This phenomenological research aims to find out the lived experiences of the 6 participants (2 teachers, 2 parents and 2 students) on the implementation of self-learning modules in the District of Tobias Fornier, Division of Antique. In terms of the lived experiences of teachers on the implementation of self-learning modules, they revealed that SLMs created a stress-free learning process among learners. They also narrated that there is a sense of urgency in ensuring learning continuity. In terms of the lived experiences of parents, 1 parent said that teaching her children the value of time is one of the experiences encountered and the other parent revealed that he realized and appreciated his parental roles under the new learning modality. When it comes to the experiences of students, both student-participants revealed that they learned to become independent learners with more freedom to learn. In terms of the barriers encountered by the teachers, no study habits as tolerated by parents, incomplete learning tasks submitted and the validity and reliability of answers are questionable. On the part of the parents, there were three barriers disclosed such as poor internet connectivity, lack of learning resources, and lack of competence to assist due to academic attainment and difficulties in balancing conflicting responsibilities. On the part of the students, 3 major barriers were encountered such as divided attention, no focus due to social media and online game addiction, and overlapping home and school tasks and voluminous and bulky activities/tasks.
Self-Learning Modules, Barriers, Motivations, COVID-19 Pandemic
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Cite this article:
Sanchez, A.S. & Motus, R.H. (2023). Self-Learning Module Implementation: Its Motivation and Barriers. Industry and Academic Research Review, 4 (1), 358-363.
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