CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Teaching is an art which is carried out for a particular purpose to generate learning in

students, in order to change their personality and reasoning. The teacher must employ the

best teaching method that will motivate and encourage students to participate in learning

process. The quality of any teaching programme cannot rise above the quality of its teachers.

Teachers are the determinants of what learners learn, because the teachers play an important

role in the teaching and learning process. Teachers are the facilitators of learning. They are

the most influential factor in terms of interpretation of topics and choice of strategies to be

used in their teaching process. The teacher plays a significant role in the lives of students

both within and outside the school. There is no teaching resource that can replace the teacher

because the teacher is an initiator, facilitator, and sustainer of learning (Lawal, 2004).

Secondary education is the secondary education which aims at preparing Learners to

attain the competence needed to advance further in making a worthwhile contribution to the

society, which is constantly undergoing changes. In order to fulfill their objectives teachers

must keep abreast with current thinking, and engage in training that will enhance the teaching

and learning process. The Federal Republic of Nigeria in the National policy on Education

(2013) refers to Secondary education as the education given in institutions for Learners aged

12 to 14 or 16. It states further that the success or failure of the rest of the education system

depends squarely on the foundation laid at the secondary level. It gives the following as

being among the goals of Secondary education:

1
 (a) Inculcating permanent literacy and numeracy, and ability to communicate effectively;

(b) Giving citizenship education as a basis for effective participation in and contribution

to the life of the society;

(c) Developing in the child the ability to adapt to his changing environment; and

(d) Providing the child with secondary tools for further educational advancement,

including preparation for trades and crafts of the locality.

There are some students who progress slowly and will not grasp a new process

quickly, despite the clear explanation, several demonstrations, the use of different strategies

and appropriate teaching methods in every lesson. Omolewa and Aseidu (2008) posited that

since all Learners have different needs and wants. They (learners) cannot learn at the same

rate, despite teacher’s preparation for lesson. Teachers give learners the technical knowhow.

Lawal (2000) defined teaching as a conscious, systematic and well informed process

of taking effective decisions to facilitate learning. Teaching can be carried out inside or

outside the class room. Teaching can also be described as an act of passing one’s idea to

another person until the learner is able to catch the idea on that particular subject of

discussion. According to Akanbi (1988), teaching activities have been classified into pre-

active and inter-active. Pre-active teaching activities are those activities embarked upon by a

teacher inside and outside the classroom which are designed to facilitate his/her teaching

during the classroom encounter. The inter-active teaching activities on the other hand are the

learning aid activities more or less teacher’s pedagogical behaviour designed to facilitate

learning on the part of the learners. Activities done to develop the learners’ knowledge,

attitudes or skills based upon the objective of his/her lesson are learning aids (Akande, 1985).

2
 Writing is an important aspect of language learning. It must be taught formally and

with commitment in order to lay a solid foundation in language teaching. Writing is a

relatively modern human invention. In the days before writing, there was no way of

recording language or exchanging information. The written words have played an important

role in preserving the heritage, since the discovering of writing, printing, and paper. Writing

as one of the four secondary skills is considered to be the most difficult task and demanding

with its own organizational pattern and format. It is also the process of codifying ones

thought so that another person is able to share ones experience that is why reading and

writing goes hand in hand.

Rivers (2000) defined writing as the use of orthographic symbols to express human

awareness, abstraction, and control there by indicating writing as a higher function of human

consciousness. Writing is one of the secondary skills that should be acquired in the learning

of English language. It involves the ability to put down thought, experience, feelings, and

ideas on a given surface. Writing is both an interaction and a process. As an interaction, it is

a relationship among the readers, the occasion and purpose. It creates connection between the

reader and the writer on the basis of purpose and audience. As a process it involves three

stages, which are pre writing, writing and rewriting (Babatunde, 2015). Writing, according to

Lawal (2012), is not just an attempt to put spoken words on paper but rather a means of

communication one must consciously learn. Writing involves the conscious mind and hand

even to be able to write a single letter; one must be shown how to form words by putting

words together. Writing is also seen as a solitary act, when you talk, you normally talk to

someone who talks back, who raise questions, but when you write, you work alone to write

well, you have to anticipate the reaction of the reader you cannot see or hear.

