Abstract

• The main purpose of this study was to explore the relationship between the self-directed learning readiness and learning styles of education degree college students. The study adopted a descriptive research design and employed with a survey method. A total of 310 (male = 125, female = 185) students from 5 selected education degree colleges were selected as participants by using simple random sampling technique. As research instruments, Self-directed Learning Readiness Scale (SDLRS) developed by Fisher (2001) and Student Learning Style Scale (SLSS) developed by Grasha and Riechmann (1996) were used to assess self-directed learning readiness and learning styles of students. The results revealed that self-directed learning readiness of education degree college students was found to be satisfactory. In addition, significant differences were not found in self-directed learning readiness of education degree college students by their gender and college. Concerning learning styles, the results showed that the most dominant learning style of education degree college students was collaborative learning style. The results of chi-square test confirmed that there was a significant gender difference in the preferred learning styles of education college students (χ2 = 21.163, p < 0.01). It was also stated that there was a significant difference on the learning styles of students relating to their education colleges (χ2 = 42.093, p < 0.01). Finally, the association between the level of self-directed learning readiness and learning styles of education college students was confirmed by conducting a chi-square test (χ2 = 52.53, p < 0.001). Therefore, this study can provide some innovative ideas to the teachers and educators in developing the self directed learning readiness and excellent learning styles of students as well as it provides the valuable suggestions and directions for their more effective teaching-learning processes.