Self-Directed Learning among Students Pursuing Teacher Training Course in Relation to Academic Achievement

The present study was undertaken with an effort to see the relationship between self-directed learning and academic achievement of students pursuing teacher training course through distance mode. A sample of 84 students was taken and administered with Self Rating Scale of Self-directed Learning (SRSSDL) developed by Swapna Naskar Williamson (2007) to measure self-directedness among them. The results of present study revealed that except learning activities component of self-directed learning there exist no significant gender difference in the awareness, learning strategies, evaluation, interpersonal skills components of self-directed learning and self-directed learning (aggregate). The study found that except awareness component of self-directed learning no significant difference was found in learning strategies, learning activities, evaluation, interpersonal skills components of self-directed learning and self-directed learning (aggregate) with respect to residential background among teacher training course students. Further, a positive relationship was found between all the components of self-directed learning, self-directed learning (aggregate) and academic achievement, but the relationship was not significant.