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1
Christy, U. Buquing. "The Most Essential Learning Competencies in Statistics of the Grade 7 Learners." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, no. 05 (May 28, 2024): 2305–21. https://doi.org/10.5281/zenodo.11365450.
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This study aimed to formulate valid supplementary statistic learning materials for Grade 7 learners to improve their attainment of the most essential learning competencies in statistics. It examined the demographic profile of the respondents, level of attainment of the MELCs in statistics, mastered and least mastered competencies, and significant relationship between their profile and their attainment of the MELCs in statistics. Results revealed that the level of attainment of the MELCs in statistics for Grade 7 learners was Satisfactory. They showed less mastery on competencies involving posing problems, formulating simple statistical instruments, using appropriate graphs to represent organized data, calculating measures of variability, and drawing conclusions. The educational attainment of parents showed significant relationship with the attainment of the MELCs. The researcher recommends that parents must involve themselves in the learner’s education. Furthermore, supplementary learning activities can help poor performing students to help them improve their mathematical skills in statistics.
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Gasco, Ariane Gay, and Joel Galibo. "Teachers' Assessment on Most Essential Learning Competencies (MELCS): Basis for Action Plan." Psychology and Education: A Multidisciplinary Journal 22, no. 8 (2024): 957–63. https://doi.org/10.5281/zenodo.13124986.
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This study was purposely conducted in the four (4) public elementary schools in Lanao del Norte Division specifically in the Municipality of Kauswagan for school year 2020-2021 to the selected elementary teachers’ assessment on the sufficiency and effectiveness of Most Essentials Learning Competencies (MELCs). Specifically, it sought to identify the demographic profile of the teachers (respondents) to correlate with their perceptions of the utilization, sufficiency, and effectiveness of MELCs. Seventy-three (73) respondents were utilized in this study. Data from the respondents were gathered through an authentic questionnaire patterned from the Department of Education (DepEd). The data were treated using weighted mean, frequency, and percentage, weighted mean and standard deviation, and point biserial correlation. Descriptive and correlation design was used to describe the demographic profile of the respondents and to determine the relationship between respondents’ demographics and the utilization, sufficiency, and effectiveness of MELCs. A major finding of this study showed that the respondents found out that MELCs were both sufficient and effective. There was no significant relationship between the demographic profile and the sufficiency of Most Essentials Learning Competencies (MELCs) hence, it was not rejected. It was recommended in this study that teachers should attend seminars, training, and workshops regularly to keep abreast with the latest trends in teaching techniques.
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Catanus, Everon Joy. "Unveiling the Nexus: Most Essential Learning Competencies and Critical Thinking Skills of Students." Journal of Interdisciplinary Perspectives 2, no. 5 (2024): 117–26. https://doi.org/10.5281/zenodo.10934922.
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<strong>Abstract. </strong>Knowledge and critical thinking (CT) play vital roles and serve as foundational pillars for effective learning and intellectual development. This study aimed to identify the relationship between students’ knowledge of the Most Essential Learning Competencies (MELCs) in English 7 and their CT skills. The descriptive-correlational approach was used, and survey questionnaires were utilized as the main data collection tool. Using the systematic sampling technique, 145 students from two secondary schools in Zamboanguita District 2 were selected as the respondents for this study. The results showed that the students’ level of knowledge of the MELCs is predominantly categorized as “outstanding.” The data also reflects that the students generally perceive a “somewhat high” extent of CT skills in the following areas: analyzing relevance, evaluating sources, and using evidence to formulate an argument. Additionally, a significant and strong correlation is evident between the level of knowledge of the MELCs and the previously mentioned constructs of CT skills. In conclusion, students’ knowledge of the MELCs significantly influences their perception of the MELCs' importance in enhancing their CT skills. When students have a thorough grasp of a particular competency, they are more inclined to utilize it in their critical thinking processes. Hence, it is recommended to consider alternative research methods, such as longitudinal studies, to track students’ development of CT skills over time, as they gain deeper knowledge of the MELCs. Furthermore, employing qualitative research approaches to delve deeper into the connections between knowledge of the MELCs and CT skills could be beneficial. <strong>Keywords: </strong>Level of knowledge; CT skills; Critical thinking skills; MELCs; English 7; Academic achievement; Descriptive correlational.
4
Gratela, Klief F., Ryan V. Dio, and Ritzelda A. Deri. "Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics." EDUCATUM Journal of Science, Mathematics and Technology 10, no. 2 (2023): 19–28. http://dx.doi.org/10.37134/ejsmt.vol10.2.3.2023.
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The complexity of Probability and Statistics Education was intensified by several concerns in the education sector brought by COVID-19 contagion. This study examined the Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics by comparing the content topics and learning competencies with the Kto10 Mathematics Curriculum. This Critical-Qualitative approach of study used curriculum mapping as a method of analysis in the identification of the gaps in the MELCs across the grade level along with lesson continuity and lesson congestion backed up with the experiences and responses of 12-Math teachers (5 Elementary,7 Secondary) who were informants of the study. This investigation found out that the learning competencies in Probability and Statistics of the Kto10 Mathematics Curriculum were reduced (from 89 to 66 learning competencies) across grade level to cope up with the present educational crisis brought by the pandemic. The issuance of Most Essential Learning Competencies (MELCs) arranged in increasing complexity was seen as a good initiative in decongesting the overcrowded Kto10 Mathematics Curriculum. However, gaps were still seen along lesson continuity across grade level particularly in grade 9 (no lesson in Probability and Statistics). This study provides insights among educational authorities and researchers to further explore how the Probability and Statistics are taught across grade level. It uncovers the gaps along lesson continuity and congestion for the need of revision of Philippine Kto10 Mathematics Curriculum.
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Zalun, Judy G. "The Teachers’ Utilization of the Most Essential Learning Competencies (MELCS) and its Relation to the Learning Development of Grade Six Pupils in a Public School in the Philippines: Basis for a Proposed Program." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 6 (2023): 1888–903. http://dx.doi.org/10.11594/ijmaber.04.06.15.
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In education, ensuring that students develop the necessary knowledge and skills is critical, especially when faced with challenges in learning delivery. The Department of Education (DepEd) in the Philippines has implemented the Most Essential Learning Competencies (MELCs) to guide the curriculum and instruction in all public schools. MELCs were developed in response to the changing educational landscape brought on by the COVID-19 pandemic. MELCs aim to ensure that students gain the necessary competencies and skills for future success. The goal of MELCs is to ensure that students acquire the necessary competencies and skills that are essential for their future success. MELCs assist educators in designing and delivering effective learning experiences that align with the needs and goals of the curriculum. This study investigated the impact of utilizing Most Essential Learning Competencies (MELCs) on the academic development of Grade Six students in public schools in the Philippines during the academic year 2021-2022. Data was collected from 173 teachers and 67 master teachers using a descriptive research design. Results showed that MELCs were highly utilized in aligning lessons to content-area standards, providing flexible activities, congruent lesson planning, delivering assessment questions, and planning a learning process. Grade Six students showed outstanding cognitive, affective, and psychomotor development through the use of MELCs. However, teachers faced challenges such as lack of cooperation from parents and students, lack of financial resources, and lack of learning resources. Recommendations include seeking parental cooperation, providing additional learning resources, establishing a monitoring system, and offering interventions for students.
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Angay, Margielyn M. "ENRICH: The Developed English Grade 8 Most Essential Learning Competencies-Based and Integration-Focused Worksheets." Journal of Elementary and Secondary School 1, no. 2 (2023): 54–66. http://dx.doi.org/10.31098/jess.v1i2.1844.
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This paper presents the development and validation of an English Grade 8 Worksheet aligned with the Most Essential Learning Competencies (MELCs) and emphasizing integration across subjects. A quantitative research design was employed to assess these worksheets' content validity and acceptability. The evaluation used simple mean and four-point Likert scales to gauge validity and acceptability. Additionally, a T-test was conducted to determine if there was a significant difference in learner performance between their pretest and posttest. The assessment involved various education professionals, including head teachers, master teachers, subject-specific teachers, and program supervisors. Remarkably, all evaluators unanimously rated the content validity of the worksheets as "Highly Valid," encompassing criteria such as objectives, content, format, language, and presentation. Similarly, the worksheets received unanimous acclaim as "Very Acceptable" regarding functionality, accuracy, suitability, and usability. Statistical analysis revealed a significant improvement in learner performance from the pretest to the posttest, with a probability value below the 0.05 significance threshold. This suggests that the designed instructional material is well-prepared for implementation in the upcoming school year. In conclusion, this study aimed to create and validate English Grade 8 MELCs-based worksheets that seamlessly integrated content from Science and TLE subjects. The research recognized the need for learning materials that effectively blend English with other subjects while adhering to the K–12 MELCs. By developing and validating these integrated worksheets, the study contributes to enhancing English language education, promoting subject integration, and elevating the quality of interdisciplinary instruction.
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Gaddi, Jojames Arnaldo. "Implementation of Most Essential Learning Competencies (MELCs) in Filipino Instruction at a Grade Level: An Assessment." Scientia. Technology, Science and Society 1, no. 2 (2024): 28–34. https://doi.org/10.59324/stss.2024.1(2).03.
