CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data the researchers have

gathered. The data are shown in tabular with their corresponding interpretations and analyses.

Profile of the Respondents

Sex

Sex is used in the context of High School students to know the relationship between

male and female respondents and their self-directed learning strategies in online and offline

learning modalities.

Table 1.1. Frequency and percentage distribution of the demographic profile of the respondents
in terms of sex.

SEX
F %

MALE 100 38.46

FEMALE
160 61.54

TOTAL 260 100

Table 1.1 presents the frequency and percentage distribution of the respondents' profiles

according to their sex. The total respondents of the study consisted of 260 High School

students of Southern Christian College. Among the respondents, 38.46% (n=100) were male

and 61.54% (n=160) were female. This data shows that there are 60 more female respondents

than males, and this could be used to investigate the relationship of sex to the self-directed

learning strategies of high school students in online and offline learning modalities.

Learning Modality
 Learning modality refers to the mode of learning of the high school students of Southern

Christian College. SCC offered only two learning modalities, which are online and offline.

Table 1.2. Frequency and percentage distribution of the demographic profile of the respondents
in terms of their learning modality.

LEARNING MODALITY
F %

ONLINE 69 26.54

OFFLINE 191 73.46

TOTAL 260 100

Table 1.2 shows the frequency and percentage distribution of the respondents that are

categorized according to their learning modality. For online learners, it has a frequency of 69,

which is 26.54% of the respondents, while offline learners comprise 191, or that is 73.46% of

the sample. This means that in the sample data, there are more offline than online learners.

With this, the data collected could be used as a basis to investigate the relationship of learning

modality in the self-directed learning strategies used by high school students.

Self-Directed Learning Strategies

Self-directed Learning Strategies is a process where students monitor their learning that

combines strategies such as self-monitoring, self-management, and motivation (Garrison,

1997). There are a total of 30 items in the questionnaire about students’ practice of SDL. The

items were divided into three categories, namely self-management, self-monitoring, and

motivation. These categories were anchored on Garrison's SDL Model (1997). The weighted

means of the indicators were also displayed in the table with their corresponding standard

deviation. Descriptions and interpretations are also provided below the table. The overall mean
of the three indicators was also included to determine how often learners, in terms of sex, utilize

self-directed learning strategies.

Self-Directed Learning Strategies and Sex

This study aims to know the relationship between the high school students' self-directed

learning strategies and their sex.

Table 2.1. Mean and standard deviation of the self-directed learning strategies of the high
school students in terms of their sex.

Sex Male Female Interpretation

Mean SD Mean SD
Self- 2.80 0.31 2.77 0.3 FU
management 2
Self- 3.14 0.20 3.11 0.2 FU
monitoring 1
Motivation 3.33 0.16 3.27 0.1 EU
9
Overall 3.09 0.32 3.05 0.3 FU
2
Likert-Scale
Scale Description Interpretation
Interval
4 3.26-4.00 Always Extensively Used (EU)
3 2.51-3.25 Often Frequently Used (FU)
2 1.76-2.50 Sometimes Occasionally Used (OU)
1 1.00-1.75 Seldom Scarcely Used (SU)

Table 2.1 shows the mean scores of the self-directed learning strategies used by the

high school students in terms of their sex. Based on the data collected, the self-management of

the male has a mean score of 2.80 with a standard deviation of 0.31, while the female has a

mean score of 2.77 with a standard deviation of 0.32, which signifies that both of them

frequently used self-management in handling their learning task and goals to accomplish their

learning needs and goals. These findings contradicted the study of Alghamdi et al. (2020),

which found that females had stronger self-regulation regarding their learning outcomes, which
led them to positive results compared to males. To support this claim, Nistor (2013, cited in Yu,

2021), stated that there are no significant differences between gender learning outcomes and

learning satisfaction.

For self-monitoring, the male has a mean score of 3.14 with a standard deviation of

0.20, while the female has a mean score of 3.11 with a standard deviation of 0.21, which shows

that both of them frequently apply these strategies to evaluate and assess their learning status.

These results are supported by Bjork et al. (2013), who emphasized that to become effective

learners, students must evaluate and assess their behavior and monitor their performance for

them to succeed.

