Readiness For Self-Directed Learning And Achievement Of The Students Of Universitas Terbuka (The Indonesian Open Learning University)

Darmayanti, Tri (1993) Readiness For Self-Directed Learning And Achievement Of The Students Of Universitas Terbuka (The Indonesian Open Learning University). Masters thesis, University Of Victoria.

Preview

Text 40094.pdf - Submitted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (5MB) | Preview

Abstract

Students in distance education institutions are expected to be self-directed in their learning. This basic notion leads to the two major purposes for conducting this study. The first major purpose was to obtain descriptive data regarding the readiness of the students of the Universitas Terbuka (the Indonesian Open Learning University) for self-directed learning. The second major purpose was to examine the relationship between the readiness of the students for self-directed learning and their academic achievement. Coincident with addressing the major purposes, the context of the study led to the development of several subsidiary purposes. The data were collected through the use of the SelfDirected Learning Readiness Scale (SDLRS}, which was translated into Indonesian. The translated version of the SDLRS was completed by 369 students of the Faculty of Social and Political Sciences in Universitas Terbuka at the beginning of the second semester of 1992 (92.2). The grade point averages (GPAs) of the students were obtained at the end of the same semester. The findings revealed two major conclusions: (a) the students of the Faculty of Social and Political Sciences at the Universitas Terbuka showed average readiness for selfdirected learning (M= 215.5); (b) a positive correlation(~=.24} was found between the SDLRS scores and the GPAs at a probability level of .001. Subsidiary analyses of the data resulted in a number of further conclusions. Firstly, female students showed higher readiness for self-directed learning than did the male students. However, there was no significant difference in GPAs between females and males. Secondly, there were no significant differences in the SDLRS scores among the levels of education (freshman, sophomore, and senior). An additional finding was that there was a significant correlation (~= .24) between the GPAs and levels of education at a probability level of .001. Further analyses found that there were significant differences in GPAs between freshmen and sophomores, and between freshmen and seniors. However, there was no significant difference in GPAs between sophomores and seniors. Thirdly, there were no significant differences in SDLRS scores and GPAs among students' study programs within the Faculty of Social and Political Sciences (Public Administration, Business Administration, and Development Administration). Finally, there were no significant differences among students from different occupational statuses regarding either their readiness for self-directed learning or their GPAs. Implications of the present study were addressed, and recommendations for further research were provided.

Actions (login required)

View Item