Self-learning Module Research Articles

International cooperation and the challenge of internet accessibility in Caribbean territories: example of a collaborative platform between the University Hospital of Martinique and Ramón González Coro Hospital in Cuba, through the French PRPH-3 program

BackgroundMartinique shares with the other Caribbean countries specific public health issues, particularly in the diagnostic and therapeutic management of cancer patients. Mutualization of human and material resources by promoting cooperation is the most appropriate response to the challenges of the health systems of the Caribbean territories. Through the French PRPH-3 program, we propose to set up a collaborative digital platform adapted to the specificities of the Caribbean to strengthen professional links and skills in oncofertility and oncosexology and reduce inequalities in access to reproductive and sexual health care for cancer patients.MethodsWithin the context of this program, we have developed of an open-source platform based on a Learning Content Management System (LCMS), with an operating system developed by UNFM for low speed internet. LO libraries have been created and interaction between trainers and learners were done in asynchronous mode. This training management platform is based on: a TCC learning system (Training, Coaching, Communities); a web-hosting with pedagogical engineering appropriate to low bandwidth; a reporting system and a responsibility for processing.ResultsWe have carried out a flexible, multilingual and accessible digital learning strategy functionality called e-MCPPO according to low-speed internet ecosystem. In close connection with the e-learning strategy we conceived (i) a multidisciplinary team; (ii) an appropriate training program for expert health professionals and (iii) a responsive design.Discussion and ConclusionThis low-speed web-based infrastructure allows communities of experts to cooperate in creating, validating, publishing and managing academic learning content. The self-learning modules provide the digital layer for each learner to extend their skills. Learners, as well as trainers, would gradually take ownership of this platform and encourage its promotion. Innovation in this context is both technological (low-speed Internet broadcasting, free interactive software) and organizational (moderating educational resources). This collaborative digital platform is unique in its form and content. This challenge could contribute to the digital transformation of the Caribbean ecosystem for capacity building in this specifics topics.

The Level of Effectiveness of The Utilized Self-Learning Modules (SLMS) in Teaching Science to Senior High School

Education plays a vital role in contemporary world to succeed. It is important because it is used to alleviate most of the challenges faced in life. This study aimed to determine the level of effectiveness of the utilized self-learning modules in teaching science to Senior High School students in the Schools Division of Zambales. This research paper utilized the quantitative descriptive survey research design. As a master plan specifying the methods and procedures for collection and analyzing the needed information, the descriptive method of research involves the description, of composition or the process of phenomena. The self-learning modules evaluated by the respondents were effective in assessing students’ performance in science. Assessment of the level of effectiveness of the utilized self-learning modules’ was not influenced by the respondents’ Highest Educational Attainment, Area of Specialization, Teaching position, and Length of service in teaching but only by the number of modules writing seminars/training they have attended. There is no significant difference in the level of effectiveness of the utilized SLM when responses are grouped according to learning components, learning goals, and learning competency but there is a significant difference when it comes to the number of trainings they attended.

UNDERSTANDING THE ESSENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES EMPLOYING SELF-LEARNING MODULES DURING COVID-19 PANDEMIC

This qualitative study was undertaken and employed hermeneutic phenomenology. It described the essence of the experiences of the grade six teachers in Malapatan Central Elementary School in employing self-learning modules during the COVID-19 pandemic. Five participants underwent an in-depth interview to discover their lived experiences analyzed thematically. The data gathered were categorized into three main themes: coping with the difficulties in the new normal through a passion for teaching, optimism in the face of adversities, and alienation from job, pupils, and from oneself. The study concluded that massive, sudden changes brought by the COVID-19 pandemic caused difficulties in the lives of the teachers as they were separated from their actual roles as educators, even leading to alienation from their profession, their pupils, and themselves. Nevertheless, the teachers remained optimistic, determined to find ways to cope with these challenges because deep within their hearts lies their passion for teaching. KEYWORDS: Experiences, teachers, self-learning modules, covid-19 pandemic, Philippines

