Self-directed Learning Readiness Study for Undergraduate Students: A Case Study of Principles and Art of Photography

International Conference on Learning Innovation in Science and Technology

2 Mar 2012 at Mercure Patong Hotel ,Phuket, THAILAND

"Learning Innovation and Technology in The 21st Century"

A Case Study of Principles and Art of Photography

Self-directed Learning Readiness Study for Undergraduate Students:

Suthin Rojprasert 1, Jariya Neanchaleay 2, Surapon Boonlue 3,

1 Ph.D.student, Learning Innovation and Technology Program, Faculty of Industrial Education

and Technology, King Mongkut’s University of Technology Thonburi, Bangkok Thailand 2, 3 Faculty of Industrial Education and Technology, King Mongkut’s University of Technology

Thonburi, Bangkok Thailand

Self-directed Learning Readiness Study for Undergraduate Students: A Case Study of Principles and Art of Photography

I discovered that most instructors

emphasized the Traditional Learning

and Rote Learning.

Researcher: Suthin Rojprasert

To address the problem, I decided to use

SDL as a new method to see whether or

not SDL is suitable for students.

Background of the research


I will be smart, good and young people's quality of life .

I want to learn anytime

anywhere and my teacher

will be as facilitator.

Self-directed learning (SDL)


SDL defines as a learning situation which allows

a student to develop personal competencies through

experiences as an individual.


Purpose of the research


1 The research aims to study the learning conditions of students.

2 The research aims to. study students’ readiness using eight from SDL scale.

3 The research aims to study the differences of students’ opinions in different genders in SDLR



The subjects of the study are 135 Communication Arts students

from Durakit Pundit University studied the Principles and Art of

Photography course in the first semester in academic year 2011.

*Yamane, T. Statistic: An Introductory Analysis. 3 rd ed. . New York : Harper and Row, 1973.

The subjects of the study were selected using the Sampling

Group of *Taro Yamane’s formula. 51 female students and 50 male students.


The concept mapping will to my dissertation.


The Research Instrument used in this study is questionnaires.


2. Questionnaires about SDLR

were distributed at the end of the course.

1. Questionnaires about learning conditions

were distributed at the beginning of the course.


Table 1 Demographic characteristics of the sample (n = 101)

Demographic n %

Gender

Males 50 49.5

Females 51 50.5

Experience in Photography

Yes 12 11.9

No 89 88.1


NO! Experience in Photography


Table 2. Descriptive statistics of total score learning

condition level of the Study (n=101)

Factors Mean SD Interpretation

Instructor 4.30 .48 High

Instructional Activities 4.16 .49 High

Instructional Materials and Media 4.10 .61 High

Learning Measurement and Evaluation 4.19 .56 High

Total 4.18 .47 High


Interpretation of the average value shall use the following criteria:-

Mean score 4.50-5.00 Very High. Mean score 3.50-4.49 High

Mean score 2.50-3.49 Medium Mean score 1.50-2.49 Low

Mean score 1.00-1.49 Worst


Table 3. Descriptive statistics of total score self-directed

learning readiness of the Study (n=101)

Factors Mean SD

Level of

learning

readiness

Open-mindedness for learning 4.04 .55 High

Concept of themselves as efficient learners 3.84 .56 High

Initiative and freedom for learning 3.80 .62 High

Responsibility for self-learning 3.87 .59 High

Passion for learning 3.94 .52 High

Creativity 3.57 .68 High

Optimism about future 3.90 .62 High

Ability to apply learning and problem-solving skills 3.92 .58 High

Total 3.86 .53 High



Factors Males Females Sig.

(2-tailed) t-test

Mean SD. Mean SD.

Open-mindedness for learning 4.06 .53 4.02 .57 .723 .636

Concept of themselves as efficient learners 3.95 .54 3.73 .56 .045 *2.027

Initiative and freedom for learning 3.95 .60 3.66 .61 .014 *2.413

Responsibility for self-learning 3.95 .62 3.80 .56 .231 1.206

Passion for learning 4.03 .49 3.86 .55 .106 *1.632

Creativity 3.72 .72 3.42 .62 .019 *2.379

Optimism about future 3.94 .61 3.86 .64 .511 .651

Ability to apply learning and problem-solving skills 4.01 .56 3.83 .59 .110 *1.613

Total 3.95 .52 3.77 .54 .087 *1.728

Table 4. Descriptive statistics of comparison of self-directed

learning readiness of difference based on gender of the study


Statistical Significant Difference at Level .05.


The result of my research about SDLR are as follow: supporting

students and learning activities develop their ability and skills to

gain knowledge by themselves. SDLR gives instructor opportunity to

listen to the opinions of students and use instructional media for

problem-solving and emphasizes facilitation of learning.


Knowles (1975) found that SDL is more

aligned with our natural tendencies and

psychological development processes. The

responsibility is on the learners to take

initiative and develop abilities of self-

directed inquiry.

* Knowles, M. Self-directed Learning: A Guide for Learners and Teachers. New York : Association Press, 1975.

Therefore, my students can learn more

and believe to be more creative.

Thank you for your kind attention!!

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Do you have any questions?