Self-directed learning readiness among DLSU's undergraduate accountancy students: A cross-sectional and a pre/post-test analysis

• Main Authors: Dy, Deanne Sherine C., Ng, Chabert Kent U., Ordonez, Erlyn O., Tan, Ervina Suzette C.
• Format: text
• Language: English
• Published: Animo Repository 2010
• Subjects: Accounting Study and teaching; Study skills; De La Salle University Accountancy Department; Accounting
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/14148
• Institution: De La Salle University

Together with the increasing challenge of the accountancy profession is the increasing demand for highly self-directed learners. The term oneself-directed includes the ability of an individual to engage lifelong learning where they are viewed as managers of their own learning process. This study is designed to assess the level of self-directed learning readiness of De La Salle University Manila's (DLSU-M) accountancy students using the Self-Directed Learning Readiness Scale (SDLRS) developed by Dr. Lucy Guglielmino. The researchers conducted a cross-sectional study to determine if and how self-directed learning readiness varies across the different variables namely accountancy program level, gender and cumulative grade point average (CGPA). Results showed that DLSU-M's undergraduate accountancy students are in the average level of being self-directed learners. The overall regression model is considered significant, but its explanatory power is only 9.20% with only one variable accountancy program level appearing , appearing to have a significant influence. It further revealed that the accountancy program level is negatively correlated with the SDLRS score. A pre and post-test study was also included to assess the impact of the module one program on the students readiness for self-directed learning. Accordingly, the averaged readiness for self-directed learning increased significantly. However, analysis of the student's individual scores revealed that there are twenty-two of them who experienced a decrease in their SDLRS scores while another two experienced no change in their SDLRS scores. Potential causes and explanations for these results phenomena are were studied. However, analysis of the individual scores revealed that twenty-two and two students experienced a decrease and a no change in their SDLRS scores respectively. Potential causes and explanations for these are studied.