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This study aimed to assess the status of implementation in teaching of Department of Education (DepEd) Most Essential Learning Competencies (MELCs) in Filipino 10 by the teachers in secondary schools in Surigao City, Philippines. The researcher employed a quantitative-descriptive research design utilizing survey technique. A modified questionnaire was administered to various secondary schools in Surigao City, except for St. Paul University Surigao, where Google Forms were used. The participants of this study were the teachers who teach Filipino 10 in the secondary schools of Surigao City. Frequency Count and Percentage Distribution and Chi-Square Test were used for data analysis and interpretation. The results of the research revealed that in the implementation of Most Essential Learning Competencies in Filipino 10, most of the teachers answered that it has been taught, which means that the competencies are generally implemented in the secondary schools of Surigao City. Additionally, the study found that there was no significant relationship between the variables. However, the highest educational attainment by the teachers is related to teaching listening skills. The researcher recommends that the teachers in the secondary schools of Surigao City may continue the implementation of the Most Essential Learning Competencies in Filipino 10 by the Department of Education.
8
Gaddi, Jojames Arnaldo G. "Implementation of Most Essential Learning Competencies (MELCs) in Filipino Instruction at a Grade Level: An Assessment." Scientia. Technology, Science and Society 1, no. 2 (2024): 28–34. https://doi.org/10.5281/zenodo.14046575.
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This study aimed to assess the status of implementation in teaching of Department of Education (DepEd) Most Essential Learning Competencies (MELCs) in Filipino 10 by the teachers in secondary schools in Surigao City, Philippines. The researcher employed a quantitative-descriptive research design utilizing survey technique. A modified questionnaire was administered to various secondary schools in Surigao City, except for St. Paul University Surigao, where Google Forms were used. The participants of this study were the teachers who teach Filipino 10 in the secondary schools of Surigao City. Frequency Count and Percentage Distribution and Chi-Square Test were used for data analysis and interpretation. The results of the research revealed that in the implementation of Most Essential Learning Competencies in Filipino 10, most of the teachers answered that it has been taught, which means that the competencies are generally implemented in the secondary schools of Surigao City. Additionally, the study found that there was no significant relationship between the variables. However, the highest educational attainment by the teachers is related to teaching listening skills. The researcher recommends that the teachers in the secondary schools of Surigao City may continue the implementation of the Most Essential Learning Competencies in Filipino 10 by the Department of Education.
9
A. Soliman, Abegail, and Arlyne C. Marasigan. "Evaluation of Environmental Education MELCS-Based Self-Learning Modules in Asynchronous Learning Modality during the Pandemic." International Multidisciplinary Research Journal 3, no. 3 (2021): 205–14. http://dx.doi.org/10.54476/iimrj251.
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The Covid-19 pandemic created a historical shift in the modality of education all over the world that transitioned from face-to-face to blended learning. In the Philippines, the modular learning became the option of most learners due to the absence, or the intermittent internet connectivity. The Environmental Education (EE)-based Most Essential Learning Competencies (MELCs) Self-learning Modules (SLMs) were evaluated using descriptive analysis and evaluative review of text data from an inductive perspective of specific to general themes, and the researcher is the inquirer that generates meaning from the data (Creswell, 2014). Validation from curriculum and content experts were also sought. EE-based MELCs is 15 percent in elementary while only three percent in Junior High School. The SLMs used for asynchronous learning in the public schools are not uniformed in terms of the parts and content. These modules were based from competencies in the public school system that were trimmed down to the MELCs. The EEbased SLMs develop independent learning, integrate Filipino socio- cultural values, and advocates environmental literacy. However, the contents and the assessments do not promote higher order thinking skills.
10
Montebon, Darryl Roy. "Perceptions of Select Filipino Teachers on the Most Essential Learning Competencies (MELCs) of the K to 12 Curriculum." Rajabhat Chiang Mai Research Journal 25, no. 1 (2024): 15–27. http://dx.doi.org/10.57260/rcmrj.2024.264463.
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The effects of Covid-19 on schools have been substantial and widespread. The impact of these changes has been far-reaching, affecting students and teachers alike. Strategically, the Department of Education in the Philippines released a concise version of the K to 12 curriculum to include only the Most Essential Learning Competencies or the MELCs. In effect, the researcher determined the perception of the teachers on the MELCs. Through a survey of 173 teachers across the Country, the findings revealed that teachers moderately agreed on statements related to impression (M=2.71, SD=0.44), morale (M=2.60, SD=0.36), stress, and workload (M=2.63, SD=0.35). Lastly, there was no significant difference in the perception of teachers as to gender, gender, years of teaching experience, type of school, and academic backgrounds.
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Gaddi, Jojames Arnaldo G. "Implementation of Most Essential Learning Competencies (MELCs) in Filipino Instruction at a Grade Level: An Assessment." Scientia. Technology, Science and Society 1, no. 2 (2024): 28–34. http://dx.doi.org/10.59324/stss.2024.1(2).03.
Full textAbstract:
This study aimed to assess the status of implementation in teaching of Department of Education (DepEd) Most Essential Learning Competencies (MELCs) in Filipino 10 by the teachers in secondary schools in Surigao City, Philippines. The researcher employed a quantitative-descriptive research design utilizing survey technique. A modified questionnaire was administered to various secondary schools in Surigao City, except for St. Paul University Surigao, where Google Forms were used. The participants of this study were the teachers who teach Filipino 10 in the secondary schools of Surigao City. Frequency Count and Percentage Distribution and Chi-Square Test were used for data analysis and interpretation. The results of the research revealed that in the implementation of Most Essential Learning Competencies in Filipino 10, most of the teachers answered that it has been taught, which means that the competencies are generally implemented in the secondary schools of Surigao City. Additionally, the study found that there was no significant relationship between the variables. However, the highest educational attainment by the teachers is related to teaching listening skills. The researcher recommends that the teachers in the secondary schools of Surigao City may continue the implementation of the Most Essential Learning Competencies in Filipino 10 by the Department of Education.
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Gil Jr, Tyrone Ogaro. "Visiting the secondary social studies curriculum in perilous times." Journal of Social Studies (JSS) 18, no. 1 (2022): 47–62. http://dx.doi.org/10.21831/jss.v18i1.43667.
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In such perilous times and unabated marginalization, it is pivotal to pay a visit to the secondary social studies curriculum. This article will decipher the status of the implementation and academic location of secondary social studies in the emergency curriculum (MELCs). Through a careful examination of the Most Essential Learning Competencies (MELCs), developed self-learning modules (SLM), and field notes collected from the curriculum gatekeepers (secondary social studies teachers), the researcher was able to generate exhaustive and perplexing findings in remote teaching-learning of social studies.
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Fulay, Kelvin Carl, Alex P. Furio, Ryan V. Dio, and Ritzelda A. Deri. "Coherence Analysis of the Philippine Kto10 Numbers and Number Sense Most Essential Learning Competencies in the Time of Pandemic." EDUCATUM Journal of Science, Mathematics and Technology 10, no. 1 (2023): 18–27. http://dx.doi.org/10.37134/ejsmt.vol10.1.3.2023.
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The effect of the COVID-19 Pandemic brought changes in different sectors, particularly in education. There were shifts in the learning modalities, facilities, and schedules as well as in the integration of teaching-learning strategies. One of the solutions implemented by the Department of Education to assure that all the learning competencies will be covered for the entire school year was the transformation of the K to 10 Mathematics Curriculum into the identified Most Essential Learning Competencies (MELCs). This study determined the comparison between the K to 10 Mathematics Curriculum and the Most Essential Learning Competencies along Number and Number Sense. The descriptive analysis qualitative method was used to answer the problems set in the study. Analysis of data was done through mapping the Most Essential Learning Competencies in Numbers and Number Sense. Also, the qualitative approach to the analysis of the MELC is supported by the feedback and experiences of 10 mathematics teacher-informants (3Males, 7Females). Data suggest that from the original 120 listed learning competencies in Numbers and Number Sense K to 10 Mathematics Curriculum, only 83.33% of them have been retained in the MELC. The findings of the study also show the coherence of the MELC and the teaching emphasis on Numbers and Number Sense. Finally, future studies may be undertaken to further analyze the gaps in the analysis of the Most Essential Learning Competencies along Numbers and Number Sense.
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EDER, I. GALLEGO. "Level of School Implementation on the Key Dimensions of Basic Education Learning Continuity Plan (BE-LCP): A Basis on Designing Policy Brief for Distance Learning." International Journal of Novel Research in Education and Learning 9, no. 5 (2022): 75–78. https://doi.org/10.5281/zenodo.7262945.
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<strong>Abstract:</strong> The main objective of the study is to develop what policy brief for distance learning can be proposed in the Division of Calamba City? Adoption of the Basic Education Learning Continuity Plan (BE-LCP) for school year 2020-2021 considering the covid-19 public health emergency states that the key elements of the learning strategies that shall operationalize the BE-LCP are the streamlining of the K to 12 Curriculum into the Most Essential Learning Competencies (MELCs) and allowing of multiple learning delivery modalities such as distance learning on place of face-to-face learning delivery modality. To help learners, parents, and teachers implement these learning delivery modalities, Self-Learning Modules (SLMs) shall be made available in print and offline/online digital format. <strong>Keywords:</strong> BE-LCP – Basic Education Learning Continuity Plan, Distance Learning, MELCs – Most Essential Learning Competencies, K to 12 Curriculum, learning delivery modalities, Self – Learning Modules. <strong>Title:</strong> Level of School Implementation on the Key Dimensions of Basic Education Learning Continuity Plan (BE-LCP): A Basis on Designing Policy Brief for Distance Learning <strong>Author:</strong> EDER I. GALLEGO <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 9, Issue 5, September 2022 - October 2022</strong> <strong>Page No: 75-78</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 29-October-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7262945</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/Level%20of%20School%20Implementation-29102022-3.pdf</strong>
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Refugio, Craig, Michael Villanueva, and Julie Ann Baena. "Difficulties Encountered in Learning Quarter 1 Grade 9 English Most Essential Learning Competencies (MELCs): Basis for Developing an Intervention Plan." Journal of Ongoing Educational Research 2, no. 2 (2024): 217–25. https://doi.org/10.5281/zenodo.14579805.
