Chapter III

Study

This chapter depicts the results and discussions of the Plan-Do-Study-Act (PDSA) made

in this study. This includes the presentation, analysis, interpretation, and statistical treatments of

the data gathered to address the research problems.

The Pre-Implementation Phase

The SRILM was first evaluated by four (4) experts before its actual implementation.

They are experts in the field of Physics with 5-13 years of experience in teaching the subject.

The experts are given one month to carefully scrutinize and evaluate the modules in terms of

objectives, contents, style and presentation, language used, interactivity and self-regulated

learning phases using a modified version of the evaluation tool for content from the Department

of Education.

Teacher’s Evaluation on the Self-regulated Interactive Learning Modules

Based on the evaluators’ rating sheets, all four evaluators ticked “YES” when asked

if the instructional material is found compliant to all the factors mentioned. Among the

general comments, written in the rating sheets are as follows:

[E1] “The things commendable: (1) very appealing design and the choice of color
is excellent, (2) the contents are well prepared, (3) the instructions are
understandable, (4) the questions are very helpful to check understanding and (4)
the solutions are well presented.”

[E2] “Congrats, Ma’am your module is well presented. Thus, follow all the factors
with minimal revision.”
 The experts’ evaluation, comments, and positive reviews made the researcher confident

in the instructional materials. Although they are minimal revision, recommendations are follows:

[E1] “(1) The texts are so small, (2) the ticking sound is painful to my ear, especially
when using earphones. Please replace it with other sound effects, (3) disable the
“on mouse click” to avoid disruption of the presentation flow and (4) include a
slide or page number on every content slides.”

[E2] “(1)I recommend that the prompts used in slide 6 have a Filipino translation,
(2) use the classical notation for speed and velocity, and (3) an add example of
displacement problem using Pythagorean theorem.”

[E3] “add an overview of the modules and take note of the numbering and sequence
of activities in the module.”

[E4] “(1) move the arrow to a better position, (2) consider larger and more readable
font “IF” module is presented through TV, (3) check the phone model that can use
PPT which supports hyperlinks, interactive and relevant features.”

The suggestions and comments of the experts were used to improve the self-regulated

interactive learning modules. Further, the recommendation was made to make it more engaging,

well-presented, and interesting for the students.

Table 5. Teachers’ Evaluation on SRILMs (N=4)

Criterion Items Yes No

I. Objectives
1. completely describes worded in behavioral terms 100 0
2. clearly stated that students can follow through 100 0
 3. suited to the level of knowledge and needs of the students 100 0
4. are aligned to the set learning competencies for Grade 7 Physics 100 0
II. Contents
1. Consistent with the targeted DepEd Most Essential Learning 100 0
Competencies (MELCs) intended for the learning area and grade
level.
2. Presents tasks that show self-regulated learning. 100 0
3. Chosen to develop problem-solving skills in the students. 100 0
4. are helpful in developing an understanding of motion in one 100 0
dimension
III. Style and Presentation
1. Illustrations and figures are well presented 100 0
2. Sustaining the student’s interest from the beginning to the end of the 100 0
lesson/topic
3. The varied presentation of assessments effectively reinforces the 100 0
students to solve word problems
4. Content and information are essential and self-evident 100 0
IV. Language used
1. Language used is simple and easy to comprehend 100 0
2. Helps the student and teachers comprehend the objectives 100 0
3. Appropriate to the ability of students 100 0
4. Language structure used to avoid misinterpretations 100 0
V. Interactivity
1. module has an interactive quiz and icebreaker. 100 0
2. module has an embedded link to video content. 100 0
3. students are involved by having a Q&A session. 100 0
4. module play with transitions and animations 100 0
VI. Self-regulated Learning Phases
Forethought
1. the module allows students to set their target goals 100 0
2. there is a motivational task for the activation of learning 100 0
Performance
3. activity/task to be done by the student is cognitively engaging 100 0
4. the module gives the opportunity for the teacher to assess students 100 0
learning
Self-reflection
5. the module encourages the students to assess how they performed the 100 0
task
6. at the end of the module, the student is able to generate self-reflection 100 0

The Implementation Phase

After the pre-implementation, crafting, and evaluation of the SRILMs, this instructional

material was implemented to Grade seven students in one of the public secondary high schools in

Rizal Province.
Students’ Performance in Motion in One Dimension Using Self-Regulated Interactive

Learning Modules (SRILMs)

The students’ academic performance was measured based on their learning gained scores

by getting the difference between their pre-and post-test scores. Additionally, the formative and

summative assessment and activities for each module were also given to the students to monitor

their progress and improvement in problem-solving skills towards the lesson. The topic Distance

and Displacement has three short activities; the first activity is sketching the four-vector for the

students to familiarize directions; the second activity is road mapping to help them differentiate

distance and displacement and the third is a word problem that will improve their understanding

and problem-solving skills. The topic Speed and Velocity has two activities and one summative

test to check their understanding; the first activity is differentiating speed and velocity through a

word problem, the second activity is analyzing and solving word problems to further develop

their problem-solving skills, and the summative test fill in the blanks to see their understanding

of the concepts.