Lastly, for motivations, the male respondents have a mean score of 3.33 with a standard

deviation of 0.16, while the female has a mean score of 3.27 with a standard deviation of 0.19.

This shows that among the three underlying perspectives of Garrison’s SDL, males and females

extensively used motivations as their self-directed learning strategies to accomplish their

learning needs and tasks. According to Wang et al. (2013), students’ motivation and

engagement in the learning process are essential for their success as they perform well when

motivated to accomplish their learning tasks and meet their learning needs and goals.

Overall, the male respondents have a mean score of 3.09 with a standard deviation of

0.32, while the female respondents have a total mean score of 3.05 with a standard deviation of

0.32. These findings reveal that both respondents frequently apply self-directed learning

strategies in learning. This result is contrary to the study of Zimmerman and Martinez-Pons

(1990, cited in Liu et al., 2021), which found that females had a far greater tendency than males

to employ the strategies of self-monitoring, goal setting, planning, and structuring of their study

environment.

Self-Directed Learning Strategies and Learning Modality

This study aims to know the relationship between the High School students' self-directed

learning strategies and their learning modality.

Table 2.2. Mean and standard deviation of the self-directed learning strategies of the high
school students in terms of their learning modality.

SDL
Online Offline Interpretation
strategies
Mean SD Mean SD
Self- 2.80 0.38 2.76 0.29 FU
management
Self- 3.18 0.19 3.09 0.21 FU
monitoring
Motivation 3.32 0.17 3.29 0.19 EU

Overall 3.10 0.34 3.05 0.32 FU

Likert-Scale
Scale Description Interpretation
Interval
4 3.26-4.00 Always Extensively Used (EU)
3 2.51-3.25 Often Frequently Used (FU)
2 1.76-2.50 Sometimes Occasionally Used (OU)
1 1.00-1.75 Seldom Scarcely Used (SU)

Table 2.2 presents the self-directed learning strategies of high school students in

terms of their learning modality. For online learners, their self-management has a mean

score of 2.80 with a standard deviation of 0.38, while offline learners have a mean score of

2.76 with a standard deviation of 0.29. This means that both types of learners frequently

apply these strategies. However, based on the results, online learners' self-management is

higher than offline learners since online learners can manage their own learning anytime and

anywhere since they can access the materials and do some research that supports their

learning needs. This is supported by the study of Chionas and Emvalotis (2021) that in an

online learning environment, students are free to embrace knowledge widely and can access

the learning materials anytime and anywhere. Aside from that, online learners can manage

their learning independently by using the internet as a resource to support their learning.

In self-monitoring, online learners have a mean score of 3.18 with a standard

deviation of 0.19, while offline learners have a mean score of 3.09 with a standard deviation
of 0.21. These findings signify that learners in different modalities frequently monitor their

learning and self-regulate their behavior to accomplish their learning tasks. These data show

that students in different learning modalities assess and self-regulate their learning and

monitor their behavior to perform well. These findings coincide with the study of Ayyildiz and

Tarhan (2015) that students will accomplish their own learning goals when they know how to

assess their learning needs, determine their learning materials, select plans, and evaluate

their behavior so that it will lead them into meeting their learning goals.

Lastly, online learners' motivation has a mean score of 3.32 with a standard deviation

of 0.17, while offline learners have a mean score of 3.29 with a standard deviation of 0.19.

These results signify that both types of learners extensively used motivation as their self-

directed learning strategies to cope with their learning needs. In line with this, the study of

Itorralba (2021) supported this finding; she said that offline learners face controversy, such

as poor quality of printed materials, which makes students unable to answer well with the

indistinguishable photos and texts on the modules which made them unmotivated to do their

task and lead them not to submit. Furthermore, Yes (2022) added that it is necessary that

there is a need for supervision of the parents and guardians to assess their children in their

learning and act as a mentor so that the students will avoid submission delays that might

negatively affect their grades.

