Implementation of new strategies to enhance Self-Directed Learning among grade 10 science students

Abstract

This study investigated how to enhance the self-directed learning (SDL) among grade 10 students in a Sri Lankan school using various instructional strategies. Despite the increasing priority on student centered learning, usual teaching learning process continue to be heavily dependent on the teacher making teacher centered classroom. The study was led by the Kemmis and McTaggart action research approach and took place in two cycles spanning one and a half months during the third school term. A mixed-methods approach was used to investigate changes in students' SDL behaviors, including quantitative and qualitative methodologies. Thirty students were selected from grade 10 studying science as participants using a purposive sampling technique. The intervention comprised of eight scientific sessions prepared utilizing four SDL oriented strategies: goal-setting, inquiry-based learning, problem-based learning, and flipped classroom teaching. Lessons were designed using the National Institute of Education's (NIE) model and Zimmerman's Self-Regulated Learning framework, with an emphasis on preparation, performance, and reflective practice. Data were gathered via pre- and post-SDL surveys, observation checklists, structured interviews, and student reflection sheets, which were then analyzed using descriptive statistics and thematic analysis. The findings revealed that students initially displayed low SDL levels, which were characterized by significant teacher reliance and low self-monitoring abilities. Following the intervention, there were considerable gains in motivation, goal-setting, reflection, and autonomous learning practices. The study shows that using structured SDL techniques efficiently enhances student autonomy and suggests their implementation in secondary scientific teaching.