WELCOME TO KENTERPRO:
EFFECTS OF REFLECTIVE WRITING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN DESCRIPTIVE WRITING IN MANG

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Essay writing is a fundamental skill that students and scholars utilize to express their thoughts, arguments, and analysis on various topics. It involves presenting a clear and coherent piece of writing that is structured, well-supported, and effectively communicates the writer’s ideas. A well-written essay typically consists of an introduction, body paragraphs, and a conclusion, each serving a specific purpose in conveying the writer’s message. In the introduction of an essay, the writer provides an overview of the topic and presents a thesis statement that outlines the main argument or purpose of the essay. This section serves to engage the reader’s attention and set the tone for the rest of the essay. The body paragraphs contain the main content of the essay and provide supporting evidence, examples, and analysis to substantiate the thesis statement. Each paragraph should have a clear topic sentence that relates to the overall argument and is supported by relevant evidence and logical reasoning. The conclusion brings the essay to a close by summarizing the main points discussed and restating the thesis statement in a concise and impactful manner. It may also provide a broader perspective, offer recommendations, or pose questions for further exploration.

Descriptive essay writing is a genre that aims to vividly portray a person, place, object, or event through sensory details and vivid language. Its primary goal is to engage the reader’s senses and create a vivid image in their mind. The writer uses carefully selected words and descriptive language to paint a picture and evoke emotions in the reader. This type of essay provides a detailed and comprehensive description, appealing to the reader’s visual, auditory, olfactory, gustatory, and tactile senses. In a descriptive essay, the writer employs various literary devices such as similes, metaphors, personification, and imagery to enhance the descriptive experience. These devices help to create a strong emotional impact and provide a deeper understanding of the subject being described. For example, a writer describing a serene beach scene might use metaphors such as “the waves danced gracefully” or “the sun caressed the golden sand,” allowing the reader to visualize and feel the tranquility of the setting (Lutz, 2018).

Reflective writing is a valuable strategy that allows individuals to critically analyze and reflect upon their experiences, thoughts, and emotions. It involves introspection and thoughtful examination of one’s own beliefs, values, and actions. Through reflective writing, individuals can gain deeper insights, make connections, and develop a greater understanding of themselves and their experiences. To engage in reflective writing, individuals typically describe their experience or event, explore their thoughts and feelings about it, analyze the situation, and identify lessons learned or areas for growth. This process encourages self-awareness, self-reflection, and personal development. Reflective writing is commonly employed in various fields, including education, healthcare, psychology, and professional development, as a means of promoting critical thinking, professional growth, and self-improvement. One effective approach to reflective writing is the Gibbs’ Reflective Cycle, which involves six stages: description, feelings, evaluation, analysis, conclusion, and action plan (Gibbs, 1988). This framework provides a structured process for individuals to systematically reflect on their experiences, analyze their actions and emotions, and generate insights for future improvement. By following this cycle, individuals can enhance their self-awareness, gain a deeper understanding of their own behaviors and motivations, and make informed decisions for personal and professional growth.

The performance of secondary school students in essay writing in Nigeria has been a subject of concern and scrutiny in recent years. Several studies have highlighted the challenges and issues faced by students in this aspect of their academic development. These challenges include poor writing skills, limited vocabulary, lack of critical and analytical thinking, and inadequate exposure to writing instruction and practice. Research conducted by Ojo and Adeyemi (2017) found that many Nigerian secondary school students struggle with basic writing skills, such as organizing their thoughts, constructing coherent paragraphs, and using appropriate grammar and punctuation. The study also revealed that students often lack the necessary vocabulary to express their ideas effectively. Additionally, a lack of exposure to quality writing instruction and limited opportunities for practice contribute to the difficulties faced by students in essay writing (Olaniyi, 2015).

To address these challenges and improve students’ performance in essay writing, it is crucial to implement effective strategies and interventions. One approach is to incorporate explicit writing instruction and practice into the curriculum, providing students with structured opportunities to develop their writing skills. This can involve teaching specific writing techniques, such as brainstorming, outlining, and revising, as well as providing feedback and guidance on grammar, organization, and clarity. It is also essential to encourage critical thinking and analysis in essay writing by guiding students to engage with and evaluate different perspectives and evidence (Ogunnaike & Oyebade, 2018). By implementing these strategies and promoting a culture of writing in secondary schools, students in Nigeria can enhance their essay writing abilities and achieve better academic performance.

