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Self-directed learning (SDL) plays a pivotal role in facilitating adult learning, especially in developing an individual’s education and upgrading his/her learning skills independently. SDL can have farreaching implications on the students’ lifelong learning skills. In particular, SDL readiness (SDLR) can assist in developing a well-structured student-centered curriculum. The study aims to assess the level of readiness for SDL among undergraduate students of the Asia Metropolitan University (AMU). This descriptive, cross-sectional study surveyed the level of readiness using the SDLR scale comprised of 40 questions. A total of 320 AMU undergraduate students from various academic programmes, including MBBS, Nursing, Foundation in Science, Diploma in Health Care Management, andBusiness were enrolled through convenience sampling. The total mean scores for SDLR was 157.9 ± 20.5, whereas mean scores for self-management, desire for learning, and self-control were 57.6 ± 7.9, 48.5 ± 6.4, and 51.9 ± 7.8, respectively. About two-thirds of both age groups (≤ 20 and > 20) and females were found to be ready for SDL methods. Although there was no statistically significant difference between the different age groups, genders, and programmes, logistic regressions revealed that females > 20 years of age group were more receptive and ready for SDL. The majority of the AMU undergraduate students were ready for SDL, with female and older age groups being more receptive and ready for SDL. This reflects that SDL is directly related to maturity and is also influenced by gender, although it was not proven to be statistically significant.
Win et al. (Fri,) studied this question.