Author

Ian D. Garcia*
Holy Name University, City of Tagbilaran, Bohol, Philippines

Abstract

This qualitative study examined how Science teachers in selected private schools in Tagbilaran City utilize GRACE-PASS results to plan, implement, and improve instruction. Using open-ended questionnaires and thematic analysis, the study found that teachers primarily use GRACE-PASS results to identify least-mastered competencies, adjust lesson objectives and pacing, align instructional materials with learner needs, and plan remediation, differentiation, and enrichment. In classroom implementation, teachers use the results to adjust teaching strategies, revise syllabus implementation, tailor instruction, and provide remediation, scaffolding, and enrichment for both struggling and mastery learners. The study also revealed a range of targeted interventions, including remedial modules, guided practice, formative assessment and feedback, peer tutoring, collaborative learning, technology-enhanced activities, individualized support, and skill-reinforcement tasks. Despite these practices, teachers encountered challenges such as limited curriculum time, difficulty addressing diverse learner needs, insufficient time to analyze results, and difficulty aligning assessment findings with curriculum pacing. Overall, the findings show that GRACE-PASS is a valuable tool for data-informed, learner-centered, and responsive Science teaching. The study recommends strengthening teacher training, providing dedicated time for data analysis, ensuring timely access to assessment results, improving instructional resources, and integrating digital or AI-supported tools to enhance the effective use of GRACE-PASS.

Keywords: Assessment data utilization, data-driven instruction, grace-pass, least mastered competencies, science instruction.

*Corresponding author / Email: garcia.ian@hnu.edu.ph
DOI: http://doi.org/10.69651/PIJHSS05031425

Recommended citation:
Garcia, I. D. (2026). Teachers’ utilization, challenges, and recommendations of GRACE-PASS results in science instruction. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 2739-2759. http://doi.org/10.69651/PIJHSS05031425

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