Fostering Self-Directed Learning in Higher Education: The Efficacy of Guided Learning Approach among First-Year University Students in Malaysia

Authors

  • Ida Juliana Hutasuhut Universiti Malaysia Sarawak
  • Mohammad Azhari Abu Bakar Universiti Malaysia Sarawak
  • Kartini Abdul Ghani Universiti Malaysia Sarawak
  • Dorkas Bilong University Malaysia Sarawak

DOI:

https://doi.org/10.33736/jcshd.5339.2023

Keywords:

guided learning, self-directed learning, student-centred learning, SECI model

Abstract

The present study investigates the efficacy of the guided learning approach in promoting self-directedness among first-year, first-semester university students in Malaysia. Based on a sample of 37 participants, this study employs the SECI (Socialization, Externalization, Combination, and Internalization) Model as a theoretical framework to examine the transfer of knowledge between the lecturer and students, as well as among students. Using an SDL (Self-Directed Learning) Questionnaire, the study assesses the students' level of self-directed learning in the early stages of the semester and then again following the implementation of the guided learning approach throughout the remainder of the semester. The results of this study reveal that the guided learning approach has a substantial positive impact on students' self-directedness, with 94.59% of the participants exhibiting an increase in their SDL level by the end of the semester. These findings reinforce the notion that a guided learning approach is crucial in fostering self-directedness among first-year, first-semester university students in Malaysia and, more broadly, highlight the importance of fostering self-directed learning in higher education.

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Published

2023-03-31

How to Cite

Ida Juliana Hutasuhut, Mohammad Azhari Abu Bakar, Kartini Abdul Ghani, & Bilong, D. (2023). Fostering Self-Directed Learning in Higher Education: The Efficacy of Guided Learning Approach among First-Year University Students in Malaysia. Journal of Cognitive Sciences and Human Development, 9(1), 221–235. https://doi.org/10.33736/jcshd.5339.2023