WELCOME TO KENTERPRO:
EFFECTS OF THE GENRE-BASED APPROACH ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN ESSAY WRITING IN PANKSHIN LOCAL GOVERNMENT AREA, PLATEAU STATE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Essay writing is a fundamental process that entails the thoughtful exploration, analysis, and communication of ideas on a specific topic. Essays serve as a vehicle for individuals to express their thoughts, opinions, and arguments in a structured and coherent manner. The essence of essay writing lies in its ability to engage readers through a well-crafted introduction, a logically developed body, and a compelling conclusion. According to Scharle and Szabó (2017) it requires the writer to conduct thorough research, gather relevant information, and critically evaluate sources to support their claims. Essay writing encourages critical thinking, as it necessitates the formulation of a clear thesis statement and the construction of sound arguments backed by evidence. It cultivates the ability to organize thoughts, synthesize information, and present ideas in a logical and persuasive manner. Essays can take various forms, such as persuasive, expository, descriptive, or narrative, each with its own purpose and approach. They serve as a means to explore complex topics, delve into intellectual discourse, and contribute to the expansion of knowledge in various academic disciplines. Moreover, according to Rijlaarsdam, Braaksma, Bergh and Couzijn (2020) essay writing fosters effective communication skills, as it requires the writer to convey ideas with clarity, precision, and coherence. It encourages the development of a strong writing style, the mastery of grammar and vocabulary, and the ability to engage and captivate readers. Essay writing is a valuable skill that extends beyond academia, as it cultivates the capacity to articulate thoughts, engage in critical analysis, and express oneself effectively in various personal and professional contexts.

Despite its numerous importance, essay writing in secondary schools poses several challenges for students as they navigate the process of developing coherent and well-structured essays. One significant challenge is the lack of understanding of essay structures and formats. In the opinion of Rijlaarsdam, Braaksma, Bergh & Couzijn (2020) many students struggle to grasp the concept of an introduction, body paragraphs, and conclusion, leading to disorganized and incoherent essays. Additionally, students often face difficulties in formulating a clear thesis statement and developing strong arguments supported by evidence. Limited research skills and inadequate access to credible sources can further hinder the quality of essays. Time management is another challenge, as students may struggle to allocate sufficient time for brainstorming, planning, drafting, revising, and editing their essays. This can result in rushed and poorly developed papers. Moreover, the demand for originality and critical thinking can be daunting, as students may struggle to generate unique ideas and engage in deep analysis. Limited vocabulary and grammar knowledge may also limit students’ ability to express their thoughts effectively.

Teaching essay writing in secondary schools involves employing a variety of effective methods to help students develop their skills in this complex form of writing. One approach is to provide clear and structured instruction on essay structures, including the introduction, body paragraphs, and conclusion. Teachers can use graphic organizers and templates to visually represent these components and guide students in organizing their thoughts. Additionally, educators can introduce various types of essays, such as persuasive, expository, and argumentative, to familiarize students with different writing purposes and styles. Another crucial aspect is teaching the research process, including how to locate credible sources, evaluate information, and incorporate evidence to support arguments effectively. Teachers can guide students in using libraries, databases, and online resources for research purposes (MacArthur & Graham, 2020). To enhance critical thinking skills, instructors can engage students in class discussions, debates, and analysis of sample essays to develop their ability to generate ideas, evaluate perspectives, and construct logical arguments. Peer review sessions can also be incorporated to encourage collaboration and provide constructive feedback on writing drafts. Teachers should emphasize the importance of revising and editing, teaching students techniques for enhancing clarity, coherence, and grammar in their essays. Additionally, it can be beneficial to provide models of well-written essays as examples for students to analyze and learn from.

The concept of genre approach in teaching essay writing refers to an instructional method that emphasizes the understanding and mastery of different essay genres, their structures, conventions, and rhetorical strategies. Instead of treating essay writing as a generic skill, the genre approach recognizes that different types of essays, such as argumentative, expository, persuasive, or narrative essays, have distinct purposes, structures, and language features (Idris, 2017). By introducing students to the conventions and expectations of each essay genre, teachers can guide them in understanding the specific requirements and strategies for effective communication within each genre. This approach involves analyzing model essays, deconstructing their organization, language choices, and argumentative techniques. Through explicit instruction and practice, students learn how to identify the key components of a given essay genre, such as thesis statements, topic sentences, evidence, counterarguments, and conclusions, and how to structure their own essays accordingly. The genre approach also encourages students to develop their own voice and style within each genre, while still adhering to the essential conventions.

