Textual role awareness in the improvement of writing skills of senior secondary school students in Nguru, Yobe State, Nigeria.
| dc.contributor.author | Zannah, Baba Gaji | |
| dc.date.accessioned | 2018-08-13T11:33:18Z | |
| dc.date.available | 2018-08-13T11:33:18Z | |
| dc.date.issued | 2018-05 | |
| dc.description | A thesis submitted to the college of higher degrees and research in partial fulfillment of the requirements for the award of Arts Degree In English Master Language of Kampala International University, Kampala, Uganda. | en_US |
| dc.description.abstract | This study was conducted on textual role awareness in the improvement of writing skills of senior secondary school students’ in Nguru, Yobe state Nigeria. The research was guided by the following objectives: i) to determine the level of awareness of different textual roles in students writing, ii) To determine the level of writing skills, and iii) to establish the relationship between textual roles awareness and improvement in the writing skill by students. In the conduct of the study, two secondary schools were selected from Nguru, Yobe state, Nigeria. The research design used was an experimental design. The data was collected using experimental tests involving pretest and posttest exercises. Simple Random sampling was used to select the respondents from the target population. In determining the level of awareness of different textual roles in students writing, the pretest results revealed that the mean value was .2483±.20583 which was low while the posttest mean value was .7133 ± .21462 which was high. Objective two, was to determine the level of writing skills, the mean value of the pretest was .2820±.36965 is low while the posttest mean value was .8720± .15181 is high. The third objective was to establish relationship between textual role awareness and improvement of writing skills, the Pearson Correlation Statistics revealed .453 sig. 2tailled which implied that there was a significant relationship between textual role awareness and improvement of writing skills of students. Based on the findings made by this study, the following recommendations were proffered; In order to improve on textual role awareness and writing skills, Schools’ Managements should ensure that English teachers strictly follow the syllabus in teaching so that all aspects of different text structures such as Recipe, Narrative, Argumentative, Descriptive, Formal and Informal letters etc. are appropriately covered, the relevant teaching methods and materials such as textbooks and Teaching Aids should be employed by English teachers, teachers should consider students’ previous knowledge so as to ensure that current knowledge is properly assimilated by the students (Schema Theory), finally, all teachers employed to teach English should be well qualified and tested. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/1223 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University. College of Education, Open, Distance and E-Learning | en_US |
| dc.subject | Writing skills | en_US |
| dc.subject | Senior secondary school | en_US |
| dc.subject | Nguru, Yobe State, Nigeria | en_US |
| dc.title | Textual role awareness in the improvement of writing skills of senior secondary school students in Nguru, Yobe State, Nigeria. | en_US |
| dc.type | Thesis | en_US |