Knowledge Organization Skills as Moderator on Self-Concept and Self-Directed Learning of Students in Junior High School Division, Digos City

Abstract

The study determines the extent of knowledge organization skills and self-concept and students' self-directed learning. The researcher selected 210 grade 9 students in the Junior High School Division of Digos City as the survey respondents in this study. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Partial Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that students' self-concept and self-directed learning were rated as extensive, while teachers’ knowledge organization skills in the Junior High School Division in Digos City. Further, partial correlation analysis demonstrated that there was a significant relationship between self-concept and self-directed learning of students in the Junior High School Division in Digos City when moderated by knowledge organization skills. Hierarchical regression analysis proved that knowledge organization skills significantly moderate the interaction between self-concept and self-directed learning of students. In other words, teachers’ knowledge organization skills significantly moderate students' self-concept and self-directed learning in the Junior High School Division in Digos City.