MOST ESSENTIAL LEARNING COMPETENCIES

(MELC) – BASED MODULES LEARNERS’

MASTERY AND PERFORMANCE IN
MATHEMATICS VI

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 1064-1075
Document ID: 2023PEMJ1317
DOI: 10.5281/zenodo.10068475
Manuscript Accepted: 2023-3-11
Psych Educ, 2023, 14: 1064-1075, Document ID:2023 PEMJ1317, doi:10.5281/zenodo.10068475, ISSN 2822-4353
Research Article

Most Essential Learning Competencies (MELC) - Based Modules

Learners’ Mastery and Performance in Mathematics VI
Nuova Fima Marie C. Maylon*
For affiliations and correspondence, see the last page.
Abstract
The main thrust of this research was to assess the teachers’ perception on the Most Essential learning
Competencies (MELC) based modules in relation to Learners performance in Mathematics VI. The
respondents of the study were Grade VI teachers and learners in the Division of Bohol. Specifically, this
study sought to determine the mastery level of Grade VI learners in mathematics competencies in first to
third quarters. This study used descriptive-survey, documentary analysis and correlation research designs to
obtain the information needed. The study covered 3,655 learners and 731 teachers in Grade VI. The data of
the study were computed and presented on tables using the weighted mean, Pearson-Moment Coefficient of
Correlation the results were analyzed and interpreted. Based on the findings the content were relevant,
quality were moderately high and usability were described as useful. And the learned competency from first
to third quarter falls to mastery level. Content was significantly related to learners performance while,
quality and usability had slight relation to learners performance. After a thorough examination of the
findings and conclusion of the study, the researcher recommends. On paying more attention on the learning
materials used in classroom, to encourage to innovative materials and techniques in teaching mathematics
and the necessity of reviewing the aspects of MELC - based modules. Furthermore, the math experts, subject
area supervisors and math writers and teachers must collaborate and focus to the less to least mastered
competencies. From the given recommendations, the researcher offers a proposed improvement measure.

Keywords: MELC, teachers and learners, mastery level, innovative materials and techniques

Introduction modules. One writer per module, and after a day or

In the current educational system, adjustment in
curriculum was crafted by the Department of
Education in consideration to the alarming results and
impact of coronavirus across the country has elicited
the Most Essential Learning Competencies (MELC).
As such, the MELC are defined as what the students’
need, considered indispensable, in the teaching-
learning process to building skills to equip learners for
lifelong learning. It is MELC- based modules are
useful to teachers as guide in acquiring knowledge,
understanding skills, and attitudes that they need to
facilitate in every lesson.
On the other hand, due to the sudden shift brought by
the pandemic, modules were made in short span of
time. Writers were cramming to finish the modules in
time. For instance, the content would be crafted by the
subject matter expert, while the graphic designer
would be concerned with making sure the content
presentation connects through the user with the goals
and objectives, assessment, evaluation, and other
necessary parts. These were the inadequate practices
on crafting the MELC-based modules since the writers
were only subject teachers who were chosen by the
immediate supervisors, the writers were deem to be
good teachers in the subject area but were just trying
their very best in completing the MELC- based
two of writing workshops the teacher writers finished
crafting the modules with less reviews and assessment
as of the short period of time.
Besides, the Department of Education (DepEd)
identified 53 out of 155 errors in Mathematics
Modules, 15 were duplicates, 11 were from unknown
resources, 20 factual ideas and 7 are computational
related mistakes. The accuracy of the content in
learning material is important. Up to date informations
that cope with the new changes must be considered to
ensure the appropriateness of the content of a learning
material. (Fazio, 2014). Learning material which is
difficult to understand will contribute to decrease of
learning (Kumari, 2012) while inappropriate learning
material will not make the learners achieve better
academic performance (Idrus, 2006).
Moreover, the Quarterly Report on Assessment
Analysis of Grade VI Progress and Achievement
Report in Ubay 1 District shows that grades in
Mathematics are lower as the majority of grades fall to
Fair level to Satisfactory level and less to Very
Satisfactory level. These are evident from the reports
of the school year 2021-2022. In this connection the
researcher would like to gather data on the MELC and
learners’ mastery and academic performance in
Mathematics VI for the school year 2022-2023. Hence,
the researcher has come up with the study.