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This study investigated the difficulties encountered in learning quarter 1 Grade 9 English Most Essential Learning Competencies (MELCs) by the grade 9 students in Sibulan National High School with an end view of developing an intervention plan. The data collected through the survey questionnaires underwent frequency counting to determine their percentage, weighted mean, standard deviation, and rank. In contrast, the data obtained from the group discussions went through content analyses to determine the competencies students find challenging to learn. The results revealed that among the nine competencies in English 9 quarter 1, most students have responded that expressing obligations using modals, expressing prohibition using modals, using conditionals in expressing arguments, employing appropriate communicative styles in intimate situations, employing appropriate communication styles in casual situations, and employing appropriate communicate styles in conversational situations are slightly difficult to learn. Some of the reasons for students' difficulties in English quarter 1 competencies include confusion in using modals, difficulty in comprehension, difficulty in constructing sentences using modals, fear of parents' response, trust issues, absence of physical presence, no immediate perceivable reaction, strict impression, and fear of committing grammatical mistakes or mispronouncing words. Additionally, to overcome this difficulty, the students changed their mindset, became more focused on learning, researched the internet, watched tutorial videos, and communicated with the teacher. These findings served as the foundation for the development of an intervention plan. It is recommended that the intervention plan be implemented for students and that English teachers receive more pedagogical training to improve their instruction.
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Manzanares, Razel, and Joji Linaugo. "Proficiency Level in Biology among Grade 9 Entrants in a Public Secondary School." Technium Social Sciences Journal 38 (December 9, 2022): 142–50. http://dx.doi.org/10.47577/tssj.v38i1.7920.
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In post-pandemic, schools are re-opening their doors to in-person classes to cater to students who were to distance learning modality for two years. To determine the learners’ proficiency level in Biology, it is imperative to assess the most essential learning competencies (MELCs) to ascertain what competencies were missed so that teachers can come up with appropriate interventions. A descriptive-comparative research design was used to assess the proficiency level in MELCs in Biology of Grade 9 Entrants at a large rural secondary school in Central Negros Occidental, Philippines, during the S.Y. 2022-2023 when they were taken as a whole and grouped according to sex and family monthly income. Using a researcher-made Biology Proficiency Questionnaire based on MELCs, the study was conducted to 137 respondents who were identified through stratified random sampling. In data analyses, Mean, Standard Deviation, Kolmogorov-Smirnov, and Mann-Whitney U Test were employed. The overall result of the proficiency level in MELCs in Biology was low, and when grouped according to sex and family monthly income, the result was also low. Correspondingly, there was no significant difference in Biology proficiency level when grouped according to sex and family monthly income. With this, Strategic Intervention Materials (SIMs) were deemed relevant and timely to aid students in understanding the least learned MELCs.
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Mongcopa, Melle L., and Cristina P. Calisang. "SIPAT-SURI: ALIGNMENT NG MGA KAGAMITANG PAMPAGTATAYA SA FILIPINO SA K TO 12 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 793–815. https://doi.org/10.5281/zenodo.13310724.
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Ang pag-aaral na ito ay hinggil sa pagsuri sa <em>alignment </em>ng mga kagamitang pampagtataya sa Filipino sa K to 12 MELCs. Ang mananaliksik ay gumamit ng deskriptibong paglalarawan. Ang mga respondente ay tatlumpung (30) guro na nagtuturo ng asignaturang Filipino mula baitang 7 hanggang baitang 10 mula sa limang (5) distrito ng Dibisyon ng Negros Oriental. Ang pinakabatayang kasangkapan ng mananaliksik ay ang sarbey- kwestyoneyr at <em>hard copy</em> ng <em>written works</em> at <em>quarterly</em> na pagtataya. Ang ginamit na estadistikang tritment ay <em>mean.</em> Napatunayan sa pananaliksik na “malawak na malawak” na ginamit ang <em>multiple choice</em> sa <em>written works</em>, samantalang “malawak” naman sa performans na pagtataya katulad ng <em>project-based, speech</em>, <em>simulation</em> at <em>written</em> performans. Para naman sa <em>quarterly</em> na pagtataya, “malawak na malawak” na ginamit ang <em>multiple choice</em>. Ang pinakamataas na porsiyento naman ng hindi naka-<em>align </em>sa <em>summative</em> na pagtataya sa kompetensi ng MELCs ay 75% mula sa 24 na aytem, sa bahagyang naka-<em>align</em> naman, ang pinakamataas ay 56% mula sa 25 na aytem. Para sa <em>quarterly</em> na pagtataya, ang pinakamataas na porsiyento ng naka-<em>align</em> ay 85.42% sa Filipino 9, at sa bahagyang naka-<em>align</em>, 47.92% sa Filipino 8. Napatunayan din na “napakalawak” ng naranasang hamon ng mga guro sa pag-<em>align </em>ng <em>written works</em>, performans, at <em>quarterly </em>na pagtataya kaugnay sa kahingian ng kompetensi.
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Gil, Tyrone Ogaro. "Visiting the Secondary Social Studies Curriculum in Perilous Times." International Journal Pedagogy of Social Studies 7, no. 1 (2022): 79–90. http://dx.doi.org/10.17509/ijposs.v7i1.38636.
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In such perilous times and unabated marginalization, it is pivotal to pay a visit to the secondary social studies curriculum. This article will decipher the status of the implementation and academic location of secondary social studies in the emergency curriculum (MELCs). This study adopted the multiple case study design, where several units of analysis had been examined to elucidate raw data from each unit. Data collection in this study includes: Focus Group Discussion and literature tudies, The results of the analysis of data will be presented in the form of themes accompanied by theories and literature studies. Through a careful examination of the Most Essential Learning Competencies (MELCs), developed self-learning modules (SLM), and field notes collected from the curriculum gatekeepers (secondary social studies teachers), the researcher was able to generate exhaustive and perplexing findings in remote teaching- learning of social studies.
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Suguitan, Liwliwa, and Eldefonso Natividad. "Localized Game-Based Learning Activities in Mathematics 7 (LGBLAs)." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 210–27. https://doi.org/10.54536/ajmri.v1i4.723.
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To become a critical thinker and problem solver, learners need the mastery of the basic competencies. To ensure that meaningful learning occurs in a mathematics classroom, learning resources reflecting their context must be readily available. Unfortunately, there has been a dearth of localized materials for the Ilocano learners. Hence, this study developed Localized Game-Based Learning Activities (LGBLAs) in Mathematics 7 based on the teachers’ perceived level of mastery of the learners along with the Most Essential Learning Competencies (MELCs) in Number and Number Sense, Algebra, Geometry, and Statistics and Probability. Following the research and development (R and D) framework, data were gathered using a survey rating scale from the 66 Mathematics 7 teachers in the Schools Division of Ilocos Norte. Means with their equivalent descriptive interpretations were utilized to analyze and interpret the data. The results showed that learners exhibited nearly mastery in some of the learning competencies in Mathematics 7. This could mean that they have not sufficiently acquired the fundamental skills required to move to more advanced mathematical learning tasks. However, the key concepts and skills could be enriched by supplementing instruction with appropriate, contextualized, and relevant curriculum support materials. Hence, LGBLAs in Mathematics 7 was developed. The LGBLAs was found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction as evaluated by the content experts and the key teachers in Mathematics 7. It is then recommended that LGBLAs be adopted for classroom use to improve the mastery level of learners in the different learning competencies along with Number and Number Sense, Algebra, Geometry, and Statistics and Probability.
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Esmeralda, Angel. "Examining the Effectiveness of Modular Instruction on Learners' Study Habits, Skills, and the International Bureau of Management Thailand in the Context of the COVID-19 Pandemic." Educational Studies and Research Journal 2, no. 1 (2025): 57–74. https://doi.org/10.60036/754kvz32.
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Modular learning is a form of distance education that employs Self-Learning Modules based on the most essential learning competencies (MELCS) provided by DepEd. These modules contain sections on motivation and assessment, serving as a comprehensive guide for both teachers and students regarding their desired competencies. Modular learning is particularly relevant in the current situation. The threat posed by the Coronavirus or COVID-19 has significantly impacted not only the economic, tourism, and health sectors but has also adversely affected the global education system (Alvarez, 2020). This study aims to validate the modular instructions in relation to learners' study habits, skills, and attitudes in public schools during the COVID-19 pandemic, using a descriptive content analysis approach. The research focuses on selected fifth and sixth-grade students in the International Bureau of Management. Information was collected through surveys and interviews.
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Gaddi, Jojames Arnaldo G. "Tracer Study of Senior High School Graduates from a Private School in the Philippines." Journal of Education, Learning, and Management 1, no. 2 (2024): 1–16. https://doi.org/10.69739/jelm.v1i2.89.
