EFFECT OF LEARNER AUTONOMY METHOD ON STUDENTS' ACHIEVEMENT WITH FOCUS ON GENDER LIFELONG LEARNING CHALLENGES IN FRENCH GRAMMAR IN A BILINGUAL SITUATION
The study investigated the effect of learner autonomy method on students' achievement in French grammar with focus on gender lifelong learning challenges in a bilingual situation in Higher Teacher Training College of the Universities of Yaounde I and Bamenda – Bambili, Cameroon. The purpose of the study was to compare learner autonomy and the communicative language teaching methods, determine the effect of learner autonomy on students' achievement on gender in French grammar. A quasi-experimental design was used. The population comprised all the year two students in the bilingual programme, altogether 120 student-teachers. Purposive sampling technique was used to select the institutions and the simple random technique through balloting to select the four intact classes. Data were collected using a 50-item (FGAT).The instrument yielded a reliability index of 0.8. Data were analysed using mean and standard deviations. Results revealed that Learner Autonomy Method was more effective than the Communicative Language Teaching Method and the female students performed better than their male counterparts using learner autonomy. Recommendations made, among others, include that workshops be organised for teachers on the use of learner autonomy for the enhancement of lifelong learning and sustainable development.
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