Self-Directed Learning Readiness of College Students in Thailand

Journal of Educational Research and Innovation
Spring 2013, Vol. 2, No. 1
Self-Directed Learning Readiness of

College Students in Thailand
Denchai Prabjandee
Doctoral Candidate, University of Northern Colorado
Mahachart Inthachot
Doctoral Candidate, Kasetsart University, Thailand
Self-‐directed learning originated in effective mode of learning for

the field of adult education and has individuals to possess in the information
been referred to as self-‐direction in age since it encompasses the capacity to
learning, self-‐instructed learning, cope with constant changes. To
autonomous learning, self-‐planned elaborate, the high speed of
learning, self-‐regulated learning, self-‐ information changes in our society
managed learning, self-‐education, and requires individuals to learn throughout
independent learning (Hiemstra, 2004). their lives and to direct themselves in
The most cited definition of self-‐ acquiring information and knowledge to
directed learning is by Knowles (1975) be able to survive and compete with
who defined self-‐directed learning as a others (Guglielmino, 2008).
learning process in which learners take Apart from its importance for
the initial responsibility for their survival and competition in general,
learning by diagnosing their own needs, self-‐directed learning is also viewed as
setting goals, identifying learning an effective mode of learning for college
resources, choosing appropriate students in particular since college
strategies, and evaluating learning learning requires that learners be self-‐
outcomes. More recently, Guglielmino directed. College students need to be
(2008) explicated self-‐directed learning active in their own learning and able to
in terms of context, activation, and conduct such learning at any time and
universality. She argued that self-‐ any place (Cohen, 2012). Specifically,
directed learning is an innate, basic, and students in colleges of education, who
natural characteristic of human beings will likely become teachers, need to
when encountering challenges, and this possess the quality of self-‐directed
characteristic varies on the continuum, learning since knowledge in the field is
depending on situations. constantly changing. Johnson (2009)
The importance of self-‐directed called for second language teacher
learning has been discussed over four professional development to prepare
decades. In 1975, Knowles predicted teachers of tomorrow to be self-‐
self-‐directed learning as a means of directed, collaborative, and explorative.
survival for individuals and the human As self-‐directed learning is vital in
race living in a new world. Several today’s world, educational institutions
decades later, Guglielmino (2008) are expected to take into consideration
described self-‐directed learning as an learners’ individual differences in order
1
Self-Directed Learning Readiness Prabjandee & Inthachot
to encourage them to direct their own widely used as a theoretical framework
learning. Guglielmino (2008) said that to examine self-‐directed learning
several countries have included self-‐ readiness.
directed learning as an educational goal In the landscape of research on self-‐
or mission statement. As is the case in directed learning readiness of college
other countries around the world, the students, researchers have focused
need for self-‐directed learners in primarily on nursing students
Thailand is reflected in the national (Esterhuizen, 2007; Klunklin et al., 2010;
reform of education legislation Kocaman, Dicle, & Ugur, 2009; Smedley,
(Moungmee, 2007). For example, the 2007; Yuan et al., 2012) and engineering
2010 National Education Act aims to students (Litzinger, Wise, & Lee, 2005).
foster in learners the ability to take These studies attempted to investigate
control over their learning. Students at levels of self-‐directed learning readiness
all levels are expected to acquire a thirst and compare this readiness across years
for knowledge, and they receive support of education and gender. These studies
in order to develop continuously as yielded consistent results that self-‐
lifelong learners, taking into directed learning readiness differed
consideration that learners are capable significantly across years of education,
of self-‐development (Ministry of but no significant difference was found
Education, 2008). across genders.
In order to facilitate students’ self-‐ In the context of Thailand, Klunklin
directed learning, it is critical to assess et al. (2010) investigated the level of
students’ readiness (Klunklin, Viseskul, self-‐directed learning readiness of
Sripusanapan, & Turale, 2010). This is nursing students in a university and
because self-‐directed learning is not for compared this readiness across years of
all students, and it may cause anxiety education. They pointed out that
and frustration in some students (Yuan, nursing students possessed a moderate
Wiliams, Fang, & Pang, 2012). Self-‐ to high level of readiness for self-‐
directed learning readiness is the directed learning and this readiness
degree to which an individual possesses differed across years of education. Few
attitudes, abilities, and personality studies in the Thai context have focused
characteristics necessary for self-‐ on students in colleges of education,
directed learning (Wiley, 1983). which typically have the mission to
Guglielmino (1977) argued that self-‐ produce quality teachers who possess
directed learning readiness consisted of the attitude, ability, and skill to strive
eight dimensions. These dimensions for knowledge and self-‐development.
include: openness to learning, self-‐ These students need to be ready to
concept as an effective learner, learn and keep up with the
initiative and independence in learning, technological as well as educational
informed acceptance of responsibility, advancements necessary for self-‐
love of learning, creativity, positive improvement (Muongmee, 2007).
orientation to the future, and the ability As a result, it is important to
to use basic study and problem-‐solving investigate self-‐directed learning
skills. These eight dimensions became readiness of college students in colleges
2
of education because previous studies Methods

