FACTORS INFLUENCING SELF-DIRECTED LEARNING READINESS (SDLR) AMONG FIRST YEAR STUDENTS IN A PUBLIC UNIVERSITY

This study aims to determine the relationship between factors influencing self-directed learning readiness (self-management, self-control, motivation, technology accessibility, instructor and student interaction) with the self-directed learning readiness of the first-year students in a public university. The model that was used in this study is the Garrison Model of Self-Directed Learning. This is a quantitative study and a survey methodology was used for this study. This study was conducted in one public university located at Kota Samarahan, Sarawak, and 150 first-year students participated in this study. Spearman Correlation Analysis was used to analyze the relationship between selected factors and self-directed learning readiness (SDLR) among first-year students in a public university and Multiple Regression analysis was used to determine the dominant factor. The results revealed that there is a significant relationship between selected factors (self-management, self-control, motivation, technology accessibility, instructor and student interaction) and SDLR of first-year students in a public university and self-management was found to be the dominant factor that influencing SDLR among first year students in a public university. The outcomes of this study are expected to give insight for the Higher Education institutions and students to assess the readiness level of the first-year students to be self-directed learners. Besides, it is also expected to help Higher Education institutions to consider these factors as guidelines in creating a learning module for first-year students