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Research Article

from first to third quarter of school year 2022-2023.

Research Questions
The main purpose of this study is to assess the
teacher’s perception on the Most Essential Learning
Competencies (MELC)-based modules and learners’
mastery academic performance in Mathematics VI of
the Public Elementary Schools in the Division of
Bohol for the School Year 2022-2023.
Specifically, it seeks to answer the following
questions:
Likewise a correlational method was used to determine
the relationship between the quality, content, usability,
learner’s mastery level and learners’ performance on
Mathematics VI.
Environment and Respondents
The study was conducted in thirty (30) different public
elementary schools in the Division of Bohol, located in
twenty six (26) municipalities, as respondent schools.

1. What is the perception of teachers of the MELC- With the use of Stratified Random Sampling the
based modules content in Math VI in terms of: respondents in every district of the study were chosen,
1.1 clarity; seven hundred thirty one (731)teachers handling
1.2 congruency; mathematics and three thousand six hundred fifty five
1.3 purpose; (3, 655) learners from grade VI which comprises the
1.4 quality; subject of the study.
1.5 relevance;
1.6 significance; and Furthermore, it should be noted that this sample does
1.7 usability? not represent the entire population, but it is considered
2. What is the mastery level of learners based on the acceptable to demonstrate the purpose of this study.
set of With the following distribution:
competencies in every quarter:
2.1 first quarter;
2.2 second quarter; and
2.3 third quarter?
3. What is the academic performance of Grade VI
learners in Mathematics VI subject using the MELC
based Modules?
4. Is there a relationship between the learners’
academic performance and teachers’ perception in
terms of:
4.1 clarity;
4.2 congruency;
4.3 purpose;
4.4 quality;
4.5 relevance;
4.6 significance; and
4.7 usability ? The researcher does not intend to generalize the results
5. What action plan could be proposed based on the but to qualitatively describe the teachers’ perception of
result of the study? Mathematics Most Essential Learning Competency
based Module in the current school year 2022-2023.
Methodology
Instrument

Design The research instrument used to assess the Most

This study employed a descriptive-survey method in
assessing the teachers’ perception to learner’s mastery
on Most Essential Learning Competencies (MELC)
content, learners’ academic performance in
Mathematics VI and mastery level of competencies
Essential Learning based modules at the Elementary
level in the Bohol Division. The questionnaire for
content were developed based on the study of Goode
as cited by Natividad (2021) in his published thesis
“Perceived effectiveness of Self-Learning Modules in
the Elementary Level”. The 45-item test questionnaire

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Research Article

was further modified and subdivided to seven

principles of content.
research location to conduct survey. After the
The teacher questionnaire was composed of three approval, the researcher survey questionnaires were
parts. The first part the perception of teachers of the distributed and retrieved from the respondents. After
MELC- based Module which contains the seven answering the questionnaires, the responses were
principle of content named as follows: clarity, tallied for analysis and interpretation.
congruency, purpose, significance, relevance, quality
and usability. It was measured using the agreement of
teacher respondents on the given statements with a 4- Results and Discussion
point Likert scale which was 4- Strongly Agree, 3-
Agree, 2-Disagree and 1-Strongly Disagree.
This chapter covers the presentation, analysis, and
Another questionnaire was used to measure the interpretation of data according to the sequence of
mastery level of learners in every competency in given specific- sub problems.
mathematics for the school year 2022-2023 from first
quarter to third quarter. It is based to the list of Most Table 1. Teachers’ level of perception of MELC-
Essential Learning Competencies. It was measured based Module N=731
using the agreement of learner and teacher respondents
with a 4-point Likert scale which was 4- Highly
Mastered, 3- Mastered, 2-Less Mastered and 1- Least
Mastered.

The instrument was pre-tested using the Cronbach

Alpha in determining the reliability and validity of the
instrument. The respondents for the reliability and
validity test of the teacher questionnaire were the 5
teachers from Humayhumay Elementary School.
While the respondents for the Learners questionnaire
were randomly selected Grade 6 learners from the two
schools. The Learner questionnaire obtained a
reliability coefficient of .783 and the Teacher
Questionnaire was .860, which were both considered a
good measure of internal consistency.

