AN INVESTIGATION OF THE
THIRD-YEAR ENGLISH MAJORS’
PERCEPTION ON SELF-DIRECTED LEARNING
B.A. Thesis
Supervisor: Bui Lan Chi, M.A
Researcher: Tran Thi Ai Nhon
Student‟ s code: 7062913
Class: NN0652A1
Course: 32
Can Tho, April 2010
1
CONTENTS
Contents ..........................................................................................................................2
Acknowledgements .........................................................................................................4
Abstract (Vietnamese) .....................................................................................................5
Abstract (English) ...........................................................................................................6
List of Tables ...................................................................................................................7
Chapter 1: Introduction ...............................................................................................8
1.1. Rationale ...........................................................................................................8
1.2. Aims and significance of the research ..............................................................8
1.3. Organization of the thesis .................................................................................9
Chapter 2: Literature Review ....................................................................................10
2.1. What is self-directed learning? .......................................................................10
2.2. The significance of self-directed learning ....................................................... 11
2.2.1. Self-directed learning in modern education .......................................... 11
2.2.2. Self-directed learning and learning organization ..................................12
2.2.3. Self-directed learning and lifelong learning..........................................12
2.3. The characteristics of self-directed learners....................................................13
Chapter 3: Research Design and Methodologies .....................................................14
3.1. Research question and hypothesis ..................................................................14
3.2. Research design...............................................................................................14
3.3. Participants ......................................................................................................14
3.4. Data collection instruments and analysis ........................................................14
3.4.1. Questionnaire ........................................................................................14
3.4.2. Semi-structured interview .....................................................................15
Chapter 4: Research Results ......................................................................................16
4.1. Data analysis of the questionnaire ..................................................................16
4.1.1. Students‟ perception on eight factors of self-directed learning.............16
4.1.2. Setting learning goals ............................................................................17
4.1.3. Designing learning plans .......................................................................17
4.1.4. Desiring to learn ....................................................................................18
4.1.5. Monitoring the learning plans ...............................................................18
4.1.6. Evaluating the learning plans ................................................................19
4.1.7. Curiousity in learning new things .........................................................19
4.1.8. Making changes ....................................................................................20
4.1.9. Others ....................................................................................................20
4.2. Data analysis of the interview .........................................................................21
4.2.1. Question 1 .............................................................................................21
4.2.2. Question 2 .............................................................................................21
4.2.3. Question 3 .............................................................................................21
2
4.2.4. Question 4 .............................................................................................22
Chapter 5: Discussions, Implications, Limitations, Suggestions and
Conclusion....................................................................................................................23
5.1. Discussions of the findings .............................................................................23
5.2. Pedagogical implications of the study ............................................................24
5.3. Limitations of the study ..................................................................................24
5.4. Suggestions for further research .....................................................................24
5.5. Conclusion ......................................................................................................24
Appendix A ...................................................................................................................26
Appendix B ...................................................................................................................28
References .....................................................................................................................29
3
ACKNOWLEDGEMENTS
First and foremost, my deepest gratitude goes to Ms. Bui Lan Chi, my
supervisor, who supported and encouraged me generously throughout this research
study. Without her great academic guidance and support, my thesis would not have
been possible.
I would like to sincerely thank Mr. Do Xuan Hai and Ms. Pham Thi Mai
Duyen, who spent their valuable time proofreading my paper.
Also, I would like to express my thanks to Mr. Nguyen Hong Chi, who
introduced me to sources of materials related to this subject.
Finally, my appreciation is also extended to all the participants who provided
me with valuable information. Without their outstanding cooperation, this thesis
would not have been completed.
4
TÓM TẮT
Nghiên cứu này được thực hiện nhằm khảo sát mức độ lĩnh hội của sinh viên
năm thứ ba chuyên ngành Anh Văn trường Đại học Cần Thơ đối với sự tự định hướng
trong học tập, một trong những nhân tố quan trọng trong quá trình học tập suốt đời. 83
sinh viên năm thứ ba chuyên ngành Anh văn được mời tham gia nghiên cứu. Số liệu
được thu thập từ hai công cụ chính là bảng câu hỏi và phỏng vấn.
