Is this project an undergraduate, graduate, or faculty project?
Undergraduate
Project Type
individual
Campus
Daytona Beach
Authors' Class Standing
Abigail Blalock, Junior
Lead Presenter's Name
Abigail Blalock
Lead Presenter's College
DB College of Arts and Sciences
Faculty Mentor Name
Dr. Debarati Basu
Abstract
This research poster presents findings from a broader study examining self-direction in learning (SDL) programming among first-year engineering students enrolled in an introductory programming course at Embry-Riddle. Developing learner autonomy and self-direction is essential for fostering lifelong learning and adaptability, particularly in programming, where rapidly evolving tools and techniques require continuous skill development. Using a quasi-experimental approach, this study investigates students’ self-direction in learning using a 25-item validated instrument on the Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). Grounded in the Personal Responsibility Orientation (PRO) model, the instrument distinguishes between the external teaching–learning process and the internal characteristics of the learner, both of which interact within a social context to shape SDL outcomes. The external teaching-learning dimension is measured using the initiative and control PROSDLS attributes, while the internal characteristics dimension is measured using the motivation and self-efficacy PROSDLS attributes. Pre- and post-surveys were administered to measure changes in students’ SDL over the course of a semester. Data were collected across two consecutive semesters (Fall 2024 and Spring 2025), with responses obtained from two course sections per semester, all of which employed consistent instructional materials and assessments. In addition to the PRO-SDLS attributes, the pre- and post- surveys also included two questions measuring students’ self-perception of being a self-directed learner and their sense of responsibility. This poster presents results examining how students’ self-perceptions as self-directed learners and their sense of responsibility for determining what and how they learn relate to their PRO-SDLS attributes. The findings provide insights into the development of students’ self-awareness and responsibility in the context of learning programming. These results can inform evidence-based instructional practices and technology integration strategies aimed at promoting self-direction in learning and cultivating lifelong learning skills among engineering students.
Did this research project receive funding support (Spark, SURF, Research Abroad, Student Internal Grants, Collaborative, Climbing, or Ignite Grants) from the Office of Undergraduate Research?
No
Included in
Educational Methods Commons, Educational Psychology Commons, Educational Technology Commons
Comparing Student Perceptions: Self-directed Learner and Sense of Responsibility with Their Measured Self-Direction in Learning Programming
This research poster presents findings from a broader study examining self-direction in learning (SDL) programming among first-year engineering students enrolled in an introductory programming course at Embry-Riddle. Developing learner autonomy and self-direction is essential for fostering lifelong learning and adaptability, particularly in programming, where rapidly evolving tools and techniques require continuous skill development. Using a quasi-experimental approach, this study investigates students’ self-direction in learning using a 25-item validated instrument on the Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). Grounded in the Personal Responsibility Orientation (PRO) model, the instrument distinguishes between the external teaching–learning process and the internal characteristics of the learner, both of which interact within a social context to shape SDL outcomes. The external teaching-learning dimension is measured using the initiative and control PROSDLS attributes, while the internal characteristics dimension is measured using the motivation and self-efficacy PROSDLS attributes. Pre- and post-surveys were administered to measure changes in students’ SDL over the course of a semester. Data were collected across two consecutive semesters (Fall 2024 and Spring 2025), with responses obtained from two course sections per semester, all of which employed consistent instructional materials and assessments. In addition to the PRO-SDLS attributes, the pre- and post- surveys also included two questions measuring students’ self-perception of being a self-directed learner and their sense of responsibility. This poster presents results examining how students’ self-perceptions as self-directed learners and their sense of responsibility for determining what and how they learn relate to their PRO-SDLS attributes. The findings provide insights into the development of students’ self-awareness and responsibility in the context of learning programming. These results can inform evidence-based instructional practices and technology integration strategies aimed at promoting self-direction in learning and cultivating lifelong learning skills among engineering students.