This research was in the area of self-directed learning, largely resulting from
the researcher's experience with it whilst in Australia. However, the intent of this
study was to consider factors which would affect the implementation of self-directed
learning principles into the Philippine context.
Education in the Philippines can be described as primarily engaged in the
transmission of knowledge. The structure and culture of education in the Philippines
is one that largely supports a teacher-directed learning environment. Students are
conditioned to be dependent on teachers and are used to studying with the security
of a clear structural plan with very limited opportunities to apply self-directed
learning principles. This approach to education produces static knowledge and
denies the expression and cultivation of the learner. Hence, there is a need to
promote self-directed learning as part of the curriculum.
In attempting to introduce self-directed learning (SDL) in the Philippines, it is
important to analyse student and instructor characteristics which could influence the
extent to which it is applied in the undergraduate university curriculum. This
research project gathers in-depth information on the conduciveness of integrating
self-directed learning in the undergraduate curriculum of De La Salle University
(DLSU) in the Philippines.
This exploratory study aimed to respond to the statement "What is the level of
readiness for self-directed learning of undergraduate students from De La Salle
University? What are the student's perceptions of education, their role in the
educational process, the role of peers and the role of their instructors? What is the
instructor's education orientation? What are the perception of instructors on the
purpose of education, the nature of learners, characteristics of learning
experiences, management of learning experiences, evaluation and the relationship
between the educators and learners and between learners themselves? Are these
perceptions similar and would it be possible to introduce self-directed learning
principles to an undergraduate curriculum for traditional students in De La Salle
University?" The response to these questions could be used in determining whether
self-directed learning principles could in fact be applied in the Philippines, as well as
determine the appropriate balance of pedagogical and andragogical instruction
techniques.
Twenty-three instructors and one hundred students from De La Salle University
in the Philippines participated in the study. Instructors completed the Educational
Orientation Questionnaire and students completed the Self-Directed Learning
Readiness Survey. Follow up intewiews were also conducted to confirm findings
resulting from the survey.
Findings indicate that instructors have an orientation that is a combination of
both pedagogical and andragogical techniques and that students perceive
themselves as having self-directed learning readiness. As a number of learning
situations already utilise andragogical and self-directed learning principles, the
challenge is to promote and encourage SDL and implement it on a wider scope.
Some recommendations have been included in this research on how to implement it
in De La Salle University.
| Identifer | oai:union.ndltd.org:ADTP/218596 |
| Date | January 1998 |
| Creators | Hsu, Jean Edwina, n/a |
| Publisher | University of Canberra. Professional and Community Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Jean Edwina Hsu |
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