An Appeal for Help: The Struggles of Readers Using Self-Learning Modules

Abstract

This study used self-learning modules to determine the learners’ experiences, challenges, and insights when using self-learning modules. The researcher gathered ten (10) informants who were interviewed and were the primary source of information. The data gathered in this qualitative narrative inquiry is based on the responses to three research questions. Results were grouped into themes. Findings revealed that learners struggled using the self-learning modules, such as learning content confusion, mental exhaustion, restricted learning experience, and quickly getting distracted as part of their lived experience. Moreover, they have faced challenges such as the inability to ask for clarifications, lack of guidance, unstructured content, and unfamiliar language use. Finally, the informants’ insights were the practice of active learning, continuous teacher monitoring, efficient time management, use of multiple resources, and review modules with fewer tasks. This implies that it is vital to consider the learners’ level of comprehension and balance in content, and the teachers’ availability should be considered in creating modules or self-learning modules. This research hopes to make strategies and methods to help learners complete and understand the self-learning modules. Additionally, this study focuses on the qualitative appeal to assist readers struggling with self-learning modules at Public Senior High School in Panabo City, Davao del Norte; the same methodology can be used to help students struggling with self-learning modules nationwide.