SELF-LEARNING MODULE (SLM) DIMENSIONS AND STUDY HABITS AS PREDICTORS OF ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS

Abstract

This study determined whether self-learning module (SLM) dimensions and study habits significantly predict students academic performance in mathematics. It utilized the descriptive correlational design method of research. There were 337 Grade 10 students selected through stratified random sampling from four public secondary schools of New Corella District in the Division of Davao del Norte. Three sets of research instruments were used in this study; one was a modified survey instrument to determine the level of SLM dimensions, another was an adapted instrument to determine the level of study habits, and a modified test instrument to determine the academic performance of students in mathematics. The Statistical tools which were applied were mean, Pearson r, and regression analysis. The findings suggested that the SLM dimensions meet learners needs on almost all occasions while their study habits were manifested on most occasions. Moreover, the academic performance of students in mathematics was moderately proficient. Accordingly, there was a significant relationship between SLM dimensions and academic performance. However, the data is sufficient, yet it proved the claim that there is no relationship between study habits and academic performance. Therefore, SLM dimensions significantly predicted students academic performance in mathematics, while study habits did not significantly predict students academic performance in mathematics. Teachers and school administrators are encouraged to administer effective learning interventions by promoting students good study habits while implementing SLM. KEYWORDS: Math education, self-learning module dimensions, study habits, academic performance, grade 10 students, descriptive and correlational design, regression analysis, New Corella District, Davao del Norte, Philippines