English literacy is cited to improve a person’s life and the economy. Yet, Filipino learners are challenged in this subject. According to Tomas et al. (2021), the Philippines was one of the countries that elicited a notable low-performance percentage in the Programme for International Student Assessment (PISA). Researchers aimed at improving this situation by offering a new intervention that would enhance teaching and learning English competencies. This paper determined the effectiveness of the Action-Based Approach (ABA) in teaching the least learned most essential learning competencies in English 2. The researchers utilized a quantitative quasiexperimental combination design. Results of the pre-test revealed that learners from both the control and experimental were behind the standard transmuted grade of 75 in the select Least Learned MELCs in English 2. After the implementation of the Action-Based Approach in teaching, data exhibited a total mean difference of 3.56 (p-value = 0.00; alpha = 0.05) which was statistically different. Action-based teaching was seen as effective since it enhances learning retention and motivation through learners’ active participation. A manual/teachers’ guide for the implementation of the action-based approach in teaching the select MELCs in English 2 is proposed as an output of this study.

Keywords: MELCs, Intervention, Teaching Innovation, Teaching Strategy, English.

Views (37)