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.