The genre method of teaching essay writing in secondary schools focuses on equipping students with the necessary skills to understand and produce different types of essays. This approach recognizes that essays encompass various genres, each with its own unique characteristics and purposes. Teachers begin by introducing students to different essay genres, such as persuasive, descriptive, narrative, and expository essays, highlighting their distinguishing features and objectives. Students are then guided through the exploration of exemplar texts within each genre, analyzing their structures, language use, and rhetorical strategies. By deconstructing these texts, students gain a deeper understanding of how essays are constructed and the specific conventions associated with each genre. This understanding serves as a foundation for students to develop their own essays within these genres (Hillocks, 2010). Teachers provide explicit instruction on the structural elements, language choices, and persuasive techniques that are appropriate for each genre. Students engage in writing activities that involve selecting and adapting genre-specific features to convey their ideas effectively. The genre method also emphasizes the importance of audience awareness, as students learn to tailor their writing to suit the expectations and needs of different readers. Additionally, teachers provide opportunities for students to engage in peer review and collaborative discussions, allowing them to receive feedback and refine their essays based on genre-specific criteria.

The genre method of teaching essay writing in secondary schools has several positive effects on students’ writing skills and overall learning experience. Firstly, this approach enhances students’ understanding of different genres, allowing them to recognize and appreciate the unique characteristics and expectations associated with each type of essay. By studying exemplar texts and deconstructing their structures and language choices, students develop a deeper awareness of how to effectively organize their ideas, employ appropriate tone and style, and employ persuasive techniques specific to each genre. According to Graham and Perin (2019) this leads to more coherent and purposeful essays that are tailored to the intended audience. Secondly, the genre method promotes critical thinking and analysis as students engage in the examination of various texts within each genre. They learn to identify the author’s purpose, evaluate the effectiveness of rhetorical strategies, and make informed decisions about their own writing choices. This cultivates their ability to think critically, analyze information, and make conscious decisions about their writing. Thirdly, the genre method encourages creativity and flexibility by providing students with a range of genres to explore. Students are empowered to experiment with different writing styles and genres, allowing them to express their ideas and perspectives in diverse ways. This fosters a sense of ownership and autonomy in their writing, promoting engagement and enthusiasm. Lastly, the genre method supports the development of transferable writing skills that extend beyond the classroom. By equipping students with a repertoire of writing techniques and strategies specific to various genres, they are better prepared to write in academic, professional, and personal contexts.

It is in line with the above discussion that this study seeks to examine the effects of genre-based approach on the academic achievement of senior secondary school students in essay writing in Pankshin Local Government Area, Plateau State.

1.2 STATEMENT OF THE PROBLEM

            Ideally, senior secondary school students are supposed to achieve high academic success in essay writing, demonstrating a deep understanding of the subject matter, effective organization of ideas, coherent writing style, and persuasive arguments. However, the current situation indicates that senior secondary school students in Pankshin Local Government Area are facing challenges in achieving academic success in essay writing. Many students struggle to effectively convey their thoughts and ideas in writing, resulting in poor grades and limited comprehension of the topics covered. Various teaching approaches have been implemented to improve the academic achievement of senior secondary school students in essay writing. These approaches include traditional methods such as teacher-centered instruction, grammar-focused exercises, and rote memorization of essay structures. However, these approaches have shown limited effectiveness in addressing the underlying issues hindering students’ progress in essay writing.

Despite the efforts made in improving essay writing skills, the problem of low academic achievement persists among senior secondary school students in Pankshin Local Government Area. Many students continue to struggle with coherence, organization, critical thinking, and expressing their ideas effectively in writing, which negatively impacts their academic performance. The low academic achievement in essay writing has adverse effects on the students’ overall academic performance and future educational prospects. Inadequate essay writing skills can hinder students’ ability to effectively express themselves in writing, limit their opportunities for higher education and scholarship opportunities, and impede their success in various academic disciplines that require strong written communication skills.

