Diagnostic-Evidence-Based Remediation in Elementary Practical Education: Development and Expert Validation of a Grade 4 EPP Support Learning Module

This study developed and evaluated a support learning module for Grade 4 Edukasyong Pantahanan at Pangkabuhayan (EPP) learners in Central I Elementary School, San Carlos City Division, Philippines. Anchored in learner-centered, experiential, and multimedia learning perspectives, the study addressed low mastery of practical life-skills competencies through a diagnostic, evidence-based instructional resource. A descriptive-developmental design was employed. Participants included 68 Grade 4 learners from two sections and 10 expert evaluators, comprising EPP teachers, master teachers, a school head, and an EPP education program supervisor. Learner performance was analyzed through Mean Percentage Score and Percentage of Correct Response, while module acceptability was determined through the Learning Resources Management and Development System evaluation tool using the average weighted mean. Results revealed very poor overall diagnostic performance (MPS = 36.64), with two competencies not mastered: explaining the meaning and importance of entrepreneurship (30.82%) and performing skills in planting ornamental plants as an income-generating activity (45.76%). Expert evaluation indicated very satisfactory acceptability, particularly in visual/audio presentation, content relevance, format, and practicality. The findings affirm that targeted support modules can address competency gaps, strengthen learner engagement, and provide teachers with remediation resources for practical elementary education. It is recommended for classroom use, refinement, and future impact evaluation.