Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

Abstract

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.