Abstract
This study aimed to evaluate the effectiveness of self-learning modules (SLMs) in Understanding Culture, Society, and Politics and to examine their relationship with students' scholastic performance based on self-rated comprehension. Using a descriptive-correlational research design, 100 students (14.51% of the population) were selected through cluster random sampling. Data were gathered via a researcher-developed questionnaire validated by three experts (Cronbach's α = 0.89) and administered both online and face-to-face. Data analysis through SPSS employed descriptive statistics and Pearson's correlation. Findings showed that students rated the SLMs' effectiveness favorably, with a mean score of 3.85 (SD = 0.62) on a 5-point scale, while their mean academic performance was 87.3 (SD = 4.5). However, the correlation analysis revealed no significant relationship between students' academic performance and their perceived comprehension from the SLMs (r = 0.08, p = 0.27), indicating that students' evaluations of the modules were independent of their grades. The study concludes that although students view the SLMs as practical learning tools, their perceptions are not directly influenced by their scholastic performance. This highlights the need for curriculum developers and educators to further enhance instructional materials to support student learning outcomes.
