EFFECTS OF A SELF-DIRECTED LEARNING PROJECT AND PREFERENCE FOR STRUCTURE ON THE SELF-DIRECTED LEARNING READINESS OF BACCALAUREATE NURSING STUDENTS.

Abstract

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140 p.

The purpose of this research was to examine effects of preference for structure and a process-oriented self-directed learning (SDL) project on the SDL readiness of baccalaureate nursing students. The sample, 104 junior-class students, were enrolled in four sections of a course. A nonrandomized procedure was used to divide the sample into a control group, consisting of two sections (N = 50) who did not experience an SDL project, and an experimental group, consisting of two sections (N = 54) who did experience an SDL project which was taught to them by eight faculty. Faculty of the control group and faculty of the experimental group were similar in their preference for structure and in their SDL readiness.All students were pretested on their preference for structure, measured by Ginther's Reactions to Statements, and on their SDL readiness, measured by Guglielmino's Self-directed Learning Readiness Scale (SDLRS). Before treatment, both groups of students were similar in their preference for structure and in their SDL readiness; they were also similar demographically. After the experimental group had completed their SDL projects, all students were posttested using the SDLRS.Data were analyzed by multiple regression analysis of covariance with pretest SDLRS scores as the covariate. When the 0.05 level of significance was used to test null hypotheses, it was concluded that, when pretest SDLRS scores were controlled: (1) An SDL project did not contribute significantly to variance in posttest SDLRS scores. (2) Preference for structure did not contribute significantly to variance in posttest SDLRS scores. (3) Interaction between experiencing an SDL project and preference for structure did contribute significantly to variance in posstest SDLRS scores.To follow up the interaction, students in each treatment group were divided into preference-for-low-, medium-, and high-structure groups. Of those students who preferred low structure, the experimental group had a higher residual-score mean than did the control group; this difference was significant beyond the 0.05 level. Of those students who preferred high structure, the experimental group had a lower mean (0.10 < p < 0.25) than did the control group.These findings suggest that some students benefit from SDL teaching, but others do not benefit.