Self- directed Learning Readiness and Student Autonomy in a Purposive Communication Class: A Mixed Method Study

This study employed a mixed-methods approach to examine self-directed learning readiness and student autonomy in a purposive communication class. A convergent parallel mixed-methods design was used to collect both quantitative and qualitative data, ensuring a comprehensive understanding of the research problem. In the quantitative phase, 205 second-year ITEd students responded to structured questionnaires on self-directed learning readiness and autonomy. In the qualitative phase, seven students participated in in-depth interviews, while another seven joined a focus group discussion to enrich the findings. The qualitative data revealed that students viewed self-directed learning as both a challenge and an opportunity for personal and academic growth. Key factors influencing the development of autonomy included motivation, peer support, and access to learning resources. Many students highlighted the importance of reflection, goal setting, and progress monitoring in taking ownership of their learning. While some initially struggled with independent learning, they reported gaining confidence through collaborative activities and consistent support from their teachers. Integration of the quantitative and qualitative results showed strong convergence, reinforcing the critical role of promoting autonomy and self-directed learning in teacher education programs. Based on the findings, it is recommended that educators adopt autonomy-supportive strategies, such as offering task options, encouraging self-evaluation, and incorporating reflective practices. Institutions should also invest in training educators to facilitate self-directed learning. These findings underscore a pressing need in today's academic and professional landscape: the development of self-sufficient, adaptable, and lifelong learners.