it's all about MELC

1. MELCs Monitoring Tool
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2. MELCs Monitoring Tool
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Purpose: seeks feedback on the implementation of the Most Essential Learning
Competencies (MELCs) for formulating future curriculum policy.
Important Note: Responses will be kept strictly confidential and will be shared only with
the Bureau conducting the study following the RA 10173 or the Data Privacy Act of 2012.
PARTS of the MELCs Monitoring Tool:
1. Respondent’s Profile
2. Sufficiency of MELCs
3. Effects of MELCs in the Teaching and Learning Process
4. Issues and Gaps in the MELCs Implementation
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3. 3
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Respondent’s Profile
I.
1. Name (optional)
2. Age
3. Years of Teaching Experience in basic education
4. Gender
5. Subject being taught (choose 1)
 Edukasyon sa Pagpapakatao
 English
 Filipino
 Mathematics
 Science
 EPP/TLE
 MAPEH
 Araling Panlipunan
 Kindergarten Domains
 Mother Tongue
 Homeroom Guidance
 Core Subjects
o 21st Century Literature from
the Philippines and the World
o Contemporary Philippine Arts from the Regions
o Disaster Readiness and Risk Reduction
o Earth and Life Science
o Earth Science
o General Math
o Introduction to the Philosophy of the Human Person /
Pambungad sa Pilosopiya ng Tao
o Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
o Media and Information Literacy
o Oral Communication
o Pagbasa at Pagsusuri ng Iba't-Ibang Teksto Tungo sa
Pananaliksik
o PE and Health
o Personal Development/ Pansariling Kaunlaran
o Physical Science
o Reading and Writing
o Statistics and Probability
o Understanding Culture, Politics and Society

4. 4
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Respondent’s Profile
I.
 Applied Subjects
o Empowerment Technologies
o English for Academic and Professional Purposes
o Entrepreneurship
o Filipino sa Piling Larang
o Inquiries, Investigations and Immersions
o Research 1 (Qualitative Research)
o Research 2 (Quantitative Research)
 Academic Track (STEM Specialized)
o Basic Calculus
o Biology 1
o Biology 2
o Gen Chem 1
o Gen Chem 2
o Physics 1
o Physics 2
o Pre-Calculus
 Academic Track (ABM Specialized)
o Academic Track (ABM Specialized)
o Applied Economics
o Business Ethics and Social Responsibility
o Business Finance
o Business Math
o Fundamentals of ABM 1
o Fundamentals of ABM 2
o Organization and Management
o Principles of Marketing
 Academic Track (HUMSS)
o Community Engagement, Solidarity and Leadership
o Creative Nonfiction
o Creative Writing
o Culminating Activity
o Disciplines and Ideas in Applied Social Sciences
o Disciplines and Ideas in the Social Sciences
o Introduction to World Religions & Belief Systems
o Malikhaing Pagsulat
o Philippine Politics and Governance
o Trends, Networks, and Critical Thinking in the 21st Century

5. 5
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Respondent’s Profile
I.
 Arts and Design
o Apprenticeship and Exploration in the Performing Arts (Music)
o Creative Industries I-Arts and Design Appreciation and Production
o Creative Industries II-Performing Arts
o Developing Filipino Identity in the Arts
o Integrating the Elements and Principles of Organization in the Arts
o Leadership and Management in Different Arts Fields
o Performing Arts Production
o Physical and Personal Development in the Arts
 Sports Track
o Apprenticeship Off-campus
o Fitness Testing and Exercise Programming
o Fitness, Sports and Recreation Leadership
o Fundamentals of Coaching
o Human Movement
o Practicum (In-campus)
o Psychosocial Aspects of Sports and Exercise
o Safety and First Aid
o Sports Officiating and Activity Management
 TVL Track
o Macrame/Basketry
o Fashion Accessories
o Dressmaking (1)
o Dressmaking (2)
o Tailoring
o Hairdressing I
o Hairdressing II
o Nail Care
6. Grade Level being taught (choose 1)
 Grade 7
 Grade 8
 Grade 9
 Grade 10
 Senior High School
(Grade 11 or 12)
 Kindergarten
 Grade 1
 Grade 2
 Grade 3
 Grade 4
 Grade 5
 Grade 6

6. 6
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Respondent’s Profile
I.
7. Region
 Region I
 Region II
 Region III
 CALABARZON
 MIMAROPA
 Region V
 Region VI
 Region VII
 Region VIII
 Region IX
 Region X
 Region XI
 Region XII
 CARAGA
 BARMM
 Cordillera Administrative Region
 National Capital Region
8. Division
9. School
10. School Typology based on the number of Teachers
 Small
 Medium
 Large
 Mega

