Mathematics plays an important  and relevant role in the school curriculum as it is important in making a better living for the individuals. Learning of mathematics results in both cognitive as well as affective outcomes of the students. But, it is known that most of them consider Mathematics as a difficult subject. It  is  still  often  perceived  as  an  almost  exclusively  solitary  activity,  cut  off  from  the  prob-lems of the real world and independent of technology. It is also often regarded as a purely deductive process, relying on strictly rigorous formal proofs to generate successive theorems. These misunderstandings affect teaching and learning and could raise barriers to quality Mathematics education for all (Gafoor and Kurukkan, 2015; Carandang et al., 2024).

For years, Mathematics teaching and learning have been done in the conventional way. Delivery of learning which includes class discussions, doing assessments and even having consultation with students was also done within the school premises. It was until this year 2020 that the delivery of learning took a spin due to the pandemic that brought adverse changes in in all aspects of human life, including education. Changes in the delivery of learning came in March of this year. The Department of Health's (2020) confirmation of the local transmission of the Coronavirus disease (Covid-19) previously known as SARS-NCov. This situation made every citizen of the country vulnerable and pushed the government to take the necessary measures for the safety of everyone. The government imposed a region-wide enhanced quarantine in Luzon effective March 17, 2020, with a set of guidelines to protect everyone from the virus.  Part of the measures is temporary halt of classes and school functions at all levels until April 14, 2020, and the observance of a strict home quarantine in all households. This paralyzed the conduct of normal classes within the school premises. With the continuous increase of infected people and the spread of the virus, the education sector made the necessary adjustments on how learning will be delivered to the students (Gholipour, 2024).

When local transmissions started by March 2020, the education sector including the Commission on Higher Education, (2020) issued a memorandum for the continuity of classes through the use of  flexible modes of learning for the students such as distance learning, e-learning and other non-traditional modes of learning despite strict implementation of quarantines in the country. This was carried on until the end of the semester for the academic year 2019-2020. As another academic year approaches and with the rise in cases of COVID-19-infected persons, the Commission of Higher Education (2020) released framework for the enforcement of flexible learning which includes utilizing technology to conduct classes for another academic semester for the tertiary level. Transition to online learning has been an option to conduct classes but the approach still depends on factors such as availability of devices, internet connectivity, and level of digital literacy. Online and offline activities are therefore a wide array of options for every Higher Education Institution for the continuity of learning for every student in the country. The University of Batangas is fortunate to have a learning management system that is appropriate for the situation the country is facing right now. NEO-LMS has been used in the university even before the pandemic happened. This learning management system complies with the guidelines set by CHED. Apart from the LMS, implemented learning alternatives that are compliant with the CHED set of guidelines.  These include the development of independent learning materials which can be viewed by the students offline. Months after the second semester of the previous academic year, capacity building was also conducted through webinars to enhance the teachers' skills in delivering instruction in the new normal set-up.  All of these actions and programs are CHED-compliant and a part of the preparation for the Academic Year 2020-2021. 

Through the years, the University of Batangas has upheld its mission of providing “Quality Education” to every learner. Even with the transition to distance learning, this mission will continue with the development of independent learning materials based on the set guidelines of the CHED. During the first phase of utilizing these independent learning materials, teachers saw that certain improvements can still be made for a better quality. This paved way for the researchers to conduct a module evaluation to find out what enhancement could be done to the independent learning materials currently being used by the students. The purpose of this research is to further improve the development of independent learning materials. This is a part of providing quality education to the learners. It will give insights on the strengths and weaknesses of the previously developed independent learning materials for the subject and the corresponding improvements that can be made based on the evaluation of the learners currently utilizing the independent learning materials. This could also pave the way for other subject instructors to develop a better set of independent learning materials. The shift of delivering instruction/learning from the traditional set-up to the “New Normal”, led the researchers to: 

1. Assess the independent learning materials (ILM) in terms of:
• module content;
• module teaching and learning;
• module support; and
• module assessment and feedback.
2. Determine the strengths and weaknesses of the independent learning material.
3. Suggest ways to improve the independent learning materials developed for the mathematics course.

The study used the descriptive research design which employed survey-questionnaire to gather all the necessary data concerning independent learning material's (ILM) development for distance learning of tertiary level in the University of Batangas. 

