A RESEARCH STUDY ON LEARNERS’ READING PRACTICES VIA SELF-DIRECTED LEARNING AND ITS IMPACT ON THEIR ACADEMIC SUCCESS.

Abstract

Overarching objectives of the study were shedding light on the association between independent study and academic achievement and evaluating the relative benefits of online and conventional higher education models for independent study. Both of these objectives were intended to be accomplished. A survey that the researchers themselves designed was used to collect data on students who were learning in regular classroom settings as well as online. All of the individuals who took part in this study were students who were majoring in education at two distinct educational institutions, one of which was an online college and the other of which was a more conventional four-year university. There is a substantial disparity between the SDL of students attending conventional universities and those attending online universities. Learners who attend universities online have a better association between SDL and academic performance, in contrast to those who attend conventional universities. The findings of the study lend credence to the use of SDL as a method of instruction for the purpose of promoting the development of students’ ability to self-regulate the activities associated with the learning process. Students with high SDL abilities engaged in much more planning behaviours, which were proven to have a strong association with reading scores. This was in contrast to students with low SDL skills, who participated in significantly less planning behaviours. Both transition analysis and cluster analysis are approaches that may be used to differentiate between groups of learners that demonstrate various planning tendencies. Both of these procedures are referred to as “analysis.” Based on these findings, it was discovered that the levels of students’ SDL ability had a significant influence, although to varying degrees, on the learning behaviours and outcomes that were encouraged by the environment.