To collect information regarding the study, the

researcher distributed survey questionnaires to the
respondents. Instructions were given especially to
learners. The researcher asked the respondents to
provide answers to the question given. Information
gathered was used for analysing and interpreting the
results.

The study was conducted to all public elementary

schools of different s of the Division of Bohol. The
subjects of the study were the Grade Six teachers
handling mathematics and learners for the school year
2022-2023.

Procedure

A letter of request was sent to the Dean of the college

and Campus Director for approval to conduct the
study. After the approval, a request letter to conduct
the study was sent the Division Superintendent. After,
a request of permission sent to the principals of the

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Research Article

Table 1 shows the teacher’s perception of the MELC-

based modules in terms of content clarity the statement
“The MELC-based modules have details enough for
learner to progress through the instruction”, got the
highest weighted mean under the content principle
clarity of 2.72 which is interpreted as “clear” while the
statement “target objectives being formulated giving
clear direction and establish of expectancy” got the
lowest weighted mean 1.94 which is interpreted as
“less clear”. The composite weighted mean under
clarity got 2.378 which means “less clear”. Lack of
clarity or with unspecified means of implementation
depicts a major problem at the accomplishing goals.
There are significant changes on problems related to
clarity as seen in many studies. This is in line with the
study of (Gross, 2017) found that the majority of
teacher were unable to identify the important features
of the new modules as to unclear changes can cause
apprehension and uneasiness to implement the new
sets of learning materials.

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Research Article
The table displayed on the teachers’ perception on
content congruency the item “are consistent with topic
skills found in the DepEd MELC for Mathematics VI”
got the highest weighted mean of 3.55 meaning “very
congruent”. This means that the modules in
mathematics VI are consistently align with the given
sets of competencies. Meanwhile, the statement “the
MELC- based modules embed motivational and
cognitive strategies in every lesson/ topic to keep
learners on track” got the lowest weighted mean of
2.58 meaning “congruent”. Though it got the lowest
weighted mean it still is congruent when in terms of
keeping the learners on track.
The composite weighted mean in the content
congruency is 2.912 interpreted as “congruent”. This
agrees on the study of Mercado (2017) revealed that
when objectives in the module are congruent, specified
time allotment, and possesses an appropriate
instruction. Stated objectives have an essential role in
the appropriateness of the MELC-based module. In
addition, Salandanan (2015) further emphasized that
module that are congruent to the objectives and to the
other parts of it shall make the learner to progress. The
congruency of instructional materials to the objective
of the lesson is an essential aspect of the lesson, and an
important consideration in using the learning material.
The results on the content purpose as perceived by the
teachers manifest that the MELC- based modules are
“purposeful” with the composite mean of 2.677. The
statement “the MELC- based modules enable the
learner to acquire skills and competencies in(MELC)”,
got the highest weighted mean 3.10 which is
interpreted as “purposeful” all the items under content
purpose where interpreted as purposeful meaning the
teacher perceives that the MELC- based modules in
mathematics VI content guides the learner to acquire
the needed skills and competencies. This correlates
with the study of Samonte as cited by Vergara (2017)
assessed module for the use of learners of St.
Scholastica College. It was found out that the majority
of the learners’ responses were positive. The
suggestions were sufficient reasons for considering the
modules to be purposeful. Purpose is also one of the
principles of content. Thus, the study arrived in a
conclusion that the current instructional materials used
are purposeful and adequate. Yet, the modules were
designed for self-instruction. It is purposeful when use
by teachers in their class.
In addition, table shows the teachers’ perception on
content quality. The Statement no. 1 “The MELC
based modules have content and text font that are easy
to read” got the highest 3.04 which means “moderate
Nuova Fima Marie C. Maylon
quality”. The result depicts that MELC based modules
are in moderate level quality and it is suitable to the
grade level as perceived by the teachers. The
discussions and activities in the MELC based modules
are match to the needs and level in doing the activities
and assessments to attain and fully grasp the
competencies in Mathematics VI. The composite
weight weighted mean got 2.70 which is interpreted as
in moderate quality since all the statements under
content quality were describe as “moderate quality”.
This connects with the study of Lacbay (2020), that
modules used as supplementary learning materials
together with the use of other learning materials are
designed to assist learners in improving their critical
thinking skills, problem-solving and intellectual skills
that would be based on the real – life situation to
become independent learning.
Table 1 also depicts the teachers’ perception of the
MELC-based modules in terms of content relevance.
For the teacher respondents the statement “The MELC
based modules assess to bridge the gap between what
the learners already know”, are consistent with topic
and skills found in the DepEd competencies for
Mathematics VI,” obtained the highest weighted mean
of 2.81, which is describes as “relevant”. This shows
that the teachers are using MELC based modules as it
is aligned with the set of competencies given for the
current school year. These modules serve as guide and
reference in making lesson plans and lesson logs.
On the other hand, the statement “The MELC based
modules provide for the development of higher
cognitive skills,” got the lowest weighted mean of 2.30
and describes as “less relevant”. Still, the ratings
provided great help in improving the learning material
in this aspect. It is still a must to correct mathematical
misinformation, since the material serves as the bible
of the daily classroom quest for knowledge. Teachers
found out some conceptual, grammatical, answer keys
and typographical errors in the module. Chinwendu
(2014) has stated lexico syntactic errors contained in
the teaching materials if not corrected will make
students the conveyor belt of the errors contained in
the teaching material. This means errors in the
teaching material should be corrected so as not to
multiply the commission of mistakes since most
teachers and students are dependent on these materials
for teaching and learning.
In addition, the table exhibits the teachers’ perception
on content significance. The statement the MELC-
based modules suit to the learners’ academic need and
level in mathematics,” got the highest weighted mean
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Research Article