Những nhân tố được khảo sát bao gồm việc đặt mục tiêu học tập, thiết kế kế
hoạch học tập, lòng yêu thích học, giám sát kế hoạch học tập, đánh giá kế hoạch học
tập, tạo sự thay đổi, mức độ hiếu kỳ và một số nhân tố khác như sự tự tin, khả năng
diễn tả ý kiến hay giải quyết vấn đề học. Kết quả cho thấy hầu hết sinh viên có sự định
hướng về mục tiêu học tập, sự mong ước học tập, tạo sự thay đổi, sự hiếu kỳ nhưng họ
cần được hướng dẫn và rèn luyện nhiều hơn về việc lập kế hoạch học tập, giám sát, và
đánh giá kế hoạch học tập này. Đồng thời, kỹ năng giải quyết vấn đề cũng cần được
chú ý phát triển. Cuối cùng, kết luận chung, và những hạn chế của nghiên cứu, cũng
như các đề nghị cho những hướng nghiên cứu sau này được trình bày trong luận văn.
5
ABSTRACT
This study aims to investigate the extent to which the third-year English majors
in Can Tho University (CTU) were able to perceive self-directed learning, one of the
significant factors for lifelong learning. 83 third-year English majors were selected.
The data were collected through questionnaires and interviews.
The factors investigated were: setting learning goals, designing learning plans,
desiring to learn, monitoring the learning plans, evaluating the learning plans, making
changes, being curious and other factors like self-confidence and the ability to express
ideas and solving learning problems. The results showed that most of the students had
high orientation toward setting learning goals, desiring to learn, making changes and
being curious about new things but they needed more training about designing
learning plans, monitoring the learning plans and evaluating the learning plans.
Finally, the conclusions, limitations, implications, and recommendation for further
research withdrawn from the researching process were also presented.
6
LIST OF TABLES
Table 4.1 Students‟ perception on eight factors of self-directed learning
Table 4.2 Percentage of frequency of the students‟ setting learning goals
Table 4.3 Percentages of frequency of the students‟ designing learning plans
Table 4.4 Percentages of frequency of desiring to learn
Table 4.5 Percentages of frequency of monitoring the learning plans
Table 4.6 Percentages of frequency of evaluating the learning plans
Table 4.7 Percentages of frequency of curiosity
Table 4.8 Percentages of frequency of making changes
Table 4.9 Percentages of frequency of others
7
CHAPTER 1
INTRODUCTION
This chapter presents (1) the rationale for the research, (2) the aims and significance of the research
and (3) the organization of the thesis.
1.1. Rationale
Studying is considered as a series of choices. When studying, students choose
the knowledge they need, sources of materials, appropriate methods, time and places
for studying. These things are thought to be the necessary processes for studying well
or for higher education. However, not every student can themselves identify what to
learn, why to learn, when to learn and how to learn. In order words, they lack the
capacity to be self-directed in learning.
Teaching students to be self-directed in learning as well as in working is
becoming more and more significant and popular in many countries. Many studies
have pointed out the importance of self-directed learning in different fields. With the
ability to be self-directed in learning, student can flexibly prepare for the challenges of
social work, learn how to be more and more creative in solving problems or learn to
develop their ability to meet the demand of changing (Regehr, Leeson and Fusco,
2002, cited in Amey, 2008). These studies also mention some factors that can affect
students‟ levels of self-directed learning such as the resources, structures and nature of
the tasks in the learning contexts.
At Can Tho University (CTU), students are by time required to self-study. The
teachers now concentrate on training students to be more independent and
autonomous or, in other words, self-directed in learning. However, many students still
seem to be unfamiliar with self-directed learning. They just want the teachers to tell
them what to do and be passive in discovering new things. Therefore, I want to
investigate whether the students in CTU are aware of self-directed learning and to
which extent they are able to perceive self-directed learning. This is the reason why I
am motivated to conduct this study.
1.2. Aims and significance of the research
The aim of the research was to investigate the extent to which extent the thirdyear English majors in Can Tho University (CTU) were able to perceive self-directed
learning.
The purpose of this paper is to find the answers to the following questions:
To what extent are the third-year English majors in Can Tho University (CTU)
able to perceive self-directed learning?
It is hoped that the study can help raise students‟ awareness of the significance
8
of self-directed learning. Then, the students can study more independently and
effectively by themselves.
1.3. Organization of the thesis
This thesis consists of five chapters: (1) Introduction, (2) Literature Review (3)
Research Methodology, (4) Research Results and (5) Discussions, Conclusion,
Limitations, and Recommendations.
