Assessing Self-Directed Learning Levels:

Evaluating Junior High Students’ Understanding and Independence in

Activity Completion without Teacher’s Instructions at

St. Louis High School of Balatoc, Inc.

GROUP NO: 4

GACO, EMIL M.

MANIPON, IVAN S.

TANDING, JOSEPH VINCENT B.

CAYAT, APRILYN KATE M.

PADACO, FRANZENE JADE C.

PETTEN, ANNYKA JOY S.

WACNANG, CANARY JOY M.

ST. LOUIS HIGH SCHOOL OF BALATOC, INC.

DATE: MARCH 11,2025

INTRODUCTION

Background of the Study

In recent years, education has shifted toward fostering independent learning skills

among students. Self-directed learning (SDL) has emerged as a critical approach, enabling

learners to take control of their educational journey. Self-directed learning fosters student

independence by allowing them to set goals, find resources, and assess their progress without

relying on teachers. According to Loyens, Magda, and Rikers (2015), self-directed learning

involves students setting their own goals, identifying resources, and evaluating their progress

without constant teacher intervention. This learning skill is especially crucial in today’s fast-

paced world, where students must independently adapt to evolving information and

technologies. By developing SDL skills, students become more proactive and resourceful, which

are essential traits for lifelong learning.

However, the concept of self-directed learning is often confused with self-centered

learning. While self-centered learning prioritizes personal achievement without collaboration or

feedback, self-directed learning promotes independence while still embracing guidance and

shared knowledge (Garrison, 2017). For instance, a self-directed learner might seek out peer

feedback or use external resources to enhance understanding, whereas a self-centered learner

might rely solely on personal efforts. This distinction is crucial in understanding how to

effectively cultivate SDL skills in students.

The positive Impact of self-directed learning became even more evident with the global

shift to online and hybrid learning models, especially during the COVID-19 pandemic. Research

by Broadbent and Poon (2015) found that students who exhibited higher levels of self-directed

learning were more successful in online environments, as they could manage their time, set

goals, and seek out resources independently. This finding underscores the need for educators

to assess and develop SDL skills in students, particularly in contexts where traditional teacher-

led instruction is limited. Despite its benefits, fostering self-directed learning in high school

students remains a challenge. Many students are accustomed to structured, teacher-centered

environments, which can hinder their ability to work independently (Saks & Leijen, 2018). For

example, students may struggle to complete activities without instructions or may lack the

confidence to explore topics on their own. This gap highlights the need for tools and strategies

to evaluate and enhance students’ SDL levels, ensuring they are prepared for both academic

and real-world challenges.

learning levels, particularly their ability to understand and complete activities without direct

teacher instructions. By evaluating students’ independence and resourcefulness, educators can

identify areas for improvement and implement targeted interventions. Ultimately, this research

seeks to contribute to the growing body of knowledge on SDL and provide practical insights for

high school educators.

Statement of the Problem

Nowadays, students often still rely heavily on teachers’ instructions to complete

academic tasks. This dependency can hinder the development of self-directed learning

skills, which are essential for academic and professional success. While self-directed

learning has been widely recognized as a valuable skill, there is limited research on how

well high school students can apply it in real-world scenarios. Specially, there is a lack of

understanding regarding student’s ability to complete activities independently without

direct teacher guidance. With this, the study seeks to address this gap by assessing the

levels of self-directed learning among high school students and evaluating their ability to

understand and complete tasks autonomously and provide recommendations for

educators to foster greater independence in learning. This also address the following

specific question:

Research Questions

1. What are the current levels of self-directed learning among high school students, and how do

they vary across different grade levels?

2. How does SDL related to completion rate.

Research Design

This study will utilize quantitative research approach employing a descriptive research

design, which aims to systematically describe a phenomenon without manipulating variables

focusing on numerical data to assess self- directed learning among students. According to

McCombas (2023) descriptive research is used to provide an accurate representation of

characteristics, behavior and trends without a specific group. This design allows the researcher

to gather detailed information on how students behave, think and perform when working

independently.

Population and sample

The target respondent will be the Junior High students of St. Louis High School of

Balatoc, Inc. of the school year 2024-2025. We focused on junior high school students because

they are starting to learn independently. While, Elementary students still rely heavily on teachers

for guidance. Junior high students are in a stage where they must balance teacher help and

self-learning. Senior high students are expected to be more independent, so studying them may

not show how self-directed learning develops A total of 120 respondents from grade 7 to 10 will

be selected using stratified random sampling representing their own section and grade level. In

grade 7, 15 respondents will be chosen from each section. Grade 8 having only one section will

have 19 respondents. In grade 9 each sections will have 14 respondents. Lastly in grade 10 two

section will have 14 while the other section will have 15 respondents. To avoid prejudiced for

each survey the respondent will be selected randomly.

Data Instrument

The data Instruments to be used to gather data for this study is a survey questionnaire.

The researchers adapted the questionnaires from Artificial intelligent app namely Chat GPT.

The questionnaire consists of two parts. The first part is a close-ended questions where they will

answer only yes or no. The second part consist of a scaled question from 1-5 or from strongly

disagree to strongly agree.

Data Gathering
 After the research questionnaire was adapted, prepared, and validated, copies were

made for the selected respondents. At the same time, a letter of request was sent to the school

administration for approval.

The questionnaires were personally distributed to grade 7-10 students, and the

researchers explained the instructions before they answered. The completed questionnaires

were collected on the same day.

The retrieved responses were organized , analyzed, and interpreted using appropriate

statistical methods to assess students’ self- directed learning levels.

Data Analysis

This study will analyze self-directed learning (SDL) levels among students at St. Louis

High School of Balatoc Inc. using both quantitative and qualitative methods. Descriptive

statistics will assess SDL levels, while comparative analysis using t-tests will examine

differences between students who complete tasks independently and those who rely on teacher

instruction. Pearson correlation will determine relationships between SDL and academic

performance.

A Bivariate Linear Regression analysis will be conducted to predict how SDL factors

influence students’ academic performance in independent tasks. The regression model:

Y = a_0 + \beta(X_i)

Where Y represents academic performance, a₀ is the constant, Xᵢ includes SDL factors

such as motivation, time management, resourcefulness, and perseverance, and β represents

the coefficients of determination. This analysis will help quantify the extent to which SDL

impacts student success.

Additionally, qualitative data from interviews or focus group discussions will provide

deeper insights into students’ perceptions and challenges regarding SDL. The study aims to

offer recommendations for improving independent learning strategies and guiding curriculum

adjustments.
Reference list

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement

in online higher education learning environments: A systematic review. *The Internet and Higher

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Garrison, D. R. (2017). *E-learning in the 21 st century: A framework for research and practice*

(3rd ed.). Routledge.

Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2015). Self-directed learning in problem-

based learning and its relationships with self-regulated learning. *Educational Psychology

Review, 20*(4), 411-427. https://doi.org/10.1007/s10648-008-9082-7

Saks, K., & Leijen, Ä. (2018). Distinguishing self-directed and self-regulated learning and

measuring them in the e-learning context. *International Journal of Lifelong Education, 37*(4),

441-455. https://doi.org/10.1080/02601370.2018.1484931

McCombes, S. (2023). Descriptive Research | Definition, Types, Methods & Examples. Scribbr.

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