Self-directed learning reading, difficulties encountered and performance of students in Mathematics in the Modern World

Abstract

Self-directed learning and understanding mathematics are significant concerns in any educational system. Various researchers make many efforts to determine the causes of student performance in the subject. Despite every one of these endeavors, issues still persevere. The researcher used descriptive correlational design to determine the self directed learning readiness, difficulties encountered, and students' performance in Mathematics in the Modern World. Sixty students enrolled in the Mathematics in the Modern World course for the first semester of AY 2021-2022 served as the study's respondents. An adopted instrument for self-directed learning readiness was used to gather the data. Mean, standard deviation, Pearson's correlation, and multiple regression analysis, all set at a .05 level of significance, were the inferential statistics. The results revealed that students' self-directed learning was high. Specifically, in terms of self-management, desire for learning, and self-control, students manifested high self direction in learning. Students' overall difficulty level in Mathematics in the Modern World revealed that students had encountered slight difficulty on the different topics. Furthermore, their overall performance in Mathematics in the Modern World course was high. No significant relationship existed between self-directed learning readiness and the performance of students; difficulty encountered and performance of students. Self directed learning and difficulty are not significant predictors of the students' performance in Mathematics in the Modern World. It was concluded that students have a high level of Self-directed learning readiness. The researcher recommends further studying the effectiveness of the developed lesson exemplars in Mathematics in the Modern World.