A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan

Resource type
Journal Article
Authors/contributors
Title
A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan
Abstract
Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.
Publication
Bulletin of Education and Research
Volume
41
Issue
3
Pages
193-202
Date
2019/12/00
Language
en
ISSN
0555-7747
Accessed
01/12/2020, 10:42
Library Catalogue
ERIC
Extra
Publisher: Institute of Education and Research
Citation
Hussain, T., Sabar, A., & Jabeen, R. (2019). A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan. Bulletin of Education and Research, 41(3), 193–202. https://eric.ed.gov/?id=EJ1244640