Pre-university biology students’ and teachers’ readiness for self-directed learning / Kwan Siew Wai

Kwan , Siew Wai (2016) Pre-university biology students’ and teachers’ readiness for self-directed learning / Kwan Siew Wai. PhD thesis, University of Malaya.

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Abstract

This research aimed to profile the STPM Biology students’ and teachers’ Self-Directed Learning (SDL) readiness. This was accomplished by developing two scales, the Self-Directed Learning Readiness Scale for Biology (SDLRSbio) and the Self-Directed Learning Lesson Readiness Scale for Biology (SDLeRSbio) for STPM Biology students and teachers respectively. Furthermore, this research proposed a notion which stated the SDL readiness as the “specific skills and knowledge one possesses in setting and achieving the learning objective with or without the help of others, regardless of the learning styles and teaching styles” and in relation to this three working hypotheses were put forward. The three working hypotheses were (i) a very minimum variation in the correlations between SDLR and the different learning styles is expected if at all, (ii) a very minimum variation in the correlation between SDLeR and the different teaching styles is expected if at all, and it is anticipated that (iii) if SDLR and SDLeR are independent of learning styles and teaching styles respectively, constructive interactions in the classroom contribute to SDL readiness. The current research was conducted nationwide with schools which provide Sijil Tinggi Pelajaran Malaysia (STPM) Biology in all states in Malaysia and were agreeable to participate in the study. Written consent was also obtained from the Biology teachers’ and students’ from these schools who agreed to be involved in the study. The teachers and students were administered with the Self-Directed Learning Lesson Readiness Scale for Biology (SDLeRSbio) and the Self-Directed Learning Readinss Scale for Biology (SDLRSbio) respectively. The qualitative data were collected through an open-ended question, interviews and observations. A total of five hundred and eighty-six (586) students were administered with the SDLRSbio and fifty-five (55) teachers with the SDLeRSbio. Six (6) students and sixteen (16) teachers were observed. Ten (10) students and six (6) teachers were interviewed. In order to investigate the first two working hypotheses, the correlation between Self-Directed Learning Lessons Readiness (SDLeR) of teachers and teaching styles, and the correlation of Self-Directed Learning Readiness (SDLR) of students and learning styles were determined. The results showed that no one particular teaching style or learning style was significantly related to SDLeR or SDLR, and both the hypotheses were accepted. The third working hypothesis which stated that it was constructive interactions which were responsible for contributing to SDL readiness was also accepted based upon the analysis of qualitative data of the research. Constructive interactions seemed to engage the students and teachers cognitively, emotionally and physically to the process of learning and teaching. This in turn triggered the interest in learning and teaching. Examples of constructive interactions include question and answer, eye contact, mutual trust and many more. Hence, students and teachers were progressively readied for SDL. The research also identified other factors such as an examination oriented mindset and time management which could possibly influence SDLR and SDLeR. Implications of the findings and recommendations for further research are also discussed.

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