What’s Wrong with Self-learning Modules (SLMs)? Examining Public School Teachers’ Experiences in Modular Classes
The pandemic forced the use of self-learning modules (SLMs) to address the need for learning continuity amid the pandemic. We argue that while the SLMs, or the modular classes in general, serve the ends of inclusive education, they should be assessed to guarantee the delivery of quality education to...
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| Format: | text |
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Archīum Ateneo
2025
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| Online Access: | https://archium.ateneo.edu/philo-faculty-pubs/110 https://doi.org/10.1177/13654802251325387 |
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| Summary: | The pandemic forced the use of self-learning modules (SLMs) to address the need for learning continuity amid the pandemic. We argue that while the SLMs, or the modular classes in general, serve the ends of inclusive education, they should be assessed to guarantee the delivery of quality education to avert potential learning loss. Participated by 14 public-school teachers from Marinduque, Philippines, they were asked on the quality of SLM contents, the quality of learning, the assessment accuracy on SLM-related output, and the desirability of modular class set-up as an alternative in the post-pandemic scenario. Their narratives were thematically analyzed. Results generally indicate the dislike with modular classes. While respondents find SLMs as having quality content, inaccurate output assessments and poor quality of learning in modular classes dissuade teachers from assessing the same as effective. Consequently, they still view the traditional classroom setting as the most ideal for their students. |
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