in other countries and disciplines may Participants
not be applicable in the Thai context, The target population is students in
due to differences in learner colleges of education in the central and
characteristics. Additionally, previous eastern part of Thailand. The estimated
studies have not taken into number of participants needed to
consideration differences in students’ conduct statistical tests with sufficient
majors. It is important to understand power is 148, calculated by using the
self-‐directed learning readiness in G*Power Software (Erdfelder, Faul, &
relation to majors so that instructors Buchner, 1996) with the small effect size
can maximize learning opportunity and of .25, statistical power of .7, and alpha
create educational climates that will level of .05. Participants were selected
foster students’ learning, tailored to by using volunteer sampling and
students’ maturity and disciplines snowball sampling techniques. Email
(Klunklin et al., 2010). messages with the survey link were sent
In the present study, we attempted to the volunteer participants, who were
to investigate levels of self-‐directed asked to forward the message to other
learning readiness of Thai college potential participants once they
students and compare the readiness completed the survey. As a result, the
across years of education and majors. response rate was difficult to obtain.
The results of this study could provide One hundred and fifty-‐six
empirical evidence on Thai college undergraduate students from colleges
students’ attitudes, abilities, and of education in Thailand participated in
personality characteristics necessary for this study. Of these participants, 79
self-‐directed learning. In addition, the (50.6 %) were females and 77 (49.4 %)
results of this study will add to the were males. Their ages ranged from 18
knowledge base available to Thai to 35 years with a mean age of 21.96
educators, who then can plan (SD = 2.38) years. Those who
instruction tailored to students’ self-‐ participated classified themselves as:
directed learning readiness. The third year (21.8%), fourth year (21.8%),
following research questions guided our first year (20.05%), second year
work: (20.05%), and fifth year (11.5%). The
1. What is the level of self-‐directed participants’ discipline areas included:
learning readiness among students in educational technology (36.5%), foreign
colleges of education in Thailand? language teaching (15.4%), science
2. Is there a difference in self-‐directed teaching (5.1%), Thai language teaching
learning readiness across years of (1.9%), math education (1.9%), health
education? and physical education (0.6%), early
3. Is there a difference in self-‐directed childhood education (0.6%), social
learning readiness across majors? studies (3.2%), and others (34.6%). The
possible “others” disciplines include:
educational communication, art
education, and music education.
3
Instrumentation agreement. After revisions, the survey

The research instrument employed was sent to three experts, who have
in the present study was the Self-‐ experience in developing a survey and
Directed Learning Readiness Scale with the English language, in order to
(SDLRS), originally developed by check the accuracy of the meaning.
Guglielmino in 1977 and translated into The final version of the survey
multiple languages (Smedley, 2007). The consisted of 56 items with a five-‐option
SDLRS is a Likert-‐type scale, designed to Likert scale, ranging from 1 (strongly
examine self-‐directed learning readiness disagree) to 5 (strongly agree). The
of adult learners. Khomson (1997) survey consisted of two sections. In the
translated the SDLRS into the Thai first section, the participants were
language and used it with students in asked to complete the 56 items on the
the high school level in Thailand. She survey, which examine complex
reported that scores on the modified attitudes, skills, and characteristics that
SDLRS had a reliability estimate of .87 comprise an individual’s current level of
(Pearson split half and Spearman-‐Brown self-‐directed learning readiness. There
correction). are 16 negative items, or reversed
In the present study, the Thai items, and the other 40 items are
version of SDLRS by Khomson was positive. In the second section, the
modified, since the survey was used participants were asked to provide their
with a different population group. The demographic information including age,
modifications were made through gender, majors, and years of education.
several steps by using a collaborative The questionnaire assessed the
approach with experts and a team eight subscales as follows: openness to
member (Douglas & Craig, 2007). To learning opportunities (7 items), self-‐
begin with, the language concept as an effective learner (8
appropriateness was evaluated by items), initiative and independence in
sending out Khomson’s survey to ten learning (10 items), informed
college students online, asking them to acceptance of responsibility for one’s
provide feedback. After that, the own learning (5 items), love of learning
authors retranslated the survey by using (9 items), creativity (5 items), positive
an iterative translation approach orientation to the future (6 items), and
(Douglas & Craig, 2007) to check the the ability to use basic study skills and
conceptual equivalence rather than the problem-‐solving skills (6 items). The
back translation method that focuses on computed value of Cronbach’s
the literal meaning. The iterative coefficient alpha for the total scale was
translation approach is a contemporary .85. The Cronbach’s alphas for each of
translation method that involves the subscales were appropriate (> .75
multiple viewpoints to check conceptual except for the creativity subscale which
equivalence (Douglas & Craig, 2007). had a Cronbach’s alpha of .39).
We each checked the translation and Procedures
then discussed the accuracy of the An online survey program, Qualtrics,
translation, repeating this process was used to collect the data for this
multiple times until arriving at an study. The survey link was sent out
4
through emails. In the message, the Ethical considerations

