Enhancing Self-Directed Learning, Academic Self-Efficacy, and Student Performance in Science, Technology, and Society under Modular Distance Learning
Keywords:
Academic self-efficacy, Modular distance learning, Self-directed learning skills, Science, Technology & societyAbstract
Understanding the factors influencing academic performance is particularly crucial in the context of the COVID-19 pandemic, especially under modular distance learning (MDL) conditions. This descriptive-correlational study investigates the relationships among self-directed learning skills, academic self-efficacy, and student performance in the Science, Technology, and Society (STS) course during the
implementation of MDL. A total of 550 university students were purposively selected from an initial population of 694 enrolled in STS courses at West Visayas State University – Calinog Campus, Iloilo, Philippines, during the academic years
2020–2021 and 2021–2022. Data were collected through Google Forms, using
pilot-tested instruments measuring self-directed learning and academic self-efficacy. Final course grades were used to determine STS performance. Descriptive and inferential statistical methods were applied, with a significance level set at α = 0.05. Findings revealed that the majority of respondents demonstrated high levels of self-directed learning skills and academic self-efficacy. In terms of performance, most students achieved “satisfactory” to “very satisfactory” grades, with a smaller
number attaining “outstanding” and “highly outstanding” outcomes—highlighting
adaptability and resilience in a modular learning environment. Moreover, significant
positive correlations were found among self-directed learning skills, academic
self-efficacy, and academic performance. These results underscore the importance
of integrating strategies that promote self-regulated learning and academic confidence
into teaching practices, curriculum design, and policy formulation. The findings contribute to the development of targeted interventions aimed at improving student outcomes, particularly in higher education institutions implementing module-based
or flexible learning modalities in the post-pandemic educational landscape.
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