Abstract

The current study aimed to identify the level of self-learning skills during distance education and its dimensions among secondary school students in Taif city, and to know the difference in self-learning skills during distance education among secondary school students in Taif according to each of the demographic variables (sex, age, school year). To achieve these goals, the descriptive approach was used, and a tool for the questionnaire of self-learning skills during distance education (prepared by the researcher) consisted of four parts: dealing with media, self-awareness, cognitive strategies and interaction and understanding others, (46) phrases, and it was applied to a sample of (806) male and female students at the secondary stage in Taif. By using the arithmetic mean and the independent samples t-test as well as the simple analysis of variance test ANOVA. The following results were reached: Availability of all dimensions of the self-learning skills scale during distance education and its total score were at a high degree, and there was a significance difference between the mean scores of secondary school students in Taif on the scale of self-learning skills during distance education that are attributed to gender in favor of females, in addition there were not a significance differences in the skill Self-learning during distance education attributed to school year. Some recommendations were presented in light of the results of the study, such as improving self-learning skills during distance education for male secondary school students in the city of Taif and taking into account the individual differences between learners because each learner has different abilities and learning methods.