3.28 and describes as “most significant”. This means
that the modules are having concepts that were
developed to contribute enrichment, reinforcement and
mastery of learners in Mathematics VI competencies.
Meanwhile, the statement “the MELC-based modules
have concepts that were developed to contribute
enrichment, reinforcement and mastery”, got the
lowest weighted mean 2.13 which is described as “less
significant”, this means that the modules are used only
as references and does not mean for remedial
instructions. This finding is in consistent with the
discussion of Nepomuceno as cited by Balderas (2016)
who described the modules in the following
statements: It focuses on a distinctive, identifiable
skills or set of skills or outcomes other than skills, it is
fairly short so as to make learners use their study time
significantly that is essential for self-teaching.
Besides, it describes the teachers’ perception of MELC
based modules on content usability. The statement “the
MELC- based modules help teacher in accomplishing
the competencies in every topic/competencies,”
obtained the highest weighted mean 3.13 which
described as “useful”. It portrays that when teachers
are using modules in mathematics, learners cannot
answer the activities and evaluation part without
guidance, further instruction and giving examples.
While statement
“The MELC- based modules are easy to avail, access
and is user friendly,” gained the lowest weighted mean
of 2.45 which is describes as “slightly useful”. It
relates that the teacher can taught the required number
of competencies and topics in a given time. If the
MELC- based modules are easy to access.
themselves in learning concepts presented in printed
modules. Also, for teachers who are using MELC
based modules in their everyday lessons the lessons
progressed and the set of needed competencies can be
attained.
Along this line of thought, majority of the respondents
were very optimistic and enthusiastic in their desire for
the improvement of the learning material, since there
are some concepts that gained low weighted mean as
shown in the three tables. And these materials are used
for instruction. Similarly, various researches have
already been conducted like that of Tomlinson (2011)
which attempted to develop learning materials. The
improvement and enhancement of the learning
material is based on the suggestions of both math
experts and teacher respondents who were the users of
the material and has direct contact with students. There
is a need for re-evaluation of the learning materials
and check if they are updated, relevant and still suited
to the needs of students. On the other hand, it is also a
need to put in consideration to determine also if the
material is aligned with the international standards of
mathematics education.
Table 2. Mastery Level in Mathematics VI Most
Essential Learning Competencies First Quarter

Proper evaluation of learning materials will lead to

quality learning. Without sufficient and quality
learning materials, there is always the danger that
learners do not acquire the necessary knowledge,
skills, and attitude appropriate for them to be ready
and confident in all the rudiments of learning and are
equally competitive with learners in other parts of the
world.

As cited by Troop (2020), there must be an interaction

between the learner and content to have effective
acquisition and development of new knowledge. In
developed learning materials educators must actively
engage in incorporating interesting content to stimulate
interest and increase motivation among the learners.

