The Influence of Digital Literacy and Perceived Value of Educational Technology on Self-Directed Learning Performance among Students in Nakhon Pathom Province

Abstract

This research had two main objectives: 1) To investigate the self-directed learning efficiency of students in Nakhon Pathom province classified by personal factors. 2) To examine the influence of digital literacy and the perceived value of educational technology on the self-directed learning efficiency of students in Nakhon Pathom province. The researcher collected data from a sample of 400 students in Nakhon Pathom province using quota sampling. The research instrument was a questionnaire that had been tested for quality in terms of both validity and reliability. The statistics used for data analysis included percentage, mean, standard deviation, t-test, One-Way ANOVA, and Partial Least Squares Structural Equation Modeling (PLS-SEM). The research findings revealed that: 1) The self-directed learning efficiency of students in Nakhon Pathom province, when classified by personal factors, showed statistically significant differences based on academic achievement. 2) The perceived value of educational technology (TA) had a statistically significant positive direct effect on self-directed learning efficiency (SD). Meanwhile, digital literacy (DL) had no direct effect but exhibited a statistically significant positive indirect effect on self-directed learning efficiency through the perceived value of educational technology. Furthermore, both factors could jointly explain 63.20% of the variance in the students' self-directed learning efficiency.