Self-Directedness and Learning Contracts In Adult Education

Abstract

The purpose of this study was to investigate whether using learning contracts in higher education enhances adults' readiness and competencies for self-directed learning. One hundred and sixty-three students from six universities, enrolled in graduate courses in adult education where learning contracts were employed, were given pre and posttests to measure any significant gain in their competencies and readiness for self-directed learning. Findings suggest that the use of learning contracts has little impact on developing readiness for self-directedness, but does have some impact on developing competencies for self-directed learning.