Volume 8 : Issue 4 (2021)

Relationship between Learner’s Perception towards Self Directed Learning, Constructive Learning Environment, Problem Solving and Team Work Skills

Self Directed Learning (SDL) is broadly defined as a process in which a learner takes an initiative (with or without the help of others) to formulate his or her learning goals, to identify resources (both human and material) for learning, to choose and implement appropriate learning strategies and evaluate learning outcomes (Knowles, 1975). The learning environment of 21st century is a combination of various pedagogies and different technologies in order to provide ample of opportunities to promote Self Directed Learning (Fanhoe and Mishra, 2013). SDL and Problem Solving both have common components thus they are associated with each other. Team work Skills is a skill possessed by the learners to work collaboratively in a team where they share knowledge and skills in order to solve any given problem. Problem solving is most effective when it is done in teams (Lin, 2003). As the variables have most of the components common and associated with each other therefore it is essential to examine relationship between all the four variables. The present research has its focus on studying relationship between Self directed learning, Constructive learning environment, Problem solving and Team work skills as per learners’ perception. The present study is a correlational study and the sample consists of 58 high school students (30 girls and 28 Boys) of Greater Mumbai and to select it random sampling was done. The tool used to assess the perception of learners towards SDL, Constructive learning environment, Problem solving skills and Team work Skills is a five-point Likert scale which is valid and reliable. The Cronbach alpha reliability for CLE was ranged from 0.79 to 0.98. The Cronbach alpha coefficient for SDL, Problem solving skills and team work was 0.92, 0.86, 0.89 respectively. Descriptive analysis was carried out in order to obtain mean, median, mode and standard deviation. Pearson r was also calculated by using Microsoft Excel. The finding of the research revealed that the mean value of girls was higher for CLE, SDL and Team work compared to boys. But the mean value of boys was slightly higher for problem solving HORIZONS OF HOLISTIC EDUCATION, VOL-8, ISSUE-4 245 skills compared to girls. Mean scores for girls were found to be higher for Learning about technology, learning to speak out and learning to communicate, whereas for Learning to learn mean score of boys were found to be higher compared to girls. Standard deviation of girls was found to be higher for CLE compared to boys while for SDL, Problem Solving and Team work skills Standard deviation for boys were higher compared to girls. The findings of the study also revealed that there is substantial correlation between CLE and SDL, Team work and SDL, Problem solving and Team work. Moderate correlation is found between CLE and Problem solving, CLE and Team Work, Problem solving and SDL. As there was significant relationship between all the four variables null hypothesis was rejected. The study signifies that if learners are provided with constructive learning environment, they can improve their problem solving and team work skills as well as for self directed learning.

Self Directed Learning, Constructive Learning Environment, Problem Solving, Team Work Skills

Fahnoe, C., & Mishra, P. (2013). Do 21st Century Learning Environments support SelfDirected Learning? Middle School Student’s Response to an Intentionally Designed Learning Environment. Retrieved from http://www.pdfs.semanticscholar.org Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. Retrieved from http://www.researchgate.net Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press. Retrieved from http://journals.sagepub.com Lin, S H. (2003). The Relationships between students perception of Constructivist learning environment, self- directed learning readiness, problem solving skills and team work skills.(Theses and Dissertations at Iowa State University Digital Repository) Retrieved from https://lib.dr.iastate.edu/rtd/1444 Petraglia, J. (1998). The real world on a short leash: the (mis)application of constructivism to the design of educational technology. ETR & D 46(3), 53-65. Retrieved from http://link.springer.com