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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.