Chapter 1 presents the rationale for the study on the extent to which the thirdyear English majors in CTU were able to perceive self-directed learning. The aims, the
significance of the study are mentioned. The thesis organization is also included.
Chapter 2, literature review, introduces a brief history of self-directed learning.
Previous studies related to self-directed learning are also presented.
Chapter 3 describes the research question, the research design, the participants,
the procedures, and the materials used in the study. A detail description of the
instrument for the data collection is then presented.
Chapter 4 reports the findings of questionnaire and interviews.
Chapter 5 summarizes and interprets the main results of the study. Implications
and recommendations are mentioned. In addition, the limitations of the study are also
presented. Finally, the limitations of the research and recommendations for further
research are mentioned.
9
CHAPTER 2
LITERATURE REVIEW
This chapter includes (1) the definition of self-directed learning, (2) the significance of self-directed
learning, (3) the characteristics of self-directed learners.
2.1. What is self-directed learning?
According to Knowles (1975, p. 18), self-directed learning is “a process in
which individuals take the initiative, with or without the help of others”. This means
that the individuals can come up with new ideas to solve problems independently or
with others‟ guidance. He also suggests that in this process the learners diagnose their
own learning needs, set the learning goals, identify the appropriate learning materials
and the strategies for learning as well as evaluate the results of learning. Similarly,
Merriam and Caffarella (1999) also present that in the process of self-directed
learning, people can solve the problem with new action and they themselves can
evaluate the learning experiences. In addition, self-directed learners focus their
attention on analyzing information and the level of autonomy through the instructional
process. In addition, they can realize which skills they do not have in their learning
repertoires in order to implement the necessary strategies (Ertmer and Newby, 1996).
Moreover, the implemented plans can be monitored and evaluated by the selfdirected learners to determine whether the learning goals are being achieved (HmeloSilver, 2004). Guglielmino (1977) and Kasworm (1988) (cited in Song and Hill, 2007)
suggest self-directed learning as “a personal attribute”. This means that the learners
have motivation and ability to be responsible for their own learning (Garrison, 1997)
and to pursue their need of knowledge such as an interest or even a wish (Yu-Chiung,
Ya-Ming, 2005). The learners can also know to combine the prior knowledge with the
prior experiences as well as new characteristics in the context of learning. They
totally have the ability to choose appropriate activities to satisfy their desire of
learning. Della-Dora and Blanchard (1979) describe self-directed learning as
“characteristics of schooling which should distinguish education in a democratic
society from schooling in autocratic society in a democratic society” (p.1). They
suggest that the students should learn the strategies to set the learning needs, the
learning methods, the learning time and the learning evaluation.
In self-directed learning, the students learn how to choose what to learn, how to
learn, when to learn and how the learning progress is evaluated. Fisher, King and
Tague (2001) declare that self-directed learning is not the same as individualized
instruction because individualized instruction often has relation with teachers‟ learning
of diagnosing of students‟ learning needs, choosing teaching activities which are
suitable with the diagnosis and evaluating the progress of the plan. In self-directed
10
learning, the learners can independently set the learning goals, design appropriated
plans and evaluate the plans.
All in all, self-directed learning is a process that the students diagnose learning
needs, set learning goals, design learning plans, monitor and evaluate the learning
plans.
2.2. The significance of self-directed learning
2.2.1. Self-directed learning in modern education
Self-directed learning is very important in modern education although it is not a
new concept. Self-directed learning has been the target of discussion of adult
education many years ago (Reghr, Leeson, Regehr and Fusco, 2002, p.55, cited in
Amey, 2008). Furthermore, the importance of self-directed learning has been
emphasized. Knowles (1975, cited in Amey, 2008) asserts that when the world comes
to 2020, the principles of self-directed learning will be the basis of all levels of
learning from elementary to postgraduate. Similarly, Bedard (1997, cited in Amey,
2008) also suggests that the next century will become century of learning
independently because of the force of new social realities. He believes that “more and
more learning will take place outside of traditional teacher-student interactions”
(Bedard, 1997, cited in Amey, 2008). Besides, self-directed learning is imperative with
the development of information technology, the complication of modern society and
the continued change of the workplace.
Living in a world that everything never stops changing, students must learn
how to be independent, creative and self-directed if they do not want to be eliminated
out of the present society. Basing only on the structure of a course, the textbooks and
the teachers‟ direction in learning can make students‟ view of learning narrow.