Moreover, the topic Acceleration has two activities; the first activity is reading the

speedometer and solving the car’s acceleration and the second activity is using a word problem

and a real situation to solve average acceleration which they experience in school. On the other

hand, the topic Motion Graphs has two activities where students learn about ticker tape and

create and interpret the visual representation of motion.

Table 6. Summary of Assessment for Every Topics

Type of Assessment
Week Number Topic Formative Activity Summative
Assessment Assessment
1 Distance and 0 2 0
Displacement
 1-2 Speed and 1 3 1
Velocity
2-3 Acceleration 1 2 1
4 Motion Graphs 0 2 0

One intact class was considered in this study. Thus, the teacher-researcher consistently

monitored the students’ progress although out the implementation by communicating online and

face-to-face consultation.

Forethought Phase

The SRILM in Distance and Displacement was the first module given to the students.

Before uploading the module in the group chat using Facebook messenger, a pretest was taken

by the students on the first day of the actual session. On day two, the module was successfully

distributed; the students read, explore, and understand the learning material before studying and

doing all the activities.

[S1] “I think the module helped me a lot because it has the information I can
get/need, it is specific and sometimes you can search for additional information
from google.”
[S10] “Learning the first part is obviously very difficult because I find it hard to
understand something that is so unfamiliar. However, as time passes, I become
accustomed to the situation and don’t mind having a lot to do.”

The forethought phase displays a task-focused worksheet as shown in Figure 8. This part

lets the students set their goal and plan before starting the task. They were asked about their basic

strategy, what obstacles or challenges they are anticipating, and what they need to remember.

Moreover, students monitor their progress after a few attempts to answer the given task. It will

show what part of the lesson they are struggling with, what different approaches they might try,

and what’s going well or helping them to learn.

Figure 8. Forethought: Plan and Monitor

This phase also included the content and examples of a certain topic. Students are

expected to learn on their own by reading, searching, and studying the concept. The information

and examples given are chronological and complete for them to be familiarize with the concept.

Here are some examples of students’ experience about forethought phase:

[S2] “My first experience in Physics is great but I judge this subject too quickly that
in the second topic I failed. But setting my goal to finish them made me felt that I’ve
learned something.”
[S3] “I was a bit confused, like how am I going to do this? But I still managed to
find a way because I thought about putting my schedule and setting a plan.”

This phase challenged the students at first because of the sudden change of approach and

task given to them. But through this phase, the teacher realized that some of the students are

really having a hard time planning and setting their goal beforehand. A student also shares her

personal experience:

[S1] “When I experience learning Physics, I understand that not everything goes
well as we want. So, I learned that I need to understand it on my own and be an
independent learner.”
From this phase, it is evident that students are learning gradually, setting their goals, and

starting to be self-regulated learners.

 Performance Phase

This phase included the teaching-learning process and all the strategies utilized to achieve

the goals. After planning and monitoring their progress through studying on their own, the

students are expected to perform what they have learned from the independent task while

accomplishing the module. The teacher-researcher begins the session by recalling and having a

formative assessment to determine if the student learns from the previous lesson. Figure 9 shows

a sample formative assessment before starting the topic acceleration.

Figure 9. Sample formative assessment

The teacher-researcher continues the session by discussing the topic and asking the

students what part is difficult and what they have learned. A sample response is shown below:

[S4] “Module 2 is the most difficult about Angie's word problem. Even though I
have a poor memory and am adept at memorizing things, the module is about speed
and velocity. That's what made it challenging for me since I occasionally get lazy
and have trouble understanding formulas and identifying given.”

[S5] “Angie’s word problem is difficult. I asked for help from my friend because I
am struggling working alone. I tried to combine all the data and repeat the problem
until I got it.”

The word problem in module 2 is one of the challenging activities they have encountered

because you need to analyze the situation and carefully follow the direction and time travelled.
 In this sample task, by recalling the previous lesson and asking the hardest part of the

lesson you will see that the students are doing their best to learn. For some students who loved

procrastinating, it awakens their mind and tries harder to accomplish the task while for the

students who cannot work alone, it pushed them be an independent learner through repeating the

problem until they learned.

