LEVEL OF SELF-DIRECTED

LEARNING READINESS AMONG

BSN III STUDENTS OF PINES
CITY COLLEGES
Mara Jon O. Casiben
Delia S. Daligis
Jamaica Dale D. Reyes
Bon Bryan G. Siano

Research Adviser
Virginia Helen A. Palome,
RN, LPT
 BACKGROUND OF THE STUDY
Self-directed learning (SDL) is a method of Students’ readiness for self-directed
education used increasingly in adult education learning is influenced by the role of the
within tertiary institutions. (Örs, 2018) facilitator (Khadim, 2019).

New educational approaches may be

Self-directed learning is of great
necessary to enhance competency in the new
importance to the professional
generation of students (Noh & Kim, 2019).
development, and which enables them to
Students formulate their own learning expand the knowledge and enhance the
goals, and then translate them into quality of their practice (Shen, 2014).
specific objectives (Leatemia et. al, 2016).
Self‐ directed learning is making the
Independent learning lets the students take students to focus on what is more of
the responsibility of their own learning and clinical relevance and in making them
participate actively in the learning process understand the important basic concepts
(Shirazi, 2017). (Bobby, 2018).
Self-directed learning is a necessary skill for students to allow them to support learning through trial and error,
value their space to connect with their intrinsic motivation, and to inspire a love of learning over a lifetime.
Whereas, the researchers proposed a Descriptive study method which will determine the level of BSN students
in Pines City Colleges on self-directed learning.
 THEORETICAL FRAMEWORK
Based on Malcolm Knowle’s Theory - Andragogy
Self-concept talks about adults moving
Malcolm Knowles’ theory of
from being dependent on others to
Andragogy, also known as adult
self-direction as they mature.
learning theory was established in 1980.
Experience is about how adults gain
His thoughts surrounding andragogy
experience as they grow that, in turn
sought to capitalize on the unique learning
becomes a valuable tool in learning.
styles and strength of adult learners.
Readiness to learn is about the
He also emphasizes that adults are self-
priorities of adults shift as they begin to
directed and expect to take responsibility
increasingly value and are therefore
for decisions.
more ready to learn about their role in
In practical terms, andragogy means that
the society.
instruction for adults needs to focus more on
Orientation to learning is about adults
the process and less on the content being
changing their perspectives on learning as
taught.
they grow, moving from procrastination t
In practical terms, andragogy means that immediate application and from subject
instruction for adults needs to focus more on interest to problem-solving.
the process and less on the content being And lastly, motivation to learn talks
taught. about adults moving from extrinsic
Knowles’ theory of andragogy outlines five towards intrinsic motivation as they
assumptions which are, self-concept, mature.
experience, readiness to learn, orientation to
learning, and motivation to learn.
PARADIGM OF THE STUDY

Independent Variable Dependent Variable

Learning Readiness as to:
a. Self Management • Level of Self Directed
b. Desire for Learning Learning
c. Self - Control

Moderating Variable

• Sex
 PURPOSE OF THE STUDY
The purpose of the study was to
determine the level of self-
directed learning readiness among
BSN III students of Pines City
Colleges.
 STATEMENT OF THE PROBLEM
The study aimed to determine the level of self-directed learning readiness among BSN III students of Pines City
Colleges. Specifically, it sought answers to the following:

01 02 03 04
What is the level of self- Is there a significant Is there a significant What intervention
directed learning relationship on the difference on the level of program may be
readiness among BSN III self-directed learning self-directed learning developed to improve
students of Pines City readiness among BSN readiness among BSN the level of self-directed
Colleges as to: III students of Pines III students of Pines learning readiness
a.)Self-management City Colleges as to the City Colleges as to sex? among BSN III students
b.) Desire for Learning
c.) Self-Control aforementioned of Pines City Colleges?
variable?
 SIGNIFICANCE OF THE STUDY
As perceived by the researchers, the study will benefit the following:
It allows students to identify their
strength and weaknesses for them to
In nursing education It expands the existing body of
knowledge in providing solutions to the
improve and enhance their capabilities students and improving teaching and
on self-directed learning. It builds learning practices. It can be a basis about
learner’s confidence, independent the self-directed learning to improve
practice in comprehension strategies, educational practice or implement
and perseverance and life satisfaction. student and teacher development
programs to enhance self-directed
For them to pursue and continue learning readiness among students.
investigate the essence of self-directed
The study will make a contribution to
learning and unfolding the effectiveness
of SDL in accordance to every individuals’ To future the existing knowledge about SDL. It can
serve as a basis to existing researchers as
capabilities and providing groundwork
for future researchers. This will help the
To researchers researchers a supplemental information, and serves
as an important reference for conducting
interested researchers to grow in
further studies. This may also contribute
individuality for learning and at the same
and make stronger framework to same
time contributing new knowledge, and
existing studies.
enhancing their confidence in their
abilities.
 RESEARCH DESIGN

