Abstract
This study aimed to evaluate levels of self-directed learning readiness (SDLR) among preservice teacher education undergraduates in Vietnam. The study employed quantitative method by using a SDLR survey questionnaire. The questionnaires were administered to 249 undergraduate students at a university in the north of Vietnam. The data was analyzed by SPSS 26.0 with descriptive statistics and MANOVA to find out the level of SDLR. The research results showed that teacher education students reported achieving a moderate level in a dimension of SDLR of confidence and independence in learning while they had high levels in other dimensions. The findings also revealed that different years of education possessed different degrees of SDLR (attitude to learning, control in learning, confidence and independence in learning and self-concept in learning). The research would provide a springboard for future research to evaluate self-directed learning preparedness across majors, region, nation, income, etc. Furthermore, it could be a valuable reference to students, educators and curriculum designers in curriculum development, teaching and learning in the context of Vietnam.
Author Information
Dang Thi Thanh Thuy, Vietnam National University, Vietnam
Tang Thi Thuy, Vietnam National University, Vietnam
Paper Information
Conference: ERI2022
Stream: Assessment and Learning Analytics
This paper is part of the ERI2022 Conference Proceedings (View)
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To cite this article:
Thuy D., & Thuy T. (2022) Assessment of Self-Directed Learning Readiness Among Undergraduates of Teacher Education in Vietnam ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2022.10
To link to this article: https://doi.org/10.22492/issn.2435-1202.2022.10
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