Main Article Content

Abstract

Research shows that perceived teacher and peer support are essential to self-directed learning. Previous research has also examined the function of self-directed learning of Communication skills among Engineering undergraduates. Yet, there is a paucity of research into the influence of perceived teacher support and peer support in facilitating self-directed learning for the effective development of Communication skills. Thus, this study evaluated the effects of perceived teacher support and peer support on self-directed learning of Communication skills among Engineering students at technical universities in Ghana. This is a quantitative study with a cross-sectional survey design. A simple random sampling technique was employed to choose six technical universities, while a stratified random sampling technique was used to draw the sample sizes from each institution. Data were gathered from 1,189 first-year Engineering students. Multiple regression was used in analysing the data. The results revealed positive effects of teacher support and peer support on self-directed learning. Notwithstanding, the effect of teacher support was much stronger, indicating that teacher support best determines self-directed learning. Thus, it is imperative for teachers to discern the specific teacher activities that elicit favourable perceptions from students, in order to actively improve and refine these activities.

Keywords

Communication skills, Peer support, Self-directed learning, Teacher support, Technical universities

Article Details

How to Cite
Debrah-Amofah, J., Aboagye, A. K., & Mensah, G. S. (2024). Enhancing Engineering students’ Self-directed learning of Communication Skills: Is it Teacher Support and/or Peer support?. FOSTER: Journal of English Language Teaching, 5(2), 70-89. https://doi.org/10.24256/foster-jelt.v5i2.161

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