Acceptability of Self-Learning Modules, Motivation and Mathematics Achievement of Learners

Abstract: In this pandemic time when face to face classes have not been allowed, the use of self-learning modules was implemented to ensure continuity of education. The acceptability of self-learning modules can be assessed by the learners in terms of content, assessment and presentation. While working on learning tasks, a learner must be intrinsically and extrinsically motivated to attain the desired learning outcomes, one of which is excellent Mathematics achievement. It is an essential part of the academic venture in the modern era. This study aimed to determine the level of acceptability of Self-Learning Modules, Motivation and Mathematics Achievement of the Grade 10 learners of Bais City National High School of the Division of Bais City during the school year 2020-2021 utilizing descriptive research design. The areas considered for acceptability of self-learning modules are content, assessment, and presentations; while those of motivation are intrinsic and extrinsic. Results shows that the levels of acceptability of self-learning modules according to the aforementioned areas was high; so do with the level of motivation. Further, results reveal no significant difference in the level of acceptability of self-learning modules in the areas of content, assessment and presentation when grouped and compared according to the aforementioned variables. Moreover, there was a significant relationship between the level of acceptability of self-learning modules and the level of Mathematics achievement of Grade 10 learners. Similarly, there was a significant relationship between the level of motivation and the level of mathematics achievement of Grade 10 learners. Keywords: Grade 10 learners, motivation, mathematics achievement, self-learning modules,