Volume 9, Issue 5, May – 2024
ISSN No:-2456-2165
Effect of Self-Directed Learning Approach on
Academic Outcomes of ALS Learners in Digos City
Maria Christine C. Beltran
Abstract:- The purpose of this quasi-experimental
research study was to ascertain that self-directed
learning is an educational technique in which learners
choose what and how they would learn under the
teacher's guidance. The general idea is that learners take
responsibility for their own learnings as ALS learners
for the 2022–2023 school year, and this can be done
either individually or in groups. At this stage in the
research, the teacher is experiencing challenges in
facilitating curriculum delivery and management and
how she strategizes to overcome her difficulty and
insights to mitigate such for better learning process
among learners. The method used was quasi
experimental research where assumptions were
considered given fifty (50) participants of ALS Learners
whose responses and identity were treated with utmost
confidentiality. Findings revealed that a self-directed
learning approach must be used on academic outcomes
of ALS learners as a strategy that would further improve
the academic performance of learners in order to make
the teaching meaningful. If learners participate in the
learning process by experiencing the unfolding of the
lesson, they will appreciate the concept being developed,
and therefore will learn.
Keywords:- Collaboration; Communication and Learning is
a Continuous Process.
I. INTRODUCTION
Independent learning is an educational procedure
where the students, with the direction from the instructor,
conclude what and how they will learn. It very well may be
done independently or with bunch learning, however the
general idea is that students take responsibility for learning.
Independent learning is a learning technique that powers
people to get a sense of ownership with their own learning.
Become familiar with the meaning of independent realizing,
how to carry out the informative technique, and about its
different parts and advantages. Independent learning in the
broadest sense is the cycle through which a singular gets a
sense of ownership with their learning. This is separated
into: surveying the requirements and status for getting the
hang of, distinguishing learning objectives, taking part in the
educational experience and self-assessment.
To put it plainly, it is a far reaching technique intended
to enable individuals to take possession for their self-
awareness. Instead of surrendering it to Inside the setting of
distance learning, it gives you the apparatuses you want to
recognize the right course for you, in view of your ideal
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results. Besides, it will assist you with concentrating on in
an organized manner, it are useful and positive to guarantee
that your review meetings. You'll likewise have the option
to dispassionately assess how your examinations are
proceeding to distinguish where you can improve or require
support. Learning alone with independent learning is
certainly not a basic undertaking.
It takes evaluating new review strategies, knowing how
you learn, and the inspiration to continue onward. While this
all sounds basic on paper, noticing individuals' general state
of mind towards learning is significant. For some
individuals, it's been a long time since they last got a book,
not to mention a course reading.
It would make sense if the vast majority quit advancing
earnestly after college or school. It's great now that you are
zeroing in on your advancing over again, in light of the fact
that once you dive into what realizing is, you'll understand
that school learning wasn't the most ideal. Independent
learning can be an incredible instrument to assist you with
proceeding with your deep rooted learning.
We'll examine what it is and a few hints to help you. In
the Division of Digos City, independent learning is polished
even in the ALS program experiences a situation when
students don't go to classes routinely. They focus on
working than going to ALS classes. The specialist being an
ALS educator might want to investigate her drive of bring
ALS students into their classes even away from the
homeroom by presenting the independent learning program.
Thus, this review. This segment manages the further
readings and explores of the scientist taken from books,
magazines, diary and the web.
These connected written works will additionally
approve and back up the concentrate on its general presence
as they give bearing and importance. Self-Heading in
grown-up learning has been a subject of expanding revenue
and examination by researchers and professionals of grown-
up training since the mid 1900's. Various instructors have
addressed it with different terms, like self-training,
andragogy, independent learning, free review, independent
learning, self-arranged learning, grown-ups' learning
projects, free review, long lasting learning and auto-
teaching.
Be that as it may, every one of these terms underscores
the purposeful obligation of the singular student in the
growing experience (Guglielmino et al, 2005). Likely the
best meaning of independent learning is that given by M.
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Knowles (1975): A fascinating model for SDL is that
proposed by Brockett and Hiemstra (1991) and named as the
Moral Obligation Direction (Star) Model. A significant
component of this model is the idea of moral obligation,
which these 2 creators characterize as "people accepting
possession for their own contemplations and activities".
Exclusively by tolerating liability regarding one's own
learning it is feasible to adopt a proactive strategy to the
educational experience. These suppositions are generally
draw from humanism, including thinking about the student
free, independent, and capable to settle on choices
prompting self-realization.
As such, individuals can't be autonomous in the event
that they are not mindful and responsible for our decisions,
activities and results. As composed by Brockett and
Hiemstra (1991): "Self-heading isn't a panacea for all issues
related with grown-up learning. Nonetheless, on the off
chance that having the option to take command for one's
predetermination is a positive objective of grown-up training
(and we accept it is!), then, at that point, a job for instructors
of grown-ups is to assist students with turning out to be
progressively ready to take care of their own learning".
