Reading and Young Adults Self-Directed Learning
Bibliographic Data
| ID | 21872080 |
|---|---|
| Authors | Aziz Moummou (University of Hassan II Casablanca), Said Fathi (0000-0003-0763-2468, University of Hassan II Casablanca) |
| Year | 2022 |
| Volume | 13 |
| Issue | 5 |
| Pages | 1 |
| Publication date | 2022-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Mediterranean Journal of Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2039-2117 • E-ISSN: 2039-9340 |
| Publisher | Richtmann Publishing (PUBLISHER) |
| DOI | 10.36941/mjss-2022-0034 |
| OpenAlex | W4294317009 |
| Language | EN |
| References cited | 5 |
The present study investigates the role of reading literacy in promoting self-directed learning for young learners. It examines the readiness for self-directed learning of 209 young adults aged 17 to 19 years old as they transition from high school to post-secondary education. This quasi-experimental study uses action research led by five teachers to compare students’ readiness for self-directed learning with reading in two scenarios: an experimental group read in a self-directed learning environment outside classrooms and a comparison group read inside the classroom in a teacher-directed environment. It is part of a 3-year longitudinal research that observes policy discourse across multiple layers of institutional hierarchy. Quantitative analyses indicated some relationships between teacher-directed and self-directed learning in terms of increasing students reading avidity and decreasing students’ perception about their readiness for self-directed reading. The findings of this study have implications for researchers and teachers studying self-directed learning with reading for young learners. Received: 21 June 2022 / Accepted: 28 August 2022 / Published: 2 September 2022
Autodidacticism · Learning to read · Linguistics · Literacy · Mathematics education · Pedagogy · Perception · Educational Methods and Media Use · Psychology
| Highly cited | No |
|---|