The implementation of K-12 plan in the Philippine Basic Education Curriculum is they key to our nation's development. Though the government faces many problems as it implements the program over the course of several years, it is a necessary improvement since increasing the quality education is critical to our nation's success. This study would be very important to the concerned people, teachers and students since whatever significant findings obtained in the study would serve a workable guide for teachers in improving instruction to uplift the current status of science education in the Philippines. This study aimed at evaluating the implementation of sub-tasked competencies in science 10 at Bagumbong High School in Caloocan City. The sub tasked competencies was implemented in order to improve instruction which will eventually help improve the academic performance of students in the field of science. Specifically, it sought to answer questions related to the following. First, identifying the least mastered competencies in Science 10 for the 2nd and 3rd periodic test in the S.Y 2017-2018; Second, the level of performance of the learners in the identified least mastered competencies using the sub-tasked competencies; Fourth, if there is significant difference in the level of performance of learners in the identified least mastered competencies before and after the implementation of sub-tasked competencies: Fifth, the level of perception of teacher respondents on the implementation of the sub-tasked competencies; Finally, proposed program to enhance the implementation of sub-tasked competencies. This study made use of descriptive survey method of research. The researcher disseminated a survey questionnaire among grade 10 science teachers at Bagumbong High School. Prior to the data gathering phase of this study, the researcher secured a permit from the City Schools Division Superintendent and an approval from the principal of the school where the study is implemented. The questionnaire was distributed and retrieved personally by the researcher, the results were tallied, tabulated and encoded for statistical treatment. The statistical tool used are mean, frequency and t-test. After the statistical treatment, analysis and interpretation of data followed.
Based from findings of the study, the identified least mastered competencies in Science 10 at Bagumbong High School in the S.Y 2017-2018 were the following; For the second quarter these include to trace the development of the electromagnetic wave theory; to define and describe the transmission and propagation of EM Wave; to compare the relative wavelengths, frequencies and energy of EM wave; to solve problems involving wavelength, frequency and energies of the different regions of EM Waves and to cite examples of practical applications of the different regions of EM waves.
More so, for the 3rd quarter, competencies include: to analyze the feedback mechanisms involved in regulating processes in the female reproductive system ; to describe the steps in protein synthesis; to trace the process of replication, transcription and translation and to suggest ways to minimize human impact on the environment.
From there, the level of performance of the students was also identified. Considering the data acquired, the least mastered competency for the 2nd quarter was to define and describe the transmission and propagation of EM waves of which the MPS was 29.26. However for the 3rd quarter, the least mastered competency was to describe the steps in protein synthesis, the MPS was 36.88. After the implementation of the sub-tasked competencies, for the 2nd quarter the least mastered skills were to trace the development of the electromagnetic wave theory with and MPS of 57.59; to define and describe the transmission and propagation of EM waves, MPS was 47.55. To compare the relative wavelengths, frequencies and energy EM waves, MPS of 60.63. To solve problems involving wavelength, frequencies and energies of the different regions of EM waves, MPS was 55.02 and to cite examples of practical applications of the different regions of EM waves, MPS of 52.286. For the 3rd the least mastered competencies include: to analyze be the steps in protein synthesis, MPS 54.49; to trace the process of replication, transcription and translation, MPS 56.62 and to suggest ways to minimize human impact on the, MPS 69.42.
Furthermore, it was found out that there is a significant difference in the level of performance of grade 10 learners in the identified least mastered competencies before and after the implementation of the sub-tasked competencies. In the study, result showed that the use of sub-tasked competencies was effective.