“Teachers’ Implementation, Compliance, And Effectiveness in The Use of Self-Learning Modules”

This study aimed to determine the extent of teachers’ implementation, compliance, and effectiveness in using self-learning modules (SLMs) in the Schools Division of Iloilo City for the school year 2024-2025. Conducted in March 2025, the study involved all 203 Grade 3 teachers in the division. A descriptive-correlational research design was employed, with age, sex, civil status, highest educational attainment, and length of teaching experience as independent variables, and implementation, compliance, and effectiveness in SLM use as dependent variables. Data were collected using a researcher-made questionnaire adapted from Miller (2021), Hargreaves (2003), and Gibson (2013), then analyzed using SPSS. Descriptive statistics included frequency, percentage, and mean, while inferential statistics involved the Mann-Whitney U Test, Kruskal-Wallis H test, and Spearman’s rho at a 0.05 alpha level. Findings revealed that teachers’ implementation of SLMs was “To a Very Great Extent”, compliance was “Very High”, and effectiveness was “Very High”, regardless of demographic classification. No significant differences were observed in implementation, compliance, or effectiveness across age, sex, civil status, educational attainment, or teaching experience. Correlation analysis showed moderate positive relationships between implementation and compliance, implementation and effectiveness, and compliance and effectiveness, indicating that adherence to SLM guidelines reinforced both implementation and teaching effectiveness. The results highlight that consistent and systematic use of SLMs promotes structured, independent, and effective learning experiences for students.