Analyzing Grade Seven Social Studies Self-Learning Modules: A Competency-Based Approach Leveraging the Most Essential Learning Competencies in Asian Studies

Abstract

Analyzing Self-Learning Modules (SLMs) on grade seven social studies based on the criteria for content selection necessitated a commitment to improving the Asian Studies curriculum. With this intent, the study also: (1) compared the most essential learning competencies (MELCs) and learning activities of grade seven in terms of the following predetermined criteria: self-sufficiency, relevance, soundness, viability, maturation, curiosity, and efficacy; (2) identified the assessment strategies utilized by the teacher in the SLMS in Asian Studies; and (3) formulated a framework on curriculum revision. This qualitative method uses a Deductive Content Analysis (DCA) design by coding and interpreting the textual material. The review of the SLMs vis-à-vis the criteria for content selection revealed the strength of autonomy and maturation among the seven criteria. To address the need to develop quality modules, a "SIR FAME" model was created to guide module development and instructional materials creation. The study recommends the provision of ample teacher training on module development and instructional materials, regular evaluation of the SLMs, upholding its criteria for content selection, formulation of its learning objectives, and appropriate resources for the planning, development, implementation, and evaluation among curriculum stakeholders to utilize "SIR FAME" model of curriculum cycle of revisions.