Learning Readiness Research Articles

유아 기질의 부정적 정서성과 수줍음이 취학 전 유아의 학습준비도에 미치는 종단적 영향

Objectives The purpose of this study is to examine whether the negative emotionality and shyness of 3-year-old children's temperament have a longitudinal effect on the school readiness of 5-year-old preschool children mediated by sleep problems one year later. Methods Data from 1,415 households in the 5th (2012), 6th (2013), and 7th (2014) years of the Panel Study on Korean Children(PSKC) conducted by the Korea Institute of Child Care and Education were used. Correlation coefficients were calculated to determine the descriptive statistics and relationships of the main research variables, and structural equation models were analyzed to determine the paths between the variables. Bootstrapping was also conducted to test the significance of the indirect effects. Results It has been found that the negative emotionality of 3-year-old children's temperament not only directly influences the school readiness of preschool children at the age of 5, but also indirectly affects their readiness through mediating the sleeping patterns of children. However, while shyness has a direct impact on preschool children's readiness for learning two years later, its indirect effect was found to be insignificant. Conclusions This study confirmed the longitudinal effects of the negative emotionality and shyness of 3-year-old children's temperament and the children's sleep problems one year later in explaining the school readiness of 5-year-old preschool children. These results can be used to raise the importance of sleep in early childhood and to develop a range of measures to support children's readiness to learn based on their temperament.

Pharmacy Students’ Readiness for Offline Learning in The New Normal Transmission of COVID-19: A Cross-Sectional Study

Background: Pharmacy students consist of undergraduate and professional pharmacy students. They are candidates for future pharmacist health workers who require practical experience. Offline learning with hands-on practice methods in health facilities supports their professional skills. Objective: This study aimed to determine pharmacy students' knowledge and attitude toward implementing offline learning methods during the new normal era. Methods: This study involved pharmacy students from Indonesia who were asked to participate in an e-questionnaire about the vaccination program, COVID-19 health protocols, pharmacist competence, and attitude toward implementing offline learning. The students' scores were based on their knowledge and attitude. Statistical analysis was performed to compare the scores between the two groups, and a correlation test was conducted to assess the relationship between the students' knowledge and attitudes. Results: A total of 652 pharmacy students were divided into two groups, undergraduate and professional pharmacy students, in a 3:1 ratio. About 74.6% of undergraduate students and 78.5% of professional pharmacy students had good and moderate knowledge. The level of knowledge was not different between the two groups (p=0.602; p>α). Professional pharmacy students were more ready to engage in offline learning compared to undergraduate students (p=0.001; p<α). However, there was a relatively low correlation between knowledge and attitudes, with r = 0.079 (p=0.043; p<α). Conclusion: Professional pharmacy students are more ready for offline learning methods than undergraduate students, particularly in hands-on field practice.

The Use of Blended Learning Based Flipped Classroom towards Students’ Reading Comprehension Achievement and Perspectives

The study conducted a profound exploration on the potential impacts of a blended learning-based flipped classroom method on students' reading comprehension and their perception towards it. The methodology used a quantitative quasi-experimental approach with purposive sampling in a state senior high school in Palembang. The process of collecting data involved the utilization of questionnaires, post-tests, and pre-tests. Either experimental and control class has 25 students. The test's reliability and validity were thoroughly examined through the employment of the Split-Half technique as well as the Aiken formula. Furthermore, in an effort to establish dependability for the questionnaire, Pearson Correlation testing methods were utilized. A comprehensive data analysis covered broad statistical areas including application of Shapiro-Wilk procedure, Levene Statistics test evaluating homogeneity characteristics, deployment of independent samples t-test and incorporation of Cohen's d in hypothesis validation procedures. Post intervention results from experimental group significantly indicated marked improvements in reading comprehension following hypothesis assessment. The alternative hypothesis (Ha) was thereby substantiated, leading to the rejection of the null hypothesis (H0). Additionally, students perceive the blended learning-based flipped classroom as an enjoyable teaching approach that enhances their engagement in the learning process and aids improvement in areas that require attention. These findings imply that implementing the blended learning-based flipped classroom could be a valuable resource for English teachers, offering advantages to students such as improved accessibility and readiness for reading comprehension learning.

