Learner’s Distance Learning Challenges on the Use of Mathematics Self-Learning Modules (SLMs)

This study aimed to identify the learner’s distance learning challenges on the use of Mathematics self- learning modules (SLMs). The respondents of this study were the 117 Grade 6 learners of the geothermal cluster schools, and they were chosen using systematic sampling technique. The survey was descriptive and correlational in nature. It utilized percentage, mean, weighted mean (wx )̄ , Chi- Square Test, and Spearman Rank Correlation Coefficient as statistical tools. The study revealed that the prior performance of the learners in Mathematics before pandemic is in the satisfactory level. However, almost one-fourth of them have a performance that is fairly satisfactory and below. Moreover, the extent to which learners encountered challenges during the pandemic in terms of independent learning, time management, and self-motivation is “moderate”, but more or less 45% of them have “somewhat high” to “very high” extent of challenges on every area. Furthermore, there is a significant, moderate, and inverse relationship between the prior performance of the learners and the challenges they encountered in terms of independent learning, time management, and self- motivation. Learners with lower prior performance tend to encounter more challenges than those learners with higher prior performance. Additionally, male learners experienced higher challenges than the female learners. Learners with parents of lower educational attainment also tend to encounter more challenges