While various teaching approaches have been explored, there is a lack of comprehensive research on the specific impact of a genre-based approach on the academic achievement of senior secondary school students in essay writing in Pankshin Local Government Area. Existing studies have primarily focused on traditional teaching methods, neglecting the potential benefits of genre-based instruction in enhancing students’ writing skills. This research intends to bridge this knowledge gap and provide empirical evidence on the effectiveness of the genre-based approach.

1.3 AIM AND OBJECTIVES OF THE STUDY

The aim of this study is to examine the effects of the genre-based approach on the academic achievement of senior secondary school students in essay writing in Pankshin Local Government Area, Plateau State. The specific objectives of the study are to:

1. determine the difference in mean achievement scores of senior secondary school (SS 2) students in essay writing between the experimental and control groups.
2. ascertain the difference in mean achievement scores of SS 2 students in idea generation of essay writing between the experimental and control groups.
3. investigate the difference in mean achievement scores of SS 2 students in the organization of essay writing between the experimental and control groups.
4. establish the difference in mean achievement scores of SS 2 students in correctly punctuating their essays between the experimental and control groups.
5. determine the difference in mean achievement scores of SS 2 students in vocabulary writing of essay writing between the experimental and control groups.

1.4 RESEARCH QUESTIONS

The following research questions were raised to guide the study:

1. What are the pre-test and post-test mean achievement scores of SS 2 students in essay writing in the experimental and control groups?
2. What are the pre-test and post-test mean achievement scores of SS 2 students in idea generation in essay writing in the experimental and control groups?
3. What are the pre-test and post-test mean achievement scores of SS 2 students in the organization of essay writing in the experimental and control groups?
4. What are the pre-test and post-test mean achievement scores of SS 2 students in correctly punctuating their essays in the experimental and control groups?
5. What are the pre-test and post-test mean achievement scores of SS 2 students in vocabulary writing in essay writing in the experimental and control groups?

1.5 HYPOTHESES

The following hypotheses will be tested at a 0.05 level of significance in this study:

1. There will be no significant difference between the mean achievement scores of SS 2 students in essay writing between the experimental and control groups.
2. There will be no significant difference between the mean achievement scores of SS 2 students in idea generation of essay writing between the experimental and control groups.
3. There will be no significant difference between the mean achievement scores of SS 2 students in the organization of essay writing between the experimental and control groups.
4. There will be no significant difference between the mean achievement scores of SS 2 students in correctly punctuating their essays between the experimental and control groups.
5. There will be no significant difference between the mean achievement scores of SS 2 students in vocabulary writing of essay writing between the experimental and control groups.

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will hopefully benefit senior secondary school students, teachers of English Language, school administrators, policy makers, parents, future researchers, library and internet users in Pankshin Local Government Area, Plateau State.

Senior secondary school students in Pankshin Local Government Area can benefit from the findings of this study. By implementing the genre-based approach, students can improve their essay writing skills, critical thinking abilities, and overall academic achievement. The study’s outcomes can provide SS 2 students with practical strategies to enhance their writing proficiency. By engaging with different genres and analyzing their characteristics, students can develop a deeper understanding of effective writing techniques. This can empower them to excel academically and succeed in their future educational endeavors.

Teachers of English Language can benefit from the research findings by gaining insights into the effectiveness of the genre-based approach. They can use the results to inform their instructional practices and adapt their teaching methods to better support students’ essay writing skills. The outcome of the study can provide teachers with evidence-based guidance on incorporating genre-based approaches in their curriculum. This knowledge can inspire them to design engaging writing tasks that align with different genres, fostering students’ ability to write effectively within specific contexts.

School administrators and principals in Pankshin Local Government Area can find value in the study’s outcomes as they seek ways to improve the quality of education in their institutions. They can use the research to make informed decisions regarding curriculum development and resource allocation. The findings of the study can provide administrators with insights into the effectiveness of the genre-based approach in enhancing students’ essay writing skills. Armed with this knowledge, they can support and promote the integration of genre-based approaches into the curriculum. Additionally, the study can inform decisions about allocating resources, such as training teachers on effective implementation of genre-based approaches, to further enhance educational outcomes.

