Effects of Instruction in Pre-Writing Strategy on Students’ Achievement in Idea Organization and Paragraphing

Abstract

The rate at which students' composition writing is degenerating requires an urgent approach to improving students’ ability in idea generation and paragraphing at the secondary school level. It is against this backdrop that this paper attempt to determine the effects of instruction in pre-writing strategy on senior secondary students’ achievement in idea generation, and paragraphing. The study was a quasi-experimental one that utilizes a non-equivalent pre-test and post-test design. Students’ composition writing achievement test was used to collect data from 120 SS one students from four intact classes. The data collected were computed using the mean, and standard deviation to answer the research questions and student's t-test to test the hypotheses formulated. Findings from the analyses showed that exposure to the pre-writing strategy achieved higher coherent paragraphing in composition writing than their counterparts who were taught composition writing using the conventional method.