To sum up everything, the total grand mean score of online learners has a mean

score of 3.10 with a standard deviation of 0.34, while the offline learners have a mean score

of 3.05 with a standard deviation of 0.32. These results showed that online learners

frequently apply these three underlying perspectives of Garrison's self-directed learning

strategies to cope with their learning needs and goals and this finding aligned with the study

conducted by Tamm (2023) where he claimed that online learning requires a student to have

self-management and a strong self-motivation, and self-regulate their behavior in handling

their task and choosing strategies to cope with their learning needs perform better to

achieved their goals.

Table 3.1. T-test result of the significant difference in self-directed learning strategies of High
School students in terms of sex.

Sex Mean SD t-value p-value Interpretation Decision

Male 3.09 0.32

Not
0.45024 .327107 Accept Ho1
Significant

Female 3.05 0.32

*Significant at α = 0.05 level of significance.

Table 3.1 shows the t-test results of the significant difference in the self-directed learning

strategies of high school students in terms of sex. For male respondents, the mean score is

3.09 with a standard deviation of 0.32, while female respondents have a mean score of 3.05

with a standard deviation of 0.32, the t-value is 0.45024, and the p-value is .327107 which is

higher than the 0.05 level of significance. Thus, the hypothesis Ho1 is accepted, indicating no

significant difference in High School students' self-directed learning strategies when grouped

according to their sex. These results parallel the study of Vermunt (2005, cited in Greene et al.,

2015), where he stated that gender has no significant or consistent association with the

students' learning outcomes in their learning.

Table 3.2. T-test result of the significant difference between self-directed learning strategies of
High School students in terms of learning modality.

Learning
Mean SD t-value p-value Interpretation Decision
Modality
Male 3.10 0.34
 Not
0.62799 .266237 Accept Ho2
Significant

Female 3.05 0.32

*Significant at α = 0.05 level of significance.

Table 3.2 shows the computed mean score and t-test value of high school students' self-

directed learning strategies when grouped according to their learning modality. In online

modality, the computed mean score is 3.10 with a standard deviation of 0.34, while offline

modality has a mean score of 3.05 with a standard deviation of 0.32. Furthermore, the

computed t-value is 0.62799 while the p-value is .266237, which means this computed data is

higher than the level of significance of 0.05. This indicates that there is no significant difference

between the high school students' self-directed learning strategies when grouped according to

their learning modality. Thus, H02 is accepted, and these findings are supported by Aston

University Online (2017), which states that the student's achievement does not vary on the

mode of instruction, whether online or offline. However, it depends on the student's performance

and motivation to handle their learning tasks to meet their learning needs and goals.

Other Self-Directed Learning Strategies of Students in Distance Learning

The data gathered from the open-ended section of the questionnaire reveal that students

practice other self-directed learning strategies that help accomplish their academic tasks. With

the huge number of respondents, different responses were gathered, and these other self-

directed learning strategies in students' practice of independent learning are carried out in the

theme Learning with Assistance with its subthemes, which are Browsing the Internet and

Seeking Help.

Researchers were able to find out these other SDL strategies of students using the

Thematic Analysis framework of Braun and Clark (2006). It was carried out through careful
analysis in accordance with the indicated process as follows: (1) familiarizing the data by

reading and examining the responses of the respondents such as pre-identifying possible

strategies being employed, (2) generating initial codes based on the pre-identified strategies

from the gathered data, (3) searching for key themes or ideas related to the generated codes,

(4) reviewing the relevance and consistency of the generated codes to the themes based on the

gathered data, (5) defining and labeling the subthemes and themes, and (6) producing a report

about the final theme which is Learning with Assistance and its subthemes, Browsing the

Internet and Seeking Help. Through Braun and Clark’s Thematic Analysis (2006), researchers

were able to extract meaningful information from the responses of the respondents and help in

finding out other SDL strategies of students as independent learners integral to the main

concern of the present study.

Learning with Assistance

Learning with assistance refers to the process of acquiring knowledge or mastering skills

with the support of other people, such as parents, peers, tutors, or technology-based aids. It

involves seeking help, guidance, or feedback from others to enhance the learning process.

Learning with assistance is not new at all. Due to the pandemic, this became more evident as

students underwent a new learning setup. In turn, the common theme that emerged based on

the responses is only Learning with Assistance because other common themes that the

researchers gathered can also be categorized among the indicators of Garrison's (1997) Self-

Directed Learning Strategies.