Utilization of Self-Learning Modules and Pupils’ Academic Performance during the Transition Period

Utilization of Self-Learning Modules and Pupils’ Academic Performance during the Transition Period

Difficulty of Teachers in Developing School-Based Self-Learning Modules: Basis for I’m Assertive, Motivated to Focus Guro Development (iAM-FGD) Program

This study aimed to develop intervention program based on teachers’ level of difficulty in developing school-based Self-Learning Modules (SLMs) among thirty-eight teachers of Glan-Padidu National High School, SY 2020-2021. It utilized correlational quantitative and qualitative research designs. Results revealed that respondents have difficulty in developing school-based SLMs in content with 2.228 composite mean: variation of teaching methods and learning activities with 1.763 weighted mean; presentation with 2.535; assessment with 2.544; and language with 2.579. Furthermore, there is a significant relationship between educational attainment and language with negative correlation – the lower the educational attainment of teachers, the higher the level of difficulty experienced. Hence, teachers are encouraged to pursue graduate studies. The I’m Assertive, Motivated to Focus Guro Development (iAM-FGD) Program was conducted to enhance the knowledge, skills, and attitude among teachers who experienced difficulties in developing school-based SLMs. Focused group discussion by learning area was held. Teachers prepared a lesson plan from their developed school-based SLMS. They presented and defended why they used such teaching strategies and learning activities. Technical assistance was provided by instructional coaches. Fellow teachers shared insights on: “What specific learning activity and teaching strategy is worth emulating?”.

Synchronous, Asynchronous and Modular Distance Learning: Effects on Students’ Mathematics Performance

Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022.
 Study Design: Quasi-Experimental Design
 Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022.
 Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA).
 Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students.
 Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.

Acceptability of Self-Learning Module in Science 5 in Relation to Academic Performance in Zone II, Division of Zambales

The study aimed to determine the level of acceptability of self-learning module in Science 5 in relation to academic performance in Zone 2, Division of Zambales during SY 2020-2021.The researcher had utilized the quantitative descriptive-survey research design with researcher-made questionnaire as the main instrument in gathering data from the population of seventy-seven (77) Grade 5 Science teachers. The Grade 5 pupils was rated “Very Satisfactory” in their academic performance in Science. The teacher-respondents assessed “Highly Acceptable” on all dimensions on the level of acceptability on the use of self-learning module as to Specific Objectives, Language Used, Content, Evaluation Activities, Illustrations/Photos, and Usefulness. There is negligible relationship between the level of academic performance and the dimensions towards level of acceptability on the use of self-learning module. Based on summary of findings and the conclusions arrived at, it is recommended by this study that the schools should opt for modular learning for the coming school year along with providing teachers capability building for distance learning education to have continuous revisit and recalibrations of self-learning modules to assure that it is best suited and fitted to the learners ability and capabilities that it will be beneficial to harness various media to feature academic lessons in audio, printed, and visual like TV and radio with schedule and monitoring based on conducive learning time to conduct series of review and organize critiques/evaluators to assure the learning contents, language used, grammar are correct, accurate and precise to continue to provide real-life task applicable to the students actual work in Science activities to be diligent in web searching for colorful illustrations and photos that captivates the interest and aesthetic values of the learners and to conduct a similar or parallel study in order to validate or confirm the findings obtained in the study.

Skin of Colour Dermatoses Self-Learning Module: Assessing Student Comprehension.

