READY OR NOT: STUDENTS WITH SELF-DIRECTED LEARNING?

Beyond doubt, lack of readiness for self-directed learning indicates a need to work on developing these skills earlier in the student-centered curriculum. Therefore, this study is conducted to measure the self-directed learning readiness (SDLR) level among first semester students of the Faculty of Engineering and Built Environment, Universiti Kebangsaan Bangi (UKM). An SDLR questionnaire, using a Likert-type scale of 5 points, which consists of 32 items, was distributed to target groups through an online system in December 2013. Statistical test of Mann-Whitney U at significance level of 5% is used when comparing SDLR scores by taking gender, ethnicity, type of secondary school, and mode of entry into UKM as comparison factors. A total of 112 (33.5%) respondents agreed to participate and completed the questionnaire; 72 (64.3%) of the respondents were female and the remaining participants were male. The study reveals that 90 students (67 female and 23 male) employ selfdirected learning (SDLR score> 96). In addition, median of overall SDLR score for females is greater than males (102.7> 97) and this difference is statistically significant (p value = 0.0285). It is suggested that the other three demographic factors do not affect the SDLR scores. Therefore, specific training should be given to the other half of the male respondents in an effort to equip them with the skills that are necessary for self-directed learning. This in turn could increase their confidence and satisfaction in learning, especially for courses that practice a problem-based learning approach.