Effects of Instruction in Sentence Construction on Secondary Student’s Achievement in Composition Writing in Kanke Local Government Area, Plateau State
Abstract
This study investigated the effects of targeted instruction in sentence construction on secondary students’ composition writing skills within a secondary education context. Adopting a quantitative survey research design, data was collected using a structured questionnaire administered to a sample of 120 respondents. The study utilized SPSS27 to present and analyze the collected data, employing t-tests to test the hypotheses formulated. The findings of the study revealed significant improvements in secondary students’ ability to construct coherent and grammatically correct sentences following targeted instruction in sentence construction. Additionally, instruction in sentence construction positively correlated with students’ overall proficiency in composition writing, indicating the effectiveness of such instructional interventions. Moreover, students demonstrated sustained retention and application of sentence construction skills over time after receiving instructional interventions, emphasizing the long-term impact of targeted instruction in this domain. In conclusion, the study underscores the importance of targeted instruction in sentence construction for enhancing students’ composition writing skills in secondary education. The findings highlight the efficacy of various instructional strategies and emphasize the need for ongoing support and feedback to facilitate students’ learning processes. Additionally, the study advocates for the integration of technology-based tools and resources into writing instruction to supplement traditional approaches and meet the needs of digital-native learners. Based on the findings, several recommendations can be made. Firstly, educators should incorporate diverse instructional strategies, such as process-based approaches and mind-mapping techniques, into their teaching practices to enhance students’ sentence construction skills. Additionally, providing ongoing support and feedback to students is crucial for fostering their development as competent writers. Furthermore, integrating technology-based tools and resources into writing instruction can enhance students’ engagement and facilitate their learning process. Overall, the study contributes to the body of knowledge on writing instruction and provides evidence-based insights for improving educational practices in secondary education settings.
CHAPTER ONE
INTRODUCTION
Background to the Study
The process of composition writing is a fundamental skill in academic development, particularly in secondary education (Silva, 2021). Effective writing involves various components, among which sentence construction plays a pivotal role (Shakoori, Kadivar, & Sarami, 2017). In Kanke Local Government Area, Plateau State, Nigeria, the quality of composition writing among secondary students has been a subject of concern (Razeq & Abualhommos, 2019). Researchers and educators have recognized that deficiencies in sentence construction significantly impact students’ overall achievement in composition writing (Maibodi, 2021). Therefore, investigating the effects of instruction in sentence construction on students’ writing proficiency is crucial for enhancing educational outcomes in the region.
Sentence construction serves as the backbone of composition writing, influencing the clarity and coherence of written expression (Russel, 2022). However, in many educational settings, including those in the Kanke Local Government Area, students often struggle with constructing grammatically correct and coherent sentences (Bukhari, 2022). This challenge is particularly pronounced among secondary students, whose writing proficiency is still developing (Trapman et al., 2018). As such, addressing the issues related to sentence construction is imperative for improving students’ overall writing competence (Paudel, Campus, & Nepal, 2019).
Instruction in sentence construction holds promise as a means of enhancing students’ writing proficiency (Jimenez, 2021). By providing targeted guidance on sentence structure, grammar, and punctuation, educators can empower students to communicate their ideas effectively (Khoshsima, Saed, & Hakimzade, 2022). However, the effectiveness of such instruction may vary depending on the pedagogical approaches employed (Treasure, 2022). Therefore, it is essential to explore different instructional strategies and their impact on students’ writing outcomes (Kafanchan Education Zone, 2021).
Research conducted in similar contexts has highlighted the benefits of employing concept mapping as a teaching tool in writing instruction (Trang, 2019). Concept maps help students visualize the relationships between ideas and organize their thoughts before translating them into written form (Trapman et al., 2018). Studies have shown that integrating concept mapping into writing instruction can improve students’ writing fluency and coherence (Oyedele & Chikwature, 2022). Furthermore, concept mapping has been found to reduce writing anxiety and enhance writing accuracy among English as a Foreign Language (EFL) learners (Zarei & Feizollahi, 2018).
In addition to concept mapping, other instructional approaches, such as peer editing and mind mapping, have also shown promise in enhancing students’ writing skills (Okeke, 2020). Peer editing encourages collaboration and provides students with valuable feedback on their writing (Galti et al., 2018). Meanwhile, mind-mapping techniques help students generate ideas and organize them logically, thereby facilitating the writing process (Aziza, 2019). By integrating these diverse instructional strategies into writing pedagogy, educators can cater to the varied learning needs and preferences of students (Jafari & Zarei, 2015).
