Development of a visible learning-based instructional model to enhance self-directed learning characteristics among primary school students

This study aimed to develop and evaluate a Visible Learning-based instructional model (VL-SDL Model) designed to enhance self-directed learning (SDL) characteristics among primary school students. The study employed a design-based research (DBR) approach comprising four phases: (1) analysis of theoretical foundations and contextual needs, (2) model design and development, (3) iterative implementation and refinement, and (4) evaluation of model quality and effectiveness. The developed model integrates core principles of Visible Learning, including learning intentions, success criteria, feedback, and teacher clarity, with key components of self-directed learning, namely goal setting, self-monitoring, and self-evaluation. The VL-SDL Model consists of five interconnected components: goal clarity, learning design, feedback integration, learner agency, and reflective assessment. The findings indicate that the model achieved high levels of quality across all evaluation standards. Additionally, the implementation of the model was designed to support the development of students’ self-directed learning characteristics. These results suggest that integrating Visible Learning principles with formative assessment practices provides a promising approach for supporting self-directed learning in primary education.