Relationship between junior high students’ perceptions of self-learning modules and their academic performance

Authors

  • Fatima L. Mercado Department of Education, Partida National High School, Bulacan, Philippines

DOI:

https://doi.org/10.37134/jrpptte.vol14.2.2.2024

Keywords:

Academic performance self-directed learning, self-learning module

Abstract

This study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students, based on stratified purposing sampling, using a validated instrument and analyzed the results using SPSS. Key findings indicate that students generally viewed self-learning modules favorably, with feedback and communication systems rated highest, while self-directed learning and time management were identified as areas needing improvement. Perceptions of self-learning module utilization had a positive significant relationship with academic performance. Specifically, parental and community support (r = .33, p < .01), technological affordances and learning resources (r = .33, p < .01), and self-directed learning and time management (r = .31, p < .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (β = 2.86, p < .05), though perceptions accounted for only 7% of the variance. Recommendations include developing teacher training on effective module implementation, providing parent orientation on supporting at-home learning, and creating a systematic program for module implementation involving all stakeholders. Future research should explore additional variables influencing academic performance in this context.

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Published

2024-09-17

How to Cite

L. Mercado, F. (2024). Relationship between junior high students’ perceptions of self-learning modules and their academic performance. Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(2), 15–27. https://doi.org/10.37134/jrpptte.vol14.2.2.2024