Teachers&#039; Assessment on Most Essential Learning Competencies (MELCS): Basis for Action Plan

Joel  Galibo,; Ariane Gay  Gasco,

Teachers' Assessment on Most Essential Learning Competencies (MELCS): Basis for Action Plan

Discipline: Education

Abstract:

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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