University of Caloocan City Graduate School
University of Caloocan City Graduate School
University of Caloocan City Graduate School
Graduate School
A Title Proposal
presented to
the Faculty of Graduate School
University of Caloocan City
In partial fulfillment
of the requirements in Seminar in Thesis Writing (STW 320)
Master of Arts in Education Major in Educational Management
By:
ROWENA LOU B. CATAPIA
August 2020
TITLE:
1.1 age;
1.2. gender;
1.3. position;
4. What is the pre-test and post-test result of the learners under self-directed
method of instruction?
learners?
developed?
The education sector is one of the most affected sectors of our society
that has been shaken by the global pandemic caused by the novel coronavirus,
SARS CoV-2. This pandemic has a profound impact on education not only in
the Philippines but also across the world. In the Philippines, this pandemic is still
wreaking havoc across the country and has affected the lives of almost all
While the government and health officials are trying to flatten the
is also working hard for the transition of modality of teaching and learning from
to so-called “blended and distance learning.” This teaching and learning modality
is not as novel as the novel coronavirus in the Philippines because such form of
component of learning delivery for the incoming school year. Distance learning
Blended and distance learning or hybrid learning from the vantage point
materials to the homes of the learners through the barangays (villages) for those
who don’t have internet access and interactive facilities in the comfort of their
homes. In localities where this is not possible, the DepEd will use television and
radio-based instructions. Radios and televisions across the country will be used
to broadcast lessons, materials and instructions to those who don't have access
Most Public School in the Philippines specially in Caloocan will adopt the
Modular Distance Learning as the learning delivery modality when the schools
open for S.Y. 2020-2021. This learning delivery modality involves individualized
UNIVERSITY OF CALOOCAN CITY
Graduate School
learner, and other learning resources like Learner’s Materials, textbooks, activity
With the adoption of printed modular distance learning and use of self-
will be more engaged most of the time to “self-directed learning” and learners will
process. Previous studies have shown that high levels of self-direction are
will require learners to use various skills and attitudes towards learning for
Since there is a major change in the locus of control from the teacher
pandemic, it is imperative and timely to conduct a study or a test that will provide
an actual report about the current ability of the learners to manage their own
learning or self-directed learning skills of the learners among public Junior High
School in Caloocan North District IV. Also, this study will determine whether the
shift from outer control to inner control (self-directed learning) skills has
the findings of this study can be utilized as basis for intervention program since
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Graduate School
learning independently can be challenging, even for the brightest and most
motivated students.
responsibility the learners accept for their own learning. Self-directed learning
originated in the field of adult education and has been referred to as self-direction
2004).
(management of the context, including the social setting, resources, and actions)
with self-monitoring (the process whereby the learners monitor, evaluate and
project are directed by the learner. According to Merriam (2002), readiness for
adult education is the learner’s experience rather than required classes. Later,
the concept was elaborated on and implemented by Knowles, Tough and Houle
(Maeroff, 2003). Knowles (1975) argued that self-directed learning involves the
abilities to decide with or without help from other people, to determine what one
determining the learning needs, expressing the learning aims clearly and
Adams (2006), Cornford (2002), Crowther (2004) and Koc ̧(2007) argued
continuous learning, a feeling of responsibility for their own learning, the ability
of learning how to learn, reading for understanding, basic number skills, oral and
development skills, high-level thinking skills, such as problem solving and critical
thinking, self-regulated learning skills, research skills, social skills (i.e. not having
SDL is listed as one of the key components of the 21st century skills. SDL
is also intricately linked to lifelong learning which has been listed as demand for
short, self-direction is now recognized as an important 21st century skill for our
INSTRUMENTATION
sheet, academic performance based on pretest and posttest scores, the Self-
directed Learning Skills Scale (SDLSS) and the challenges that teachers will
encounter while the students are under this mode of instruction. SDLSS will
measure the level of self-directed learning skills of selected Public Junior High
School learners.
part, teachers will answer five demographic questions: What is your age? What
UNIVERSITY OF CALOOCAN CITY
Graduate School
is your gender? What is your position? What is your length of service and What
Performance of the students based from the pretest and post test score obtained
directed learning skills of the learners, the Self-Directed Learning Skills Scale
(SDLSS) that was developed by Yildizay Ayyildiz & Leman Tarhan (2015) will be
adapted.
The final version of the scale has a nine-factor structure and includes a
total of 40 items. This instrument uses a five-point Likert-type scale and was
termed the Self-Directed Learning Skills Scale (SDLSS). The said 9 factors /
skills will be adapted by the researcher with some modification since this scale
is intended for the students to assess their own self-directed learning skills.
CONCEPTUAL FRAMEWORK
Selected Junior High School Learners in Caloocan North District IV. Many
achievement.
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Graduate School
While there is a major change in the locus of control from the teacher
that will assess the ability of the learners to manage their own learning or self-
directed learning skills of the learners. Also, this study will determine whether the
shift from outer control to inner control (self-directed learning) skills has
the findings of this study can be utilized as basis for intervention program since
learning independently can be challenging, even for the brightest and most
motivated students.
References:
Dissertations. 9261
21(7), 516-525.
303–317.
learning theory. New Directions for Adult and Continuing Education, 89, 3-
14.
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Graduate School
679, DOI:10.1080/02601370.2015.1091393
[http://pqdtopen.proquest.com/doc/1038364482.html?FMT=ABS. ]
10. Ferrer Mico MT. Community of Inquiry (COI) and Self-Directed Learning
[Google Scholar]
11. Song L, Hill JR. A conceptual model for understanding self-directed learning
Dear teachers,
This questionnaire has been developed to measure the self-directed
learning skills. The answers you provide are of great importance to the level of
assessment of self-directed learning skills of your students.
After reading each sentence carefully, please mark the appropriate option
from among the options of Excellent (E ), Very Satisfactory (VS), Satisfactory
(S), Unsatisfactory (US) and Poor (P) with a (✓) to indicate the level of self-
directed learning skills.
In this study, your personal information will be kept confidential.
Thank you for your contribution
Please mark (✓) the level of self-directed learning skills of your students.
A. ATTITUDE TOWARDS LEARNING
Very Unsatis
The learners… Excelle
nt ( E )
Satisfact
Satisfac
tory (S)
factory
Poor
(P)
ory (VS) (US)
1. Which among the listed self-directed learning skills of the learners needs
improvement? (Please check (✓) the top 3 self-directed learning skills)
_____ Attitude towards learning
_____ Learning Responsibility
_____ Motivation and Self-Confidence
_____ Ability to Plan Learning
_____ Ability to Use Learning Opportunities
_____ Ability to Manage Information
_____ Ability to Apply Learning Strategies
_____Assessment of Learning Process
_____ Evaluation of Learning Success / Results
2. Based on your experience, what are the challenges and barriers you
encountered with self-directed learning skill of the learners?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. Using Self-Learning Modules require learners to be engaged to self-
directed learning, what are the challenges and barriers you encountered
with self-directed learning as method of instruction to learners?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________