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.