The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students

Ashraf Fouad Kan’an · Kamisah Osman

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Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Educational Leadership and Innovation

Abstract

This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.

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References

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2017Self-directed learning characteristics: making learning personal, empowering and successful 2020Relationship between Self-Directed Learning (SDL) and Academic Achievement of University Students: A Case of Online Distance Learning and Traditional Universities.2017Embedding motivation in the self-directedness of first-year teacher students

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