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This study traces the post-graduation trajectories of the 2022 Senior High School graduates from a private school in the Philippines, evaluating the extent to which they embody the school's Life Performance Outcomes and Core Values, the significance of the Most Essential Learning Competencies (MELCs) acquired during their Senior High School (SHS) education, and the relevance of the SHS curriculum to their current endeavors. Using a quantitative-descriptive design, data were collected via a survey of 185 graduates, selected through simple random sampling. The results indicate that the extent of attainment of the life performance outcomes/core values, significance of the most essential learning competencies in SHS and the relevance of the SHS curriculum (performance standards) to current endeavor is very high among the graduates of the Senior High School. This concludes that the graduates find the SHS curriculum significantly relevant and beneficial in their higher education, work, and business. It is recommended that the school administrators continue the best practices for the school's curriculum implementation regarding standards, outcomes, and competencies. Further, the reasons for discontinuing enrollment in a private school in the Philippines may serve as a baseline for improving the services offered by the school.
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Gaddi, Jojames Arnaldo. "Tracer Study of Senior High School Graduates from a Private School in the Philippines." Journal of Education, Learning, and Management 1, no. 2 (2024): 1–16. https://doi.org/10.5281/zenodo.13924128.
Full textAbstract:
This study traces the post-graduation trajectories of the 2022 Senior High School graduates from a private school in the Philippines, evaluating the extent to which they embody the school’s Life Performance Outcomes and Core Values, the significance of the Most Essential Learning Competencies (MELCs) acquired during their Senior High School (SHS) education, and the relevance of the SHS curriculum to their current endeavors. Using a quantitative-descriptive design, data were collected via a survey of 185 graduates, selected through simple random sampling. The results indicate that the extent of attainment of the life performance outcomes/core values, significance of the most essential learning competencies in SHS and the relevance of the SHS curriculum (performance standards) to current endeavor is very high among the graduates of the Senior High School. This concludes that the graduates find the SHS curriculum significantly relevant and beneficial in their higher education, work, and business. It is recommended that the school administrators continue the best practices for the school’s curriculum implementation regarding standards, outcomes, and competencies. Further, the reasons for discontinuing enrollment in a private school in the Philippines may serve as a baseline for improving the services offered by the school.
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Maquipoten, Marelen, and Rexomar Perez. "Technology Usage and Learning Outcomes of Students in the New Normal: Basis of Learning Continuity Plan." Technium: Romanian Journal of Applied Sciences and Technology 20 (March 8, 2024): 25–35. http://dx.doi.org/10.47577/technium.v20i.10716.
Full textAbstract:
Technology in education plays a vital role, especially during the COVID-19 pandemic. Teachers can harness online learning as a powerful educational tool by integrating technology into existing curricula. Thus, this study determined the extent of technology usage and learning outcomes of the students in the different subjects in terms of the most essential learning competencies (MELCs). Moreover, significant differences and relationships were explored for further analysis. The results revealed that most of the students used technology to search and study their lessons, watched DEPED TV episodes to learn, participated in online courses, and answered modules. Additionally, usually installed apps on their phones, but they were unlikely to listen to the radio. As such, the student’s learning outcomes are significantly high across subject areas despite of difficulties experienced. Relatively, highly significant differences and relationships were seen in some areas in terms of variables for both usage and learning outcomes. Therefore, technology is a factor in education. It is then recommended to utilize the continuity plan for improvement.
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R. Asio, John Mark, and Edward Jimenez. "Implementation of Alternative Delivery Mode Learning Resources Amidst COVID-19 Pandemic: Basis for Intervention Program." International Journal of Humanities, Management and Social Science 4, no. 2 (2021): 83–90. http://dx.doi.org/10.36079/lamintang.ij-humass-0402.293.
Full textAbstract:
This study aimed to assess the implementation of the Alternative Delivery Mode (ADM) Learning Resources as a basis for an intervention program amidst the COVID-19 pandemic. The study employed a descriptive survey research design. Using a universal sampling technique, a total of 30 Learning Resource Coordinators in a selected school division in Central Luzon, Philippines participated in the survey and data gathering. The researchers also used an adapted research instrument to gather essential information for the study. With the help Microsoft Excel, the researchers tabulated and organized the data. Afterwards, the gathered data underwent descriptive statistical analysis using frequency and percentage. The study found that the ADM Learning Resources developed by teachers exceeded DepEd's total number of Most Essential Learning Competencies (MELCs). For the total number of learners who preferred modular printed learning modality, it reached 67.89%. There were 100% ADM Learning Resources provided to learners in all grade levels for the status of printed learning resources. Based on the earlier results, the researcher provided some essential recommendations, particularly an intervention program for this study.
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Gaddi, Jojames Arnaldo G. "Graduate Tracer Study of the Senior High School of St. Paul University Surigao, Philippines 2021-2022." Global Journal of Applied Sciences and Technology 6, no. 3 (2024): 1–13. https://doi.org/10.5281/zenodo.13382610.
Full textAbstract:
This study traces the post-graduation trajectories of the 2021-2022 Senior High School graduates of St. Paul University Surigao (SPUS), evaluating the extent to which they embody the Paulinian Life Performance Outcomes and Core Values, the significance of the Most Essential Learning Competencies (MELCs) acquired during their Senior High School (SHS) education, and the relevance of the SHS curriculum to their current endeavors. Utilizing a quantitative-descriptive design, data were collected via a survey from 185 graduates, selected through random sampling. The results indicate that the graduates find the SHS curriculum significantly relevant and beneficial in their higher education, work and business. The study highlights high levels of attainment in adaptability, self-direction, and media literacy, pointing to the curriculum's effectiveness in equipping students with necessary competencies. However, it also reveals areas needing enhancement, such as higher-order thinking skills. These findings provide valuable insights for SPUS to further refine its SHS programs to better prepare students for future challenges. The study underscores the importance of continuous curriculum evaluation and improvement in maintaining educational relevance and effectiveness.
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Gallego, Erick Jhon B., Joan Mae G. Andea, Arsyl M. Andaya, et al. "A Case Study on Errors in Curriculum Unpacking of Teachers in the Philippines." Journal of Health Research and Society 3, no. 2 (2025): 5–15. https://doi.org/10.34002/jhrs.v3i2.57.
Full textAbstract:
Understanding the errors in the process of curriculum unpacking is important to improve practice in the instructional field. Thus, this study aimed to analyze the errors committed by teachers in unpacking the curriculum into instruction. It followed a case study research design, examining a total of 23 lesson plans from 12 identified teachers at a school in Mindanao, Philippines. Tailored and validated document evaluation and structured interview guides were used as instruments. The gathered data were analyzed employing content analysis and thematic analysis techniques. The results uncovered the following prevailing errors in unpacking: double-barreled objectives with different behaviors; double-barreled objectives with same level, overlapping behaviors; objectives with complex behaviors and multiple topics; objectives with higher order behaviors; and objectives with multiple topics. Qualitative probes further revealed factors explaining such errors in unpacking as follows: training on lesson planning that does not include unpacking; different conceptions of unpacking that adhere to cognitive, affective, and psychomotor dimensions; pressure to copy the Most Essential Learning Competencies (MELCs) word for word as objectives; and too much reliance on MELCs and textbooks. An important implication for teacher professional preparation and development is the need to include curriculum unpacking as an essential skill to develop.
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Valdez-La, Corda Gleddy Mae. "Curriculum Streamlining of the Basic Education Learning Continuity Plan: An Assessment on the Degree of Implementation." Psychology and Education: A Multidisciplinary Journal 21, no. 7 (2024): 761–65. https://doi.org/10.5281/zenodo.12647578.
Full textAbstract:
The Department of Education fronted an abrupt shift in the implementation of instruction and learning from physical (face-to-face) classes to distance/blended learning in the midst of the pandemic. The Basic Education Learning Continuity Plan (BE-LCP) was an answer that ought to uphold educational standards and learning outcomes, ensuring that students continue to achieve their learning goals despite the changes in the mode of delivery. Thus, this descriptive-comparative study evaluated the implementation of curriculum streamlining of the BE-LCP among the 28 Senior High School teachers and 5 Learning Area Coordinators with the use of two separate survey questionnaires. While the results show an outstanding implementation of curriculum streamlining of the BE-LCP, a gap exist in teachers’ training in crafting learning materials aligned with the Most Essential Learning Competencies (MELCs). The success with broader curriculum changes highlights the need for additional support in crafting materials aligned with learning competencies. For this reason, it is further recommended that the school leaders should provide emphasis on continued professional development through training and conferences in order to recognize the importance of lifelong learning for the teachers making them abreast of the best practices and innovative educational strategies to enhance their classroom effectiveness.
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Pecjo, Raymundo F. "The Effect of Covid-19 on the Academic Performance in Mathematics of the Students at Tugatog National High School in The City Division of Malabon." AIDE Interdisciplinary Research Journal 2 (January 27, 2023): 255–93. http://dx.doi.org/10.56648/aide-irj.v2i1.34.
