A STUDY TO EXAMINE THE IMPACT OF SELF-DIRECTED LEARNING ON STUDENTS’ ACADEMIC ACHIEVEMENT THROUGH THEIR READING PRACTICES.

Abstract

The study’s principal goals were to give more insight into the link between self-directed learning and academic accomplishment, as well as to compare and contrast the advantages of independent study in online and traditional higher education environments. Both of these aims were accomplished via the research undertaken. For the purpose of gathering information from both traditional and online students, the researchers designed a questionnaire that they themselves utilised. This research was conducted with the participation of all education majors from two different educational institutions: one of the schools was an online college, while the other was a more traditional four-year university. When compared to students who attend classes on campus, individuals who study online have a much different SDL. When compared to traditional students attending institutions, students who are enrolled in online courses demonstrate a stronger correlation between skills development and academic success. The outcomes of the research provide validity to the possibility of SDL as a tool for enhancing students’ capacity to self-regulate their own educational experiences. In order to do this, the learners are provided with self-direction tools of reading comprehension. These strategies allow the learners to monitor their own acquisition of knowledge.