3
 Writing can also be classified according to the types of information it conveys i.e.

purpose. There are many purposes for which people write. They may want to persuade the

reader to do something. They may want to argue in favor of something. They may also want

to express doubt, sorrow, joy, annoyance, or other emotions, and they may simply wants to

describe a person, a place, an object, an experience, or a situation. Each of this purpose will

require a different approach to writing, and to communicate successfully through writing, the

writer has to be able to suit his writing to his purpose. Based on the outline above, writing

can be classified into five major types which are:

(a) Narrative,

(b) Descriptive,

(c) Expository and

(d) Imaginative writing

All these types of writing are inter-related; the dynamic writer knows when to engage in

any of the others when writing a particular type. They are known as discourse or essay type

where restrictions are limited regarding format and style. They are the specific types of

writing including the letter, memo, and communiqué, notice of meeting, petition, summary

etc.

Writing skills are specific abilities which help writers to put their thought into words in a

meaningful form and to mentally interact with the message. In addition, writing skills help

the learners gain the writing process. The writing process could be pre- writing, planning,

drafting, editing and writing. In writing, if learners mastered this specific process and writing

skills, they will also be able to write so that not only they can read what they have written,

but other speaker of that language could read and understand it. Writing does have one big
4
advantage over speaking, it gives the writer time to think, to try his ideas on paper, to choose

his words, to read what he has written, to re- think, revise, and re-arrange it, and most

importantly, to consider its effect on the readers (Grudschinsky, 1973).

Danmole (2011) opined that the quality of the teacher in terms of qualification must be

considered as most important. Teachers as facilitator of learning deserves the best and good

education with necessary knowledge, and skills that would make them effective (Nwosu,

2015). Teachers need to be trained to make effective use of strategies in enhancing their

teaching-process. He further posited that professional qualification was found to have a better

influence in the utilization of the different strategy. Olaoye (2004) observed that teacher’s

qualification and experience are essential tools in making composition meaningful to

students.

Teaching experience is also relevant in the teachers’ cooperative learning strategies for

improving students’ writing skill. Experience is said to be the best teacher. Abiri (1988)

explained that a professional becomes more efficient and effective, when he/she stays longer

on his/her job and not staying alone will do. Such teacher should update him/her self by

attending seminars, conferences, workshops, and educational programmes. A teacher

assumed the role of parents, understood Learners and their problems through experiences

he/she has acquired over the years of facilitation for smooth learning.

Odewumi (2005) opined that the type of school a child attends has a great influence on

the way they learn. He also states further that there is no way one could compare the public

schools with the private schools in terms of organization, planning, practical teaching, and

funding among others. Faniran (2007) opined that private owned schools are better than the

public schools in terms of available learning materials. Parents enroll their Learners in
5
private schools than public school because private schools are better in terms of facilities that

enhance student’s performance. Most public schools have teachers who are trained and

qualified in various subjects as against the private school. This implies that school type has

influence on the teacher’s use of different strategies and this could affect the students’

academic performance negatively.

1.2 Statement of the Problem

Many studies have been conducted on the various instructional methods which

alleviate students’ apathy to write. Researchers such as Abubakar (2013) conducted a

research on availability and use of resources for teaching writing skills in senior secondary

schools in Ilorin, Nigeria. She finds out that there are some resources that are inadequate.

Ibrahim (2001) conducted a study on improving student writing skills through the modeling

of the writing process. Umar (2008) pointed out the impact of teacher modeling on young

Learners’s writing, Reimer (2001) strategies for teaching to secondary students using the

writing process and Lawal (2004) researched on approaches, methods, strategies, techniques

and relationship.

Writing is a complex process, the individualistic nature of writing can be changed

using different method in acquiring them. Given the broad general agreement about the

importance of learning to write, it is disturbing that most researchers and educators agree that

with rare exceptions, students cannot write well (Amiran 2008). Smith (2008) also noted that

much is known about the practices of teaching the writing skills and its effectives, but several

of these findings are in conflict with widespread practices in the schools. Therefore, writing

remains a critical area of school curriculum and an important part of students’ life.

6
 From the literature available to the researcher, no study has been conducted in

relation to strategies for improving pupil’s writing skills in Yobe, Nigeria. Hence, this work

is meant to fill part of the gap in knowledge by examining the strategies teachers perceive to

be appropriate for improving writing skill among Secondary School students’ in Yobe,

Nigeria.