To determine the level of self- Questionnaire was used to

The study utilized gather data and ethical
directed learning readiness
Descriptive survey method. considerations was
among BSN III students of
Pines City Colleges. observed.
 POPULATION & LOCALE
The respondents included are forty-nine
(49), who are the 3rd year students on
the College of Nursing in Pines City
Colleges

Currently enrolled for the second

semester, academic year 2020-2021,
chosen through Convenient sampling.
STATISTICAL TREATMENT OF DATA

The data was analyzed through the

software Statistical Program for
the Social Sciences (SPSS).
Weighted mean, Pearson's correlation
and Welch’s t-test were utilized by the
researchers to compute the needed data.
They then presented it in table for
easier presentation of the
calculated results.
 RESULTS & DISCUSSION
Table 2a: Level of Self-Directed Learning Readiness Among BSN 3 Students of Pines City
Colleges as to Self-Management
N=49
SELF WEIGHTED MEAN INTERPRETATION
MANAGEMENT
I learn from my 3.50 9 (Highest) Very High Level of
mistakes Readiness
I manage my time 2.53 (Lowest) High Level of
well Readiness

TOTAL AVERAGE 3.01 High Level of

WEIGHTED MEAN Readiness
RESULTS & DISCUSSION
Table 2b: Level of Self-Directed Learning Readiness Among BSN 3 Students of
Pines City Colleges as to Desire for Learning
N=49
DESIRE FOR WEIGHTED MEAN INTERPRETATION
LEARNING
I want to learn new 3.30 (Highest) Very High Level of
information Readiness
I have high 2.65 (Lowest) High Level of
personal standards Readiness

TOTAL AVERAGE 2.95 High Level of

WEIGHTED MEAN Readiness
RESULTS & DISCUSSION
Table 2c: Level of Self-Directed Learning Readiness Among BSN 3 Students of
Pines City Colleges as to Self-Control
N=49
DESIRE FOR WEIGHTED MEAN INTERPRETATION
LEARNING
I enjoy learning 3.38 (Highest) Very High Level of
new information Readiness
I am organized 2.59 (Lowest) High Level of
Readiness

TOTAL AVERAGE 3.04 High Level of

WEIGHTED MEAN Readiness
 RESULTS & DISCUSSION
The hypotheses stating that,
The hypothesis stating that the there is NO SIGNIFICANT
level of SDL Readiness among relationship between: self-
BSN III students of Pines City management and desire for
Colleges as to Self-management, learning; desire for learning and
PROBLEM 1 Desire for Learning and Self- PROBLEM 2 self-control; self-management
Control is LOW was rejected. and self-control, was rejected.
Hence, the findings showed Hence, the findings showed
that there is a HIGH level of that there is a HIGH
SDL Readiness SIGNIFICANT relationship

The hypothesis stating that

there is NO SIGNIFICANT
difference on the level of Self-
Directed Learning Readiness
PROBLEM 3 among BSN III Students of Pines
City Colleges as to sex, was
accepted.
 CONCLUSIONS

1. Involving students will teach 2. The self-management and

them to learn, and be able to 3. Learning is for everybody and
desire for learning and self-
guide the students to the is individualized and self-
control affects one another,
direction in which they need directed learning is one way of
thus, in return would affect the
more to focus more on their doing which would not be
level of self-directed learning
learning. Thus, Self- significant whether you are you
readiness of student.
management, desire for are a male or a female as long
Learning and self-control are as the thirst for learning is
important in terms of self- there.
directed learning.
 RECOMMENDATIONS
For Respondents,
That student should maintain having a high level of self-directed
learning readiness and should do self-assessment in terms of their weaknesses and
be the bases in planning their self-directed learning, and to a lot more time on their
weaknesses but strengthening their strength.

For Educators,
It is recommended that mentor and mentee, continue to pursue a
strong foundation on self-directed learning from which the students can propel
themselves forward. Clinical Instructors should continue to guide and direct the
student in terms of Self-directed Learning. This would lead to the Development
of student-teacher learning relationship, wherein, students are able to ask
regarding guidance and direction in terms of their self –directed learning.

To Future Researchers,
To conduct further study related to Self-directed learning and
focus on problems or issues encountered when doing a Self-directed
Learning. Future research may replicate the study using larger samples size
and include more than one year level.
THANKS FOR LISTENING
Do you have any questions? We are open for clarifications.