Educational policymakers at the state and national levels can potentially use the research findings to inform policy decisions. The study can contribute to discussions on educational reforms and strategies for enhancing students’ writing skills. The findings can provide policymakers with evidence of the benefits of incorporating genre-based approaches in essay writing instruction. This can influence policy decisions related to curriculum development, teacher training programs, and overall educational reforms. By recognizing the value of genre-based approaches, policymakers can contribute to improving the educational landscape and fostering better writing skills among students.

Parents and guardians of students in Pankshin Local Government Area will benefit indirectly from the study as their children’s academic achievement improves. By being aware of the benefits of the genre-based approach in essay writing, parents and guardians can support their children’s learning at home. They can provide additional resources and encouragement to help students develop their writing skills. This collaborative effort between parents, students, and teachers can create a supportive learning environment and contribute to the academic growth of students.

The study can inspire future researchers to explore similar topics or expand upon the findings. This can contribute to the body of knowledge on effective teaching strategies and their impact on students’ achievement. The study’s outcome can serve as a foundation for further research, such as investigating the long-term effects of genre-based approaches on students’ writing skills or exploring the effectiveness of other innovative instructional strategies. By building upon the findings of this study, future researchers can deepen our understanding of effective teaching practices and contribute to the continuous improvement of education.

Library users, such as students and researchers, can benefit from the study by accessing it through academic libraries. They can review the methodology, findings, and conclusions of the study, using it as a reference point for their own research projects or academic assignments. The study’s findings can provide valuable insights into the effects of the genre-based approach on the academic achievement of senior secondary school students in essay writing.

Internet users can also benefit from the study. Educators and teachers who use the internet as a resource can learn about the potential benefits of incorporating genre-based approaches into their teaching strategies. Additionally, researchers and scholars interested in educational research can access the study online, using it as a reference or a basis for further investigation in related areas.

1.7 THEORETICAL/CONCEPTUAL FRAMEWORK

The theoretical framework for this work is built upon the Genre Theory of writing. The propounder of the Genre Theory of writing is Carolyn Miller. She is a prominent scholar in the field of rhetoric and composition studies. In her influential article titled “Genre as Social Action” published in 1984, Miller introduced the concept of genre as a way to understand how texts are shaped by social contexts and rhetorical purposes. Genre Theory posits that writing is influenced by the conventions, characteristics, and expectations of different genres or types of texts. It emphasizes that each genre has its own specific features, structures, and purposes, which contribute to effective communication within that genre. Applying the Genre Theory to the research topic, the theoretical framework can be outlined as follows:

1. Genre Identification and Analysis: The first step in the genre-based approach is to identify and analyze the genres relevant to essay writing. This involves examining the specific features, structures, and expectations of essay writing as a genre. The Genre Theory provides a framework for identifying and analyzing the key elements of essay writing, such as the introduction, body paragraphs, conclusion, thesis statement, supporting evidence, organization, and language use.
2. Genre Teaching and Learning: The genre-based approach focuses on explicitly teaching students the conventions and strategies associated with essay writing. This involves providing instruction on how to effectively generate ideas, organize information, structure arguments, use appropriate language, and adhere to the genre-specific conventions of essay writing. The Genre Theory informs the instructional practices by highlighting the importance of teaching students the genre-specific skills and knowledge required for successful essay writing.
3. Genre-Based Writing Tasks: The genre-based approach emphasizes the importance of providing students with authentic writing tasks that mirror real-world situations and contexts. This involves designing genre-based writing tasks that allow students to practice and apply their understanding of essay writing. The Genre Theory guides the selection and design of these writing tasks by considering the specific purposes, audiences, and contexts associated with essay writing genres.
4. Feedback and Revision: The genre-based approach encourages feedback and revision as integral parts of the writing process. Students receive feedback on their writing, focusing on how well they have adhered to the conventions and expectations of essay writing. They are then guided to revise their work based on the feedback received. The Genre Theory provides a framework for providing feedback that is specifically tailored to the genre-specific features and requirements of essay writing.
5. Assessment of Genre Competence: The genre-based approach advocates for assessing students’ competence in writing within specific genres. This involves evaluating their ability to effectively apply the genre-specific skills and knowledge in their essay writing. The Genre Theory informs the assessment practices by providing criteria for evaluating students’ mastery of the genre-specific features, structures, and conventions of essay writing.