Out of the common theme, Learning with Assistance, two subthemes were generated:

Browsing the Internet and Seeking Help. Among the responses, 23 were classified under

Browsing the Internet while 21 were about Seeking Help, which all constitute the theme

Learning with Assistance.

 The following excerpts substantially put forward students' other strategies for self-

directed learning, which can be revealed in the theme of Learning with Assistance.

As an independent learner, I easily accomplished my distance learning

task by asking for help from my father, doing research on Google, and
watching the videos our teacher gave us. [R47]

As an independent learner, to easily accomplish distance learning tasks,

I observe which subject is easy to hard, and then I arrange it
accordingly. After that, I would search the internet for questions about
the topic that are difficult to understand. Then, I would ask others for
help, but only when needed. [R241]

The excerpts above show that students learn with assistance during distance learning.

Students learn and cope with their learning gap by browsing the internet and seeking help from

others, as expressed in the excerpts.

Browsing the Internet. According to a study by Kirschner and van Merrienboer (2013),

browsing the internet as an aid to learning enables learners to approach learning in a more

independent and self-directed manner since they can customize their learning processes and

access information whenever and wherever they need it. Based on the gathered data, students

assist their learning through browsing the internet. This is because students during distance

learning have immediate access to the internet, and it is the only system that could support

distance learning. Consequently, browsing the internet is a learning strategy for students to

improve and accomplish their learning tasks. By browsing the internet, students can access

different media forms, including text, images, audio, and video, that cater to different individual

learning styles based on their needs. Thus, students browse the internet for a more

comprehensive understanding and as a coping mechanism to achieve effective learning. The

following excerpts provide the basis of this perspective.

 …I watch our topic on YouTube and do some research to understand it
well. [R12]

…I try to understand the topics but if it gets too hard, I search it up on

Google. [R14]

…I usually watch the topics or lessons on social media sites or websites

such as YouTube. I also search or look up our lessons from Chrome or
search engines for me to fully understand the topic. [R65]

The excerpts above revealed that students are independently learning with the

assistance of the Internet. Three excerpts stated a strong point about using the Internet,

specifically through the services of online websites or mobile applications such as Google and

YouTube, which are both accessible via the Internet. In the excerpts displayed above, the

respondents mentioned, "…I watch our topic from YouTube…", "…I search it up on Google" and

"…I usually watch the topics or lessons on social media or websites such as YouTube..." which

all indicate that students learn through browsing the Internet with the utilization of web

applications.

The study of Tiboron et al. (2022) found that the utilization of web applications in

learning impacts students’ academic interests. In this case, web applications allow learners to

personalize their learning experience based on their interests, learning preferences, and pace. It

also provides learners with new opportunities to communicate, share knowledge, and learn

collaboratively. Overall, browsing the internet through the utilization of web applications as a

self-directed learning strategy provides learners with a flexible and personalized learning

experience, which can help them achieve their learning goals more effectively.

…after watching the recorded videos of our teacher, I further study it

using the internet to fully understand the topic before answering. [R101]
 The excerpt "…after watching the recorded videos of our teacher, I further study it using

the internet…" shows that students do not just settle in traditional learning from information

feeding but also transform to taking the initiative to further learn as an independent learner

through the use of the internet. This means that a self-directed learner is motivated to learn

willingly, with or without instructor assistance, to acquire additional knowledge and skills.

Knowles (1975, cited in Williamson, 2007) explained that self-directed learners are proactive

and often take initiative in learning rather than passively waiting to be taught as reactive

learners. This idea can be seen in the sense that students when it comes to learning, take the

opportunity to learn on their own, as expressed in the excerpt. Also, it elucidates that a self-

directed learner does not rely on or just conform their learning to what the instructors have

provided for them to learn instead they aim for more understanding by browsing other ideas to

reflect and learn from different resources on the internet.

In contrast, the study of El-Nabawi and Shaalan (2019) emphasizes that teachers have a

crucial role to play in SDL. In an SDL environment, teachers are responsible for helping learners

in case they need help and assessing their needs. The role of teachers is to facilitate, direct,

inspire, and lead students wherever they need it. Teachers should guide students in recognizing

their weaknesses and strengths to make sure that they progress and overcome their learning

difficulties. However, based on the excerpt, the role of the teacher to immediately facilitate and

address the learning gap of students was not emphasized due to the paradigm shift of the mode

of learning, which is from physical or traditional learning to distance learning. This situation

made the students further learn by seeking out available and accessible resources to support

and achieve their learning goals.

