Academic performance and the practice of self directed learning: The adult student perspective
The practice of self directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self directed learning characteristics present in the adult students' study process at the case university. The relationship between the adult students' perceived competence level in self directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert type and open ended response items. Eleven indicators of self directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness and Stress Management. The findings showed that the adult students' perceived level of competence in the 11 self directed learning indicators had a direct or an indirect effect on their academic performance. Based on the findings, the case university has conceptualised some new initiatives in the provision of support in terms of self directed learning to help its adult students to do well in their studies.