World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,632-639
GERLYN O. TACUYAN, LPT
Master Teacher I, Bagong Baryo Elementary School
Deped Masbate City
Abstract
This study explores Grade 6 students’ perceptions of self-learning modules (SLMs) in the Mobo South District, focusing on their effectiveness, teaching methods, support, and assessment. It utilizes a descriptive-comparative design to assess perceptions across gender groups and identify areas for improvement. The findings reveal that students generally rate the modules positively, with content effectiveness scoring the highest (3.79) and increased understanding (3.91) being the most valued aspect. However, some students felt that the modules’ relevance to their academic level could be improved (3.56). Module support was considered effective (4.04), but issues like limited teacher accessibility (4.00) were noted. The assessment and feedback component also showed effectiveness (3.74), though the clarity of assessment criteria needs refinement (3.51). Overall satisfaction with the modules was rated as "Effective" (3.62), with gender differences observed in the perceptions of the modules. These findings suggest that while the modules are effective, adjustments in content, teacher accessibility, assessment clarity, and gender-responsive design are needed to enhance their effectiveness and better meet student needs.
Keywords: self-learning modules, student perceptions, gender differences, distance learning, educational support, module effectiveness
https://doi.org/10.65494/pinagpalapublishing.118