The random sample of 365 first year college students between 17-19 years old, equally distributed by sex, who took up Engineering and currently enrolled in the course Mathematics in the Modern World for the first semester of academic year 2020-2021.

The 22-item researcher-made questionnaire was used to assess the independent learning materials in terms of content (6 items), quality of teaching and learning (5 items), learner support (6 items), assessment and feedback (5 items). The items were rated using a 4-point Likert scale (1.00 – 1.49, Strongly Disagree; 1.50 – 2.49, Disagree; 2.50 – 3.49, Agree; 3.50 – 4.00, Strongly Agree).

The questionnaire was validated by experts in module development and educational technology. The study followed the ethical guidelines for research involving human participants and was conducted in accordance with the study protocol approved by College Research Ethics Committee of the University. The student-respondents were informed about the background and purpose of the study and formal consent were required to submit a formal consent. It was clear to them that all identifying information will remain anonymous and confidential. No incentives were given and none of them declined the invitation to participate. The survey-questionnaire was sent via email containing the hyperlink which was hosted through Google Forms.

The quantitative data were analyzed using weigthed mean and standard deviation while qualitative responses from the open ended questions were processed through thematic analysis.

The tabulated data follow the intended objectives given at the onset of the paper. The data are presented with the appropriate statistical descriptions and analyses followed by interpretation. Moreover, it discusses the presentation, analysis and interpretation of findings obtained from the data collected.

Independent Learning Materials' Assessment

Each independent learning material consists of a diversity of teaching practices enabling the student to choose what suits him from application and referral activities to achieve the required goals with the support of the variety of the teaching utilities including audio, visual, video and touch, the teaching resources with its capabilities with the tools and equipment. It also introduces the learner to content necessary for improved competencies in learning and retention.

Table 1:  Assessment Results for the Independent Learning Material.

Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree.

Table 1 presents the assessment results for the independent learning material in terms of its content, teaching and learning, support, feedback and assessments, and the overall satisfaction on using this independent learning material. Based on the data shown above, it can be said that content was relevant to the students' course/degree as it ranked first with a weighted mean of 3.55, standard deviation of 0.530, and a verbal interpretation of strongly agree. It is truly important that the independent learning material is relevant and important on the chosen course/degree as it helped the students to prepare for their future work. This result is related to the study of Acuram, (2015) who stated that modules and/or independent learning materials allow the learners to go through the material at their own pace. They may be used for self-instruction or to complement instruction in preparation for the life-long learning.

On the other hand, most of the respondents seemed to agree that there is a need to improve the independent learning material's content as to monitor the students' understanding of the subject as a result of taking the independent learning material and to enable them to develop skills that will help them for career development. The following results have gathered the same weighted mean of 3.27 and with standard deviation of 0.587 and 0.634 respectively. This result is similar to the study conducted by the Learning-paths.org [nd] that an independent learning material aims at developing a clearly identifiable and certifiable portion of the curriculum, expressed in terms of competence objectives. These objectives should be achieved within a clear and realistic time limit.

As to the ILM teaching and learning, the result implied that most of the respondents strongly agreed that the instructors/professors were good at explaining things related to the independent learning material. This has a computed weighted mean of 3.58, standard deviation of 0.526, and ranked first from the list. Explaining the lessons clearly to the students, allow a positive impact on their learning. This result is related to the idea of Sherrington, (2013) that the core of a great teacher's skill-set is the ability to explain the concepts, theories and techniques that make up their subject. Oppositely, the results stating that the independent learning material was intellectually stimulating and the teaching methods used on the independent learning material have helped the students to learn ranked last from the list as both results gained a weighted mean of 3.35, a standard deviation of 0.622 and a verbal interpretation of agree. There is a need to improve a stimulating classroom environment using independent learning material as main learning resource. This is directly related with the article of study.com (2020) discussing that students are able to move around, learn new ways of receiving knowledge, and are encouraged to question everything around them. 

