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Assessing the Implementation of the MBHTE-BARMM Science Learning Modules: Exploring Issues, Challenges, and Suggestions for Policy Development

Norsaima U. Umpara, Wardah D. Guimba, Minerva-Saminah M. Naga, Lotis B. Daguisonan

Mindanao State University

This study investigated the implementation of Ministry of Basic, Higher, and Technical Education-Bangsamoro Autonomous Region in Muslim Mindanao (MBHTE-BARMM) learning resources by exploring their issues and challenges as well as providing suggestions for policy development. This study utilized a qualitative approach through one-on-one in-depth interview with twenty-five (25) elementary science teachers from various school divisions in the BARMM region who are using the science learning modules. Thematic analysis revealed issues and challenges concerning accessibility, availability, and utilization. Findings highlighted the need for a comprehensive approach focusing on module completeness, content complexity, and essential topics, alongside infrastructure improvement, streamlined procedures, content adaptation, and community engagement. Strengths and weaknesses were identified, emphasizing cultural relevance, alignment with the central curriculum, effective module structure, and cognitive level of the module and its target users. Based on these findings, a six-key-area model for improved implementation is proposed. For policy development, this study can potentially inform policy decisions and educational strategies in the BARMM region, contributing to the ongoing efforts to enhance the quality and relevance of education, ensure equitable access, and address the specific needs of the Bangsamoro people.



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