STUDY OF SELF-DIRECTED LEARNING READINESS SCALES IN THE MALAYSIAN UNIVERSITY STUDENT CONTEXT: A REVIEW AND CRITICISM
Introduction: This study describes a theoretical framework to construct a self-directed learning readiness scale (SDLRS) that evaluates self-directed learning readiness. Purpose: To discuss the theoretical and empirical research required to develop a valid and consistent SDLRS in the Malaysian higher education context. Design: Quantitative research. Method: A convenience sample of 400 participants was enrolled. The factorial structure was evaluated with confirmatory and exploratory factor analyses and structural equation modelling. Findings: The findings demonstrated that self-directed learning was used at all higher education levels, from certificate to doctorate. Self-directed learning is also used across a wide range of courses and disciplines in both public and private settings and is currently universally accepted. The self-directed learning approach is widely accepted, given that it aids instructors and students in understanding and gaining learning and teaching advantages. Nevertheless, self-directed learning has limitations as optimisation requires time and teachers require higher expertise to control the learning environment. Originality: There is no dedicated instrument to assess Malaysian university students’ demographic characteristics. Accordingly, a new Self-Directed Learning Readiness Scale was developed for the Malaysian context. Research implication: The SDLRS developed in this study will be useful for educators, administrators, and policymakers to understand Malaysian university students’ self-directed learning readiness. Funding statement: The study was self-funded. Ethical compliance: Ethical approval was not required for this study as its primary aim was to aid students’ learning by using the SDLRS and to assist lifelong learning. All procedures that included human participants conformed to University Tun Abdul Razak standards.
Education, Higher Education, Learning Approach, Motivation, Performance, Self-Directed Learning Readiness Scale, Self-Efficacy, Support