As to ILM support, the most impactful independent learning material support is shown when students have been able to contact the instructors/professors when they needed to has a computed weighted mean of 3.58, standard deviation of 0.567, and a verbal interpretation of strongly agree. This is related to the study of Sprott Shaw College, (2020) who pointed out that as a means of supporting the students, teachers/professors should work on an individual scale to warrant that each student receives the maximum potential from the learning activities planned by the teacher. By working on an individual scale, education assistants help to break down the material in a digestible format for students that may be particularly struggling. However, the items stating that students' received sufficient advice and guidance in relation to the independent learning material; the reading list was helpful; and the learning activities on the independent learning material helped students to learn ranked last. These results were verbally interpreted as agree with weighted means of 3.41, 3.39 and 3.39 respectively. It is truly important that every learning activity in one's unit should be intentional, meaningful and useful. This is similar to the study of University of Tasmania, (2018) which stated that it is equally important that each activity is meaningful, and ensures student development and advancement through the unit. Activities should build on previous activities and avoid being repetitive, they should enable students to engage with and develop their skills, knowledge and understandings in different ways.

As to assessment and feedback, the results implied that the assessment requirements and marking criteria were clear and understandable among the students as it ranked first from the list gaining a weighted mean of 3.50, a standard deviation of 0.538 and a verbal interpretation of strongly agree. This is related to the study in the Teaching and Learning in Higher Education (2020) which pointed out that  the clarity of assignment criteria not only helps to determine the ease and readiness with which learners take on the task, but also the quality of the outcome, depending on how they interpret the expectations. However, based on the data gathered, the independent learning material prepared the students well for the assessment tasks; and the balance between teaching (synchronous) and independent learning (asynchronous) was appropriate ranked least as they got weighted means of 3.34 and 3.29 and standard deviations of 0.632 and 0.568 respectively. According to Huebner, (2009) the challenge for schools is designing a balanced assessment system using the strengths of summative, interim, and formative assessments to address instructional, accountability, and learning needs. As to the overall satisfaction, it can be inferred that most of the respondents agreed that they were satisfied with the quality of the independent learning material as it gained a weighted mean of 3.43, and a standard deviation of 0.563 The quality of the learning independent learning material is considered as to make sure that this will cater the needs of the students to learn the competencies they need to acquire at the end of the term. This is supported by the study of Jayaram and Dorababu, (2015) who stated that the success and effectiveness of the distance education system “depends heavily on the study material, particularly in the form of printed course material”. The quality of their learning materials are often judged in relation to student learning since students are at the center of the learning experience.

Strengths and Weaknesses of the Independent Learning Materials

The respondents shared their experiences upon using the independent learning materials (ILM) as one of the important learning materials and tools in the distance learning. Most of them have agreed that the ILM used in the course, Mathematics in the Modern World, has a positive impact on the students learning and progress. From these responses, the researcher can be able to identify the strengths and weaknesses of this independent learning material (ILM).

One of the respondents said that “It was organized. The flow of the module is understandable, there is an example for any problem that will allow a student to deepen his or her knowledge”. From this response, it can be said that the student was satisfied upon using the independent learning material. The examples indicated in the ILM, basically, allowed them to easily grasp the lesson. Likewise, the arrangement of lessons, activities, and/or assessments are truly important as to make sure that the students will easily follow the flow of the contents in the ILM. This result shows similarity with the study of University of Southern California [nd] stating that a learning module must be an organized collection of content presented together. It must be a set of structured path through the content items which can be presented using a storyboard or a set of dependencies. Understanding the first concept is dependent on understanding the second concept.

Additionally, other respondent mentioned that “I liked most about this module was organized and understandable. Lessons are very clear and precise. It has extra information/links that we can look up to in case we don't understand or need more information about the topic”. This result indicated that the respondent was at ease using the independent learning material. It was highlighted the importance of having an organized pattern of lessons, activities, and/or contents, as well as the implication of indicating a clear and precise content just to make sure that it will really allow the students to understand the lessons. Moreover, the indicated links and/or other information in ILM were appreaciated by the respondent. This is related to the statement given by the e-Learning Help (2013) that learning module must be a tool that provides course materials in a logical, sequential, order, guiding students through the content and assessments in the order specified by the instructor with formatted text, files, and weblinks.

