The Study was set to examine the effect of autonomous learning strategy on academic performance of Government students in secondary schools in Urue-ofong Oruku Local Government Area of Akwa Ibom State-Nigeria. Three hypotheses were formulated to direct the study. The study adopted the pre-test-post-test quasi experimental design. The study made use of 80 government students selected from two out of seven schools in Uruefong Oruku Local Government Area. They were divided into experimental and control groups. The experimental group was treated with Government Instructional Package while the control group was taught using thee expository strategy. The two groups were exposed to post-test. Their scripts were collected for marking and scores used for analysis using t-test statistics. The result of the analysis showed a significant effect of use of autonomous learning on academic performance of government students. There was also a significant difference in the mean score of male and female student taught using autonomous learning strategy and there was also a significant difference in academic performance of male and female students taught using expository method. Some recommendations were made to enhance the use of autonomous learning that schools should be equipped with ICT resources and that staff and students should be trained on the use of innovative web-based instructional strategies among other recommendations.
