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Measuring the Self-Directedness of Computer Science Learners


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dc.contributor.advisorWitte, James E.
dc.contributor.authorde Almeida Adelino, Lucas Antonio
dc.date.accessioned2020-06-03T18:46:00Z
dc.date.available2020-06-03T18:46:00Z
dc.date.issued2020-06-03
dc.identifier.urihttp://hdl.handle.net/10415/7247
dc.description.abstractThis study measured the degree of self-direction of students from the Department of Computer Science and Software Engineering at Auburn University. Self-direction was measured through the Personal Responsibility Orientation to Self-Direction in Learning Readiness Scale (PRO-SDLS), a quantitative instrument delivered via an electronic survey. 61 participants completed the survey, with a mean score of 85.88. In addition to measuring PRO-SDLS scores, this study also investigated if there differences in mean PRO-SDLS scores between gender, ethnicity, and age groups, as well as between sophomore, junior, senior and graduate students. No statistically significant difference was found between the groups. These results provide a better picture of self-direction among learners of computer science and software engineering, a field which has not yet been exhaustively researched.en_US
dc.subjectEducation Foundation, Leadership, and Technologyen_US
dc.titleMeasuring the Self-Directedness of Computer Science Learnersen_US
dc.typeMaster's Thesisen_US
dc.embargo.statusNOT_EMBARGOEDen_US

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