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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/285

Title: Investigating self-directed learning readiness, private tuition and organisational level among working adult Singaporeans
Authors: Gervais, Gabriel
Supervisor(s): Dr. Cleveland-Innes, Martha (Athabasca University)
Examining Committee: Dr. Ally, Mohamed (Athabasca University)
Dr. Bainbridge, Susan (Athabasca University)
Dr. Berry, Stuart (Camosun College)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Adult learners
Self-directed learning readiness
Private tuition
Organisational level
Issue Date: 30-Jan-2019
Abstract: Cited in the literature as one of the more fundamental principles of andragogy, self-directed learning attributes to all adult learners an inclination towards assuming more responsibility for, and taking control of their own learning. A substantial body of research has examined the degree of self-directed learning readiness (SDLRS) in various national, cultural and institutional contexts but none has so far examined, as this study did, the extent of self-directed learning readiness among working adult Singaporeans and to further explore the correlations between their SDLRS score, prior exposure to private tuition and the organisational level that they occupy at work. Three main conclusions were reached. Firstly, when compared to other adults worldwide, working adult Singaporean learners were found to be below-average self-directed learners. Secondly, a prior exposure to private tuition in primary and secondary school was found to be negatively correlated to their readiness for learning self-direction. For private tuition attended during secondary school however, that relationship was found to be only marginally significant. Thirdly, the organisational level that working adult Singaporeans achieved at work was positively correlated to their self- directed learning readiness, but, again, that finding was only marginally significant. However, the SDLRS mean score difference between managers and non-managers was found to be significant. This research concludes with a number of recommendations pertaining to the identification and support of students with a low-level of learning self-direction.
Graduation Date: Jun-2019
URI: http://hdl.handle.net/10791/285
Appears in Collections:Theses & Dissertations

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