Full textAbstract:
Learning Mathematics is essential to students, as it can develop them in terms of analyzing and reasoning skills which are fundamental in everyday life. Due to changes like the COVID-19 pandemic that triggered the shift in the learning modality of the students and learning environment, this major shift impacts the teaching-learning process, specifically the students’ academic performance. The purpose of this study is to determine how the students did in the learning of mathematics subject, considering that virtual/online learning became a big challenge during the Covid19 pandemic. The descriptive research design was utilized using the survey questionnaire based on the Most Essential Learning Competencies (MELCs) in Mathematics Grade Eight (8) for School Year 2021-2022. The result of this study showed that the mathematics skills of students in the eighth grade during the pandemic were developed to a moderate extent only. Home factors, as well as the attitude and interest of students toward Mathematics, emerged as the primary problems of the teachers in delivering Math lessons in a remote learning modality. Finally, factors such as poor internet connection or internet access, poor study habits, and distance learning affected the student’s academic performance in mathematics.
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Repollo, Jeckson B., and Cristina P. Calisang. "LAWAK NG PAGGAMIT NG MGA GURO NG MELC SA PAGLINANG NG TATLONG DOMEYN NG PAGKATUTO." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 1705–23. https://doi.org/10.5281/zenodo.11092250.
Full textAbstract:
Ang pag-aaral na ito ay naglalayong suriin ang lawak ng paggamit ng mga guro ng MELCs <em>(Most Essential Learning Competencies)</em> sa paglinang ng tatlong domeyn ng pagkatuto sa Filipino mula sa pananaw ng mga mag-aaral. Isinagawa ito sa Metro Dumaguete College at ang mga respondente ay binubuo ng 112 mga mag-aaral mula sa Grade 11 at Grade 12, kasama ang parehong babae at lalaki. Ang pangunahing instrumentong ginamit sa pagkalap ng mga mahalagang datos ay isang <em>self-made</em> sarbey- kwestyoneyr. Sa pamamagitan nito, naisuri ang kognitib, apektib, at saykomotor na domeyn ng pagkatuto sa Filipino mula sa perspektibo ng mga mag-aaral. Sa pagpakahulugan ng mga datos, ginamit ng mananaliksik ang iba't ibang estadistikal na pamamaraan tulad ng <em>mean, median, percent, weighted mean, Spearman Rank Order Correlation, Mann-Whitney U Test, ANOVA, </em>at<em> t-Test for Independent Data</em>. Ang mga ito ay nagbigay-linaw at nagbigay-katwiran sa mga natuklasan ng pag-aaral. Bilang resulta ng pananaliksik, napatunayan na may malawak na pagtanggap mula sa mga mag-aaral sa paggamit ng MELCs sa pagtuturo ng Filipino sa kognitib, apektib, at saykomotor na domeyn ng pagkatuto. Nagpakita rin ng positibong korelasyon ang akademikong performans ng mga mag-aaral sa asignaturang Filipino. Sa kabuoan, naipakita ng pag-aaral na ito ang kahalagahan ng tamang paggamit ng MELCs sa pagpapaunlad ng tatlong domeyn ng pagkatuto sa asignaturang Filipino mula sa pananaw ng mga mag-aaral.
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Suguitan, Liwliwa, and Eldefonso Natividad. "Localized Game-Based Learning Activity Sheets in Mathematics 7." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 210–27. http://dx.doi.org/10.54536/ajmri.v1i4.723.
Full textAbstract:
To become a critical thinker and problem solver, learners need the mastery of the basic competencies. To ensure that meaningful learning occurs in a mathematics classroom, learning resources reflecting their context must be readily available. Unfortunately, there has been a dearth of localized materials for the Ilocano learners. Hence, this study developed Localized Game-Based Learning Activities (LGBLAs) in Mathematics 7 based on the teachers’ perceived level of mastery of the learners along with the Most Essential Learning Competencies (MELCs) in Number and Number Sense, Algebra, Geometry, and Statistics and Probability. Following the research and development (R and D) framework, data were gathered using a survey rating scale from the 66 Mathematics 7 teachers in the Schools Division of Ilocos Norte. Means with their equivalent descriptive interpretations were utilized to analyze and interpret the data. The results showed that learners exhibited nearly mastery in some of the learning competencies in Mathematics 7. This could mean that they have not sufficiently acquired the fundamental skills required to move to more advanced mathematical learning tasks. However, the key concepts and skills could be enriched by supplementing instruction with appropriate, contextualized, and relevant curriculum support materials. Hence, LGBLAs in Mathematics 7 was developed. The LGBLAs was found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction as evaluated by the content experts and the key teachers in Mathematics 7. It is then recommended that LGBLAs be adopted for classroom use to improve the mastery level of learners in the different learning competencies along with Number and Number Sense, Algebra, Geometry, and Statistics and Probability.
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Navarro, Marjorie C., Jasper Kim M. Rabago, Carolyn G. Paguyo, Sonny Rae I. Fernando, and Ronald Candy S. Lasaten. "Learning Activity Packets (LAPs) for Personal Development in Senior High School in Ilocos Norte, Philippines." South Asian Journal of Social Studies and Economics 19, no. 1 (2023): 21–34. http://dx.doi.org/10.9734/sajsse/2023/v19i1669.
Full textAbstract:
The study developed and validated Learning Activity Packets (LAPs) for Personal Development. The LAPs contain lessons based on the most essential learning competencies (MELCS). The following are provided for in every lesson: learning competencies and objectives, background information for learners, activities, rubric and guide questions (if needed), reflection, assessment, references and answer key. The Research and Development (R & D) method was employed. The following steps were followed: 1) preliminary preparation; 2) detailed writing specifications; 3) writing the LAPs; 4) preparation for the initial draft of the LAPs; 5) validation of the LAPs to panel of experts; 6) revision of the LAPs based from the evaluators’ comments and suggestions; and 7) final production of the LAPs. Data were gathered using two instruments namely: a) survey checklist on the least mastered competencies of Personal Development which served as the basis for the development of learning activity packets (LAPs) in Personal Development; and b) validation scale to determine the validity of the learning activity packets in terms of competencies, content, instructional qualities and assessment. The validity of the LAPs was determined using the weighted mean. The results revealed that the LAPs for teaching Personal Development in senior high school met the requirements for developing instructional materials as manifested by the overall mean of 3.70 with descriptive interpretation as highly valid. The Learning Activity Packets for Personal Development is recommended for use and to further validate and determine its effectiveness, and so that it can be further revised and refined. Similar research is recommended to continue the development of learning activity packets in other grade levels in the Araling Panlipunan curriculum and senior high school subjects.
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Melitante, Kristine Joy A., Edna Nabua, Monera Salic-Hairulla, Marvin Jose Fernandez, and Victor Rosales. "Profiling Least Mastered Competencies among Grade 11 Non-Stem Learners: A Basis for Targeted Instructional Intervention." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 6541–49. https://doi.org/10.47772/ijriss.2025.90400475.
Full textAbstract:
This study aimed to identify the least mastered Chemistry competencies from Grades 7 to 10 among Grade 11 non-STEM learners in selected public high schools in Iligan City, with the goal of informing targeted instructional interventions. Recognizing Chemistry’s foundational role in scientific literacy and the persistent underperformance of Filipino learners in national and global science assessments, the study aligns with Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable quality education. A quantitative-descriptive design was employed involving 100 non-STEM learners aged 16–18. A researcher-made 50-item needs assessment, aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), was validated and pilot-tested. Reliability testing yielded a Cronbach’s Alpha of 0.778, with a difficulty index of 0.46 and a discrimination index of 0.246, indicating acceptable psychometric properties. To further enrich the data and contextualize learner performance, qualitative feedback from 52 learners was thematically analyzed. Findings showed that 89% of learners did not meet the 60% mastery benchmark. Organic Chemistry, Chemical Reactions, and Chemical Bonding were the most difficult domains. Thematic analysis revealed instructional challenges such as lack of content reinforcement, difficulty with abstract concepts, minimal access to hands-on learning tools, and a strong preference for engaging and visual strategies. These results confirm the value of competency-based profiling as a needs assessment tool. The study recommends the integration of game-based learning approaches to enhance engagement and conceptual understanding in Chemistry, especially among non-STEM learners.
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Pattung, Agustina G., and Reymarie M. Caban. "Challenges and Experiences of Pre-service Teachers in Teaching Internship during the New Normal." Asian Journal of Education and Social Studies 40, no. 2 (2023): 38–45. http://dx.doi.org/10.9734/ajess/2023/v40i2869.
Full textAbstract:
Teacher Education Institutions (TEIs) in the Philippines were enjoined to implement the necessary modifications in the delivery of teaching internship given their context and available resources during the global Covid- 19 pandemic. Teaching internship courses were made experiential, using the different new normal learning modalities; developmental through coaching and mentoring, and aligned with the Learning Continuity Plan (LCP) and Most Essential Learning Competencies (MELCs). This study aimed to determine the challenges and experienced encountered by the Apayao State College (ASC) pre- service teachers in their internship during the pandemic. The study made use of the mixed approach or combination of qualitative and quantitative approach of research. Results revealed that the mean age of the respondents is 24 years old and pre- dominantly female respondents. They were involved in the various activities of the schools during their internship. They had encountered challenges such as ICT integration, new modalities of teaching- learning, social interactions, internet connectivity and instructional material preparations. Furthermore, they identified positive learning experiences during their internship but encountered problems along ICT skills and usage, time management, skills of the students with new platforms and adjustment to no face-to-face classes during their teaching internship.
