Self-Directed Learning Strategies in Studying Modularized Oral Communication in Context

Abstract

COVID-19 pandemic required Grade 11 Shielded Metal Arc Welding (SMAW) students to study modularized Oral Communication in Context. Focusing on their specialization, while comprehending this subject independently, brought them learning difficulties. This study sought to examine the students’ learning difficulties in Modularized Oral Communication in Context during the pandemic and their adopted self-directed learning strategies. Three research questions guided the study which adopted qualitative-phenomenological research design. Sample size of ten students using self-directed strategies was drawn using purposive sampling technique. Three experts validated the interview questions, and three students from other school participated in the pilot test. With valid and reliable questions, the researchers conducted one-shot in-depth interview. Employing Colaizzi’s technique, the researchers analyzed and clustered responses into themes. Results revealed that the students experienced subject learning difficulties, home learning environment distractions, concentration difficulties, independent learning adaptation, beneficial self-directed learning strategies, teacher’s valuable role, and optimism for the sake of educational benefits. Their self-directed learning strategies encompassed self-preparation, learning environment-preparation, technological learning, non-technological learning, information overload-management, time-management, and persistence-regulatory strategies. Generally, students experienced challenges in studying modules independently. Fortunately, they employed self-directed learning strategies that helped them overcome problems and manage their learning. These inspired the researchers to craft self-directed learning strategy toolbox as students’ reference in overcoming the challenges by utilizing reading technique and context clues to understand unfamiliar words and lessons. Further, this paper encouraged learning resource writers to ensure the contextualization of self-learning modules and teachers on the modification or delimitation of modular tasks. Finally, future researchers might also pursue a study on educational key players’ perspectives on these findings and evaluation of the toolbox.