Advisers

Christopher D. Azares, LPT

Discipline

Education

Abstract

This study explored the perceptions of Grade 12 HUMSS students on the effectiveness of self-paced learning at Bestlink College of the Philippines. Guided by Self-Determination Theory, the research focused on flexibility, learning outcomes, engagement, and challenges to understand how students experience independent learning. A quantitative-descriptive design was used with 112 students selected through stratified sampling. Data were collected using a validated survey questionnaire and analyzed using frequency, percentage, ranking, weighted mean, and Likert scale. Students generally perceived self-paced learning favorably. They strongly agreed with statements concerning flexibility (mean = 3.40), learning outcomes (mean = 3.50), and engagement (mean = 3.49). Reported benefits included academic performance, responsibility, and independence. Common challenges included difficulty with self-discipline (14.61%) and poor time management (16.89%). The survey findings indicate that students valued the autonomy and flexibility of self-paced learning but also experienced difficulty with self-discipline and time management. Structured guidance, progress monitoring, and time-management support may strengthen implementation. Because the study measured perceptions rather than objective comparative outcomes, the findings should not be interpreted as proof of effectiveness.

Keywords

learning outcomes, student perception, self-paced learning