actors affecting writing skills of secondary school students in Kampala Central
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Date
2018-08
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Kampala International University ,College of Education
Abstract
This was an exploratory study about the factors affecting the writing skills of secondary school
students in Kampala Central. This was after the realization that the grades in national exams
especially in rural areas were consistently not the best owing to poor writing skills. Yet, writing
skills are a key subject crisscrossing both the sciences and humanities and as such it has far
reaching implications for career development. The study specifically sought to achieve the
following objectives: to identify the factors that influence the writing skills of students in
Kampala Central; and to examine the ways of improving the writing skills of students in
Kampala Central.To achieve the stated objectives, the study was guided by the following
research questions: what factors influence the writing skills of students in Kampala Central?
Which ways can improve the writing skills of students in Kampala Central? The study design
took the form of a case study. The study also involved purposive sampling in which the data
sought were qualitative. Sixty respondents were purposively selected for the study from six
secondary schools. Each school was represented by 10 respondents who included five students
and five teachers. The data were collected using interviews and observations for primary data
and documents analysis for secondary data. The data were analyzed qualitatively through the
literal description and narrations of the emerging issues out of which authentic conclusions were
drawn.The study found out that writing skills are influenced by multifaceted factors that include
remuneration of teachers, teacher training, external forc~s, workplace conditions, in-service
training, motivation to teach and emotional factors. The study also found out that improving
writing skills needs a multifaceted approach (e.g., by paying attention to the welfare of teachers
[salaries and stipends]). The study concludes by noting that writing skills will for some time be
of mediocrity not until the factors that influence performance of the teachers are redressed by the
government, education planners and policy makers. The meçliocrity will continue not until those
who wield influence and power realize the importance of teachers and education in nation
building. The study also concludes that improving writing skills calls for a multifaceted approach
that incorporates all stake holders such as teachers, parents, students, government policy makers
and syllabus designers who should come up with a formula that addresses the plight of education
and teachers in Uganda.The study recommends that the government, education planners, policy
makers and other stakeholders should consider job satisfaction of teachers
Description
A dissertation submitted in partial fulfillment of the requirements for the award of the degree of bachelor of arts with education of Kampala International University
Keywords
Writing Skills