Abstract:

Self-directed learning (SDL) is one of the important requirements for lifelong learning ability. It is a strategy where learners diagnose their learning needs and initiate the required learning process to acquire understanding, skills or information. It promotes self-confidence and initiative in students and Knowles (1975) reveals growing evidence that people who take initiative in learning, learn more and learn better than those who don't. The purpose of understanding student SDL readiness is it helps identify and further rectify problems restricting students from being better independent learners. Some SDL methods are already employed within formal education contexts in the forms of teacher assigned research and reading. This paper seeks to delve deeper into the current state of SDL readiness among students in the Department of Architecture, Covenant University. 15 students out of each of the 4 undergraduate classes and the 2 post-graduate Master’s Degree levels were randomly sampled, making up above 25% of the Architecture student body. It is expected that this study will discover how ready the students are to take SDL to the next level. Understanding the state of student SDL readiness in the Department of Architecture will inform on the necessity of accommodating more SDL activities and requirements in formal education processes.

Keywords:

Self-directed learning, SDL, Self-directed learning readiness.