Learning Gap Assessment in Integrated Science 7 at Saint Paul University Surigao-New Site Campus

Science education plays a crucial role in developing students' critical thinking, problem-solving skills, and scientific literacy. However, the COVID-19 pandemic and other external factors have significantly disrupted the educational system in the Philippines, affecting the traditional modes of teaching and learning. This paper focuses on the learning gap analysis in Grade 7 Integrated Science subject and emphasized the importance of identifying students' strengths, shortcomings, and areas of misunderstanding. By conducting learning gap assessments, teachers can tailor instruction and interventions to address these gaps and improve students' scientific knowledge and inquiry skills. The study was conducted in St. Paul University Surigao which revealed learning gaps in various science competencies, such as distinguishing mixtures from substances based on a set of properties and differentiating saturated and unsaturated solutions. The findings highlighted the need for personalized and targeted interventions like skill assessment, peer collaboration, continuous assessment, and reinforcement and practice that bridged learning gaps and created a more inclusive and productive learning environment in science education. Recommendations include sustaining effective interventions, employing more instructional activities, and conducting further studies on learning gap assessments in science subjects.