Abstract

This study examined the effectiveness of curriculum decongestion in improving Filipino language learning achievement among Grade 11 students at Dulli Integrated School, Ambaguio, Nueva Vizcaya. Employing a quantitative pretest-posttest approach, the study focused on prioritizing essential learning competencies, streamlining instructional content, and implementing targeted learning activities. Students' learning achievement was assessed before and after the intervention using a competency-aligned achievement test. Descriptive statistics and a paired-samples t-test were identified as methods for evaluating changes in academic performance. The study sought to determine whether curriculum decongestion could enhance competency mastery and instructional effectiveness. Its anticipated contributions include evidence-based teaching strategies, improved curriculum implementation, and strengthened Filipino language instruction in senior high school education through focused learning interventions.