It supports the study of Dangle (2021), the DepEd

modules is effective in today’s fast transition
educational learning time. The students engaged

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Table 3 demonstrates the mastery level of most

essential learning competencies in mathematics VI for
second quarter. Item “The learner solves routine and
non -routine problems involving finding the
percentage, rate and base,” obtained the lowest
weighted mean of 2.07 from the learner respondent
and 2.11 from teacher respondents, both are describe
as “less mastered”.

Table 3. Mastery Level in Mathematics VI Most

Essential Learning Competencies Second Quarter

Table 2, exhibits the mastery of most essential learning

competencies in mathematics VI in first quarter. Item
no. 2 “The learner solves routine and non-routine
problems involving addition and/or subtraction of
fractions,” got the lowest weighted mean 1.97 which is
describes as “least mastered”.

Table 2 verifies that the first quarter competencies are

mastered with an overall weighted mean of 2.64 and
2.68 from the learner and teacher respondents
respectively. There are competencies which are “less
mastered” and “least mastered” but there are more
“mastered” competencies in first quarter most essential
learning competencies.

It is also supported with the response of the teacher

respondents that got the weighted mean 2.03 which is
described as “less mastered”. The addition and
subtraction competency found in item 1 and 2 shows
that learners have a great difficulty in this competency
in the first quarter.

This can be also related to the study of Resnick (2016)

found that learning fractions especially addition and
subtraction can be challenging for students with
Solving percentage, base and rate are a complex
mathematical learning difficulties. Students with
concept consisting of different aspects and requiring
inaccurate whole number line estimation performance
different concepts of proportional reasoning. Teachers
were twice as likely to show low- growth in fractions.
need to pay close attention to their approaches to
Therefore, a critical need exists to improve fractions
percentage, base and rate problems in order to build
learning for students with mathematics learning
robust understanding. The competency about the
difficulties. Moreover, addition and subtraction of
competency on ratio got also a low weighted mean
fractions requires more step than multiplication and
2.48 and 2.55 from learner and teacher respondents
division. It requires common denominator which make
respectively. This result can be implied from the study
it a bit complex than the other competencies.
of (Lamon, 2007) since ratios are an important aspect

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Research Article

of percentages, dealing with percentage problems

requires the use of proportional reasoning. Percentages
as intensive quantities provide a standardized way to
solve comparison problems, whereas percentages and
ratios provide ways of solving missing-values
problems.
Overall, the composite weighted mean is 2.70 for both
learner and teacher respondent, it is describe as
“mastered” meaning the learner did grasp the
mathematics competencies for the second quarter. Like
the first quarter, there are some competencies that
were less mastered but in the overall mastery level the
learners mastered most of the competencies in second
quarter most essential learning competencies.
known and asked not in accordance with the problem
and did not know the purpose of questions. This is in
line also with research conducted by (Morin, 2017)
which states that the cause of difficulties is not being
able to understand the concept, not being able to
determine completion of the mathematical sentence. In
addition, it is also observed to find out other factors
that influence students’ difficulty in learning.
Table 4. Mastery Level in Mathematics VI Most
Essential Learning Competencies Third Quarter

Table 4 demonstrates the mastery level in mathematics

VI of the most essential learning competencies for
third quarter. The item “The learner solves word
problems involving measurement of surface area,” got
the lowest weighted mean of 1.93 which is described
as “less mastered”.

The confusion of solving the surface area can be

interpreted as a transformation error as revealed in
several researches also documented results which
show even in college students’ poor understanding of
surface area (Light,2007). This is exact what Mahlaba
(2020) highlighted that most students are trained to
memorise for the tests and examination, they cannot
apply what have learnt in a new polygon. Errors like
the ones present imply that there is need of designing
robust interventions to enhance students’
understanding from level where the teaching and
learning of surface area is introduced.

Overall, the most essential learning competencies for

third quarter obtained the weighted mean 3.06 and
2.94 from learner and teacher respondents respectively
both describes as “mastered” this means that the
learners have mastered the competencies for the third
quarter. There are few competencies that fall to “less
mastered” nonetheless, the overall mastery for the
quarter is evident.

