Literaturnachweis - Detailanzeige
| Autor/inn/en | Mbeau-ache, Cyril; Banks, Brian; Ford, Chris |
|---|---|
| Titel | The Self-Directed Learning Readiness of Access to HE Students at City College Plymouth, United Kingdom |
| Quelle | In: Journal of Adult and Continuing Education, 28 (2022) 2, S.449-462 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mbeau-ache, Cyril) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.1177/14779714211042911 |
| Schlagwörter | Independent Study; Learning Readiness; Access to Education; Academic Achievement; Measures (Individuals); Foreign Countries; Scores; Prediction; College Admission; Teacher Student Relationship; Correlation; College Preparation; Adult Students; Nontraditional Students; Course Descriptions; United Kingdom (England); Self Directed Learning Readiness Scale Selbststudium; Lernbereitschaft; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Messdaten; Ausland; Vorhersage; Hochschulzugang; Hochschulzulassung; Zulassung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kursstrukturplan |
| Abstract | This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students' self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students' academic achievement and that SRSSDL total score significantly predicted UCAS points (p = 0.049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
