Journal

Acceptability and Effectiveness of the Division-Initiated Self-Learning Modules (SLM) in Science for Modular and Blended Learning among Grade 10 Learners

CHRISTY ANN G. BANGUANGA1
christy.banguanga@deped.gov.ph


EDNA ROSE P. GUECO2
ednarose.gueco@deped.gov.ph


CHIRADEE G. ABUG1
xiradygustilo@gmail.com


JEAN P. BALADHAY1
jean14_09@yahoo.com


ARLAN M. SITACA1
arlan.sitaca@deped.gov.ph


1Mansilingan Agro-Industrial High School, Bacolod City, Philippines
2Department of Education – SDO Bacolod City, Bacolod City, Philippines

ABSTRACT
This educational action research attempted to seek a workable solution to address parents’ concern of possible COVID infection due to face-to-face interactions for school year 2020 to 2021. It aims to find out the acceptability and effectiveness of division-initiated Self-Learning Modules (SLM) in Science for Modular and Blended Learning among Grade 10 learners. Two groups of participants utilized the printed and digital formats of the SLMs in three weeks. Pretest and Posttests were compared and standardized questionnaires for the monitoring and evaluation of learning resource materials were used to gather feedback. Results show that the division-initiated SLMs in printed and digital formats are effective learning resource materials to utilize in both modular and blended learning modalities. Post-assessment results show improvement in academic performance of learners with little to no assistance. Participants from modular and blended groups both groups showed positive feedback on the acceptability of the
SLMs in the users’ point of view.

Keywords: Science Education, Remote Learning Modality, Self-Learning Modules, Central Philippines

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