Dermatology for diverse skin types is a globally growing area of medicine, but the inclusion of skin of color dermatology has not yet been formally included across all Canadian undergraduate medical education curricula. There is also a paucity of representation of diverse skin types in most medical textbooks, research, and clinical trials. The main objective was to develop a concise, Skin of Colour Dermatoses Self-Learning Module (SOCSLM) that could be implemented at an undergraduate medical education level. The secondary objective was to analyze participant responses to improve and add to learning module content. From March to May 2022, second-year medical students at the University of Ottawa completed pre- and post-SOCSLM questionnaires which were available in French and English through their online student learning portals. The pre-test consisted of five multiple choice questions relating to images of dermatoses seen in diverse skin types. The post-test repeated the same five questions, rearranged, with an additional five new ones, and responses were analyzed. Twenty-five participants completed the surveys, and twenty responses were included. Percent correct answers increased between pre- and post-test, 51% vs 87%. In the post-test, questions repeated from the pre-test had a mean score of 95% while the new post-test questions had a mean score of 80%. Interest in dermatology did not have an impact on correct response rates. Skin of color dermatology self-learning modules may be an effective way to integrate skin of color dermatology into undergraduate medical curricula.

Home-School Collaboration: Maximizing Resources and Efforts to Support Students’ Independent Learning

Home-school collaboration is a valuable strategy for fostering independent learning. Hence, it must be explored in the context of the new normal where the printed modular learning modality is the widely chosen learning delivery among public schools across the country. This study explored how home-school collaboration cultivates and fosters students’ independent learning in the new normal across the districts of Bilar, Batuan, Carmen, and Sierra Bullones, Division of Bohol, as of the school year 2021 – 2022, with the end goal of proposing a home-school program initiative. A descriptive qualitative research design was employed through an open-ended survey method and semi-structured interview to gather the required data. Thematic Analysis was used in making sense of the data. The results revealed that home school collaboration involves providing the necessary learning resources and exerting efforts to support independent learning. Learning resources were key instructional or supplemental in nature. Efforts exerted by the people behind this collaboration include parent-teacher partnerships, the provision of learning resources, and remedial instruction. The themes that emerged from the discussion showed that the collaborative efforts between teachers and parents fostered independent learning, which has a facilitative effect on their cognitive, affective, and psychomotor domains. Thus, the learners evidently showed clear manifestations of independent learning, such as an optimistic attitude towards answering modules, eagerness to learn, enhanced reading performance, and a clear indication of integrity in answering their self-learning modules. However, some identified factors could hinder school-school collaborative efforts based on the participants' narratives, such as family, school-related, learning resources, and personal factors. In capsule, home-school collaboration is a valuable strategy for fostering independent learning through its facilitative effect on the learner's mind, emotion, and behaviors.

Modern Synergetic Neural Network for Synthetic Aperture Radar Target Recognition.

Feature extraction is an important process for the automatic recognition of synthetic aperture radar targets, but the rising complexity of the recognition network means that the features are abstractly implied in the network parameters and the performances are difficult to attribute. We propose the modern synergetic neural network (MSNN), which transforms the feature extraction process into the prototype self-learning process by the deep fusion of an autoencoder (AE) and a synergetic neural network. We prove that nonlinear AEs (e.g., stacked and convolutional AE) with ReLU activation functions reach the global minimum when their weights can be divided into tuples of M-P inverses. Therefore, MSNN can use the AE training process as a novel and effective nonlinear prototypes self-learning module. In addition, MSNN improves learning efficiency and performance stability by making the codes spontaneously converge to one-hots with the dynamics of Synergetics instead of loss function manipulation. Experiments on the MSTAR dataset show that MSNN achieves state-of-the-art recognition accuracy. The feature visualization results show that the excellent performance of MSNN stems from the prototype learning to capture features that are not covered in the dataset. These representative prototypes ensure the accurate recognition of new samples.

