1. Teacher, DepEd, Bais City National High School, Philippines.

*             Correspondence: shing_ads@yahoo.com

Keywords: mathematics achievement, SDL, learners, modules, grade

1. INTRODUCTION

Programmed training in module form is an important educational innovation in instructional design that can supplement traditional face-to-face instruction [1]. This approach, called the modular approach, consists of self-directed learning activity packages, which are self-paced, self-instructional, student-directed, and place the responsibility of learning on the students. The learners can assess the acceptability of the self-learning modules as the primary material for engagement in remote learning in terms of content, assessment, and presentation. Aside from the acceptability of self-learning modules, motivation to learn must not be overlooked. While some learners are motivated by extrinsic factors, others may be motivated purely by intrinsic factors [2]. A learner who engages in a task not because he/she finds it appealing or satisfying but because he/she wants to obtain something of value in return or avoid something unpleasant is extrinsically motivated. On the other hand, when one performs an activity for its own sake rather than the desire for some external reward or out of some external pressure, he/she is intrinsically motivated.  Whichever situation is more applicable, a learner must be motivated to learn at all times. Acceptability of self-learning modules by learners and motivation may be important factors that influence mathematics accomplishment or a student’s competency in the topic of mathematics as evaluated by achievement test scores. The relevance of mathematics in both formal education and people’s daily lives motivates researchers to investigate mathematical performance [3]. However, looking at the current situation, the performance of learners in Mathematics has been very low. This is evident in the 2019 Trends in International Mathematics and Science Study (TIMSS). In the worldwide exam for mathematics and science for Grade 4 students, the Philippines came in last out of 58 countries [4]. Moreover, in the result of the Program for International Student Assessment (PISA) for the year 2018, the Philippines placed second-lowest in Mathematics [5]. Locally, in Bais City National High School (BCNHS), School-Initiated Achievement Test results in Mathematics obtained a Mean Percentage Score (MPS) of 55.25 Below Average only (BCNHS Math Department Report, 2020). The above situations have shed light on the researcher to embark on the study, which determines the level of acceptability of learning modules and the level of learning motivation of Grade 10 learners in relation to their Mathematics achievement. The modular approach to education, which consists of self-directed learning activity packages, is an innovative educational innovation that can supplement traditional face-to-face instruction [6]. These modules are self-paced, self-instructional, and student-directed, allowing learners to assess their acceptability in terms of content, assessment, and presentation. Motivation to learn is crucial for students, as it influences their mathematics accomplishment or competency. However, the performance of learners in mathematics has been low, with the Philippines ranking last out of 58 countries in the 2019 Trends in International Mathematics and Science Study (TIMSS) [7]. In 2018, the Philippines placed second-lowest in Mathematics in the Program for International Student Assessment (PISA). This study aimed to determine the level of acceptability of self-learning modules and motivation of Grade 10 learners in relation to their Mathematics achievement during the school. Hypotheses were advanced, including no significant difference in acceptability, motivation, Mathematics achievement, acceptability, or motivation. Assumptions were made, such as the acceptability of self-learning modules, learning motivation, Mathematics achievement, acceptability, and motivation influencing the level of Mathematics achievement. In conclusion, the modular approach to education can significantly improve students’ mathematics achievement and competency [8]. However, further research is needed to understand the factors influencing these outcomes and develop effective strategies for improving student outcomes. This study is based on the Self-Directed Learning (SDL) Theory, Self-Determination Theory, and Mathematical Learning Theory. SDL posits that learners become more self-directed as they mature, making it crucial in distance learning [9]. It involves setting learning goals, identifying gaps, and identifying resources, selecting strategies, and evaluating learning. This theory is relevant to this study as self-learning modules are used to help students learn independently. Self-Determination theory, created by Deci and Ryan, suggests that humans are motivated by a desire to learn and grow. It distinguishes between intrinsic and extrinsic motivation, with intrinsic motivation being inherently interesting and extrinsic motivation being driven by a separable outcome [10]. Both intrinsic and extrinsic motivations are essential in the learning process, especially without a teacher. The achievement goal theory suggests that students have various reasons for participating in learning and schoolwork. Mastery goals focus on achieving competence, while performance goals aim to achieve competence relative to others. Mastery goals are associated with higher performance than performance orientation. This study focused on the relationship between self-directed learners’ motivation, acceptability of self-learning modules, and their mathematics achievement in Grade 10 learners. The study considered sex, average family income, and the number of siblings as grouping variables. The independent variables are the acceptability of modules and motivation, which are based on content, assessment, and presentation. Acceptability refers to agreement with the majority position, while motivation is derived from intrinsic and extrinsic motivation. The dependent variable is the mathematics achievement of Grade 10 learners, which is the outcome of learned knowledge, comprehension, abilities, and strategies in the discipline of mathematics at a specific stage. The study tested the hypothesized relationship between the acceptability of modules, motivation, and Mathematics achievement to determine if the variables have significant relationships. The study aimed to understand the factors that influence learners’ motivation and success in mathematics, and to develop strategies to enhance their learning experience.

