Abstract
This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.
Highlights
In a rapidly changing and unstable world, many countries strive to remain competitive by updating the national education strategies (Kek & Huijser, 2011)
It was found that the Self-Directed Learning Readiness Scale (SDLRS) total score significantly predicted the National Exam (NE) science subjects score (p = .049)
For every one score increase in SDLRS score, the NE science subjects score was expected to increase by .244 times
Summary
In a rapidly changing and unstable world, many countries strive to remain competitive by updating the national education strategies (Kek & Huijser, 2011). Qatar has initiated updates in its education system in order to remain competitive and to transform Qatar into an advanced country by 2030. In order to achieve such transformation, a world-class educational system is needed, which includes educational curricula and training programs that are appropriate to each individual’s aspirations and abilities. This education system should respond to the current and future needs of the labour market and high quality educational and training requirements (General Secretariat for Development Planning, 2008).
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