Relationship between junior high students’ perceptions of self-learning modules and their academic performance
This study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students...
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| Format: | Article |
| Language: | English |
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Universiti Pendidikan Sultan Idris
2024-10-01
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| Series: | Journal of Research, Policy & Practice of Teachers & Teacher Education |
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| Online Access: | https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8715 |
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| author | Fatima L. Mercado |
| author_facet | Fatima L. Mercado |
| author_sort | Fatima L. Mercado |
| collection | DOAJ |
| description | This study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students, based on stratified purposing sampling, using a validated instrument and analyzed the results using SPSS. Key findings indicate that students generally viewed self-learning modules favorably, with feedback and communication systems rated highest, while self-directed learning and time management were identified as areas needing improvement. Perceptions of self-learning module utilization had a positive significant relationship with academic performance. Specifically, parental and community support (r = .33, p < .01), technological affordances and learning resources (r = .33, p < .01), and self-directed learning and time management (r = .31, p < .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (β = 2.86, p < .05), though perceptions accounted for only 7% of the variance. Recommendations include developing teacher training on effective module implementation, providing parent orientation on supporting at-home learning, and creating a systematic program for module implementation involving all stakeholders. Future research should explore additional variables influencing academic performance in this context. |
| format | Article |
| id | doaj-art-6a7463435e664d27b7ebc6a282d7ac8d |
| institution | OA Journals |
| issn | 2232-0458 2550-1771 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Universiti Pendidikan Sultan Idris |
| record_format | Article |
| series | Journal of Research, Policy & Practice of Teachers & Teacher Education |
| spelling | doaj-art-6a7463435e664d27b7ebc6a282d7ac8d2025-08-20T02:09:40ZengUniversiti Pendidikan Sultan IdrisJournal of Research, Policy & Practice of Teachers & Teacher Education2232-04582550-17712024-10-011421527https://doi.org/10.37134/jrpptte.vol14.2.2.2024Relationship between junior high students’ perceptions of self-learning modules and their academic performanceFatima L. Mercado0Department of Education, Partida National High School, Bulacan, PhilippinesThis study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students, based on stratified purposing sampling, using a validated instrument and analyzed the results using SPSS. Key findings indicate that students generally viewed self-learning modules favorably, with feedback and communication systems rated highest, while self-directed learning and time management were identified as areas needing improvement. Perceptions of self-learning module utilization had a positive significant relationship with academic performance. Specifically, parental and community support (r = .33, p < .01), technological affordances and learning resources (r = .33, p < .01), and self-directed learning and time management (r = .31, p < .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (β = 2.86, p < .05), though perceptions accounted for only 7% of the variance. Recommendations include developing teacher training on effective module implementation, providing parent orientation on supporting at-home learning, and creating a systematic program for module implementation involving all stakeholders. Future research should explore additional variables influencing academic performance in this context.https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8715academic performance self-directed learningself-learning module |
| spellingShingle | Fatima L. Mercado Relationship between junior high students’ perceptions of self-learning modules and their academic performance Journal of Research, Policy & Practice of Teachers & Teacher Education academic performance self-directed learning self-learning module |
| title | Relationship between junior high students’ perceptions of self-learning modules and their academic performance |
| title_full | Relationship between junior high students’ perceptions of self-learning modules and their academic performance |
| title_fullStr | Relationship between junior high students’ perceptions of self-learning modules and their academic performance |
| title_full_unstemmed | Relationship between junior high students’ perceptions of self-learning modules and their academic performance |
| title_short | Relationship between junior high students’ perceptions of self-learning modules and their academic performance |
| title_sort | relationship between junior high students perceptions of self learning modules and their academic performance |
| topic | academic performance self-directed learning self-learning module |
| url | https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8715 |
| work_keys_str_mv | AT fatimalmercado relationshipbetweenjuniorhighstudentsperceptionsofselflearningmodulesandtheiracademicperformance |