Relationship between Self-Directed Learning and Self-Regulated Learning in Problem-Based Learning: Problem-Based Learning

Waqar Un Nisa; Khaliq Aman; Sana Murtaza; Zainab Abdullah; Naveed Gul

doi:10.54393/pjhs.v5i12.2501

Authors

Waqar Un Nisa Department of Oral Pathology, Bacha Khan College of Dentistry, Mardan, Pakistan
Khaliq Aman Department of Medical Education, Rawal Institute of Health Sciences, Islamabad, Pakistan
Sana Murtaza Department of Prosthodontics Rehman College of Dentistry, Peshawar, Pakistan
Zainab Abdullah Department of Medical Education, Bashir College of Dentistry, Islamabad, Pakistan
Naveed Gul Department of Orthopaedic, Rawal Institute of Health Sciences, Islamabad, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v5i12.2501

Keywords:

Self-Directed Learning, Self-Regulated Learning, Problem-Based Learning, Cognitive Strategies

Abstract

Self-Directed Learning (SDL) was crucial for developing Self-Regulated Learning (SRL) skills, essential for success in Problem-Based Learning (PBL) settings. Objective: To explore the association between SDL and SRL, focusing on motivation, self-efficacy, and cognitive strategies. Methods: A longitudinal study design was conducted with 250 medical students in the PBL curriculum at Rawal Institute of Health Sciences Islamabad. Stratified random sampling ensured representation across academic performance levels. A structured survey assessed SDL (goal-setting, time management, and self-assessment) and SRL (motivation, self-efficacy, cognitive strategies, and behavioural regulation) using a 5-point Likert scale. Data were analysed using Chi-Square Goodness-of-Fit tests to explore distribution patterns, Bivariate Pearson correlation for relationships between SDL and SRL, and One-Way ANOVA to identify SRL differences across performance levels, with a significance threshold set at p < 0.05. Results: Significant engagement in SDL components, goal-setting and intrinsic motivation (p = 0.001), with moderate correlations between specific SDL skills and SRL outcomes. Time management showed a weak but significant correlation with cognitive strategies (p = 0.03), suggesting an impact on SRL behaviours. No significant differences were observed in SRL skills across academic performance levels (p > 0.05), indicating a uniform development of self-regulation skills regardless of prior achievement. High engagement in PBL discussions and peer collaboration further underlines these activities as central to fostering SDL and SRL. Conclusion: SDL in PBL shows a positive, however modest, impact on SRL outcome, management and self-assessment, which could further enhance SRL in medical education settings.

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