Self-Directed Learning Readiness Scale Research Articles

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.

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.

The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness

Frequent and various developments and changes in the nursing profession necessitate lifelong learning and self-learning for nursing profession. To cope with new developments and changes and continue professional development in nursing, it is important to develop the skills of life-long learning and self-directed learning. 
 The study was conducted with 926 nursing students. The data were collected by using an Information Form, the Life-Long Learning Tendencies Scale and the Self-Directed Learning Readiness Scale. This study was checked with the STARD checklist. The data that were obtained were analyzed by using the SPSS 20.0 (Statistical Package for the Social Sciences) software. The validity and reliability of the scales were tested by Cronbach’s alpha analysis. 
 As a result of the study, it was determined that it is needed to improve the participants’ life-long learning tendencies and self-directed learning readiness levels. A positive, weak and significant relationship was found between the participants’ life-long learning tendencies and self-directed learning readiness levels.
 Based on the results, it may be recommended consider the relationship between these two skills and improve nursing students’ life-long learning tendencies and readiness to learn by themselves by considering these together in nursing education programs.

Students' Self-Directed Learning Readiness with the Online Learning Model

This research aims to reveal the level of Students' Self-Directed Learning Readiness with the Online Learning Model. The research was conducted on students of the Arabic Language Education Study Program, Faculty of Islamic Religion, University of Muhammadiyah Malang with 66 respondents selected using purposive techniques. Research data was collected through a questionnaire with the Self-Directed Learning Readiness Scale (SDLRS) instrument developed by Guglielmino, and was analyzed using the SPSS Windows Release 7.5.1 program. The research results show that the level of students' Self-Directed Learning readiness with online learning model is in the average category with the score of 223.6, which means that students have the ability to successfully study independently, but are less ready to face challenges and solve problems independently.

Institutional Factors Influencing Self-Directed Learning Readiness among Nursing Students in Medical Training Colleges in Siaya County, Kenya

Context: Self-directed learning (SDL) is a prominent pedagogical approach in nursing education. The success of self-directed learning hinges upon an individual's readiness, which is influenced by the complexity of factors. Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Evaluating factors influencing self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses.
 Aim: The study aimed to investigate institutional factors influencing self-directed learning readiness among nursing students in Medical Training Colleges in Siaya County
 Methods: A cross-sectional analytical study design was adopted. The study was conducted among 404 nursing students in the Bondo and Siaya campuses of Kenya Medical Training College. Data on socio-demographics and institutional factors were collected using a self-administered questionnaire, and individuals' readiness was measured using Fisher's self-directed learning readiness scale.
 Results: The majority of the students were female (67.1% n=271) compared to males (32.9% n=133), and overall, the self-directed learning readiness level among both of them was high among 73.5% of the studied students, with a mean score of 157.2. Notably, institutional factors that significantly influenced self-directed learning readiness were access to the institution's internet connectivity (OR=0.635; 95% CI=0.407-0.991; p=0.046) and self-directed learning mentorship (OR=0.402; 95% CI=0.213-0.76; p=0.005).
 Conclusion: Access to internet connectivity and self-directed learning mentorship are crucial institutional factors significantly influencing self-directed learning readiness among nursing students. This study recommends strengthening mentorship strategies for self-directed learning and providing reliable internet connectivity to students at all times to enhance their readiness to learn.

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.

Readiness for Self-directed Learning amongst First-year Medical Undergraduates in the Northern Part of Kerala, India: A Quasi-experimental Study

Introduction: The ability for independent learning is considered a critical component for university graduates to engage in continuous learning. Self-directed Learning (SDL) is necessary for learners to transition from passive to active learners. With the implementation of competency-based education, the concept of SDL is becoming increasingly important in undergraduate teaching. However, many students find the concept of self-learning unfamiliar, causing them undue anxiety. The improvement of lifelong learning thus depends critically on having an effective understanding of SDL skills. Aim: To assess the readiness for SDL and emphasise the need for assessing students’ readiness towards SDL. Materials and Methods: This quasi-experimental study involved 100 first-year medical students who provided informed consent. Readiness for SDL was determined using the Fisher SDL Readiness Scale (SDLRS). An SDLRS score of >150 is considered an acceptable level of SDL readiness. Six SDL sessions were conducted, and participants were assessed based on their performance in SDL. The study participants were grouped as high, mid, and low achievers, and their SDLRS scores were correlated. The data obtained were statistically analysed using descriptive and inferential statistics. Results: The median SDLRS score was 149, with 54 (54%) of students scoring below the acceptable level of 150. The median scores for the subscale of self-management were statistically high (p-value<0.001) among the high achievers. The SDLRS scores and SDL session test scores of the three groups of students showed a significant moderate positive correlation (r-value=0.356, p-value<0.001). Conclusion: The present study concluded that 54% of medical students scored below the acceptable level on the SDLRS, and there was a moderate positive correlation between SDLRS scores and SDL session test performance.

