Science for Education Today, 2019, vol. 9, no. 6, pp. 7–18
© Sarsekeyeva Z. E., Zhekibayeva B. A., Zhukenova G. B., Sarsekeyeva N. E., Mazhenova R. B., 2019
UDC: 
378:372.8

Relations between undergraduate students’ independent learning skills and their learning outcomes in education studies

Sarsekeyeva Z. E. 1 (Karaganda, Republic of Kazakhstan), Zhekibayeva B. A. 1 (Karaganda, Republic of Kazakhstan), Zhukenova G. B. 2 (Nursultan, Republic of Kazakhstan), Sarsekeyeva N. E. 3 (Karaganda, Republic of Kazakhstan), Mazhenova R. B. 1 (Karaganda, Republic of Kazakhstan)
1 Academician E. A. Buketov Karaganda State University
2 L. N. Gumilyov Eurasian National University
3 Karaganda Medical University
Full text (Open Access) — Downloaded 1579
Abstract: 

Introduction. The authors explore the problem of developing undergraduate students’ independent learning skills. The purpose of the research is to identify the relations between the level of students’ independent learning skills and their learning outcomes in Education Studies.
Materials and Methods. The research methodology includes the activity-based approach to understanding independent learning within the framework of higher education. The study employs theoretical methods (analysis and generalization of prior studies) and empirical methods (questionnaires, analysis of practical assignments, indicators of academic performance).
Results. The authors describe the levels of independent learning skills and propose a model of developing students’ independent learning skills. The study has also included identifying the level of independent learning skills of second-year students pursuing their degree in Education.
Conclusions. The article concludes that there is a strong correlation between the level of students’ independent learning skills and their academic performance.

Keywords: 

Independent learning; Skills; Students; Assessment; The level of formation; Technology; Academic performance indicators.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:41586630

Prominence Percentile SciVal: 98.392 Self-Regulated Learning | Metacognition | Computer-Supported Collaborative Learning

https://www.scopus.com/record/display.uri?eid=2-s2.0-85081758253&origin=...

Relations between undergraduate students' independent learning skills and their learning outcomes in education studies

