International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Self-directed Learning, Learners’ Self-efficacy and Performance

Author(s) Gelourd S. Pilla
Country Philippines
Abstract This study looked into the relationship among self-directed learning, learners’ self-efficacy, and academic performance among 256 respondents in the Division of Iloilo City for the year 2025. A descriptive-correlational research design was utilized in the conduct of the study. Data were collected using a researcher-made questionnaire and analyzed through descriptive and inferential statistical tools such as mean, standard deviation, t-test, ANOVA, and Pearson product-moment correlation.

Findings showed that students demonstrated a high level of self-directed learning, a very high level of self-efficacy, and a high level of academic performance. Significant differences were observed in self-directed learning and self-efficacy when respondents were grouped according to grade level, while no significant differences were found in terms of sex. Moreover, significant positive relationships were found among self-directed learning, learners’ self-efficacy, and academic performance, indicating that students who are more independent and confident tend to perform better academically.

The study concluded that self-directed learning and self-efficacy are important factors in predicting academic performance. Strengthening these learner attributes can contribute to improved academic success and the development of independent learning skills among students.
Keywords Self-directed learning, self-efficacy, academic performance, learner autonomy, motivation, student achievement, independent learning, Iloilo City, educational outcomes, 21st-century skills
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79113
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