2. MATERIAL & METHODS

Table 01: Study variables and indicators

Study Variables	Indicators	Categories
Sex	Gender Classification based on the assigned reproductive organ at birth	Male
		Female
Average family monthly income	Estimated average family income in a month	Lower (below Php 6000)
		Higher (Php 6000 and above)
Number of Siblings	Number of children living with the family	Few (below 3)
		Many (3 and above)

 Table 02: Distribution of Respondents

Section	Population (N)	Sample (n)	Percentage (%)
A	47	18	7.58
B	53	21	8.86
C	55	21	8.86
D	49	19	8.02
E	53	21	8.86
F	51	20	8.44
G	50	19	8.02
H	52	20	8.44
I	49	19	8.02
J	54	21	8.86
K	50	19	8.02
L	48	19	8.02
Total	611	237	100.00

The study used a self-made questionnaire to collect data on respondents’ sex, family income, and siblings. The questionnaire assessed the acceptability of the self-learning module, motivation levels, and the coverage of Math 10 topics from first to fourth quarter. The questionnaire had 50 items with 60% easy, 30% moderate, and 10% difficult questions. The results were interpreted as Excellent, Very Satisfactory, Satisfactory, Fairly Satisfactory, and Not Satisfactory. Validity refers to the appropriateness and appropriateness of the test for its specific purpose and the accuracy of the results in interpreting and utilizing the Study. Five jurors were selected to validate the research instrumentation, including a doctorate graduate, an Assistant Schools Division Superintendent, a Doctor of Developmental Education, Master Teacher II, a Principal I, a Public School District Supervisor, and a full-fledged doctorate degree holder. The validity index of the research instrument was 4.64, interpreted as Excellent. Reliability was established through a dry run from 30 Grade 10 students of the same research venue. Cronbach Alpha was used to establish reliability for Part II and III, which focused on the acceptability of self-learning modules and motivation. The reliability index for Part II was 0.760, and for Part III, it was 0.756. The Kuder-Richardson 20 (KR-20) was used to establish the reliability of Part IV, a 50-item Math 10 achievement test. The reliability coefficients obtained by the Math Achievement Test in this study were 0.730, interpreted as Good. The researcher sent a request letter to the Schools Division Superintendent and the school principal, administering questionnaires to the target respondents during a lockdown. Data was tallied, tabulated, and analyzed using SPSS. The study used descriptive, comparative, and relational analytical schemes to determine the level of acceptability, motivation, learning motivation, and Mathematics achievement of Grade 10 learners during the school. The comparative analytical scheme was used to establish significant differences in the acceptability, motivation, and Mathematics achievement levels. The relational analytical scheme found a significant relationship between the acceptability of self-learning modules and Mathematics achievement levels.  The Mann-Whitney U test was used to establish significant differences in the acceptability of self-learning modules between two populations. The null hypothesis was 50% probability that a randomly drawn member of the first population would exceed a member of the second population. The independent t-test was used to establish significant differences in Mathematics achievement between two unrelated groups. The p-value approach was used to reject the null hypothesis if the p-value was less than or equal to the 0.05 level of significance. The Spearman rank correlation was used to find the significant relationship between the acceptability of self-learning modules and Mathematics achievement. The results were analyzed using p-values less than or equal to 0.05 and greater than 0.05.

3. RESULTS & DISCUSSION

Table 03: Profile of the Respondents

Variable	Category	Frequency	Percentage
Sex
	Male	100	42.20
	Female	137	57.80
Parents’ Average Family Monthly Income	Lower (below Php 6,000)	102	43.30
	Higher (Php 6,000 and above)	135	57.70
Number of Siblings	Few (below 3)	104	43.90
	Many (3 and above)	133	56.10
	Total	237	100.00

Table 04: Level of Acceptability of Self-Learning Modules of Grade 10 learners in The Area of Content

 

Items	Mean	Interpretation
1.      The content each lesson is directly relevant to the defined objectives.	4.19	High Level
2.      The content of each lesson is simple and easy to understand.	3.94	High Level
3.      The topics of each lesson are fully discussed.	4.01	High Level
4.      The topics are supported with practice tasks that are suited to the level of the students.	4.21	High Level
5.      Each topic is given equal emphasis in the lesson.	4.29	High Level
6.      The contents are relevant to the culture of the learner.	4.16	High Level
7.      Topics are relevant to the daily activities of the learner.	4.16	High Level
8.      The contents match the competencies of the subject.	4.22	High Level
9.      Examples are easy to understand for adult learner	4.09	High Level
10.  The topics are properly sequenced.	4.18	High Level
Over-all mean	4.15	High Level

Table 05: Level of Acceptability of Self-Learning Modules of Grade 10 learners in The Area of Assessment

