Title: Effects of graphic organisers on junior secondary school students' achievement in composition writing

Authors: Jeno-Mary Enighe

Addresses: Department of Arts Education, Faculty of Education, University of Jos, Plateau State, Nigeria

Abstract: The study set out to investigate the effect of graphic organisers on junior secondary school students' achievement in composition writing in Jos East LGA, Plateau State. The study was guided by two research questions and two hypotheses. The sample of the study comprised 159 junior secondary students selected from two government secondary schools in Jos East LGA, Plateau State using a simple random sampling technique. The study adopted a quasi-experimental non-equivalent pre-test post-test research design. Two intact classes were assigned the experimental group and the other two, control group. Data were gathered using composition writing achievement test (CWAT) which was an instrument designed by the researchers. Mean and standard deviation were used to answer the research questions and analysis of covariance (ANCOVA) were used to test the hypotheses. Hypotheses tested revealed that students exposed to graphic organisers in composition writing exhibited higher achievement than those who were taught writing using the traditional methods. Based on the findings, it was recommended that teachers of English language should use graphic organisers in teaching writing and that more emphasis should be laid on other pre-writing activities that will develop students' writing skills, among other recommendations.

Keywords: composition writing; pre-writing activities; graphic organisers.

DOI: 10.1504/IJEASA.2024.137224

International Journal of Education, Arts and Social Issues in Africa, 2024 Vol.1 No.1, pp.8 - 20

Received: 11 May 2022
Accepted: 23 Aug 2022
Published online: 05 Mar 2024 *