Grade Seven Least Learned Competencies on Number Systems: Context for Interactive E-Module Development and Validation

Aim: This study determined the least learned competencies (LLCs) in the Number Systems domain of Grade Seven Mathematics at Libertad National High School and to develop, evaluate, and validate an interactive e-module that addresses these competencies, enhancing students' conceptual understanding and procedural fluency.Methodology: This This study used a Developmental Research design to identify and address the least learned competencies (LLCs) in the Number Systems domain among Grade 7 students at Libertad National High School, South Cotabato.The study began with administering a standardized test, adopted from DepEd South Cotabato, to 235 Grade 7 learners to determine gaps in learning.These results guided the development of an interactive emodule, designed using tools like Microsoft Word, PowerPoint, Adobe Acrobat, and Lumi.The school was chosen due to its large and diverse student population, as well as observed learning difficulties in number systems, particularly with fractions and decimals.To ensure content accuracy and effectiveness, the module was evaluated by a panel of experts composed of Mathematics educators, a module development specialist, and an IT expert.The evaluation process included both expert assessments and a usability try-out involving 70 Grade 7 learners and 5 Mathematics teachers.Evaluation tools included rating sheets adapted from Lumaque (2017), the Innovative Technology Center (2021), and Alegre (2011), measuring aspects such as clarity, relevance, attainability, appeal, conformity to standards, usability, and effectiveness.Data collected from these evaluations were analyzed using frequency, weighted mean, standard deviation, and ranking.The combination of expert validation and learner feedback helped confirm the quality and potential of the e-module as a supplementary learning tool to improve student performance in Mathematics. Results:The results of the study showed that out of 30 items in the standardized test on Number Systems administered to 235 Grade 8 learners, seven items were identified as Least Learned Competencies (LLCs), having less than 50% correct responses.These items were numbers 1, 4, 8, 15, 19, 20, and 22, with item 20 receiving the lowest correct response rate of 42.98%.The remaining items were classified as Average (A) and Most Learned (ML), showing a range of mastery among students.These specific LLCs became the basis for developing the interactive emodule that focused on areas such as integer operations, real number representation, and number form conversions.The developed e-module was evaluated by a panel of content experts and end users, with results showing high ratings across several criteria.Attainability received a mean score of 3.86 (SD=0.31),clarity scored 3.74 (SD=0.44),relevance 3.86 (SD=0.36),appropriateness 3.74 (SD=0.51),appeal 3.81 (SD=0.40),conformity to standards 3.86 (SD=0.36),and innovativeness 3.61 (SD=0.50).Usability and potential effectiveness were also rated highly by both Grade 7 learners and teachers, with mean scores above 3.50, indicating strong agreement with the positive aspects of the module. Conclusion:The findings of this study highlight specific learning gaps in the Number Systems domain among Grade Seven students, particularly in the areas of integer operations, real number representation, and number form conversions.The identification of seven Least Learned Competencies through standardized testing provided a strong foundation for the development of a targeted interactive e-module.By aligning the content of the e-module with these learning gaps, the study was able to address the precise areas where students demonstrated persistent difficulties, supporting a more data-driven and responsive approach to instruction.The positive evaluations from both content experts and end users affirm the e-module's overall quality and potential as an effective supplementary learning tool.High ratings in usability, relevance, attainability, and appeal suggest that the module is not only pedagogically sound but also engaging for learners.These results underscore the importance of integrating technology and interactive design in addressing common learning challenges in mathematics, particularly in topics like Number Systems.