purpose of the study, benefits, and risks The process for conducting the
were explained. When the participants present study was approved by the
followed the link, they read a consent Institutional Review Board (IRB).
form and completed the survey. At the Participation in this study was voluntary.
end of the survey, the participants were Prior to completing the survey, the
asked to forward the message to other participants read a consent form and
potential participants. The participants granted permission to use their
completed the survey in approximately responses for research purposes. The
7 to 30 minutes. The data were stored risks in this study are no greater than
electronically. other research studies in the
Data analysis educational setting. Confidentiality was
The data analysis was conducted by protected, since no identification was
using SPSS, version 18. Prior to employed. The participants were
conducting data analyses, survey informed that they could withdraw from
psychometrics (internal-‐consistency the study at any time without negative
reliability, construct validity, and consequences. The data were analyzed
content validity) as well as the and reported aggregately.
assumptions of one-‐way MANOVA were
examined. Descriptive statistics Results
(frequencies, histograms, means, Prior to data analyses, three
standard deviations, skewness, and assumptions of one-‐way MANOVA were
kurtosis) were performed to assess the examined. The first assumption of
assumption of normality. The normality was met since histograms
assumptions of homogeneity of indicated that all eight subscales were
variances and independence of normal. Also, skewness and kurtosis of
observation were also examined before all subscales were appropriate, ranging
running inferential statistics. from +1 to –1. The second assumption
To examine the levels of self-‐ of homogeneity of variances was met
directed learning readiness, means and since the test of equal variances was not
standard deviation were performed. significant (years of education at .27 and
Klunklin et al. (2012) provided criteria to majors at .15). The assumption of
interpret this readiness as follows: 4.50 independence of observation was
– 5.00 (highest level), 3.50 – 4.49 (high difficult to assess since the participants
level), 2.50 – 3.49 (moderate level), 1.50 may have taken the survey at the same
– 2.49 (low level), and 1.00 – 1.49 time. The results of level of self-‐directed
(lowest level). Additionally, to compare learning readiness and comparisons of
the level of self-‐directed learning this readiness across years of education
readiness across years of education and and majors are presented below.
majors, one-‐way MANOVA was
performed. Linear discriminant function
analysis was conducted to see which
subscales contribute to the difference.
5
Table 1
Means and standard deviations of eight dimensions of self-‐directed learning readiness
Dimensions of self-‐directed learning readiness M SD Level
Positive orientation to the future 4.02 .63 High
Informed acceptance of responsibility 4.01 .60 High
Love of learning 3.94 .51 High
Ability to use basic study and problem-‐solving skills 3.78 .58 High
Self-‐concept as an effective learner 3.66 .62 High
Initiative and independence in learning 3.53 .55 High
Creativity 3.41 .70 Moderate
Openness to learning 3.25 .79 Moderate

Levels of self-‐directed learning readi-‐ directed learning readiness differs
ness of college students in Thailand across years of education, Wilks’
Descriptive statistics of the eight Lambda, F (32, 329.8) = 1.625, p = .02,
subscales are presented in Table 1. ŋ2 = .126. According to Cohen (1988),
Students in colleges of education in the partial eta squared of .126 is
Thailand reported having self-‐directed considered a small effect size. To further
learning readiness at the moderate level investigate the resulting differences,
in two subscales: creativity (M = 3.41, linear discriminant functions were
SD = .70) and openness to learning (M = obtained. The discriminant ratio
3.25, SD = .79). The participants coefficient suggested that the three
reported having the other six variables responsible for distinguishing
dimensions at the high level, (M = 3.53 – self-‐directed learning readiness
4.02, SD = .51 – .63). between years of education were:
Comparison of self-‐directed learning positive orientation to the future (p =
readiness across years of education .003, ŋ2 = .150), informed acceptance of
To compare self-‐directed learning responsibility (p = .008, ŋ2 = .132), and
readiness across years of education, a love of learning (p = .048, ŋ2 = .094).
one-‐way MANOVA was conducted. The Table 2 summarizes the differences
omnibus MANOVAs showed that self-‐ across years of education.

