• Jocelyn P. Mandado

  Author

• Necel R. Mahilom

  Author

• Marites A. Bolo

  Author

During the 2020–2021 school year, three primary schools in the Lapu–Lapu City Division and the Minglanilla District, Cebu Province Division, had their modular worktexts reviewed for quality. According to analysis, most teacher respondents were married, female, between the ages of 27 and 34, had one to four years of teacher experience, and had either a bachelor's or master's degree. The modular worktexts' content obtained the highest weighted mean score of all the quality measures. Teachers' assessments of the worktexts' quality across schools did not differ significantly. Reading interventions, providing various learning activities, and upholding the Most Essential Learning Competencies (MELCs) were among the critical best practices found. Overall, these results point to a standard way for teachers in different schools to evaluate the quality of modular worktexts, which can help improve the teaching resources used with first-graders.

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