Furthermore, it is essential to consider the socio-cultural and linguistic context in which writing instruction takes place (Holschuh & Nist, 2020). In multicultural settings like Kanke Local Government Area, students may come from diverse linguistic backgrounds, influencing their writing proficiency (Macaro, 2021). Therefore, instructional interventions should be culturally responsive and address the specific challenges faced by students in the local context (Karpicke, 2018). Moreover, incorporating students’ cultural experiences and perspectives into writing tasks can enhance their engagement and motivation (Khoshsima et al., 2022).
In conclusion, the process of composition writing is integral to academic development, particularly in secondary education. Sentence construction plays a crucial role in shaping the quality of written expression, and deficiencies in this area can significantly impact students’ overall achievement in composition writing. Therefore, investigating the effects of instruction in sentence construction on students’ writing proficiency is crucial for enhancing educational outcomes in regions like Kanke Local Government Area, Plateau State, Nigeria. By employing diverse instructional strategies, such as concept mapping, peer editing, and mind mapping, educators can empower students to become more proficient writers. Moreover, considering the socio-cultural and linguistic context is essential for designing effective writing instruction tailored to the needs of diverse student populations.
Statement of Problem
The current state of composition writing among secondary students in Kanke Local Government Area, Plateau State, Nigeria, reveals several critical gaps that need to be addressed. Firstly, there is a lack of comprehensive understanding regarding the specific challenges students encounter in mastering sentence construction (Paudel, Campus, & Nepal, 2019). While deficiencies in sentence construction significantly hinder students’ overall achievement in composition writing, there is limited research exploring the underlying reasons for these challenges within the local context (Shakoori, Kadivar, & Sarami, 2017). Filling this gap is essential for developing targeted instructional interventions that address students’ specific needs in sentence construction.
Additionally, there is a notable absence of effective instructional strategies tailored to address these challenges among secondary students in the Kanke Local Government Area (Trapman et al., 2018). While the importance of sentence construction in composition writing is widely acknowledged, there is a lack of research evaluating the efficacy of different instructional approaches in improving students’ sentence construction skills (Russel, 2022). Identifying and implementing evidence-based instructional strategies is crucial for equipping educators with the tools needed to support students in mastering sentence construction.
Furthermore, current assessment practices lack comprehensive tools to measure students’ proficiency specifically in sentence construction (Silva, 2021). Existing assessments often focus on evaluating the overall quality of compositions without providing detailed insights into students’ sentence-level skills. This gap hinders educators’ ability to identify students’ specific areas of weakness and design targeted interventions to address them (Trang, 2019). Developing and implementing reliable and valid assessment tools for sentence construction is essential for accurately gauging students’ progress and guiding instructional decision-making.
Moreover, there is a dearth of research exploring the influence of socio-cultural factors on students’ composition writing abilities in the local context (Talinn, 2022). Cultural nuances and linguistic influences may play a significant role in shaping students’ writing practices and preferences. However, these factors are often overlooked in instructional design and assessment strategies. Filling this gap is crucial for understanding the socio-cultural context of composition writing and developing culturally responsive instructional practices.
Objectives of the Study
The study aimed to achieve the following objectives:
- To assess the impact of targeted instruction in sentence construction on secondary students’ ability to compose coherent and grammatically correct sentences.
- To evaluate the influence of sentence construction instruction on students’ overall proficiency in composition writing.
- To investigate the long-term retention and application of sentence construction skills following instructional interventions.
Research Questions
The study addressed the following research questions:
- What is the effect of targeted instruction in sentence construction on secondary students’ ability to construct coherent and grammatically correct sentences?
- How does instruction in sentence construction influence students’ overall proficiency in composition writing?
- To what extent do students retain and apply sentence construction skills over time following instructional interventions?
Research Hypotheses
Based on the research questions, the study formulated the following hypotheses:
Null Hypotheses(H0):
- There is no significant improvement in secondary students’ ability to construct coherent and grammatically correct sentences following targeted instruction in sentence construction.
- Instruction in sentence construction does not positively correlate with students’ overall proficiency in composition writing.
