This paper investigates the self-learning module in Mathematics to improve competency knowledge of students in Mathematics in terms of assessment and assessment feedback, suggestions and comments, advantages, and disadvantages of the self-learning process. Mixed methods are employed, which is a combination of quantitative and qualitative approach concentrated on Focused Group Discussion (FGD). Likewise, purposive sampling is utilized in gathering the sample size of the study. Hence, one hundred seventy-two (172) comprised the research participants. Results show that the self-learning module allows exploration of the learning process through self-explanation, self-pace, more freedom, hands on exposure, and detailed lesson. The participants were able to understand the principles, rules, and laws of integration learning process though it is difficult and hard to implement the self-learning assessment. The study argues the need to elaborate lessons with more examples, and to provide detailed and flexible lessons that students enjoy. It is highly recommended that teachers provide interaction and guidance during the classroom discussions because the learning process becomes is slow with the self-learning module.