The Philippines’ educational leaders find the modular learning approach as a feasible solution to continue education. In a modular approach, students learn without, or with minimum motivation and guidance from a teacher. The learners must be able to draw knowledge and accomplish tasks; hence, they need self-efficacy to successfully finish their tasks and responsibilities and achieve high academic performance. This study sought to measure the level of self-efficacy and academic performance of the first-year BSIT students in the modular learning approach. A quantitative descriptive research design was employed. Findings showed that students maintained a high level of self-efficacy despite being left alone in the learning process. Similarly, the level of academic performance is very satisfactory which means that students carried on the tasks in every module and successfully passed the challenges in every module. The correlation between self-efficacy and academic performance of the first-year year BSIT students is P=.442**, which means that there is a positive, moderate correlation between the two variables. Looking at the potential advantages that modular learning may bring to the educational system of the country, educational leaders must look deeper into this matter.

Keywords: Academic Performance, Modular Learning, Pandemic Education.

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