Students need to spend more time learning outside the classroom so that they can
master their future jobs, discover new interest and follow the continued change of
society.
Being self-directed in learning, learners are responsible for making their
learning more meaningful and they can monitor as well as evaluate themselves
(Garrison, 1997, cited in Abdullah, 2001). They always want to try and discover new
things as well (Lyman, 1997, cited in Abdullah, 2001). In addition, they like making
changes and motivate themselves to be enjoyable in learning, independent and selfconfident to get the goals planned (Taylor, 1995, cited in Abdullah, 2001). Therefore,
they are flexible in solving problems and learning things. This is a significant factor to
succeed in modern society. Moreover, self-directed learners know to search for
necessary information, use multiple strategies to achieve the goals set and different
forms to express the ideas. Besides, the learners are able to develop the leadership as
well as the rules through self-directed learning (Morrow, et al. 1993, cited in
11
Abdullah, 2001) because the self-directed learners always have their own plans or
strategies and the implementation for working.
2.2.2. Self-directed learning and learning organization.
To succeed in studying, students must know how to organize their learning or
must have learning organization. According to Navran Associates Newsletter (1993,
cited in Mason, n. d.), learning organization is one of the way to help learners create
their own future with their prober plans. It is believed that learning is an ongoing and
creative process for its members; therefore, learners can satisfy their needs and desire
by developing, adapting and transforms learning. It allows learners to enhance the
ability to achieve the learning results they truly wish. Learning organization plays a
significant role in students‟ learning because its activities enhance students‟ capacities
to think, communicate and cooperate. Many opportunities for individual and collective
learning and development are provided by learning organizations. It is to make sure
that the learners can develop the competencies to practise and learn reflectively
(Serrat, 2009).
Self-directed learning has a close connection with learning organization.
Guglielmino & Guglielmino (2002, p.2, cited in Amey, 2008) points out that
“individual who is proactive, continuous, self-initiating - the self-directed learner” is
believed to be the foundation of students‟ learning organization. This can be
understood that to succeed in learning organization, the learners must be self-directed
learners because with the ability to diagnose the learning needs, identify the learning
goals and solve the problem, self-directed learners can easily set appropriate learning
strategies or choose necessary activities for their learning organization. In addition,
self-directed learners have capability to evaluate the development of the activities and
diagnose problems. Therefore, they can immediately change the strategies in the
learning organization to get the desired learning goals.
2.2.3. Self-directed learning and lifelong learning.
Self-directed learning is an important factor that helps learner to learn
effectively throughout their lives. Learning is a continuous process that lasts forever.
People learn not only during school time but also through their lifespan. Scholars use
the term “lifelong learning” for this idea. Lifelong learning can be understood as the
continuous learning activities throughout learners‟ lives in order to improve
knowledge, necessary skills as well as competencies. Knapper and Cropley (2002,
cited in Kiley and Cannon, 2000) present that lifelong learning is “a set of
organizational, administrative, methodological and procedural measures which accept
the importance of promoting lifelong learning” (p.9).
12
In lifelong learning, people always modernize or renew their knowledge and
capabilities at any age. Promoting knowledge and competences allow people to adapt
to knowledge in present society and flexibly participate in social life. Therefore, they
can control their own future more. In addition, lifelong learning is also about
evaluating the forms of learning which consist of formal learning, non-formal learning
and informal learning (retrieved from http://ec.europa.eu/education/lifelong-learningprogramme/doc78_en.htm). It is suggested that everyone should have available
learning opportunities in order to formulate the learning methods to meet their desire
as well as interest throughout their lives. Certainly, this varies from person to person
depending on their needs of learning. Lifelong learning also provides people
opportunities to renew skills at advanced levels because they must learn in different
settings and apply different learning strategies for different learning contexts. To
succeed in learning activities in lifelong learning, learners need to be self-directed.
With the ability to diagnose what to learn and when to learn, self-directed learners can
totally design an appropriate learning plan for their continuous learning to get
necessary knowledge in necessary time. Furthermore, self-directed learners are able
choose the resources to satisfy the demand for improving knowledge through-out their
lives.
