The current mentored teaching project targeted the relationship between readiness for self-directed learning and academic performance within the undergraduate kinesiology curriculum. The course is titled Measurement in Kinesiology (KIN 250). This course focuses on the methods and materials for measurement and evaluation in the various fields within kinesiology. Students demonstrate their understanding of course content in quiz, lab assignments, reading quizzes, and exams. College students are self-directing, experienced, and internally motivated learners. Positive relationships between self-directed learning (SDL) and various learning outcomes have been demonstrated. However, the association between self-directed learning readiness and academic achievement in kinesiology context has not been evaluated. This project is a fundamental assessment of students’ readiness to self-directed learning and their academic performances within kinesiology. 

 

Students in one Measurement in Kinesiology course were included in examining the association between readiness for self-directed learning and academic outcomes. This course met twice a week at 10:20 am for an hour and 20 minutes. Students received email about this study with a survey package at the end of the semester. They were voluntary to participate in study and those who agreed to be participants completed survey and emailed it back to the instructor. A total of 39 female and male students filled out the survey with a return rate of 72.2%. All participants were upperclassmen and aged from 19-23 years (Mage= 20.33). More than 70% of students were raised in household where the highest education qualification is Bachelor’s degree or above. 

 

A cross-sectional survey study was conducted. The survey package included consent form, demographic information, and Self-Directed Learning Readiness Scale (Fisher, King and Tague, 2001). This scale has good reliability (Fisher, King, and Tague, 2001). Academic outcomes including lab assignments grades, quiz scores, and exam scores were obtained from the instructor. 

 

A series of descriptive analysis and linear regressions were conducted in SPSS after data collection. Self-directed learning readiness was able to significantly predict exam scores, quiz scores, and final grades. Nevertheless, no significant relationships were observed between readiness to self-directed learning and lab assignment scores and in-class reading quiz grades. The results are supported by previous research. Khiat (2017) showed that SDL was a strong predictor of academic achievement. Similarly, Zhoc and Chen (2016) found that SDL was positively related to students’ grade point average (GPA) and public examination results. Additionally, Lounsbury et al. (2009) established that SDL was significantly associated with the GPA for college students and several cognitive ability measures. 

 

The lack of significant relationship between self-directed learning readiness and lab assignment grades and in-class reading quiz scores may be explained by the small sample size. This project was conducted during the Covid-19 pandemic when all classes were transitioned into online format. I was not able to explain to my study and recruit participants in person. Furthermore, data were collected during the final week when students had a lot of assignments and exams, which has increased difficulty of getting more participants. Due to the design of this project, causal relationships cannot be drawn. Future research can combine qualitative research with quantitative approach to explore students’ perspectives of their readiness to self-directed learning and how it affects their academic performance. 

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Despite these preliminary findings, they provide insight into how teaching practices in the course could be adjusted. The findings suggest that students’ readiness to self-directed learning can predict their exam and quiz scores, which makes up half of their final grades. To help students succeed in this course, instructor may consider giving some class activities to improve students’ self-directed learning stages. In terms of lab assignments and in-class reading quizzes, more instructions and suggestions should be offered. For instance, instructor can recommend students to have book clubs to prepare for reading quizzes. Students can also be encouraged to share their self-directed learning experiences with their peers so that they can learn from each other.