- Students do not demonstrate sustained retention and application of sentence construction skills over time after receiving instructional interventions.
Alternative Hypotheses(H1):
- There is a significant improvement in secondary students’ ability to construct coherent and grammatically correct sentences following targeted instruction in sentence construction.
- Instruction in sentence construction positively correlates with students’ overall proficiency in composition writing.
- Students demonstrate sustained retention and application of sentence construction skills over time after receiving instructional interventions.
Significance of the Study
The findings of this study carry significant implications for educational practice and policy not only within Kanke Local Government Area, Plateau State but also beyond. Firstly, the insights gleaned from the research can directly inform the development and implementation of targeted instructional strategies tailored to enhance students’ writing skills. By identifying and adopting effective approaches to teaching sentence construction, educators can play a pivotal role in nurturing students’ essential literacy competencies. This could lead to a notable improvement in students’ composition writing abilities, thus contributing to their overall academic success.
Moreover, the study’s contributions extend to enriching the existing body of literature on writing instruction, particularly within the realm of secondary education in Nigeria. By shedding light on effective instructional methods for enhancing sentence construction skills, the research adds valuable insights to the scholarly discourse on pedagogical practices and educational outcomes. These findings not only benefit educators and policymakers within the local context but also serve as a valuable resource for researchers and practitioners across Nigeria and beyond. They provide a foundation upon which future studies and initiatives aimed at improving writing instruction can build, fostering continuous advancements in educational practices and policies.
In essence, this study catalyzes positive change within the educational landscape of Kanke Local Government Area and beyond. By providing evidence-based recommendations for improving writing instruction, it empowers educators with the knowledge and tools needed to make meaningful contributions to students’ academic development. Additionally, by enriching the scholarly discourse on pedagogical practices, the study contributes to the broader goal of enhancing educational outcomes and fostering a culture of continuous improvement within secondary education in Nigeria. Ultimately, the implications of this research extend far beyond the confines of the study area, offering valuable insights and guidance for educational stakeholders across different contexts.
Scope of the Study
The study focused on secondary students in Kanke Local Government Area, Plateau State, Nigeria, limiting its scope to this specific demographic. It primarily examined the effects of targeted instruction in sentence construction on students’ achievement in composition writing within the confines of secondary education. While the findings may have broader implications, they are primarily applicable to the context of Kanke Local Government Area and may not be readily generalizable to other regions or educational levels.
Operational Definition of Terms
Sentence Construction: The process of forming grammatically correct and coherent sentences, including aspects such as syntax, grammar, and punctuation.
Composition Writing: The act of creating written texts, typically involving the expression of ideas, arguments, or narratives, in a coherent and organized manner.
Instructional Interventions: Targeted educational strategies designed to improve specific skills or competencies, in this case, sentence construction in composition writing.
Proficiency: The level of competence or skill demonstrated by students in a particular domain, such as writing.
Retention: The ability of students to remember and apply previously learned skills or knowledge over time.
Application: The utilization of acquired skills or knowledge in practical contexts, beyond the immediate learning environment.
Pedagogical Practices: Teaching methods, approaches, and strategies employed by educators to facilitate learning and skill development among students.
Educational Outcomes: The observable results or consequences of educational processes, including students’ achievements, competencies, and overall learning progress.
References
- Jimenez, L. (2021). The importance of sentence structure. Available online at: https://prezi.com/vhuglxcoiava/the-importance-of-sentence-structure/ (accessed August 25, 2021).
- Kafanchan Education Zone. (2021). Statistics of junior secondary school students. Kafanchan, Nigeria: Kafanchan Education Zone.
- Karpicke, J. D. (2018). Concept mapping. In B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 351–354). Thousand Oaks, CA: SAGE Publishing, Inc.
- Khidzir, K. A. M., Ismail, N. Z., & Abdullah, A. R. (2018). Validity and reliability of instrument to measure social media skills among small and medium entrepreneurs at Pengkalan Datu River. International Journal of Development and Sustainability, 7(3), 1026–1037. www.isdsnet.com/ijds
- Khoshsima, H., Saed, A., & Hakimzade, A. (2022). Effectiveness of concept mapping strategy on EFL learners’ attitude and gender difference outcomes in vocabulary acquisition. International Journal of Humanities and Cultural Studies, 3, 23–45.
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