…I always find ideas from the internet as it can help me build ideas to
accomplish the learning task. [R34]

…I usually learn well by gathering information on the internet and it helps

me to easily understand the complex lessons. [R72]
 In addition, the last two excerpts displayed above mentioned "…I always find ideas from

the internet…" and "…I usually learn well…on the internet…" implies that students are more

accustomed to using the internet to assist their learning needs. Students browse the Internet

because it is seen as the only system that could support distance learning during COVID-19

pandemic.

To corroborate, a study conducted by Ngoumandjoka (2012) discovered that students'

primary use of the Internet was for academic purposes. In addition, it was found that utilization

of Internet has a beneficial impact on academic achievement the more frequently it is utilized for

academic purposes. Hence, students in pursuit of learning independently and effectively used

the Internet to browse for more information to accomplish their learning tasks during distance

learning.

Overall, browsing the internet as a learning strategy helps improve knowledge and skills

and cope with learning needs. However, browsing the internet can also distract and lead to

losing focus. Students may be tempted to check social media, browse unrelated websites, or

engage in other activities that do not contribute to learning. Therefore, students must use the

internet selectively and responsibly and stay focused on the task. This may involve setting limits

on internet use, using tools to block distracting websites, or finding other ways to manage

distractions and stay focused while learning.

Seeking Help. Seeking help when needed is a great way to strengthen learning. It is

important to acknowledge that no one knows everything, and asking for help, when necessary,

can provide valuable information and insight. Colorado and Eberle (2010, cited in Rappel, 2017)

suggested a list of learning strategies that enable learners to prepare for and succeed in online

learning, and this includes "rehearsal, elaboration, metacognitive self-regulation, time and study

environment, effort regulation, peer learning, and help-seeking" (p. 6). Many of these points and
skills are related to Garrison's (1997) proposal of a three-tiered model of self-directed learning

that includes self-management, self-monitoring, and motivation. However, the idea of Garrison's

SDL Model (1997) does not include seeking help as an SDL strategy for the students.

Based on the gathered data, one of the key ideas that emerged from the generated

theme, Learning with Assistance is the subtheme Seeking Help. The data shows that students

seek help when they struggle to understand the concept required to accomplish the learning

task. Because of the restrictions during COVID-19, distance learning was adopted, such as

offline and online learning. Students continue to study in their homes with limited interactions

with their teachers, leaving them many modular and online learning tasks to accomplish in a

certain duration, including learning resources to access, such as recorded videos or reading

materials with complex ideas. With that, students seek help as a learning strategy to accomplish

the learning tasks easily. The following excerpts provide the basis of this idea.

…I ask help from my parents and friends to explain the topic in a simple
way and how they perform it very well. [R59]

…I ask for help from my older sister by asking her opinion about my
work or idea if it is correct. [R88]
The first two excerpts, “…I ask help from my parents…” and “…I ask help from my older

sister...” revealed that students resorted to seek help from their parents and other members of

the family in coping with the learning gap they are experiencing. This shows that students seek

help in learning from their immediate environment to express their difficulties.

To substantiate this, a study by Naite (2021) found that students with parental

involvement had better academic performance and higher test scores compared to students

whose parents were not involved in their education. Therefore, students seek help from their

parents or other family members for assistance in order to learn meaningfully.

The study has also revealed that
educated parents monitor their
children’s
activities properly and this leads
towards better
performance of children
…I usually contact my friends and classmates to seek help and ask
questions to understand the lesson easier. [R234]

The excerpt above mentioned, "...I usually contact my friends and classmates to seek

help and ask questions to understand the lesson easier” unveiled that seeking help from friends

or peers is another resort for students to cope with their learning needs. Students who seek help

from their friends or peers to learn to acknowledge their weakness in learning shows that they

are willing to benefit from multiple perspectives and explanations of a topic, which can aid their

understanding. Furthermore, Kalantzis (2003, cited in colo highlighted that self-directed learners

are skilled at teaching others and overcoming barriers to communication and mutual

understanding.

