IMPACT OF SELF-DIRECTED LEARNING STRATEGIES ON THE WRITTEN ENGLISH PERFORMANCE OF SELECTED SENIOR SECONDARY SCHOOLS IN KADUNA STATE
IMPACT OF SELF-DIRECTED LEARNING STRATEGIES ON THE WRITTEN ENGLISH PERFORMANCE OF SELECTED SENIOR SECONDARY SCHOOLS IN KADUNA STATE
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Date
2014-08
Authors
HAMISU, Lawal
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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.
Description
A RESEARCH THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE
STUDIES IN PARTIAL FULFILMENT OF THE DEGREE OF MASTER’S OF
EDUCATION IN TEACHING ENGLISH AS A SECOND LANGUAGE (TESL)
DEPARTMENT OF ARTS AND SOCIAL SCIENCES, FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY, ZARIA
AUGUST, 2014
Keywords
SELF-DIRECTED,, ENGLISH PERFORMANCE,