A Longitudinal Study on the Change of High School Students’ Self-directed Learning Ability, Life-management Ability, Career Maturity, and School Satisfaction with Regard to the School Characteristics

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding. Keywords: Flipped Classroom, online learning, technology

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Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

Journal School of Psychology ◽

10.32598/jspi.9.4.6 ◽

2021 ◽

Vol 9 (4) ◽

pp. 74-85

Author(s):

Taghi Akbari ◽

Keyword(s):

High School Students ◽

Information Literacy ◽

Academic Motivation ◽

Pearson Correlation ◽

Linear Regression Analysis ◽

Skills Training ◽

Self Directed Learning ◽

School Students ◽

Statistical Population ◽

Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

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Latent Mean Analysis on the Parent Support, Teacher Support, Career Maturity, Self-directed Learning, and School Satisfaction between General and Vocational High Schools

Journal of Vocational Education & Training ◽

10.36907/krivet.2017.20.3.95 ◽

2017 ◽

Vol 20 (3) ◽

pp. 95-122

Author(s):

김동심 ◽

JooYoungJu

Keyword(s):

High Schools ◽

Teacher Support ◽

Career Maturity ◽

Parent Support ◽

School Satisfaction ◽

Self Directed Learning ◽

Directed Learning ◽

Vocational High Schools ◽

Support Teacher ◽

Latent Mean Analysis

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Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/cjlt27805 ◽

2019 ◽

Vol 45 (2) ◽

Author(s):

Chantal Labonté ◽

Veronica R. Smith

Keyword(s):

Middle School ◽

High School Students ◽

Middle School Students ◽

Collaborative Learning ◽

Model Fit ◽

Self Report ◽

Self Directed Learning ◽

School Students ◽

Confirmatory Factor ◽

Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

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