Locus of Control and Self-Directed Learning Readiness of Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study from Saudi Arabia.

Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC). This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relationship. A cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program at one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants' characteristics. Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between locus of control and level of readiness for self-directed learning (r = 0.19 *, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22 *, p = 0.0001) than with external locus of control. The study findings indicate a propensity of respondents indicating an external locus of control, whereas most of the respondents' reported levels of readiness ranged between low and moderate across all dimensions of self-directed learning. This study was not registered.

Self-directed learning and clinical competence: The mediating role of the clinical learning environment

IntroductionRecognizing the factors affecting clinical competence among internship nursing students is crucial. This study was aimed at determining the effects of self-directed learning on internship nursing students’ clinical competence under the mediating role of the clinical learning environment. MethodsThis cross-sectional research was performed on 300 internship nursing students selected by convenience sampling with a structural equation modeling (SEM) approach. Data were collected in one stage with three tools: the Self-Directed Learning Readiness Scale for Nursing Education, Education Environment Measure, and Clinical Competence Questionnaire. Data analysis was performed in SPSS version 21 and Smart-PLS version 3 with partial least squares-SEM. Measurement and structural model data were assessed with a significance threshold of p < 0.05. ResultsA total of 20.5 % of the variance in clinical competence was explained by self-directed and clinical learning environments. Self-directed learning had a significant positive effect on clinical competence (path coefficient = 0.14, 95 % CI: 0.02, 0.26; p = 0.027), and on the clinical learning environment (path coefficient = 0.41, 95 % CI: 0.31, 0.52; p < 0.001). A relationship was observed between the clinical learning environment and clinical competence (path coefficient = 0.38, 95 % CI: 0.25, 0.50; p < 0.001). The indirect effect of self-directed learning on clinical competence was positive and significant (path coefficient = 0.11, 95 % CI: 0.07, 0.17; p < 0.001). Self-directed learning had a significant total effect on clinical competence (path coefficient = 0.30, 95 % CI: 0.19, 0.40; p < 0.001). ConclusionsAccording to the results, we recommend that nursing education managers and instructors consider plans to enhance self-directed learning among nursing students and improve the clinical learning environment.

Readiness of Medical Students for Self-Directed Learning under Competency based Medical Education – A Cross-sectional Study

Abstract Introduction: National Medical Commission (NMC) has introduced Competency-Based Medical Education (CBME) for undergraduates (UG) of medical stream in India. Self-directed Learning (SDL) has become a vital part of CBME curriculum, such that NMC mentions some SDL hours can go beyond office hours if required. Therefore, assessing SDL becomes important among the UG medical students (MBBS). Objectives: To assess the readiness towards SDL method among the medical students under CBME curriculum and to find out the factors associated with their readiness towards SDL method. Subjects and Methods: It was a cross-sectional study conducted among the MBBS students under CBME curriculum studying at PESIMSR, Kuppam. All the 300 students were included with 241 participating in the study. Abridged Fisher’s 29 item SDL readiness scale was used. Data were compiled and analyzed using the SPSS (version 23.0; SPSS Inc., Chicago, IL, USA). Results: Among 241 students, the SDL readiness was found be below average, average and above average in 2%, 66% and 32% respectively. The above average category of SDL readiness was higher (36.07%) among the 1st CBME batch of students than compared to the 2nd batch (27.7%). SDL was found to be statistically significantly associated (P &lt; 0.05) with age, mode of admission, parents’ involvement in the learning process, stress in life and self-confidence of the students. Conclusion: The readiness to undergo SDL varies from student to student. Therefore, understanding their readiness is necessary to sensitize them regarding SDL method. By this, the students can achieve the SDL-based competencies in a better way.

