Developing a "Self-directed Learning Preparation Skills Scale for Primary School Students": Validity and Reliability Analyses

Abstract

The purpose of this study is to develop "Self-Directed Learning Preparation Skills Scale" for primary school students. Data were gathered according to the principles of descriptive research method. In order to develop this scale, draft items were developed through review of literature, interviews done with teachers, parents and students and presented to the experts for evaluation. After the alterations made according to experts' suggestions, a pilot study with 16 primary students was carried out to revise the items. After the revision, the scale was administered to a sample of 450 3 rd and 4 th year primary school students. In order to determine the validity of the scale, exploratory and confirmatory factor analyses were performed. The results of the analyses revealed that this 38-item "Self-Directed Learning Preparatory" Scale contained four factors, and these factors explained % 45.65 of total variance. The four factors were named respectively as "Continuity in Learning Skills" (α=.87), "Planning in Learning Skills" (α=.85), "Awareness Towards Learning Skills" (α=.80) and "Management of Learning Environment and Learning Resources Skills" (α=.80). The overall internal reliability coefficient (Cronbach Alpha) of the scale was found as .94.

Development of self-rating scale instrument of self-directed learning skills for high school students

“…According to the literature, the sample size is an essential problem in obtaining valid results from factor analysis. Kline (1994) (in Gündüz & Selfi, 2016) states that 200 partisans are sufficient to identify the decisive factors in factor analysis. Thus, at this stage, the final form of the self-rating scale draft was given to convenience samples of 216 high school students majoring in MIPA of classes X, XI, and XII.…”

Scale development and investigation of self-directed learning readiness in Mathematics among Filipino college students

“…Previously, a standard scale termed "Self-Directed Learning Preparation Skills Scale" was developed by Gunduz and Selvi (2016) to determine the SDL skills of the primary students and found to have four factors which explained 45.65% of the total variance. These factors are: (1) Continuity in learning skills, (2) Planning in learning skills, (3) Awareness towards learning skills and (4) Management of learning environment and learning resources skills.…”

“…It is evident that the factor structure of self-directed learning readiness scales varies depending on the study field and participant setting. Various scales, such as those developed by Guglielmino and Associates (n.d.), Khiat (2015), Hoban et al (2005), Fisher, King, andTague (2001), Ayyildiz and Tarhan (2015), Gunduz andSelvi (2016), andLim et al (2018), have been designed for specific groups such as adult learners, medical students, nursing students, high school students, primary students, and foundation students learning English language. However, there is a gap in research regarding the self-directed learning readiness of college students in the Philippines, particularly in the context of mathematics education within the new normal scheme.…”

The Multi-dimensions of Teachers’ ICT learning

“…This self-need identification includes what to learn, how to learn and why they need to learn (Louws et al, 2017). Moreover, Gündüz & Selvi (2016) suggests several main components, such as learning continuity, learning plan, learning environment management and resources for learning. -To be self-directed learners, learners need to have lifelong learning intention, certain behavioural characteristics, such as motivation, self concept, readiness, initiative, autonomy and cognitive skills (Marquez-Leccio, 2016).…”