The Effects of Learning Management by Fostering Self-directed Learning on Learning Achievement, Person-Centered Communication Competence, and Satisfaction of Students in Non-Degree Program of Dementia Care and Management
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Abstract
Objectives: This quasi-experimental research with one-group pre-posttest aimed to 1) investigate the learning achievement, 2) compare students’ pretest and posttest of person-centered communication competence, and 3) examine students’ satisfaction on learning management by fostering self-directed learning in the person-centered communication package. Methods: The sample consisted of 41 students in the non-degree program of dementia care and management, Faculty of Nursing, Prince of Songkla University. The sample were recruited by convenient sampling. The research instruments included 1) a learning management plan for the self-directed learning under the topic of person-centered communication 2) the achievement test, with reliability of .81, 3) the person-centered communication competence questionnaire with I-CVI of .90, tested for stability reliability with Pearson’s correlation coefficient of .92, and 4) the satisfaction towards learning management questionnaire. The data analysis was conducted using descriptive statistics and paired t- test. Results: 1) person-centered communication score was at a very good level (86.80%), 2) the posttest of person-centered communication competence was higher than the pretest at the significant level of .05, and 3) the students’ satisfaction towards learning management in overall aspects was at a high level (M = 4.50, SD = .25). Conclusion: The research results showed that learning management encouraged students to have a good learning achievement, increased person-centered communication competence and feel satisfied with learning management by fostering self-directed learning.
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