Self-Learning Modules as a Modality in the Teaching of Mathematics: Evidence from Southern Pinukpuk District, Philippines

This study investigated the pedagogical effectiveness of printed self-learning modules (SLMs) in Mathematics instruction during the COVID-19 pandemic, focusing on public secondary schools in Southern Pinukpuk District, Kalinga, Philippines. Specifically, it assessed the level of acceptability of printed Mathematics SLMs, determined the extent of their compliance with prescribed standards, and examined the extent of the problems encountered in answering the modules. Using a descriptive survey design, data were gathered from participants—including students, parents, teachers, and school heads—through structured questionnaires and interviews. Quantitative data were analyzed using weighted means and one-way ANOVA at a 0.05 level of significance, while qualitative responses were thematically coded. Results showed that printed Mathematics SLMs were moderately accepted by respondents, indicating their usefulness as instructional tools while pointing out areas for improvement. The modules were found to be highly compliant with established standards, particularly in technical requirements and content structure. However, serious challenges were noted in their utilization, such as unclear instructions, excessive activities, and limited parental support, which affected learners’ ability to maximize the modules. The study recommends enhancing acceptability through feedback mechanisms, sustaining compliance via continuous monitoring and teacher training, and addressing problems by simplifying content, clarifying instructions, and fostering stronger collaboration among teachers, parents, and learners. By implementing these strategies, schools can improve the quality, accessibility, and effectiveness of Mathematics SLMs, thereby enriching students’ learning experiences and ensuring their relevance and compliance with educational standards.