1.3 Objectives of the study

This study intends to assess the cooperative learning strategies for improving students’

writing skills. Specifically, the study would be carried out to:

(a) Assess the strategies Secondary school teachers perceive as appropriate for

improving students’ writing skills in Yobe.

(b) Determine the influence of teachers’ gender on the teachers’ cooperative

learning strategies for improving students’ writing skill in Yobe.

(c) Determine the influence of school type on the teachers’ cooperative learning

strategies for improving students’ writing skill.

(d) Determine the influence of teachers’ qualification on the teachers’ cooperative

learning strategies for improving students’ writing skill in Yobe.

(e) Find out the influence of teachers’ experience on the teachers’ cooperative

learning strategies for improving students’ writing skill in Yobe.

1.4 Research Questions

This study would be carried out to provide answers to the following research questions:

7
 (a) What are the Secondary School teachers’ cooperative learning strategies for

improving students’ writing skill in Yobe?

(b) Does teachers’ gender influence the teachers’ cooperative learning strategies for

improving students’ writing skill in Yobe?

(c) Does school type influence the teachers’ cooperative learning strategies for

improving students’ writing skill in Yobe?

(d) Does teachers’ qualification influence teachers’ cooperative learning strategies

for improving students’ writing skill in Yobe?

(e) Does teachers’ experience influence the teachers’ cooperative learning strategies

for improving students writing skill in Yobe?

1.5 Research Hypotheses

The following research hypotheses would be tested in this study:

Ho1. There is no significant difference between male and female Secondary School teachers

in their cooperative learning strategies for improving students’ writing skill in Yobe.

Ho2. No significant difference between public and private schools in their cooperative

learning strategies for improving students’ writing skill in Yobe.

Ho3. There is significant difference between qualified and unqualified teachers in their

cooperative learning strategies for improving students writing skill in Yobe.

8
Ho4. No significant difference among the well experienced, experienced and less

experienced teachers in their cooperative learning strategies for improving students’

writing skills in Yobe.

1.6 Significance of the Study

The findings of the study would benefit the teachers, as they would come to

appreciate more the need to improve students’ writing skill and identify further, the best

strategies to be used in improving the students writing skill. This can equally assist the

students to gain more writing skills which could facilitate writing, boost and enhance their

learning. This will also help the curriculum planners and the general public as well as future

researcher.

At the end of this study, students would benefit because the aim is to improve their

performance in writing. Therefore, students are expected to see the need to take

responsibility for their own learning and through the process involved in writing they would

become motivated learners.

The findings in this study would be of help in improving the use of different

strategies by teachers for teaching in the secondary schools. And this will make teaching and

learning of writing skills become interesting.

1.7 Scope and delimitation of the Study

It has been observed that secondary school students find it difficult if not impossible

to admit writing as an essential skill, which is needed to enable them climb the educational

ladder with ease Balan (2003). This study would examine the level of awareness of English

9
language teachers on the techniques for improving students’ writing skills in GDJSS Dachia,

Yobe state Nigeria.

1.8 Operational Definition of Terms and Variables

The following terms and variables are operationally defined as used in this study.

Techniques/strategies: a method of achieving something or carrying something out,

especially one requiring some skill or knowledge.

Cooperative learning: is an educational approach which aims to organize classroom

activities into academic and social learning experience

Writing skills: Specific abilities that help the students put down their thoughts into words

and to mentally interact with the message as to allow others to read and get the message.

Well experienced Teacher: is a teacher who has been teaching English at the secondary

school level for a period of eleven (11) years and above.

Experienced Teacher: is a teacher who has six (6) to ten (10) years of English teaching

experience at the Secondary school level.

Less experienced Teacher: is a teacher who has less than six (6) years of English teaching

experience at the Secondary School level.

