Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students - Study findings and impact on SDLRS

Oct 15, 2026

The study investigates how project-based learning (PoBL) influences self-directed learning skills among educational technology students in a system-based education course at Arak University, Iran. A sample of 78 students was randomly assigned to an experimental group receiving PoBL and a control group receiving conventional teaching. Self-directed learning readiness was measured three times using the SDLRS scale: pretest, posttest one, and posttest two. Results from two-way repeated-measures ANOVA show significantly higher self-directed learning skills for the PoBL group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Self-directed learning and 21st-century skills

Role of educational technology and technologists

Traditional teaching vs instructional innovation

Research question and teaching methods

Abstract

Study purpose and context

Method and assessment (SDLRS)

Results (two-way repeated-measures ANOVA)

Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students Mohsen Bagheri, Wan Zah Wan Ali, Maria Chong Binti Abdullah, & Shaffe Mohd Daud Universiti Putra Malaysia, Malaysia Abstract Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students’ essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students’ self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy) . The self-directed learning readiness scale (SDLRS) was administrated three times (i. e. pretest, post-test one, and posttest two) . The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy. Keywords: Project-based learning; Self-directed learning; Educational technology; Higher education Introduction Current educational theories take into consideration the fostering of essential skills, such as selfdirected learning in an educational environment which coincide with 21st century society’s turbulent demands (ChanLin, 2008) . Self-directed learning is one of the best ways to learn. There is convincing evidence that people who take the initiative to learn tend to learn more and better than those who fail to do so (Knowles, 1975) . This is also supported by Brockett and Hiemstra (1991), who found that students who exhibited more self-directed learning behaviors tend to perform better academically than students who did not. To be a self-directed learner is to have the ability to identify and achieve learning goals through the effective use of learning strategies and to understand, monitor, manage, evaluate, and reflect on one's own learning (Tillema, 2000) . Self-directed learning focuses on the process by which learners take control of their own learning, set their own learning goals to locate appropriate resources, decide on learning methods to use, and evaluate their own progress (Findley, 2009) . It is essential for students to be self-directed learners in order to experience effective university as well as lifelong learning (Lunyk-Child et al, 2003) . The development of basic skills such as self-directed learning is the foremost priority of experts in educational technology. Due to the close relationship between educational technology as a field of study on the one hand and technological progress as a fact on the other, the very nature of this field has undergone tremendous shift which has resulted in a transmogrification, changes which are evinced by the roles of specialists (Surry & Robinson, 2001) . Educational technologists' roles are also more complicated than they were in the past when they were confined to school and instructional material preparation for students/teachers. As of late, experts in instructional technologies have woven technology into the fabric of education (Davidson, 2003) . Thus, parallel to the changes in instructional technologies, the competencies of an instructional technologist are observed to be changing. Surry and Robinson (2001) assert that the roles and duties of an educational tech

FAQs

What is the study’s main purpose regarding PoBL?

To examine the effects of the project-based learning (PoBL) strategy on students’ self-directed learning skills in the system-based education course.

How were students assigned to groups in the study?

A sample of 78 educational technology students was randomly assigned to an experimental group (PoBL) or a control group (conventional teaching).

How was self-directed learning measured, and how many times?

Self-directed learning readiness was assessed using the SDLRS scale three times: pretest, posttest one, and posttest two.

Oct 15, 2026

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