Items	Mean	Interpretation
1.      The assessment matches the Most Essential Learning Competencies (MELC).	4.34	High Level
2.      The assessment tools follow the required degree of test difficulty.	4.18	High Level
3.      Directions for tasks to be performed are clearly stated.	4.32	High Level
4.      Rubrics are provided to guide learners in performing a task	4.50	Very High Level
5.      The assessment initiates timely feedback	4.19	High Level
6.      Both performance tasks and summative tests are balanced.	4.30	High Level
7.      Each question is easily understood by the learners.	4.13	High Level
8.      Self-assessment for learners is encouraged.	4.33	High Level
9.      Assessment activities are realistic to accomplish.	4.22	High Level
10.  The assessment strategies are suited to the learners’ level of understanding.	4.22	High Level
Over-all mean	4.27	High Level

 Table 06: Level of Acceptability of Self-Learning Modules of Grade 10 learners in The Area of Presentation

Items	Mean	Interpretation
1.      The topics are presented in a logical and sequential order.	4.23	High Level
2.      The lessons in the modules are presented in a unique and original form	4.30	High Level
3.      The learning activities are presented clearly.	4.30	High Level
4.      The presentation of each lesson is attractive and interesting to the students	4.22	High Level
5.      Adequate examples are given to each topic.	4.13	High Level
6.      The drawings are familiar to the learner.	4.09	High Level
7.      The illustrations used match the topics in the module.	4.21	High Level
8.      The direction is concise, readable and easy to follow	4.21	High Level
9.      The font sizes are readable by the target learners	4.36	High Level
10.  The pictures are easy to view.	4.00	High Level
Over-all mean	4.20	High Level

Table 07: Level of Motivation of Grade 10 learners in the Area of Intrinsic

Items	Mean	Interpretation
I experience pleasure and satisfaction…
1.      when I discover new topics in the modules.	4.44	High Level
2.      when I am in the process of accomplishing performance tasks in the modules.	4.27	High Level
3.      while learning new things through the modules.	4.32	High Level
4.      when I remember prior concepts included in the modules	4.20	High Level
5.      because the modules pave the way on my quest for excellence of my studies.	4.19	High Level
6.      when I perform activities that require the use of equipment/facilities available at home.	4.12	High Level
7.      on exploring topics that I always want to learn.	4.35	High Level
8.      in learning ideas that have many applications in daily life.	4.30	High Level
9.      when I have fun doing purposeful learning activities.	4.28	High Level
10.  when I can answer the evaluation part of the modules.	4.25	High Level
Over-all mean	4.27	High Level

Table 08: Level of Motivation of Grade 10 learners in The Area of Extrinsic

Items	Mean	Interpretation
Using the modules, I am motivated to learn…
1.      in order to obtain a more prestigious job in the future.	4.50	Very High Level
2.      to help me make a better choice regarding my career orientation.	4.50	Very High Level
3.      in order to improve my competence.	4.43	High Level
4.      to do well in the summative tests.	4.44	High Level
5.      to please my family.	4.41	High Level
6.      because I want to impress my learning facilitators.	4.33	High Level
7.      when I can produce outputs as required in the modules.	4.35	High Level
8.      if the topic offers various applications across other learning areas.	4.21	High Level
9.      when I am rewarded with material things for having accomplished the modules.	4.21	High Level
10.  when I do collaboration with my siblings in working on practice tasks of the modules.	4.07	High Level
Over-all mean	4.35	High Level

Table 09: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Content When Grouped According to Sex

Categories	Male		Female
	Mean	Interpretation	Mean	Interpretation
1.      The content each lesson is directly relevant to the defined objectives.	4.34	High Level	4.09	High Level
2.      The content of each lesson is simple and easy to understand.	3.96	High Level	3.92	High Level
3.      The topics of each lesson are fully discussed.	4.13	High Level	3.93	High Level
4.      The topics are supported with practice tasks that are suited to the level of the students.	4.32	High Level	4.13	High Level
5.      Each topic is given equal emphasis in the lesson.	4.35	High Level	4.25	High Level
6.      The contents are relevant to the culture of the learner.	4.13	High Level	4.19	High Level
7.      Topics are relevant to the daily activities of the learner.	4.14	High Level	4.17	High Level
8.      The contents match the competencies of the subject.	4.24	High Level	4.20	High Level
9.      Examples are easy to understand for adult learner	4.03	High Level	4.13	High Level
10.  The topics are properly sequenced.	4.20	High Level	4.16	High Level
Over-all mean	4.18	High Level	4.12	High Level

Table 10: Level of Acceptability of Self-Learning Modules of Grade 10 Learners in the Area of Assessment When Grouped According to Sex

