Abstract

Education has necessitated the adoption of technology-enhanced learning, and self-learning modules have emerged as a flexible and efficient method of education. The researchers aimed to explore the effects of self-learning modules on students' intrinsic motivation and their perceptions of their effectiveness. The study employed descriptive research design, utilizing observational methods, surveys, and interviews to gather data from 35 grade 11 students in a STEM program. The researchers developed e-modules using Kotobee software, covering Earth Science topics. The Intrinsic Motivation Inventory (IMI) was used to assess students' intrinsic motivation. The findings revealed that the use of self-learning modules positively impacted students' intrinsic motivation. Students reported high levels of interest/enjoyment, perceived competence, effort/importance, perceived choice, and value/usefulness. The interactive features of the e-modules, such as videos, simulations, and animations, contributed to students' enjoyment and engagement. Students also expressed a sense of autonomy and control over their learning experience, leading to increased motivation.