After the formative assessment and sharing what they have learned. Next is processing

and checking their activities. The sharing of accomplishments and learning during this time

shows that the students are invested in their module because they want to demonstrate how did

they came up with the solution to the word problems.

In this part of the module, students learn to grasp and study the concept on their own.

However, some students asked their friend and searched on the internet for additional

information to learn. Here is a verbatim statement of a students about their experience and how

the module helps them and learn:

[S6] “I study the lesson first because that's how you complete the tasks. I'm having
trouble with the activity, but the instruction is thorough; there are few examples or
supporting details. I, therefore, looked for the same lessons applied to displacement
and distance. I also watched videos there. And after that, I was so happy that I
finished module 1.”
The detailed story of the student on how he accomplished module 1 shows the eagerness
to study the lesson and the linked videos he watched help him understand the concept.
[S2] “I think what I learned and appreciated about the module is that it is
interactive with students like us. You will immediately get the source and
information without going through Google. Because when we touch our cell
phones, we forget what we should be doing. Ending, we go to our social media
accounts instead of doing tasks. However, this module is fun to explore and learn
what went wrong.”
 Their responses imply that the module helps them in different ways and the information

and concept aids their need to understand the lesson.

After generating ideas, discussing, and knowing what they have learned. The module also

has a summative assessment to check the understanding of the concept aside from word

problems. In this segment, students are given fill-in-the-blanks on the topic of speed and velocity

and performance tasks related to the topic of acceleration, shown in Figure 10.

Figure 10. Screenshot of Summative and Performance Task

Further, they have a follow-up question as shown in Figure 11 for every activity and task

to determine if the students learned, the rate of their understanding, and how well they did on the

previous task.

Figure 11. Screenshot of the self-follow-up questions

 During this phase, students were asked about their personal experience and the student

responded, “[S7] It was quite hard but through the guidance and help of Ma’am, I understood.”

Another students shared, “[S2] For me, it was a tough one since self-regulated module is new to

us and answering it took a lot of time but it’s a fun experience.” The atmosphere of challenge

seems to be positive as one student says, “[S8] It was challenging and brain-wrenching, but

enjoyable because I struggled to answer and tested whether I understand or not, I also learned

to analyze word problems.”

The performance phase seems to be challenging and quite difficult for the students

because they need to explore the activities and learn to solve the word problems on their own.

Thus, the responses of the students help the teacher-researcher to determine if they are really and

gradually learning during the process. It also gives ideas on how the teacher improves the

discussion for better understanding. Thus, it is noticeable that the students are doing good in

every task and learning one step at a time.

Self-reflection Phase

This phase includes self-evaluation and reflection from the learning outcome of the

students. After a series of discussion and generating of ideas, the students look back on what

went well and what didn’t for them to improve.

 In this segment, students answered a series of questions from each module. Module 1

topic Distance and Displacement, students are asked: (1) “How could you use what you have

learnt today in your own life” and (2) Which activity might be more useful in helping you

remember this?”. Here are some of the students’ responses:

[S21] (1) “To find faster routes to destinations and to find out how long it takes to
get to your final position.” (2) “Activity 1.3”
[S22] (1) I could use this in my own life in determining the total distance I
traveled.” (2) I think it would be Activity 1.3 because it was so fun.”
In Module 2, topic Speed and Velocity, students are asked: (1) “So far, what are the

strengths and weaknesses of your work? And (2) “What activities might help you learn this

content more effectively?”. Some students answered:

[S1] (1) “My strength for this lesson is my motivation while my weakness is
analyzing.” (2) Activity 1 and 2.”
[S31] (1) “My strengths are I can understand and try all the possible solutions. My
weaknesses are I can’t concentrate easier because I always start the activity late at
night.” (2) Activity 1 and advance studying.”
In Module 3, topic Acceleration, students answered the questions: (1) “What is going

well so far? What could be improved” and (2) What are the main “take home” points from that

activity?”. Students responded:

[S28] (1) “I understood the lesson very well, but I need to remember how to convert.”
(2) Don’t forget the GUESA pattern.”
[S13] (1) “I understand the topic so well.” (2) “The main point I can get is how
acceleration is used in our daily lives.”
In Module 4, topic Motion graphs, students were asked: (1) “How can you connect this

information to your own life?” (2) “What are the most important things to take from that task?”

They answered:
 [S23] (1) “I can connect this information by using it to know what time it will take me
to go somewhere.” (2) “The most important thing is to know how to compute the
average speed.”
[S34] (1) “Using ticker tape, I can easily know if something is moving fast, slow or at
rest and can solve crime just like the activity.” (2) I learn how to make a graph and
use a legend to understand it much easier.”

