EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT APPROACH ON ESSAY WRITING PERFORMANCE OF UPPER BASIC STUDENTS IN BENUE STATE

Mary Enai Otache

Abstract


This study investigated the effect of self-regulated strategy development (SRSD) approach on essay writing performance of upper basic students in Otukpo and Ohimini Local Government Areas in Benue State, Nigeria. The study was guided by two research questions. Two hypotheses were tested. The study adopted a quasi-experimental research design consisting of one treatment group and one control group. A sample of 128 Upper Basic III students from four UBE schools was used for this study. Essay Writing Performance Test (EWPT) was used for data collection. The EWPT was administered to experimental and control groups as pre-test and post-test. The treatment lasted 12 weeks. Data collected were analysed using mean and standard deviation to answer the research questions. The hypotheses were tested using ANCOVA. The finding indicated that there is a significant difference between the mean performance scores of Upper Basic students taught essay writing using Self-Regulated Strategy Development and those taught using product method (F(1, 125) = 73.22; p = 0.00 < 0.05). There is no significant difference between the mean performance scores of male and female students taught essay writing using Self-Regulated Strategy Development (F(1,63) = 0.32; p = 0.57 < 0.05). It is concluded that SRSD improves students’ performance in essay writing more than the product method and that SRSD is gender friendly as there is no difference in male and female students’ performance in essay writing. The researcher recommended among others that teachers should expose students to the Self-Regulated Strategy Development so as to improve their writing skills.


Keywords


Self-regulated strategy development, writing, writing performance, upper basic students, Benue State.

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