scholarly journals Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

2021 ◽  
pp. 19-34
Author(s):  
Joenel D. Coros ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Family Income ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

scholarly journals Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

2021 ◽  
Vol 6 (1) ◽  
pp. 19-31
Author(s):  
Muhammad Fathur Rahman Khalik ◽  
Nur Hidayanto Pancoro Setyo Putro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.

Self-Directed Learning With Technology and Academic Motivation as Predictors of Tablet PC Acceptance

2018 ◽  
pp. 87-102 ◽  
Author(s):  
Ramazan Yilmaz ◽  
Fatma Gizem Karaoglan Yilmaz ◽  
Cigdem Cavus Ezin
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Academic Motivation ◽  
Tablet Pc ◽  
Self Directed Learning ◽  
School Students ◽  
Acceptance Scale ◽  
Directed Learning ◽  
Learning With Technology

In this study, it has been attempted to examine the role of self-directed learning with technology and academic motivation in students' status of tablet PC acceptance at a high school where each student's processes of classroom and out of class learning are tried to be supported upon delivery of tablets to each student. The participants of the research have been consisted of 310 high school students. The data of the research has been obtained with use of questionnaire questions developed by the researchers, the tablet PC acceptance scale, self-directed learning with technology scale and the academic motivation scale. The structural equation modelling has been made use of data analysis. Research findings have shown that self-directed learning with technology and academic motivation were in turn effective in students' tablet PC acceptance. Some suggestions have been made for students, teachers and administrators in the light of findings of the research.

scholarly journals Parenting Styles and Classroom Social Interaction among Senior High School Students

2021 ◽  
Vol 14 ◽  
Author(s):  
Norman Mark A. Ramento
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Senior High School ◽  
P Value ◽  
School Students ◽  
Senior High School Students

The purpose of quantitative correlational study was to determine the relationship between demographic profile, the parenting styles, and classroom social interaction of the respondents. This study included 209 senior high school students of Quinapondan National High School. The respondents accomplished the questionnaire pertaining to assess parenting style and classroom social interaction of the respondents. Quantitative data analysis methods were used including mean, frequency count and percentage as well as correlational analysis. Age has no significant relationship with the parenting styles. It reflects an index of correlation at .137 and p-value .270. Sex also shows no correlation with the parenting styles. It has an index of correlation .068 and p-value .033. Grade level shows no significant relationship with the parenting styles.  There is an index of correlation of .027 and p-value of .694. Strand shows no significant relationship with the parenting style. There is an index of correlation of .137 and p-value of .141. Family income has a low correlation with the parenting style but has no significance with the index of correlation of .223 and p-value of .141. Lastly, educational attainment of parents has also a low correlation and has significance with the parenting styles in the index of correlation of .241 and p-value of .016.

scholarly journals Investigating the Role of Information Literacy and Self-directed Learning in Predicting Students’ Academic Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 74-85
Author(s):  
Taghi Akbari ◽  
Keyword(s):  
High School Students ◽  
Information Literacy ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
Self Directed Learning ◽  
School Students ◽  
Statistical Population ◽  
Directed Learning

Objective: The present study aimed to predict academic motivation based on self-directed learning and information literacy. Methods: This was an applied and correlational study. The statistical population of the study includes all high school students in Ardabil City, Iran, in the academic year of 2018-2019. Of them, 360 students from the 11th and12th grades (180 girls and 180 boys) were selected by multistage cluster random sampling. To collect the necessary data, the Self-Directed Learning Scale, the Multidimensional Assessment of School Motivation, and the Information Literacy Assessment of Students were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were employed to analyze the obtained data in SPSS v. 20. Results: The current research results signified a significant direct relationship between information literacy, self-directed learning, and academic motivation; information literacy also could predict academic motivation in the study subjects (P<0.01). This predictability was significant concerning self-directed learning. Conclusion: The obtained data indicated that self-directed learning skills training and improving information literacy were effective in students’ learning and academic motivation.

scholarly journals Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

2021 ◽  
Vol 15 (2) ◽  
pp. 227-245
Author(s):  
Ahmad Muhazir ◽  
Kana Hidayati ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Senior High School ◽  
Mathematical Literacy ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; (2) mendeskripsikan dampak perbedaan kebijakan sistem zonasi terhadap kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; dan (3) mendes­kripsikan hubungan antara literasi matematis dan self-efficacy siswa kelas XI SMA. Penelitian survei ini melibatkan 346 siswa dari Kota Banjarmasin dan 321 siswa dari Kota Palangka Raya. Kedua kota tersebut memiliki kebijakan zonasi yang berbeda. Pengumpulan data dila­kukan me­lalui tes dan angket yang telah memenuhi kriteria valid dan reliabel. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa literasi matematis siswa di Kota Banjarmasin dan Kota Palangka Raya berada pada kategori ren­dah, sedangkan self-efficacy siswa pada kedua kota berada pada kategori sedang. Tidak terdapat per­bedaan yang bermakna pada rata-rata literasi matematis antara siswa di Kota Banjarmasin dan Palangka Raya. Namun demikian, terdapat perbedaan yang bermakna pada rata-rata self-effi­cacy antara siswa di Kota Banjarmasin dan Palangka Raya. Kebijakan zonasi di Kota Palangka Raya menyebabkan perbedaan rata-rata literasi matematis siswa pada sekolah kategori tinggi, sedang, dan rendah. Sedangkan kebijakan zonasi di Kota Banjarmasin menyebabkan perbedaan rata-rata self-efficacy siswa pada sekolah kategori tinggi, sedang, dan rendah. Terakhir, terdapat korelasi positif yang signifikan (meskipun lemah) antara literasi matematis dan self-efficacy siswa kelas XI SMA di Kota Banjarmasin dan Kota Palangka Raya (r = 0,194). Mathematical literacy and self-efficacy of students in terms of differences in zoning system policies.AbstractThis study aimed to (1) describe the mathematical literacy abilities and self-efficacy of eleventh-grade senior high school students; (2) describe the impact of differences in zoning system policies on the mathematical literacy and self-efficacy of eleventh-grade senior high school students; and (3) describe the relationship between mathematical literacy and self-efficacy of eleventh-grade senior high school students. This survey involved 346 students from Banjarmasin City and 321 students from Palangka Raya City, Indonesia. The two cities have different zoning policies. The data was collected through tests and questionnaires that met the valid and reliable criteria. The data analysis technique used was descriptive and inferential statistics. The results showed that students’ mathematical literacy in Banjarmasin and Palangka Raya City was in a low category, while self-efficacy in both cities was in the medium category. There was no significant difference in the mean of mathematical literacy of students in Banjarmasin and Palangka Raya City. How­ever, there was a significant difference in the mean of self-efficacy of students in Banjar­masin and Palangka Raya City. The zoning policy in Palangka Raya City causes differences in the mean of mathematical literacy of students in high, moderate, and low category schools. In contrast, the zoning policy in Banjarmasin City causes differences in the mean of self-efficacy of students in high, medium, and low category schools. Lastly, there was a significant positive correlation (al­though weak) between mathematical literacy and self-efficacy of eleventh-grade senior high school students in Banjarmasin and Palangka Raya City (r = 0.194).

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