EFFECT OF E- LEARNING IN DEVELOPING SELF-DIRECTED LEARNING OF SCIENCE STUDENTS AT SECONDARY LEVEL

Abstract

Self-directed learning (SDL) is a critical competency in 21st-century education, fostering learner autonomy, critical thinking, and lifelong learning behaviors. The researcher examined the impact of technology integration, specifically through the E-Learn Punjab initiative, on the development of SDL skills among secondary-level science students in public schools of Lahore, Pakistan. A quantitative, descriptive, causal-comparative research design was applied, with a purposive sample of 200 students (100 technology users and 100 non-users) from four schools. Data were collected using a self-directed learning scale (SDLS) and analyzed using descriptive statistics and independent-samples t-tests. Findings indicated that technology users demonstrated significantly higher SDL scores (M = 174.13, SD = 10.42) compared to non-users (M = 148.75, SD = 17.04), highlighting the positive role of digital tools and simulations in promoting experiential learning. Gender differences were also observed, with boys outperforming girls (M = 165.46 vs. M = 157.42), although the effect size was small. The study’s findings align with Dale’s Cone of Experience and experiential learning theory, suggesting that immersive, technology-mediated instruction enhances learners’ ability to analyze, synthesize, and evaluate scientific concepts. The result presented implications for educational policy, teacher professional development, and curriculum design aimed at fostering SDL through technology integration in secondary education.