Effects of Self-Learning Module on the Academic Performance of Alternative Learning Students Enrolled in Senior High School

This study aimed to determine the effects of Self-Learning Modules (SLMs) on the academic performance of Alternative Learning System (ALS) Senior High School students at Conner Central National High School, Ripang, Conner, Apayao, during the school year 2025–2026. Employing a quasi-experimental one-group pre-test–post-test design, the study involved all fifteen enrolled ALS SHS students selected through total population sampling. Data were gathered using a researcher-made pre-test and post-test aligned with the Komunikasyon at Pananaliksik subject, along with a 40-item four-point Likert-scale survey questionnaire assessing learners' perceived effectiveness of and challenges encountered in using SLMs. Descriptive statistics including weighted mean and standard deviation were used to analyze learner perceptions, while a paired samples t-test determined significant differences in academic performance. Findings revealed that learners rated the SLMs very highly in terms of content clarity and organization (mean = 4.58), learner engagement (mean = 4.31), and accessibility and usability (mean = 4.42), indicating that the modules effectively supported independent learning. However, learners also reported significant challenges, particularly difficulty understanding lessons without teacher guidance, lack of motivation, limited family support, and inconsistencies in module quality. Despite these challenges, the paired samples t-test showed a statistically significant improvement in academic performance, with mean scores rising from 24.47 in the pre-test to 28.73 in the post-test (t = −5.45, p = 0.001), leading to the rejection of the null hypothesis. The findings confirm that SLMs are effective instructional tools for ALS learners, though sustained improvements require enhanced quality assurance, teacher support, and learner guidance systems.