Abstract
Education at every level is typically future-oriented; it is imperative for the learners to keep pace
with the unpredictable and fast changing world. The field of teacher-education is no exception.
Student-centered approaches have started gaining popularity in today’s day and age. Self-directed
learning is becoming one of the most prominent phenomena for the 21st century learners. This
study investigated whether any relationship exists between Self-Directed Learning readiness
(SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach
was adopted and correlation research design was used. The population comprised all the master
level students of the Institute of Education and Research, enrolled in the session 2017-2019. The
total number was 510. The researchers used multistage sampling to draw a sample. A total of 300
students were included in the research. To determine the SDLR of student-teachers, a modified
SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers’ self-directed
learning readiness is high. It was determined that a significant difference does not exist among the
population on the basis of gender or marital status.
Tariq Hussain, Ajia Sabar, Rafia Jabeen. (2019) A Study of the Association between Self-directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan, Bulletin of Education & Research, Volume 41, Issue 3.
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