Self‐directed Learning Readiness Among Engineering Undergraduate Students

Abstract

Abstract Two studies related to readiness for self‐directed learning of engineering students were performed using the Self‐directed Learning Readiness Scale (SDLRS). A cross‐sectional study of students in the first through final years of study showed that their SDLRS scores are significantly correlated with academic year of study and with grade point average, but not with gender. However, neither academic year of study nor grade point average is a good predictor of SDLRS scores; together they account for less than 5 percent of the observed variance. A second study investigated the effect of a problem‐based learning experience on students' readiness for self‐directed learning. It showed that the average readiness for self‐directed learning increased significantly for students in the problem‐based learning courses. However, investigation of the changes for individual students revealed that only nine of eighteen students showed significant increases in their SDLRS scores, and two showed significant decreases. Potential underlying causes are explored.