It is in line with the above discussion that this study seeks to examine the effects of reflective writing strategies on senior secondary students’ performance in descriptive writing in the Mangu Local Government Area. By investigating the potential benefits of reflective writing, the study aims to shed light on effective pedagogical approaches that can empower students, improve their writing skills, and promote their overall growth and success.

1.2 STATEMENT OF THE PROBLEM

Senior secondary school students are expected to demonstrate strong skills in descriptive writing, which are essential for effective communication and academic success. Ideally, students should be able to express their thoughts, ideas, and experiences in a clear, coherent, and engaging manner, using appropriate descriptive language and organizational structures. However, many students in Mangu Local Government Area struggle with descriptive writing, as evidenced by their poor performance in this area. Their writing often lacks clarity, coherence, and descriptive detail, resulting in ineffective communication and limited engagement with the reader. This can hinder their academic progress and limit their ability to effectively express themselves in written form.

Various teaching methods and approaches have been employed to improve students’ descriptive writing skills, including traditional writing instruction and practice activities. Teachers have provided guidance on basic writing principles, such as grammar, sentence structure, and vocabulary. Students have been given writing assignments and exercises to practice their descriptive writing skills. Despite these efforts, the problem of poor performance in descriptive writing among senior secondary school students in Mangu Local Government Area persists. Many students continue to struggle with expressing their ideas in a descriptive and engaging manner, leading to subpar writing quality and limited improvement over time.

Students’ inadequate descriptive writing skills have wide-ranging effects on their academic performance, communication abilities, and overall learning potential. In terms of academics, poor descriptive writing skills can result in lower grades and reduced opportunities for higher education. It may also limit their ability to effectively participate in written assignments across various subjects. Furthermore, weak descriptive writing skills can hinder students’ ability to articulate their thoughts and experiences, limiting their communication skills and impacting their personal and professional interactions.

This research aims to investigate the potential effectiveness of reflective writing strategy as an intervention to enhance senior secondary school students’ performance in descriptive writing in Mangu Local Government Area. Reflective writing encourages students to engage in thoughtful and introspective writing, enabling them to reflect on their experiences, thoughts, and emotions. By integrating reflective writing strategy into the instructional approach, it is hypothesized that students’ descriptive writing skills may improve, leading to enhanced communication abilities and academic performance.

While there have been previous attempts to improve descriptive writing skills, there is a lack of research specifically examining the impact of reflective writing strategy on senior secondary school students’ performance in Mangu Local Government Area. Although reflective writing has been shown to be effective in various educational contexts, its potential benefits for enhancing descriptive writing skills among students in this specific region remain unexplored. This study seeks to address this gap and contribute to the existing body of knowledge on effective writing instruction methods.

1.3 PURPOSE OF THE STUDY

The main focus of this study was to investigate the effects of reflective writing strategy on senior secondary school students’ performance in descriptive writing in Mangu.  In specific terms, the study sought to:

1. To assess the current level of performancr of senior secondary school students in descriptive essay.
2. To examine how the implementation of reflective writing strategy influences students’ performance in descriptive essay.
3. To explore perceptions of senior secondary school students towards reflective writing strategy for improving descriptive essay writing skills.

1.4 RESEARCH QUESTIONS

            The following research questions guided the study:

1. What is the current level of performance of senior secondary school students in descriptive essay writing?
2. How does the implementation of reflective writing strategy influence the performance of senior secondary school students in descriptive essay writing?
3. What are the perceptions of senior secondary school students towards the use of reflective writing strategy for improving their descriptive essay writing skills?

1.5 SIGNIFICANCE OF THE STUDY

The study will be significant to educational impact, pedagogical implication, students’ learning outcomes, curriculum planners and future researchers

