Evaluating primary school students’ views on using technology for self-directed learning

Abstract

This study investigates primary school students’ perspectives on their self-learning capabilities through the use of technology, addressing the growing emphasis on learner autonomy in digital learning environments. Despite increasing integration of technology into education, limited research has explored how students at early grade levels perceive and develop self-learning skills using technological tools. To address this gap, a descriptive survey model was employed, involving 120 students from a private primary school. Data were collected using a demographic information form and a validated scale measuring technology-assisted self-learning, and were analyzed using independent samples t-tests and frequency analysis via statistical software. Findings revealed no significant differences in self-learning abilities based on gender. However, a significant variation was observed across grade levels, with fifth-grade students demonstrating higher self-learning proficiency with technology compared to fourth-grade students. These results suggest that as students’ progress through primary education, their ability to engage in autonomous learning with technological support improves. The findings underscore the importance of scaffolding self-directed learning skills from early grades and suggest implications for curriculum design that promotes technology-enabled autonomy in learning.

Keywords: Digital learning; primary education; self-directed learning; student perception; technology integration