PENYUSUNAN INSTRUMEN ASESMEN MINAT DAN GAYA BELAJAR ANAK DI KABUPATEN MAJENE

Community Partnership Program (PKM): Training on the preparation of assessment instruments for children's interests and learning styles for teachers in kindergartens in Majene Regency, aims to improve the competence and basic ability of teachers in mastering assessments in education units, especially in kindergartens. This PKM will be held from April to November 2023 in Majene Regency, West Sulawesi with partners of the Indonesian Kindergarten Teachers Association (IGTKI) Banggae Branch, Majene Regency, West Sulawesi. PKM participants consist of teachers and principals of PAUD units. The methods used in this PKM activity are lectures, discussions, questions and answers and assignments. Analysis of the success rate of PKM activities is through measuring the level of mastery of the material and task completion. The final condition of the implementation of this Community Partnership Program activity shows that participants can understand how to prepare a Diagnostic Assessment on aspects of children's readiness and interest in learning in kindergarten. The success of this PKM can be seen from the high participation and motivation and discipline of participants during the training activities.

Leveraging Technology Enhancement: The Well-Being Emotional Intelligence, Security Keys to the University Students’ Readiness in Digital Learning Ecosystem

The principle of the digital learning ecosystem is the application of the educational process through digital learning environment platforms that help users learn more effectively. Educational institutions, teachers and students must evolve to adapt and be ready for the new world of learning. The individual’s emotional quality can influence their readiness in the digital learning ecosystem. This study aimed to examine whether there is a significant relationship between students’ readiness in the digital learning ecosystem and their emotional intelligence levels. This study utilized a correlational research method and multiple linear regression analysis. For data collection, the primary tools used were Trait Emotional Intelligence Scale-Short Form (TEIS-SF) and the Online Learning Readiness Scale (OLRS). The questionnaires were administered to 103 students enrolled in seven different higher institutions in Brunei. The results of the research showed that there was a link between students’ online learning readiness levels and their emotional intelligence levels. This study found that students with a high well-being sub-dimension of emotional intelligence had high online learning readiness levels.

Pembelajaran Berdiferensiasi: Analisis Literasi Kimia pada Materi Ikatan Kimia melalui Pendekatan Culturally Responsive Teaching Terintegrasi Etnokimia

This study aims to obtain information and analyze the chemical literacy profile of class X students of one of public high school in Surakarta on chemical bonding material after carrying out differentiation learning with Culturally Responsive Teaching integrated with ethnochemistry. This research used descriptive qualitative approach with post-test only design. The research was conducted on 36 students of class X at one of public high school in Surakarta during 2 meetings. The results of the study showed that the literacy level of students after learning was carried out there were 25% of students classified as high, 56% classified as medium, and 19% classified as low. Based on the results of the analysis on each indicator of chemical literacy, students showed very good levels on all indicators, namely content, context, high-level learning skills, and affective. Therefore, the level of chemical literacy of students is classified as good after learning is differentiated with Culturally Responsive Teaching integrated with ethnochemistry because learning becomes contextual, meaningful, and in accordance with student learning readiness.

Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens

Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the necessity for fostering executive function skills among early childhood students in Nonthaburi Province. 2. Analyze the causes underlying the necessity to promote executive function skills in early childhood students. 3. Propose strategies to enhance executive function skills in early childhood students. The research consists of two phases. Phase 1 involves identifying the necessity for developing executive function skills among early childhood students, with a sample group comprising 12 volunteer kindergarten teachers randomly selected from 12 classrooms and 328 early childhood students aged 5 to 5 years 11 months (162 boys and 166 girls). The research instrument used is the MU.EF-101 assessment. Data analysis involves calculating the mean and standard deviation of T-scores for working memory, inhibitory control, and shift/cognitive flexibility. Phase 2 analyzes the causes of necessity and proposes strategies to promote executive function skills in early childhood students. The data sources for this phase are 12 teachers, and the research instruments include fishbone diagram recording forms and group discussion recording forms. Findings suggest that parental involvement is crucial in training children to perform tasks independently and in teaching children patience. Additionally, teachers should analyze children's behaviors to plan appropriate learning activities based on their context. Teachers must encourage children to think and make decisions independently, encourage when mistakes occur, and ensure the availability of suitable tools and toys that promote the development of executive function skills in early childhood students, which teachers or parents can conveniently utilize.

