WELCOME TO KENTERPRO:
INFLUENCE OF COLLABORATIVE WRITING APPROACH ON THE PERFORANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ESSAY WRITING IN PANKSHIN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Essay writing is a structured and coherent mode of communication that enables individuals to convey their ideas, arguments, and insights on a particular subject matter. It encompasses the art of organizing thoughts, crafting a thesis statement, providing evidence, and drawing logical conclusions. An essay typically follows an introduction-body-conclusion structure, wherein the introduction establishes the context and presents the central thesis, the body paragraphs develop and support the thesis through well-structured arguments and relevant evidence, and the conclusion ties everything together by summarizing the main points and restating the thesis in light of the presented information. To Egudu (2020) effective essay writing involves clear and concise expression, thoughtful analysis, and the skillful incorporation of sources to bolster one’s assertions. It serves not only as a means of conveying information but also as a platform for critical thinking, where writers engage in a process of exploration, interpretation, and evaluation, fostering a deeper understanding of both the subject matter and the writer’s own perspective.

Essay writing is of paramount importance as it serves as a multifaceted tool for intellectual and communicative growth. Through the intricate process of formulating coherent arguments, analyzing complex concepts, and organizing thoughts effectively, essay writing cultivates critical thinking skills essential for evaluating, synthesizing, and expressing ideas. This practice not only enhances one’s ability to engage with diverse subjects in a meaningful way but also fosters a deeper understanding of the material at hand. Furthermore, essay writing hones language proficiency and articulation, enabling individuals to convey their insights and perspectives with clarity and eloquence (Ajayi, 2016). Beyond academia, the capacity to construct compelling essays empowers individuals to participate actively in societal discourse, influencing opinions, disseminating information, and advocating for change. Thus, essay writing stands as a cornerstone of education and effective communication, equipping individuals with the tools needed to succeed academically, professionally, and as informed and engaged members of the global community.

The state of teaching essay writing in Nigerian secondary schools exhibited a mix of challenges and efforts to improve the overall quality of instruction. While some schools and educators emphasized the importance of essay writing skills, there were significant disparities in the resources available and the methods employed across different schools. Issues such as large class sizes, limited access to up-to-date teaching materials, and varying levels of teacher training often hindered the effectiveness of essay writing instruction. Additionally, the focus on rote memorization and standardized testing in the Nigerian educational system sometimes led to a neglect of critical thinking and creative expression, crucial components of effective essay writing. Nonetheless, educators and policymakers recognized the need to enhance writing pedagogy, and there were instances of initiatives aimed at incorporating more interactive and student-centered approaches, as well as integrating technology to aid instruction.

Efforts to address the challenges of teaching essay writing in Nigerian secondary schools have seen some progress through a combination of policy changes, educational initiatives, and collaborative partnerships. Educational stakeholders and government bodies have initiated curriculum reforms to integrate more learner-centered and writing-focused approaches, aiming to shift away from rote learning and incorporate critical thinking skills. To Moses (2021) teacher training programs, both government-led and NGO-supported, have been designed to enhance educators’ pedagogical skills, equipping them with strategies to effectively teach essay writing, provide personalized feedback, and foster an environment conducive to creative expression. Furthermore, there have been endeavors to update learning materials and introduce modern technology into classrooms, facilitating access to diverse resources and online platforms for practicing writing skills. NGOs and international organizations have played a role by supporting community-based projects that provide mentorship, workshops, and writing competitions, promoting the development of students’ writing talents. To address socio-economic disparities, initiatives focusing on increasing access to education, bridging language gaps, and promoting inclusivity have also emerged. However, these efforts often face challenges of scalability, sustained funding, and systemic implementation. While progress is evident, a more comprehensive and sustained approach that involves all stakeholders, along with continued investment in teacher training, updated materials, and equitable access, is crucial for effectively solving the problems of teaching essay writing in Nigerian secondary schools.

Teaching methods encompass a diverse range of strategies and techniques employed by educators to facilitate effective and engaging learning experiences for students. These methods encompass the instructional framework, pedagogical approaches, and tools used to convey knowledge, foster critical thinking, and enhance comprehension. Successful teaching methods consider various factors, including the subject matter, learning objectives, students’ learning styles and backgrounds, and the broader educational context (Idris, 2019). They can vary from traditional approaches such as lectures, textbooks, and exams, to more contemporary methods like project-based learning, collaborative activities, flipped classrooms, and technology integration. Effective teaching methods not only transmit information but also inspire curiosity, cultivate analytical skills, encourage active participation, and adapt to the evolving landscape of education, ultimately striving to empower students with the skills and knowledge needed for success in an ever-changing world.

