Department of Education

Region V
Division of Camarines Sur
Sipocot South District
CAIMA ELEMENTARY SCHOOL

PROGRESS ASSESSMENT ON THE UTILIZATION OF SELF-LEARNING MODULES (SLMs)

FIRST QUARTER
SY 2020–2021

Learning Area: ALL SUBJECTS

Division: CAMARINES SUR

Directions: Tick-off (/) your answers when choices are given; when there is none, fill- out the space with
appropriate information.
I. Type of Self-Learning Modules used for Quarter 1 by the Division

ADM Modules (Central Office) / Regionally-Initiated

Division-Initiated
II. Inventory of Self-Learning Modules Utilized for Quarter 1:

Grade Level No. of SLMs Used No. of MELC Covered

Kindergarten 68 68
1-B 36 38
1-M 40 42
2-C 70 70
3-M 66 64
3-B 66 64
4-SA 79 83
5-B 78 80
6-B 65 68

Prepared by:

JEAN PAULA A. MADARANG

School MAPEH Coordinator

Noted:

ALEXANDER S. ASIS
School Principal I
 Department of Education
Region V
Division of Camarines Sur
Sipocot South District
CAIMA ELEMENTARY SCHOOL

CONSOLIDATED DATA FOR TEACHERS

PROGRESS ASSESSMENT ON THE UTILIZATION OF SELF-LEARNING MODULES (SLMs)
FIRST QUARTER
SY 2020–2021

Learning Area: ALL SUBJECTS

Division: CAMARINES SUR

1. Instructional Design and Organization of the Self-Learning Modules for Quarter 1:

Frequency of
Item Responses
YES NO
1. SLMs have learning objectives that are anchored on the MELCS. /

2. SLMs use various motivational strategies to ensure learners /

interest and engagement.
3. SLMs have contents that are logically developed and organized, /
with activities arranged from simple to complex.
4. SLMs contain essential instructional design elements that /
contribute to the achievement of learning objectives.
5. SLMs allow for review, comparison and integration with /
previous lessons.
6. SLMs use process questions and activities which require /
different levels of cognitive domain ro achieve desired learning
outcomes.
7. SLMs include a variety of learning tasks and formative /
assessments that are appropriate, suitable and doable for the
learners.
8. SLMs have integrated desirable values and traits. /
9. SLMs have a variety of assessments that are aligned with the /
specific objectives and contents.

II. Readability of the Self-Learning Modules for Quarter 1:

Frequency of
Item Responses
YES NO
1. Vocabulary used in the SLM is appropriate to the learner’s level /
of comprehension and experience.
2. Length and structure of sentences in the SLMs are suited to the /
comprehension level of the target users.
3. Paragraph structures in the SLM facilitate smooth flow of ideas /
and concepts.
 4. Topics and ideas presented from one lesson to the next are /
coherent and integrated with each other.
5. Instructions, discussion points, questions and activities are clear /
to the target users.

III. Instructional Quality of Self-Learning Modules for Quarter 1.

Frequency of
Item Responses
YES NO
1. The contents of the SLMs are accurate. /
2. The SLMs are free from any social content violations. /
3. The SLMs are free from factual and computational errors. /
4. The copyrighted texts and visuals are accurately cited on the /
page where they are presented.
5. The references are properly cited in the reference list. /
6. Recommended materials for further reading and references /
from other learning resources are also listed.

IV. Utilization of Self-Learning Modules for Quarter 1.

Frequency of
Item Responses
YES NO
1. The SLMs appropriately cover all the essential skill/s prescribed /
in the MELC.
2. The SLM is an efficient self-learning material for the learners. /
3. In answering the activities, minimal or no supervision is needed /
by the learners.
4. The learners are able to submit their outputs (answers to the /
assessment) on time.
5. After the utilization of the SLMs, remedial and supplementary /
materials are still needed to assist learners in the mastery of skills.
6. Follow-up assessment and exercises given to the learners after /
SLM utilization have shown mastery of the skills needed to be
learned.

