Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Abstract

The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically. The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.