Maria Kristel B. Barquilla (Author)

Abstract

This study covers the Most Essential Learning Competencies (MELCs) in the Filipino subject that teachers find most difficult to teach. Alongside this, the research also involves the development of a strategic intervention material that can aid in enhancing mastery of these core competencies. The study was conducted in the Third Congressional District of Batangas and involved Senior High School teachers during the school year 2024–2025. Findings revealed that the majority of the respondents were female, aged 21–30, holding the rank of Teacher II, and with more than seven years of teaching experience in Filipino. The most frequently used classroom interventions were lesson integration and the use of Higher Order Thinking Skills (HOTS) questions. Results further showed a significant difference in classroom interventions when grouped according to sex, but no significant differences were found in relation to other demographic variables. On the other hand, a significant relationship was identified between the level of classroom intervention and the extent of teaching competence, particularly in terms of skills, knowledge of MELCs, and professional attitude. The study recommends a more systematic development of classroom interventions and the creation of instructional materials that are tailored to the actual needs of teachers, in order to enhance their competence and effectively achieve the goals of teaching Filipino.

Keywords: research on problems in classroom intervention, MELCs, and teaching competence

DOI: http://doi.org/10.69651/PIJHSS0403398

Recommended citation:

Barquilla, M. K. B. (2025). Strategic intervention material: A guide for developing the Most Essential Learning Competencies in reading and analyzing various texts towards research. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4293-4258. http://doi.org/10.69651/PIJHSS0403398

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