Effects of the training on metacognition on the self-directed learning readiness of the BSP Institute personnel

Added Title

Self-directed learning

Document Type

Master's Thesis

Degree Name

Master in Learning and Teaching

Subject Categories

Education

College

Br. Andrew Gonzalez FSC College of Education

Thesis Adviser

Ma. Alicia Bustos Orosa

Defense Panel Chair

Jose Alberto S. Reyes

Defense Panel Member

Jerome A. Quano
Marikita T. Evangelista

Abstract/Summary

Self-directed learning readiness is the degree that an individual engages in self-directed learning and will continue to practice life-long learning to gain new knowledge and skills. The purpose of this study is to determine if a training intervention on metacognition will have an effect on the self-directed learning readiness of the BSPI personnel. Participants included 15 BSPI personnel, both male and female, aged 23 to 42. The instrument used was from previous studies on self-directed readiness (Fisher, et. al., 2001) with Cronbach‟s alpha ranging from .88 to .95. The training intervention was a one-day training which taught participants how to assess the demands of a task, evaluate their own knowledge and skills, plan a learning approach, monitor their progress, and adjust strategies to optimize learning. Results revealed no significant difference after the conduct of the training intervention on metacogntition (Z = -.735, p = 0.462).

Abstract Format

html

Note

Running title: Self-directed learning

Language

English

Format

Electronic

Accession Number

CDTG005824

Shelf Location

Archives, The Learning Commons, 12F Henry Sy, Sr. Hall

Keywords

Self-managed learning; Bank employees —Training of—Philippines; Metacognition

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Embargo Period

8-13-2023

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