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SELF-DIRECTION IN LEARNING Jessie Brown AC2108460 Ashworth College Research Methods in Psychology December 12, 2023

In the dynamic landscape of education, understanding the complexities between students' self- directed learning abilities and their academic performances has become increasingly important. Two studies, Chou's "The Relationship between Engineering Students' Self-Directed Learning Abilities and Online Learning Performances" and Orawiwatnakul and Wichadee's "A Comparison of Students' Outcomes in Two Classes: Business Administration Students VS Communication Arts Students Based on Self-Directed Learning Activities," contribute insights into this intersection, examining the interplay between self-directed learning and academic outcomes in different academic settings. Chou's pilot study seeks to investigate the relationship between self-directed learning abilities and online learning performances among engineering students. The primary purpose is to discern whether a correlation exists between the students' self-directed learning skills and their achievements in online learning environments. The study adopts a pilot design, utilizing a smaller-scale investigation to test the feasibility and potential issues of a larger study. The participants, engineering students, are assessed using a questionnaire to gauge their self-directed learning abilities. Concurrently, data on online learning performances are collected, likely through educational platforms. Statistical analyses are employed to identify any significant relationships between self-directed learning abilities and online learning outcomes. While the specifics of the results are not detailed, the study indicates a positive relationship between engineering students' self-directed learning abilities and their online learning performances. The limited sample size of a pilot study raises concerns about generalizability. A larger, more diverse participant pool would enhance external validity. Additionally, a deeper exploration of specific self-directed learning skills influencing online success could provide

more actionable insights for educators. Employing a mixed-methods approach could offer a more comprehensive understanding of this relationship. Orawiwatnakul and Wichadee aim to compare outcomes between business administration and communication arts students based on their engagement in self-directed learning activities. The study explores whether variations in self-directed learning impact academic success differently in these distinct academic disciplines. The research involves a comparative design, analyzing self-directed learning activities' influence on students in both business administration and communication arts classes. Quantitative and qualitative data collection methods likely assess student outcomes, and statistical analyses are utilized to compare performance between the two groups. The study unveils differences in outcomes between business administration and communication arts students based on their participation in self-directed learning activities. To improve the study's clarity, the specific self-directed learning activities employed should be explicitly outlined. Discussing how these activities align with each discipline would enhance relevance. Addressing potential confounding variables and limitations would contribute to a more nuanced interpretation of the results. A follow-up study could explore variations in activity design, offering practical guidance for educators in different disciplines. Both studies contribute valuable insights into the relationship between self-directed learning and academic outcomes in distinct academic settings. Chou's pilot study, while providing a positive correlation, could benefit from a larger sample and a deeper exploration of specific self-directed learning skills. Orawiwatnakul and Wichadee's comparative study, although revealing differences, could be refined for clarity and depth, considering the specificity of self-directed

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