Teachers' Alignment of Instructional Tasks to the Most Essential Learning Competencies and the Reading Competency Levels of Grade 2 Pupils

Abstract

This study investigated the relationship between the extent of teachers' task alignment to learning competencies and the reading proficiency of Grade 2 pupils in the Compostela District. Using a quantitative correlational research design, data were collected from a representative sample of educators and students to assess alignment across clarity, cognitive matching, content coverage, developmental appropriateness, and instructional strategies. Findings revealed that both task alignment and reading competencies are currently at a moderately extensive level. Statistical analysis via Pearson r yielded a significant positive correlation (r=0.623, p<0.001), indicating that as task alignment improves, student reading performance significantly increases. Furthermore, multiple regression analysis identified instructional alignment and developmental appropriateness as the primary predictors of literacy success. The study concludes that strategically calibrating classroom activities to learners' developmental stage is critical for bridging the gap between basic decoding and higher-order comprehension. Recommendations include enhanced technical assistance for teachers and targeted professional development focused on competency-based task design.