Further, one of the respondents also expressed that “Feedback throughout the module has helped me to develop and improve my learning. Because I believe that I can discover more a lot with myself in what I can do and be proud of”. It can be seen in this response that the student has appreciated and positively took the opportunities that the provided feedback and assessment in ILM can be able to provide with their learning progress. This response is similar with the study of Nicol, (2010) feedback and assessment have a significant effect on student learning and has been described as the most powerful single moderator that enhances achievement.

On the other hand, there are also weaknesses that the respondents have encountered as they continuously use and work with the independent learning material. One of the statements given by the respondent is “there are limited examples for complicated topics and need more explanation regarding difficult topics”. This simply means that there are still some things that must be considered as to make sure that the ILM will really help the students learn and grasp the topics well. It was stated based on this response that the need for some additional examples for complicated topics are basically needed just to satisfy the need for support on the students' learning. Moreover, another respondent has shared his thought on the use of ILM stating that “use thicker fonts in throughout the whole modules and exams, it will be helpful with people who have visual impairment”. This response is significantly important as to make sure that the content and face validity of the ILM were considered knowing that students have experienced different concerns with their personal life. It also calls for a change in the font size of the text as to make sure that the content is readable. This concern is related with the statement of InTeGrate (2021), examples provide concrete applications to knowledge and skills learned in the classroom as they relate to students themselves and society. It also encourages students to be aware of the choices they make and how they fit into a greater societal context.

Suggested Improvement on the Independent Learning Materials

Improvements and changes are done so as to ensure that the developed independent learning material will greatly help the students in learning all the competencies needed for the course/subject. This will be considered including some other recommendations to clearly achieve the objectives of developing an independent learning material for Mathematics. The following suggestions were based on the responses of the respondents (Carandang et al., 2025).

As indicated, one of the respondents mentioned that “I would kindly suggest to include more interactive videos related to the subject matter. And maybe some interactive games that will serve as quiz, which is related as well to the topic”. It can be interpreted that most students easily learn and motivate themselves if there are some interactive vides and games based on the topic.

Likewise, another suggestions were “the lessons should be easier to access, the activities should also have a separate space for it to be easily accessed” and “more different types of practice exercises”. From these suggestions, it can be inferred that accessibility when it comes to the lesson needs to be improved, as well as the types of tests given in the module. Another respondents suggested that “more applicable sites wherein we can practice on solving a variety of problems; simple tutorials to easily comprehend the whole lesson”. This serves as a reminder to search or look for some additional educational websites that could add information and help students easily comprehend the lesson.

In line with the results, the study arrived at several conclusions and recommendations. The evaluation revealed that the content of the independent learning materials was relevant to the students' courses or degree programs and was up to date, ensuring that learners acquired the most essential and recent information about the subject matter. In terms of teaching and learning, instructors and professors demonstrated effectiveness in explaining concepts related to the independent learning materials, making the lessons engaging and stimulating students' interest in learning. With regard to support, the instructors and professors were found to be accessible and responsive to students' concerns and clarifications. Likewise, the assessment requirements and marking criteria were presented clearly, allowing students to easily understand the basis of evaluation. Overall, respondents expressed satisfaction with the quality of the developed independent learning materials, affirming that various aspects of learners' needs and opportunities for academic progress were adequately addressed. The strengths of the independent learning materials included the organized structure of lessons, the accuracy of content, and the appropriateness of feedback and assessments. However, some weak-nesses were identified, such as the limited number of examples provided for each topic, as well as the need to reconsider the font style and size for improved readability in future revisions.

The study highlights several important considerations for improving independent learning materials for distance learning. First, such materials must provide more concrete examples and discussions anchored in real-life situations, enabling students to connect their learning with practical applications that support their career development. Second, instructors and professors should continuously engage in professional training focused on fostering a positive online learning environment, thereby ensuring that students remain motivated and engaged. Third, there is a need for sustained and sufficient support in the development and provision of independent learning materials, ensuring that all learning activities address students' needs through clear instructions and consistent guidance from instructors. Fourth, assessment and feedback mechanisms should be closely aligned with the competencies required by students, taking into account diverse forms of evaluation to address learners' individual differences. Finally, future research should be directed toward exploring the relationship between student performance and the use of modular learning strategies, which may yield further insights for enhancing distance education practices.