Self Directed Learning (SDL) in its broadest meaning, describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” .Self-direction does not mean the learner learns alone or in isolation .
The aim of this study is to investigate some of the underlying factors influencing self directed learning readiness among medical students at Benha University. And to measure medical students' achievement goals and perception of the learning environment and their influence on self directed learning readiness.
This cross sectional study was carried out on medical students in faculty of medicine at Benha University during the 2nd term of the academic year 2014 -2015 from the beginning of March 2015 to the beginning of May 2015. Data were collected once weekly within this period.
The six grades of Benha faculty of medicine were listed. Students were chosen by cluster sample technique, i.e.: the sample population were divided into sampling unit (sections for academic years and rounds for the clinical one) one section or round was chosen from each grade by simple random sample.
All students in the chosen section or round were the target population. The number of students in each section or round ranged from 70 to 80 except for the 5th grade, the number of students was about 30. The total number of students who agreed to fill the questionnaire completely was 336.
Three different tools were used for data collection in the form of structured anonymous self-administered questionnaire sheets.
Self -directed learning readiness (SDLR) scale:
- It was developed by Fisher et al.including two parts, the first part include Personal data of students and the second part includes the SDLR scale which consists of 40 items categorized into three subscales; self-management (13) items, desire to learn (12) items, and self- control (15) items.
Student achievement goals scale:
- It was developed by Archer. It consists of 20 items categorized into three subscales; mastery (8) items, performance (8) items and alienation (4) items.
Perception of learning environment (the course experience questionnaire (CEQ)
- It was developed by Ramsden and modified by Haung. It consists of 36 items categorized into six subscales; clear goals and standards (5) items, emphasis on independence (6) items, good teaching (8) items, appropriate work load (5) items, appropriate assessment (6) items and the 6th subscale named learning resources (6) items.
The collected data were tabulated and analyzed using the Statistical Package for Social Science (SPSS). Suitable tests of significance were calculated. The accepted level of significance in this work was 0.05 (p≤ 0.05).
Results
This study showed that 86.6% of the studied group were ready for self directed learning. It was noticed that only 15.5% of them had high mastery while 59.5% and 69.6% had high performance and alienation goal scales respectively. There was 54.5% of the studied group having a positive perception toward their learning environment.
In this study the mean score of self management, desire for learning and self control subscales among the studied group were (29.2, 31.6 and 39.2) respectively. The mean score of the overall SDLRS was 99.9 ±9.0 SD. It was noticed that the mean score of mastery, performance and alienation subscales were (17.3, 29.8 and 10.2) respectively, while the overall achievement goals score was 47.0±5.4 SD .The mean score of the course experience questionnaire was 77.9 ±9.6 SD.
This study revealed that there was a positive significant correlation between SDLR with achievement goals, mastery, performance, alienation and learning environment perception (r =0.354, p |
