Skills Competency in Family and Consumer Science: Basis for Supplemental Learning Modules

Abstract

The study aimed to determine the skills competency of Grade 8 learners in Family and Consumer Science (FCS) and develop supplemental learning modules based on identified competency gaps. Specifically, the study assessed the learners’ profile in terms of sex, age, average monthly family income, and academic performance; evaluated their competency in Massage, Nail Care, Spa Services, Facial Care, and Make-up; and validated the developed supplemental learning modules. A descriptive-developmental research design was employed involving 145 Grade 8 learners enrolled in Beauty Care at Tabaco National High School during the School Year 2025–2026. Data were gathered using validated questionnaires and analyzed using frequency count, percentage, and weighted mean. Findings revealed that most learners were female, 13 years old, belonged to low-income families, and had satisfactory academic performance. Learners were competent in Massage and moderately competent in Nail Care, while lower competency levels were observed in Spa Services, Facial Care, and Make-up. Based on the identified competency gaps, supplemental learning modules were developed and evaluated by expert validators in terms of introduction, content, assessment, references, and presentation. The modules obtained an overall weighted mean of 4.96 interpreted as Very Much Evident, indicating high validity and instructional quality. The study concluded that supplemental learning modules are effective instructional tools in enhancing learners’ practical skills and competencies in Family and Consumer Science. The findings further emphasize the importance of contextualized and competency-based instructional materials in improving learner engagement, skill mastery, and practical application.