Impact of self-directed Learning Strategies on the Written English Performance of Selected Senior Secondary schools in Kaduna State

Description

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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).

Introduction

The role of English language as a medium of instruction and communication is enormous. In Nigeria, English language is not only used as a medium of instruction but as a language of administration, law, commerce and religious activities and it is also an official language.

More than that, however, English language still remains the gate way to higher education for many years to come (Ikara, 1982). The written English is one important aspect of language and communication skills and it is the most complex of the four language skills.

Consequently, students have been encountering series of problems with writing. Despite the fact that they are motivated to learn writing, they write with much difficulty and, as a result, the achievement is critically low (Brent, 2001).

One reason for this study is the woeful failure of secondary school students in West African Senior Secondary Certificate Examination (WASSCE) and Senior School Certificate Examination (SSCE).

A study of students’ writing ability from the perspectives of self directed learning strategies could help find effective ways of enhancing language proficiency in the area of teaching and learning.

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