USE OF REFLECTIVE WRITING STRATEGY TO INCREASE SS2 STUDENTS’ INTEREST AND ACHIEVEMENT IN COMPOSITION WRITING IN MAKURDI LOCAL GOVERNMENT AREA OF BENUE STATE
Main Article Content
Abstract
This study examined the use of reflective writing strategy to increase SS 2 students’ interest to and achievement in composition writing in Makurdi Local Government Area of Benue State. The study sought to determine the effect of reflective writing strategy on students’ interest to and achievement in composition writing. Two research questions guided the study, while two hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental research design. The population consisted of 1,655 (888 male and 767 female) senior secondary II students for the 2022/2023 academic session. A sample of 91 senior secondary II students located in two intact classes was drawn from two co-educational public secondary schools using simple random sampling technique. The Questionnaire on Students’ Interest towards Composition Writing (QSACW), and Composition Writing Performance Test (CWPT) were used for data collection. Composition Writing Lesson Plans (CWLPs) were used for the intervention. The QSACW, CWPT and CWLP were developed by the researcher and validated by three experts. The reliability of the QSACW was calculated using Cronbach alpha and it yielded a reliability coefficient of 0.87. The Spearman Rank Order Correlation Coefficient was used to compute the reliability coefficient of CWPT and it yielded reliability coefficient of 0.85. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using ANCOVA. The study revealed a significant difference between the mean interest ratings of students taught composition writing using reflective writing strategy and those taught using conventional strategy ( F = 46.60, p = 0.00 < 0.05). The study found a significant difference between the mean performance scores of students taught composition writing with reflective writing strategy and those taught using conventional strategy ( F = 17.13, p = 0.00 < 0.05). On the basis of the findings, it was recommended among other things, that English Language teachers should expose students to reflective writing strategy to improve their interest to and performance in composition writing.
Downloads
Article Details
References
Abdul, A. A., & Akhmad, A.M. (2024). The effect of reflective journaling on writing skills of EFL. Retrieved on 22nd January,2025 from https://doi.org/10.31004/joe.v6125124.
Adegbile, I. A., & Alabi, O. F.( 2011). Effects of verbal ability on second language writers’ achievement in essay writing in English Language. Retrieved on 2nd August, 2024 from http://www.ntu.ac.uk/cadq/quality/res teach/en-us-105826gp.html.
Aika, P. I. O. (2020). Teaching writing in Nigerian secondary schools: Teachers’ attitude toward the teaching of writing and their writing self-efficacy. Journal of Teaching and Teacher Education, 8(1).
Akbari, Z. (2017). The effects of reflective writing strategies on EFL learners' interest and performance in composition writing. Journal of Language and Education, 3(4), 54-68.
Akpa, A. (2011). Knowledge creation process: Concepts and applications in social research. Makurdi: Aboki Publishers.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Baudiuo, C.(2009). Review of recent literature on gender inequalities in teaching method and peer relationship management in the French-speaking area. A paper commissioned by education for all moitoring report 2008; Education for the all 2015.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist,35 (1), 25-37.
Boud, D., Cohen, R., & Walker, D. (2013). Using journal to enhance learning. New York: Routledge.
Butar, G.P. (2021). The use of reflective essay writing to improve students writing skills in narrative text.Retrieved fromon 2nd September, 2024 from http://repository.uhn.acid.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Directorate of Planning Research and Statistics, Benue State Teaching Service Board, Makurdi. (2022). Population of upper basic 2 students in public secondary schools in Benue State. Retrieved on 25th November, 2023 from her office computer.
Emaikwu, S. O. (2010). Fundamentals of research methodology and statistics. Makurdi: Selfers Academic Press Limited.
Farrell, T. S. C. (2018). Reflective practice in ESL teacher education: A study of student writing engagement. Journal of Educational Research, 111(3), 185-197.
Firdaus, H., Ismalianig, E., & Sunardi, K. (2017). Effect of reflective writing on students’ writing ability of narrative text. Advances in Social Sciences, Education and Humanities Research, 115(1), 16-20
Gibbs, G.(1988). Learning by doing: A guide to teaching and learning method. NewYork: FurtherEducation Unit.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A Report to Carnegie Corporation of New York.
Graham, S., Harris, K. R., & Mason, L. (2015). Improving student interest in writing through reflective practices. Journal of Educational Psychology, 107(2), 283-298.
Langan, J. (2011). College writing skills with reading. New York: McGraw-Hill Companies Inc.
Muodumogu, C. A. (2010). Teachers’ writing assessment practices: Implications for improving educational standards. In T. O. Oyetunde, J. S. Aliyu, M.M. P. Haggai & J. M. Musa (Eds.), Improving educational standards in Nigeria: Perspectives, challenges and strategies (pp.510-523).Zaria: Institute of Education, Ahmadu Bello University.
Muodumogu, C. A., & Unwaha, C. O. (2013). Improving students’ achievement in essay writing: What will be the impact of mini-lesson strategy? Global AdvancedResearch Journal of Arts and Humanities (GARJAH) 2(6), 111-120.
Moon, J. (2013). Reflective and employability.New York: Routledge.
Narges, S.L.,& Behdokht, M. A.(2015).The impactof reflective writing achievement,vocabulary achievement and critical thinking of intermediate EFL learners. Journal of Studies Education, 5(3), 174-211.
Nnamani, A. P., & Akabogu, J. U. (2020).Enhancing Interest among Senior Secondary Students in Expository Essay Writing in South East Nigeria: The Reciprocal Peer Tutoring Approach. Global Journal of Health Science, 12(5), Published by Canadian Center of Science and Education.
Oloko, M. J. (2010). Towards improved efficiency in the teaching essay writing in Nigerian secondary schools. The Journal of Communicative English, 6, 49-62.
Oluwadare, J.,& Akinloye, T. (2022). Reflective writing and its effect on academic performance in Nigerian secondary schools. Africans Journal of Educational Studies, 19(4),234-245.
Oyinloye, G. O.,& Gbenedio, U. B. (2010).Investigating effects of methods with linguistic packages on secondary school students’ achievement and attitudes in expression in essay writing in Nigeria. Journal of Anthropologist, 12(3), 189-196.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sabooni, M.S., & Salechi, N. (2015). The impact of reflective learning portfolio on the development of the writing accuracy .Journal of Social Issues and Humanities, 3(1), 203-206.
Siti, M. S., Nia, K., & Dahlya,I.N. ( 2017). The use of reflective writing to improve students’ writing and critical thinking skills. Retrieved from on 2nd September, 2024 from researchgate.net/publication/37.
Smith, A., & Jones, R. (2021). Enhancing students engagement through reflective writing. Journal of Educational Research and Practice, 35(4), 210-222.
Udu, T.T. & Barde, T.S. (2024) Psycho-social predictors as correlates of senior secondary school two students’ Academic performance in Literacy skills, in Pankshin, Plateau State, Nigeria. Nigerian Journal of Literacy and English Education, 2(1), 162-173.
Udu, T.T. (2012), Effectiveness of using the communicative Language Teaching Approach in Improving SS II Science Students use of English Passive in Katsina-Ala LGA, Unpublished PhD Thesis, Arts Education, University of Jos, Nigeria.
Yousef, K., & Sara, K.N .(2020). The effects of reflective writing on EFL learners performance. International Journal Multicultural and Multireligious Understanding, 7(1), 414-425.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.