7. 7
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Sufficiency of MELCs
II.
Indicate your
response on the
following items
using the scale
below.
5 – Strongly
Agree
4 – Agree
3 – Disagree
2 – Strongly
Disagree
1 – No Chance to
Observe
The following items intend to determine the sufficiency of the MELCs in terms of
coverage, progression, learners’ preparation and their 21st century skills acquisition.
1. The MELCS in my learning area per quarter can be covered.
2. The MELCs consider the prerequisite knowledge and skills which are
emphasized in the lower grade levels.
3. The MELCs are aligned with the content standards in the grade level.
4. The MELCs are aligned with the performance standards in the grade level.
5. The MELCs are aligned with the grade level standards.
6. The MELCs give me time to promote mastery of the knowledge and skills
among learners.
7. The MELCS reflect the learning of 21st Century Skills (e.g. learning and
innovation, information media and technology, life and career skill, and
communication)
8. The MELCs prepare the learners for the next grade level.
9. The MELCs allow me to plan for and meet the individual learners’ needs and
interests.

8. 8
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Effects of MELCs in Teaching and
Learning Process
III.
1. What learning modality/ies do you mostly
employ? (Choose all that apply.)
 Self-Learning Module
 Online Learning
 TV-based Instruction
 Radio-based Instruction
2. Rank the following platforms/mechanism
based on the frequency of use in
communicating with your learner (5 as the
most frequently used and 1 as the least
frequently used.
 SMS (text messaging)
 Phone Call
 Online Messaging (e.g. Messenger,
FB, Viber, WhatsApp, etc)
 Printed/handwritten letter
 Others, ________________________
5- Strongly Agree 2 – Strongly Disagree
4 – Agree 1 – No Chance to Observe
3 – Disagree
3. Regardless of the learning modalities I employ, all
competencies in my learning area can be taught during
crisis situation.
4. All competencies in my learning area can be
assessed.
5. What distance learning modality do you find
facilitative/helpful, efficient in teaching your subject
given the current setup? (Tick all that apply.)
 Self-Learning Module
 Online Learning
 TV-based Instruction
 Radio-based Instruction
 Others _______________________

9. 9
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Issues and Gaps in the MELCs
Implementation
IV.
Indicate your
response on the
following items
using the scale
below.
5 – Strongly
Agree
4 – Agree
3 – Disagree
2 – Strongly
Disagree
1 – No Chance to
Observe
1. There are important learning competencies in the K to 12 Curriculum Guide that
were not included in the MELCs.
2. There are MELCS which cover broad topics that need unpacking and subtasking.
3. There are MELCs which are too specific that can no longer be translated into
learning objectives.
4. Based on your experience, which among the following factors helped in the
implementation of MELCs? (Choose all that apply.)
To what extent do you agree with the following sentences about the issues and gaps in the
implementation of MELCs
 Class Programming
 School Support
 LGU Support
 Technical Assistance from SDOs
 Assessment Mechanism
 Capacity Building
 Others
 Learning Modality
 Learning Environment
 Internet Connectivity
 Availability of Learning Resources
 Preparedness of Teachers
 Parental Support/Adult Supervision

10. 10
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The Monitoring Tool (actual online tool)
Forward button
to proceed to
the next page
COVER
PAGE
IV.

11. 11
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Online tool Pages on
Respondent’s Profile
Dropdown
buttons
(Sample for K to Grade 10)
selecting the grade level
prompts you to the subject being
taught in that grade level

12. 12
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Online tool
Dropdown
buttons
(Sample for
SHS)
Selecting
the Grade
level
prompts
you to the
subject
being
taught for
that grade
level
Pages on
Respondent’s Profile

13. 13
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Online tool Pages on
Respondent’s Profile

14. 14
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Online tool Pages on Sufficiency of MELCs
Important Note: Make sure to answer all items to proceed to the next page

15. 15
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Online tool Pages on the Effects of MELCs in
Teaching and Learning Process

16. 16
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Online tool Pages on Issues and Gaps
on MELCs Implementation

17. 17
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Online tool
http://bit.ly/surveyMELCS
Link for the online survey

18. Survey link: http://bit.ly/surveyMELCS
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Specialist Assigned Regions Email Address
Mark Anthony Bercando CAR, Region 5, Region 11 mark.bercando@deped.gov.ph
Roseta Comiso-Gallo Region 1, Region 6, Region 12 roseta.comiso@deped.gov.ph
Rowel S. Padernal Region 2, Region 7, CARAGA rowel.padernal@deped.gov.ph
Ricardo Ador Dionisio Region 3, Region 8,
National Capital Region
ricardo.adordionisio@deped.gov.ph
Lilia Lagrimas-Martinez CALABARZON, Region 9, BARMM lilia.lagrimas@deped.gov.ph
Joseph Gutierrez MIMAROPA, Region10 joseph.gutierrez@deped.gov.ph