Correlation between the Dimensions of Constructivist Learning Environment and Self-directed Learning among the Students of Medical Sciences

Aims: Self-directed learning is an essential skill to promote stable learning. The aim of this study was to investigate the correlation betweeen the dimensions of constructivist and self-directed learning environments among the students of medical sciences. Instruments and Methods: The present descriptive-analytical research was conducted in 2016, using a multistage sampling among students, who studied Health, Paramedical Sciences, Nursing, and Midwifery in associate, bachelor, master, and doctoral degrees and students of Medicine and Dentistry in Kurdistan University of Medical Sciences. The 365 students were randomly classified in each school and the data were gathered by Wiliamson's self-directed questionnaire and Taylor et al.'s constructivist learning environment questionnaire. Statistical analyses were performed by SPSS 21 Software. Along with independent t-test, correlation coefficient, and one-way analysis of variance (ANOVA), Tukey's test was used as the post-hoc test. Findings: A significant correlation was found between the dimensions of constructivist learning environment and self-directed learning skills. There was a significant relationship between self-directed learning skills and the students' interest in their own fields of study. Also, a significant statistical relationship was found between self-directed skills and the gender of the students. In terms of the mean of the self-directed learning, there was a significant difference among the studied schools. There was a significant relationship between the schools of Nursing and Medicine, between the schools of Health and Nursing and between the schools of Medicine and Nursing. Conclusion: Constructivist learning environment affects the performance of students in self-directedness learning.