The collaborative teaching method is an educational approach that emphasizes the joint efforts of multiple educators, often from different disciplines or with diverse expertise, working together to facilitate a comprehensive and enriched learning experience for students. This method goes beyond the traditional single-teacher model by fostering an environment of interdisciplinary collaboration, shared responsibilities, and varied instructional strategies. Collaborative teaching promotes a holistic understanding of topics, as instructors combine their specialized knowledge and perspectives to provide a well-rounded perspective. Students benefit from exposure to different teaching styles, varied viewpoints, and a wider range of instructional resources (Ahmad, 2016). This approach also encourages educators to pool their strengths, address individual learning needs more effectively, and develop innovative teaching techniques. Ultimately, collaborative teaching enhances engagement, critical thinking, and problem-solving skills, while preparing students for the collaborative and diverse nature of the modern world.

The influence of a collaborative writing approach on the performance of senior secondary school students in essay writing is a multifaceted and intriguing topic. Collaborative writing involves students working together to plan, draft, revise, and edit essays collectively, fostering peer interactions and shared responsibility for the final product. This approach has the potential to enhance various aspects of students’ essay writing skills. Through collaborative brainstorming, students can generate a broader range of ideas and perspectives, leading to more comprehensive and well-rounded essays. The iterative process of drafting and revising together allows students to learn from each other’s strengths and weaknesses, improving their critical thinking and analytical abilities. Moreover, the collaborative approach nurtures communication skills as students negotiate and articulate their ideas, fostering a deeper understanding of the subject matter. However, challenges such as divergent writing styles, conflicts over ideas, and potential imbalances in contributions might arise and need to be managed effectively. Ultimately, the influence of collaborative writing on senior secondary school students’ essay writing performance is a dynamic interplay of benefits and challenges that merits careful consideration in educational settings.

It is in line with the above discussion that this study seeks to examine the influence of collaborative writing approach  on the performance of senior secondary school students in essay writing in Pankshin Local Government.

1.2 Statement of the Problem

In an ideal educational environment, senior secondary school students are not only expected to grasp the art of essay writing but to also exhibit a mastery of collaborative skills. Collaborative writing offers a multifaceted advantage by not only enhancing their individual writing proficiency but also nurturing their ability to work effectively as a team, thus contributing to their holistic academic growth and future prospects.

Regrettably, the current reflects a significant disparity between the anticipated and the actual outcomes in senior secondary school students’ essay writing capabilities. Despite the comprehensive curriculum and dedicated teaching staff, students’ performance in essay writing has been found to be below the desired benchmarks, indicating a disheartening gap between expectations and reality.

Over the years, educators and institutions have diligently employed a range of teaching methodologies to address the challenges in essay writing among senior secondary school students. These approaches encompass traditional methods of individual writing exercises as well as sporadic group activities. However, the persistence of the problem suggests that the effectiveness of these strategies might be limited in achieving the desired improvement in essay writing competence.

Despite the well-intentioned efforts undertaken by both educators and students alike, the issue of suboptimal essay writing proficiency among senior secondary school students persists. This suggests that there might be underlying factors beyond the purview of the current teaching methods that contribute to this deficiency.

The consequences of inadequate essay writing skills extend beyond the confines of the classroom. Students grappling with writing difficulties experience challenges in expressing their thoughts coherently and persuasively, thereby hindering their academic progress. Additionally, these limitations may impede their future educational endeavors and professional aspirations, given that effective written communication is a cornerstone of success in various fields.

Recognizing the critical importance of fostering not only strong essay writing skills but also collaborative abilities, there is a compelling need to explore innovative and potentially transformative approaches to address the existing shortcomings. This research endeavors to ascertain whether the integration of a collaborative writing approach can serve as a catalyst for enhancing the essay writing performance of senior secondary school students in Pankshin Local Government.

Despite the wealth of research on various pedagogical techniques and approaches, the inquiry into the impact of collaborative writing on the essay writing abilities of senior secondary school students in the context of Pankshin Local Government remains an uncharted territory. Existing studies have primarily focused on diverse educational contexts, leaving a void in understanding the unique challenges and opportunities specific to this geographical area.

Given the prevailing concerns regarding essay writing proficiency and the potential efficacy of collaborative learning, this study aims to bridge the gap in knowledge by rigorously investigating the influence of collaborative writing strategies on the essay writing performance of senior secondary school students in Pankshin Local Government. By uncovering novel insights into the dynamics of collaborative writing and its impact on academic achievement, this research endeavors to contribute substantively to the educational landscape, benefiting educators, administrators, and policymakers alike in their pursuit of nurturing well-rounded and competent individuals ready to face the challenges of the modern world.

