UNIVERSITY OF CALOOCAN CITY

Graduate School

SELF-DIRECTED LEARNING SKILLS AND ACADEMIC

PERFORMANCE OF SELECTED PUBLIC JUNIOR HIGH SCHOOL IN

CALOOCAN NORTH DISTRICT IV

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

DR. DIONISIO S. REYES

STW Adviser
 UNIVERSITY OF CALOOCAN CITY
Graduate School

STW 320 - SEMINAR IN THESIS WRITING

NAME: ROWENA LOU B. CATAPIA

SECTION: MAED IRREGULAR

PROFESSOR: DR. DIONISIO S. REYES

TITLE:

SELF-DIRECTED LEARNING SKILLS AND ACADEMIC

PERFORMANCE OF SELECTED PUBLIC JUNIOR HIGH

SCHOOL IN CALOOCAN NORTH DISTRICT IV

STATEMENT OF THE PROBLEM

This study aims to determine the Self-Directed Learning Skills of learners

of Selected Public Junior High School in Caloocan North District IV.

Specifically, it seeks answers to following questions:

1. What is the profile of the respondents in terms of the following :

1.1 age;

1.2. gender;

1.3. position;

1.4. length of service; and

1.5 highest educational attainment?

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Graduate School

2. What is the level of assessment of the respondents of self-directed learning

skills of the learners?

3. Is there a significant difference between the assessment of the respondents

when grouped according to profile?

4. What is the pre-test and post-test result of the learners under self-directed

method of instruction?

5. Is there a significant relationship between the academic performance of the

students and the level of assessment of self-directed learning skills of

learners?

6. What are the challenges encountered by the respondents in the

implementation of self-directed teaching approach?

7. Based on the findings of the study, what intervention program may be

developed?

RATIONALE/ BACKGROUND OF THE STUDY

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

learners since March.

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Graduate School

While the government and health officials are trying to flatten the

epidemiological curve of the deadly virus, the Department of Education (DepEd)

is also working hard for the transition of modality of teaching and learning from

conventional “face-to-face” learning, or the traditional "brick-and-mortar schools”

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

learning is already offered in some schools and universities in the country.

DepEd Secretary Leonor Briones said that distance learning is a major

component of learning delivery for the incoming school year. Distance learning

means lessons will be delivered outside the traditional face-to-face setup.

Blended and distance learning or hybrid learning from the vantage point

of the DepEd is a combination of online distant learning and delivery of printed

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

to a computer or the internet.

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
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Graduate School

instruction that allows learners to use self-learning modules (SLMs) in print or

digital format/electronic copy, whichever is applicable in the context of the

learner, and other learning resources like Learner’s Materials, textbooks, activity

sheets, study guides and other study materials.

With the adoption of printed modular distance learning and use of self-

learning modules (SLMs) as learning delivery modality this pandemic, learners

will be more engaged most of the time to “self-directed learning” and learners will

be forced to become responsible owners and managers of their own learning

process. Previous studies have shown that high levels of self-direction are

essential for successful distance learning. Being engage to self-directed learning

will require learners to use various skills and attitudes towards learning for

successful independent study.

Since there is a major change in the locus of control from the teacher

(teacher-directed learning) to the student (self-directed learning) due to

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

significant relationship to the academic performance of the learners. Moreover,

the findings of this study can be utilized as basis for intervention program since
 UNIVERSITY OF CALOOCAN CITY
Graduate School

learning independently can be challenging, even for the brightest and most

motivated students.

Self-Directed Learning (SDL)

According to Fisher, King, and Tague (2001), self-directed learning (SDL)

is a method of instruction that can be defined in terms of the amount of

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

in learning, autonomous learning, self-planned learning, self-regulated learning,

self-managed learning, self-education, and independent learning (Hiemstra,

2004).

According to Levett-Jones (2005), self-directed learning (SDL) is an

educational concept that has received increasing attention in recent years,

particularly in the context of higher education. SDL integrates self-management

(management of the context, including the social setting, resources, and actions)

with self-monitoring (the process whereby the learners monitor, evaluate and

regulate their cognitive learning strategies) (Bolhuis, 1996; Garrison, 1997). In

another study, Brookfield S.D. (2009) defines self-directed learning as learning

in which the conceptualization, design, conduct and evaluation of a learning

project are directed by the learner. According to Merriam (2002), readiness for

self-directed learning includes self-discipline, autonomy, effective organization,

 UNIVERSITY OF CALOOCAN CITY
Graduate School

effective communication, acceptance of constructive feedback, engagement in

self-reflection, and self-evaluation.

The concept of self-directed learning was proposed by Dewey and

Lindeman in the 1900–1930s. Lindeman (1926) asserted that highest value in

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

needs for learning, to express learning achievements clearly and implicitly, to

select and implement appropriate learning strategies and to assess learning

outcomes (Oladoke, 2006). Knowles (1975) explained the learning steps

implemented by an individual with self-directed learning skills as follows:

determining the learning needs, expressing the learning aims clearly and

implicitly, determining the learning materials, selecting and implementing

appropriate learning strategy and assessing learning outcomes.