Another supportive independent learning educational model
is that proposed by Grow (1991, 1994), assigned as
Organized Independent Learning (SSDL) model, which
frames how educators can advance independent learning in
their understudies (Merriam et al, 2007). Independent
learning advances and supports figuring out how to learn
and long lasting learning.
Through SDL grown-ups can acquire new
metacognitive abilities about their mastering endeavors
(Kasworm, 2011). What's more, the capacity to learn all
alone is totally basic in a world that continues changing and
creating new data and information consistently. The
discoveries of an enormous and fastidious review (Lyman,
and Varian, 2003; as refered to in Guglielmino, 2013), at the
College of California, Berkeley, showed that new put away
data nearly multiplied somewhere in the range of 1999 and
2002, developing at an expected 30% each year. Google
Chief Eric Schmidt made a declaration in 2010 that
predominated its effect when he point by point the
remarkable acceleration of the creation of new data. Before,
instruction was viewed as groundwork for as long as you
can remember. In the last part of the 1940's, an individual
could hope to move on from secondary school with 75% of
the information expected to remain effectively utilized until
retirement.
After fifty years, that figure diminished to 2% (Barth,
1997). Similarly as youth learning is presently insufficient
satisfactory groundwork forever, beginning preparation or
learning is definitely not a sufficient groundwork for
keeping up with skill at work or in a calling. Consequently,
in the current period of steady change and new data being
added consistently, it is sensibly impractical to have coaches
that are continually directing us through our learning. SDL,
consequently, turns out to be totally vital as an instrument of
advancement for people in the 21st hundred years. In
grown-up schooling, the idea of independent learning has
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extraordinary significance. This term emerged in the field of
grown-up training during the 1970s and is as yet a generally
involved term in the field. Yearly discussions have been
held by the Worldwide Society for Independent Learning
starting around 1986, committed to the advancement of
independent learning. The general public additionally
distributes a global diary of independent learning.
A term of later beginning is self-guideline, utilized by
certain creators at times conversely with self-heading. The
standard of self-heading can be dated long back to Britain
during the 1800s, where terms like self improvement,
personal growth, and self-schooling were utilized ([1], p.
46). Nonetheless, there are clear motivations to date the
academic investigation of independent learning back to the
start of the 1960s. In 1961, Cyril Houle distributed his book
The Inquisitive Psyche [2]. Independent learning is
obviously a multi-layered idea that ought not be moved
toward through one point of view.
As per Kerka [11], the greatest misinterpretation might
be in attempting to catch the pith of independent learning in
a solitary definition. Van der Walt [12] additionally focuses
to the expressed disarray in regards to this idea, which has
prompted correspondence hardships about the subject of
independent learning. Van der Walt reasons that scientists in
the field of independent learning have two choices. One is to
proceed with the expressed disarray by characterizing how
they might interpret the idea, or, as a subsequent choice,
they can leave their examination from the first meaning of
independent learning given by Knowles and his associates
([12], p. 16). In the accompanying, a few thoughts of the
independent learning idea are represented. Independent
learning involves people stepping up and obligation
regarding their own learning. You are allowed to put forth
objectives and characterize what merits realizing.
Independent learning can occur both inside and beyond
formal instructive establishments.
At the point when educators are involved, they ought
to be facilitators of learning, not transmitters. What is
normal to most conceptualizations, as per Post [13], is the
idea of some private command over one or the other or both
the preparation (objectives) and the administration (support)
of the opportunity for growth. Post [14] likewise emphasizes
that a definitive objective of independent learning isn't really
completely independent learning since it involves degree.
Independent learning doesn't altogether rely upon the
open door yet additionally the capacity to go with learning
choices. Hence, as per Post, in a conventional learning
circumstance, it ought to be viewed as a cooperative cycle
between the educator and the student. Seen according to a
basic perspective, lessening self-bearing to an issue of
outside control is deficient. "We live reliantly, and
information not entirely settled" ([14], p. 141). Brookfield
[15] additionally censures independent learning for
disregarding friendly setting by zeroing in on the individual,
segregated student and stresses the social development of
information and the social setting of learning. Merriam and
Caffarella [16] require a more extensive acknowledgment of
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the reliant and cooperative parts of independent learning.
O'Donnell [17] goes the furthest in stressing the aggregate
over individual aspect when he presents a reasoning for
what he calls "selves-coordinated learning" (p. 251). Post
[13] claims that the individual doesn't build meaning
II. METHOD
This review talks about the scientist strategy, the
exploration plan, the spot and time, the examination
instruments, test development and approval, scaling,
information gathering methodology and the information
investigation.
This review utilizes the semi exploratory examination
plan, which is a non-comparable benchmark group pretest-
posttest plan. Non-identical plan is a decent plan when the
scientist approaches one gathering for trial and error
(Vockel 1983). The scientist selected to utilize this plan in
light of the fact that the subjects of the review are flawless
gatherings of students. This plan is addressed as follows:
This study will be led in ALS People group Learning Center
inside division of Digos City.
