“The Level of Effectiveness of Self-Learning Modality ToJHS and

SHS Students in FSUCTI

Problem Statement: This study aimed to find out the level

of effectiveness of self-learning modality to junior High School
and Senior High School students in Father Saturnino Urios
College of Trento Inc. Specifically, it sought to answer the
following:

Theoretical framework:
Self-directed Learning
The study is anchored from the theoretical support of Malcolm
Shepherd Knowles (1975).“SDL THEORY”, In this
theory the learner sets learning goals, finds the resources they need, creates,
and follows a learning plan, then they evaluate their own results. Will seek out
those who can help them, including teachers, mentors, or peers.

According to this theory, it is a mechanism in which people, with or

without the aid of others, take the initiative to diagnose their learning needs,
devise learning objectives, define learning tools, select and enforce effective
learning strategies, and analyze learning outcomes. This theory of Self-
directed learning is effective in the development of skills for lifelong learning
as it enables students to explain their action plan and design it, to learn when
and how to do it. Learn and lead yourself towards your goals. Students
produce the agreed-upon results learning results by individually researching
and thinking. At the same pace, In time, they learn to control and regulate
their learning habits for greater accomplishments that makes them lifelong
students and self-evaluators.
 The theories mention above truly leads the researcher that self-directed
learning affect to those students who are experiencing self learning modality.
The goal of this research is to find out if the

The aim of the research is to study the information retention among trainee
teachers using a self-instructional printed module based on Cognitive Load
Theory for
learning spreadsheet software. Effective pedagogical considerations
integrating the theo-
retical concepts related to cognitive load are reflected in the design and
development of the
module. As working memory limitations affect knowledge acquisition,
instructions should
be designed with the aim of reducing any unnecessary cognitive load.
Repeated measures
Analysis of Variance was conducted on 36 trainee teachers working on the
developed
module, and the results showed no effect on information retention. However,
recorded
performance scores were high and sustained throughout the post-activities,
indicating that
trainees may have demonstrated better retention skills. Generally, the results
provide some
evidence that modifications to the design of the instructions are necessary to
improve the
module so as to produce trainees with a deeper comprehension and better
retention of
Information and Communication Technology knowledge and skills.
The aim of the research is to study the information retention among trainee
teachers using a self-instructional printed module based on Cognitive Load
Theory for
learning spreadsheet software. Effective pedagogical considerations
integrating the theo-
retical concepts related to cognitive load are reflected in the design and
development of the
module. As working memory limitations affect knowledge acquisition,
instructions should
be designed with the aim of reducing any unnecessary cognitive load.
Repeated measures
Analysis of Variance was conducted on 36 trainee teachers working on the
developed
module, and the results showed no effect on information retention. However,
recorded
performance scores were high and sustained throughout the post-activities,
indicating that
trainees may have demonstrated better retention skills. Generally, the results
provide some
evidence that modifications to the design of the instructions are necessary to
improve the
module so as to produce trainees with a deeper comprehension and better
retention of
Information and Communication Technology knowledge and skills.