Applying Self-Directed Learning Strategies on Reading Comprehension among Junior Secondary School Students in Offa Kwara State, Nigeria
DOI:
https://doi.org/10.23918/ijsses.v8i2p118Keywords:
Self-directed Learning, Andragogy, Teacher-directed Learning, Reading Comprehension, Scaffolding, Reciprocal TeachingAbstract
Andragogy which is the root of self-directed learning approach informs this study which aims to investigate the impact of SDL on learners’ reading comprehension proficiency and the steps instructor can employ to instill SDL on learners. The study raised two research questions and one null hypothesis which were answered by using mean and standard derivation and the t-test statistical tool, respectively. One hundred (100) randomly selected samples that were divided into control and experimental groups were used. This was introduced so that learners concerns will be able to monitor their own learning. Reliability index of the instrument, having subjected them to validity process, was determined via test re-test statistical device which produced 0.66 reliability index at 0.05 alpha level of significance. The results reveal that there is a significant difference between mean scores of TDL who scored 11.9967 and SDL with a mean score of 21.9967. The findings of this study lead to the conclusion that even though TDL strategies applied to reading comprehension was high, the application of SDL strategy to reading comprehension was very high. This implies that when learners are exposed to SDL strategies, they will achieve a lot because they learn at their own pace which leads to self-exploration. Considering the findings and conclusion of this study it is therefore, recommended that language teachers should pay attention to students learning processes with regard to the value of the strategy training in the language class to enable students to learn more efficiently and become autonomous learners.
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