10
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

In this chapter, relevant related literature would be reviewed under the following sub

headings:

a. Concept and the Process of Writing

b. Challenges Facing Writing Instruction at the Secondary Level

c. Techniques for Teaching Writing

d. Teachers’ Attitude Towards Students Learning the Writing Skill

e. Factors that Influence Teachers’ Cooperative learning Strategies of Improving Learners’

Writing

f. Appraisal of the Literature Reviewed

2.1 Concept and the Process of Writing

A language has many functions, it is meaningful and conventional, and it is dynamic

and systematic. There are two macro skills of a language; they are receptive and productive

skills. Writing skill is one of the productive skills that should be mastered in using a

language. It is because writing skill has significances in improving a communicative

competence of learning the language. Students learn and acquire language through both

written and spoken ways so that they can improve their communicative competence. In the

process of communication, ideally students know the rules on how to communicate to others,

how to get information, and how to communicate about the language itself. When the
11
students understand the knowledge of the language, it means that they have a language

competence. In line with this, Brown (2000: 31) defined language competence as “one’s

underlying knowledge of system of a language – its rules of grammar, its vocabulary, and all

the pieces of language and how those pieces fit together”. Furthermore, Bachman (2017: 87)

divides the language competence into two parts: organization competence and pragmatic

competence. Organization competence is ability to comprehend and form correct sentences,

understand meaning of sentences and pour theses sentences into a text. Based on this

statement, it can be concluded that writing is one part of the competencies.

The definitions of writing are variously stated by some experts. According to Rivers

(1981: 294), writing is conveying information or expression of original ideas in a consecutive

way in the new language. Brown, (2001: 336) also claimed that writing is a thinking process.

Elbow (1973) in Brown (2001: 336) stated that writing is a two-step process. The first

process is figuring out the meaning and the second process is putting the meaning into

language. Writing represents what we think. It is because the writing process reflects things,

which stays in the mind. Students who are reluctant to write things down often suffer for this

activity. The students encounter difficulties when they start looking for some reasons to write

and producing written sentences. Another definition of writing skill is also defined by

Harmer (2005) who stated that writing is a recursive process, which means students revise

throughout the process, frequently moving back and forth among the stages. Then, students

should learn strategies for invention and discovery, and teachers should help students

generate content and discover a purpose. Also, it is stated that readers, purpose, and occasion

define all types of writing and effective writing fulfills the writer’s intention and meets the

readers’ needs. It means that writing is a complex process and it seems reasonable to expect,

then, that the teaching of writing is complex as well.

12
 Moreover, Harmer (2004) stated that writing encourages students to focus on accurate

language use. It is because students consider the language use when the students engage in

their writing process. This activity will provoke language development because the students

resolve problems which writing puts in students’ minds. Based on the definitions above, a

definition of writing skill can be obtained. Writing is a productive process done through

some stages. Firstly, exploring and transmitting ideas, thought and feeling into written form.

Secondly, conducting a number of revising process to carry out a grammatically and orderly

texts. The writing productions are in the forms of readable texts which should discover a

purpose.

Furthermore, based on those definitions, it can be stated that writing skill is a

complex activity in producing a qualified writing. The complex activity consists of stages as

the steps in writing. To improve students’ writing skill, the teaching and learning process of

writing needs to be done well with developed input and effective activities. As a result,

teachers need to consider the teaching of writing skill well based on their students’ needs,

ability and capacity.

Writing is a form of communication that allows students to put their feelings and

ideas on paper, to organise their knowledge and beliefs into convincing arguments, and to

convey meaning through well-constructed text. In its most advanced form, written expression

can be as vivid as a work of art. As Learners learn the steps of writing, and as they build new

skills upon old. Writing evolves from the first simple sentences to elaborate stories and

essays. Spelling, vocabulary, grammar, and organisation come together and grow together to

help the student demonstrate more advanced writing skills each year.

13
 The ability to write well is not a naturally acquired skill; it is usually learned or culturally

transmitted as a set of practices in formal instructional settings or other environments.

Writing skills must be practiced and learned through experience. Writing also involves

composing, which implies the ability either to tell or retell pieces of information in the form

of narratives or description, or to transform information into new texts, as in expository or

argumentative writing. Perhaps it is best viewed as a continuum of activities that range from

more mechanical or formal aspects of "writing down" on one end, to the more complex act of

composing on the other end (Omaggio Hadley, 1993). Writing is a complex process that

allows writers to explore thoughts and ideas, and make them visible and concrete. Writing

encourages thinking and learning for it motivates communication and makes thought

available for reflection. When thought is written down, ideas can be examined, reconsidered,

added to, rearranged, and changed.

