Balancing Autonomy, Involvement, and Teacher Support for Student Learning Development: A Theory

Abstract

Graduate employability is a vital benchmark of This study emphasizes information acquisition, learning styles, instructor tactics, and motivation. It examines senior high school students' experiences at Mayamot National High School with both modular and in-person scientific instruction. Using qualitative research and student interviews, it investigates the advantages and disadvantages of both learning modalities. Results show that in-person training improves social interaction, engagement, and information retention through peer cooperation, practical exercises, and real-time teacher support. On the other hand, whereas modular learning provides flexibility, it also has drawbacks, including less motivation, less interaction, and less teacher direction. Some self-directed learners found it difficult to adjust to modular learning without organized assistance, while others did well.                                                           

            The study presents the Learning Modality Integration Theory, which promotes a well-rounded strategy that balances student autonomy and teacher support to address these issues. This theory backs a blended learning framework that preserves active learning methods in in-person instruction while incorporating interactive multimedia, structured feedback, and collaborative strategies from modular education.

A hybrid learning strategy in science education is advised to maximize student engagement, academic achievement, and information retention. This study supports a flexible teaching strategy that accommodates various learning requirements, advancing student-centered learning.