The purpose of this study was to determine the individual-based and course-based factors that influence performance in self-directed learning. The proposed design of research included the use of questionnaires that test the students’ self-directed measurement. The tool contained questions that enable the persons to estimate the level of the latter. The responses that the students provided determine how each individual learns new things, different ways of mastering a new topic, the importance of learning how to learn, and the level of interest in acquiring something. Successfully answering the questionnaire provided the required statistics for formulating the research hypothesis. The proposed participants used in the study comprised of nursing students in one of the universities in the United States. The true experimental design was also applied to avoid digging too much information to the partakers’ background information. The instruments utilized in the research include English proficiency test and self-directed learning questionnaire. The test covered reading and writing skills with a maximum score of 50 points. The self-directed learning questionnaire consisted of various items and factors that influence the students’ ability for knowledge acquisition. The elements included in the questionnaires explored the individuals’ openness to learning opportunities, self-assessment of self-directed learning, love of learning, creativity, future orientation, the ability of independent learning, and ability to use learning and problem-solving skills. The tool also had a scale structured for five responses ranging from very unlikely to very likely. It involved filling in questionnaire before a proficiency test. After the assessment, the participants underwent a lesson on self-directed learning. The respondents then engaged in a post-test and another questionnaire on opinion the individuals had on self-directed learning.
Proposed Results
The proposed results include scores from the proficiency tests. The data from both the pre- and post-test scores were analyzed quantitatively using inferential and statistical procedures. The research utilized descriptive statistics to convey the relationship between variables in the selected population sample. Calculating the mean, median, and mode of the latter provides the required results from which conclusions are drawn. A summary of the descriptive statistics of the questionnaire scores was tabulated and the mean and standard deviation estimated. The findings arrived to determine if the hypothesis is accepted or rejected. The results of the proficiency scores of the participants that conducted the self-directed learning indicated that the students increase their learning abilities after carrying out the procedure. The mean score of the post-test was higher than it was in the pre-test score. Of the 50 participants, most of the students scored lower marks before the self-directed study while demonstrating high grades after the self-directed test. If the results did not support the hypothesis, there would be a need for conducting a supplemental analysis. The first step would be to complete a write-up of the procedure. It would be possible to identify any possible mistakes that could have happened during the process. With this knowledge, one can make the necessary changes that could bring the results desired in the hypothesis. The main area to check for the errors could be in the mathematical calculations. If there are no notable mistakes, then there is room for altering the hypothesis. It would make it possible to alter the experiment or hypothesis according to results.
Score Before SDL
Score After SDL
Mean
24
35
Median
18
28
Mode
21
33
Proposed Discussion
The study aimed to infer the extent to which self-directed learning influences students’ ability to improve their learning opportunities. From the results, individuals that engaged in self-directed studies scored better in proficiency studies that those that did not. Other factors may also influence the learning capability, but the self-directed studies impacted the ability more. The restatement of the hypothesis is that such approach helps students to perform better in their performance compared to those that do not adopt the aforementioned strategy.
The results from this research indicate that at the beginning of the program, the mean score was relatively lower than after the self-directed study. It is an indication that it is an important method of improving the learning of nursing students. The research provided sufficient evidence that using self-learning activities helps the individuals have more chances of planning, monitoring, and evaluating their progress. At the same time, this method is crucial in improving other skills of the learners including decision-making and analytical and critical thinking. The individuals have a chance of setting goals for their learning and become more responsible for their performance. The nursing students can improve their proficiency in their discipline of study by applying self-directed learning.
The results obtained in this study connect to past research findings that produced the same findings. Chou (2012) has established that engineering students’ self-directed learning abilities in an online environment positively influenced their online learning performance. The findings from the research indicated that a high level of self-directed students showed better progress than those that did not practice self-directed learning. The results of the two studies emphasize the importance of the method in different fields. Chou (2012) further explains that self-directed learning abilities give one the motivation to employ various resources in solving problems pertaining to the tasks. Additionally, there is evidence that the strategy influences performance outcomes in traditional or remote settings. On the other hand, Kocaman, Dicle, and Ugur, (2009) researched self-directed learning outcomes in nursing education. The investigators conducted a longitudinal survey that explored the perceived changes in self-directed learning over a period of four years that nursing students completed their course. The participants completed the respective readiness scale at the beginning of each academic year. The results indicated that students’ scores were significantly lower in the first academic year than in the subsequent years. The study also used sub-scales like the desire to learn, self-management, and self-control to determine the influence of self-directed learning on the participating students. The results also indicated a significant increase in these factors during the four-year program. Both studies indicate that self-directed learning has a significant influence on one’s progress and character building of the students’ character and improvement of performance.
An alternative explanation for results could be that the students perform better after the self-directed study improves performance due to the focus on problem-based learning. The approach is important in the structural approach of learning. The nursing students perform better because they identify the problem and apply evidence-based solutions to solve the issue. At the same time, the self-directed learning improves one’s motivation and urge to explore more knowledge in the respective fields. The limitations of the study include the narrow scope of students that the paper used to draw conclusions. In future research, the scope of investigation should increase and involve students from other fields and study the trends. Another limitation is that only one group was used for conclusions. Larger sample would increase credibility of the findings (Orawiwatnakul " Wichadee, 2011). The results herein can be generalized and applied in other disciplines as the learning process is similar.
References
Chou, P. N. (2012). The relationship between engineering students’ self-directed learning abilities and online learning performances: A pilot study. Contemporary Issues in Education Research, 5(1), 33-38.
Kocaman, G., Dicle, A., " Ugur, A. (2009). A longitudinal analysis of the self-directed learning readiness level of nursing students enrolled in a problem-based curriculum. Journal of Nursing Education, 48(5), 286-290.
Orawiwatnakul, W. " Wichadee, S. (2011). A comparison of students’ outcome in two classes: Business administration students vs. communication arts students based on self-directed learning activities. Contemporary Issues in Education Research, 4(5), 23-32.
