Collaborative Writing Strategy and Its Influence on Learners’ Performance in Functional Writing Skills in English in Secondary Schools, Kiambu County, Kenya
| dc.contributor.author | Juday, Jefferson Poar Wayei | |
| dc.date.accessioned | 2025-03-25T07:00:16Z | |
| dc.date.available | 2025-03-25T07:00:16Z | |
| dc.date.issued | 2024-07 | |
| dc.description | A Research Thesis Submitted in Fulfilment of the Requirement for the Award of the Degree of Master of Education (Languae Education) in the Department of Educational Communication and Technology, School of Education and Lifelong Learning, Kenyatta University, July, 2024 Supervision: 1.Francis Gichuki Mwangi 2.Florence Abuyeka Miima | |
| dc.description.abstract | Functional writing refers to practical use of English, while one engages in a writing exercise to carry out a real-life purpose. Learners need to develop and master the skills for practical communicative skills in writing letters, minutes of meetings, reports, shopping lists, memoranda, requests, or giving directions. Learners also need to master the skills for effective communication in the work environment, and in their daily lives. Low performance of learners on Paper One, which is on functional writing skills in Kenya Certificate of Secondary Education (KCSE), registered a serious concern for teachers and school administrators to revisit approaches and methodologies utilized in teaching the skill. The study, therefore, sought to investigate use of collaborative writing strategy, and its influence on learners’ performance in FWS in Githunguri Sub-County, Kiambu County. 10780 learners, 76 teachers, and 38 heads of English Language Department formed the target population. The sample size comprised of 192 learners, 8 teachers, and 4 heads of English Language Department for all the four public secondary schools. The researcher applied simple random technique to select learners, and purposive technique was applied for instructors and heads of English Language Department. The study used Solomon four group design, which is a type of quasi-experimental research design, for the four public secondary schools that participated in the exercise. The approach was taken so that the researcher could administer the pretest and posttest to the study's experimental and control groups. While teachers and heads of the English Language Department were observed and interviewed using a schedule for interviews and an observation guide, data from students were acquired using questionnaires. SPSS version 21.0 was used to analyze the data. According to the data, teachers rarely employed the collaborative writing method, and its applicability depended on how many learners were enrolled in a given class. After the intervention (which involved teaching using a collaborative writing technique), the mean score of experimental groups was higher mean than the control group. The use of collaborative writing strategies enhanced learners' presentation skills, vocabulary, mechanics, grammar, understanding, collaboration, and communication abilities, as well as their ability to translate lessons from one language to another. The results showed that there was very little teachers’ preparation for use of collaborative writing techniques in teaching FWS. The findings indicated that instructors and learners face several challenges when implementing CWS for instructing FWS in English. Therefore, the study recommended that the Ministry of Education set up ongoing workshops and training sessions to train or educate instructors on use of collaborative writing technique. Moreover, extra facilities should be built to help prevent overcrowded classrooms. The research findings added to the existing body of knowledge concerning the collaborative writing process. The findings also provided information to teachers, and department heads for English language education on the usefulness and usage of collaborative writing in the teaching of functional writing skills. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29833 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Collaborative Writing Strategy and Its Influence on Learners’ Performance in Functional Writing Skills in English in Secondary Schools, Kiambu County, Kenya | |
| dc.type | Thesis |