Independent Learning of Grade 12 Learners in Mathematics 11 Under the Blended Learning Modality

This study aimed to describe and analyze the independent learning strategies of Grade 12 learners in Mathematics 11 under a blended learning modality at Partida National High School. Employing a descriptive- correlational research method, data were collected from 90 Grade 12 students through a structured survey to explore their independent learning strategies and assess relationships between learner profiles, grades, and independent learning outcomes. The findings revealed that a significant portion of participants belonged to the General Academic Strand and utilized a modular learning approach alongside face-to-face instruction. Most respondents achieved very satisfactory grades in Mathematics, indicating effective engagement with independent learning strategies. The results suggest that these strategies are crucial for enhancing academic performance. Recommendations for educators include focusing on individualized learning strategies and encouraging self-directed study through written activities and performance tasks. Further research is needed to explore additional factors influencing independent learning strategies and academic success.