CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides selected relevant literature and studies to support the
importance of SDL for students' academic performance.
2.1 Review of Related Studies
This section summarizes the related literature from online resources for the review. It
will clarify and identify the importance of using self-directed learning on students’ academic
performance.
Self-directed learning (SDL) is an approach that allows students to take responsibility
for their learning by planning, monitoring, and evaluating their progress. Several studies have
highlighted the positive effects of Self-directed learning on academic performance, especially
among junior high school students. Students using Self-directed learning strategies tend to
achieve better academic outcomes because they are more involved in the learning process.
Based on the study conducted by Artis and Harris (2007) that one of the unique
aspects of self-directed learning versus traditional learning is that the locus of control for self-
directed learning belongs to the learner rather than to the teacher. In addition, they will
identify the learner’s willingness to use self-directed learning. Believing that the learner who
used self-directed learning can affect personal change through its own ability and efforts.
Song and Hill (2007) also found that students with strong self-directed learning skills perform
better in school because they are better at solving problems and thinking critically. These
skills allow them to overcome challenges and excel in their studies. Students can be more
productive than ever if they have the capacity to learn in their own way and discover the
proper way of dwelling in the academic aspects. Moreover, Teachers are needed to challenge
and support the students’ struggle between chaos and cosmos, not to take it away (Silen 2001,
2003). Challenging students’ critical awareness can be a huge start to have an effective self-
directed learning. Zimmerman (2002) also supported this by showing that students who set
goals and regularly assess their progress often perform better in subjects like math and
science.
These findings indicate that self-directed learning not only helps students improve
their grades but also develops their ability to learn independently. Learning is essential for all
students who are fighting for the dreams they have aspired to attain, and by self-directed
learning, it is possible to achieve it. However, some studies have highlighted the challenges
of applying Self-directed learning in junior high schools.
For instance, Cazan and Schiopca (2014) pointed out that younger students sometimes
struggle with Self-directed learning because they lack motivation or need additional guidance
from their teachers. Without adequate support, students may find it difficult to manage their
learning effectively. Despite these challenges, researchers agree that when teachers provide
sufficient guidance, Self-directed learning can become a powerful tool for improving
academic performance, even for students who initially find it hard to adopt. Studies
conducted in local schools also demonstrate the benefits of Self-directed learning.
Bernardo et al. (2019) studied schools in the Philippines and found that Self-directed
learning, when combined with appropriate teacher support, leads to better academic
performance. Students who study Self-directed learning learn to take responsibility for their
studies, which helps them achieve higher levels of success. The study also noted that self-
directed learning promotes self-discipline and motivation, which are essential for long-term
learning. The reviewed studies show that self-directed learning positively influences the
academic performance of junior high school students. Although there are challenges, proper
teaching support and guidance can help students adopt self-directed learning strategies
successfully. This makes self-directed learning a promising approach for improving education
outcomes in schools, including Saint Joseph College of Sindangan Inc.
2.2 Review of Related Literature
Self-directed learning (SDL) is a learning approach where individuals take control of
their education by setting goals, choosing strategies, and evaluating their progress. This
method promotes independence and responsibility, as well as its influence on academic
performance by many researchers over the decades. By examining studies from the 1900s to
the present, a deeper understanding of self-directed learning evolution and its effectiveness
emerges. The foundation of self-directed learning as a concept back to the 20th century.
Academic performance using Self-directed learning in 1990s review
Malcolm Knowles (1975) defined Self-directed learning as a process where
individuals take responsibility for diagnosing their learning needs, setting objectives,
identifying resources, and assessing outcomes. His work was pivotal in promoting Self-
directed learning as a lifelong learning approach. Houle (1961) stated that self-directed
learning significantly improved knowledge retention and application. Similarly, Tough (1971)
studied adult learning projects, discovering that most of these were self-planned and resulted
in deeper engagement and more meaningful outcomes.
Effects of Self-directed learning on students in 2000s reviews
In the 2000s, attention shifted to how self-directed learning affected younger learners,
particularly high school students. Garrison (2003) stated that self-directed learning fosters
essential skills such as critical thinking and problem-solving. His research introduced a model
combining self-management, self-monitoring, and motivational control, which showed how
students who practiced self-directed learning achieved higher academic success. Brown
(2002) investigated SDL among eighth-grade students in integrated curriculum programs and
found that the method increased student motivation and engagement.
Moreover, Zimmerman and Schunk (2001) examined the close relationship between
self-directed learning and self-regulated learning, concluding that students who exercised
more control over their learning achieved better academic results, especially when guided by
structured goals and feedback. In recent years, strategies to enhance self-directed learning
have been a central focus of research. Zimmerman (2011) emphasized the importance of
skills such as time management, goal setting, and self- reflection. According to his findings,
students who adopt these strategies perform better academically and are more prepared for
lifelong learning. Similarly, Santos (2009) studied high school students in the Philippines and
found that teacher support was critical for helping students maximize self-directed learning
practices. His research revealed that when students effectively applied self-directed learning,
their academic performance significantly improved, demonstrating the potential of this
approach to foster success.
The literature demonstrates that self-directed learning has evolved from a theoretical
idea to a widely applicable learning strategy. Early research provided insights into its
foundational principles, while more recent studies have shown its impact on students’
academic performance. Strategies such as proper goal setting, time management, and self-
reflection are vital to its success. For junior high school students at Saint Joseph College of
Sindangan Incorporated, implementing self-directed learning practices could improve their
academic performance, structured learning environment and guidance from teachers.
Therefore, self-directed learning has proven to be a powerful tool for enhancing
students’ learning experiences and academic success. As the education system continues to
evolve, incorporating self-directed learning methods can help students develop lifelong
learning skills and prepare them for future challenges. The role of teachers remains crucial in
guiding and supporting students through this journey, ensuring that self-directed learning
becomes an effective and transformative educational approach.