ERIC Number: ED185247
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
Implications of Self-Directed Learning for Functionally Illiterate Adults.
Kratz, Russel J.
Findings of an investigation of ten public school adult basic education (ABE) programs in New York State indicate important implications for ABE programs which foster self-directed learning. Because of the significant relationship between the fostering and student preference for self-directed learning, adult educators should plan ABE programs to encourage the fostering of self-directed learning. Perhaps due to the small number of programs studied, a lack of significance was found between fostering self-directed learning and either (1) drop-out rate or (2) length of stay. If a relationship does exist in either or both of these cases, educators have reason to design programs fostering self-directed learning. Since neither student stipends nor achievement level influences preference for self-directed learning, ABE students may need to be given more responsibility for their own learning. Use of the Self-Directed Learning Situation Reaction Instrument (SDLSRI) to assess an adult learner's preference for self-directed learning may assist ABE teachers in program design. (The SDLSRI and rating form for self-directed learning programs are appended.) (YLB)
Descriptors: Achievement, Achievement Gains, Adult Basic Education, Dropout Rate, Functional Literacy, Goal Orientation, Illiteracy, Independent Study, Individual Needs, Learning, Methods Research, Needs Assessment, Open Education, Program Design, Public School Adult Education, School Holding Power, Self Actualization, Self Evaluation (Individuals), Skill Development, Student Attitudes, Student Financial Aid, Teaching Methods, Training Objectives
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York