WELCOME TO KENTERPRO:
EFFECTS OF THE JOURNALING METHOD ON THE ESSAY WRITING SKILLS OF SENIOR SECONDARY SCHOOL STUDENTS IN PANKSHIN LOCAL GOVERNMENT AREA

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Over the years, students’ achievement in essay writing has shown significant variations and trends. Several studies have indicated a decline in the quality of essay writing among students, highlighting challenges and factors that contribute to this decline. These factors include overcrowded classrooms, inadequate teacher training, limited access to quality educational resources, and a lack of exposure to good writing models. Additionally, deficiencies in critical thinking skills, limited exposure to diverse reading materials, and the absence of a writing culture in schools have also been identified as contributing factors. The decline in essay writing achievement among students is a concern as it impacts their ability to effectively communicate ideas, critically evaluate information, and engage in academic and intellectual discourse. Understanding these trends is essential for educational stakeholders to identify areas for improvement and implement effective strategies to enhance students’ essay writing skills.

Writing is a fundamental means of human communication that enables the expression of thoughts, ideas, and information through written language (Adewoyin, 2016). It serves as a powerful tool for capturing and preserving knowledge, documenting history, and fostering connections between individuals and societies. Writing takes various forms, including academic essays, creative literature, professional reports, and personal reflections, and requires technical skills in grammar, vocabulary, and sentence structure, as well as the ability to organize thoughts coherently and tailor the message to the intended audience.

Essay writing, in particular, is a structured and analytical form of written communication that allows individuals to explore and present ideas, arguments, and information in a cohesive and persuasive manner (Paul, 2021). It is a fundamental genre of academic and intellectual discourse, requiring a thoughtful and systematic approach to research, analysis, and organization. Essays provide an opportunity for individuals to demonstrate their understanding of a subject, critically evaluate different perspectives, and engage with relevant literature and evidence.

Effective essay writing involves clear and concise writing style, proper use of grammar and punctuation, and adherence to specific formatting and citation guidelines (Adewoyin, 2016). Essays can take different forms, such as argumentative, persuasive, descriptive, expository, or narrative, each with its own purpose and structure. Successful essays not only present coherent and well-supported arguments but also demonstrate an understanding of the topic’s broader context and implications. Moreover, essay writing enhances critical thinking skills, encourages intellectual curiosity, and fosters effective communication of complex ideas.

In teaching essay writing in secondary schools, various methods can be employed to enhance students’ skills in this area. One effective approach is explicit instruction, where teachers provide clear guidance on essay structure, organization, and the components of a well-structured essay. This includes teaching students how to create a strong thesis statement, develop coherent paragraphs with topic sentences and supporting details, and effectively conclude their essays. Modeling and demonstrating the writing process can also be beneficial, allowing students to observe and understand the step-by-step approach to brainstorming ideas, drafting, revising, and editing. Peer collaboration and feedback can further enhance writing skills by encouraging students to exchange ideas, provide constructive criticism, and engage in collaborative learning. Incorporating technology, such as online resources and interactive writing platforms, can also be valuable for teaching specific skills like idea generation, sentence construction, paragraph development, and the proper use of punctuation marks. Additionally, integrating panel discussions into the curriculum can provide a dynamic and interactive setting for students to explore complex topics, engage in critical thinking, and deepen their understanding of essay writing through expert insights and diverse perspectives.

The journaling method of teaching is an instructional approach that incorporates regular writing exercises into the learning process. It involves students engaging in the practice of writing personal reflections, thoughts, and experiences in a journal or diary format. Journaling serves as a tool for self-expression, critical thinking, and self-reflection. Through the act of journaling, students have the opportunity to explore their thoughts, emotions, and ideas in a safe and non-judgmental space. They can freely express themselves, articulate their thoughts, and develop their writing skills in a more informal and creative manner. Journaling can be applied across various subjects and disciplines, allowing students to make connections between their personal experiences and the content being studied. This method promotes self-awareness, encourages students to think deeply about their learning, and helps them develop their voice as writers. By incorporating journaling into the classroom, educators can foster a supportive and reflective learning environment, nurturing students’ writing abilities and enhancing their overall academic growth.

The effects of the journaling method of teaching on students’ achievement in essay writing have been explored in several studies. Research has shown that incorporating journaling as a teaching strategy can have positive impacts on students’ essay writing skills. For instance, a study by Chen and Liao (2017) found that journaling helped students improve their ability to generate ideas, organize their thoughts, and express themselves effectively in their essays. Similarly, in a study by Horning and L’Allier (2019), it was observed that journaling contributed to the development of critical thinking skills, as students engaged in reflection and analysis of their own writing. Another study by Zhang and Li (2018) revealed that journaling enhanced students’ self-efficacy and motivation in essay writing, leading to improved performance. These findings suggest that the incorporation of journaling in the classroom can be an effective method to enhance students’ achievement in essay writing, by promoting self-expression, critical thinking, and motivation.

It is in line with the above discussion that this study seeks to examine the effects of journaling method on essay writing of senior secondary school students in Pankshin Local Government Area.

• Statement of the Problem

The ideal situation is that senior secondary school students should possess strong essay writing skills. These skills enable them to effectively convey their thoughts, ideas, and arguments in a clear and coherent manner. However, the current situation indicates that many senior secondary school students face difficulties when it comes to essay writing. They struggle with organizing their thoughts, structuring their essays, using appropriate vocabulary and grammar, and presenting their ideas in a logical and persuasive manner.

