Enhancing Students’ Self-Directed Learning Ability in Political Courses Through Small Private Online Course: A Case Study of Fuzhou Software Vocational and Technical College

Abstract

This study investigated the impact of the Small Private Online Course (SPOC) teaching model on self-directed learning among second-year Political Science students at Fuzhou Software Vocational and Technical College. The research focused on three main objectives: (1) to assess how the SPOC model enhances self-directed learning abilities, (2) to evaluate differences in academic performance before and after its implementation, and (3) to examine students’ perspectives on the model. The sample included 50 randomly selected students from one of 20 classrooms, with 1,000 students enrolled in the 2024 academic year. The study used a cluster-randomized sampling method and quantitative analysis, employing paired-samples t-tests and measures of central tendency (mean, standard deviation, and variance). Data were collected using questionnaires, lesson plans, and perspective surveys. The results showed strong

agreement among students regarding the SPOC model's effectiveness in enhancing self- directed learning, with an overall mean score of 4.31 (S.D. = 0.71). Academic

performance significantly improved after the SPOC intervention, with post-test scores averaging 90.6 compared to 70.1 before the intervention. Both the standard deviation and the variance decreased, indicating more consistent performance. A paired t-test (t = 12.17, p < 0.05) confirmed the statistical significance of these improvements. Furthermore, students’ perspectives on the SPOC model were positive, with a satisfaction level of x̄ = 4.28 (S.D. = 0.04). The findings highlight the SPOC model’s effectiveness in fostering self-directed learning and enhancing academic achievement in political science. Future studies could explore its application across various academic levels and subjects.