Authors

Jennifer D. Dacay*
Cebu Technological University – Main Campus, Cebu City, Philippines

Marilyn M. Miranda
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This research assessed the level of competency-based instruction towards the academic performance in Literacy and Numeracy of Grade 10 students among the select schools of Madridejos District, Cebu Province Division, during the School Year 2025-2026 as basis for Revitalized Competency-Based Instructional Program with a total respondents of 100 where 20 of them were the teacher respondents and 80 were the student respondents. For the Teacher respondents are predominantly in their mid-career phase, with the majority aged between 31–40 years old (85%). female teachers, consistent with national teaching workforce patterns. Most teachers are married (70%), implying stability in career and possibly stronger commitment to sustained teaching engagement significant majority (85%) have postgraduate units, significant majority (85%) have postgraduate units, all teachers were rated “Very Satisfactory. Most students are 15 years and above (75%), placing them within expected Grade 10 age range. Female students (60%) outnumber males most students (75%) come from relatively financially stable households, mothers serve as primary academic support at home (37.5%), The implementation of competency-based instruction (CBI) reflects how effectively teachers align their pedagogical practices with learning outcomes that emphasize mastery of literacy and numeracy skills. The implementation of competency-based instruction (CBI) reflects how effectively teachers align their pedagogical practices with learning outcomes that emphasize mastery of literacy and numeracy skills. Yet, while the results demonstrate strong implementation, the need for continuous improvement remains essential in sustaining instructional quality and adapting to evolving learner needs. The academic performance of students in literacy and numeracy competencies provides meaningful insight into how effectively competency-based instruction translates into mastery and application of essential skills. These findings imply that learners are progressing toward competency mastery, but reinforcement of critical-thinking and real-world application skills remains necessary to elevate performance to the highest mastery levels. Strengthening targeted interventions, expanding exposure to applied literacy-numeracy tasks, and providing differentiated remediation strategies will allow students to move from “very satisfactory” to “outstanding” competency levels. Overall, students display a solid foundation in procedural fluency, but higher-order mathematical reasoning and communication require enhancement to elevate learning from understanding procedural tasks to articulating mathematical logic in varied contexts. These findings reinforce the importance of investing in teacher capability, strengthening assessment practices, and cultivating an enabling school environment to sustain and elevate student achievement. Overall, these findings reflect a cycle where foundational skill deficits lead to limited comprehension, weakening students’ ability to perform in advanced literacy tasks such as analysis, evaluation, and argumentation, all vital in a competency-based framework.

Keywords: Development Education, Revitalized competency-based instruction towards the academic performance in literacy and numeracy skills of secondary students, descriptive-quantitative research method, Cebu, Philippines.

*Corresponding author / Email: jennifer.dacay@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031442

Recommended citation:
Dacay, J. D., & Miranda, M. M. (2026). Revitalized competency-based instruction towards elevating the academic performance in literacy and numeracy skills of secondary students. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 2983-3001. http://doi.org/10.69651/PIJHSS05031442

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