Readiness for Self-Directed Learning Among Undergraduate Students at Asia Metropolitan University in Johor Bahru, Malaysia

Self-directed learning (SDL) plays a pivotal role in facilitating adult learning, especially in developing an individual’s education and upgrading his/her learning skills independently. SDL can have farreaching implications on the students’ lifelong learning skills. In particular, SDL readiness (SDLR) can assist in developing a well-structured student-centered curriculum. The study aims to assess the level of readiness for SDL among undergraduate students of the Asia Metropolitan University (AMU). This descriptive, cross-sectional study surveyed the level of readiness using the SDLR scale comprised of 40 questions. A total of 320 AMU undergraduate students from various academic programmes, including MBBS, Nursing, Foundation in Science, Diploma in Health Care Management, andBusiness were enrolled through convenience sampling. The total mean scores for SDLR was 157.9 ± 20.5, whereas mean scores for self-management, desire for learning, and self-control were 57.6 ± 7.9, 48.5 ± 6.4, and 51.9 ± 7.8, respectively. About two-thirds of both age groups (≤ 20 and &gt; 20) and females were found to be ready for SDL methods. Although there was no statistically significant difference between the different age groups, genders, and programmes, logistic regressions revealed that females &gt; 20 years of age group were more receptive and ready for SDL. The majority of the AMU undergraduate students were ready for SDL, with female and older age groups being more receptive and ready for SDL. This reflects that SDL is directly related to maturity and is also influenced by gender, although it was not proven to be statistically significant.

Effects of Using the Staged Self-Directed Learning Model at Distance English Learning

This research aimed to investigate the effects of giving learners self-directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant İzzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

Self-directed learning readiness in MBBS students of private medical college in Bengaluru

Background: Self-directed learning has been recognized as a process in which students take initiative and responsibility for their own learning and curriculum based medical education also focuses on self-directed learning skills that medical students must inculcate to enable lifelong learning throughout their career. Aim and Objectives: This study intends to measure the self-directed learning readiness of the MBBS students and also to identify if there is any association between the self-directed readiness and student’s demographic characteristics. Materials and Methods: 644 medical students of Kempegowda Institute of Medical Sciences at all levels of training participated in the study and their self-directed readiness was assessed using self-directed learning readiness scale (SDLRS) designed by Fisher et al. in 2001. Results: The SDLR score was 147.35 ± 19.92 with 54.27% students scoring &lt;150 indicating inadequate readiness. Among the three domains, the desire for learning score was the least with a mean of 43.68 ± 9.54. There was a significant drop in the mean SDLRS scores over the years of training. Conclusion: The reason for the progressive decrease in the SDLRS scores over the years of training could be because students focus mainly on passing exams with high grades rather than seeking knowledge. The results also point out that to promote SDL among students, we may need to change our current teaching and learning strategies.

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

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

Development and implementation of a self-directed learning readiness scale for undergraduate health professional students.

To motivate students toward the path of lifelong learning, it is important to train them for a self-directed learning (SDL) approach, where they identify the need of learning the content as well as look forward to attaining the learning outcome, independently. The level of readiness for SDL will allow the learner to be self-disciplined, self-organized, an effective team builder and communicator, a self-assessor, and a self-reflector, thus being a self-learner with the ability to accept and give constructive feedback. The aim of the study was to develop, validate, and implement the SDL readiness scale for health professional students. The readiness scale of 43 items was used in four sub-titles (awareness, learning strategies, and style, motivation, team building) was developed using the Delphi method with 12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross-sectional survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation for each item, and arrived sub-titles. The ANOVA test was used to find differences in readiness scores as per different years of the medical program. The result demonstrates that the maximum score was obtained for the first-year medical student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically significant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034), 26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed no statistical significance for the DSVS-self-directed learning readiness scale (SDLRS) score and demographic variables. The outcome of the study strongly suggests training/sensitization sessions for students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal follow-up needs to be conducted for the readiness score of the students based on the developed scale and subsequent training sessions need to be organized for students as well as faculty for better outcomes for the students toward SDL sessions.

Self Directed Learning Readiness among phase I undergraduate Medical students

Abstract Self Directed Learning (SDL) was defined by Knowles as ‘the process in which individuals take the initiative themselves with or without taking help of others for diagnosing their learning needs. The SDLR Scale is a validated tool used to assess that to which extent an individual possesses self-directed learning personality characteristics and attitude. This cross sectional survey was planned among phase I medical students . Sample size was 100 utilizing convenient sample of phase I medical students. Structured Questionnaire ‘Self-directed learning readiness scale’ SDLRD questionnaire was used to collect the data; the scale was first designed and tested by Fisher et al. Data were analyzed using Microsoft excel, Median, mean and Standard deviation for each individual item and for total score as well as for the three sub-scales were tabulated . Differences between groups were tested using the chi square or t test. The mean and median SDLR score of whole questionnaire for was 146.18±19.81. Majority of the first year medical students had shown readiness for self-directed learning. SDL scores were lower among our MBBS students than reported in studies done elsewhere. This study points out the need to address our students’ SDL skills, and need for ways to build SDL skills in our students.

