ab research project

8/18/2019 AB Research Project

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Advantages of Using Self-Directed Learning to Teach in Elementary/Middle Grades Classrooms

Brad ! Boy"in

##oy"in$%gso&'go!vie(!&sg!ed&

An Annotated Bi#liogra)hy Smitted to*

Dr! A! Battle of Georgia So&thern University

in )artial f&lfillment of the re+&irements for

,LT .$0 1 203

,all 30$

T&esday4 5ovem#er 34 30$

States#oro4 Georgia


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A#stract

Advantages of &sing self-directed learning to teach in elementary and middle grades classrooms

(as investigated #y analy6ing 7o&rnal articles fo&nd in the Galileo data#ase! Several articles

(ere read4 and nine (ere chosen to dis)lay different as)ects of self-directed learning in

classroom environments! Self-directed learning )rovides st&dents (ith the o))ort&nity to ta"e

o(nershi) in the learning )rocess! 8hen self-directed learning is &sed in the classroom4

im)rovements can #e seen in #ehavior4 motivation4 )ro#lem solving4 and overall achievement!

The nine articles )rovided evidence that )romoted self-directed learning4 and gave some

strategies to im)lement in the classroom! This to)ic (as selected #eca&se the field of ed&cation

is grad&ally moving to(ards self-directed learning in the classroom! Sho(ing advantages of the

conce)t (ill hel) )romote it to teachers in elementary and middle grades!


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Advantages of Using Self-Directed Learning to Teach in Elementary/Middle Grades Classrooms

Benc6e4 9! L! :300;

teacher ed&cation* Entry into core )edagogical )ractices thro&gh technological design!

International Journal of Technology and Design Education4 204 >$1?3! doi*

0!00./s0.@;-00;-@0?$-.

The a&thor s&ggests that teacher ed&cation )rograms sho&ld )romote st&dent-led technological

design )ro7ects and )romote scientific in+&iry in order to develo) e)ertise and motivation

among )ros)ective elementary teachers! The researchers &sed a methods co&rse to im)lement

s&ch strategies4 and fo&nd that st&dent-teachers lac"ed self-efficacy in regards to their o(n

&nderstanding of science and technology! This led to most st&dent-teachers choosing not to

im)lement activities des)ite significant s&))ort and enco&ragement! o(ever4 one )artici)ant

did )romote st&dent-led )ro7ects4 and her st&dents e)erienced some s&ccess regarding the

content!

Dom#e"4 9!4 Connor4 C! :303

st&dent characteristics! Psychology in the Schools4 49:?


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esearchers also fo&nd that retention (as more )redominant for st&dents (ith (ea"er self-

reg&lation!

,ram#ach4 9!4 Driessen4 E!4 Chan4 L!4 le&ten4 C! :303

st&dents internali6e the )rinci)al of st&dent directed learning4 and ho( they eternali6e their

c&lt&ral #ac"gro&nd! The researchers investigated three different medical schools and determined

that st&dent directed learning and )ro#lem #ased learning can differ according to the needs and

)references of st&dents #ased on their c&lt&re! The researchers fo&nd that s&ch learning can

#enefit all varieties of st&dents thro&gh grad&al e)os&re and caref&lly considered and foc&sed

effortsF ho(ever it also confirms that cross-c&lt&ral a))lica#ility co&ld #e )ro#lematic!

o&se4 9! D! :300.

9a)an in TMSS 300.* An assessment of the effects of technology engagement and

classroom lesson activities! International Journal of Instructional Media, 9:$!

etrieved from htt)*//li#e6!li#!georgiaso&thern!ed&/loginH

&rlIhtt)s*//search!e#scohost!com/login!as)H

directItr&ed#IeftA5I.;;0$?siteIeds-live

n this st&dy4 st&dents (ere s&rveyed to determine ho( often they &sed a com)&ter4 (here they

&sed it4 and for (hat )&r)ose it (as &sed! St&dents also (ere as"ed +&estions to determine (hat

ty)e of instr&ctional strategies )resent in their classrooms4 and their attit&des to(ards science!

The researcher analy6ed achievement test data to determine correlations! t (as discovered that


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high scores (ere achieved (hen st&dents &sed com)&ters at home4 engaged in inde)endent

learning4 memori6ed science facts4 or e)ressed )ositive attit&des to(ards science! Lo( scores

(ere achieved for st&dents (ho s)ent more time )laying com)&ter games o&tside of school!

9imene64 B! A!4 Bro(der4 D! M!4 Co&rtade4 G! ! :300@

science conce)t learning #y st&dents (ith moderate intellect&al disa#ilities! !esearch and

Practice for Persons "ith Se#ere Disa$ilities4 4:3?! etrieved from

htt)*//li#e6!li#!georgiaso&thern!ed&/loginH&rlIhtt)s*//search!e#scohost!com/login!as)H

directItr&ed#IericA5IE9;;@$;0siteIeds-live

n this st&dy4 the researchers eamined ho( training4 time delay4 and J8L charts affect three

st&dents (ith moderate intellect&al disa#ilities in com)leting lessons inde)endently and

generali6ing a#o&t science conce)ts! =roced&res #egan (ith modeling the correct &se of

materials and +&estioning4 and grad&ally )&lling a(ay from the traditional teacher-directed

methods in a lesson! The researchers fo&nd that all three st&dents ac+&ired the a#ility to self-

direct and analy6e across science conce)ts! By &sing the strategies in the st&dy4 researchers

o#served that the st&dents )erformed a#ove (hat is ty)ically e)ected for st&dents (ith

disa#ilities and therefore dee)er learning occ&rred!