Exploring Self-Directed Learning Readiness among Undergraduates in ESL Classrooms

There has been a growing interest in self-directed learning, especially in the context of higher education. This is due to the fact that 21st century learning environments required students to engage in a wider range of learning activities, including online distance learning. To make online learning meaningful, students must exhibit a greater awareness of their responsibility to control and monitor their own learning. In light of this, self-directed learning calls for a variety of skills to ensure effective independent learning. This has been the impetus for the researchers of the present study to look into the self-directed learning readiness (SDLR) among undergraduates of UiTM Cawangan Pulau Pinang who have actively participated in online learning for their ESL classes. A quantitative research design is employed using a survey adapted from Fisher's self-directed learning readiness scale. 224 diploma students and 33 bachelor’s degree students responded to the survey. Data is analyzed using SPSS v28 by means of descriptive and inferential statistics. It was found that the undergraduate students are able to manage themselves, have strong desire for learning and have good self-control. This information may aid in determining the value and current level of self-directed learning within the context. Additionally, it is necessary to put strategies into place that will assist students in becoming better prepared for self-directed learning in a wider range of learning activities.

Determining nursing students' attitudes towards, readiness for, expectations from and satisfaction with distance education and their sense of alienation from their university.

To determine nursing students' views on attitudes towards distance education during coronavirus disease 2019 pandemic. The analytical, cross-sectional study was conducted in May and June 2022 at a state university in the Mediterranean region of Türkiye, and comprised nursing students. Data were collected using the Attitude Towards e- Learning Scale, e-Readiness for e-Learning and Expectations Scale, e-Satisfaction Scale, and University Alienation Scale. Data were analysed SPSS 26. Of the 322 participants, 213 (66.1%) were females, and 159 (49.4%) were staying in hostel dormitories. The mean age of the sample was 20.36±1.63 years. There was a significant, moderate and positive correlation between the students' scores from with respect to readiness, satisfaction, transmission, practicality and content of distance learning (p<0.05). There was a significant, weak and positive correlation of readiness with the education process, interaction and assessment values (p≤0.05). Alienation towards university education increased in relation to technology skills.

Data Preprocessing Techniques for AI and Machine Learning Readiness: Scoping Review of Wearable Sensor Data in Cancer Care.

Wearable sensors are increasingly being explored in health care, including in cancer care, for their potential in continuously monitoring patients. Despite their growing adoption, significant challenges remain in the quality and consistency of data collected from wearable sensors. Moreover, preprocessing pipelines to clean, transform, normalize, and standardize raw data have not yet been fully optimized. This study aims to conduct a scoping review of preprocessing techniques used on raw wearable sensor data in cancer care, specifically focusing on methods implemented to ensure their readiness for artificial intelligence and machine learning (AI/ML) applications. We sought to understand the current landscape of approaches for handling issues, such as noise, missing values, normalization or standardization, and transformation, as well as techniques for extracting meaningful features from raw sensor outputs and converting them into usable formats for subsequent AI/ML analysis. We systematically searched IEEE Xplore, PubMed, Embase, and Scopus to identify potentially relevant studies for this review. The eligibility criteria included (1) mobile health and wearable sensor studies in cancer, (2) written and published in English, (3) published between January 2018 and December 2023, (4) full text available rather than abstracts, and (5) original studies published in peer-reviewed journals or conferences. The initial search yielded 2147 articles, of which 20 (0.93%) met the inclusion criteria. Three major categories of preprocessing techniques were identified: data transformation (used in 12/20, 60% of selected studies), data normalization and standardization (used in 8/20, 40% of the selected studies), and data cleaning (used in 8/20, 40% of the selected studies). Transformation methods aimed to convert raw data into more informative formats for analysis, such as by segmenting sensor streams or extracting statistical features. Normalization and standardization techniques usually normalize the range of features to improve comparability and model convergence. Cleaning methods focused on enhancing data reliability by handling artifacts like missing values, outliers, and inconsistencies. While wearable sensors are gaining traction in cancer care, realizing their full potential hinges on the ability to reliably translate raw outputs into high-quality data suitable for AI/ML applications. This review found that researchers are using various preprocessing techniques to address this challenge, but there remains a lack of standardized best practices. Our findings suggest a pressing need to develop and adopt uniform data quality and preprocessing workflows of wearable sensor data that can support the breadth of cancer research and varied patient populations. Given the diverse preprocessing techniques identified in the literature, there is an urgency for a framework that can guide researchers and clinicians in preparing wearable sensor data for AI/ML applications. For the scoping review as well as our research, we propose a general framework for preprocessing wearable sensor data, designed to be adaptable across different disease settings, moving beyond cancer care.