After reading their reflections, the teacher-researcher realized that students’ self-

evaluations are quite personal and straightforward. They responded honestly about how well they

understood the topic and what things helped them or need to remember that can support their

learning until the next lesson.

Further, reflective questions in the module helped students review and reinforce their

knowledge. The participants in this study expressed their satisfaction by sharing how self-

reflection helps her as she stated, “[S1] It helped me because I saw what I can do easily and

those who were difficult. While I was answering the paper, I realized that this is where I was

stuck and struggling. I also saw that I improved so I was proud of myself.” Another students

shared, “[S7] It helped me to recall what I studied, it reflects if I learned something if I did well

and I was happy when I answered something because I knew that even though I struggled, I

learned and I understood something.” Not only the modules helped them but also taught them to

consider their learning. The happiness and satisfaction they have felt motivates them to do better

and continue despite the challenges.

From this point, students learned to look back and reflect on their own learning. They are

now aware of what they have achieved in the goals they set, what works well for them, what

didn’t, and can identify areas of improvement to be able to learn more.

The Post-Implementation Phase

Self-regulated learning approach can actively monitor students’ learning processes

(Rizki, et al., 2022) therefore it is important to understand the students’ learning experiences.

Students’ Perceived Level of Self-regulated Learning

The perceived level of self-regulated learning aptitude of the students during forethought

phase, performance phase and self-reflection phase were analyzed below. It was determined

through self-regulated checklist (SRC) results.

Forethought phase

This phase let the students set their specific goals and strategic plan to accomplish their

tasks. It involves the capability to look forward in the outcomes of their actions through the SRC,

specifically forethought phase as shown in Figure 12. Self-regulated checklist was given to

students every each module to determine the student activities and see the things that will help to

to improve themselves.

Figure 12. Screenshot of Self-regulated checklist for Forethought Phase

Table 7 presents the correlation coefficient obtained from the students’ answers to the

forethought phase of the checklist on module 1 to 4. The results shows that setting a plan and

prioritizing projects that they want to complete is positively weak correlated on estimating time
to complete the task, making an outline strategies for problem-solving task and considering all

the things need to get done. Additionally, setting a plan is negatively correlated to post-test exam

indicating a weak relationship but has a significant change.

Table 7. Correlation Coefficient for SRC Forethought Phase

* Correlation is significant at the 0.05 level (2-tailed).

** Correlation is significant at the 0.01 level (2-tailed).

On the other hand, the remaining SRC from performance phase and self-reflection phase

are not correlated. Comparing the results and entries in the reflective journal revealed that the

students are setting a plan, estimating their time on their task, making an outline, and considering

all the things needed to get done before proceeding to the task.
 [S1] “So, nagmindset ako na sabi ko set aside ko muna lahat ng bagay pero gagawin
ko ‘tong Physics na ‘to. Tong activity na ‘to at specific time pero kailangan may time
management ako. (So, I thought that I would set everything aside for now, but I will
do Physics. I need to have time management.)”
[S8] “Yung isa ko rin pong method yung naglalagay po ako sa notes ko na dapat kong
gawin ngayon and kailangan kong tapusin. (One of the methods is to put in my notes
what I must do today and what I have to finish).”
[S4] “Kasi po minsan may gagawin pa po kasi akong mga task na kailangan pong
gawin, kaya minsan po inuuna ko po ‘yung madadali. Para kapag gabi po yung mga
mahihirap naman po ‘yung pagtutuunan ko naman ng pansin. (When I still have
work to finish, I give the easier tasks as priority. I'll concentrate on the challenging
tasks as darkness falls.)”

However, when it comes to calendar activity and tracking their progress, students are not

quite good in following and scheduling a task. A student shared, “every week ends or every night

po lagi po ako napupuyat sa Physics. Parang nasira po schedule ko kasi hindi ko po

minamanage ‘yung time ko nang maayos. (Because I stay up late studying Physics. My schedule

might be off because I don't use my time well.)”

Despite the challenges they have faced, a student exclaims positively, “I was a bit

confused but I still manage to find a way because I thought about putting my schedule.” Another

student shared, “Madali pa po sa akin ang mag set ng goal dahil yun lang naman masigurado ko

na matapos yung module at syempre po may matutunan ako, kaya kailangan ko po talagang mag

plano. (It’s easy for me to set a goal because it will surely make me finish my module and of

course learn something, that’s why I need to plan.)”

Performance Phase
 This phase shows the way students perform and achieve tasks in and beyond the

classroom concerning science. It involves processes during learning and utilize strategies to help

students accomplish their task by monitoring using SRC as shown in Figure 13.