1. Educational Impact: The findings of this study can have a significant educational impact by providing insights into effective instructional strategies for improving students’ descriptive writing skills. This can contribute to the overall improvement of the quality of education in Mangu Local Government Area by enhancing students’ ability to communicate effectively through writing.
2. Pedagogical Implication: The study can inform pedagogical practices by highlighting the effectiveness of reflective writing strategy as an intervention for enhancing descriptive writing skills. It can provide guidance to teachers and educators on incorporating reflective writing activities into their teaching methods, thereby enriching their instructional approaches and promoting active student engagement.
3. Students’ Learning Outcomes: The study directly benefits senior secondary school students by potentially enhancing their performance in descriptive writing. By improving their descriptive writing skills, students can become more proficient in expressing their ideas, thoughts, and experiences, leading to enhanced academic achievement and learning outcomes. This can boost their confidence, critical thinking abilities, and overall communication skills.
4. Curriculum Planners: The study’s findings can be valuable for curriculum planners in Mangu Local Government Area. They can consider integrating reflective writing strategy into the curriculum as an effective method for developing students’ descriptive writing skills. The insights gained from this study can help curriculum planners make informed decisions regarding the inclusion of specific writing instruction approaches and strategies in the curriculum.
5. Future Researchers: The study can serve as a foundation for future research on writing instruction and pedagogy. It can inspire researchers to explore other innovative approaches and interventions for improving descriptive writing skills among secondary school students. The study’s findings can also serve as a reference point for comparative studies across different regions, educational systems, and student populations, further advancing the field of writing instruction research.

1.7 THEORETICAL FRAMEWORK

The effects of the reflective writing strategy on senior secondary school students’ performance in descriptive writing in Mangu can be understood through various educational theories and research findings. This theoretical framework encompasses cognitive learning theory, social learning theory, writing process theory, metacognitive theory, and writing self-efficacy theory, providing a comprehensive basis for investigating the topic.

Cognitive Learning Theory plays a crucial role in understanding the impact of reflective writing strategy on students’ performance. According to this theory, learning involves cognitive processes such as critical thinking, problem-solving, and metacognition. Reflective writing encourages students to delve deeply into their writing, analyze their thoughts, and establish connections. By engaging in reflective writing, students activate these cognitive processes, which in turn contribute to improved descriptive writing skills. Through reflection, students can identify areas of improvement and develop strategies to enhance their writing abilities.

Social Learning Theory emphasizes the influence of social interactions on learning. In the context of reflective writing, incorporating group discussions or peer feedback sessions can be beneficial. By sharing their reflections and receiving feedback from peers, students can learn from different perspectives and experiences. Collaborative reflective writing activities foster a sense of community and shared learning, enabling students to expand their understanding of descriptive writing. This social aspect of reflective writing provides an avenue for students to enhance their skills collectively.

Writing Process Theory focuses on the various stages involved in the writing process. Reflective writing can be integrated into each stage, from prewriting to drafting, revising, and editing. Through reflection, students can identify strengths and weaknesses in their writing, set goals for improvement, and make necessary revisions. By incorporating reflective writing into each stage, students develop a deeper understanding of the writing process and become more proficient in descriptive writing.

Metacognitive Theory, which pertains to the awareness and regulation of one’s own thinking processes, is highly relevant to the effects of reflective writing strategy. Reflective writing prompts students to monitor and evaluate their writing strategies and outcomes. By engaging in metacognitive thinking, students become more aware of their strengths and weaknesses as writers. Through reflection, they can make adjustments and develop self-regulation skills, leading to continuous improvement in their descriptive writing performance.

Writing Self-Efficacy Theory focuses on individuals’ belief in their ability to accomplish writing tasks. Reflective writing can contribute significantly to enhancing students’ writing self-efficacy. As students observe progress over time and recognize areas of improvement through reflection, their confidence in their writing abilities increases. Reflecting on successful writing experiences helps students develop a positive mindset towards writing tasks, ultimately positively impacting their performance in descriptive writing.

Therefore, the theoretical framework outlined above provides a strong basis for understanding the effects of the reflective writing strategy on senior secondary school students’ performance in descriptive writing in Mangu. By drawing from cognitive learning theory, social learning theory, writing process theory, metacognitive theory, and writing self-efficacy theory, researchers can explore the multifaceted influences of reflective writing on students’ cognitive processes, social interactions, writing process stages, metacognitive thinking, and writing self-efficacy.

1.8 SCOPE OF THE STUDY

            This study focuses on evaluating the effects of reflective writing strategies on the performance of senior secondary school students in descriptive essay writing in the Mangu area. Specifically, it examines the areas of grammar and mechanics, content development, clarity and coherence, and organization and structure. However, certain delimitations should be acknowledged. Firstly, the findings may not be generalized to other geographical locations due to potential variations in educational systems, curricula, and student populations. Additionally, the study is limited to senior secondary level students, and the effects of reflective writing strategies on students at other educational levels are not explored. The research concentrates solely on descriptive essay writing, excluding other writing genres such as narrative, argumentative, or expository essays.