An Investigation of Self-Directed Learning Skills among the Iranian Agricultural Students (Case of Agricultural College, Tarbiat Modares University)

The readiness for selfdirected learning among the students and its role in improving lifelong learning skills has been emphasized recently. The present descriptive study aimed at analyzing the selfdirected learning skills possessed by the students of agriculture at Tarbiat Modares University, Tehran, Iran (N= 414). As far as methodological design is concerned, the study has utilized Krejcie and Morgan’s (1970) table, and stratified random sling technique, through which 201 students were selected as sle (n= 201). From this, 193 students filled and returned the research instrument (Return rate= 96%). A set of open ended questionnaires was developed, which was considered to be the main tool for the collection of required data. This prepared questionnaire was validated by a panel of experts of agricultural extension and education, subsequently its reliability was also checked and confirmed by Cronbach’s Alpha coefficient (0.780.83). The results showed that the students could perceive the range of ‘moderate to high’ for all dimensions underlying selfdirected learning skills. Based upon another part of results, the students with different educational levels, majors and grade point averages had different selfdirected learning skills. It can be concluded that readiness for selfdirected learning is a crucial factor for all students and should be taken into consideration in education planning with regard to each field. It is necessary to state that the educational system seeks to develop such skills to promote selfmanagement, selfmonitoring, and selfmotivating as well as SDL skills among the students.