Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Abstract

The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically.
 The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.

Assessing the Impact of the Project-Based Learning Approach on Students’ Academic Achievement and Attitudes toward English Lesson

“…The intervention result showed a significantly higher than the traditional [p=.001<0.05, a post-test CG (=14.86), post-test EG (=26.05), and mean difference of (=11. 19)]. Similar findings have been shared by Baş (2011), who found that the post-test scores in the PBL (=2.73) which was significantly higher than the mean of post-test scores in the control group (=2.036).…”

“…However, as the result Table 3 showed that the project based-learning (PBL) intervention significantly was higher than the traditional: [p=.001<0.05, a post-test CG (𝑥̅ =14.86), post-test EG (𝑥̅ =26.05) and mean difference of (𝑥̅ =11. 19)]. The result was obtained from the pair sample t-test on the achievement test.…”

Enhancing students behavioural and cognitive engagement through active learning strategies in physics

“…In schools across Bhutan, science lessons necessitate the participation of the students in order for them to retain the experiences and use the knowledge in their daily life (Dorji, 2019). Similarly, a study conducted by Dorji and Chophel (2022) in one of the Bhutanese middle secondary Chemistry classes revealed that the students learn better, foster collaboration, and activate support system among the learners through activityoriented lesson.…”

impact of project-based learning approach in social studies on the academic achievements of 6th grade students in Trashigang middle secondary school

“…John Dewey popularised a project-based learning approach in his notion of student-centred educational approaches that encouraged real-world relevance and applications, these methods promoted self-initiated learning by giving students more prospects for learning (Dewey,1902). Furthermore, the project-based learning approach is considered one of the effective strategies for providing 21 st -century skills such as the exchange of information, teamwork, planning, management of time, investigation, self-evaluation, and reflection skills (Dorji, 2019).…”

“…In Bhutan modern education started with a curriculum borrowed from the neighbouring country India (Department of Curriculum and Professional Development [DCPD], 2022); Dorji, 2019). Students learned concepts mostly by rote memorisation, and teaching and learning were mostly teacher-centred (Lhamo & Chalermnirundorn, 2021).…”