Evaluation of Environmental Education MELCS-Based Self-Learning Modules in Asynchronous Learning Modality during the Pandemic

Abegail A. Soliman1, Arlyne C. Marasigan, Ph.D.2
Philippine Normal University
Manila, Philippines

DOI: https://doi.org/10.54476/iimrj251




The Covid-19 pandemic created a historical shift in the modality of education all over the world that transitioned from face-to-face to blended learning. In the Philippines, the modular learning became the option of most learners due to the absence, or the intermittent internet connectivity. The Environmental Education (EE)-based Most Essential Learning Competencies (MELCs) Self-learning Modules (SLMs) were evaluated using descriptive analysis and evaluative review of text data from an inductive perspective of specific to general themes, and the researcher is the inquirer that generates meaning from the data (Creswell, 2014). Validation from curriculum and content experts were also sought. EE-based MELCs is 15 percent in elementary while only three percent in Junior High School. The SLMs used for asynchronous learning in the public schools are not uniformed in terms of the parts and content. These modules were based from competencies in the public school system that were trimmed down to the MELCs. The EEbased SLMs develop independent learning, integrate Filipino socio- cultural values, and advocates environmental literacy. However, the contents and the assessments do not promote higher order thinking skills.

keywords: Self-learning Modules, Environmental Education, Asynchronous Learning, Most Essential Learning Competencies

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