2.3. The characteristics of self-directed learners
Guglielmino (1978, cited in Amey, 2008) suggests that a self-directed learner is
a person who considers problems as challenges and can independently come up with
new ideas to solve the problems. He is also responsible for his own work. In
addition, he is always curious about things and strongly loves learning and making
changes when necessary to achieve his learning goals. He also has good basic skills
such as reading and analyzing information, combining knowledge and evaluating the
need of the information; and reasonable plans for studying. A self-directed learner is
one who is aware of the missing skills in learning to implement appropriate strategies
(Ertmer and Newby, 1996). In the same manner, Hmelo-Silver (2004) explains that a
self-directed learner knows that he or she has and do not have which knowledge or
skills. Therefore, he or she is able to identify the necessary knowledge to solve the
problem and set the learning goals as well as evaluate the development of the plan to
determine whether they are attaining the goals. This means that they totally know
what to learn, when to learn and how to learn. In addition, a self-directed learner must
have capability to communicate cleverly, think critically, make decision and solve the
problem reasonably as well as self-evaluate (Engel, 1991, Taylor, 1995 and Garrison,
1997, cited in Amey, 2008). Guthrie, et al. (1996, cited in Abdullah, 2001) also
suggests that self-directed learners are able to search for information in multiple texts,
use different strategies to achieve goals, and represent ideas in different forms.
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CHAPTER 3
RESEARCH DESIGN AND METHODOLOGIES
This chapter will present the research method of the study including (1) the research question and
hypothesis, (2) the research design, (3) the participants, (4) the research instruments, and (5) the
procedures of the study and data analysis.
3.1. Research question and hypothesis
The prime concern of the researcher in this study is to examine the extent to
which the third-year English majors in Can Tho University (CTU) were able to
perceive self-directed learning. Therefore, the research question was:
To what extent are the third-year English majors in Can Tho University (CTU)
able to perceive self-directed learning?
It was hypothesized that the third-year English majors in CTU had awareness
of self-directed learning and they would need more training and guidance in doing this
more effectively.
3.2. Research design
This study employed the survey research design. Questionnaires and interviews
were used as the instruments to collect data. The data were then described and
interpreted in an analytical manner.
3.3. Participants
83 third-year students of the English Studies Programs at Can Tho University
(CTU) aged 20 to 23 were selected randomly. They all have studied English for ten
years, so their English was at upper-intermediate level.
3. 4. Data collection instruments and analysis
3.4.1. Questionnaire
A 21-item questionnaire adapted from Learning Preference Assessment
(Guglielmino, 1991, cited in Amey, 2008) was used to collect data of the participants‟
self-directed learning (see Appendix A). The questions were grouped into eight factors
of self - directed learning (Guglielmino, 1978, cited in Amey, 2008) as follows:
1. Setting goals (item 4)
2. Designing learning plan (item 5, 6, 14, 16)
3. Desiring to learn (item 1, 8, 9, 13, 17, 20)
4. Monitoring the learning plans (item 7)
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5. Evaluating the learning plans (item 19)
6. Curiosity in learning new things (item 10)
7. Making changes (item 12, 15)
8. Others (item 11, 18, 21, 2, 3)
The number of items in each factor is different to confirm the reliability of the
participants‟ responses.
The response pattern was in the form of always true of me, usually true of me,
sometimes true of me, not often true of me and never true of me. These were weighted
5, 4, 3, 2, and 1 respectively for the purpose of data analysis. Mean scores above the
midpoint of the scale (2.5) indicate that the participants have an above average level
toward the items. Percentages were also used to describe the number of students‟
responses to the items.
Validity and reliability testing revealed that the questions had a reliability score
of 0.72. The researcher guided the participants through the questionnaire and was
available to explain and provide information when necessary.
3.4.2. Semi-structured interview
Semi-structured follow-up interviews took place on campus with ten
participants from the groups that were willing to participate further in the research.
The interview questions were about to find out whether or not the participants were
aware of self-directed learning and explore their learning methods. The interview also
aimed to confirm reliability of the questionnaires. Each interview lasted about 15
minutes and was conversational in style rather than based on a fixed schedule of
questions.
Followings are the interview questions (see Appendix B):
1. When you begin to learn something, what do you often do first?
2. What do you think about learning problems?
3. When having a problem, what do you do?
4. After finishing any learning plans, what do you do?
Transcripts of the interviews were analyzed to identify factors which were
explored further through analysis of the survey results.
15
CHAPTER 4
RESEARCH RESULTS
This chapter includes (1) data analysis of the questionnaire on the students’ perception on selfdirected learning; (2) data analysis of the responses of the students toward the interview questions.
