Self-Directed Learning Readiness and Student Satisfaction in Modular Mathematics Education in Philippine Tertiary Institutions

This study investigates the relationship between self-directed learning readiness (SDLR), learning experiences, and student satisfaction in modular mathematics education among tertiary students in the Philippines. Using a mixed-method design, quantitative data were collected through validated survey instruments, while qualitative insights were gathered from semi-structured interviews. Structural equation modeling revealed that SDLR, particularly self-management and adaptability, significantly predicted student satisfaction, both directly and indirectly through the mediating effects of teaching, social, and cognitive presence as outlined in the Community of Inquiry framework. Qualitative findings reinforced these results, highlighting the dual nature of modular learning as both a source of flexibility and a challenge due to the limited feedback and isolation it entails. Institutional and socioeconomic factors further moderated outcomes, with disparities in resources and support contributing to uneven experiences across students. The study highlights the importance of adaptive module design, responsive feedback systems, and targeted institutional interventions in enhancing satisfaction and equity in modular mathematics education.