Enhancing Autonomous Learning for Academic Success in Zimbabwean Secondary Schools.

Abstract

This paper seeks to explore strategies used by Zimbabwean teachers to foster learner autonomy in 
the classroom in the context of poor academic performance in some rural schools in Masvingo. 
The paper is couched in Thorndike’s trial and error theory, especially with reference to the law of 
multiple responses. A qualitative and instrumental case study design was employed. The study 
sample of 12 general teachers, 2 Guidance and Counselling teachers, 2 educational psychologists 
and 24 students was drawn from the target population through a purposive sampling process. 
Individual interviews and focus group discussions were used to collect data from the participants. 
The data were analysed using a thematic content analysis approach. The study’s findings revealed 
that autonomous learning can be enhanced by adopting student centred approaches, use of 
technology, improving the learning environment, and giving students choices in the selection and 
development of learning materials. In light of the findings, the study suggests that the Ministry of 
Primary and Secondary Education formulate policies that provide guidelines and focus on 
enhancing autonomous learning in schools with a view to lifelong and productive learning to 
address poor performance in rural schools.