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IMPACT OF SELF-DIRECTED LEARNING STRATEGIES ON THE WRITTEN ENGLISH PERFORMANCE OF SELECTED SENIOR SECONDARY SCHOOLS IN KADUNA STATE
ABSTRACT
The realizations of educational achievements have been a difficult thing all over the world. This is undoubtedly as a result of the approaches used in teaching and learning. The role of teacher to teach and dictate the pace and mode of learning has been an obstacle towards achieving educational goals at various levels of educational system. Students are rarely given opportunity to exercise their thinking capacities to produce something meaningful. Teachers’ role is always ‘sage on the stage’ not ‘guide on the side’ in which learning becomes more of collaborative affairs between the teachers and the students. Therefore, this study investigated the Impact of Self Directed Learning Strategies on the Written English Performance of Selected Secondary Schools in Kaduna State. One hundred and fifty students were selected randomly from SS 11 students of Demonstration Secondary School ABU, Zaria and Government Day Secondary Schools, Bomo (Senior). T-test was used for the test with the aim of identifying the differences between the performance of students exposed to SDL strategies and those that were not exposed. The investigation involved pre-test, then the treatment and post-test. Six research questions and six hypotheses were generated, tested and answered. The overall study results revealed significant differences between the written English mean performance scores of the experimental and control groups before and after the treatment. The results also showed the performance was independent of location of the schools. It is therefore, recommended that students should be given opportunity to exercise their abilities and be exposed to SDL strategies because it proved to be effective in teaching and learning in this study.
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