icci4 C! :30

the i=od to&ch! International !e#ie% of !esearch in &'en and Distance (earning 4 )2:.?! etrieved from htt)*//li#e6!li#!georgiaso&thern!ed&/loginH


directItr&ed#IeftA5I3.?0;$>0siteIeds-live


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The a&thor disc&sses that there are t(o "inds of learning4 )rescri)tive and emergent! =rescri)tive

learning is (hen "no(ledge is )re-determined for learners4 and emergent learning develo)s from

the interaction of )eo)le and reso&rces (hen learners determine #oth the )rocess and learning

destination! The a&thor &tili6es an i=od to&ch to develo) and e)and the literacy and n&meracy

s"ills for t(o yo&ng girls! e )rovides vario&s strategies to im)lement the i=od to&ch in

instr&ction and validates these (ith evidence of the girls s&ccess! The a&thor relates this s&ccess

to research #ased on im)lementing technology to facilitate st&dent-directed learning!

Si#el4 J!4 Keynel4 J! :30$

science achievement at the )rimary school level! Journal of *altic Science Education,

)2:>! etrieved from htt)*//li#e6!li#!georgiaso&thern!ed&/loginH


directItr&ed#Ia+hA5I@0$?>0siteIeds-live

The researchers eamine the relationshi) #et(een learning strategies and science achievement

for elementary school st&dents! &estions from the Trends in Mathematics and Science St&dy

(ere assigned to meas&re the st&dents level of s&ccess in science4 and a +&estionnaire (as given

to determine the st&dents motivation and &se of learning strategies! The researchers fo&nd that

seven o&t of the nine strategies a))lied had significant )ositive correlation in regards to science

achievement! The researcher recommends that teachers foc&s on effort reg&lation along (ith

metacognitive and critical thin"ing strategies to increase st&dents science achievement!

an De&r4 =! :30

Talented International 4 26 :-3


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htt)*//li#e6!li#!georgiaso&thern!ed&/loginH&rlIhtt)s*//search!e#scohost!com/login!as)H

directItr&ed#IeftA5I.$.3@3;siteIeds-live

The researcher in this st&dy set o&t to determine ho( gifted st&dents descri#ed self-directed

learning4 the differences #et(een (hether s&ch learning occ&rs at school or else(here4 and their

attit&des to(ard it! The researcher intervie(ed ten gifted st&dents and ma))ed o&t their

res)onses to sho( themes )resent in the data! A firm &nderstanding of (hat self-directed

learning is (as evident! t (as also evident that the gifted st&dents had )ositive attit&des to(ard

self-directed learning! Based on the st&dents res)onses4 the researcher indicated that a higher

)riority sho&ld #e given to tas"s that involve learning in+&iries and investigations!

2ang4 D!C!4 Li4 M!5! :30$

for childrens n&m#er sense develo)ment! Journal of Educational Technology Society4

)6 :$>-;! etrieved from htt)*//li#e6!li#!georgiaso&thern!ed&/loginH


directItr&ed#Ia@hA5I@0$00$?>siteIeds-live

The )&r)ose of this st&dy (as to com)are the effectiveness of technology #ased self-directed

learning or )a)er #ased self-directed learning! The st&dents in this st&dy (ere )resented (ith

different forms of self-directed learning materials in order to develo) n&m#er sense! Activities

)resented on )a)er (ere )rinted o&t co)ies of the activities administered (ith the com)&ter! A

)retest and )osttest (ere given to the st&dents and com)ared! es&lts (ere also com)ared

#et(een gro&)s to determine a correlation #et(een methods and achievement! The researchers

fo&nd that st&dents #oth gro&)s im)roved4 ho(ever4 the gro&)s &sing technology o&t-)erformed

the other test gro&)!


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m)lications for A))lications to Ed&cational Settings

The research articles addressed the advantages of self-directed learning in classroom

settings! St&dents from a (ide range of a#ilities4 age4 and c&lt&re (ere a )art of the research

st&dies in all of the articles! Their o)inions (ere addressed4 as (ell as their achievement!

Strategies (ere disc&ssed to im)lement self-directed learning in classrooms4 and technology (as

&tili6ed in several articles in order to facilitate this learning!

The s"ills and self-efficacy needed for st&dents to g&ide their o(n learning does not

occ&r nat&rally regardless of the st&dents c&lt&re4 a#ility level4 or socio-economic stat&s! These

s"ills m&st first #e modeled and some initial s&))ort from a )eer or teacher m&st #e )resent

:9imene64 Bro(der4 Co&rtade4 300@

These im)rovements hel) #eyond the school environment4 #eca&se the st&dents are a#le to

#ecome more inde)endent! St&dents are also more li"ely to e)erience s&ccess in the f&t&re d&e

to &niversities develo)ing more co&rses and online )rograms that are mostly self-directed

:,ram#ach4 Driessen4 Chan4 le&ten 303

Utili6ing technology can #e very val&a#le (hen &sing self-directed activities in the

classroom! esearch sho(s that technology im)roves st&dent achievement on tas" even (hen

the tas" is eactly the same as a )a)er version! The com)&ter activities sim)ly )rovide dynamic

vis&ali6ation and immediate feed#ac" that the )a)er cannot :2ang4 Li4 30$

to technology and are very familiar (ith it4 es)ecially considering that most children are digital

learners no(4 and certainly (ill #e in the f&t&re!


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n order to )romote st&dents to #e self-directed4 colleges and &niversities m&st enco&rage

and )romote this to f&t&re teacher candidates! Teachers (ho develo) e)ertise and motivation

thro&gh self-directed learning are more a)t to a))lying s&ch strategies in their individ&al

classrooms :Benc6e 300;

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