Self learning modules are designed to provide with a solid knowledge base and actualize learning experiences.

1. “SELF LEARNING MODULES IN THE ACHIEVEMENT AND
RETENTION OF HIGHER SECONDARY STUDENTS IN
ENGLISH”
Ms. Sushma N Jogan
JRF Scholar
Dept. of Education,Gulbarga University,
Kalaburagi-585106

2. Introduction
• Learning in true sense requires individual guidance, personal attention
and overall individual efforts of the learners. Self Learning Modules
may prove to be a boon for students due to their enriched features. They
perform the role of an efficient teacher. Students become independent
thinkers and learn to accept responsibility.
• Self-learning modules give the opportunity to develop a good work
ethic. Due to increased enrolment of students and knowledge explosion,
the need of Self Learning Modules is the demand of the time. Along
with it, knowledge through Self Learning Modules also helps to
inculcate self-study habits and self-confidence among students which
are very much essential to enhance learning.
• This Self-Learning Module (SLM) in Psychology of Learning is
designed to help students understand learning from the psychological
standpoint. It focuses on the various approaches used in explaining how
and why people learn and explores how these theories would apply to
the teaching-learning process.

3. Need and significance of the study
• Self learning modules are designed to provide with a solid knowledge
base and actualize learning experiences. They aim to enhance students’
long-term learning by allowing them to:
- pace and monitor your own learning
- frame the materials/concepts in your own terms
- Come up with your own examples of the concept and their application to
teaching-learning process and everyday life.
-Analyze and decide on the importance of the information to your own
fields of endeavor.
• Students are advised to go through each topic, do the suggested activities
and participate in the discussion through the learning guides. My role in
this course as a facilitator of learning is to provide basic information about
each topic and to structure the course so that they will most likely learn
from the materials and the tasks. But the final output will depend on
students’ own efforts.

4. Objectives of the study
• To identify the achievement through self learning
modules in higher secondary students.
• To find out the retention level in self learning modules in
higher secondary students.
• To determine whether self learning modules is more
effective than conventional mode.
Hypothesis:
• There is a significant difference between the mean scores
of experimental and control groups on pretest.
• There is a significant difference between the mean scores
of experimental and control groups on posttest.

5. Methodology: For the present study researcher has
followed experimental study.
Sample technique: Random sampling technique is used for
the study.
Sampling size: Each group (experimental & control)
consists of 28 students.
Tools: Self prepared lesson plan on self learning modules in
English grammar.
Statistical techniques: Mean, SD was used to analyze the
data.

6. • Analysis and interpretation of data:
Hypothesis 1: There is a significant difference between the mean
scores of experimental and control groups on pretest.
*Not significant df = 54 t- value at 0.05 level =2.01
Table 1 indicates that the difference between the mean scores of the
experimental group and control groups on pretest was found to be
insignificant at 0.05 level. Because the obtained t value is 0.22, which is
less than the table value. Hence, the null hypothesis, “there is no significant
difference between the mean scores of experimental and control groups on
pretest” was accepted and both the groups could be treated as equal.
Group N M SD SED t value
Experimental 28 34.50 6.32
1.68 0.22*Control 28 34.14 6.22

7. Hypothesis 2: There is a significant difference between the mean scores of
experimental and control groups on post test.
*Significant df = 54 t- value at 0.05 = 2.01
Table 2 indicates that the difference between mean scores of the experimental and
the control groups on posttest was found to be significant at 0.05 level. Hence,
the null hypothesis, “there is no significant difference between the mean scores
of experimental and control group on posttest”, was rejected, in the light of t-
value obtained which is greater than the, table value at 0.05 level which is
significant at 0.05 level. Hence, the null hypothesis was rejected. At posttest
performance of experimental group was better than control group. These results
support the concept that modular approach creates interest in the individuals
and they demonstrated significantly higher achievements than the individuals
taught by traditional approach.
Group N M SD SED t value
Experimental 28 67.71 9.97
2.80 4.48*
Control 28 55.39 11.02

8. Discussion or results of the study
Findings of the study revealed that the students exposed to self
learning modules achieved higher in the specified units of
English grammar than those exposed to conventional mode of
teaching and retained higher in the specified units. Greager and
Murray also found that the Modules helped the students to learn
as well as provided better chances to the students to interact
with the teacher because it reduced the routine instruction time.
Students recommended that SLM experiment should continue
and suggested an SLM library for self study.

9. Educational implications
FOR TEACHERS:
Teachers should use self-learning modules to meet the
challenge of individual differences. With the help of self-
learning modules, effective learning environment can be
created in the classroom. Provision of intrinsic reward creates
good feeling among the students and they become active
learners.
FOR STUDENTS:
Knowledge through Self Learning Modules helps to inculcate
self-study habits and self confidence among students which are
very much essential for enhancing learning. They become
independent thinkers.

10. Conclusion
Self Learning Modules create an effective learning environment
for the learners to learn. These contain the answers of all
possible queries, confusions and questions that may come in the
mind of the learner at the time of learning. These also provide
immediate feedback on the performance of the students. These
also help to maintain high interest level and sufficient
motivation for the learners. These Self Learning Modules have
enriched features such as Self-explanatory, Self contained, Self-
directed, Self-motivating and Self-evaluating which help to
cater to the needs of all types of learners.

11. Thank you