Categories	Male		Female
	Mean	Interpretation	Mean	Interpretation
1.      The assessment matches the Most Essential Learning Competencies (MELC).	4.37	High Level	4.32	High Level
2.      The assessment tools follow the required degree of test difficulty.	4.16	High Level	4.19	High Level
3.      Directions for tasks to be performed are clearly stated.	4.40	High Level	4.26	High Level
4.      Rubrics are provided to guide learners in performing a task	4.40	High Level	4.55	Very High Level
5.      The assessment initiates timely feedback	4.18	High Level	4.20	High Level
6.      Both performance tasks and summative tests are balanced.	4.42	High Level	4.21	High Level
7.      Each question is easily understood by the learners.	4.17	High Level	4.09	High Level
8.      Self-assessment for learners is encouraged.	4.33	High Level	4.33	High Level
9.      Assessment activities are realistic to accomplish.	4.32	High Level	4.14	High Level
10.  The assessment strategies are suited to the learners’ level of understanding.	4.30	High Level	4.15	High Level
Over-all mean	4.31	High Level	4.24	High Level

Table 11: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Presentation When Grouped According to Sex

Categories	Male		Female
	Mean	Interpretation	Mean	Interpretation
1.      The topics are presented in a logical and sequential order.	4.23	High Level	4.23	High Level
2.      The lessons in the modules are presented in a unique and original form	4.22	High Level	4.35	High Level
3.      The learning activities are presented clearly.	4.29	High Level	4.30	High Level
4.      The presentation of each lesson is attractive and interesting to the students	4.22	High Level	4.22	High Level
5.      Adequate examples are given to each topic.	4.16	High Level	4.11	High Level
6.      The drawings are familiar to the learner.	4.16	High Level	4.04	High Level
7.      The illustrations were used to match the topics in the module.	4.24	High Level	4.18	High Level
8.      The direction is concise, readable, and easy to follow	4.19	High Level	4.22	High Level
9.      The font sizes are readable by the target learners	4.34	High Level	4.38	High Level
10.  The pictures are easy to view.	4.11	High Level	3.93	High Level
Over-all mean	4.22	High Level	4.20	High Level

Table 11 presents the acceptability of self-learning modules among Grade 10 learners based on sex. Both male and female students reported high acceptability, with mean scores of 4.22 and 4.20, respectively. Notably, significant variation was observed in item 10 regarding the clarity of pictures; males scored 4.11 while females scored 3.93, indicating that males prioritize clear illustrations more than females. This contrasts with [11] who found females more aware of the need for recognizable illustrations. Effective presentation requires engaging and logical flow, as well as concrete illustrations to aid understanding of complex concepts [12,13].

Table 12: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Content When Grouped According to Parents’ Average Family Monthly Income

Categories	Lower		Higher
	Mean	Interpretation	Mean	Interpretation
1.      The content of each lesson is directly relevant to the defined objectives.	4.05	High Level	4.22	High Level
2.      The content of each lesson is simple and easy to understand.	3.63	High Level	4.00	High Level
3.      The topics of each lesson are fully discussed.	3.90	High Level	4.04	High Level
4.      The topics are supported with practice tasks that are suited to the level of the students.	4.33	High Level	4.19	High Level
5.      Each topic is given equal emphasis in the lesson.	4.30	High Level	4.29	High Level
6.      The contents are relevant to the culture of the learner.	4.10	High Level	4.18	High Level
7.      Topics are relevant to the daily activities of the learner.	4.10	High Level	4.17	High Level
8.      The contents match the competencies of the subject.	4.08	High Level	4.25	High Level
9.      Examples are easy to understand for the adult learner	4.05	High Level	4.10	High Level
10.  The topics are properly sequenced.	4.05	High Level	4.20	High Level
Over-all mean	4.06	High Level	4.16	High Level

Table 13: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Assessment When Grouped According to Parents’ Average Family Monthly Income

Categories	Lower		Higher
	Mean	Interpretation	Mean	Interpretation
1.      The assessment matches the Most Essential Learning Competencies (MELC).	4.20	High Level	4.37	High Level
2.      The assessment tools follow the required degree of test difficulty.	4.10	High Level	4.19	High Level
3.      Directions for tasks to be performed are clearly stated.	4.23	High Level	4.34	High Level
4.      Rubrics are provided to guide learners in performing a task	4.43	High Level	4.52	Very High Level
5.      The assessment initiates timely feedback	4.10	High Level	4.21	High Level
6.      Both performance tasks and summative tests are balanced.	4.23	High Level	4.31	High Level
7.      Each question is easily understood by the learners.	4.05	High Level	4.14	High Level
8.      Self-assessment for learners is encouraged.	4.13	High Level	4.37	High Level
9.      Assessment activities are realistic to accomplish.	4.13	High Level	4.23	High Level
10.  The assessment strategies are suited to the learners’ level of understanding.	4.15	High Level	4.23	High Level
Over-all mean	4.17	High Level	4.29	High Level

Table 14: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Presentation When Grouped According to Parents’ Average Family Monthly Income

