Authors

Rejean G. Vista*
Capiz State University – Main Campus, Roxas City, Capiz, Philippines

Ace D. Barredo, EdD
Capiz State University – Main Campus, Roxas City, Capiz, Philippines

Abstract

This qualitative case study explored the learning conditions, dimensions, and challenges affecting the National Competency Assessment (NCA) performance of Technical-Vocational-Livelihood (TVL) Senior High School students in selected public secondary schools in the Schools Division of Roxas City. The study aimed to examine how institutional facilities, equipment, quality of instruction, curriculum alignment, and the availability of learning resources shaped students’ preparation and performance during the competency assessment. The study employed a qualitative case study design anchored on the constructivist paradigm. Participants included students, trainers, and assessors who were selected through purposive sampling based on their direct involvement in the NCA process. Data were gathered using a validated researcher-made interview guide through semi-structured interviews and focus group discussions. The collected data were analyzed using thematic analysis following the procedures of Sharan B. Merriam and Elizabeth J. Tisdell. Findings revealed that the learning conditions affecting NCA performance consisted of three major themes: institutional facilities and equipment, quality of instruction and curriculum alignment, and availability of learning resources. These conditions significantly influenced the development of three perceived dimensions of competency-based learning: skills mastery, learners’ readiness and prior knowledge, and motivation. Favorable learning conditions provided opportunities for repeated hands-on practice, structured instruction, and adequate resource support, which enhanced students’ confidence and technical competence. Conversely, inadequate facilities, limited materials, inconsistent instructional support, and financial constraints reduced opportunities for practice and weakened preparedness. The study also identified several challenges that hindered students’ performance during the competency assessment, including limited procedural mastery, anxiety and performance pressure, time constraints, and resource limitations. Students addressed these difficulties through repeated practice, careful preparation, and stress management strategies. Based on the findings, an intervention program was developed to strengthen learning conditions, reinforce competency-based learning dimensions, and address the challenges affecting assessment performance. The study underscores the importance of providing supportive learning conditions and targeted interventions to enhance students’ readiness and improve performance in the National Competency Assessment, thereby strengthening the implementation of competency-based education and training.

Keywords: National Competency Assessment, learning conditions, competency-based learning, skills mastery, learners’ readiness, motivation, assessment challenges, qualitative case study.

*Corresponding author / Email: rejeangallardo30@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021077

Recommended citation:
Vista, R. G., & Barredo, A. D. (2026). Learning conditions, dimensions and challenges, of national competency assessment performance: A multi-stakeholder study. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2943-2993. http://doi.org/10.69651/PIJHSS05021077

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