Effect of Self-Directed Learning on the Components of Reading Comprehension

Abstract

Research shows a positive relationship between self-directed learning (SDL) and<br />reading comprehension. The present quasi-experimental study attempted to expand<br />the scope of SDL by investigating its effect on the components of reading<br />comprehension. Sixty high school students took the reading comprehension part of<br />PET as the pretest and the posttest. Over 16 weeks, the experimental group,<br />consisting of 30 students, underwent instruction in SDL. Data from the pretest was<br />analyzed using an independent samples t test. Results [t(1.158 = 0.157, p > 0.87)]<br />indicated that the 2 groups were homogeneous before the treatment. After the<br />treatment, the data from the posttest were analyzed using a one-way between-groups<br />MANOVA. Results between the 2 groups on the combined dependent variables<br />[F(5,54) = 0.72), p = .61], Wilk's Lambda= .93, and partial eta squared =.06<br />displayed no significant difference, and this may be due the fact that SDL is not<br />compatible with Iran's system of education.