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

Abstract

The global shift in higher education brought about by the pandemic has underscored the importance of self-directed learning for academic success, particularly in challenging subjects like mathematics. To assess the self-directed learning readiness in Mathematics among Filipino college students, this study aimed to develop a monitoring instrument that is both structurally valid and reliable. Through an extensive literature review, key indicators relevant to measuring self-directed learning were identified. Subsequently, a 120-item questionnaire was administered to a sample of 326 first-year college students enrolled in Mathematics courses. The data obtained from the questionnaire were subjected to exploratory factor analysis using the Principal Axis Factoring method. This analysis led to the identification of three correlated factors, each consisting of 10 indicators: self-confidence and intelligence, self-monitoring and responsibility, and attitude towards Mathematics learning. These factors collectively explained 56.63% of the observed variation. Furthermore, Pearson correlation analysis revealed direct associations among the identified factors. Notably, students scored significantly lower in the domain of self-confidence and intelligence. The developed instrument demonstrated both simple structure and excellent reliability. These findings provide valuable insights into the self-directed learning readiness of Filipino college students in the context of Mathematics education and lay the foundation for future research and interventions aimed at enhancing self-directed learning practices and promoting academic achievement in this subject area.