Conceptual writing and development of writing skills Among English language students in selected Secondary schools in Makindye division, Kampala Uganda
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Date
2018-09
Authors
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Publisher
Kampala International University
Abstract
The purpose of the study was to examine the influence of conceptual writing on the
development of writing skills among English language students in selected secondary schools
in Makindye Division, Kampala District Uganda. For this reason, the study specifically
ascertained the effect of expository writing, assessed the significance of descriptive writing
and examined the role of narrative writing on development of writing skills among such
students in the same schools in the division. This study adopted a descriptively correlational
research design based on the quantitative and qualitative approach. The study population
included 6 head teachers representing their deputies, 7 DOSs standing in for HODs as well as
48 Senior Four Teachers (Arts) and 470 Students who represented the rest of the teachers and
students, respectively. It is from these population subgroups that the study sample 168
respondents were selected using purposive and stratified random sampling strategies. The
questionnaire, interview guide and documentary review matrix were used as data collection
instruments. Analysis of the collected data was done using quantitative and qualitative
methods. Quantitative analysis included descriptive tools, namely frequency distribution,
arithmetic mean and standard deviation, as well as inferential statistics of Pearson’s
Correlations Co-efficiency and multiple linear regression. The main findings were that
generally the level of English writing skills was relatively low among English language
students in secondary schools of field survey. This was attributed mainly to descriptive
writing education that was least consistent. It was also to some extent attributed to narrative
writing and expository writing education, in that order, which were less fairly consistent and
relatively consistent, respectively. It was concluded that expository, descriptive and narrative
writing as potential conceptual writing education strategies were significantly predictive but
inadequate. It was therefore recommended for better English writing proficiency, a lot more
should have done mostly about descriptive writing education, then narrative writing learning
and expository writing in that order. Such improvements should be the collective
responsibility of all stakeholders, including Uganda’s department of secondary education
standards, school management, English teachers, students and parents.
Description
A dissertation submitted to the college of education, Open, distance e-learning in partial fulfillment for the requirements for the award of a master of arts in English language of Kampala International University
Keywords
Conceptual writing, Development of writing skills, English language students, Secondary schools, Makindye division, Kampala Uganda