This study aimed to assess the effectiveness of Self-Learning Modules (SLMs) in maintaining educational continuity during calamities, focusing on the demographic profiles of learners and their evaluations of the modules. Using random sampling, the research employed a descriptive correlation design involving 200 Key Stage 2 learners (Grades 4 to 6) from the Don Carlos I District in Bukidnon. Data was collected through a survey instrument that examined several key aspects: access and availability of SLMs, content clarity and quality, facilitation of self-learning and independence, learning continuity, and the challenges learners face. Recognizing the disruption caused by natural disasters such as the COVID-19 pandemic, earthquakes, typhoons, and other emergencies, the study investigates the effectiveness of SLMs in terms of their clarity and quality of content, access, and availability, self-learning and independence, learning continuity, and challenges faced by learners. A correlation analysis was conducted to determine whether significant relationships existed between the effectiveness of SLMs and the demographic profiles of learners. The results indicated no significant relationship between grade level, location, and calamities experienced. This means that the effectiveness of SLMs did not significantly vary based on these factors. While the SLMs demonstrated positive aspects, particularly in content clarity, their overall effectiveness in terms of accessibility, facilitation of self-learning, and addressing challenges still requires improvement. The study recommends enhancing SLM accessibility, promoting self-directed learning, providing supplemental teacher support, and addressing learners' difficulties.
Alicabo et al. (Sat,) studied this question.