Adams (2006), Cornford (2002), Crowther (2004) and Koc ̧(2007) argued

that self-directed learners should possess characteristics, such as a desire for

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

written communication skills, knowledge of and skills related to information

technologies, a wide inventory of strategies to ensure efficient learning, self-

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Graduate School

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

difficulties in initiating and maintaining interpersonal relations, being capable of

teamwork and cooperative learning, etc.).

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

modern society by international organizations such as UNESCO and OECD. In

short, self-direction is now recognized as an important 21st century skill for our

learners. Some important aspect in SDL includes ownership of learning, self-

management, self-monitoring and extension of learning.

INSTRUMENTATION

The data collection will be done through a survey questionnaire. The

instrument that the researcher will utilize includes a demographic information

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.

Demographic Information Sheet. This is the part I of the survey. In this

part, teachers will answer five demographic questions: What is your age? What
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Graduate School

is your gender? What is your position? What is your length of service and What

is your highest educational attainment?

Academic Performance. In this part, teachers will assess the Academic

Performance of the students based from the pretest and post test score obtained

by the learners during first quarter of S.Y. 2020-2021.

Self-Directed Learning Skills Scale (SDLSS). To determine the self-

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

This study aims to determine the level of Self-Directed Learning Skills of

Selected Junior High School Learners in Caloocan North District IV. Many

studies have emphasized the importance of fostering self-directed skills needed

in distance learning to improve educational outcomes and increase academic

achievement.
 UNIVERSITY OF CALOOCAN CITY
Graduate School

While there is a major change in the locus of control from the teacher

(teacher-directed learning) to the student (self-directed learning) with the

adaption of printed modular distance learning, it is imperative to conduct a study

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

significant relationship to the academic performance of the learners. Moreover,

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.

Figure 2. Conceptual Framework

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Graduate School

References:

1. Alfaifi, Mousa Sulaiman, "Self-directed Learning Readiness Among

Undergraduate Students at Saudi Electronic University in Saudi Arabia"

(2016). Graduate Theses and Dissertations

2. Adenuga, Babatunde O., "Self-directed learning readiness and learning

style preferences of adult learners " (1989). Retrospective Theses and

Dissertations. 9261

3. Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed

learning readiness scale for nursing education. Nurse Education Today,

21(7), 516-525.

4. Guglielmino, L. M. (1977). Development of the self-directed learning

readiness scale (Doctoral dissertation). University of Georgia, Athens, GA.

5. Guglielmino, P. J., Guglielmino, L. M., & Long, H. B. (1987). Self-directed

learning readiness and performance in the workplace. Higher Education, 16,

303–317.

6. Knowles, M. S. (1975). Self-directed learning: A guide for learners and

teachers. Englewood Cliffs, NJ: Prentice Hall/Cambridge.

7. Merriam, S. B. (2002). Andragogy and self-directed learning: Pillars of adult

learning theory. New Directions for Adult and Continuing Education, 89, 3-

14.
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8. Yildizay Ayyildiz & Leman Tarhan (2015) Development of the self-directed

learning skills scale, International Journal of Lifelong Education, 34:6, 663-

679, DOI:10.1080/02601370.2015.1091393

9. Carson EH. Self-directed learning and academic achievement in secondary

online students [dissertation]. Chattanooga: University of Tennessee at

Chattanooga; 2012. Available from:

[http://pqdtopen.proquest.com/doc/1038364482.html?FMT=ABS. ]

10. Ferrer Mico MT. Community of Inquiry (COI) and Self-Directed Learning

(SDL) in Online Environments: An Exploratory, Correlational and Critical

Analysis of MOOCs. Barcelona: University of Ramon Llull; 2016. p. 377.

[Google Scholar]

11. Song L, Hill JR. A conceptual model for understanding self-directed learning

in online environments. Journal of Interactive Online Learning.

2007;6(1):27–42. [Google Scholar]

 UNIVERSITY OF CALOOCAN CITY
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SAMPLE SURVEY QUESTIONNAIRE

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

Part I. Demographic Profile

Name: _____________________________(optional)
Age:
___ 20 below ____31- 35 ____ 46-50
___ 21-25 ____ 36-40 ____ 51 and above
___ 26-30 ____ 41-45
Gender:
___ Male ___ Female
Position:
___ Teacher I ___ Master Teacher I
___ Teacher II ___ Master Teacher II
___ Teacher III
Length of service:
___ 1-5 years
___ 6-10 years
___ 11-15 years
___ 16-20 years
___ 21 years and above
Highest Educational Attainment
___Bachelor’s Degree
___Bachelor’s Degree with MA units
___Master’s Degree
___Master’s Degree with Doctoral Unit
___Doctoral Degree
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Part II. Pre-test and Post-Test Score

What is the score of your learners in terms of pre-test and post-test?

