Influence of using Collaborative Writing Strategy on Learners’ Performance in Functional Writing Skills in English Language in Public Secondary Schools in Kiambu County, Kenya

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dc.contributor.authorJuday, Jefferson Poar Wayei
dc.contributor.authorMwangi, Francis Gichuki
dc.contributor.authorMiima, Florence Abuyeka
dc.date.accessioned2024-05-30T12:42:32Z
dc.date.available2024-05-30T12:42:32Z
dc.date.issued2024-05
dc.descriptionArticleen_US
dc.description.abstractFunction writing is an essential life skill for learners. As learners reach a sufficient level of proficiency, they make maximum use of the skill to get excellent results on national exams, making them ready to enroll in postsecondary institutions to pursue further education. Developing and utilizing the skill pave the avenue for learners to demonstrate effective communication skills in the work environment. This article investigated influence of use of collaborative writing strategy on learners’ performance in function writing skills in English in secondary schools in Kiambu County, Kenya. The study was conducted in Githunguri Sub-County in Kiambu County, Kenya. Four public secondary schools were purposively selected for application of the strategy. The sample size comprised of 192 learners, 8 teachers, and 4 heads of English Language Department. The study employed the use of simple random technique to sample learners and utilized purposive technique for instructors and heads of English Language Department. Solomon four group design, a type of quasi-experimental research design, was employed to enable the researcher to apply pre-test and post-test to determine learners’ performance in the skills, and asses their entry behaviours. The study used tests and questionnaires to gather data from learners, while forms of interview schedules were applied for gathering of data from teachers and the heads of the English Language Department. SPSS version 21.0 computer software was used for data analysis. Findings of the study show that use of collaborative writing skills has a greater influence on learners’ performance in functional writing skills in English as the strategy improves learners’ critical thinking, communication, retention, understanding, collaboration, vocabulary, and grammar and writing skills through rigorous interactions during group discussions.en_US
dc.identifier.citationJuday, J. P. W., Mwangi, F. G., & AbuyekaMiima, F. (2024). Influence of using Collaborative Writing Strategy on Learners’ Performance in Functional Writing Skills in English Language in Public Secondary Schools in Kiambu County, Kenya. International Journal of Research and Innovation in Social Science, 8(4), 2656-2662.en_US
dc.identifier.urihttps://dx.doi.org/10.47772/IJRISS.2024.804254
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27933
dc.language.isoenen_US
dc.publisherIJRISSen_US
dc.subjectinfluenceen_US
dc.subjectcollaborative writing strategyen_US
dc.subjectEnglish language and functional writing skillsen_US
dc.titleInfluence of using Collaborative Writing Strategy on Learners’ Performance in Functional Writing Skills in English Language in Public Secondary Schools in Kiambu County, Kenyaen_US
dc.typeArticleen_US
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