Research on adolescence has shifted from perceiving it as a period of turmoil and confusion to focusing on developmental transition and adjustment. There is increased emphasis on understanding adolescent learning and development in response to educational environments. However, little is known about self-directed learning (SDL) in adolescent development as manifested within a specific subject. SDL involves learners owning their learning and being intrinsically motivated. In this article we describe the findings related to behaviour demonstrated by Grade 9 adolescent learners of natural sciences. The exploration provided a basis for understanding how to support meaningful learning within the context of secondary school natural sciences education, thereby enhancing learners’ SDL behaviour. In this multiple case study we examined the patterns that emerged from focus group interviews with 5 learner participants randomly selected from 5 schools in a school district in South Africa (n = 25). Inductive thematic analysis was used to analyse the transcribed data, with the aim of identifying specific patterns and emerging themes, which were framed according to Garrison’s 3-dimensional SDL model. The findings indicate a lack of SDL behaviour among learners in all 3 dimensions, but particularly in self monitoring. Based on the findings, we recommend that learners in this stage of their education develop the abilities necessary to create a strong foundation for the learning requirements they may face in higher education and beyond. Future studies are needed to determine the extent to which enhancing adolescent SDL behaviour supports positive development.

https://doi.org/10.15700/saje.v46n1a2572

ORCiD iDs of authors:
Effiness Kamanga – https://orcid.org/0000-0001-6577-2747
Anitia Lubbe – https://orcid.org/0000-0001-5687-1030
Josef de Beer - https://orcid.org/0000-0002-2411-6599