THE EFFECT OF TEACHING TIME MANAGEMENT ON SELF-DIRECTED LEARNING OF THE FIRST-GRADE HIGH SCHOOL GIRL STUDENTS

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KARIMI FARIBA; DELAVAR ZAHRA

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2016 | Volume:12 | Issue:20 (47) Page(s): 158-167

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Information Journal Paper

Title

THE EFFECT OF TEACHING TIME MANAGEMENT ON SELF-DIRECTED LEARNING OF THE FIRST-GRADE HIGH SCHOOL GIRL STUDENTS

Author(s)

KARIMI FARIBA | DELAVAR ZAHRA | Issue Writer Certificate

Keywords

SELF-DIRECTED LEARNINGQ2

TIME MANAGEMENTQ2

SELF-MANAGEMENTQ3

MOTIVATION TO LEARNQ2

SELF-CONTROLQ2

SELF-REGULATION LEARNINGQ2

Abstract

The present study was conducted to measure the effect of teaching TIME MANAGEMENT on SELF-DIRECTED LEARNING in the first-grade high school girl students. The research method was semi experimental and the research design was pretest-posttest with the control group. The used sampling method was randomized cluster. To this end, two classes, with 30 students each, were randomly selected as “Experimental” and “Control” from a girls’ high school in Falavargion region. The data collection instrument comprised a SELF-DIRECTED LEARNING questionnaire (Fisher et al, 2001) which its face, content, and construct validities had been measured. the reliability of which, also, by means of Cronbach's Alpha, was calculated as 0.81. Both groups responded to the SELF-DIRECTED LEARNING questionnaire as pretest. Then, TIME MANAGEMENT was taught to the experimental group, in eight sessions of 1.5 hours each, over a one-month period. Next, both groups were administered a post-test. The data were analyzed using Analysis of Covariance. The findings indicated that the mean scores for SELF-DIRECTED LEARNING and their elements (i.e. SELF-MANAGEMENT, MOTIVATION TO LEARN and SELF-CONTROL) increased in the experimental group on the post-test compared to those on the pre-test. Consequently, teaching TIME MANAGEMENT improved SELF-DIRECTED LEARNING and its elements.

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APA: Copy

KARIMI, FARIBA, & DELAVAR, ZAHRA. (2016). THE EFFECT OF TEACHING TIME MANAGEMENT ON SELF-DIRECTED LEARNING OF THE FIRST-GRADE HIGH SCHOOL GIRL STUDENTS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 12(20 (47)), 158-167. SID. https://sid.ir/paper/127390/en

Vancouver: Copy

KARIMI FARIBA, DELAVAR ZAHRA. THE EFFECT OF TEACHING TIME MANAGEMENT ON SELF-DIRECTED LEARNING OF THE FIRST-GRADE HIGH SCHOOL GIRL STUDENTS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2016;12(20 (47)):158-167. Available from: https://sid.ir/paper/127390/en

IEEE: Copy

FARIBA KARIMI, and ZAHRA DELAVAR, “THE EFFECT OF TEACHING TIME MANAGEMENT ON SELF-DIRECTED LEARNING OF THE FIRST-GRADE HIGH SCHOOL GIRL STUDENTS,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 12, no. 20 (47), pp. 158–167, 2016, [Online]. Available: https://sid.ir/paper/127390/en

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