A total of 83 students completed the questionnaire. 64 of them were female
and 13 of them were male. 6 did not report their gender. 83 questionnaires were
distributed. 83 responses (100%) were received.
4.1. Data analysis of the questionnaire
4.1.1. Students’ perception on eight factors of self-directed learning
The results of this investigation in terms of the eight factors are shown in Table
4.1.
Table 4.1: Means Scores of the Eight Factors
N
Valid
Missing
Mean
FACTOR 1
FACTOR 2
83
83
FACTOR 3
83
FACTOR 4
FACTOR 5
FACTOR 6
FACTOR 7
FACTOR 8
83
83
83
83
83
0
0
0
0
0
0
0
0
3.8072
2.4649
3.6004
2.3494
3.0723
3.9518
3.1084
3.6024
Notes: Eight Factors
1.
2.
3.
4.
5.
6.
7.
8.
Setting learning goals: Items 2, 4
Designing learning plans: Items 5, 6, 14, 16
Desiring to learn: Items 1, 8, 9, 13, 17, 20
Monitoring the learning plans: Item 7
Evaluating the learning plans: Item 19
Curiosity in learning new things: Item 10
Making changes: Items 12, 15
Others like self-confidence, the ability to express ideas, and self-evaluation: Items 3, 11, 18, 21
As can be seen from Table 4.1, Factor 1 which focuses on students‟ curiosity in
learning new things has the highest mean score (m = 3.95). The mean scores of the
students‟ setting learning goals and of their other characteristics such as confidence,
communication skill, self-evaluation and self-directness in class are also high (m =
3.80 and m = 3.60 respectively). The results also show the students‟ desire to learn (m
= 3.60). The abilities of evaluating and making changes in their study plan are also
high (m = 3.05 and m = 3.10 respectively). However, the students‟ abilities in
designing and monitoring their learning plan seem low (m = 2.46 and m = 2.34
respectively).
16
The results of the data analysis of each item were presented in the following
sections.
4.1.2. Setting learning goals
Table 2 revealed the percentage of the frequency of the students‟ setting
learning goals.
Table 4.2: Percentage of frequency of the students’ setting learning goals (n=83)
Item (s)
2. I know exactly what to learn and
where to find necessary
information.
4. When learning, I set the goals.
always
10.8%
usually
49.4%
sometimes
27.7%
not often
12.0%
32.5%
45.8%
16.9%
1.2%
never
0%
3.6%
As can be seen from Table 4.2, about 60% of the students reported that they
always or usually knew exactly what to learn and where to find necessary and about
70% of the students set the goals in learning. However, there were still 12% of
students did not often knew what to learn and where to find necessary information and
about 5% of the students did not often set learning goals.
4.1.3. Designing learning plans
The percentages of frequency of the students‟ designing learning plans were
presented in Table 3.
Table 4.3: Percentages of frequency of the students’ designing learning plans (n=83
Item(s)
5. When learning, I make a plan and
change it if there are problems.
6. When learning, I can figure out
the method to learn.
14. When learning something, I
know when to learn.
16. In learning, I decide what to
learn and how to learn.
always
0%
usually
2.4%
sometimes
42.2%
not often
43.4%
never
12.0%
1.2%
7.2%
39.8%
51.8%
0%
0%
12.0%
28.9%
59.0%
0%
0%
8.4%
25.3%
66.3%
0%
Table 4.3 revealed that about 50% of the students did not often make their own
learning plans (for example, 43.4% said that they did not often make their plans and
about 66.3% reported they did not often decide what and how to learn.) Interestingly,
17
12% said that they never made their learning plans. 40% reported that they sometimes
made plans for their study. Overall, designing one‟s own study plan seemed not to be
the focused group‟s strength in this study.
4.1.4. Desiring to learn
The percentages of frequency of desiring to learn were presented in Table 4.
Table 4.4: Percentages of frequency of desiring to learn (n=83)
Item(s)
1. I expect to study throughout my
life.
8. I think that problems are obstacles.
9. I think that learning is my
responsibility.
13. Difficulty in study doesn‟t bother
me if I‟m interested in something.