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May G. Adil, Johrene, Monera A. Salic-Hairulla, Angeline P. Dinoro, Vanjoreeh A. Madale, and Ariel O. Ellare. "Edumation: The Development of an Animated Storytelling." International Journal of Research and Innovation in Social Science IX, no. V (2025): 1119–26. https://doi.org/10.47772/ijriss.2025.90500096.
Full textAbstract:
This study aimed to develop an animated storytelling instructional material to enhance learners’ understanding of the Effects of the Sun to Human Activities, a topic in Grade 4 Science aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). The needs assessment involved two teachers and thirty-two learners, gathering insights into their pedagogical approaches, familiarity with animated storytelling, and experiences with multimedia-based learning. Teachers reported using inquiry-based learning, experiential methods, and multimedia, particularly videos, to enhance the teaching process. However, they faced challenges with videos containing excessive information, poor-quality animations, and distracting voice-overs. Despite lacking formal training in animated storytelling, teachers recognized its educational value, noting its ability to engage learners and improve information retention. On the learners’ side, all 32 participants reported using videos in science lessons, with a significant portion expressing positive feedback on animated storytelling, describing it as engaging, fun, and helpful in understanding and retaining information. These findings highlight the potential of animated storytelling as a valuable tool for enhancing science education, emphasizing the need for high-quality, well-designed resources that can further enrich the teaching and learning experience.
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Baigan, Alden, Edna Nabua, Arlyn Alcopra, Marvin Jose Fernandez, and Monera Salic-Hairulla. "Development of Balancing Equation Learning Packet: A Strategic Intervention Material for Grade 10 Learners." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 6533–40. https://doi.org/10.47772/ijriss.2025.90400474.
Full textAbstract:
This study aimed to assess the mastery of Grade 10 students in various chemistry topics aligned with the DepEd Most Essential Learning Competencies (MELCs) and identified areas where students demonstrated strengths and weaknesses. Utilizing a quantitative-descriptive research design, a 40-item Needs Assessment Questionnaire was developed, validated, and administered to 100 Grade 10 students in a public school in Iligan City. The results revealed a significant challenge in meeting the expected academic standards, with 92% of the participants failing to meet the minimum performance requirements. Topics such as Elements and Compounds were categorized as Nearly Mastered, while Solutions, Substances and Mixtures, The Particle Nature of Matter, Atomic Structure, Periodic Table of Elements, Electronic Structure of Matter, Chemical Bonding, Variety of Compounds, The Mole Concept, Gas Laws, and Biomolecules were identified as Least Mastered; Chemical Reactions was identified as Not Mastered. The findings highlighted the need for targeted interventions and more contextualized instruction, particularly in areas with high error frequencies, such as Chemical Reactions. This study underscored the importance of addressing learning gaps through enhanced instructional strategies, curriculum adaptation, and focused interventions to improve student mastery and ensure a deeper understanding of chemistry concepts among Grade 10 learners.
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Lumanog, Ailene, and Myrna O. Medrano. "Enhancing Most Essential Learning Competency (Melc) in English 9 Using The Skills-Based Learning Material." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 2 (2021): 51–60. http://dx.doi.org/10.31098/ijtaese.v3i2.631.
Full textAbstract:
The skills-based learning material was made and studied by the researcher due to sudden changes in education in a time of the pandemic. The main focus of this study is to determine the effectiveness of the skills-based learning material for English 9. This study used the pretest-posttest non-equivalent control group design, which falls under the quasi-experimental design. On the test of significant difference between the formative mean scores of the experimental and comparison groups, it was found out that the formative tests had a significant effect on the respondents' learning performance at p 0.01 level. Additionally, the posttest mean scores of each group; got the 0.01 level of significance, as well as the pretest and posttest mean scores of each group. Moreover, based on the computed Cohen's d value of 1.16, the effect size of the learning material to the students' performance is large compared to the comparison group that shows a small effect size at 0.31 Cohen's d value. Generally, there is a significant difference between the formative test of the two groups with the average and high mean scores, respectively. There is also a significant difference between the posttest mean scores of the two groups and as well between the pre-test and post-test mean scores. Moreover, Cohen's effect size value of 1.16 suggested a large effect of the material on the respondents' learning performance. As for recommendations, there is a need for the teacher to incorporate the 21st Century Skills into learning competencies.
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Pamogas, Marino. "Extent of Challenges Encountered By the Araling Panlipunan and Social Science Teachers in Facilitating the Modular Distance Learning: Basis for the Formulation of Learning and Development Plan." JPAIR Institutional Research 19, no. 1 (2022): 87–102. http://dx.doi.org/10.7719/irj.v19i1.838.
Full textAbstract:
Modular Distance Learning is one of the learning modalities in the new normal using teacher-made modules with learning tasks based on the Most Essential Learning Competencies (MELCs). This online descriptive quantitative research investigated the extent of challenges faced by the Araling Panlipunan and Social Science teachers from the ten districts of the Schools Division Office of Surigao City for the school year 2020-2021, in which purposive sampling was used. Mean and standard deviation were the statistical tools used to treat the data. In a nutshell, the result reveals a moderate difficulty encountered by the teacher-respondents in facilitating modular distance learning, with an overall mean of 2.78 and a standard deviation of 0.71. These struggles manifest because handling modular classes during the pandemic was a surprise. The specific findings show that the Development of Self-Learning Modules (SLMs) and Quality Assurance topped the challenges of teachers. Other factors, such as Production, Distribution, Retrieval of SLMs, and Learning Assessment and Monitoring, exhibit a low to moderate degree of difficulty. Despite this COVID-19 pandemic, teachers have continually facilitated the educative processes. However, they should be more capacitated to equip themselves with relevant knowledge and skills on the rudiments of preparing the aforementioned learning resources as supplemental learning materials, in-person learning engagement, and even other applicable learning platforms.
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Bercasio, Pia Gail, Nestor L. Lasala Jr, and Ryan Dio. "Speed Meets Accuracy: Effectiveness of Left to Right Method on Mental Addition and Subtraction Skills of Elementary Students." Journal of Basic Education Research 6, no. 2 (2025): 184–96. https://doi.org/10.37251/jber.v6i2.1735.
Full textAbstract:
Purpose of the study: This study developed and validated Home-Based Learning Activities (H-BLA) for teaching Physics inspired by the identified Most Essential Learning Competencies (MELCs) by the Department of Education (DepEd). Acknowledging the significance of adaptive and suitable learning materials. Methodology: The researchers employed the descriptive-developmental method to create and assess the developed home-based learning activities. The Learning Resources Management and Development System (LRMDS) evaluation tool of the Department of Education (DepEd) for printed materials is used and experts agreed that the developed H-BLA met the standards for printed learning materials. Main Findings: The expert validation revealed that the Home-Based Learning Activities (H-BLA) were highly acceptable in terms of content, format, accuracy, and up-to-datedness of information, with Factors 1, 2, and 4 receiving 'very satisfactory' ratings. However, the presentation and organization, corresponding to Factor 3, received only a 'satisfactory' rating, indicating room for improvement in the structure and flow of the materials. Novelty/Originality of this study: The study's novelty lies in developing validated Home-Based Learning Activities (H-BLA) for elementary Physics under the K-12 curriculum, utilizing accessible materials to foster independent learning. Grounded in Constructivist Theory, Dale's Cone of Experience, and Contextualized Teaching and Learning, it promotes experiential education. Expert validation and iterative improvement ensure quality, addressing gaps in remote and practical science education.
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Candia, Robert, Gladys Glomar, Camele Joven, and Nestor Jr Lasala. "Home-Based Learning Activities (H-BLA) In Teaching Physics Topics For Elementary School Students." Journal of Basic Education Research 6, no. 2 (2025): 168–83. https://doi.org/10.37251/jber.v6i2.1738.
Full textAbstract:
Purpose of the study: This study developed and validated Home-Based Learning Activities (H-BLA) for teaching Physics inspired by the identified Most Essential Learning Competencies (MELCs) by the Department of Education (DepEd). Acknowledging the significance of adaptive and suitable learning materials. Methodology: The researchers employed the descriptive-developmental method to create and assess the developed home-based learning activities. The Learning Resources Management and Development System (LRMDS) evaluation tool of the Department of Education (DepEd) for printed materials is used and experts agreed that the developed H-BLA met the standards for printed learning materials. Main Findings: The findings revealed that the level of validity of H-BLA in terms of content, format, accuracy, and up-to-datedness of information of H-BLA was very much acceptable as validated by the experts supported by the result of factors 1, 2, and 4 being very satisfactory. However, the presentation and organization of H-BLA got a "satisfactory" rating. Novelty/Originality of this study: The study's novelty lies in developing validated Home-Based Learning Activities (H-BLA) for elementary Physics under the K-12 curriculum, utilizing accessible materials to foster independent learning. Grounded in Constructivist Theory, Dale's Cone of Experience, and Contextualized Teaching and Learning, it promotes experiential education. Expert validation and iterative improvement ensure quality, addressing gaps in remote and practical science education
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S. Guillermo, Allan, and Angelo T. Manzano. "LIVED EXPERIENCES OF SCIENCE TEACHERS OF PANGASINAN II IN THE NEW NORMAL EDUCATION: A PHENOMENOLOGICAL STUDY." International Journal of Advanced Research 10, no. 02 (2022): 1376–85. http://dx.doi.org/10.21474/ijar01/14353.