Writing is synonymous to composition, though composition could be oral or written

but both are means of making our thought, feelings and ideas known to others. It is a means

by which essayist, authors or playwrights and poets’ thoughts and ideas are conveyed using

language in systematic ways. A writer is said to have communicated successfully only if

his/her reader understands the message he/she is trying to send through writing. Writing is

however, the most important, though it involves a kind of ‘agony’ at the beginning and later

when a writer sees his/her new writing being applauded by the readers, takes away the initial

agony. Therefore, the writer needs ideas, intellectual and emotional investment for effective

communication to occur especially in the context of learning English as a second language

(Tricia – Hedge, 1989). Writing is the most valuable, of all aspects of language course. There

is no limit to the value of writing in the educational and mental development of the child.

14
Yan (2005) posited that most important feature of composition was that it was based on a

sound idea. Moreover, he describe writing as a complex meta-cognitive activity that draws

on an individual’s knowledge, secondary skills, strategies, and the ability to coordinate

multiple processes, and it requires more training and practices than the remaining three

language skills.

Olajide (2008) stated that writing differs from speaking in several ways. These include:

a) Writing is permanent while speaking is not permanent i.e. one’s words live for few

moments, but when one writes, one’s words may live for many years.

b) Writing can be corrected before the reader receives it; i.e. it gives chance for

corrections, unlike speaking, correction takes place after the audience has received

the error.

c) Most of the time, writer writes to the receiver who is physically absent, while much

of the speaking is for an audience who is actually present and listening as we speak.

d) The reader cannot easily ask question unlike in speech which is most of the time face-

to-face which create chance for the listener to ask question.

Olajide (2008) identified purposes for which people write:

(a) They write to persuade readers to do something

(b) To argue in favor of something

To describe a person, place, object event, situation, or an experience. For these

reasons, he classified writing into five major parts, (Narrative, Descriptive, Argumentative,

Expository, and Imaginative (Olajide, 2008).

15
 Writing is a personal and private act, but while one is writing, there are outside

influences on the choices of the writers. These choices can sometimes be determined by the

readers, if they are known, or by the situation being addressed or by the society which the

writer lives e.g. when writing a diary or a journal, one may be completely taken up in your

own thoughts, unaware of any outside audience. Also, on returning from an excursion and

when putting down the report, one may be totally concerned with the facts; the writing itself

– not with oneself as a writer or someone else as a reader. On another occasion, while trying

to correct mis–impression, one has given oneself, an individual may be fully conscious of the

readers he/she is trying to convince. It should be noted that the focus upon an audience shifts

as the purpose of the writing changes. Each time a writer writes, he/she must identify his/her

purpose and find a way of communicating that purpose effectively. There are many tools for

writing which includes; charcoal, chalk, pencil, pen, typewriters and computers. This could

be done on a piece of paper, writing board, wall of a cave or computer screen.

Writing is most likely to encourage thinking and learning when students view writing

as a process. By recognizing that writing is a recursive process, and that every writer uses the

process in a different way, students experience less pressure to "get it right the first time" and

are more willing to experiment, explore, revise, and edit. Yet, novice writers need to practice

“writing” or exercises that involve copying or reproduction of learned material in order to

learn the conventions of spelling, punctuation, grammatical agreement, and the like.

Furthermore, students need to “write in the language” through engaging in a variety of

grammar practice activities of controlled nature. Finally, they need to begin to write within a

framework “flexibility measures” that include: transformation exercises, sentence combining,

expansion, embellishments, idea frames, and similar activities.

16
 Learning to write is like learning to read, both follow a sequential process. Writing

requires and combines more secondary skills than any subject area. Taking into account the

developmental stages in Learners , educators teach writing through a series of steps that build

on a child’s learning experiences. Learners are natural-born writers. Young Learners are

usually eager and willing to scribble their ideas on paper. Even at early developmental stages,

they are becoming writers. Parents and other caregivers encourage the excitement of writing

in their child by being interested and involved with the writing process their child uses in

school. The writing processes begin in the early grades by exposing students to a variety of

quality books read aloud. Students see and hear the ways that author use language to create

and tell a story. Students use the books they hear and read as models for their own writing.