Categories	Lower		Higher
	Mean	Interpretation	Mean	Interpretation
1.      The topics are presented in a logical and sequential order.	4.08	High Level	4.26	High Level
2.      The lessons in the modules are presented in a unique and original form	3.95	High Level	4.37	High Level
3.      The learning activities are presented clearly.	4.38	High Level	4.28	High Level
4.      The presentation of each lesson is attractive and interesting to the students	4.00	High Level	4.26	High Level
5.      Adequate examples are given to each topic.	3.95	High Level	4.17	High Level
6.      The drawings are familiar to the learner.	4.00	High Level	4.11	High Level
7.      The illustrations used matches the topics in the module.	3.95	High Level	4.26	High Level
8.      The direction is concise, readable and easy to follow	4.05	High Level	4.24	High Level
9.      The font sizes are readable by the target learners	4.40	High Level	4.36	High Level
10.  The pictures are easy to view.	3.65	High Level	4.08	High Level
Over-all mean	4.04	High Level	4.24	High Level

Table 15: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Content When Grouped According to Number of Siblings

Categories	Few		Many
	Mean	Interpretation	Mean	Interpretation
1.      The content of each lesson is directly relevant to the defined objectives.	4.19	High Level	4.20	High Level
2.      The content of each lesson is simple and easy to understand.	3.90	High Level	3.96	High Level
3.      The topics of each lesson are fully discussed.	4.04	High Level	3.99	High Level
4.      The topics are supported with practice tasks that are suited to the level of the students.	4.18	High Level	4.23	High Level
5.      Each topic is given equal emphasis in the lesson.	4.31	High Level	4.27	High Level
6.      The contents are relevant to the culture of the learner.	4.13	High Level	4.20	High Level
7.      Topics are relevant to the daily activities of the learner.	4.17	High Level	4.14	High Level
8.      The contents match the competencies of the subject.	4.24	High Level	4.20	High Level
9.      Examples are easy to understand for the adult learner	4.17	High Level	4.02	High Level
10.  The topics are properly sequenced.	4.29	High Level	4.09	High Level
Over-all mean	4.16	High Level	4.13	High Level

Contrary to earlier findings, the number of siblings is less crucial than their ability to assist, emphasizing the importance of knowledgeable support in enhancing comprehension of instructional activities [14,15].

Table 16: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Assessment When Grouped According to Number of Siblings

Categories	Few		Many
	Mean	Interpretation	Mean	Interpretation
1.      The assessment matches the Most Essential Learning Competencies (MELC).	4.39	High Level	4.30	High Level
2.      The assessment tools follow the required degree of test difficulty.	4.29	High Level	4.09	High Level
3.      Directions for tasks to be performed are clearly stated.	4.44	High Level	4.22	High Level
4.      Rubrics are provided to guide learners in performing a task	4.58	Very High Level	4.44	High Level
5.      The assessment initiates timely feedback	4.22	High Level	4.17	High Level
6.      Both performance tasks and summative tests are balanced.	4.35	High Level	4.26	High Level
7.      Each question is easily understood by the learners.	4.10	High Level	4.15	High Level
8.      Self-assessment for learners is encouraged.	4.32	High Level	4.34	High Level
9.      Assessment activities are realistic to accomplish.	4.29	High Level	4.16	High Level
10.  The assessment strategies are suited to the learners’ level of understanding.	4.19	High Level	4.23	High Level
Over-all mean	4.32	High Level	4.24	High Level

This suggests that learners with fewer siblings are more attentive to following task directions, as they may lack sibling support for clarification, aligning with [16] findings.

Table 17: Level of Acceptability of Self-Learning Modules of Grade 10 learners in the Area of Presentation When Grouped According to Number of Siblings

Categories	Few		Many
	Mean	Interpretation	Mean	Interpretation
1.      The topics are presented in a logical and sequential order.	4.24	High Level	4.23	High Level
2.      The lessons in the modules are presented in a unique and original form	4.35	High Level	4.26	High Level
3.      The learning activities are presented clearly.	4.32	High Level	4.28	High Level
4.      The presentation of each lesson is attractive and interesting to the students	4.23	High Level	4.21	High Level
5.      Adequate examples are given to each topic.	4.13	High Level	4.14	High Level
6.      The drawings are familiar to the learner.	4.11	High Level	4.08	High Level
7.      The illustrations used match the topics in the module.	4.20	High Level	4.21	High Level
8.      The direction is concise, readable and easy to follow	4.23	High Level	4.19	High Level
9.      The font sizes are readable by the target learners	4.39	High Level	4.34	High Level
10.  The pictures are easy to view.	4.12	High Level	3.92	High Level
Over-all mean	4.23	High Level	4.18	High Level

Table 18:  Level of Motivation of Grade 10 learners in the Area of Intrinsic When Grouped According to Sex