Examining the Effect of Using Mobile Technologies in Chemistry Laboratory on Self-Directed Learning Readiness: An Action Research

The aim of the present research is to determine the current situation in the readiness levels of 11th grade high school students for self-directed learning, to examine the effectiveness of laboratory activities developed with with mobile technology integrated into the 5E learning model in various chemistry subjects on students’ self-directed learning levels, and to contribute to improving the quality of teaching by taking student opinions about the activities developed at the end of the study. The research was designed as action research from qualitative research designs. The related laboratory activities developed within the scope of the research were carried out with thirty-three 11th grade students. The Self-Directed Learning Readiness Scale (SDLRS) was used to determine the readiness levels of high school students for self-directed learning and a semi-structured interview form was used to determine the students’ views on the activities. The data obtained from the interviews were analyzed by content analysis. During the applications, students performed the activities with mobile technology in a much shorter time compared to the classical laboratory activities and they had the opportunity for self-directed learning thanks to the mobile technology support they used in the applications. In the study, it was observed that students improved their ability to display the data obtained from the necessary calculations in various chemistry subjects, especially at the end of the activities, in the form of graphs without the help of a teacher.

Validation of the psychometric properties of the Self-Directed Learning Readiness Scale.

The aim of the study was to evaluate the psychometric properties of the Chinese version of the Self-Directed Learning Readiness Scale. A cross-sectional survey was designed. A convenience sample of 659 participants was recruited. Exploratory and confirmatory factor analyses were used to evaluate the factorial structure. In addition, the concurrent validity was assessed using the Critical Thinking Disposition Inventory. The exploratory factor analysis revealed that the scale was a 6-factor structure, named love of learning, active learning, effective learning, independent learning, learning motivation and creative learning, which explained 53.30% of the total variance. The findings of the confirmatory factor analysis showed that a 37-item six first-order model produced the best-fit statistics. Internal consistency for the scale was satisfactory, ranging from 0.71 to 0.88. Concurrent and predictive validities also reached significant levels. The utility of the instrument was suggested.

EXPLORING SELF-DIRECTED LEARNING READINESS OF UNDERGRADUATE STUDENTS AT IPB UNIVERSITY

To equip learners to face global challenges, there is an urgency to support and facilitate learners to become autonomous, particularly in the higher education context. Being autonomous learners means being aware and taking control of their own learning process, which will prepare them for the future. In doing so, learners need to acquire the capability of self-direction, which leads to the approach of self-directed learning. The theoretical framework in this study was the modified version of Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS) as the guide for obtaining the data. Hence, this study aimed to measure the self-directed learning readiness of students in higher education, specifically in learning English as a Foreign Language. It revealed the attitudes, abilities, and characteristics of the learners contributing to their readiness in performing self-directed learning. This descriptive, quasi-quantitative study obtained the data through questionnaire responses among 268 undergraduate students at Bogor Agricultural University. The responses were tabulated and interpreted descriptively to obtain more comprehensive findings. The results show that there is room for improvement in increasing the learners’ readiness in self-directed learning through a classroom environment that allows them to explore their own learning. Although the average score of students’ self-directed learning readiness shows that the majority of students by 76.5% are ready to conduct self-directed learning, there are still 23.5% of students who are in the “not ready” category. By understanding the learners’ self-directed learning readiness, this study will contribute to the development of teaching and learning designs that prioritize learner autonomy. Considering the results of the self-directed learning readiness scale, strategies and innovations are needed to increase the overall score of students’ SDLR. Therefore, with appropriate teaching and learning design, it is hoped that learners can improve their capability of directing their own learning by taking the responsibility for learning instead of depending on the lecturers to provide knowledge. However, lecturers also need to be aware of their roles and give opportunities for learners to actively seek knowledge.

Examination of Self-directed Learning Readiness Level of Students During the COVID-19 Pandemic

The changes in learning patterns during the COVID-19 pandemic demanded students to take initiative, persevere, and learn independently. Thus, this study examines the level of students’ self-directed learning readiness. The research design used was quantitative with a descriptive method. A total of 285 participants – 46 male and 239 female – were included in the study sample. The measuring instrument used was a self-directed learning readiness scale. Data analysis was done using an independent sample t-test and the assumptions were tested first, obtaining an average value of 56.16 and a standard deviation of 5.71. The results indicated that H0 was accepted, which implies that there is no significant difference in the average self-directed learning readiness between male and female students with a t value &lt; t Table (