17. I learn just for fun.
20. I think constant learning is
boring.
always
21.7%
usually
32.5%
sometimes
19.3%
not often
26.5%
never
0%
6.0%
54.2%
44.6%
31.3%
39.8%
14.5%
7.2%
0%
2.4%
0%
1.2%
16.9%
42.2%
33.7%
6.0%
0%
0%
0%
26.5%
14.5%
19.3%
31.3%
32.5%
54.2%
21.7%
As can be seen from Table 4.4, about 54% of the students reported that they
always or usually expected to learn throughout their life whereas the other 46% just
sometimes or did not often think of life-long learning. However, despite the high
expectation of life - long learning, about 84% usually or sometimes thought that
problems could be the obstacles to their study. It can also be seen from Table 4 that
most of the students were aware of their responsibility to their learning (54.2%
always, 31.3% usually and 14.5% sometimes).
The majority of the students (about 60%) reported that difficulty in study did
not bother them if they were interested in learning something. However, there were
still those who reported that difficulty could affect their learning (about 40%).
It can also be seen from the table that while 14.5% of the students thought that
learning was just for fun, half of the students (54.2%) never thought of learning for
fun and about 30% did not often think so either.
Table 4 also showed that about 45% of the students thought constant learning
was boring whereas the rest (55%) did not think so.
4.1.5. Monitoring the learning plans
The percentages of frequency of monitoring the learning plans were presented
in Table 5.
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Table 4.5: Percentages of frequency of monitoring the learning plans (n=83)
Item(s)
7. I monitored the learning plan to
determine whether the learning
goals are being achieved or not.
always
0%
usually
2.4%
sometimes not often
39.8%
48.2%
never
9.6%
It can be seen from Table 4.5 that about 40% of the students reported that they
sometimes did the monitoring of their learning plans to determine whether the
learning goals were being achieved or not whereas about 50% did not often have their
plans monitored. About 10% never did.
4.1.6. Evaluating the learning plans
The percentages of frequency of evaluating were presented in Table 6.
Table 4.6: Percentages of frequency of evaluating the learning plans (n=83)
Item(s)
19. I think experiences and
evaluations are important
things I get after any learning
plan.
always
usually
sometimes
not often
never
0%
32.5%
43.4%
22.9%
1.2%
Table 4.6 showed that while about 85% of the students reported that they
usually or sometimes thought experiences and evaluations were important in the
process of self-study, about 25% of them did not often or never thought about this.
4.1.7. Curiosity in learning new things
The percentages of frequency of curiosity in learning new things were
presented in Table 7.
Table 4.7: Percentages of frequency of curiosity (n=83)
Item(s)
10. I‟m always curious about new
things.
always
30.1%
usually
43.4%
sometimes
20.5%
not often
3.6%
never
2.4%
The majority of the students reported that they were always or usually curious
about new things (30.1% and 43.4% respectively). 20.5% sometimes did. However,
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there were still students who reported that they were not often or never curious about
new things (3.6% and 2.4% respectively).
4.1.8. Making changes
The percentages of frequency of making changes were presented in Table 8.
Table 4.8: Percentages of frequency of making changes (n=83)
Item(s)
12. Solving every study problem
in the same way is best.
15. I like to think of new ways to
do things
always
usually
sometimes
not often
never
3.6%
32.5%
34.9%
28.9%
0%
0%
27.7%
37.3%
32.5%
2.4%
As can be seen from Table 4.8, the majority of the students usually or
sometimes solved their study problems in the same way (32.5% and 34.9%
respectively). However, the same percentage of the students usually or sometimes
liked to think of new ways to do things (27.7% and 37.3% respectively).
4.1.9. Others
The percentages of frequency of others were presented in Table 9.
Table 4.9: Percentages of frequency of others (n=83)
Item(s)
3. In classroom, I expect the
teacher to tell me exactly what
to do.
11. I think I don‟t work well on
my own.
18. I know which skills I do and
don‟t possess.
21. I can express my ideas easily
always
usually
sometimes
not often
never
43.4%
34.9%
12.0%
6.0%
3.6%
2.4%
24.1%
45.8%
25.3%
2.4%
18.1%
59.0%
19.3%
2.4%
1.2%
6.0%
47.0%
31.3%
15.7%
0%
It can be seen from Table 4.9 that the majority of the students always or usually
expected the teacher to tell them exactly what to do in classroom (43.4% and 34.9%
respectively). 12.0% sometimes did. There were still those who did not often or never
expected the teacher to tell them what to do in classroom (6.0% and 3.6%
respectively).
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