The study of Ali et al. (2015) found that peer tutoring is an effective strategy for learning.

It is a very efficient approach for the students to share knowledge with one another because it

does not only advance their academic knowledge but also aids in the growth of their

interpersonal and communication abilities. Thus, students seek help from their peers to enhance

their communication skills and acquire information relevant to their learning needs.
 …if I cannot understand the lesson or do the task on my own, I ask my
parent to help me and they would guide me step by step until I can do it
alone. [R90]

In addition, the last excerpt displayed above mentioned, "…guide me step by step until I

can do it alone" also indicates that students learn through scaffolding. Scaffolding encourages

learners to actively participate in learning, promoting their motivation, self-regulation, and

confidence (Belland, Kim, & Hannafin, 2013). In addition, scaffolding facilitates learners'

understanding and helps them grasp complex concepts more effectively (Van del Pol, Volman,

& Beishuizen, 2010). This means that through scaffolding, students are able to understand

complex ideas and easily accomplish their learning tasks.

According to Vygotsky (1978, cited in Mcleod, 2023), scaffolding enables learners to

successfully complete complex tasks beyond their current capabilities by breaking them down

into smaller, more manageable steps. Also, Vygotsky (1978) suggested that learning with

assistance, which occurs within a "Zone of Proximal Development," allows learners to achieve

tasks that they cannot do independently but can achieve with support. Usually, teachers or

experts are well-informed individuals who provide a range of instructional supports, such as

modeling, questioning, providing hints or cues, and giving feedback, with the intention of

gradually removing these supports as learners become more competent and independent in

learning. However, based on the excerpt, the presence of teachers or experts as more

knowledgeable others (MKO) to scaffold learning was not mentioned because the context is

during distance learning. Meanwhile, the individuals around the learners during distance

learning are the ones who scaffold to support their learning needs, who are their parents or

other members of the family.

On the one hand, in qualitative data analysis, researchers found out that students are

independently learning with assistance. The aforementioned Learning with Assistance is a type

of learning strategy that involves the provision of support, guidance, or Scaffolding to learners
as they acquire new knowledge and skills. This assistance can be provided by teachers, peers,

or technology and is aimed at guiding learners toward independent and successful learning. In

the present study, the data does not include teachers as a contributing factor to assisting

students' learning needs. Instead, students browse the internet and turn to their parents for

learning assistance since the study context is during distance learning.

In relation to the concept of Learning with Assistance, Vygotsky's (1978) concept of

Scaffolding, known as the Zone of Proximal Development (ZPD), supports the findings of the

present study wherein students learn with assistance from more knowledgeable others, such as

their parents or peers and technological software tools to support their learning needs and

achieve their learning goals as independent learners.

Finally, independent learners who seek assistance as a strategy in learning to

understand the lessons often take the initiative and responsibility for their learning. They

recognize when they need help in understanding a concept and seek out resources and support

to fill the gaps in learning. Also, students seeking help from their parents or peers must balance

seeking assistance and being independent learners. Striving to understand and solve problems

independently is essential to lifelong learning.

On the other hand, the findings in the quantitative data analysis is closely similar to the

study of Cabual (2021), which found that student's learning styles and preferred learning

modalities are closely linked but have no substantial difference regarding their sex and major of

specialization. In relation to the present study, it was found that the self-directed learning

strategies of the high school students also have no significant difference when they are grouped

according to their sex and learning modality.

Garrison's Self-Directed Learning Model (1997) played a huge role in the quantitative

area of the study. The items were divided into three indicators: Self-Management, Self-

Monitoring, and Motivation adapted from Garrison's Model. This model helped the researchers

interpret the high school students' self-directed learning strategies both in online and offline
learning modalities. Based on the study's findings, it was found that among the three SDLs of

Garrison, the motivation of male and female respondents in online and offline modalities

obtained the highest grand mean which revealed that high school students extensively used

motivation as their strategies to cope with their learning needs.

