Page 10327

www.rsisinternational.org