Proficiency Level and Challenges in Economics of Grade 10 Students in Selected Public Schools in Central Philippines

Abstract

Aims: This paper assessed the level of proficiency in Economics of Grade 10 students in selected public schools in the Philippines during the school year 2022 in the areas of basic concepts of Economics, microeconomics, macroeconomics, and sectors of the economy and its policies when taken as a whole and grouped according to sex and grades. It also identified the challenges encountered by students in learning Economics. Lastly, it determined the difference in their proficiency level in Economics when grouped into demographics. Place and Duration of Study: The study was conducted among Grade 10 junior high school students in Central Philippines during 2022. Study Design: The study utilized the quantitative design, particularly the descriptive-comparative approach. Methodology: The study was responded to by 304 stratified randomly sampled students using a validated and reliability-tested researcher-made test questionnaire and checklist. In assessing the study, it utilized the scale in ascending order: beginning, developing, approaching proficiency, proficiency, and advanced. In data analysis, mean, standard deviation, frequency count, percentage, rank, Mann-Whitney, and Kruskal Wallis were used. Results: Generally, the student's proficiency level in Economics (M=24.25; SD=6.43) was rated as approaching proficiency. The low areas with approaching proficiency ratings that need improvement are microeconomics (M=5.33; SD=2.02), macroeconomics (M=7.58; SD=2.84), and sectors of the economy and its policies (M=3.82; SD=1.71). Regarding the demographics, according to sex, the Economics proficiency of female (M=25.18; SD=6.11) and male (M=23.22; SD=6.64) students was approaching proficiency. Meanwhile, the student's proficiency level with a grade of 90-100 (M=27.02; SD=5.82) was proficient compared to other grades, 85-90 (M= 23.18; SD=6.64), 80-84 (M= 22.05; SD= 5.58), and 75-79 (M=22.17; SD= 3.66) which were approaching proficiency. On the one hand, the findings showed a significant difference in their proficiency level in Economics when grouped according to sex [U=9547.5, p=0.010] and grades in Economics [χ2(3) =31.377, p=0.000]. Lastly, grade 10 students encountered challenges in learning Economics regarding teacher, student, learner environment, resources, facilities, and subject factors. Conclusion: The findings imply a continuous improvement in instruction and the importance of programs and activities that encourage acquiring and developing proficiency in Economics. With the sustainable improvement in instruction intact, the student's proficiency in Economics is ensured.