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• W2194057047 abstract "This study examined attributes of self-directed learning (SDL) in students, grades 8through 12, taking online courses through a state-wide online program in the SoutheasternUnited States. The study investigated whether distinct latent classes of SDL exist; whether therewas a significant difference in SDL according to gender, ethnicity, and grade level; and whethersignificantly different online course completion, online final grade, or GPA were associated withSDL class membership.Existing data from 780 enrollments included masked demographic and achievement data,and responses to the 12-item Self-directed Learning Inventory (SDLI) with responses based on afive-point Likert scale. The SDLI used in this study was modified from the original 10-itemversion (Lounsbury, Levy, Park, Gibson, & Smith, 2009). Psychometric analysis based on itemresponse theory resulted in selection of nine items from the original SDLI and one of the newitems to generate measures of SDL from the item responses. SDL scale score calculations basedon Samejima’s (1969) graded response model were used in latent class analysis resulting in thethree latent class model for SDL used in subsequent statistical analyses when addressing theresearch questions.Results of inferential statistics support the premise that statistically different latentclasses of SDL do exist within the population of online secondary students, and that there is acorrelation between self-directed learning and academic achievement. Results of this analysisindicate that there is no significant difference in SDL according to gender or ethnicity. While SDL is statistically different by grade level, the effect size is very small. The completion ofonline courses associated with self-directed learning class membership was significantlydifferent by SDL class membership. Although there was a significant difference in academicachievement as expressed by final online course grades, the effect size indicated no practicalsignificance. There was also a significant difference in academic achievement as expressed byGPA. This result may lend itself to practical application for online secondary schools.Recommendations for further study included repetition of the study with urban students and overseveral terms." @default.
• W2194057047 created "2016-06-24" @default.
• W2194057047 creator A5010504688 @default.
• W2194057047 date "2012-01-01" @default.
• W2194057047 modified "2023-09-24" @default.
• W2194057047 title "Self-Directed Learning and Academic Achievement in Secondary Online Students." @default.
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