Please choose and check (✓) from the range listed below.
PRE-TEST SCORE POST-TEST SCORE
___ 46-50 ___ 46-50
___ 41-45 ___ 41-45
___ 36- 40 ___ 36- 40
___ 31- 35 ___ 31- 35
___ 26-30 ___ 26-30
___ 21-25 ___ 21-25
___ 16- 20 ___ 16- 20
___ 11- 15 ___ 11- 15
___ 6-10 ___ 6-10
___ 1-5 ___ 1-5

Part III. Self-Directed Learning Skills Scale

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. would like their hobbies during their

leisure time to be educational and
informative.
2. while planning a new day, they prioritize
time for learning
3. believe in the importance of playing an
active role in learning
4. believe that the important thing is not
what is learned, but to have a passing
grade
B. LEARNING RESPONSIBILITY
Very Unsatis
The learners… Excelle
nt ( E )
Satisfact
Satisfac
tory (S)
factory
Poor
(P)
ory (VS) (US)

1. use the internet for learning purposes,

instead of having a good time
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2. held responsible for his/her own

learning
3. learn a new subject and related
previous subjects well and without
difficulty
C. MOTIVATION AND SELF-CONFIDENCE
Very Unsatis
Excelle Satisfac Poor
The learners… nt ( E )
Satisfact
tory (S)
factory
(P)
ory (VS) (US)

2. believe that he/she can learn a lesson,

no matter how it is complicated
3. are motivated for learning, any
distracting factors do not sidetrack them
from their objective
4. are worrying that they could not solve
the problems that they encountered while
learning
5. think about solutions instead of feeling
despair when they encounter a difficult
subject/ lesson
D. ABILITY TO PLAN LEARNING
Very Unsatis
Excelle Satisfac Poor
The learners… nt ( E )
Satisfact
tory (S)
factory
(P)
ory (VS) (US)

1. can solve the problems they encounter

during learning based on cause and effect
relationship
2. can organize their study hours by
making plans
3. is eager to know clearly and implicitly
the objectives of the new subject to be
learned
4. finish their homework at the last
moment
5. review the previous knowledge that
forms the basis for the new subject when
they are about to start to learn something
new
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E. ABILITY TO USE LEARNING OPPORTUNITIES

Very Unsatis
The learners… Excelle
nt ( E )
Satisfact
Satisfac
tory (S)
factory
Poor
(P)
ory (VS) (US)

1. make use of different learning strategies

depending on the properties of the subject
they are going to learn
2. When I want to learn a new subject, I
know which learning resource I should use
3. I have difficulty accessing the
information I seek in an equipped library
F. ABILITY TO MANAGE INFORMATION
Very Unsatis
The learners… Excelle
nt ( E )
Satisfact
Satisfac
tory (S)
factory
Poor
(P)
ory (VS) (US)

1. have difficulty relating the information

they have learned in the lessons to the
daily life
2. suggest interesting new ideas while
discussing the learning process
3. can establish accurate hypotheses
about the event or problems in the
subjects/ lesson
4. can produce alternative methods to
reach solutions in solving a problem

5. have difficulty in integrating information

they obtain from different resources
G. ABILITY TO APPLY LEARNING STRATEGIES
Very Unsatis
Excelle Satisfac Poor
The learners… nt ( E )
Satisfact
tory (S)
factory
(P)
ory (VS) (US)

1. take notes about important points when

learning a new subject
2. underline the important parts while
reading a text
3. pay attention to establish relations
between concepts
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4. have difficulty using different learning

strategies in the learning process
5. motivate themselves by thinking about
the outcome they will obtain at the end of
a learning process
H. ASSESSMENT OF LEARNING PROCESS
Very Unsatis
The learners… Excelle
nt ( E )
Satisfact
Satisfac
tory (S)
factory
Poor
(P)
ory (VS) (US)

1. question the information in the books

they are using
2. think about what they should do to be
more successful after each learning
process
3. question his/ herself if they have made
use of the internet/ modules for my
purposes during each learning process
4. question whether they used the self-
learning materials adequately and
systematically
5. believe that active participation in the
learning process ensures the permanency
of my knowledge
6. assess which of the learning resources
used was more efficient
I. EVALUATION OF LEARNING SUCCESS
Very Unsatis
Excelle Satisfac Poor
The learners… nt ( E )
Satisfact
tory (S)
factory
(P)
ory (VS) (US)

1. believe that the result of an examination

is not an indicator of learning achievement

2. are aware that the knowledge they

obtain when they study immediately before
the examination is not permanent
3. are successful in relating the new
concepts to old knowledge
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4. always assess his/her achievements

after completing the exercises/homework
5. assess if they achieved the objective
and outcomes identified at the beginning
of each self-learning module

Part IV. Challenges Encountered

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?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________