Utilization of the Most Essential Learning Competencies (MELCs) of Teachers and Academic Performance of Learners

This study determined the utilization of the Most Essential Learning Competencies (MELCs) and its relationship to the academic performance among Grade 6 public elementary school teachers in a school division in the Negros Island Region during the school year 2025–2026. The study employed a quantitative descriptive-correlational research design. A total enumeration of Grade 6 teachers served as respondents, while the academic performance of their pupils was utilized as the basis for determining the relationship between MELCs utilization and learner achievement. Data were gathered using a standardized questionnaire adopted from Zalun (2023). Findings revealed that MELCs were utilized to a very high level across all dimensions, particularly in terms of learning resources content validity, appropriateness of learners’ activities, lesson plan congruency, assessment alignment, and budget of time. Furthermore, students demonstrated an outstanding level of academic performance. A statistically significant positive relationship was established between the level of MELCs utilization and students' academic performance.

Most Essential Learning Competencies (MELCs), MELCs Utilization, Academic Performance

1. Aguiling, C. E. (2025). Marungko approach as a tool in developing reading proficiency: Vantage point of primary school teachers [Master’s thesis, Davao del Sur State College]. [Google Scholar] [Crossref]

2. Austero, E. A., Bongcawil, A. A., & Bautista, M. A. (2025). Teachers’ competence, utilization, and difficulties in Marungko approach for beginning readers in Filipino: Basis for an enhancement plan. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence, 2(6), 831–844. https://doi.org/10.5281/zenodo.15687193 [Google Scholar] [Crossref]

3. Bernabe, R. V. (2024). Effectiveness of Marungko approach in enhancing the reading performance among Grade 1 pupils. Asian Journal of Education and Social Studies, 50(12), 510–521. https://doi.org/10.9734/ajess/2024/v50i121718 [Google Scholar] [Crossref]

4. Castles, A., Rastle, K., & Nation, K. (2023). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 24(1), 1–65. https://doi.org/10.1177/15291006221144869 [Google Scholar] [Crossref]

5. Catarman, M. B., & Liquido, M. G. E. (2024). Pedagogical competence in Brigada Pagbasa: Basis for a proposed training manual. Randwick International of Education and Linguistics Science Journal, 6(2). https://doi.org/10.47175/rielsj.v6i2.1166 [Google Scholar] [Crossref]

6. Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45–S60. https://doi.org/10.1002/rrq.334 [Google Scholar] [Crossref]

7. Estrella, M. R. (2022). Readiness of DepEd teachers to teach reading. International Journal of Research and Review, 9(5), 152–167. https://doi.org/10.52403/ijrr.20220524 [Google Scholar] [Crossref]

8. König, J., Hanke, P., Glutsch, N., Jäger Biela, D., Pohl, T., Becker Mrotzek, M., & Waschewski, T. (2022). Teachers’ professional knowledge for teaching early literacy: Conceptualization, measurement, and validation. Educational Assessment, Evaluation and Accountability, 34, 483–507. https://doi.org/10.1007/s11092-022-09393-z [Google Scholar] [Crossref]

9. Organisation for Economic Co-operation and Development. (2023). Education at a Glance 2023: OECD Indicators. https://www.oecd.org [Google Scholar] [Crossref]

10. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://www.oecd.org [Google Scholar] [Crossref]

11. Repaso, J. C., & Macalisang, D. S. (2024). Effectiveness of contextualized Marungko approach-based supplementary reading material. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 1117–1126. https://doi.org/10.11594/ijmaber.05.03.30 [Google Scholar] [Crossref]

12. Tamba, R., & Garces, V. (2024). Effectiveness of Marungko approach in teaching reading. Psychology and Education: A Multidisciplinary Journal, 25(2), 339–348. https://doi.org/10.5281/zenodo.13766097 [Google Scholar] [Crossref]

13. UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://www.unesco.org/ [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study