The Self-Directed Learning Skill levels of the students are determined with the two scales developed by Küçüker and Selvi (2014) and Günüz and Selvi (2016) for students studying in primary school grades 1-5. The first scale is the Self-Directed Learning Preparation Skills Scale (SDLPSS) and the second scale is the Self-Directed Learning Implementation Skills Scale (SDLISS). These scales, which were developed based on Self-Directed Learning Skills defined for the first time in the world by Selvi and Küçüker, are the first comprehensive scales developed for grades 1-5.

These two scales have the feature of being used together and complementing each other. For this reason, it also shows that SDL-related skills are defined in a comprehensive and holistic manner. First of all, students’ SDL readiness levels should be determined. After the needs related to Self-Learning are determined, necessary trainings should be given to them in line with the needs in order to meet the needs. If a student’s Self-Directed Learning Preparation Skill level is not sufficient according to the result of the SDLPS scale, the scale of SDLIS should not be applied to him / her. The deficiencies in SDLPS should be eliminated with the trainings given in order to provide students with the necessary skills in the field of SDLPS. For this reason, the missing skills related to SDLPS should be acquired by students. As a result of the training, which skills should be measured again after three to four months should be determined.

Having SDL Preparation Skills measured within the scope of the first scale related to SDLs is a prerequisite for the skills in the second scale. For this reason, first of all, deficiencies in SDL Preparation Skills should be identified and trainings that will meet the needs should be given to eliminate these deficiencies. After the students are equipped with SDL Preparation Skills, their SDL Implementation Skills should be measured. If problems arise in Self-Directed Learning Implementation Skills as a result of the measurements, appropriate trainings should be designed and carried out in order to eliminate the missing Self-Directed Learning Implementation Skills.

As explained above, the skills of the students should be determined by taking into account the prerequisite feature. Later, according to the emerging need, students should be given Self-Learning Skills training and the student’s SDL skills should be improved.