Development and curricular alignment of a pharmacy travel medicine elective

Background and purposeDescribe the design, implementation, and value of a travel medicine pharmacy elective. Students translated skills from rotations and practice environments addressing travel health-related needs. Content and educational outcomes align with the Center for the Advancement of Pharmacy Education, American Association of Colleges of Pharmacy, and Pharmacists' Patient Care Process core components of student learning and assessment. Educational activity and settingA two-credit travel medicine elective included live and pre-recorded lectures, self-learning modules, peer critiques, and patient engagement. Students shadowed in a travel health clinic interacting with patients to prepare a formal travel care plan unique to the patient's history and travel destination. Pre- and post-course surveys, quizzes, progressive assignments, and course evaluations provided the framework for curricular enhancement. FindingsA cohort of 32 third-year students provided evidence of successful curricular integration. Pre-course surveys demonstrated 87% of students self-scored low knowledge and ability to apply travel health services. Ninety percent of post-course surveys reported high levels of knowledge and ability. High perceived value was evident in course evaluations with some student intent to pursue credentialing. SummaryCommunity practice affords increased opportunities to identify patients in need of travel medicine services. The unique approach and design supported successful integration of a travel medicine elective in the University of South Florida Taneja College of Pharmacy curriculum. Upon elective completion, students were prepared to educate internationally traveling patients to safely self-manage chronic health conditions, reduce potential health risks and harm exposures during travel, and monitor health changes upon return.

Messenger lectures and video lessons as mathematics interventions for modular distance learning

Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.

Experiential Learning Module and the Science Process Skills of Grade 8 Students

This study introduced the experiential learning cycle incorporated into a learning module to improve students’ science process skills. The developmental research design was used to attain the study’s objectives- to create a learning module that would develop students’ science process skills; to determine the student’s level of acceptability of the effectiveness of the learning module and the science process skills which includes basic, experimental and causal; to determine the relationship between the student’s level of acceptability of the learning module and the science process skills of 79 grade 8 students enrolled in Lutucan Integrated National High School and to determine if there is a significant difference in students’ pretest and posttest scores after the utilization of the learning module. The respondents were selected in a cluster-random technique. The researcher developed a learning module based on the experiential learning cycle which was validated and evaluated by 10 expert respondents using the Department of Education (DepEd) issued DepEd Order No. 001, s. 2021 entitled “Guidelines on the Evaluation of Self-Learning Modules (SLMs) for Quarter 3 and 4 for School Year (SY) 2020-2021”. The researcher administered a survey questionnaire that adopted the ACAS Model. Based on the results from the researcher-made survey questionnaire, the level of acceptability of the students to the learning module in terms of acceptability, comprehensibility, attractiveness, and self-involvement are significantly related to their science process skills. Hence the students’ science process skills mastery may lead to better performance in science when applied to the learning module. Moreover, there is a significant difference between the pretest and posttest scores of the students after utilizing the learning module. These results suggest that incorporating an experiential learning cycle into a learning material improved their science process skills. Therefore, incorporating the experiential learning cycle in the learning material develops and increases the students’ mastery of science process skills. Keywords: experiential learning cycle, learning module, science process skills

Evaluation of English Self-Learning Modules in the Implementation of Modular Distance Learning

In response to the call that education must continue in the midst of the COVID- 19 pandemic, Self-Learning Modules (SLM) became the Department of Education’s primary learning resource in the implementation of a wide-scale Modular Distance Learning. With the educational landscape being confronted with numerous concerns that questions the quality of its SLMs, their evaluation plays an extremely crucial role in pursuit of quality education. The study evaluated English Self-Learning Modules used by Grade 7 students in the First Quarter and propose an enhanced learning material that will be helpful in their modular distance learning experience. The study sought to answer the following questions: (1) What are the strengths and weaknesses of the Self-Learning Modules in terms of: Intellectual Property Rights Compliance, Learning Competencies, Instructional Design and Organization, Instructional Quality, Assessment, and, Readability?; (2) What are the Alternative Interventions suggested to strengthen the identified weaknesses in the Self-Learning Modules?; and, (3) What Enhanced Self-Learning Modules may be proposed based on the strengths and weaknesses of the evaluated materials?
 