Full textAbstract:
The Covid-19 pandemic brought unprecedented challenges in the sector of Philippine education. The Department of Education Basic Education Learning Continuity Plan (BE-LCP) aims to ensure the continuity of learning thus, Pangasinan Division II implemented the Printed Modular Distance Learning (MDL) for the school year 2020-2021. The primary objective of this study is to understand the lived experiences of Science Teachers of Pangasinan Division II in the new normal setting of education. Using phenomenology, this study explored the challenges in adapting the new learning modality, the implementation of Most Essential Learning Competencies (MELCs), the production, distribution, and retrieval of self-learning modules (SLMs), the implementation of the interim guidelines in the grading system in the new normal education and the priority developmental plans and needs of Science teachers. From the data gathered through interview and analysis of the documents among twenty (20) Science teachers, it revealed that emerging themes capped into the acronym SURVIVORS which unfolds the Science teachers characteristics and experiences in the new face of education. The results showed that Science teachers are service-oriented, and the stakeholders showed unwavering support of stakeholders in the new learning modality. However, majority of the teachers exclaimed that distribution and retrieval of modules is the primary problem that arise from the different schools. Science teachers cope with these challenges through community partnerships and extending linkages that help them facilitate the distribution and retrieval of modules. In addition to that, Science teachers also acknowledged that printed modular learning should be shifted to blended learning as a modality in delivering education in the succeeding years. Integrating ICT through E-learning or online asynchronous learning could supplement the learners competencies alongside with the printed modules. Also, Science teachers have common priority development needs in terms of functional and core competencies. Lastly, it is notable that Science teachers should always be flexible and adaptive in their roles of as facilitators of education.
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Cabugnason, Angel Rose, and Joji Linaugo. "Predictors of Students’ Academic Performance in Science 7 Using Alternative Delivery Mode." Technium Education and Humanities 4 (March 29, 2023): 65–77. http://dx.doi.org/10.47577/teh.v4i.8574.
Full textAbstract:
The COVID-19 pandemic brought an abrupt change in the world, including the educational system. To prevent academic freeze, and for the public safety, distance learning is adopted, and in Philippines, modular learning is adopted in general. Science is a subject that is considered difficult, and it challenged the teachers in making the students grasp the concepts well, most especially to the Grade 7 students who transition to secondary school. A descriptive correlational research design was used to determine the predictors of students’ academic performance in Science 7 using Alternative Delivery Mode (ADM)-modules at a secondary school in Central Philippines. These predictors which some are found in the Learner Enrollment and Survey Form (LESF) are age, sex, learning styles, academic achievement in English, utilization of gadget, parents’ educational attainment, and family income. Fifty-two (52) Grade 7 students were taken as respondents through stratified sampling technique. A 40-item multiple-choice validated researcher-made questionnaire that covers the Most Essential Learning Competencies (MELCs) from the first to second quarters was administered to the respondents. The results of the test in Science 7 are interpreted as Low/Below Standard. From the seven variables tested for the study, it is only the learning style that weakly predicts students’ academic performance in Science 7 using Alternative Delivery Mode (ADM) modules. It is recommended that teachers should provide set of activities catering different learning styles of the students that the modules/learning activity sheets will be enhanced to improve the students’ performance.
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Competente, Ronnel Joseph, and Joyce De Guzman. "The Effectiveness of The Rose (Reconnection of Science and English) Module in The Achievement of Science and English Competencies." SEAQIS Journal of Science Education 2, no. 02 (2022): 18–28. http://dx.doi.org/10.58249/sjse.v2i02.49.
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DepEd's Basic Education – Learning Continuity Plan (BE-LCP) as described in DO. No. 12, s. 2020 called for measures that will bring education equitably to all its learners. The researchers saw the merging of Science and English into one learning material using a content-based instruction approach as an apt response to this call. Therefore, the ROSE (Reconnection of Science and English) Module was crafted. This experimental mixed-methods design action research sought to (1) determine the perceptions of the Grade 10 students on the ROSE (Reconnection of Science and English) Module in terms of (a) content, (b) activities, (c) the merged/integrated module as a whole; (2) determine if there was a significant difference between the students' pre and post-test results using the ROSE Module; and (3) identify how had the ROSE Module helped students achieved DepEd's Most Essential Learning Competencies (MELCs) in Science and English subjects. A survey questionnaire was used to find answers to objectives 1 and 3, while a diagnostic test was utilised as the instrument for objective 2. After two quarters of using the ROSE module, data on the pre and post-test results during the first and second quarters revealed a significant difference in the Grade 10 students' scores. Survey responses also showed that the respondents agreed to the Module's (a) content, (b) activities, and (c) merging/integration. Finally, despite the difficulties, confusion, and many other challenges, most of the respondents agreed that the ROSE module taught them academic skills such as writing and thinking as well as life skills such as responsibility, time consciousness, patience, perseverance, industry, and self-reliance.
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Santos, Joseline M., Raquel C. Adriano, Marian Minneli S. Cruz, Mayleen Dorcas B. Castro, Eunice B. Custodio, and Gerriper T. Bernardo. "DIGITIZING EDUCATIONAL RESOURCES: DEVELOPMENT OF LEARNING MATERIALS REPOSITORY HUB." Problems of Education in the 21st Century 83, no. 2 (2025): 237–60. https://doi.org/10.33225/pec/25.83.237.
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This study developed a Learning Materials Repository Hub (LMRH) to digitize educational resources for the K-12 education system, addressing the need for centralized, high-quality, and accessible learning materials. Using a developmental research approach, Graduate School students created Digitized Learning Materials (DLMs) aligned with the Most Essential Learning Competencies (MELCs) and the Alternative Delivery Mode Learning Resource (ADMLR) standards of the Department of Education (DepEd). These materials were reviewed by subject-matter experts and integrated into the LMRH, which was designed as a centralized platform for organizing and sharing digital learning content. The study employed expert evaluations and teacher assessments to determine the content quality, educational effectiveness, technical usability, and overall acceptability of the LMRH. The Technology Acceptance Model (TAM) was used to measure perceived usefulness, ease of use, attitude toward using, and intention to use, while the System Usability Scale (SUS) evaluated its usability. Findings revealed that the DLMs received high ratings for quality, and the LMRH was deemed effective in supporting both synchronous and asynchronous learning. Teachers strongly agreed on its usefulness and ease of integration into teaching. The results suggest that digital learning repositories can significantly enhance teaching and learning experiences, providing a flexible and efficient platform for educators. The study highlights the importance of digitized educational resources and encourages further investment in educational technology to improve curriculum implementation and educational delivery in K-12 education. Keywords: Learning Materials Repository Hub (LMRH), Digitized Learning Materials (DLM), Alternative Delivery Mode Learning Resource (ADMLR), Technology Acceptance Model (TAM), System Usability Scale (SUS)
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Pasion, Mary Rose. "Enhancement Activities in Grade 9 Science Utilizing Collaborative Approach." Psychology and Education: A Multidisciplinary Journal 27, no. 3 (2024): 342–48. https://doi.org/10.5281/zenodo.14013576.
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This study aimed to develop, validate, and determine the performance of the students using the enhancement activities based on the 2nd quarter most essential learning competencies (MELCS) in Science for grade 9 learners utilizing the collaborative approach at Teresa National High School (TNHS) in the School Year 2020-2021. This study used developmental, descriptive and experimental research design. The total enumeration or forty (45) Grade 9 students who were the respondents of this study were exposed to the developed enhancement activities. Fifteen (15) Science teachers who are teaching Chemistry subjects were asked to evaluate the developed enhancement activities. Based on the analyses and interpretation of data gathered, the developed enhancement activities in Science 9 utilizing the collaborative approach found out that the content, format and presentation and organization were very satisfactory. While present but very minimal minor errors must be fixed in terms of accuracy and up-to-datedness of information gathered. It was also found out that before the exposure to the developed enhancement activities in Science 9, a fair performance of the learners was seen while after the exposure to the materials, the performance of the learners becomes very satisfactory and outstanding. The data also revealed that there is significant difference on the level of performance of the grade 9 learners before and after exposure to the developed enhancement activities utilizing the collaborative approach since the computed probability values among all the competencies are lesser than 0.05 level of significance, thus the null hypothesis is rejected. Likewise, the developed enhancement activities for Science 9 utilizing collaborative approach met the criteria outlined in the LRMDS guidelines and received high praise from Science teachers, and may be beneficial for teaching. The learner-respondents performed well in the six competencies as reflected on the improvements showed between the pretest and posttest. Mastery can be seen on those improvements.
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Esquillo, Shayne. "Argument Mapping Method and Learners’ Critical Thinking Dispositions in Physics." WVSU Research Journal 12, no. 2 (2024): 31–46. https://doi.org/10.59460/wvsurjvol12iss2pp30-46.
