Abstract:
This study aimed to determine the impact of a self-learning kit as an intervention to improve the academic achievement of Grade 12 learners in physical fitness at National University Bulacan in the Philippines. The researcher used a mixed quantitative-qualitative pretest/posttest design to assess the fundamental impact of the stated intervention on its target population, Grade 12 learners at National University Bulacan in the Philippines. The participants and teachers who would administer the test were chosen using a purposive random sampling technique. The proposed learner's material was administered during the third grading period. The intervention was utilized from February to March 2023, with the approval of the School Principal. T-test results showed that there was a significant difference in the mean pretest scores (M = 14.1, SD = 3.477) and mean posttest scores (M = 28.5, SD = 1.300) and; t (39) = -24.439, p = 0.00521. These results suggest that using the self-learning kit in Physical Education 10 affects the academic achievement of the Grade 12learners in the subject. The intervention material was useful and significantly impacted the academic performance of the Grade 12learners. It recommends that the self-learning kits can be adopted by other schools or educators teaching Physical Education in Grade 12, especially in areas where learners have unique needs and abilities. Further research can be conducted to explore the effectiveness of the self-learning kit in other subjects and grade levels. Teachers can be trained on how to develop and utilize self-learning kits to meet the needs of their learners and enhance their academic performance. Education policymakers can consider incorporating self-learning kit development and utilization in the curriculum to promote a more inclusive and effective learning environment for learners with diverse needs and abilities. The development of self-learning kits can also be explored in other areas of study, which can provide a more efficient and effective mode of learning for learners, especially in times of limited access to face-to-face instruction.
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