 Using a purposive sampling, the Key Informants of the study included a total of eight (8) English teachers coming from three different secondary school locales from Legazpi City Division namely: Legazpi City National High School, Gogon High School and Cabangan High School. The study used a mixed method using a Descriptive –Evaluative Design where Key Informants answered a Survey Questionnaire and underwent Key Informants Interview to record the strengths and weaknesses of the Self-Learning Modules. Thematic analysis and percentage were used in the study to identify salient themes from qualitative and quantitative responses of the participants, respectively. Relevant findings revealed that the strengths of Self-Learning Modules are (1) accuracy in citations, (2) copyright compliance (3) proper acknowledgement of the references, (4) accuracy in content, (5) appropriate presentation of objectives, (6) logical organization of content, (7) integration of valuable traits, (8) development of 21st century skills, (9) alignment of assessments to lesson objectives and (10) appropriateness of content and vocabulary to the learners’ level. On the other hand, Self-Learning Modules displayed weaknesses on the following areas: (1) rotten links, (2) missing bibliographies and references, (3) unpacking of broad competencies (4) outdated content and information, (5) grammatical errors, (6) development of lessons that allow for review, (7) providing answer keys, (8) unclear presentation of instruction and (9) seamless transitions of lessons.
 
 To strengthen the identified weaknesses, the researchers developed a Guide Book that discusses the alternative interventions suggested by the researchers based on their insights together with the recommendations of educators. The Guide Book aims to empower every module user to become involved in creating an improved Modular Learning experience. Moreover, the Enhanced Self-Learning Modules offshoot retained the revealed strengths and carefully applied the alternative interventions to strengthen the weaknesses. Finally, specific recommendations were suggested aimed towards the improvement of learning experiences.

Evaluation of Flexible Learning Module on New Literacies for Preservice Teachers

Reframing educational delivery due to the unprecedented disruption of classes necessitates the utilization of flexible learning materials that cater to students’ diversity. Well-developed self-learning modules become vital to ensure continuity of learning with the flexible instructional modality. Adopting the Plan-Do-Study-Act (PDSA) model and using a mixed method design, this study aimed to develop, implement, and evaluate the self-learning module in Building and Enhancing New Literacies across the Curriculum (BENLAC). A total of 437 preservice teachers from a state university and five content experts evaluated the module using the validated tools: module evaluation tool, questionnaire on preservice teachers’ perceptions about the module, and FGD protocol. Findings revealed that the module is developed following the principles of TAKE — Targeting the course outcomes; Anchoring the Universal Design for Learning and TPACK concepts; Keeping Gagne’s nine events of instruction; and, Engaging through reflections and research. Thematic analysis of the validation resulted in three themes: differentiated activities, research-based, and techno-integrated learning tasks, and rubric-based assessments. The majority of the preservice teachers perceived the module as aligned with the instructional design frameworks of outcomes-based education, TPACK and UDL, Diversity and Inclusivity, and facilitative learning experiences. After the enhancements, the BENLAC module was described as having well-articulated outcomes, techno-integrated activities, and outcomes-based assessments. The rigor of module development and validation provides support to the utilization of the BENLAC module and in-sights for considering adaptations to enhance the preservice teachers’ overall experience.

Surviving a Calculus Class during the Pandemic: Affordances and Constraints of a Fully Modular Instruction Class

The suspension of in person classes due to the global health pandemic caused by COVID-19 led to abrupt changes in the mode of instruction delivery and assessment. This action research using the Plan-Do-Study-Act (PDSA) model explored the opportunities and challenges in a Differential Calculus (DC) class on a fully online modular form of instruction (MFI). Using an approved syllabus and available online and offline resources, self-learning modules (SLMs) on DC were developed and the students’ views and experiences on the use of the SLMs during synchronous and asynchronous classes were determined. Survey questionnaires, reflective journals, and focus group discussion (FGD) were utilized for data gathering. Using descriptive and thematic analysis, the results revealed that students welcomed the use of online modular instruction because of accessibility and flexibility. They experienced independent learning, had better understanding of their own learning, appreciated calculus better, and were inspired to do their best. However, they experienced challenges in reading the modules and had difficulty understanding some lessons, thus, the need for group studies was evident. The modular form of instruction provided the learners with positive learning experiences leading to opportunities for self-regulated learning and collaboration yet gave challenges in reading literacy.

