Understanding Distance Learning through Teachers’ Lenses: Perceptions and Observed Student Challenges in the Use of Self-learning Modules (SLMs) for World History

Abstract

The study aimed to analyze teachers’ perceptions and students’ challenges in the use of Self-Learning Modules (SLMs) in World History, as well as the coping strategies teachers employed to address these challenges. Employing a descriptive qualitative design, the study was conducted in five public secondary mega schools in Ilocos Sur, Philippines—Sinait National High School, Narvacan National High School, Tagudin National High School, Ilocos Sur National High School, and Candon National High School—from August 2023 to February 2024. The participants included 21 purposively selected Araling Panlipunan 8 (World History) teachers with at least three years of teaching experience. Data were gathered through focus group discussions and individual interviews using a validated interview guide, supported by students’ feedback relayed through their respective World History teachers. Thematic analysis was employed to identify key themes and insights. Findings revealed that teachers perceived the SLMs as pedagogically sound, particularly in their clarity of objectives, promotion of higher-order thinking through activities, and alignment of assessments with learning outcomes. However, both teachers and students faced challenges that hindered effective implementation. Students struggled with completing tasks, low motivation, limited comprehension, weak self-directed learning skills, and restricted access to supplementary resources. Meanwhile, teachers encountered time and resource constraints, issues in contextualizing and distributing SLMs, and difficulty validating students’ authentic work. In response, teachers adopted coping strategies such as developing enrichment activity sheets, providing online guidance, offering additional learning materials, encouraging peer collaboration, and giving motivational feedback. The study concludes that while SLMs are well-designed, their success depends on adequate institutional support, teacher capacity, and student readiness. Strengthening resource provision, digital access, and monitoring systems is vital to enhance the quality and sustainability of modular learning in World History.