The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students

DOI: 10.4236/ce.2015.68082   PDF   HTML   XML   6,462 Downloads   8,660 Views   Citations


This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.

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Kan’an, A. and Osman, K. (2015) The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students. Creative Education, 6, 790-797. doi: 10.4236/ce.2015.68082.

Conflicts of Interest

The authors declare no conflicts of interest.


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