an investigation of self-directed learning skills among the iranian agricultural students (case of agricultural college, tarbiat modares university)

the readiness for self-directed learning among the students and its role in improving life-long learning skills has been emphasized recently. the present descriptive study aimed at analyzing the self-directed 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 sampling technique, through which 201 students were selected as sample (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 (0.78-0.83). the results showed that the students could perceive the range of ‘moderate to high’ for all dimensions underlying self-directed learning skills. based upon another part of results, the students with different educational levels, majors and grade point averages had different self-directed learning skills. it can be concluded that readiness for self-directed 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 self-management, self-monitoring, and self-motivating as well as sdl skills among the students.