Development of Offline E-Modules to Improve Learners’ Academic Performance in Disciplines and Ideas in the Social Sciences


 
 
 
 As the education system in the Philippines has adapted to distance learning due to the global pandemic, self-learning modules also have become the primary learning resources of the learners. However, many modules distributed to learners were criticized due to erroneous contents, level of difficulty, number of tasks, and printing costs. Meanwhile, there were lack of modules for specialized subjects in some public senior high schools. In this regard, this study attempted to develop and validate offline yet electronic modules in one of the specialized subjects in senior high school, Disciplines and Ideas in the Social Sciences (DISS).
 In developing these, the study used Normative Design and Analysis, Design, Develop, Implement, and Evaluation (ADDIE) model. Twenty (20) Social Science and five (5) ICT teachers in the Division of Biñan City were asked to validate the developed e-modules, while thirty (30) learners from Biñan Integrated National High School were asked to participate in the Implementation Phase. An adopted questionnaire was given to the validators to assess the e-modules’ validity and acceptability while pretests and post-tests were given to the participating learners. Through the ADDIE model, the study was able to design and develop offline e-modules named Disciplines and Ideas in the Social Sciences Knowledge-Amplifying Remote Training E-Modules (DISSKARTE). Using the four-point Likert Scale and the simple mean, findings revealed that its objectives, concepts, topics, directions, exercises, and reflections were all highly valid. The findings showed that its functionality, accuracy, suitability, usability, and efficiency were all highly accepted. Pretest results showed that most of the participants did not meet expectations while the post-test results revealed otherwise as the majority got outstanding and very satisfactory remarks. T-test for dependent means revealed that there were significant differences in the pretests and post-tests. This implied that through DISSKARTE, the learners’ performance on DISS can improve.
 The study is limited to developing e-modules covering only a quarter of DISS subject. However, it is hoped that the study was able to contribute to the world of literature as there were only few to zero studies about developing instructional materials for DISS especially in the context of new normal.
 
 
 

Development and Evaluation of Self-learning Modules on Theories of Triangle Similarities

Development and Evaluation of Self-learning Modules on Theories of Triangle Similarities

Problems Encountered by Learners in Accomplishing Their Self-Learning Modules

Problems Encountered by Learners in Accomplishing Their Self-Learning Modules

PEMBINAAN MODUL LATIHAN KENDIRI TAJWID RED-SIGN BAGI MENINGKATKAN PENGUASAAN TAJWID PELAJAR SEKOLAH MENENGAH HARIAN

The effort of teaching al-Quran to childrens has been applied by parents as early as four years old. This effort continues in primary school since 7 to 12 years old with j-QAF syllabus in National Primary Schools and also additional KAFA classes in religious primary schools. However, the effectiveness of tajwid syllabus on students' ability to read al-Quran is still in unsatisfactory level. Among the factors which contribute to the weakness of students are incompetent teachers, less effective teaching and learning methods which further affect the ability to read al-Qur'an with tajwid when move to secondary school. The students who have reached the secondary school level need to be helped by looking at one of the factors contributing to this weakness, which is less effective teaching aids. This study aims to review the need of the development of tajwid self-learning modules to comprehend tajwid practices among National Secondary School Students. This study is a qualitative study which is collecting documentation from literature studies that touch on the skills of reciting the Qur'an. The results of this study found that the method of teaching Ilmu Tajwid and teaching aids need to be upgraded so that students can practice it independently at school and home. In conclusion, new teaching aids such as the Red Sign Tajwid Self-Training Module need to be developed to facilitate the process of imparting Ilmu Tajwid that can be used by student independently in class and home.