Effectiveness of Grade 1 Self-Learning Modules of Public Elementary Teachers In Alaminos City Division: Basis For A Capacity-Building Program

This study investigated the effectiveness of Grade 1 Self-Learning Modules (SLMs) among thirty-eight public elementary school teachers in the Alaminos City Division using a descriptive-correlational research design. The findings revealed that the respondents were experienced and academically qualified educators with one to three years of experience utilizing SLMs. Teachers perceived the challenges associated with implementing SLMs—such as difficulties with independent task completion, limited parental support, misaligned content pace, and insufficient feedback mechanisms—as moderately serious. Nevertheless, they evaluated the modules as moderately to highly effective in developing reading comprehension, mathematical skills, self-regulated learning, and learner independence. Statistical analyses using Kendall’s Tau-b and Biserial correlation indicated no significant relationships between teacher profile variables and either the severity of problems encountered or the perceived effectiveness of the modules, demonstrating that outcomes were influenced more by systemic and contextual factors than by individual teacher demographics. Ultimately, the study recommended enhancing module design, supplying adequate learning resources, strengthening feedback systems, offering teacher capacity building, and conducting parental orientations to optimize modular instruction in early-grade education.