Categories	Male		Female
	Mean	Interpretation	Mean	Interpretation
I experience pleasure and satisfaction…
1.      when I discover new topics in the modules	4.44	High Level	4.44	High Level
2.      when I am in the process of accomplishing performance tasks in the modules.	4.29	High Level	4.26	High Level
3.      while learning new things through the modules.	4.32	High Level	4.31	High Level
4.      when I remember prior concepts included in the modules	4.24	High Level	4.18	High Level
5.      because the modules pave the way on my quest for excellence of my studies.	4.24	High Level	4.15	High Level
6.      when I perform activities that require the use of equipment/facilities available at home.	4.13	High Level	4.12	High Level
7.      on exploring topics that I always want to learn.	4.33	High Level	4.37	High Level
8.      in learning ideas that have many applications in daily life.	4.29	High Level	4.32	High Level
9.      when I have fun doing purposeful learning activities.	4.38	High Level	4.20	High Level
10.  when I can answer the evaluation part of the modules.	4.20	High Level	4.28	High Level
Over-all mean	4.29	High Level	4.26	High Level

Table 19: Level of Motivation of Grade 10 learners in the Area of Extrinsic When Grouped According to Sex

Categories	Male		Female
	Mean	Interpretation	Mean	Interpretation
Using the modules, I am motivated to learn…
1.      in order to obtain a more prestigious job in the future.	4.56	Very High Level	4.46	High Level
2.      to help me make a better choice regarding my career orientation.	4.53	Very High Level	4.48	High Level
3.      in order to improve my competence.	4.46	High Level	4.42	High Level
4.      to do well in the summative tests.	4.46	High Level	4.42	High Level
5.      to please my family.	4.45	High Level	4.39	High Level
6.      because I want to impress my learning facilitators.	4.34	High Level	4.32	High Level
7.      when I can produce outputs as required in the modules.	4.37	High Level	4.33	High Level
8.      if the topic offers various applications across other learning areas.	4.32	High Level	4.13	High Level
9.      when I am rewarded with material things for having accomplished the modules.	4.30	High Level	4.14	High Level
10.  when I do collaboration with my siblings in working on practice tasks.	4.20	High Level	3.98	High Level
Over-all mean	4.40	High Level	4.31	High Level

Table 19 presents the extrinsic motivation levels of Grade 10 learners by sex, showing generally high acceptability with male learners scoring a sub-mean of 4.43 and females 4.40. A notable difference appears in item 10, where males score 4.20 and females 3.98, indicating males are more motivated by collaboration with siblings on tasks. In contrast, females prefer independent work. This aligns with findings by [17] and [18], emphasizing the importance of external goals and learning beliefs for all students.

Table 20: Level of Motivation of Grade 10 learners in the Area of Intrinsic When Grouped According to Parents’ Average Family Monthly Income

Categories	Lower		Higher
	Mean	Interpretation	Mean	Interpretation
I experience pleasure and satisfaction…
1.      when I discover new topics in the modules	4.50	Very High Level	4.39	High Level
2.      when I am in the process of accomplishing performance tasks in the modules.	4.26	High Level	4.27	High Level
3.      while learning new things through the modules.	4.32	High Level	4.31	High Level
4.      when I remember prior concepts included in the modules	4.30	High Level	4.13	High Level
5.      because the modules pave the way on my quest for excellence of my studies.	4.11	High Level	4.25	High Level
6.      when I perform activities that require the use of equipment/facilities available at home.	4.10	High Level	4.14	High Level
7.      on exploring topics that I always want to learn.	4.29	High Level	4.40	High Level
8.      in learning ideas that have many applications in daily life.	4.25	High Level	4.34	High Level
9.      when I have fun doing purposeful learning activities.	4.25	High Level	4.30	High Level
10.  when I can answer the evaluation part of the modules.	4.30	High Level	4.21	High Level
Over-all mean	4.27	High Level	4.28	High Level

Table 20 presents data on the intrinsic motivation levels of Grade 10 learners based on parents’ average monthly income. Both income groups exhibit high intrinsic motivation, with scores of 4.27 for the lower and 4.28 for the higher group. Notably, item no. 5 reveals a greater motivation variation (4.11 for lower vs. 4.25 for higher income), indicating that wealthier learners find more pleasure in using self-learning modules. This reflects [19] findings that advantaged families foster higher motivation in children compared to their less privileged peers.

Table 21: Level of Motivation of Grade 10 learners in the Area of Extrinsic When Grouped According to Parents’ Average Family Monthly Income

Categories	Lower		Higher
	Mean	Interpretation	Mean	Interpretation
Using the modules, I am motivated to learn…
1.      in order to obtain a more prestigious job in the future.	4.45	High Level	4.53	Very High Level
2.      to help me make a better choice regarding my career orientation.	4.48	High Level	4.52	Very High Level
3.      in order to improve my competence.	4.46	High Level	4.42	High Level
4.      to do well in the summative tests.	4.47	High Level	4.41	High Level
5.      to please my family.	4.41	High Level	4.41	High Level
6.      because I want to impress my learning facilitators.	4.31	High Level	4.34	High Level
7.      when I can produce outputs as required in the modules.	4.29	High Level	4.39	High Level
8.      if the topic offers various applications across other learning areas.	4.22	High Level	4.21	High Level
9.      when I am rewarded with material things for having accomplished the modules.	4.27	High Level	4.16	High Level
10.  when I do collaboration with my siblings in working on practice tasks of the modules.	4.00	High Level	4.10	High Level
Over-all mean	4.34	High Level	4.35	High Level

