The rationale of the study was to find out the effect of self-evaluation learning strategy on academic performance in English language among students in public secondary schools. The study adopted a convergent mixed design which combined Solomon Four group experimental design and in-depth interviews. The study targeted 1397 form three students from 23 public secondary schools and 49 teachers of English language. The study sampled 283 form three students through stratified random sampling technique. The participants from the four groups were randomly assigned into experimental and control groups. Purposive sampling technique was used to obtain twelve (12) teachers of English. Triangulation was employed to collect data using pretest/posttest scores, Focus Group Discussion, in-depth interviews, and metacognitive learning strategy questionnaires. Multiple regression analysis findings revealed that self-evaluation learning strategy explains 6.4 per cent (R² =.064) of the variance in academic performance in English language. The study found a statistically significant difference on self-evaluation learning strategy on academic performance in English language among students in public secondary schools. The study concluded that there exists a positively statistically significant effect of self-evaluation learning strategy on academic performance in English language. Therefore, the study recommended that self-evaluation learning strategies should be utilized and integrated by students in the learning process in order to foster their ability to learn and enhance the overall academic performance in English language.

self-evaluation, learning, strategy, academic performance