Table 2
Self-‐directed learning readiness differences across years of education
Dimensions of self-‐directed learning readiness F p-‐value ŋ2
Positive orientation to the future 4.229 .003* .150
Informed acceptance of responsibility 3.661 .008* .132
Love of learning 2.491 .048* .094
Creativity 2.266 .068 .806
Self-‐concept as an effective learner 1.884 .119 .073
Ability to use basic study and problem-‐solving skills 1.742 .147 .068
Openness to learning 1.141 .342 .045
Initiative and independence in learning 0.473 .756 .019
*p < .05
6
Table 3
Self-‐directed learning readiness differences across majors
Dimensions of self-‐directed learning readiness F p-‐value ŋ2
Openness to learning 6.259 .000* .343
Initiative and independence in learning 3.241 .003* .213
Informed acceptance of responsibility 2.566 .014* .176
Creativity 2.117 .041* .150
Ability to use basic study and problem-‐solving skills 1.635 .125 .120
Positive orientation to the future 1.189 .314 .090
Self-‐concept as an effective learner 0.849 .562 .066
Love of learning 0.806 .599 .063
*p < .05

Comparison of self-‐directed learning readiness across years of education and
readiness across majors majors. The results showed that college
To compare self-‐directed learning students in Thailand reported
readiness across majors, a one-‐way possessing a moderate level in two
MANOVA was performed. The omnibus dimensions of self-‐directed learning
MANOVAs showed that self-‐directed readiness: creativity and openness to
learning readiness differs across majors, learning. The other six dimensions (self-‐
Wilks’ Lambda, F (64, 519.8) = 1.865, p < concept as an effective learner,
2
.001, ŋ = .138. According to Cohen initiative and independence in learning,
(1988), the partial eta squared of .138 is informed acceptance of responsibility,
considered a small effect size. To love of learning, positive orientation to
examine the resulting differences, linear the future, and the ability to use basic
discriminant functions were obtained. study and problem-‐solving skills) were
The discriminant ratio coefficient at a high level.
suggested that the four variables The findings in this study were not
responsible for distinguishing self-‐ consistent with Klunklin et al. (2010),
directed learning readiness among who examined the self-‐directed learning
majors were: openness to learning (p < readiness of Thai nursing students. They
.001, ŋ2 = .343), initiative and pointed out that the students possessed
2
independence in learning (p = .003, ŋ = a moderate level of love of learning and
.213), informed acceptance of positive orientation to the future, while
responsibility (p = .014, ŋ2 = .176), and education students in this study
2
creativity (p = .041, ŋ = .150). Table 3 demonstrated creativity and openness
summarizes the resulting differences. to learning at a moderate level. A
possible explanation for this
Discussion inconsistency may be that different
In the present study, we attempted populations possess different
to investigate self-‐directed learning dimensions of readiness. Nursing
readiness of students in colleges of graduates are expected to address the
education in Thailand and compare this health needs of patients and make
ethical decisions when encountering
7
complex situations (Yuan et al., 2012), of education, the results showed that
while education graduates are expected different years of education possessed
to acquire content and pedagogical different degrees of self-‐directed
skills in order to become teachers learning readiness. The results in this
(Burns & Richards, 2009). The nature of study were consistent with previous
these professions and their studies (Kocaman et al., 2009; Smedley,
corresponding curricula may influence 2007; Yuan et al., 2012). However, this
the readiness to take charge of one’s study identified the source of the
own learning process. resulting differences across years of
However, the findings in this study education as positive orientation to the
present a picture of current future, informed acceptance of
circumstances of students in colleges of responsibility, and love of learning. At
education in Thailand. It was interesting this point, the direction of the
to learn that students in colleges of difference is not clear, yet it is likely that
education possessed natural attitudes, younger students may have less future
abilities, and readiness to take charge of orientation, responsibility, and love of
their own learning. The students learning than older students. Future
thought they could be effective learners, research should attempt to investigate
who initiated self-‐learning, learned the directions of these differences.
independently, accepted learning Furthermore, when examining the
responsibility, enjoyed learning, had differences in self-‐directed learning
future orientation, and used basic study readiness across majors, the findings
and problem-‐solving skills. Instructors revealed that different majors
can support students by providing possessed different self-‐directed
motivational strategies and maximizing learning readiness. The resulting
learning opportunities to encourage differences included openness to
students to engage in the process of learning, initiative and independence in
learning. In addition, Thai college learning, informed acceptance of
education students seemed to lack the responsibility, and creativity. Previous
readiness for creativity and openness to studies have not examined the
learning. This may be because the differences in self-‐directed learning
culture of learning in which Thai readiness across majors. The findings in
students often regard university this study provide a springboard for
teachers as a source and authority of future studies to consider comparing
knowledge, leads to the inability to self-‐directed learning readiness across
think creatively. University teachers majors so that the knowledge of this
may also perceive themselves as readiness can be expanded.
authority figures, and they may not Limitations
believe in students’ ability to learn. As a Generalizations of the results in the
result, they do not open learning present study should be treated
opportunities for students to conduct cautiously, since volunteer sampling and
self-‐directed learning. the snowball sampling technique were
Additionally, when comparing self-‐ employed. However, we were able to
directed learning readiness across years obtain the desired number of
8
participants for sufficient statistical learning, and self-‐evaluate their own

