QUANTITATIVE ANALYSIS OF STUDENTS' ATTITUDES TOWARD SELF-LEARNING AT THE COLLEGE OF EDUCATION, KING FAISAL UNIVERSITY

Abstract

This study deals with self-learning. It is an appropriate educational process to prepare learners for lifelong learning and keep them updated with developments in their field of specialization and all aspects of their lives. It is also closely linked to the goals of sustainable professional development. Therefore, this study aimed to identify the attitudes toward self-learning among the students at the College of Education, King Faisal University. The study analyzed differences in the students' attitudes toward self-learning based on grade point average (GPA), specialization, and educational level. This study used a descriptive survey method to achieve its objectives. The study sample consisted of (336) female students during the second semester of the year 1442/1443 AH, with a rate of (42.59%) of the study population. They were selected using the simple random sampling technique. The arabized Self-Directed Learning Readiness Scale was used in this study. This study verified the scale's validity and reliability. Data analysis used descriptive statistics. The results showed the degree of attitudes toward self-learning among female students to have a high value, with a mean of 4.03 and a standard deviation of 0.580. There were statistically significant differences at (p-value=0.05) between the students’ attitudes toward self-learning and their GPA in favor of students with high averages. Factors such as specialization and educational level did not result in statistically significant differences in student attitudes. This study highlights the necessity of increasing the activities and assignments that contribute to developing positive attitudes toward self-learning and its associated skills among female students. Additionally, it is necessary to train faculty members to promote the trend toward self-learning and its skills. Keywords: Attitude, Self-Learning, Self-Learning Scale, Higher Education DOI： https://doi.org/10.35741/issn.0258-2724.58.1.24