Page No:242-250
Hiketo Wotsa, and Sushil Kumar Singh
Nagaland University, Kohima Campus, Meriema
This study investigates learners’ autonomy among higher secondary school students
in Nagaland, India, focusing on the influence of tribal background and parental education.
Using a stratified random sample of 255 students across 17 tribes, learner autonomy
was measured through a validated scale encompassing goal-setting, self-directed
learning, metacognition, and motivation. Descriptive analyses indicated that most
students exhibited average to above-average autonomy. Inferential statistics revealed
no significant differences in autonomy based on tribal affiliation, suggesting that school
environments may mitigate cultural disparities. However, paternal education significantly
impacted learner autonomy, with students of graduate fathers demonstrating higher
autonomy compared to those with less educated fathers. Maternal education showed
no significant effect. These findings highlight the critical role of family educational
background, particularly paternal education, in fostering self-regulated learning, while
underscoring the complex interplay of sociocultural and institutional factors. The study
calls for culturally responsive pedagogies and targeted support to enhance autonomy
development, especially for students from less advantaged backgrounds. Future
research should explore qualitative dimensions of autonomy and consider additional
contextual variables to promote inclusive educational practices