Together with, the most essential learning

competencies in three quarters it is evident that the
competencies which got low weighted mean are the
less mastered competency and doing problem solving.
Similar to the research conducted by (Jupri, 2016)
which concluded that the difficulty experienced by Table 5 results clearly depict that most of the
students in solving word problems is to understand the respondents got “Very Satisfactory” with the grades
meaning of the words in the given problem. The same range from 85-89, obtained 77.42%. It can also be seen
t h i n g was e x p r e s s e d by m a t h e m a t i c s that there are only 161 out of 3655 or 4.40 %
teacher difficulties in solving word problem unable to
write down what is known and asked, write down

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respondents got the “Outstanding” with grades ranges Table 6. Relationship between MELC based Modules
from 90-100. 90 out of 3655 or 2.46 % of the to Academic Performance and Mastery Level of Grade
respondents got grades from 75-79.
VI N=731
Table 5. Learners’ Academic Performance in
Mathematics VI N=3655

Therefore, majority of the learner respondents got

“very satisfactory” grades it is considered that learners
have mastery on the mathematical competencies but
there are also learners who fall to “fair satisfactory” to
“fair” grades.

Teaching and learning materials such as textbooks,

modules and teachers’ guide and other learning aids
are critical ingredients in the teaching and learning
Besides, table 6 exhibits the relationship between the
process. Learning materials aid teaching and learning
perception of teacher’ on MELC- based modules
as learners are able to see what the teacher teaches.
content congruency to learner’s academic
They also provide opportunities for pupils to use what
performance. For the paired variables content
they have learned (Etsey, 2005). Finally, it can be
congruency of MELC- based Modules and
concluded that uses of teaching material such as
Mathematics VI academic performance the r value
module in classroom plays a vital role for achieving
0.0857 is greater than the p- value 0.00204 the result
better performance in mathematics.
denotes that there is a significant relationship between
Table 6 manifests the relationship between the the congruency of MELC- based modules and the
perception of teacher’ on MELC- based modules mathematics VI performance. Therefore, the null
content clarity to learner’s academic performance. For hypothesis was rejected.
the paired variables content clarity of MELC- based
It is supported the study of Dangle (2021), the MELC-
Modules and Mathematics VI academic performance
based modules from the Department of Education is
the r value 0.0435 is greater than the p- value 0.00255
effective in today’s fast transition educational learning
the result denotes that there is a significant relationship
time. The students engaged themselves in learning
between the content of MELC based modules and the
concepts presented in printed modules. Also, for
mathematics VI performance. Therefore, the null
teachers who are using MELC- based modules in their
hypothesis was rejected.
everyday lessons the lessons progressed and the set of
needed competencies can be attained.
Thus, this ascertains the fact that using MELC- based
modules guide learners to understand the content
Meanwhile, table 6 exhibits the relationship between
clarity regardless of other factors, and increases their
the perception of teacher’ on MELC- based modules
performance, the positive effect on learners’ academic
content purpose to learner’s academic performance.
performance benefit learning. The use of learning
For the paired variables content purpose of MELC-
materials aside from textbooks. The way teachers
based Modules and Mathematics VI academic
facilitates learning with the help of modules, learners
performance the r value 0.565 is less than the p- value
are being equipped with knowledge, concepts and 0.1269 the result denotes that there is a no significant
mathematical skills can play essential role in coping relationship between the purpose of MELC- based
with their studies and make them capable of competing modules and the mathematics VI performance.
globally (Selwyn, 2015). Therefore, the null hypothesis was accepted.