V. Benefits/advantages of using the Self-Learning Modules.

 Frequency
Responses of
Responses
1. The SLMs were advantageous and helpful on the part
of the Teachers, because the subject matters/lessons
in the four components of MAPEH were presented
clearly with all the illustrations and explanations, it
9
can easily understand by the pupils without the aid of
For the
the Teachers in the new normal situation.
Teachers

1. The lessons were simply and briefly presented that’s 9

why it’s easy to understand by the pupils and parents.

1. They have a self-paced learning, SLMs are both 6

beneficial for slow and fast learners. This reduces
VI. stress and increases satisfaction.

2. They can study wherever, whenever; they don’t need 6

For the Learners
to be stuck in the classroom, they can study in their
most comfortable way.

3. Learning tasks are concise. 6

Challenges/limitations of Self-Learning Modules

Frequency
Responses of
Responses
1. Teachers cannot assess the learning of the pupils
properly, because there are instances that the parents
For the
are the ones who answer the self -learning modules, 9
Teachers
not the pupils.

1. Chances of distraction is high, with no faculty around,

no face-to-face interaction and no classmates who can 6
help with constant reminders.
For the Learners
2. This is not a good idea for the learners who always
tend to procrastinate because they can lose track in 6
the given deadlines.

VII. Suggestions/Recommendations to further enhance the development and utilization of Self-Learning Modules.

Suggestions/Recommendations Frequency of Responses

 I suggest to let us go through some ways to 6
improve self-learning modules, avoid using
complicated words and jargons, using of
difficult phrases can lessen the learners
understanding. Using more understandable
phrase can help the learner’s comprehension;
 Adding more visuals and drawing to use as 6
examples can be helpful too.
 Department of Education
Region V
Division of Camarines Sur
Sipocot South District
CAIMA ELEMENTARY SCHOOL

CONSOLIDATED DATA FOR LEARNERS

PROGRESS ASSESSMENT ON THE UTILIZATION OF SELF-LEARNING MODULES (SLMs)
FIRST QUARTER
SY 2020–2021

Learning Area: ALL SUBJECTS

Division: CAMARINES SUR

I.

Bilang ng Sagot
Aytem
Sang-ayon Hindi Sang-ayon
1. Madali kong nauunawaan ang Modyul na pinapadala ng /
aking guro.
2. Hindi ko na kailangan ng taga-gabay sa pagsagot sa mga /
Gawain. Kayang-kaya kong gawing mag-isa ang mga gawain sa
Modyul.
3. Madali para sa akin na sagutan ang mga gawain hanggang /
sa ito ay matapos.
4. natututo ako sa pamamagitan ng pagsagot sa mga gawain. /
5. Kailangan ko pang maghanap ng ibang sanggunian upang /
masagutan ang mga gawain.
6. Natatapos at naipapasa ko ang Modyul sa takdang oras. /

II. A. Ano ang mga bagay na nagustuhan mo sa Modyul na iyong ginagamit?

Mga Sagot Bilang ng Sagot

Madali kong nauunawaan ang mga Gawain sa Modyul. 6

Malinaw ang mga panutona nakasaad kung kaya’t madali

para saakin na sagutin ang bawat aralin. 6

B. Ano ang nais mong alisin, baguhin o idagdag sa mga Modyul para maging mas madali at masaya ang iyong pag-
aaral gamit ang mga ito?

Mga Sagot Bilang ng Sagot

 Nais long madagdagan ang mga halimbawa ng dapat long
matutunan o maunawaan. 6

Nakatutulong ang mga larawan at graphic organizer, kaya’t

aking iminumungkahi na ito’y madagdagan. 6

Department of Education
Region V
Division of Camarines Sur
Sipocot South District
CAIMA ELEMENTARY SCHOOL

