Teaching-Learning Process Through Printed Self-Instructional Materials and the Learners' Learning Performance

The study sought to determine the influence of printed self-instructional materials on learners' learning performance. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency counts, and percentages to determine the level of teaching-learning through printed self-instructional materials and learners' learning performance. The Pearson product-moment correlation was used to assess the relationship between learners' learning performance and the use of printed self-instructional learning materials. Findings revealed that teachers often used printed self-instructional learning materials, and the majority of learners (51%) achieved a "satisfactory" learning performance. Further, it was revealed that printed self-instructional learning materials significantly influenced learners' learning performance. Thus, the null hypothesis was rejected. In summary, it was recommended that teachers continue to craft and design printed self-instructional learning materials using Artificial Intelligence. School Principals and school heads should always inspire teachers to create assessment tools that genuinely measure learners' learning performance.