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
2018-12
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Kampala International University , College of Education, Open & Distance Learning
Abstract
The purpose of the study was to examine the development of writing skills among English language students in selected secondary schools in Makindye Division, Kampala District Uganda, through conceptual writing. For this reason, the study specifically found 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 approaches. The study population included 6 head teachers represent their deputies, 7 Directors of Study (DOSs) standing in for Head of Department (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 regressions. The main findings were that, generally, the level of English writing skills was relatively low among English language students in secondary schools of the field survey because the students had not mastered the art of conceptual writing. 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 not practically oriented.
Description
A thesis submitted to the college of education, open, distance e-learning in partial fulfilment 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
Citation