Self-directed Learning (SDL) and Development of Competencies among Students of the University of Bamenda
DOI:
https://doi.org/10.47672/ajep.1161Keywords:
Self-directed learning, problem identification, learning strategies, learning assessment, competencies.Abstract
Purpose: This study examines the relationship between self-directed learning (SDL) and development of competencies among students of the University of Bamenda (UBa).
Methodology: The argument for this study anchored on Vygosky’s Social Constructivism Theory, Cognitive Apprenticeship Theory of Collins et al., and Tchombe’s Mediated Mutual Reciprocity Theory. A correlational survey research design, with a quantitative approach for data collection was used. A sample of 254 students, derived using two probability (stratified random and simple random) sampling techniques and two non-probability (convenience and purposive) sampling techniques, participated in this study. Data obtained were analyzed descriptively and inferentially. The Spearman’s Rho correlation test was used to test the specific research hypotheses.
Findings: Findings showed that, there is a significant and positive relationship between identification of learning problems and development of competencies among students (P<0.000) (R=0.410**). Similarly, findings on hypothesis two showed that there is a significant relationship between application of appropriate learning strategies and development of competencies among students (P<0.027)(R=0.139*). Lastly, findings on hypothesis three showed that there is a significant relationship between assessment and evaluation of learning and development of competencies among students (P<0.000) (R=0.525**).
Recommendations: Based on these findings, it was recommended that there is need for bias towards action, a competence-based curriculum, and respect of format, frequency and feedback for assessment and evaluation. Additionally, Universities should adopt the SDL model as a learning strategy and develop strategies to overcome obstacles that hinder its application, as well as train teachers on the didactics of the blended learning model.
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