Application and Evaluation of “Self-Directed Learning Skills Scales” to Primary School Students
Self-Direct Learning Preparation Skills Scale-SDLPSS and Self-Directed Learning Implementation Skills Scale-SDLISS It is the first scale developed in the World. These scales were developed to determine Self-Directed Learning Skills of students in grades 1-5 in primary school.
These two scales have the feature of being used as a prerequisite and complementing each other. Therefore, SDL Skils have been defined comprehensively. For example; in order to determine students’ basic skills about SDL, first of all, “Self-Direct Learning Preparation Skills Scale” should be applied. Based on the results obtained from the application of the Self-Direct Learning Preparation Skills Scale, both the level of students’ having “Self-Directed Learning Preparation Skills Scale” and the level of their readiness for “Self-Directed Learning Implementation Sills Scale (SDLISS) ” are determined.
Figure: Self-Directed Learning Scales
As seen in the Figure, both scales complement each other and are prerequisites for each other. If a student is not at a sufficient level in terms of the skills they should have as a result of SDLPSS, SDLISS should not be applied to the student. Because if there is a lack of preparation skills, it is not right to expect students to have implementation skills. In order to acquire SDL preparation skills, students should be trained and processes related to SDLISS should be started after students’ missing skills are completed. SDLISS can be applied to the student after the process related to SDLPSS is completed. If problems arise in implementation skills as a result of the measurements, appropriate trainings should be designed and carried out to eliminate the missing implementation skills.
While applying the first scale, SDLPSS, the SDLISS scale should not be applied at the same time. Having SDL preparation skills is a prerequisite for starting the SDL process. For this reason, first of all, it is necessary to eliminate the deficiencies in the SDL preparation skills of the students. There is no need to measure SDL skills within the scope of the second scale before students acquire the skills related to the first scale.
After the scales are applied and the results are evaluated, the trainings should be planned depending on the need that arises. Necessary training should be given to students in order to meet the identified needs related to SDLS. Training can be given individually, in small groups or for the whole class.
In order for these scales to be applied to students, they must first be known very well by the practitioners who will apply the scales. Teachers and schools may want to determine the Self-Directed Learning Skills of their students and to equip them with these skills. For this, it would be appropriate to work with the researchers who developed the scales. The application of these scales by the teachers in the classroom and the development of the students’ missing SDLS as a result of the application can be made by the teachers. For this, teachers are required to complete the “Self-Directed Learning Skills Training for Teachers” program designed by the experts who developed the scales.
You can contact us for more information
For detailed information on both scales, you can review the following resources.
Gündüz, G.F. ve Selvi, K. (2016a). Developing A “Self-Directed Learning Preparation Skills Scale For Primary School Students”: Validity and Reliability Analyses, Universal Journal of Educational Research, 4 (10), 2317-2334.
Gündüz, G.F. ve Selvi, K. (2016b). Developing A “Self-Directed Learning Implementation Skills Scale For Primary School Students”: Validity and Reliability Analyses, Agathos An International Review of the Humanities and Social Science, 7 (1), 103-124.
Selvi, K. (2019). Kendi Kendine Öğrenme (Self-Directed Learning), (Ed. Kıymet Selvi), Pegem Akademi, 1. Baskı. Ankara.