Self-directed Learning: Readiness of Secondary School Students in Mauritius

Abstract

Open education and technology are transforming the journey of schooling. The way students prepare themselves for learning is becoming more challenging in the global educational environment. In the wake of technology integration in the learning process and the current trend to embrace online learning, self-directed learning (SDL) skills have drawn the attention of many researchers in the field. Technology-savvy students are ready to embrace new techniques for learning but how far are they inspired to learn on their own, acquire the necessary skills and take initiatives when they are still young and lack experience? This chapter unveils the findings of a study on the levels of SDL skills of upper secondary school students in Mauritius. A mixed-method approach collected data from 108 students involving both genders of varying learning performance. Primary data was collected using a validated questionnaire based on the four constructs—self-discipline, self-motivation, self-management and collaboration. A Cronbach’s alpha test was used to test the reliability of the 32-items in the questionnaire. It was revealed that the mastery of SDL skills was not gender biased and did not depend on the learning performance of students, but was found to be significantly dependent on the level of computer skills, thus purporting that those who were proficient users of computing tools were well-poised to embrace self-directed learning. Additionally, students with higher learning performance and those who had prior exposure to online courses demonstrated high collaborative skills. And thus, these students were found to be more apt and motivated to adopt self-directed learning.

Appendix: Survey

Dear participants (students)

You are invited to participate in this survey being carried out by a group of Academics at the Open University. Please spare some few minutes of your precious time to fill this survey. You may rest assured that all the information provided will be kept confidential and anonymous and shall be used only for the purpose of this study. The aim of this study is to gauge students’ experience of self-directed learning* at the lower/upper secondary level.

		Strongly disagree	Disagree	Neutral	Agree	Strongly agree
1	Section B: Awareness and readiness
1.1	I identify my own learning needs
1.2	I keep up to date on different learning resources available online
1.3	I am responsible for identifying my areas of deficit
1.4	I find interactive teaching–learning sessions more effective than just listening to lectures
1.5	I rehearse and revise new lessons
1.6	I like to ask question(s) to the teacher
1.7	I self-assess before I get feedback from teachers
1.8	I stick to my teachers’ explanation and notes only for my learning
1.9	I find both success and failure inspire me to further learning
1.10	My interaction with others helps me to develop the insight to plan for further learning
2	Section C: Self-directed learning skills
	Self-discipline
2.1	I am responsible for my own learning
2.2	I need to keep my learning routine separate from my other commitments
	I set specific times for my study online
2.3	I arrange my self-learning routine in such a way that it helps develop a permanent learning culture in my life
2.4	I keep annotated notes or a summary of all my ideas, reflections and new learning
2.5	I identify the need for interdisciplinary links for maintaining social harmony
2.6	I am not distracted by other online activities (e.g. instant messages, Internet surfing) when learning online
	Self-motivation
2.7	I always need people to motivate me
2.8	I enjoy exploring information beyond the prescribed course objectives
2.9	I feel that I am not learning when the teacher is not around
2.10	My inner drive directs me towards further development and improvement in my learning
2.11	I seek assistance to address problems I face when learning online
	Self-management
2.12	I am able to plan and set my learning goals
2.13	I am able to monitor my learning progress
2.14	I make sure I complete all homework and coursework
2.15	I often get confused between time for learning and time for entertainment
2.16	I like to evaluate what I do
2.17	I dedicate adequate time for each subject
3	SDL—technology use
3.1	I am able to use information technology effectively
3.2	I find modern educational interactive technology enhances my learning process
3.3	I am confident in using online tools
3.4	I rarely discuss technological matters with my friends
4	Openness and other supports for the SDL process
4.1	I consider teachers as facilitators of learning rather than providing information only
4.2	I often initiate online group discussions
4.3	I keep an open mind to others’ point of view
4.4	I am open to criticism if it can improve my learning
4.5	I do not appreciate when my work is peer-reviewed
4.6	I am able to identify my role within a group
4.7	I am open to new ideas
4.8	I find easy to work in collaboration with others
4.9	I find it challenging to pursue learning with peers coming from different cultural backgrounds

• 8. Do you have any recommendations on how you may improve your self-directed learning?

• 9. How far has the pandemic COVID-19 impacted on your self-directed learning skills?

• 10. What should be done to encourage students improve their self-directed learning skills?