By utilizing the Genre Theory as a theoretical framework, the study can investigate how the genre-based approach influences the academic achievement of senior secondary school students in essay writing. It provides a lens through which to examine the effectiveness of the genre-based approach in enhancing students’ understanding and proficiency in writing within the specific genres of essays.

1.8 SCOPE OF THE STUDY:

This study aims to examine the effects of the genre-based approach on the academic achievement of senior secondary school students in essay writing in Pankshin Local Government Area (LGA), Plateau State, Nigeria. The study will specifically focus on public senior secondary school students within Pankshin LGA. The target population for the study will be SS 2 students. The rationale for selecting SS 2 students is that they have acquired a foundational knowledge of essay writing and are at a stage where they can actively engage with the genre-based approach. SS 1 students were not chosen as they are still transitioning into the senior category and may not be as well-prepared for the study. Similarly, SS 3 students, being examination class, will not be included in the study to avoid disrupting their examination preparations.

Within the scope of this research, the study will specifically examine the following aspects of writing: idea generation, organization, punctuation, and writing vocabulary. Idea generation refers to the ability of the students to generate relevant and creative ideas for their essays. Organization focuses on the structure and coherence of the essays, ensuring that ideas are logically arranged and effectively connected. Punctuation will be assessed to determine the students’ ability to use appropriate punctuation marks in their writing. Writing vocabulary will be explored as a means for students to use a range of vocabulary items accurately and appropriately to express their arguments and ideas effectively.

The geographical scope of the study is limited to Pankshin LGA in Plateau State, Nigeria. The choice of this location is due to its relevance in understanding the impact of the genre-based approach on the academic achievement of senior secondary school students in essay writing.

1.9 OPERATIONAL DEFINITIONS OF TERMS

Genre-Based Approach: In the context of this study, the genre-based approach refers to an instructional method that focuses on teaching senior secondary school students specific essay genres, including argumentative, expository, persuasive, or narrative essays. The approach involves teaching students the conventions, structures, and language features of each genre, as well as providing opportunities for practice and feedback to develop their proficiency in writing essays.

Senior Secondary School Students: Senior secondary school students refer to students in the upper levels of secondary education, typically between 13-19 years.

Achievement: This refers to the level of literary achievement of Senior Secondary School students in essay writing as measured by a scale as follows: 0-39 (fail), 40-49 (Pass), 50-59 (Good), 60-69 (Very Good), and 70-above (Excellent).

Essay writing: In the context of this study, essay writing refers to the task of writing Essay on topic that are relatively simple or familiar to senior secondary school students. These topics are usually chosen to match the students’ language proficiency level and aim to facilitate their engagement and comprehension during the writing process.

Idea Generation: This is the creativity of the writer. The ideas that are being introduced into an essay in order to form paragraphs are what is referred to as idea generation. Idea generation is a critical aspect of essay writing that involves the ability to generate relevant and compelling ideas to support the main topic or thesis statement. It requires students to brainstorm, explore various perspectives, and gather information to develop a coherent and well-supported argument.

Organisation: Organisation here refers to how coherently and cohesively a student arranges their essay writing. It involves structuring the essay in a way that effectively presents the main argument and supporting points. Organizational techniques such as outlining, creating topic sentences, and using transitional phrases help students to present their ideas in a clear and cohesive manner. This refers to the logical arrangement of ideas in an essay to give it better understanding.

Vocabulary: Writing vocabulary refers to the choice and use of words to convey meaning, tone, and precision in essay writing. A varied and appropriate vocabulary allows students to express their ideas more precisely and engage the reader effectively. They are words that are related to a particular area. When writing the words in which a writer uses that are related to that particular field of discourse is referred to as writing vocabulary.

Punctuation: Ability of the students to use punctuation marks appropriately. Punctuation is essential in essay writing as it helps convey meaning, clarify ideas, and enhance readability. Proper use of punctuation marks, such as commas, periods, capitalization and quotation marks, ensures that sentences are grammatically correct and effectively convey the intended message.