Improving The Learning Competency of G12 Students in Electrical Installations and Maintenance Nc-Ii Using (Tm-Slm) Teacher Made Self-Learning Modules

Abstract

This action research aimed to improve the learning competency of 47 Grade 12 ElM SHS students in Electrical Installation and Maintenance NC-II subject in Patnanungan National High School, Patnanungan, Quezon. A difference of 3.68 is found in the Three-Way Switch Connections mean score for the Pre-test and Post-test; a difference of 10.63 is found in the CCTV Installations mean score for the Pre-test and Post-test; and a difference of 5.57 is found in the FDAS Connections mean score for the Pre-test and Post-test.

The study's findings demonstrated that after using teacher-made self-learning modules, more students reached an Excellent Level of Competency. The results emphasized that there are notable variations between the Pre-test and Post-test outcomes. The Teacher Made Self-Learning Modules were used by the researcher to help the Grade 12 EIM students perform better on competence tests. According to important results, learners may be empowered by well-designed self-learning modules if they are given more control over their own learning process, encouraged to think critically, and encouraged to adopt a lifelong learning mindset.

The study also emphasizes the significance of adaptive learning technologies, feedback systems, and instructional scaffolding in maximizing the efficacy of self-learning modules. Finally, future directions for research and recommendations for educators are outlined to further advance our understanding and implementation of self-learning modules as a transformative pedagogical tool in fostering autonomous learning
experiences.