Figure 13. Screenshot of Self-regulated checklist for Performance Phase

Table 8 shows the correlation coefficient obtained from the students’ answers to the

performance phase of the checklist on module 1 to 4. The result shows that when a student set a

plan, they are staying on task while engaging in the activity and they identify things needed to do

and what gets done everyday. As one student stated, “Kasi sabi ko, ano ba ‘to? Parang hindi ko

ata ito maintindihan, parang di ko ata to kaya. Sabi ko pag-aaralan ko muna ‘to. ‘Yun naman

talaga ang tamang way para masagutan mo ang mga task. (Because I said, what is it? I can’t

seem to understand it, I can’t seem to do it. I said I will study it first. That’s really the right way

for you to complete the task.)”. Another student said, “uunahin ko po muna yung mga bagay na

kailangan kong gawin. Tapos ‘yung mga method ko po, pinapanood ko po muna yung video na

sinesend niyo pag hindi ko po inaaral or naiintindihan ‘yung mga lessons. (I will prioritize the

things I need to do first. Then my methods, I first watch the video you send when I don’t study or

understand the lesson.)”

 The activity on this phase is equally challenging even to the least performing students,

thus making an outline, and staying on task while engaging in the activity reflects their

engagement. The students also accept help from others to aid in the regulation and it is positively

correlated to their posttest confidence showing that with the help of their peers they become

confident in answering their module and exam. As a student revealed, “I think my role in a

classroom is to help my fellow classmates to further understand what the lesson is.” Another

even asserted, “sa module ko rin po nakukuha yung mga formula para maintindihan ko po at

nagpapatulong po ako sa mga kaklase ko. (I also get the formula from my module so I can

understand them, and I ask help from my classmates.)”

Not only the module helps them, but also the assistance from their classmates who

already understand the lesson. Thus, allowing them to share their own insight and ideas for

effective learning. This is a good sign that students are becoming self-regulated and motivated to

learn because they explore, share, and encourage each other to accomplish the module.

Table 8. Correlation Coefficient for SRC Performance Phase

* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).

Self-reflection Phase

This phase reflects the students understanding of the lesson, improve of their

performance and self-judgement. It involves reflection and self-evaluation of the outcomes

compared to their goals as displayed in their SRC shown in Figure 14.

Figure 14. Screenshot of Self-regulated checklist for Self-reflection Phase

 Table 9 depicts the correlation coefficient obtained from the students’ answers to the self-

reflection phase of the checklist on module 1 to 4. The result demonstrates the challenge that the

student encountered such as asking help from others to aid the regulation which positively

correlated to trying to learn from their mistake. As a participant told, “So parang inisip ko na

tama ba talaga? Kasi di ko po talaga alam yung ginagawa ko. Tapos buti na lang po hindi po

ako kumopya sa iba kasi po yung iba po namali po kasi iba po yung nagawa nila. (So, it’s like

thought Am I really right? Because I really don’t know what I’m doing. Then it’s a good thing

I’m not copying from others because others made mistakes because they answered differently.)”

From this story, we can say that the students are learning to accept that they have to learn

independently and rarely ask for help particularly if you feel doubtful. Moreover, listening to

criticism also has a positive correlation to recalling the lesson when the student failed and learn

from their mistake. A student shared, “kapag malalaman ko na po ‘yung right answer, ‘pag mali

po ako parang ang sakit po. Pero at the end of the day, happy po ako kasi ang laki po ng

naiambag ng Physics samin. (when I know the right answer and I;m wrong, it pains me. But at

the end of the day, I’m happy because of the greatness that Physics has contributed to us.)”.

Another student said, “kapag po mali ako, tinatanggap ko nalang po kahit masakit, tapos

magpapaturo po ako o babalikan ko yung lesson para mas maunawaan ko po. (When I’m

wrong, I just accept it even if it hurts, then I’ll ask help or go back to the lesson so I can

understand better.)”

In this stage, students are taking consequences of their actions from the start until the end

because they are reflecting on the things they have done and should have done to learn better, to

learn from mistake and the fear of failure reduced tremendously in this mode of learning. A

student remarks: “With self-reflection, I could recall the lesson where I’m lacking, and I can
look back on the task that is giving me hard time.” Another comment is expressed, “Habang

nagsasagot ako sa reflection, narealize ko dito pala ako nadalian at nahirapan, Nakita ko rin na

nag improve ako kaya nagging proud ako sa sarili ko. (While I was answering in the reflection, I

realized that this is the easy part, and where I struggled. I also saw that I improved so I became

proud of myself.)”

Table 9. Correlation Coefficient for SRC Self-reflection Phase

* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).

