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Assessing Secondary School Students’ Difficulties in Effective Writing Using Process Writing Strategy
Subject area: Arts, Social Sciences and Humanities · Area of research: Language Learning
Abstract
The study probed students’ difficulties in writing using the process writing instructional strategy. The study is descriptive using a pretest, posttest control experimental design involving 60 participants, randomly selected, from Community Secondary school Rumuekini, in Obio-Akpor Local Government Area of Rivers State, Nigeria. The Instrument used for the study is the Process Based Students Writing Skills (PBSWS) comprising of three writing problems (Appendix I). Process method used is based mainly on students’ metacognitive skill of use of language, communicative ability, editing, spelling and sentence formation. (Anigbogu et al. 2025; Gonzalez, 2010). Data obtained from students pretest and requisite scores on writing, evaluated by the researcher, revealed that students had difficulties in the use of vocabulary (57%,^x ̅ 04.3) organizing ideas into meaningful sentences (72%, 0.28). Spelling (24%, x ̅:0.756) and inability to state ideas clearly (x ̅:0.56, 44%). However, the experimental group outperformed the control group in ability to state ideas clearly (x ̅: 0.877), effective communication ability (x ̅: 0.883) and editing with minimal difficulties. (34%, 0.66). There is a significant difficulty among students taught using Process Writing Method on organization of ideas, use of vocabulary, students spelling ability, sentence formation and communicative ability, at 0.05 significance level, and df (3289). Based on these results, it is recommended that teachers of L2 should adopt process writing skill to reduce writing difficulties among secondary school students, thereby improving their writing skills.
Keywords
Process writing Skills, Communication, Metacognitive skills, Writing method.
References
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[2] Astrini, N.W.F., Ratmingsih, N.M. and Utami, I.G.A.L.P (2020). The model of strategy employed by English teacher in teaching writing skill in National Plus Schools. Journal of Educational Research and Evaluation 4(1), 59-62.
[3] Dick, T.O. (2025). Effective writing for academic purposes In N.P. Umera-Okeke, M.F. Nutsukpo studies in communications skills in English, Port Harcourt: University of Port Harcourt.
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How to cite this paper
@article{1715404,
author = {Dr. Margaret Udo},
title = {Assessing Secondary School Students’ Difficulties in Effective Writing Using Process Writing Strategy},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {9},
pages = {1941-1949},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1715404.pdf},
abstract = {The study probed students’ difficulties in writing using the process writing instructional strategy. The study is descriptive using a pretest, posttest control experimental design involving 60 participants, randomly selected, from Community Secondary school Rumuekini, in Obio-Akpor Local Government Area of Rivers State, Nigeria. The Instrument used for the study is the Process Based Students Writing Skills (PBSWS) comprising of three writing problems (Appendix I). Process method used is based mainly on students’ metacognitive skill of use of language, communicative ability, editing, spelling and sentence formation. (Anigbogu et al. 2025; Gonzalez, 2010). Data obtained from students pretest and requisite scores on writing, evaluated by the researcher, revealed that students had difficulties in the use of vocabulary (57%,^x ̅ 04.3) organizing ideas into meaningful sentences (72%, 0.28). Spelling (24%, x ̅:0.756) and inability to state ideas clearly (x ̅:0.56, 44%). However, the experimental group outperformed the control group in ability to state ideas clearly (x ̅: 0.877), effective communication ability (x ̅: 0.883) and editing with minimal difficulties. (34%, 0.66). There is a significant difficulty among students taught using Process Writing Method on organization of ideas, use of vocabulary, students spelling ability, sentence formation and communicative ability, at 0.05 significance level, and df (3289). Based on these results, it is recommended that teachers of L2 should adopt process writing skill to reduce writing difficulties among secondary school students, thereby improving their writing skills.},
keywords = {Process writing Skills, Communication, Metacognitive skills, Writing method.},
month = {March},
doi = {https://doi.org/10.64388/IREV9I9-1715404}
}