2026 IJRSE – Volume 15 Issue 2
Available Online: 18 February 2026
Author/s:
Castillo, Priscaly Ann
Ilocos Sur Polytechnic State College, Philippines
Abstract:
This descriptive-developmental study determined the level of performance in Mathematics and identified the least mastered learning competencies of the 26 officially enrolled Grade 7 learners from the Laboratory High School of the Ilocos Sur Polytechnic State College, Tagudin Campus during the School Year 2023-2024, using their final grades and an end-of-year achievement test, respectively. The identified least mastered learning competencies subsequently became the basis for developing the Contextualized Learning Boosters (CLB) in Mathematics 7, which were then subjected to validation by five expert validators. The study found that while Grade 7 learners performed very satisfactorily in Mathematics based on their final grades, their performance in the standardized achievement test was significantly lower, falling under “did not meet expectations”, which highlights a critical discrepancy between classroom-based and independent application of concepts. The 17 identified least mastered learning competencies were foundational, spanning core areas like number sense, algebraic expressions, linear equations, geometry, and statistics. Consequently, the Contextualized Learning Boosters (CLB) were validated by experts as very highly valid with an overall mean of 4.90 across all criteria, such as content, organization, mechanics, structural design, and usability, confirming that it meets high standards for instructional materials. Based on the conclusions, it was recommended that teachers regularly compare achievement test results with classroom performance to identify true learning gaps, utilize the CLB for remediation and differentiated instruction, and that future researchers conduct experimental studies to measure the CLB’s empirical effectiveness in improving student performance on the targeted least mastered learning competencies.
Keywords: achievement test, contextualized learning boosters, least mastered learning competencies, level of performance, level of validity
DOI: https://doi.org/10.5861/ijrse.2026.26042
Cite this article:
Castillo, P. A. (2026). Development of contextualized learning boosters in Mathematics for Grade 7 learners. International Journal of Research Studies in Education, 15(2), 203-217. https://doi.org/10.5861/ijrse.2026.26042