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A quasi-experimental design using pretest-posttest and a non-equivalent control group was adopted with 140 JSSII students from two secondary schools. Experimental and control classes were randomly assigned, and data were collected using the Social Studies Achievement Test (SSAT). SSAT showed reliability of 0.71 (KR-20). Analysis of Covariance (ANCOVA) at 0.05 significance guided the hypotheses. Findings show higher achievement for the strategy group and no significant differences due to school ownership or interaction effects.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/international-journal-of-research-in-mathematics-and-computer-science-education-ijoremcose-vol1-no1-effect-of-learner-autonomy-teaching-strategy-on-secondary-school-students-achievement-in-social-studies-in-enugu-state/272500/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/international-journal-of-research-in-mathematics-and-computer-science-education-ijoremcose-vol1-no1-effect-of-learner-autonomy-teaching-strategy-on-secondary-school-students-achievement-in-social-studies-in-enugu-state/272500.png","ImageObject",300,407,{"name":92,"@type":93},"Bill Black","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of the study?","Question",{"text":113,"@type":114},"The study examines how Self Regulated Learning Strategy, as a learner autonomy teaching strategy, affects junior secondary students’ achievement in Social Studies in Enugu State.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was student achievement measured?",{"text":118,"@type":114},"Achievement was measured using the Social Studies Achievement Test (SSAT), which was validated by three research experts and had a reliability of 0.71 using KR-20.",{"name":120,"@type":111,"acceptedAnswer":121},"What were the key findings about teaching strategy?",{"text":122,"@type":114},"Students taught Social Studies using Self Regulated Learning Strategy achieved significantly higher than those taught using the expository method.",{"name":124,"@type":111,"acceptedAnswer":125},"Did school ownership and strategy interaction influence results?",{"text":126,"@type":114},"No significant difference was found between private and public school students taught with Self Regulated Learning Strategy, and there was no significant interaction effect between teaching strategy and school ownership.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},272500,1789465603,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":134,"read_time":148,"preview_page_count":4},24189269381491,"https://ap-avatar.wpscdn.com/avatar/160000cf11732dd8392?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788146458752108895","INTERNATIONAL JOURNAL OF RESEARCH IN MATHEMATICS AND COMPUTER  \nSCIENCE EDUCATION (IJOREMCOSE)  \nVOL.1 NO.1 NOVEMBER, 2021  \nEFFECT OF LEARNER AUTONOMY TEACHING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN SOCIAL STUDIES IN ENUGU STATE.  \nIbeh, Edna Chioma Ph.D  \nDepartment of Educational Foundations Enugu State University of Science and Technology (ESUT)  \nEnugu State.  \nAbstract  \nThis study was designed to investigate the effect of Self Regulated Learning Strategy (a learner autonomy strategy) on junior secondary school student’s Achievement in Social studies in Enugu State. It was a quasi-experimental study, pretest-posttest, non equivalent control group design was used. A total of 140 JSSII students were drawn from two secondary schools in Enugu Education Zone. Intact classes were randomly assigned experimental and control groups. Social Studies Achievement Test (SSAT) was used for data collection. The instrument was validated by three research experts. SSAT achieved a reliability of .71 calculated using Kuder Richardson 20 (KR-20) formula. Two research Questions and three hypotheses guided the study. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Major findings of the study revealed that students taught social studies withSelf Regulated Learning Strategy, achieved higher than their counterparts taught with expository method. There was no significant difference between the achievement scores of private and public school students taught social studies with Self Regulated Learning Strategy. Similarly there was no significant interaction effect between teaching strategy and school ownership on students’ achievement in social studies. It was recommended that social studies teachers should adopt Self Regulated Learning Strategy for teaching social studies.  \nIntroduction  \nIn specific terms, the broad goals of secondary education, according to the National policy on Education are to prepare the individual for useful living within the  \nsociety and high education. Hence, secondary education among other things, is expected to provide trained man power in the applied sciences, technology and commerce at subprofessional graves; foster national unity with an emphasis on the common ties that unite us in our diversity; raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labor, appreciate those values specified under our board national goals and live as good citizens and provides technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development,(FRN, 2013) .  \nUnarguably, one of the ways of achieving these laudable goals of secondary education is by teaching and learning of social studies. According to Mbu(2012), social studies is an area of school curriculum designed specifically for the study of man and how his problems are solved. Mbu argued further that social studies is not geography; it is neither history nor government. It is not economics; it is not an amalgam of the social sciences rather social studies borrows ideas from all social science subjects to understand, analyze and react to situations. Social studies deals with how man can fit into the society by utilizing the necessary attitudes, values and skills. Social studies focuses on the use of critical and reflective thinking to solve man’s problems.  \nNjor (2013) adviced that it is very necessary to include social studies in the school curriculum because of its general importance in the development of citizens. This according to Njor is because social studies is concerned with the development of skills with which man equips himself in solving problems in a rational manner. It also promotes the ability to think creatively and productively. Social studies by its nature carters for the training or teaching concepts dealin","cbCair85QWxSGtvz","https://ap.wps.com/l/cbCair85QWxSGtvz","pdf",498122,"English","# Abstract\n# Introduction\n## Background and goals of secondary education\n## Meaning and importance of social studies\n## Students’ achievement challenges and teaching methods\n## Rationale for active learning in social studies class","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how Self Regulated Learning Strategy, as a learner autonomy teaching strategy, affects junior secondary students’ achievement in Social Studies in Enugu State.\"},{\"question\":\"How was student achievement measured?\",\"answer\":\"Achievement was measured using the Social Studies Achievement Test (SSAT), which was validated by three research experts and had a reliability of 0.71 using KR-20.\"},{\"question\":\"What were the key findings about teaching strategy?\",\"answer\":\"Students taught Social Studies using Self Regulated Learning Strategy achieved significantly higher than those taught using the expository method.\"},{\"question\":\"Did school ownership and strategy interaction influence results?\",\"answer\":\"No significant difference was found between private and public school students taught with Self Regulated Learning Strategy, and there was no significant interaction effect between teaching strategy and school ownership.\"}]","International Journal of Research in Mathematics and Computer Science Education (IJOREMCOSE) - Vol.1 No.1 - Effect of Learner Autonomy Teaching Strategy on Secondary School Students’ Achievement in Social Studies in Enugu State | PDF",23]