Date
10-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Nathan Putney
Keywords
self-directed learning, flipped classroom, engagement, motivation, self-determination theory, traditional instruction, online learning
Disciplines
Education
Recommended Citation
Benitez, Michael, "Secondary School Science, Technology, Engineering, and Mathematics Student Readiness to Engage in Self-Directed Learning Strategies: A Causal-Comparative Quantitative Study" (2025). Doctoral Dissertations and Projects. 7548.
https://digitalcommons.liberty.edu/doctoral/7548
Abstract
The purpose of this quantitative causal-comparative study was to examine the relationship between science, technology, engineering, and mathematics students’ self-directed learning readiness and their current course grade in flipped classrooms, fully online courses, and classes with traditional instructional methods. Participants were high school students in central Texas. This study is important because self-directed learner readiness directly impacts student engagement and motivation, leading to better academic results in self-directed student-led instructional contexts, such as flipped classrooms and online learning. This study adds to the literature regarding self-directed learner readiness by examining the differences between three different instructional methods: traditional, flipped, and online classrooms. The sample comprised 53 students from flipped classrooms, 54 from traditional classrooms, and 53 from fully online classrooms. Data were collected using the Self-Directed Learning Readiness Scale administered to participants during their science, technology, engineering, and mathematics class via the website www.lpasdlrs.com. The one-way analysis of variance results showed significant differences in self-directed learner readiness between students receiving traditional, flipped classroom, and fully online instruction. These results indicate that instructional method impacts student readiness for self-directed learning. Further research is recommended to examine populations in different geographical regions, with varying demographics, and using longitudinal mixed methods to determine ways to improve student readiness for self-directed learning.
