Evaluating the Effectiveness of Self-Learning Module (SLM) on Carbon Compounds Among Grade 9 Learners

This study evaluated the effectiveness of a developed Self-Learning Module (SLM) in improving the academic performance of Grade 9 learners in Chemistry, specifically on the topic of Carbon Compounds. A quasi-experimental pretest–posttest control group design was employed involving twenty-eight (28) Grade 9 learners from a public secondary school in Iligan City, Lanao del Norte, who were divided into a control group taught using the Traditional Learning Module (TLM) and an experimental group exposed to the developed Self-Learning Module. Learners' achievement was measured using validated pretest and posttest instruments aligned with the Department of Education's Most Essential Learning Competencies (MELCs). Due to the small sample size and non-normal distribution of the data, the Wilcoxon Signed-Rank Test and Mann–Whitney U Test were used for statistical analysis. The findings revealed that both instructional approaches significantly improved learners' academic performance from pretest to posttest. However, learners who utilized the Self-Learning Module demonstrated significantly higher posttest performance than those taught through the Traditional Learning Module. The experimental group obtained a significantly higher mean rank, indicating that the Self-Learning Module was more effective in promoting conceptual understanding of Carbon Compounds. The results suggest that learner-centered, self-paced instructional materials can enhance students' learning outcomes and serve as an effective supplement to conventional classroom instruction. As a pilot study, the findings provide preliminary evidence supporting the use of Self-Learning Modules in Chemistry and offer valuable insights for refining the instructional material prior to large-scale implementation.

Carbon Compounds, Chemistry Education, Self-Learning Module, Traditional Learning Module

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