IMPACT OF TEACHERS’ DIRECT AND INDIRECT WRITTEN FEEDBACK ON THE PERFORMANCE OF SENIOR SECONDARY STUDENTS’ GRAMMATICAL COMPONENT OF WRITING IN FAGGE LGA, KANO STATE

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dc.contributor.authorWILCOX, Eloho Phina
dc.date.accessioned2019-04-11T14:49:14Z
dc.date.available2019-04-11T14:49:14Z
dc.date.issued2018-05
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER DEGREE IN TEACHING ENGLISH AS A SECOND LANGUAGE (TESL), DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis research work examined the impact of teachers’ direct and indirect coded written feedback on the performance of senior secondary students’ grammatical component of writing. The study was undertaken to determine whether written feedback can help senior secondary school students in Fagge LGA of Kano State improve their writing performance. Four research questions and four hypotheses guided the study. The study used a quasi- experimental design of pre-test, post-test of the experimental and control group. The study has a population of 2272 senior secondary year two students. A sample of 120 students was drawn from the population for the study. The subjects were randomly assigned into three feedback groups (Indirect feedback, Direct feedback and No feedback). The experimental groups were taught writing using the process approach and given written feedback to revise their essays. The control group was taught using the conventional method without feedback. The students in each group produced three narrative essays. The experimental groups made two revisions based on the feedback provided. The data collected were analyzed using descriptive statistics of frequencies and percentages, mean and standard deviations to answer the research questions. Dunnett’s T3 Test at alpha level of p≤0.05 was conducted to test the research hypotheses. The results of data analysis indicated significant differences in the mean performance scores between the experimental groups and the control group. The two experimental groups significantly outperformed the control group. This showed that there was a positive impact of written feedback on the students writing performance. Furthermore, no statistically significant difference was found between the two experimental groups at the post test. The study concludes that teachers’ written feedback, either direct or indirect feedback strategy is an effective tool in promoting students writing performance. Based on the findings, the study recommends amongst others that teachers provide students with written feedback to improve their writing performance.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/11520
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectTEACHERS’ DIRECT,en_US
dc.subjectINDIRECT WRITTEN FEEDBACK,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectSENIOR SECONDARY STUDENTS’,en_US
dc.subjectGRAMMATICAL COMPONENT,en_US
dc.subjectWRITING,en_US
dc.subjectFAGGE LGA,en_US
dc.subjectKANO STATEen_US
dc.titleIMPACT OF TEACHERS’ DIRECT AND INDIRECT WRITTEN FEEDBACK ON THE PERFORMANCE OF SENIOR SECONDARY STUDENTS’ GRAMMATICAL COMPONENT OF WRITING IN FAGGE LGA, KANO STATEen_US
dc.typeThesisen_US
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