THE USE OF PRE-WRITING ACTIVITIES TO IMPROVE SENIOR SECONDARY STUDENTS’ ACHIEVEMENT IN EXPOSITORY COMPOSITION IN JOS NORTH LOCAL GOVERNMENT AREA OF PLATEAU STATE

Abstract

This study investigated the use of pre-writing activities to improve senior secondary students’ achievement in expository composition in Jos North Local Government Area of Plateau State. The pre-test and post-test quasi-experimental research design of non-equivalent groups was adopted for the study. This design was utilised because the researcher used intact classes as the school authority did not permit her to randomize. The design compared the experimental and control groups to determine the effects of the treatment. The two groups were pre-tested, then the experimental group was exposed to instruction on pre-reading activities, while the treatment was withheld from the control group. A sample of 82 SSII students was selected and assigned to the experimental (pre-writing) and control (conventional) groups using simple random sampling technique. Two research questions and two corresponding null hypotheses guided the study. Data were collected using a test tagged Expository Writing Achievement Test (EWAT). Data collected were analysed using mean and standard deviation to answer the research questions and Analysis of Co-Variance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The findings revealed that students who received treatment in pre-writing activities recorded greater achievement in content and expression. Based on the findings, the study concluded that pre-writing activities are effective language instruction for enhancing students’ achievement in expository composition. Therefore, it was recommended that: teachers of English should adopt pre-writing activities to improve students’ expository composition writing; students should acquaint themselves with pre-writing activities for improved achievement in expository composition; Government should sponsor the training of English language in the use of pre-writing activities to improve students’ composition writing via seminars and workshops; curriculum planners and designers of English language textbooks should incorporate pre-writing activities into the secondary school students' composition writing programmes.