1.3 Purpose of the Study

The main focus of this study was to evaluate the effects of collaborative writing strategies on the performance of students in essay writing in senior secondary schools in Pankshins.  In specific terms, the study sought to: 

1. Examine the difference in performance of students who were exposed to collaborative and those who were not exposed to it in organization. 
2. Determine the difference in the performance of students who were exposed to collaborative and those who were not exposed to it in content.
3. Find out the difference in the performance of students who were exposed to collaborative and those who were not exposed to it in grammar. 
4. Determine the extent to which collaborative strategies have effects on students’ performance in punctuation.

1.4 Research Questions

The study was guided by the following research questions: 

1. What is the difference in performance of students who were exposed to collaborative and those who were not exposed to it in organization?
2. What is the difference in the performance of students who were exposed to collaborative and those who were not exposed to it in content?
3. What is the difference in the performance of students who were exposed to collaborative and those who were not exposed to it in grammar?
4. What is the extent to which collaborative and conventional writing strategies have effects on students’ performance in punctuation?

1.5 Research Hypotheses 

The following null hypotheses were postulated for this study: 

H₀: There is no significant difference in the performance of students who were exposed to collaborative writing strategy and those who were exposed to 

 1.6  Significance of the Study 

The beneficiaries of the study on the impact of collaborative writing strategy on the expository writing of senior secondary school students in Pankshin Local Government Area can include various individuals and groups such as students, teachers, school administrators, curriculum planners and parents.

The primary beneficiaries of the study are senior secondary school students in Pankshin Local Government Area. By participating in the study and implementing collaborative writing strategies, students can improve their expository writing skills, enhance their understanding of the subject matter, and develop effective teamwork and communication skills.

The study can benefit teachers by providing them with insights into the effectiveness of collaborative writing strategies in improving students’ expository writing abilities. It can offer them new teaching approaches and techniques to enhance student engagement and learning outcomes. The findings of the study can inform their instructional practices and help them design effective writing activities and assessments.

The study’s results can be valuable for schools and education administrators in Pankshin Local Government Area. It can guide them in developing or refining policies related to writing instruction and collaborative learning approaches. Schools can also use the findings to make informed decisions about curriculum development, resource allocation, and professional development programs for teachers.

The study’s outcomes can provide valuable insights for curriculum developers at the local or national level. They can incorporate collaborative writing strategies into the curriculum to enhance the writing skills of senior secondary school students across a wider context. The study can also contribute to ongoing discussions and research on effective pedagogical practices and educational reforms.

The study can contribute to the existing body of knowledge in the field of education, specifically in the area of collaborative writing strategies and their impact on expository writing. Researchers and academics can build upon the study’s findings, conduct further investigations, and explore related aspects to deepen the understanding of effective writing instruction.

Parents and guardians of senior secondary school students can benefit from the study by gaining awareness of the potential impact of collaborative writing strategies on their children’s writing abilities. They can support and reinforce these strategies at home, fostering a positive learning environment and assisting their children in developing essential writing skills.

1.7  Scope of the Study         

The main thrust of this study was to investigate the effects of collaborative   writing strategies on essay writing of senior secondary school students in Pankshin. Thus, this study was delimited to two teaching strategies namely: Collaborative   writing and essay writing component of the senior secondary school English curriculum. This aspect of English is viewed as one that indicates the extent to which a student is proficient in the written language. This research while using the collaborative writing strategies to teach essay writing focused on content, organization, grammatical component and mechanical accuracy as sub-skills. This is because these aspects form part of the areas that are usually assessed in both internal and external examinations at the senior secondary level in Nigeria.   

1.8 Operational Definitions of Terms

Impact: A measure of the effect or influence of something on a particular outcome or result. In this study, impact refers to the effect that the collaborative writing strategy has on the expository writing skills of senior secondary school students in Pankshin Local Government Area.

Collaborative Writing Strategy: A writing method that involves two or more individuals working together to create a written document. In this study, collaborative writing strategy refers to the approach used to teach expository writing skills to senior secondary school students in Pankshin Local Government Area.

Expository Writing: A type of writing that explains or informs. In this study, expository writing refers to the specific writing skill that senior secondary school students in Pankshin Local Government Area are being taught using the collaborative writing strategy.

Senior Secondary School Students: Students in the later stage of secondary education, typically between the ages of 16 and 18 years old. In this study, senior secondary school students specifically refer to those in Pankshin Local Government Area.