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Impact of Guided Writing Strategy on Junior Secondary School Students Writing Competence in Kaduna State, Nigeria
Current Issue
Volume 2, 2015
Issue 3 (September)
Pages: 45-49   |   Vol. 2, No. 3, September 2015   |   Follow on         
Paper in PDF Downloads: 61   Since Aug. 28, 2015 Views: 5490   Since Aug. 28, 2015
Cecilia Timayi , Department of Arts and Social Science Education, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.
This study investigated the impact of guided writing strategy on junior secondary school students writing competence in Kaduna State, Nigeria. Two research questions and two hypotheses were formulated for the study. The research design utilized is the quasi experimental involving pretest and posttest group design. The design had two groups; one experimental and the other control. Two public junior secondary schools were selected purposively from Zaria Educational Zone and a sample of 152 (82 male and 70 female) students in two intact classes per school were selected for the study. The instrument used was the Guided Essay Achievement Test (GEAT). The test-retest reliability method was used on GEAT; a coefficient r = 0.83 was obtained when it was analyzed by the Pearson Product Moment Correlation (PPMC). The research question was answered by the statistical mean and standard deviation of scores while the hypotheses were analyzed by the t-test statistics at 0.05 level of significance by the aid of Statistical Packages for Social Sciences (SPSS). The study revealed a significant difference in the mean achievement score in favour of the experimental group who had a higher score. Also, the difference between the mean achievement score of male and female students was not significant. It is recommended that teachers and parents should adopt the guided writing strategy in the teaching of writing in Junior Secondary Schools irrespective of gender and ability of students.
Guided Writing, Achievement, Writing Competence
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