Apart from the fact that they encountered failure and challenging situation, self-reflection

part gives them an opportunity to make their output and make themselves better, allowing them

to study on their own pace and enabling them to hold accountability for their own learning and

learn independently.

Effects of SRILMs on Students’ Self-regulated Learning and Problem-solving Skills

The effects of SRILMs instruction to student performance in Physics were determined

after using descriptive analysis on SPSS version 21 and qualitative data gathered from the

students’ outputs, reflection, and focus group discussion.

Analysis of the Pretest and Posttest

The result of the pretest showed a mean score of 6 with standard deviation of 2.4, while

minimum and maximum scores were 1 and 11, respectively. Students got a low standard

deviation which implies a low variability of the pretest scores. Further analysis of the data

revealed a normal distribution as shown by the Shapiro-Wilk Normality test.

On the other hand, posttest scores displayed a mean score of 8.56 with standard deviation

of 2.33. In terms of the minimum and maximum scores, students got 5 and 13. Shapiro-Wilk

reports that there is no normality established in the data hence non-parametric testing is

suggested with this data. Both test results showed that there are no significant outliers in the data

does no adjustment treatment will be required.

Table 10. Students’ Raw Scores Distribution and Normality Test of the Pretest and Posttest
Scores in SRILMs in Motion in One Dimension

Descriptive Statistics Shapiro-Wilk Normality test

N Mean SD Min Max Skewness Statistics df Sig.
Pretest 36 6 2.40 1 11 -0.026 0.973 35 0.516
Posttest 36 8.56 2.33 5 13 0.546 0.919 35 0.919

The researcher found the data from the posttest was not normally distributed; thus,

Wilcoxon Signed Ranked Test was used as a non-parametric test substitute for T-test.

Table 11. Wilcoxon Signed Ranked Test of Posttest in Motion in One Dimension

N z p-value
36 5.0535 0.000000433

The results showed a (Z=5.0535, p<0.001) significant difference among the test scores

favoring that post test results having better results. Upon the use and implementation of the self-

regulated interactive learning module in the class, it created a change to the posttest scores; thus,

students’ understanding and performance in Motion in One Dimension improved.

Qualitative analysis of the students’ output, reflection and focus group discussion

The researcher checked their outputs, reflective journals for feedback and conducted a

focus group discussion with some of the students to determine their opinions, ideas and other

information that might be able to explain their personal learning experience. The results and

analysis of the data collected are presented in the following discussions.

During the implementation, students were given four modules and oriented about self-

regulated learning and problem-solving approach. The teacher-researcher solicited the students’
role in a self-regulated classroom. The responses were coded using Quirkos software and

displayed in a word cloud in Figure 15.

Figure 15. Students’ role in a Self-regulated Class

The top response is difficult role. According to a student, “It was really hard because I

am not a high performing student kasi di po ako masyadong nakakaintindi ng mga formula and

lagi po akong makakalimutin. (It was hard. After all, I am not a high-performing student because

I don't understand formulas well and am often forgetful)”. Apparently, the student is having a

difficult time because it’s new to them and as one student shared, “Ma’am, mahina po ako sa

math talaga kaya kinakabahan po ako. (Ma’am, I’m really weak in Mathematics so I’m

nervous.)”. The top 2 most frequent response was being forgetful. A participant expressed

himself saying, “I sometimes act playful and forget what to do with the tasks, but I can still

answer the recitations.” These responses help the teacher to adjust and help the students to focus

on their task while engaging in the activity. So, the teacher taught them to write every formula

discussed and remember their symbols and units. Challenging role is the 3 rd most quoted among
the responses. Since using an interactive module is quite new to the students, they are challenged

to do the task and become excited that sometimes they don’t know what to do. According to a

student, “hindi naman sa mahina sa Math, pero hindi ako kasing galing nung iba na alam agad

‘yung gagawin pagdating sa mga pagsosolve.(not that I’m weak in math, I’m not as good as

others who immediately know what to do when it comes to solving problems.)” Similarly, the

atmosphere of challenge seems to be a positive experience as one student exclaims, “They

occasionally treat me in the classroom like a professional in academics. My classmates or

friends mostly ask me about Physics. I believe my job is to help in the understanding of the

lesson by my fellow students”. Despite the difficult, forgetful, and challenging role in this class,

the students learned to be independent and wanting to study and understand better. Here are

some of the students’ positive experiences towards learning science.

[S1] “I learned that not everything goes as planned while I studied Physics. I thus
gained independence as a person.”
[S8] “It's challenging when you study on your own. But it also helped me because we
learned a lot in advance.”

Apparently, the hardship they have experienced seems to be a potential enrichment for

the students who are struggling in class. As one of the performing students said, “I can compare

myself to a traveler exploring the woods and then getting lost since I am a self-regulated learner.