power. The limitations of this study also learning outcomes (Knowles, 1975).
include the self-‐reported nature of the These tasks required teachers to change
survey. This study relies on the their roles from a knowledge
participants’ perceptions about transmitter to a facilitator. Additionally,
themselves rather than their actual teacher educators can integrate
behaviors, so the interpretation should students into the learning process and
be done cautiously. In addition, the empower their decision making to take
reliability of the creativity subscale was charge of their own learning.
extremely low. When examining the Researchers have developed
frequencies and means on this subscale, strategies to foster self-‐directed
the participants’ responses were learning. For example, Smedley (2007)
inconsistent. This may be because the offered a set of strategies that may
translation of concept may not pertain assist self-‐directed learning readiness:
well to Thai college students’ creating a supportive learning
experiences. Future research should be environment, providing constructive
cautious when translating existing feedback, encouraging self-‐assessment,
research instruments. using self-‐reflection, providing
Implications opportunities to engage in their own
The findings in the present study learning processes, and developing goal-‐
shed light on the current circumstances orientation values. These strategies may
of students’ self-‐directed learning be helpful for teacher educators who
readiness in colleges of education in consider taking a step towards fostering
Thailand. These findings could be added students’ self-‐directed learning and
to the knowledge base of teacher helping students to survive and thrive in
educators and curriculum designers. this information age. Specific to the Thai
Teacher educators could use the results context, all of these strategies may be
in this study to design curricula that effective for Thai college students, who
include promoting self-‐directed learning. assume responsibility in their learning.
To elaborate, since students in colleges However, it is the teacher educators’
of education in Thailand seemed to lack job to help students gain skills and to
creativity and openness to learning, support the students in taking charge of
teacher educators who attempt to their own learning.
foster self-‐directed learning may
reconsider their roles in the classroom. Acknowledgement
Teacher educators can examine We would like to thank Professor
students’ needs and provide Madeline Milian who proofread the
instructions tailored to these needs. At earlier version of this manuscript and
the same time, they should also provided useful recommendations.
gradually relinquish their power in the
classroom by inviting students to reflect Denchai Prabjandee is currently a doctoral
on their needs, set goals for learning, candidate in Educational Studies (Bilingual
create learning plans, identify out-‐of-‐ and ESL education), College of Education
class learning resources, monitor and Behavioral Sciences, University of
9
Northern Colorado, USA. He is a lecturer at Methods, Instruments, & Computers,
Faculty of Education, Burapha University, 28, 1-‐11. doi: 10.3758/BF03203630
Thailand. His research interests include self-‐ Esterhuizen, P. (2007). Review: The self-‐
directed learning, learner autonomy, directed learning readiness of first
teacher identity, teacher development, and year bachelor nursing students.
portraiture methodology. He can be reached Journal of Research in Nursing, 12(4),
at howard_den@hotmail.com or 387-‐388. doi: 10.1177/17449871070
denchai.prabjandee@unco.edu. 77532
Guglielmino, L. M. (1977). Development
Mahachart Inthachot is a doctoral of the self-‐directed learning
candidate in Educational Technology, readiness scale. (Doctoral
Faculty of Education, Kasetsart University, dissertation). University of Georgia,
Thailand. His research interests include self-‐ Athens, GA.
directed learning, ubiquitous learning, and Guglielmino, L. M. (2008). Why self-‐
online learning management system. directed learning? International
Journal of Self-‐Directed Learning,
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11

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Journal of Educational Research and Innovation

Spring 2013, Vol. 2, No. 1