Utilization of the Keeping Hope Possible Toolkit with parents of children with life limiting and life threatening illnesses during the COVID-19 pandemic: Exploring pediatric nurses and allied healthcare provider opinions

BackgroundFor families with children diagnosed with complex illnesses, the COVID-19 pandemic added many challenges. In order to mitigate inevitable disruptions in pediatric care settings, caregivers may need added supports and resources. The Keeping Hope Possible (KHP) Toolkit is a self-administered intervention intended to enhance caregiving experiences of parents with a child with multiple needs. However, little is known about effectively disseminating the Toolkit. Purpose and methodsA qualitative, thematic analysis was conducted to explore the opinions and perceptions of pediatric nurses and allied healthcare providers (HCPs) in relation to the dissemination and use of the KHP Toolkit for use by families with complex medical needs. Structured interview data were analyzed from a sample of seven pediatric HCPs working in various care settings in one Canadian province. FindingsFive themes were developed including: Recognising Importance of the KHP Toolkit; Needing Support and Direction; Implementation and Use of the KHP Toolkit; Realizing Important Considerations for Success; and, Emphasizing Connection through Isolated Times. DiscussionParticipants recognized the importance of the KHP Toolkit for parents and extended family in a variety of settings to encourage self-care, daily structure, and connectedness. Thus, pediatric nurses' awareness and openness to the initial dissemination of the Toolkit is essential, and a subsequent interprofessional team approach will ensure consistent reminders and support for families. Application to practiceCareful assessment of family readiness for learning about and using the KHP Toolkit is essential, along with an interprofessional approach to consistent inquiry and support at each family encounter.

Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers’ being global scientifically literate.

Influence of Transformational Leadership on Teaching Performance in a Peruvian Educational Institution

The objective of this research was to determine the transformational influence on teacher performance in I.E. Mariano Santos Mateo de Trujillo – 2023. A causal correlational descriptive design was carried out; sample: 55 participants, 71% women and 29% men. Study variables: Transformational Leadership (TL) and dimensions: idealized influence, inspiring motivation, intellectual stimulation and individualized consideration; Teacher Performance (DD) and dimensions: preparation for student learning, teaching for student learning, participation in school management articulated with the community, development of professionalism and teacher identity. Two Likert questionnaires were applied for each variable. It is verified with the Nagelkerke coefficient that LT influences 44.8% of the variation in DD. Teachers with medium transformational style, 75% regular performance and teachers who evidence high transformational style, 85.1% excellent performance. It is concluded: transformational leadership has a significant influence; on Student Learning Readiness chi square value 19.146 (sig &lt;0.05); on Teaching for student learning with a chi square value of 19.319 (sig &lt;0.05) and on School management participation linked to the community with a chi square value of 31.622 (sig &lt;0.05).

