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Relationships among preference for educational structure, self-directed learning, instructional methods, and

¹School of Nursing, University of Missouri-Kansas City 64108.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing

|March 1, 1990

Summary

This study found an inverse relationship between preference for educational structure and self-directed learning. Unexpectedly, self-directed learning did not correlate with achievement, challenging existing educational research.

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Area of Science:

Educational Psychology
Learning Sciences

Background:

Understanding learner preferences and their impact on educational outcomes is crucial.
Existing literature often assumes direct correlations between educational structure, self-directed learning, and achievement.

Purpose of the Study:

To investigate relationships between preference for educational structure, self-directed learning, instructional methods, and academic achievement.
To analyze these variables using both difference and correlation models.

Main Methods:

A 2x2 randomized block posttest-only design was employed.
Data were analyzed using correlation and difference models to examine five research questions.

Main Results:

A significant inverse linear relationship was found between preference for educational structure and self-directed learning (r = -.3081, P = .027).

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No statistically significant relationship was observed between self-directed learning and achievement (P = .24).

Predictive models for achievement were not successful (R2 = .12), with unexpected directional outcomes.

Conclusions:

Findings contradict established literature, particularly regarding the link between self-directed learning and achievement.
Learner preference for educational structure shows an inverse correlation with self-directed learning capacity.
Further research is needed to understand these unexpected results in educational settings.