Table 22: Level of Motivation of Grade 10 learners in the Area of Intrinsic When Grouped According to Number of Siblings 

Categories	Few		Many
	Mean	Interpretation	Mean	Interpretation
I experience pleasure and satisfaction…
1.      when I discover new topics in the modules	4.47	High Level	4.41	High Level
2.      when I am in the process of accomplishing performance tasks in the modules.	4.24	High Level	4.29	High Level
3.      while learning new things through the modules.	4.31	High Level	4.32	High Level
4.      when I remember prior concepts included in the modules	4.22	High Level	4.19	High Level
5.      because the modules pave the way on my quest for excellence of my studies.	4.25	High Level	4.14	High Level
6.      when I perform activities that require the use of equipment/facilities available at home.	4.18	High Level	4.08	High Level
7.      on exploring topics that I always want to learn.	4.38	High Level	4.33	High Level
8.      in learning ideas that have many applications in daily life.	4.32	High Level	4.29	High Level
9.      when I have fun doing purposeful learning activities.	4.43	High Level	4.16	High Level
10.  when I can answer the evaluation part of the modules.	4.34	High Level	4.18	High Level
Over-all mean	4.31	High Level	4.24	High Level

Table 23: Level of Motivation of Grade 10 learners in the Area of Extrinsic When Grouped According to Number of Siblings

Categories	Few		Many
	Mean	Interpretation	Mean	Interpretation
Using the modules, I am motivated to learn…
1.      in order to obtain a more prestigious job in the future.	4.53	Very High Level	4.48	High Level
2.      to help me make a better choice regarding my career orientation.	4.59	Very High Level	4.44	High Level
3.      in order to improve my competence.	4.52	Very High Level	4.38	High Level
4.      to do well in the summative tests.	4.43	High Level	4.44	High Level
5.      to please my family.	4.44	High Level	4.39	High Level
6.      because I want to impress my learning facilitators.	4.32	High Level	4.34	High Level
7.      when I can produce outputs as required in the modules.	4.34	High Level	4.35	High Level
8.      if the topic offers various applications across other learning areas.	4.21	High Level	4.21	High Level
9.      when I am rewarded with material things for having accomplished the modules.	4.18	High Level	4.23	High Level
10.  when I do collaboration with my siblings in working on practice tasks of the modules.	4.05	High Level	4.09	High Level
Over-all mean	4.36	High Level	4.33	High Level

Table 24: Level of Mathematics Achievement of the Grade 10 Learners During the School Year 2020-2021

Variable	N	Mean	Interpretation
Math 10 Achievement	237	33.86	Very Satisfactory

Table 25: Level of Mathematics Achievement of the Grade 10 Learners During the School Year 2020-2021 When Grouped According to the Aforementioned Variables

Variables	Categories	Mean	Interpretation
Sex	Male	32.79	Very Satisfactory
	Female	34.64	Very Satisfactory
Parents’ Average Family Monthly Income	Lower	33.69	Very Satisfactory
	Higher	33.99	Very Satisfactory
Number of Siblings	Few	33.64	Very Satisfactory
	Many	34.02	Very Satisfactory

Table 26: The difference in the Level of Acceptability of Self-Learning Modules of Grade 10 Learners in the Area of Content When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean Rank	Mann Whitney U	p-value	Sig. level	Interpretation
Sex	Male	100	122.55	6495.00	0.494	0.05	Not Significant
	Female	137	116.41
Average Family Monthly Income	Lower	102	115.36	6513.50	0.476		Not Significant
	Higher	135	121.75
Number of Siblings	Few	104	118.13	6825.50	0.862		Not Significant
	Many	133	119.68

Table 27: The difference in the Level of Acceptability of Self-Learning Modules of Grade 10 Learners in the Area of Assessment When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean Rank	Mann Whitney U	p-value	Sig. level	Interpretation
Sex	Male	100	126.17	6133.50	0.168	0.05	Not Significant
	Female	137	113.77
Average Family Monthly Income	Lower	102	116.35	6614.50	0.603		Not Significant
	Higher	135	121.00
Number of Siblings	Few	104	121.43	6663.50	0.628		Not Significant
	Many	133	117.10

Table 28: The difference in the Level of Acceptability of Self-Learning Modules of Grade 10 Learners in the Area of Presentation When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean Rank	Mann Whitney U	p-value	Sig. level	Interpretation
Sex	Male	100	123.74	6376.50	0.362	0.05	Not Significant
	Female	137	115.54
Average Family Monthly Income	Lower	102	115.01	6478.50	0.435		Not Significant
	Higher	135	122.01
Number of Siblings	Few	104	119.42	6872.50	0.934		Not Significant
	Many	133	118.67