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

PurposeThis paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.Design/methodology/approachThe researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.FindingsBeginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.Research limitations/implicationsThe first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.Practical implicationsThe presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.Social implicationsWe contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.Originality/valueBased on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

Do you feel prepared? EFL learners’ readiness for online learning and self-directed learning ability

In recent years, the widespread use of online learning environments and tools, especially with the outbreak of the COVID-19 pandemic, has brought students’ readiness for online learning and their ability to manage their own learning processes to the fore. This study aims to investigate the online learning readiness (OLR) and self-directed learning skills of English language learners at a state university in Turkey. For this purpose, a cross-sectional, descriptive study methodology was employed. The study group consisted of 202 randomly selected first-year volunteer students. An information form and two scales were used to collect data. Additionally, the effects of some demographic factors on EFL students’ OLR and self-directed learning skills were also investigated. The results of the study revealed that university students have a moderate level of self-directed learning and readiness to learn in the online environment. As another result of the study, it was determined that various independent variables had an impact on the participants’ OLR levels. In parallel with the findings of the study, some pedagogical strategies were discussed and suggested.

TEACHERS' READINESS FOR BLENDED LEARNING, THEIR REASONS, CHALLENGES, AND SUGGESTIONS FOR PRACTISING BLENDED LEARNING

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers’ levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers’ positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

IJCM_367A: Mapping the Terrain of Learning: A Study on the Association between Self- Directed Learning Readiness and Learning Environment Dynamics among Students studying in a Public Health Institute in Kolkata

Background: Self-directed learning (SDL) is the process in which individuals take the initiative and learning environment involves all other aspects of the institute. Good SDL ability is the foundation of lifelong learning. Students’ perception of the educational environment plays a subtle role in learning and contributes to learning input and students’ achievement. Self- directed learning is integral to public health teaching Objectives: To assess the perceptions of learning environment and self- directed learning readiness and the association between the two among public health students Methodology: A cross-sectional study was conducted from July to December 2023 in a public health institute in Kolkata. A total of 102 participants across five courses were selected by Census method and their self-directed learning readiness (SDLRS) and perceptions of learning environment were assessed using a self-administered questionnaire. The collected data was analysed using descriptive and inferential statistics in SPSS, version 16. Ethical approval was taken from Institutional Ethics Committee of AIIH&amp;PH, Kolkata. Results: The mean age of the study participants was 26.7 years and 64.7% of the study participants were from MBBS background. The median academic hours was 18 hours per week and around 37.3% of the participants were studying in the institute for less than 6 months and 20.6% for more than 24 months. There was significant positive correlation between SDLRS and Learning Environment (Spearman’s rho=0.281, p=0.004). SDLRS and perceptions of Learning environment improved with increase in duration of studying. Age(p=0.015) and prior academic qualification(p=0.016) were significantly associated with SDLRS. Conclusion: SDLRS is associated with positive Learning Environment. SDL ability can be improved by changing the learning environment to include new student-centered teaching methods. The duration of studying in the institute is also an important driver to inculcate self directed learning ability among the participants.

Effectiveness of Using a Self-Directed Learning Program to Teach Physical Examination and Health Assessment Skills: A Quasi-Experimental Study.

Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.

Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic

Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic

Student Readiness in Mathematics in The New School Year 2024-2025

This research examined the factors affecting students' readiness to study mathematics at the beginning of the 2024–2025 academic year. The study was carried out at MA Husnul Khotmah Kuningan. The sampling method used in this research was purposive sampling. The research employed a qualitative method with a case study model. Data collection instruments included questionnaires, interviews, and observations. The study results indicated that the factors with the highest percentages were cooperation among students, learning facilities, parental support, and the quality of teaching, which played a significant role in creating a supportive and effective learning environment. Indicators with the highest values highlight factors that profoundly and directly influence students' learning readiness. Factors such as student cooperation, learning facilities, parental support, and teaching quality significantly create a supportive and effective learning environment. While factors with lower percentage values, such as study habits and additional activities, are also important, they may require further attention to enhance overall learning readiness. Understanding and improving all these factors can help create a better learning environment and prepare students to face academic challenges.