The Impact of Self-Paced Learning on Motivation and Focus in General Mathematics During the COVID-19 Pandemic

Background and Aim: Self-paced learning has been implemented in the Philippines through modular distance learning under the COVID-19 pandemic, and its impact on students’ academic behavior, specifically in Mathematics, has disrupted the traditional educational setup. The purpose of this study was to identify the influence of self-paced learning on Grade 11 pupils ' General Mathematics academic behavior, in terms of readiness, motivation, and attention. Materials and Methods: A Descriptive correlational design was used based on the data gathered from 203 randomly chosen respondents among the 425 grade-11 students in Tangub City National High School. Validated surveys assessed students’ self-pacing readiness and academic behavior (motivation, focus, attention). Data were treated with Descriptive analysis and the Pearson Product-Moment Correlation Coefficient. Results: They were in the third study with respect to self-paced readiness (M = 2.54) and did grow at a slower rate in their willingness to view math ability (M = 2.31). Motivation (M = 2.99) and focus and attentiveness (M = 2.82) were rated as high academic behavior domains. Readiness was significantly correlated with motivation (r = 0.452, p < 0.01) and focus and attention (r = 0.529, p < 0.01). That means readiness enhancement is linked to a 45%–53% increase in the most desirable school behaviors. Conclusion: The results substantiate that self-paced learning has a positive impact on students’ academic behavior, mainly in motivation and focus, but there are still gaps regarding confidence in mathematics. What is new in the present study is that modular self-paced learning was related to behavioural outcomes in crisis education. Theoretical and Practical implications include designing self-learned materials with differentiation, strengthening behavioral observation in teacher dream training, and cognitive load control, in addition to encouraging involvement. These findings have important implications for educational recovery in the post-pandemic period and flexible blended instruction in Mathematics.