Perceptions on the Utilization of Self-Learning Modules (SLMs) and their Academic Performance Ensuring Educational Continuity in Times of Disasters

Abstract

This study assessed students' perceptions of Science 10 Self-Learning Modules (SLMs) and their academic performance as a means of ensuring educational continuity during disasters. Utilizing a descriptive-correlational research design, the study involved 60 Grade 10 students from Lorenzo Latawan National High School, selected through purposive sampling for the 2025-2026 school year. Data were collected via survey questionnaires using the Likert scale for scoring, focusing on five key indicators: access and availability, clarity and quality of content, self-directed learning, learning continuity, and challenges faced. Results indicated that SLM utilization was perceived as "Moderately Implemented" across most areas, with Access and Availability receiving the highest mean score (4.26), Clarity and Content (4.25) Challenges Faced receiving the lowest (3.76), interpreted as "Slightly Implemented". Academic performance showed that the majority of students achieved satisfactory (43.33%) or Very Satisfactory (28.33%) grades, confirming basic continuity. The inferential analysis using Spearman’s Rank Correlation Coefficient (ρ) revealed no statistically significant relationship between students' perceptions of SLM utilization and their academic performance (all ρ>0.05). The study concludes that while SLMs meet basic standards of equality, their perceived quality does not serve as a reliable predictor of student success. Recommendations focus on shifting interventions from module revision to comprehensive home-based support and the explicit teaching of Self-Regulated Learning (SRL), as these contextual factors appear to be true drivers of academic success.