ASSESSMENT TOOL FOR TEACHER

PROGRESS ASSESSMENT ON THE UTILIZATION OF SELF-LEARNING MODULES (SLMs)
FIRST QUARTER
SY 2020–2021

Name of Teacher: From Kindergarten to Grade VI Advisers

Learning Area: ALL SUBJECTS

Grade Level: Kindergarten to Grade VI

School: CAIMA ELEMENTARY SCHOOL

Division: CAMARINES SUR

I. Instructional Design and Organization of the Self-Learning Modules for Quarter 1:

Frequency of
Item Responses
YES NO
1. SLMs have learning objectives that are anchored on the MELCS. /
2. SLMs use various motivational strategies to ensure learners /
interest and engagement.
3. SLMs have contents that are logically developed and organized, /
with activities arranged from simple to complex.
4. SLMs contain essential instructional design elements that /
contribute to the achievement of learning objectives.
5. SLMs allow for review, comparison and integration with /
previous lessons.
6. SLMs use process questions and activities which require /
different levels of cognitive domain ro achieve desired learning
outcomes.
7. SLMs include a variety of learning tasks and formative /
assessments that are appropriate, suitable and doable for the
learners.
8. SLMs have integrated desirable values and traits. /
9. SLMs have a variety of assessments that are aligned with the /
specific objectives and contents.
II. Readability of the Self-Learning Modules for Quarter 1:

Frequency of
Item Responses
YES NO
1. Vocabulary used in the SLM is appropriate to the learner’s level /
of comprehension and experience.
2. Length and structure of sentences in the SLMs are suited to the /
comprehension level of the target users.
3. Paragraph structures in the SLM facilitate smooth flow of ideas /
and concepts.
4. Topics and ideas presented from one lesson to the next are /
coherent and integrated with each other.
5. Instructions, discussion points, questions and activities are clear /
to the target users.

III. Instructional Quality of Self-Learning Modules for Quarter 1.

Frequency of
Item Responses
YES NO
1. The contents of the SLMs are accurate. /
2. The SLMs are free from any social content violations. /
3. The SLMs are free from factual and computational errors. /
4. The copyrighted texts and visuals are accurately cited on the /
page where they are presented.
5. The references are properly cited in the reference list. /
6. Recommended materials for further reading and references /
from other learning resources are also listed.

IV. Utilization of Self-Learning Modules for Quarter 1.

Frequency of
Item Responses
YES NO
1. The SLMs appropriately cover all the essential skill/s prescribed /
in the MELC.
2. The SLM is an efficient self-learning material for the learners. /
3. In answering the activities, minimal or no supervision is needed /
by the learners.
4. The learners are able to submit their outputs (answers to the /
assessment) on time.
5. After the utilization of the SLMs, remedial and supplementary /
materials are still needed to assist learners in the mastery of skills.
6. Follow-up assessment and exercises given to the learners after /
SLM utilization have shown mastery of the skills needed to be
learned.

V. Benefits/advantages of using the Self-Learning Modules.

 Frequency
Responses of
Responses
1. 1. The SLMs were advantageous and helpful on the
part of the Teachers, because the subject
matters/lessons in the four components of MAPEH
were presented clearly with all the illustrations and
For the explanations, it can easily understand by the pupils 9
Teachers without the aid of the Teachers in the new normal
situation.
2. The lessons were simply and briefly presented that’s
why it’s easy to understand by the pupils and parents.

1. They have a self-paced learning, SLMs are both 6

beneficial for slow and fast learners. This reduces
stress and increases satisfaction.

2. They can study wherever, whenever; they don’t need 6

VI. For the Learners
to be stuck in the classroom, they can study in their
most comfortable way.

3. Learning tasks are concise. 6

Challenges/limitations of Self-Learning Modules

Frequency
Responses of
Responses
1. Teachers cannot assess the learning of the pupils
properly, because there are instances that the parents
For the
are the ones who answer the self -learning modules, 9
Teachers
not the pupils.

VII. 1. Chances of distraction is high, with no faculty around, 6

no face-to-face interaction and no classmates who can
help with constant reminders.
For the Learners
2. This is not a good idea for the learners who always 6
tend to procrastinate because they can lose track in
the given deadlines

Suggestions/Recommendations to further enhance the development and utilization of Self-Learning Modules.

Suggestions/Recommendations Frequency of Responses

 I suggest to let us go through some ways to 6
improve self-learning modules, avoid using
complicated words and jargons, using of
difficult phrases can lessen the learners
understanding. Using more understandable
phrase can help the learner’s comprehension;
 Adding more visuals and drawing to use as 6
examples can be helpful too.