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Abstract
This study assessed the usability of the English Communication Module in enhancing learners' performance in a school in Tarlac City during the 2020-2021school year. Using a descriptive-correlational design, 120 intermediate grade learners were surveyed via a validated, reliable questionnaire measuring (a) assessment, (b) assignments, (c) activities, (d) instruction, (e) Content, and (f) relevance on a 5-point Likert scale. Results showed high evaluations across all components, with content and relevance rated as very high, reflecting effective instructional design aligned with learners' needs. The learners' English performance was categorized as very good, with a mean score of 89.68, indicating the effectiveness of the teaching strategies. Statistical analysis revealed a significant relationship between the extent of usability—particularly assessment and relevance—and learners' performance, while instruction and content showed no significant correlation. These findings suggested that assessment strategies and content relevance are critical factors in improving language outcomes. The study emphasizes the importance of prioritizing assessment and relevance in instructional design to sustain and enhance English proficiency. Recommendations include continuous professional development for educators on assessment techniques and content relevance, collaborative review of instructional materials, and ongoing monitoring to optimize learning outcomes. Overall, the results affirm the positive impact of well-structured modules on student performance and highlight areas for further refinement to maximize educational effectiveness in post-pandemic digital learning environments.