Then, searching for a means of surviving, finding a place to stay and food to eat. I define self-

regulation as relying solely on oneself.”

Additional solicited questions on how self-regulated interactive learning modules helped

the student inside and outside the classroom. Figure 16 depicts the students’ answers about the

module.
Figure 16. Students’ insights about the module

Here are some of the student responses:

[S11] “Sa tingin ko po ‘yung module kasi nakatulong po talaga siya nang sobra sakin
because ‘yung module po, it has all the information I get. And also, ‘yung mga
information po sa module, specific po siya so minsan pwede rin po ako magsearch
and find more information through Google po or searching. (The module helped me
because it has all the information I need. And also, the information in the module is
specific, so sometimes I can search and find more information through Google or
searching.)”
[S12] “I think what I learned and appreciated about the module is that it is
interactive with students like us. You will immediately get the source and information
without going through Google.”

The SRILMs contain an assessment, activities and reflection that will surely help the

students to learn and look back on their accomplishments. Added to, it is neutral in color and

have buttons that when you click some of the icons will eventually lead to your expected content

and tasks. As students mentioned, it is interactive, informative, and detailed. The content has a
discussion and examples that make it self-regulated because you don’t need someone to teach

you, the module will lead you to learn on your own.

The next question inquired about the most successful experience working alone and

method they used to overcome the complex Physics task. Based on the responses, the top aspect

ranked as answering the word problems, taking notes, watching related videos, and looking for

additional learning resources. Figure 17 reflects the answers provided by the students during and

after implementation of SRILMs.

Figure 17. Students on task experiences

The obstacles that the students encountered during this experience are having a trouble

understanding the content, unusual/unfamiliar task and having a hard time learning alone. A

student shared, “Before, I didn't know anything. I have no idea. Then, as I was responding or

working on a module, some were challenging to comprehend. Then what helped me was the

video that I watched with the link. Then I understood something somehow. Then, that supports

me in overcoming what I encountered.” Another student said, “Sometimes I struggle with that

module 2. That's when I got my mood out of the mood tracker. And that's what I lean on the most
because that's the mood tracker. Following the rating of 1 to 10, I pondered why I had answered

it. So perhaps I should make a change. Possibly I ought to take some action to boost them further

to correct the complex tasks I have carried out.” These students solve their problems by

watching related videos and looking back on her mood tracker to help them change their mindset

and boost positivity while doing the task. A participant shared his experience, “Sometimes, when

faced with a challenging issue, I backread, clarify the topic, and summarize. So that when I have

defined and outlined the tasks, I may focus on the difficult topic and gain a little bit of knowledge

about those specific details.”

In this stage, the students learn to face their task with positivity and hope to learn on their

own. As they encounter complex problems, they are gradually learning the important steps to

solve it. As a student wrote, “I started by understanding the questions. I occasionally do

research as well and use YouTube to search more often because they give examples and

instructions on how to do it there.”

Another open-ended question incorporated in FGD inquired about students’ problem-

solving skills to grasp a new concept or learn new tasks. The students are very cooperative and

eager to learn, for some of them keep on messaging me online to ask about the word problems

and if they doing it right as shown in Figure 18.

Figure 18. Student Consultation

 On the other hand, a student shared his insight about learning Physics “The most vital

thing in Physics is logic. The second is common sense. The only thing that will permanently

imprint on your brain is understanding the problem. Just follow the instructions as given.” This

insight reflects that students should focus in analyzing and understanding the problem based on

the given, which is one of the crucial parts in solving Physics problems. Another student wrote,

“My problem-solving skill is weak because I become preoccupied with my phone. I constantly

have social media open. And I'm not very good at solving problems because I struggle with

Mathematics and Statistics and am not a performing student. The fact that there will be Physics

and a problem-solving subject surprises me. However, the module was useful.” The distractions

around us make it hard to focus on our tasks, especially the modern generation because of

technology. Figure 19 shows the answers provided by the students about problem-solving skills.

Figure 19. Students’ responses to Problem-solving Skills

 Based on students responses, to improve problem-solving skills they need to become

task-focused, have time management, acknowledge their mistakes, develop their understanding

of the problems and practice independency. A student shared one important step to solve a

problem, “I need to have time management” which is very critical to grade seven students

because of their early age. That’s why two students exclaim, “The particular method that helped

me was focusing on the lesson.”, and “I was so amazed that I mistakenly believed I couldn't

handle Physics”. This response reflects the need of the students in learning Physics, believing

they can, focusing and time management will help them succeed. Because one student

acknowledged, “Feeling ko po mas naimprove po yung problem solving skills ko po. Kasi po

nung grade 6 po ako, hindi ko talaga maintindihan kasi medyo mahina po ako sa pag iintindi

pag English. Tapos kapag po kunware may word problem po dun sa module, ang ginagawa ko

po is tinatagalog ko po. Iniintindi ko bawat isa and inaanalyze ko po. (I feel that my problem-

solving skills have improved because when I was in grade six, I really don’t understand English.

