Undergraduate students’ readiness for self directed learning in the Faculty of Health-Care Sciences, Eastern University Sri Lanka

Abstract

Self-Directed Learning (SDL) originated from the adult education movement, emphasizing learner autonomy and self-responsibility. Developed by Malcolm Knowles, SDL has evolved to become a vital approach in modern learning environments. This approach enables learners to take ownership of their learning process, setting goals and managing their own progress. In today's fast-paced, technology-driven world, SDL is increasingly recognized for its potential to promote lifelong learning, self-motivation, and adaptability. As the need for continuous professional development grows, self-directed learning readiness (SDLR) has become a crucial factor in determining individuals' ability to navigate complex learning situations, set goals, and manage their own learning processes. SDLR involves a range of skills, including self-assessment, resource utilization, and reflection. The importance of SDL and SDLR lies in their ability to empower learners to take control of their learning, enhancing their capacity to respond to changing demands and stay updated with the latest knowledge and skills, particularly in fields like healthcare, where staying current is critical. This study mainly focuses on Self Directed Learning Readiness among undergraduate students in Faculty of Health-Care Sciences, Eastern University, Sri Lanka. This study aimed to assess the undergraduate students’ readiness for Self-Directed Learning in the faculty of Health-Care Sciences, Eastern University, Sri Lanka. A descriptive cross-sectional study was carried out in Faculty of Health-Care Sciences, Eastern University among 374 undergraduate students. The participants were selected through a complete enumeration. After obtaining written consent from the participants, data were collected using a validated SDL questionnaire and their overall SDLR measured based on their individual scores. Collected data was analyzed using the Statistical Package for the Social Sciences-version 26 (SPSS version-26). Descriptive statistics were utilized to answer the objectives. A total of 374 students participated in the study, with 32.4% males and 67.6% females, and 75.4% enrolled in the MBBS program and 24.6% in Nursing. The study found varying levels of self-directed learning readiness (SDLR) among students. In third-year nursing, 30.8% showed very good readiness, 41.3% good, and 3.8% poor readiness. In final-year nursing, 40% showed good readiness, 30% average, and 10% poor readiness, with no significant difference between years. Among MBBS students, SDLR increased with academic year, with 61.8% of final-year students showing high readiness. In MBBS a significant relationship was found between academic year and SDL readiness as well as gender and SDL readiness, but not between academic program and SDL readiness. The distribution of SDLR among MBBS students was: third year (2.2% very good, 33.3% good, 36.6% average, 24.7% poor), fourth year (5.3% very good, 41.6% good, 36.3% average, 15% poor), and final year (61.8% high readiness) The study concludes that self-directed learning readiness (SDLR) varies among students, with a significant relationship was found between academic year and SDLR and also gender and SDLR among MBBS students, indicating that readiness increases with academic progression. However, no significant relationship was found between academic program (MBBS or Nursing). These findings suggest that students' readiness for self-directed learning develops as they progress through their academic years, regardless of their program.