In line with the general goal of implementing competency-based learning to ensure that students are acquiring the essential knowledge and skills to achieve academic competence in the DLSU-D Senior High School, a preliminary survey on students’ self-perceived and teacher-measured academic competence in selected core and specialized subjects from different tracks was conducted. Using a descriptive-survey design that involves an online survey method, results showed varying degrees of respondents’ self-perceived and teacher-measured academic competence mean ratings among grade levels and strand/track. Association between self-perceived and teacher-measured academic competence using Pearson correlation coefficient showed ranges from non-significant correlation as shown in Grade 11 HUMSS and ICT and Grade 12 ABM, ICT, and HE to significant correlation as shown in Grade 11 ABM, STEM, and HE and Grade 12 HUMSS and STEM. Coefficient of determination among clustered surveys showing correlation revealed that teacher-measured competency can only be explained or associated with self-perceived competency from 2.53% (Grade 12 STEM) to 16.16% (Grade 11 HE) of variability. Nonetheless, the determination of association between self-perceived and teacher-measured competency can be used as a tool to measure alignment of pedagogy to expected learning outcomes which can be explored in future studies with the application of other relevant tools.
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