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Argument mapping, which includes arguments or premises and contentions, presents ideas in a verbal-diagrammatical representation through boxes and arrows. This quasi-experimental study was conducted to determine the effect of argument mapping teaching method to the critical thinking dispositions of learners in Physics. The study participants were learners from a public high school in the Philippines for the School Year 2020-2021. The Critical Thinking Dispositions (CTD) of learners in Physics were determined using a researcher-made CTD Inventory. The Self-Learning Modules (SLMs) in Science 10 containing seven (7) SLMs implemented for seven (7) weeks for both groups containing the Most Essential Learning Competencies (MELCs) for Grade 10 learners as prescribed by the DepEd for the second quarter was used for the controlled group. The same SLMs were used in teaching the experimental group, which some parts have been modified to embed argument mapping activities. Pretest revealed that both groups have the same level of CTDs before implementing the intervention. However, posttest revealed that the CTDs of the learners exposed to Argument Mapping (AM) method of teaching group is significantly higher than that of the learners in the non-AM method of teaching group. The argument mapping teaching method had a positive effect on the critical thinking dispositions of learners. The researcher recommends that learners be exposed to activities requiring them to use their critical thinking, be given opportunities to collaborative works and communicate their ideas, and further studies be conducted to develop better instruments to measure the critical thinking dispositions of learners.
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Solis, Jr., Enrique C., and Allen E. Pasia. "Contextualized Instructional Sheet (CIS) as Intervention Material in Mathematics 8 to Improve Students’ Academic Performance." International Journal of Research and Scientific Innovation XI, no. III (2024): 752–73. http://dx.doi.org/10.51244/ijrsi.2024.1103053.
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This quasi-experimental study investigated the effectiveness of Contextualized Instructional Sheets (CIS) as an intervention material in improving the academic performance of eighth-grade learners in Mathematics. Two groups of eighth-grade learners participated in the study, with one group as the control group and the other as the experimental group. The control group did not have exposure to CIS, while the experimental group used CIS. Data were collected through a researcher-made survey questionnaire and a 40-item pre-test and post-test based on the third quarter’s most essential learning competencies (MELCs). The perception of the respondents regarding CIS was analyzed using mean and standard deviation, while the pre-test and post-test scores were analyzed using frequency and percentage. The dependent t-test was used to determine the significant difference between the pre-test and post-test scores of the two groups, while the independent t-test was used to compare the pre-test scores of the two groups and the post-test scores of the two groups. The use of CIS had a significant impact on the academic performance of the learners which was indicated in a statistically significant difference between the pre-test and post-test scores of the control group, with the post-test scores being significantly higher. These findings suggest that CIS can be an effective intervention material for improving the academic performance of eighth-grade learners in Mathematics. The study recommends the wider implementation of CIS based on its positive impact on learners’ academic achievement.
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Valencia, Farra, and Angelo Villanueva. "The Use of MTB-Task Cards to Remediate Learning Gaps in Grade 7 Mathematics: Input for a Proposed Handbook on the Rules and Guidelines in the Development Production and Utilization of MTB-Task Cards." Psychology and Education: A Multidisciplinary Journal 21, no. 9 (2024): 945–55. https://doi.org/10.5281/zenodo.12704085.
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This study aimed to use MTB-Task Cards to remediate the learning gaps in Grade 7 mathematics, ultimately leading to the creation of a handbook for developing, producing, and utilizing these cards. It investigated the least mastered learning competencies based on MELCs for the first and second quarters of the 2023-2024 school year, assessed students' performance before and after the implementation of MTB-Task Cards, and determined the mean gain performance. The study also examined whether there was a significant difference between actual accomplishment and the target level of mastery after implementing the MTB-Task Cards. Employing a quasi-experimental design, the research utilized pre-test and post-test evaluations to measure the intervention's impact on a non-random group of 135 Grade 7 students at Emilio V. Quizon National High School. Data were gathered through a researcher-made test and validated MTB-Task Cards, focusing on competencies students struggled with the most. Findings revealed substantial improvements in mathematical competencies such as fundamental operations on integers, estimating square roots, and evaluating algebraic expressions. Students' performance levels increased significantly post-intervention, with mastery levels exceeding 80% in the second quarter, indicating the effectiveness of MTB-Task Cards. The analysis showed a significant difference between actual accomplishment and the target mastery level, with a p-value of 0.000. The study proposed a handbook outlining rules and guidelines for the development, production, and utilization of MTB-Task Cards, emphasizing the importance of standardization, curriculum alignment, quality production, and effective classroom use. Recommendations included continuous monitoring of student progress, professional development for educators, innovative engagement strategies, and ongoing research to enhance the instructional efficacy of MTB-Task Cards.
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Nuez, Charlene, Maria Celerina Oreta, Melchor Espiritu, Rochelle Leonor, and Donata Cadag. "Using Contextualized Materials in the Development of Most Essential Learning Competencies of Selected Junior High School Students in a Private School in Gumaca, Quezon." Psychology and Education: A Multidisciplinary Journal 39, no. 4 (2025): 451–64. https://doi.org/10.70838/pemj.390404.
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This study aimed to determine the effects of using contextualized materials in the development of most essential learning competencies in Araling Panlipunan of selected Junior High School students in a Private School in Gumaca, Quezon. It determined the profile of the respondents in terms of age, sex, grade level. It also revealed the effects of using contextualized materials in the development of Most Essential Learning Competencies in Araling Panlipunan in terms of recall, association, multiple channels, and interest and motivation. The researcher used descriptive method of research. This study employed quota sampling technique. Under this procedure, the researcher considered using one hundred (100) respondents from the selected Junior High School students in a Private School in Gumaca, Quezon to get the 100% of the respondents. The findings revealed that most of the respondents are between 14 to 15 years old. The female respondents outnumbered the male population. Respondents were Grade 7, Grade 8, Grade 9, and Grade 10. This study found out that the average mean of 4.15 interpreted as Agree indicated that most of the respondents are strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of recall. Likewise, the average mean of 4.16 interpreted as Agree, indicated that most of the respondents agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of association. The average mean of 4.29 interpreted as strongly agree, indicated that most of responmdents strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of use of multiple channels. It found out that the average mean of 4.23 interpreted as strongly agree, indicated that most of respondents strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of interest and motivation. Based from the results of the Kruskal Wallis H-test all the null hypothesis of age, sex, and grade level, are accepted which means that there is no significant difference on the perceived effects of using contextualized materials in the development of Most Essential Learning Competencies in Araling Panlipunan when respondents are grouped by profile. From the result of this study, the following were recommended: school administrators may conduct trainings and seminars for different intervention strategies to improve students recall, parents may monitor their children about using different strategies to apply in different lesson to practice and improve their recall, teachers may provide activities that will enrich their focus on recall so that learners will be updated on how to have good recall in the contextualized materials, students may practice different strategies to improve their recall and future researchers may conduct a parallel study which gives more emphasis on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan for the successful internalization of contextualized materials.
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Howell, Heather, Aakanksha Bhatia, Eowyn P. O’Dwyer, Marisol Kevelson, Jamie N. Mikeska, and Dante Cisterna. "Designing Performance-Based Professional Development: Stakeholder Views on Essential Competencies and Approaches." Education Sciences 15, no. 2 (2025): 204. https://doi.org/10.3390/educsci15020204.
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Research has consistently shown that the instructional skills, or competencies, that teachers bring to the table influence the opportunities students have to learn. Teachers build those competencies over time, often through professional development (PD); however, they often cite PD as insufficient, in part because it can focus on the wrong competencies. In a series of focus groups, we systematically examined which teaching competencies teachers, teacher leaders, school administrators, and professional learning leaders identified as most critical for future PD efforts supporting K-8 mathematics and science teachers. In addition, we explored their stated rationales and their vision for how digital performance-based PD might support development of those competencies. Participants identified four competencies as most critical: (1) collaborative problem-based learning; (2) differentiation; (3) promoting engagement; and (4) eliciting student ideas. Rationales included ways in which they are essential for students, difficult to implement, and have insufficient support at present. Participants preferred the idea of digital and interactive role-playing PD over more traditional approaches, also citing the need for some agency in controlling the PD parameters and for the availability of rich feedback. Implications include the need for future research to incorporate stakeholder voice to close the gap between what is needed and what is provided and for follow-up studies to target a larger and more representative sample.
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Casingal, Cyrus. "Competencies and Professional Development Needs of Philippine Alternative Learning System (ALS) Teachers: Strategies, Challenges, and Learning Facilitation Insights." Southeast Asian Journal of Agriculture and Allied Sciences 5, no. 1 (2025): 1–20. https://doi.org/10.63943/sajaas.vol5iss1art64pp1-20.
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The Alternative Learning System (ALS) of the Philippines is essential for the provision of educational opportunities to adults and adolescents who are not enrolled in school. This study assessed ALS teachers' competencies and professional development needs in Makati City's Schools Division Office, examining their teaching strategies, challenges, and engagement methods. Using a mixed-methods approach, the study surveyed 53 ALS teachers through Google Forms to gather data on self-perceived competencies and professional development needs. Results revealed that while teachers rated their competencies as satisfactory to substantial, significant variations existed across instructional areas. Differentiated instruction emerged as the most substantial competency (4.1/5.0), while assessment and evaluation techniques needed the most improvement (3.6/5.0). Teachers reported using diverse engagement strategies, with collaborative learning (28%) and multimedia resources (26%) being the most effective. Key challenges included learner engagement, managing diverse backgrounds, and resource constraints. The study found that self-perceived competencies increased with teaching experience, highlighting the need for experience-based professional development. Based on these findings, recommendations include implementing tiered professional development systems, enhancing technology integration, developing learner diversity and engagement strategies, creating ALS-specific resources, fostering collaborative learning environments, and revising policies to better support ALS teachers. Future studies should explore learner perspectives and conduct comparative analyses across regions to identify best practices.