• Mary Geraldine Gunaban University of the Cordilleras, Baguio City, PHILIPPINES
  • Kara Panolong Benguet State University, La Trinidad, Benguet, PHILIPPINES


Due to COVID-19’s exponential spread, the world has coined the term "New Normal" as it continues to battle this pandemic. The realm of education has not also escaped from this change, so it adopted the "new normal" educational schemes. Blended learning is one of the modalities that schools adopt during this pandemic. Thus, this study paves way to a more in-depth analysis of the mélange of these variables: blended pedagogy, reading and writing skills, SHS and MELCs. It aims to determine the reflection of MELCs in the teachers’ instructional materials and delivery and the attainment of MELCs by the students in Reading and Writing Skills (RW) in a blended pedagogy. It also aims to produce an enhanced curriculum in the said course.With this, it used developmental research design since it aims to evaluate the RW instructional materials and blended pedagogy and eventually came up with an enhanced curriculum of the said course. After careful analysis, it revealed that some MELCs were not fully covered; some of the assessment activities did not fully and clearly cover MELCs and need to be enhanced to ensure the reflection and attainment of these MELCs by the students. Thus, an enhancement on the curriculum is advised to guarantee the reflection and attainment of MELCs in the said course.


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How to Cite
GUNABAN, Mary Geraldine; PANOLONG, Kara. ENHANCED MELCS-BASED CURRICULUM IN READING AND WRITING SKILLS IN A BLENDED PEDAGOGY. International Journal of Education and Pedagogy, [S.l.], v. 3, n. 4, p. 16-32, dec. 2021. ISSN 2682-8464. Available at: <https://myjms.mohe.gov.my/index.php/ijeap/article/view/16418>. Date accessed: 15 aug. 2022.