Reading Skills in Self-Directed Learning

2020 ◽  
pp. 113-127
Author(s):  
Dagnija Deimante
Keyword(s):  
High School Students ◽  
Deep Learning ◽  
Reading Skills ◽  
Information Age ◽  
Modern World ◽  
Self Directed Learning ◽  
School Students ◽  
Learning Skills ◽  
Directed Learning ◽  
Fast Access

The article focuses on development of deep reading skills for high school students and university students. Deep reading is closely related to deep learning and lifelong learning skills that have to be acquired in the modern world. Developed deep reading skills create enjoyment and interest, which is a pathway to deep learning that will enable students become self-directed learners. Currently, we live in an information age when a massive amount of information comes through digital texts. At the same time, printed texts are still enjoyed by a large part of population. At this moment educators are facing a difficult task – not to give up the goal to help students develop deep reading skills when there is temptation to turn to light reading under the pressure of computer technologies that offer an easy and fast access to information. The article offers some reading strategies that can be applied to develop deep reading skills.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 74-85
Author(s):  
Taghi Akbari ◽  
Keyword(s):  
High School Students ◽  
Information Literacy ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
Self Directed Learning ◽  
School Students ◽  
Statistical Population ◽  
Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

scholarly journals Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

2021 ◽  
pp. 19-34
Author(s):  
Joenel D. Coros ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Family Income ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

scholarly journals Development of self-rating scale instrument of self-directed learning skills for high school students

2019 ◽  
Vol 23 (1) ◽  
pp. 1-11
Author(s):  
Intan Febry Sulasiwi ◽  
Supriyono Koes Handayanto ◽  
Wartono Wartono
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Rating Scale ◽  
The Self ◽  
Self Directed Learning ◽  
School Students ◽  
Self Rating ◽  
Factors Analysis ◽  
Five Factors ◽  
Directed Learning

This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).

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