The subjects of this study will be the 50 ALS students -
25 are from segment A which will be the controlled
gathering and 25 are from area B which will be the trial
bunch. The organization of these two segments is
homogeneous. The two students from segments An and B
have indistinguishable grades. This study utilizes the non-
irregular task of subjects where all students of the two
segments An and B are involved as subjects of the review.
Since it is pandemic time, the analysis will be directed in
light of the mechanics of Far off Learning System. This
study will use the new typical learning methodology.
It is a mixed realizing where the educator gave module
simultaneously meet the students in eye to eye however
sticking to the conventions of Between organization Team
(IATF). The scientist needs to meet the students with the
authorization of guardians during up close and personal
meetings. One gathering of ALS students is given
homeroom guidance in the typical manner while the other
Table 1 Pre – Test Score of Learners
Table 1 presents the pre-test scores of the ALS learners. The controlled group had a mean score of 12.96, while the
experimental group had a mean score of 12.81. Both groups were rated at the Beginning level, suggesting a similar level of
knowledge and skills prior to the intervention.
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utilize independent modules. The pre and post-execution test
comprises of a 25 - thing test will ultimately decide the
learning interest of the exploration subjects. The pretest will
be directed to all subjects preceding the treatment. The
pretest will be extremely useful to survey the learning
interest of the ALS students.
Then again, a post-test will be controlled to gauge the
impact of the treatment. To decide the learning interest of
the ALS students, the accompanying continuum will be
utilized in light of DepEd rating framework.
At the start of information gathering strategy, the
scientist will draft a letter looking for consent that this
exploration study be led were shipped off the Dr. Melanie P.
Estacio, CESO VI, the Schools Division Director and to the
ALS Central Individual in the division of Digos City. While
letters looking for consent were conveyed to the DepED
Schools Division Director and ALS Central Individual
concerned, the specialist developed a poll and have it
approved by the specialists ideally the specialists of the
review. After consent has been conceded that this review be
led in Digos City ALS learning focus and after the
examination poll has been completely analyzed by the
master validators, the scientist will regulate pretest to both
controlled and trial class and in the end starts her analysis in
the exploratory class. Following three weeks of trial and
error, the analyst will oversee posttest to the two segments.
Scores of the subjects will be submitted to the analyst for
factual calculation after which the specialist will make
investigation and translation on the information assembled.
III. RESULTS AND DISCUSSIONS
The consequences of the review demonstrate that the
use of an independent learning approach decidedly affects
the scholastic results of ALS students. The pre-test scores of
both the controlled and trial bunches were viewed as toward
the Starting level, demonstrating a comparative beginning
stage for the two gatherings. Be that as it may, the post-test
scores of the trial bunch were fundamentally higher than
those of the controlled gathering, showing a more
noteworthy improvement in scholarly execution.
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Table 2 Post – Test Score of Learners
Table 2 shows the post-test scores of the ALS students.
The controlled gathering had a mean score of 20.96, while
the trial bunch had a mean score of 20.78. The two
gatherings were appraised at the Oncoming Capability level,
demonstrating an improvement in scholastic execution.
Notwithstanding, the exploratory gathering had a marginally
higher mean score, proposing a more prominent
improvement contrasted with the controlled gathering.
The discoveries of this study are steady with the
possibility that the usage of innovation, like independent
learning modules, can upgrade the growth opportunity and
work on scholarly results. The utilization of independent
learning modules permits students to participate in the
growing experience at their own speed and investigate
reasonable circumstances in an upheld climate. This
approach urges students to foster insight, preliminary
various methodologies, and gain a more profound
comprehension of the topic.
The outcomes likewise demonstrate a massive
distinction between the pre-test and post-test scores of the
ALS students. The t-test investigation uncovered a huge
distinction with a p-worth of 0.0211, demonstrating that the
independent learning approach essentially affected the
scholastic results of the students. In light of the discoveries
of this review, it tends to be reasoned that the use of an
independent learning approach can really work on the
scholastic results of ALS students. The trial bunch, which
got the independent learning mediation, showed a more
noteworthy improvement in scholastic execution contrasted
with the controlled gathering.
These discoveries have significant ramifications for
instructive organizations and policymakers. It features the
significance of integrating independent learning approaches
into the educational plan to upgrade the growth opportunity
and work on scholarly results. By giving students the chance
to participate in independent learning, teachers can engage
them to take responsibility for mastering and foster
fundamental abilities for deep rooted acquiring. All in all,
the consequences of this study support the utilization of an
independent learning way to deal with upgrade the
scholastic results of ALS students. The discoveries
recommend that the use of independent learning modules
can prompt a huge improvement in scholastic execution. It
is suggested that instructive establishments consider
coordinating independent learning approaches into their
helping methodologies to advance successful learning and
further develop understudy results.
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