The self-directed learning readiness of access to HE students at City College Plymouth, United Kingdom

Abstract

This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points (p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.