Table 29: The difference in the Level of Motivation of Grade 10 Learners in the Area of Intrinsic When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean Rank	Mann Whitney U	p-value	Sig. level	Interpretation
Sex	Male	100	120.05	6745.00	0.840	0.05	Not Significant
	Female	137	118.23
Average Family Monthly Income	Lower	102	119.26	6858.50	0.959		Not Significant
	Higher	135	118.80
Number of Siblings	Few	104	120.88	6720.00	0.707		Not Significant
	Many	133	117.53

Table 30: The difference in the Level of Motivation of Grade 10 Learners in the Area of Extrinsic When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean Rank	Mann Whitney U	p-value	Sig. level	Interpretation
Sex	Male	100	124.11	6339.00	0.324	0.05	Not Significant
	Female	137	115.27
Average Family Monthly Income	Lower	102	119.66	6817.50	0.897		Not Significant
	Higher	135	118.50
Number of Siblings	Few	104	116.63	6669.50	0.636		Not Significant
	Many	133	120.85

Table 31: The difference in the Level of Mathematics Achievement of Grade 10 Learners When Grouped and Compared According to the Aforementioned Variables

Variable	Category	N	Mean	t-value	p-value	Sig. level	Interpretation
Sex	Male	100	32.79	-2.255	0.025	0.05	Significant
	Female	137	34.64
Average Family Monthly Income	Lower	102	33.69	-0.362	0.017		Significant
	Higher	135	33.99
Number of Siblings	Few	104	33.64	-0.460	0.646		Not Significant
	Many	133	34.02

 

Table 32: Relationship Between the Level of Acceptability of Self-Learning Modules and the Level of Mathematics Achievement of Grade 10 Learners

Correlates	N	r	Level of Sig	p-value	Interpretation
Level of Acceptability of Modules	237	0.287	0.05	0.00	Significant
Level of Mathematics Achievement

This aligns with [20], who noted that modular learning enhances math skills, and [21], who linked content quality to academic success.

Table 33:  Relationship Between the Level of Motivation and the Level of Mathematics Achievement of Grade 10 Learners

Correlates	N	rho	Level of Sig	p-value	Interpretation
Level of Learning Motivation	237	0.222	0.05	0.01	Significant
Level of Mathematics Achievement

 

4. CONCLUSION

The study primarily involved respondents who were predominantly female, from higher-average family monthly income backgrounds, and had multiple siblings. Key findings indicate that the Grade 10 learners exhibited high levels of acceptability regarding self-learning modules, particularly regarding content, assessment, and presentation. Additionally, learners demonstrated high intrinsic and extrinsic motivation for learning. The data showed that acceptability levels of self-learning modules were consistently high across different groups categorized by sex, average family income, and number of siblings. Similarly, motivation levels were high regardless of these demographic differences. In terms of mathematics achievement during the 2020-2021 school year, Grade 10 learners received ‘Very Satisfactory’ ratings. This achievement was also consistent when assessed by sex, family income, and sibling count. A noteworthy point is the absence of significant differences in acceptability and motivation based on the demographic variables, suggesting a uniformity in how learners perceive the modules. However, there was a significant variance in mathematics achievement when the data was grouped by sex and average family income, indicating that both factors had an impact on students’ performance. No significant impact was found based on the number of siblings. Furthermore, a significant relationship was observed between the acceptability of self-learning modules and mathematics achievement, as well as between motivation levels and mathematics achievement. These findings imply that well-structured self-learning modules and high motivation levels positively influence learners’ academic performance in mathematics. The findings led to several conclusions. The predominance of female respondents with higher average family incomes and many siblings indicates that the study site has specific demographics. The high acceptability of self-learning modules suggests that they are aligned with learners’ comprehension levels and that their content, assessments, and presentations are relatable and engaging. Thus, these modules effectively address identified learning gaps. The intrinsic and extrinsic motivation of learners suggests a robust engagement drive in their educational activities, irrespective of their background variables. While both acceptability and motivation were high across the analysed demographic factors, the observed differences in mathematics achievement underscore the need for further examination of how sex and family income affect performance in this subject area. The lack of significant differences regarding acceptability and motivation implies broad applicability of the findings across different demographic groups. Based on these conclusions, a series of recommendations were made. Future research should consider additional demographic variables to gain a more diverse perspective. Specific attention should be given to improving self-learning module content by enhancing language clarity, incorporating engaging self-assessment tools, and ensuring that visuals remain inviting even in black-and-white print formats. Furthermore, programs aimed at enhancing student motivation should be developed, such as revamping initiatives similar to the Revitalized Homeroom Guidance Program. To maintain high levels of learner performance, it is essential to provide qualitative feedback on report cards to track progress dynamically, alongside recognition of competent students through virtual means. Subject specialists should assess the effectiveness of self-learning modules in relation to content, assessment, and presentation across all demographics to continuously refine these essential educational tools. Lastly, the Guidance-in-Charge in schools should actively engage all learners regardless of their demographic variables to provide information that supports their academic journeys. Overall, by actively addressing the recommendations derived from the findings, stakeholders can enhance learning experiences and academic outcomes for Grade 10 learners.

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