Gasco and Villaroel (2014) support the findings of the study as they purported that

motivation plays an essential role in learning because it significantly explains academic

performance, as students are supposedly capable of instigating, modifying, and sustaining

information for them to succeed. Furthermore, the student's motivation is their driving force on

how they will handle their learning for them to succeed and accomplish their learning desire.

The concept of Garrison’s Self-Directed Learning Strategies theory (1997) is an

approach in which students are motivated to accept personal responsibility and collaborative

control of the cognitive and environmental processes to create and confirm meaningful and

worthwhile learning outcomes. The present study found that high school students apply these

strategies to cope with their learning needs and goals because of the following pieces of

evidence.

First, students are motivated to accept personal responsibility as shown in the data’s

finding that among the three indicators, motivation as a learning strategy was extremely used by

the students to accomplish the learning task as their responsibility.

Second, the excerpt from the qualitative data proved the collaborative control of the

cognitive processes as expressed in this excerpt: "…if I cannot solve the problem or do the task

on my own, I ask my parent to help me, and they would guide me step by step until I can do it

alone" [R90]. This shows through seeking help, students have collaborative control over the

information they need to acquire, wherein students ask for assistance from their parents until

they can do the task independently.

Lastly, the environmental processes create and confirm a meaningful and worthwhile

learning outcome for the students during distance learning. During the implementation of
distance learning, online and offline learning were adopted for learning continuity. Despite

having a new setup of learning environment, including the limited feedback from teachers,

internet issues, and difficulty in accessing online and offline materials, students were able to

accomplish their learning tasks meaningfully because of their motivation—the extensive use of

SDL strategies, as shown in the results of the quantitative part of this study.

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of research findings, conclusion, and

recommendations.

Summary

This study aimed to analyze the high school students’ Self-Directed Learning (SDL)

Strategies used in distance learning. Specifically, it sought to determine the SDL strategies

used by high school students and the relationship between students’ SDL strategies and their
sex and learning modality. In addition, it also revealed the other SDL strategies used by the

students during distance learning.

This study followed the mixed-method design with its lens mainly focused on the

practice of SDL strategies of the 260 High School students from grades 8 to 12 of Southern

Christian College in the school year 2022-2023 in terms of their sex and learning modality.

There were 100 male and 160 female respondents in this study. Based on their modality, 69

were online learners while 191 were offline. The data gathering was conducted through printed

survey questionnaires. The quantitative data were analyzed through T-test, and the qualitative

data were analyzed through thematic analysis using Braun and Clarke’s (2006) framework.

Based on the quantitative aspect of the study, motivation was extensively used by both

male and female respondents in online and offline learning modalities. This suggests that most

students used motivation as their SDL strategy to cope with learning needs and goals during

distance learning setup. Meanwhile, the t-test result showed no significant difference between

SDL strategies and their sex and learning modality, which means that students' sex and

learning modalities do not vary in their learning outcome.

The qualitative analysis revealed that learning with assistance is the students' other

self-directed learning strategy. Students independently learn by browsing the internet and

seeking help to achieve their academic tasks and goals during distance learning.

The findings of this study underscore the practical application of Garrison's Self-Directed

Learning Strategies theory among high school students during distance learning. This study

reveals that students not only embrace personal responsibility but also actively employ

collaborative approaches to learning, leveraging these strategies to navigate the challenges the

learning environment poses. Ultimately, these strategies contribute to achieving meaningful and

worthwhile learning outcomes, even in adversity.

 Conclusion

Based on the study's findings, the high school students of Southern Christian College

are autonomous learners who utilize Self-Directed Learning Strategies during the distance

learning setup. Despite the unconventional setup to learn, they are more motivated to fulfill

their tasks in order to meet their learning needs. Nonetheless, though they have already

developed learning autonomy, the learners still consider assistance from their parents, their

peers, and the internet when necessary.

Recommendations

The following are the recommendations grounded on the findings of the study:

1. Teachers may employ learning activities to develop students' learning

autonomy.

2. Parents may actively give their children guidance and assistance with the

distance setup.

3. Students may explore other SDL strategies that improve their learning and

widely develop independent learning.

4. Future researchers may conduct further research to measure students' ability

to improve autonomous learning, whether face-to-face or in a distance

learning setup.