MELCs Monitoring

Tool

Professionalism Integrity Excellence

Service
 MELCs Monitoring Tool
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 2
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 I. Respondent’s Profile
1. Name (optional)  Core Subjects
o 21st Century Literature from
2. Age the Philippines and the World
3. Years of Teaching Experience in basic education o Contemporary Philippine Arts from the Regions
4. Gender o Disaster Readiness and Risk Reduction
o Earth and Life Science
5. Subject being taught (choose 1) o Earth Science
 Edukasyon sa Pagpapakatao o General Math
 English o Introduction to the Philosophy of the Human Person /
 Filipino Pambungad sa Pilosopiya ng Tao
o Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
 Mathematics o Media and Information Literacy
 Science o Oral Communication
o Pagbasa at Pagsusuri ng Iba't-Ibang Teksto Tungo sa
 EPP/TLE
Pananaliksik
 MAPEH o PE and Health
 Araling Panlipunan o Personal Development/ Pansariling Kaunlaran
o Physical Science
 Kindergarten Domains o Reading and Writing
 Mother Tongue o Statistics and Probability
 Homeroom Guidance o Understanding Culture, Politics and Society

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 I. Respondent’s Profile
 Academic Track (ABM Specialized)
 Applied Subjects o Academic Track (ABM Specialized)
oEmpowerment Technologies o Applied Economics
oEnglish for Academic and Professional Purposes o Business Ethics and Social Responsibility
oEntrepreneurship o Business Finance
oFilipino sa Piling Larang o Business Math
oInquiries, Investigations and Immersions o Fundamentals of ABM 1
oResearch 1 (Qualitative Research) o Fundamentals of ABM 2
oResearch 2 (Quantitative Research) o Organization and Management
o Principles of Marketing
 Academic Track (STEM Specialized)  Academic Track (HUMSS)
o o Community Engagement, Solidarity and Leadership
Basic Calculus
o o Creative Nonfiction
Biology 1
o o Creative Writing
Biology 2
o o Culminating Activity
Gen Chem 1
o o Disciplines and Ideas in Applied Social Sciences
Gen Chem 2
o o Disciplines and Ideas in the Social Sciences
Physics 1
o o Introduction to World Religions & Belief Systems
Physics 2
o o Malikhaing Pagsulat
Pre-Calculus
o Philippine Politics and Governance
o Trends, Networks, and Critical Thinking in the 21st Century
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 I. Respondent’s Profile
 Arts and Design  TVL Track
o Macrame/Basketry
o Apprenticeship and Exploration in the Performing Arts (Music)
o Fashion Accessories
o Creative Industries I-Arts and Design Appreciation and Production
o Dressmaking (1)
o Creative Industries II-Performing Arts
o o Dressmaking (2)
Developing Filipino Identity in the Arts
o o Tailoring
Integrating the Elements and Principles of Organization in the Arts
o o Hairdressing I
Leadership and Management in Different Arts Fields
o Hairdressing II
o Performing Arts Production
o Nail Care
o Physical and Personal Development in the Arts

 Sports Track 6. Grade Level being taught (choose 1)

o Apprenticeship Off-campus Kindergarten Grade 7
o Fitness Testing and Exercise Programming Grade 1
o Grade 8
Fitness, Sports and Recreation Leadership Grade 2
o Fundamentals of Coaching Grade 9
o Human Movement
Grade 3 Grade 10
o Practicum (In-campus) Grade 4 Senior High School
o Psychosocial Aspects of Sports and Exercise Grade 5 (Grade 11 or 12)
o Safety and First Aid Grade 6
o Sports Officiating and Activity Management

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 I. Respondent’s Profile
7. Region 8. Division
 Region I

9. School
Region II
 Region III 10. School Typology based on the number of Teachers
 CALABARZON  Small
 MIMAROPA  Medium
 Region V  Large
 Region VI  Mega
 Region VII
 Region VIII
 Region IX
 Region X
 Region XI
 Region XII
 CARAGA
 BARMM
 Cordillera Administrative Region
 National Capital Region
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 II. Sufficiency of MELCs
The following items intend to determine the sufficiency of the MELCs in terms of
coverage, progression, learners’ preparation and their 21 st century skills acquisition.

1. The MELCS in my learning area per quarter can be covered.

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

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 III. Effects of MELCs in Teaching and
Learning Process
1. What learning modality/ies do you mostly 5- Strongly Agree 2 – Strongly Disagree
employ? (Choose all that apply.) 4 – Agree 1 – No Chance to Observe
 Self-Learning Module 3 – Disagree
 Online Learning 3. Regardless of the learning modalities I employ,
 TV-based Instruction all competencies in my learning area can be taught
 Radio-based Instruction during crisis situation.

2. Rank the following platforms/mechanism 4. All competencies in my learning area can be

based on the frequency of use in assessed.
communicating with your learner (5 as the
most frequently used and 1 as the least 5. What distance learning modality do you find
frequently used. facilitative/helpful, efficient in teaching your subject
 SMS (text messaging) given the current setup? (Tick all that apply.)
 Phone Call  Self-Learning Module
 Online Messaging (e.g. Messenger,  Online Learning
FB, Viber, WhatsApp, etc)  TV-based Instruction
 Printed/handwritten letter  Radio-based Instruction
 Others, ________________________  Others _______________________
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 IV. Issues and Gaps in the MELCs
Implementation
To what extent do you agree with the following sentences about the issues and gaps in the
implementation of MELCs
1. There are important learning competencies in the K to 12 Curriculum Guide that
Indicate your were not included in the MELCs.
response on the 2. There are MELCS which cover broad topics that need unpacking and subtasking.
following items 3. There are MELCs which are too specific that can no longer be translated into
using the scale
learning objectives.
below.
5 – Strongly
4. Based on your experience, which among the following factors helped in the
Agree implementation of MELCs? (Choose all that apply.)
4 – Agree Learning Modality Class Programming
3 – Disagree Learning Environment School Support
2 – Strongly Internet Connectivity LGU Support
Disagree Availability of Learning Resources Technical Assistance from SDOs
1 – No Chance to Preparedness of Teachers Assessment Mechanism
Observe Parental Support/Adult Supervision Capacity Building
Others
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 IV. The Monitoring Tool (actual online tool)
COVER
PAGE

Forward button
to proceed to
the next page

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Online tool Pages on
Respondent’s Profile

(Sample for K to Grade 10)

selecting the grade level
prompts you to the subject being
Dropdown taught in that grade level
buttons

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Online tool Pages on
Respondent’s Profile
(Sample for
SHS)

Selecting
the Grade
Dropdown level
buttons prompts
you to the
subject
being
taught for
that grade
level

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Online tool Pages on
Respondent’s Profile

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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

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

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Online tool Pages on Issues and Gaps
on MELCs Implementation

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Online tool

Link for the online survey

http://bit.ly/surveyMELCS
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 Survey link: http://bit.ly/surveyMELCS

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, ricardo.adordionisio@deped.gov.ph
National Capital Region
Lilia Lagrimas-Martinez CALABARZON, Region 9, BARMM lilia.lagrimas@deped.gov.ph
Joseph Gutierrez MIMAROPA, Region10 joseph.gutierrez@deped.gov.ph

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