Then, when suppose there is a word problem in the module, I translated it to Tagalog and

understand each one and analyze everything.)”

Another remarkable experience,

“Alam kong natuto ako, kasi somehow yung mga ate ko po na college na, yung grade 11 na, yung mas
matatanda sakin, wala silang ganto nung nasa grade level ko ngayon. Wala silang Physics nung
Grade 7 sila. Nakuha lang nila ‘to nung pa-grade 10 na, nung college na. Pero proud ako na alam ko
‘to. At halimbawa, kasi same po siya ng situation sa statistic po namin na yung ate ko po
 nagpapaturo siya sakin. Syempre parang nakakaamaze naman na ate mo ‘to bakit sayo nagpapaturo
eh bata ka pa? Parang proud ka na advance yung pinag-aaralan mo especially dito sa Physics. And
kapag halimbawa may nagtanong sakin, and maeencounter ko pa ‘to sa iba pang grade level, so may
prior knowledge na ako. So, wala akong prior knowledge dito sa Physics na to. Pero ngayon na
naituro na samin, na nalaman na namin yung mga formulas and yung way ng pagsasagot, dun alam
ko na halimbawa grade 10 na ko or sa mga susunod na grade level. May maisasagot na ko kasi
naituro na samin ‘to. Kaya alam ko po na effective ‘to sakin and natuto talaga ako. (I know I learned,
because somehow because my sisters who are already in college and the one who are in grade 11,
they didn't have anything like that when they were grade seven. They only got it when they were in
grade 10 or when it was college. But I'm proud to know it. And for example, because he has the same
situation in statistics, my sister teaches me. Of course, your sister seems to be amazing why are you
teaching when you're still young? You seem proud that what you are studying is advanced, especially
here in Physics. And when, for example, someone asks me, and I will encounter it in other grades
level, I already have prior knowledge. But now that we have been taught, that we have learned the
formulas and the way to answer, that's what I know ,for example I'm in grade 10 or in the next grade
levels. I can answer something because it has been taught by us. So, I know that it is effective for me,
and I really learned.)”

This experience made them a little proud and knowledgeable about Physics. Thus, self-

regulated learning and an improvement in problem-solving skills in evident. Lastly, as a teacher,

we all have inspiration and motivation for why we are studying or eager to learn. Students were

asked how they motivate themselves under circumstances and how they see themselves applying

what they have experienced in this class. Figure 20 reflects the answers provided by the students.

Figure 20. Students’ motivation to learn

 The shared experiences of the students from the start demonstrated the challenges and

ups and downs during the teaching-learning process. But, when they asked about their

motivations, the students wrote:

[S1] “First of all, I am a religious person. It's as if I'm giving it to God because He
will guide me to the best answer. Second, of course, my family, because even though
they don't know anything about Physics, they help me and do their best, which
motivates me because I need to return all their suffering. I also need to replace it with
honors.”
[S3] “For me, the first thing that motivates me is myself. Then my second motivation
is my family. Of course, sometimes our parents tell us that we can do it. Don't say that
you can't. In addition, we are aware that we are just in seventh grade and are not yet
in the exciting part.”

Student 1 and student 3 got their motivation mainly from God, family, and self. It only

reflects that we need others to push us to our goal in life. Not only to learn something new but to

continue to grow and progress as we jump from one level to another. We may face a lot of

challenges and problems along the way, we need to look on the bright side and continue learning

from our mistakes. Thus, we need to be self-reliant, self-motivated, aware and learn to manage

our own learning to reach our goal, that is to be self-regulated and good problem solver.

This research was also able to show that the approach or method and learning materials in

teaching affects the performance of the students in the subject. As the findings from (Xu et.al.,

2022) confirmed that the intervention using SRL strategies improved the students grade point

average in an online learning. The current research has shown that the self-regulated interactive

learning module had a positive outcome in their achievement and improved self-regulation,

performance, and problem-solving skills. Added to, students know their roles and tasks to

motivate themselves to learn. Generally, it can have concluded that the self-regulated interactive
learning modules developed students that make learning enjoyable and fun, build their self-

reliance, self-awareness, independent learning, learn to collaborate and share idea/knowledge,

and have a positive attitude towards solving Physics problems and invest in their own learning

resulted to an improvement in their performance.