A Study of Self-Directed Learning strategy of High School Students in the Tea Garden Region of Jalpaiguri District, West Bengal
DOI:
https://doi.org/10.31305/rrijm.2025.v10.n6.048Keywords:
Self-directed learning, high school students, academic achievement, learning strategies, JalpaiguriAbstract
This study explores the self-directed learning (SDL) strategies of high school students in the tea garden region of Jalpaiguri district, West Bengal. Self-directed learning is a process in which learners take initiative in planning, managing, and evaluating their own learning activities, thereby enhancing academic performance and personal development. The research focuses on understanding the role of SDL in shaping students’ learning outcomes and its relationship with academic achievement. A quantitative research approach was adopted using a specially designed Self-Directed Learning Strategy Scale consisting of 40 items on a three-point Likert scale. The sample comprised 300 secondary school students from different backgrounds. Statistical analysis, including mean, standard deviation, skewness, kurtosis, and t-test, was conducted using SPSS. The findings reveal that the distribution of SDL scores is normal and that there is no significant difference in SDL strategies across gender, type of school, residential status, or rural-urban background. The study concludes that self-directed learning plays a vital role in fostering independent thinking, decision-making, and lifelong learning skills among students.
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