For citation:
Sarsekeyeva Z. E., Zhekibayeva B. A., Zhukenova G. B., Sarsekeyeva N. E., Mazhenova R. B. Relations between undergraduate students’ independent learning skills and their learning outcomes in education studies. Science for Education Today, 2019, vol. 9, no. 6, pp. 7–18. DOI: http://dx.doi.org/10.15293/2658-6762.1906.01
References: 
  1. Pedrosa D., Cravino J., Morgado L., Barreira C. Self-regulated learning in higher education: Strategies adopted by computer programming students when supported by the SimProgramming approach. Production, 2017, vol. 27. DOI: https://doi.org/10.1590/0103-6513.225516
  2. Jansen R. S., Leeuwen A. V., Janssen J., Jak S., Kester L. Self-regulated learning partially mediates the effect of selfregulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 2019, vol. 28. DOI: https://doi.org/10.1016/j.edurev.2019.100292
  3. Yot-Domínguez C., Marcelo C. University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 2017, vol. 14. DOI: https://doi.org/10.1186/s41239-017-0076-8
  4. Wong B. T. M. Learning analytics in higher education: An analysis of case studies. Asian Association of Open Universities Journal, 2017, vol. 12, no. 1, pp. 21–40. DOI: https://doi.org/10.1108/AAOUJ-01-2017-0009
  5. Hale A., Reading J. When the personal enables the independent: Taking the library to the students. Australian Academic & Research Libraries, 2016, vol. 47, issue 1, pp. 3–17. DOI: https://doi.org/10.1080/00048623.2016.1144302
  6. Wendt M., Ase C. Learning dilemmas in undergraduate student independent essays. Studies in Higher Education, 2015, vol. 40, issue 5, pp. 838–851. DOI: https://doi.org/10.1080/03075079.2013.842967
  7. Noortyani R. An exploratory study on students’ reading interest development through independent reading-retelling activity. Arab World English Journal, 2018, vol. 9, no. 2, pp. 108–119. DOI: https://dx.doi.org/10.24093/awej/vol9no2.7
  8. Chekour M., Laafou M., Janati-Idrissi R. What are the adequate pedagogical approaches for teaching scientific disciplines? Physics as a case study. Journal of Educational and Social Research, 2018, vol. 8, no. 2, pp. 141–148. DOI: https://doi.org/10.2478/jesr-2018-0025
  9. Vermunt J. D., Donche V. A Learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 2017, vol. 29, issue 2, pp.  269–299. DOI: https://doi.org/10.1007/s10648-017-9414-6
  10. Ashwin P., Abbas A., McLean M. Conceptualising transformative undergraduate experiences: A phenomenographic exploration of students’ personal projects. British Educational Research Journal, 2016, vol. 42, no. 6, pp. 962–977. DOI: https://doi.org/10.1002/berj.3244
  11. Sajna J., Anuroofa O. M. A Study on the relationship between self directed learning and achievement in information technology of students at secondary level. Universal Journal of Educational Research, 2017, vol. 5 (10), pp. 1849–1852. DOI: https://doi.org/10.13189/ujer.2017.051024
  12. Chang Yu-Sh., Chien Yu-H., Yu K.-Ch., Lin H.-Ch., Chen M. Yi-Ch. Students’ innovative environmental perceptions and creative performances in cloud-based m-learning. Computers in Human Behavior, 2016, vol. 63, pp. 988–994. DOI: https://doi.org/10.1016/j.chb.2016.06.032
  13. Sophonhiranrak S., Suwannatthachote P., Ngudgratoke S. Factors affecting creative problem solving in the blended learning environment: A review of the literature. Procedia – Social and Behavioral Sciences, 2015, vol. 174, pp. 2130–2136. DOI: https://doi.org/10.1016/j.sbspro.2015.02.012
  14. Costa T., Huertas S. Creative debate as a tool to empower and create disruptive thinking within learning contexts in a university design environment. Procedia – Social and Behavioral Sciences, 2016, vol. 228, pp. 413–417. DOI: https://doi.org/10.1016/j.sbspro.2016.07.063
  15. Gil A. The role of the internet in self-study. Society. Integration. Education, 2015, vol. IV, pp. 394–404. DOI: http://dx.doi.org/10.17770/sie2015vol4.398
  16. Tosati S., Lawthong N., Suwanmonkha S. Development of an appreciative inquiry and assessment processes for students’ self-knowing and self-development. Procedia – Social and Behavioral Sciences, 2015, vol. 191, pp. 753–758. DOI: https://doi.org/10.1016/j.sbspro.2015.04.422
  17. Mesárošová M. Care for self-development in relation to the self-regulation in the students of helping professions. International Journal of Social Sciences, 2017, vol. 3, no. 1, pp. 586–596. DOI: https://dx.doi.org/10.20319/pijss.2017.s31.586596
  18. Scott G.W., Furnell J., Murphy C.M., Goudler R. Teacher and student perception of the development of learner autonomy: A case study in the biological sciences. Studies in Higher Education, 2015, vol. 40, issue 6, pp. 945–956. DOI: https://doi.org/10.1080/03075079.2013.842216
  19. Al-Khawlani A. The influence of the learning environment on learner autonomy: A comparative study of Polish and Yemeni EFL undergraduate learners. Sino-US English Teaching, 2018, vol. 15, no. 3, pp. 109–124. DOI: https://doi.org/10.17265/1539-8072/2018.03.001
  20. Mullen P. R., Uwamahoro O., Blount A. J., Lambie G. W. Development of counseling students’ self-efficacy during preparation and training. Professional Counselor, 2015, vol. 5, issue 1, pp.  175–184. DOI: https://doi.org/10.15241/prm.5.1.175
  21. Rodek V. Learning and its effectiveness in students’ self-reflection. New Educational Review, 2019, vol. 55, pp. 112–120. DOI: https://doi.org/10.15804/tner.2019.55.1.09
  22. Brown G. T. L., Peterson E. R., Yao E. S. Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 2016, vol. 86, issue 4, pp. 606–629. DOI: https://doi.org/10.1111/bjep.12126
  23. McNaught K., Benson S. Increasing student performance by changing the assessment practices within an academic writing unit in an enabling program. International Journal of the First Year in Higher Education, 2015, vol. 6, no. 1, pp. 73–87. DOI: https://doi.org/10.5204/intjfyhe.v6i1.249
  24. Shestakova L. G., Richter T. V. Students' readiness for self-organization: Indicators of evaluation and self-evaluation. Science for Education Today, 2019, vol. 9, no. 3, pp. 138–150. DOI: http://dx.doi.org/10.15293/2658-6762.1903.08
  25. Sarsekeyeva Z. E., Gorbunova N. A., Zhekibayeva B. A., Sarsekeyeva N. E. Developing students’ cognitive culture through solving career-oriented tasks within the framework of initial teacher education. Science for Education Today, 2019, no. 4, pp. 7–18. DOI: http://dx.doi.org/10.15293/2658-6762.1904.01  
Date of the publication 31.12.2019