Recognizing the importance of essay writing skills, various measures have been implemented over time to address this issue. Teachers and educators have employed different teaching methods, instructional strategies, and writing workshops to enhance the writing abilities of students. Additionally, writing prompts, sample essays, and feedback mechanisms have been utilized to provide guidance and support. Despite the efforts made to improve essay writing skills, the problem of poor writing proficiency among senior secondary school students in Pankshin LGA persists. Many students continue to struggle with expressing their thoughts effectively on paper, which hampers their academic performance and overall communication skills. The effects of poor essay writing skills extend beyond the academic realm. Students with inadequate writing abilities may experience challenges in articulating their ideas, both inside and outside the classroom. They may struggle to communicate effectively in various contexts, including future academic pursuits, professional settings, and personal expression. Moreover, limited writing skills may hinder their ability to succeed in examinations, secure scholarships, and pursue higher education opportunities.

Given the significance of essay writing skills and the persistent challenges faced by senior secondary school students in Pankshin LGA, it is essential to explore effective approaches to enhance their writing abilities. One such approach is the utilization of the journaling method, which involves regular reflective writing in a personal journal. This research aims to investigate the potential impact of the journaling method on the essay writing skills of senior secondary school students in Pankshin LGA.

While various teaching methods and interventions have been employed to improve essay writing skills, there is a noticeable gap in research specifically focusing on the effects of the journaling method on essay writing among senior secondary school students in Pankshin LGA. Existing studies may not have adequately explored the unique benefits and challenges associated with implementing journaling as a writing strategy in this specific context. Therefore, this research seeks to address this gap by examining the impact of the journaling method on the essay writing abilities of senior secondary school students in Pankshin LGA. By investigating the effectiveness of journaling as a tool for enhancing writing skills, this study aims to contribute valuable insights to the field of education. The findings will inform educators, policymakers, and other stakeholders in designing targeted interventions and instructional approaches that can foster improved essay writing skills among senior secondary school students, ultimately leading to better academic outcomes and enhanced communication competencies.

Aim and Objectives of the Study:

The aim of this study is to investigate the effects of the journaling method on the essay writing skills of senior secondary school students in Pankshin Local Government Area. The specific objectives of the study are as follows:

1. To determine the extent to which the journaling method improves the ability of senior secondary school students to generate ideas for essay writing.

• To assess the impact of the journaling method on enhancing the organization of ideas in the essay writing of senior secondary school students.
• To evaluate the influence of the journaling method on the development of sentence construction abilities among senior secondary school students in their essay writing.

Research Questions

The following research questions will guide the study:

1. To what extent does the journaling method help senior secondary school students generate ideas for essay writing?
2. What is the impact of the journaling method on enhancing the organization of ideas in the essay writing of senior secondary school students?
3. How does the journaling method influence the development of sentence construction abilities among senior secondary school students in their essay writing?

Hypotheses

The following hypotheses are formulated to guide the study, and they will be tested at a significance level of 0.05:

1. There will be no significant difference between senior secondary school students exposed to the journaling method and those not exposed to it in generating ideas for essay writing.
2. There will be no significant difference between senior secondary school students exposed to the journaling method and those not exposed to it in the organization of ideas in essay writing.
3. There will be no significant difference between senior secondary school students exposed to the journaling method and those not exposed to it in their sentence construction abilities in essay writing.

Theoretical Framework/Conceptual Framework

One possible theoretical framework that can be used for this study is the Cognitive Load Theory (CLT). Cognitive Load Theory posits that individuals have limited cognitive resources and that learning and performance can be affected by the cognitive load imposed on learners. The theory suggests that when cognitive load exceeds the available cognitive resources, learning and performance may be impaired. Cognitive load can be categorized into three types: intrinsic load (the inherent complexity of the learning task), extraneous load (caused by irrelevant or unnecessary information), and germane load (related to the effort invested in schema acquisition and automation).

In the context of the study on the effects of the journaling method on essay writing skills, the Cognitive Load Theory can provide a framework for understanding the cognitive processes involved in writing and how the journaling method may influence these processes. The journaling method, through reflective writing and self-expression, can potentially reduce extraneous cognitive load by providing a structured space for students to organize and clarify their thoughts before writing essays. By engaging in journaling, students can offload some of the cognitive demands associated with generating ideas, organizing information, and constructing sentences, allowing them to allocate more cognitive resources to higher-order writing skills.

The Cognitive Load Theory can guide the study by providing insights into the cognitive processes involved in essay writing and how the journaling method may impact these processes. It can help in designing interventions and instructional strategies that optimize cognitive load, such as providing scaffolds or prompts during journaling activities to support idea generation and organization. Additionally, the theory can inform the assessment of cognitive load during the writing process, allowing researchers to measure the impact of the journaling method on reducing extraneous load and enhancing germane load, leading to improved essay writing skills.

Scope and Delimitation of the Study

This study focuses on investigating the effects of the journaling method on the essay writing skills of senior secondary school students in Pankshin Local Government Area. The study will specifically examine the following aspects of essay writing: idea generation, organization of ideas, sentence construction, paragraph creation, punctuation usage, and capitalization skills. The geographical scope of the study is limited to Pankshin Local Government Area. The study will be conducted in public senior secondary schools within the area.