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The most important thing to consider is the purpose of
content thus its features will determine the
appropriateness of its output. The study of Guido
(2014) affirms that the realization of appropriateness,
development, and comprehension of competency of
the learning module helps learner’ progress in
mathematics concepts. The learning module is found
to be effective in teaching and stimulates critical
thinking in a coherent academic pursuit as it enhances
learners’ understanding and critical thinking.
While, the paired variables content quality of MELC -
based Modules and Mathematics VI academic
performance the r value 0.1688 is greater than the p-
value 0.00001 the result denotes that there is
significant relationship between the content quality of
MELC- based modules and the mathematics VI
academic performance. Thus, the null hypothesis was
rejected.
On the other hand, the quality of the learning material
appears to be the most appealing area in predicting
teaching effectiveness towards teaching elementary
learners. The result connects the study of West (2019)
that there is strong correlation between the quality of
learning material and academic achievements
regardless of learners’ socio economic status. Learners
without learning modules achieved significantly lower
test scores than those who had learning modules. With
the high correlation between learning materials and
achievement shows the effect on individual student,
but also the effect of how a teacher has when using
learning materials. Likewise, when the teacher uses the
MELC based modules as guide and without copies for
the students the learners may not cope with the oral
dictation and may fail to some mathematical concepts.
While, table 6 also manifests the relationship between
the perception of teacher’ on MELC- based modules
content relevance to learner’s academic performance.
For the paired variables content relevance of MELC-
based Modules and Mathematics VI academic
performance the r value 0.00643 is less than the p-
value 0.0823 the result denotes that there is a no
significant relationship between the relevance of
MELC- based modules and the mathematics VI
performance. Therefore, the null hypothesis was
accepted.
This is in line with Sadsad’s (2000) study on relevance
of the resource content in Science and Technology I in
the Division of Quezon City revealed that there was
high significant relationship between the assessments
of the pilot and non-pilot science teachers as to level of
relevance and acceptability of the resource book in
Nuova Fima Marie C. Maylon
terms of contents, organization of topics, utility,
mechanic or language used, appropriateness of
presentation, illustration, pedagogical approaches and
physical makeup of the test.
Besides, table 6 exhibits the relationship between the
perception of teacher’ on MELC- based modules
content significance to learner’s academic
performance. For the paired variables content
significance of MELC- based Modules and
Mathematics VI academic performance the r value
0.0491 is greater than the p- value 0.00001 the result
denotes that there is a significant relationship between
the significance of MELC- based modules and the
mathematics VI performance. Therefore, the null
hypothesis was rejected.
Besides, the paired variables content usability of
MELC - based Modules and Mathematics VI academic
performance the r value 0.3100 is greater than the p-
value 0.2872 the result denotes that there is significant
relationship between the usability of MELC- based
modules and the mathematics VI performance. Hence,
the null hypothesis was rejected.
The results of the paired variable agrees the study
Pedro, (2018) that learning module has confirmed
positive impact on learners’ performance by the
guidance of teachers. The use of MELC- based
modules alleviates the workload of teachers in finding
appropriate materials for the lessons. This boosts
learners’ capability of performing well.
Conclusion
The inference of the study posits that the content of
Most Essential Learning Competencies based modules
used by teachers in teaching was related to the
learners’ mathematics VI performance of the
participating public elementary schools of Bohol
Division. The teacher respondents shows that the
learning material used for the current school year
2022-2023 is the MELC- based modules were the less
clear, congruent, purposeful, moderate quality,
relevant, significant and useful.
Consequently, the learners’ Mathematics VI
performance was related by clarity, congruency,
quality, significance, and usability. While, it is not
related to purpose and relevance. The difficulty
experienced by learners in solving word problem in
mathematics VI competencies in first to third quarter
was slightly correlated with the MELC- based modules
used in the classroom. Majority of learner’s
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Research Article
performance was very satisfactory and less to
outstanding.
The following recommendations were drawn
according to the major findings of the study: (1)
Learner Resource Supervisors need to ensure that pre-
testing of the modules before being shared in the field.
There ought to be a sustained continuous monitoring
and feedback from the user. The need to strengthen the
monitoring and evaluation unit which in this case is
the Department of Education Learning Resources
Supervisors to maximise the quality of instructional
modules. This will in turn assure the learners’ high
academic performance in Mathematics VI. (2) The
training of teacher writers and subject supervisors
involved in crafting learning modules and editors who
review them need to be continuously updated. This
will guide in producing of high quality learning
modules for learners that can be used in any learning
modality. (3) Teachers are encouraged on innovative
materials and techniques in teaching mathematics to
alleviate the performance of learners who are having
difficulty in some mathematics least mastered
competencies. (4) Learning Resource Supervisors
simplifies the instructions/ directions in the module
must also be done. Moreover, lessons and activities to
be included in the modules must be appropriate to the
needs of the learners. (5) Carrying out a number of the
workshops to train the teachers on the modern strategy
of the modules, how teachers can use it in classrooms
to raise teaching levels especially in Mathematics
specifically in solving word problems. (6) Subject
supervisors in subject areas, module writers and
teachers must collaborate and focus on the less to least
mastered competencies in mathematics.(7) Future
researchers may conduct further studies in the area of
learning materials used in a wider scope.
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