Educators often teach writing to the whole class at one time. As students watch and

listen, the teacher models the writing lesson and encourages the students to add their own as

well. Sometimes writing instruction may occur in small groups with a teacher or teaching

assistant. Small group instruction helps students who may need extra attention develop

strategies needed to become independent writers. Most teachers as early as kindergarten level

use a writing process. This process involves several steps to guide the students from the

beginning of writing to creating a finished piece. Teachers use these steps to provide

structure and continuity in all forms of writing. The steps of the writing process are:

prewriting, rough draft, peer editing, revising, editing, final draft, and publishing.

(a) Prewriting: Students brainstorm to generate ideas in writing. They use charts, story

webs, and graphic organizers to help develop a word list for writing, decide the type

of writing, and audience, and determine the purpose of writing.

17
(b) Rough draft: Students put their ideas on paper. At this time, they write without

attention to punctuation, grammar, or neatness. Some teachers may refer to this as a

sloppy copy or rough draft. The purpose of the rough draft is for the students to focus

on his/her idea and get them on paper without the distraction or fear of making

mistakes in grammar, capitalization, punctuation, or paragraph structure.

(c) Peer Editing: classmates share their rough drafts and make suggestions to each other

for improvement. They help each other understand the story by asking who, when,

where, why, and how questions. They look for better words to express ideas and

discuss among themselves how to make the writing clearer.

(d) Revising: the students use the suggestions from classmates to make additions or

clarify details. Students try to improve their writing on their own. The teacher steps in

at this stage and gives feedback.

(e) Editing: Students work with the teacher and/or peers to correct all mistakes in

grammar and spelling.

(f) Final draft: students produce a copy of their writing with all corrections made from

the editing stage and then discuss this final draft with the teacher. The teacher offers

the last suggestions for improvement at this point.

(g) Publishing: The writing process is finally at its final end. Students publish their

writing by making a copy in their nearest handwriting or using a word processor. This

is a time for students to celebrate. They may share their pieces with the class during

story time, make a class book or a personal portfolio, or send their work to local news

papers or Learners ’s magazines for publication.

18
 Obah (1981) and Adegbija (1991) pointed out three stages involved in the writing

process: pre- writing, writing, and post- writing. According to Babatunde(2015), writing

process involves:

(a) Pre writing stage: this involves brainstorming for relevant information. Through

much readings, one thinks of what to write by listing or jotting down experiences

after which a topic is formulated. The topic should not be too broad i.e. it is

preferable to write on ‘’Poultry farming’’ than writing on ‘’Agriculture’’. An outline

is needed with important details.

(b) Writing stage; this is the drafting stage and the three parts of writing which are the

introduction, body and conclusion are being manifested. Due attention must be paid

to the introduction. In the body of the writing, paragraph must be arranged in a

systematic manner in which each should discuss a specific point. The conclusion

marks the end of the essay, just as the introduction and the body of an essay cannot be

undermined, so also is the concluding part of an essay. All aspect of the skills are to

be noted like;

 Content: This is the central theme

 Organization: this includes a suitable opening, adequate development,

good paraphrasing, balance, coherence and a suitable conclusion.

 Expression: also includes clarify and general appropriateness of style,

variation of sentence structure, judicious use of figurative language

and skillful use of punctuation.

 Mechanical Accuracy: This includes the use of punctuation,

appropriate grammar and spelling.

19
 To be a good essay writer, the full grasp of the grammar of English language is

needed.

(c) Re- writing/ post writing: at this stage, revising, editing and proof reading are taken

care of. In revision, the paragraphing, organization, content, purpose, point of view

and audience are the areas of focus. For clarity and consistency, re- arrangement,

removal and addition would come in. Editing involves making improvements in

sentence structure, grammar, diction and punctuation. Proofreading allows a slow and

methodological reading with a view to checking spellings, errors and omitted letters

during typing (Babatunde, 2015).

Murar et al. (2015) posited that writing process is like using a map to get to an unfamiliar

place. The writing process breaks down the writing activity into easy steps. It is therefore

referred to as a series of steps to help one write a paper. They therefore viewed the steps to be

five:

Step 1: pre –writing. This is known as brainstorming ideas for topics, organizing an outline,

and developing a plan.

Step 2: writing the first draft. This entails writing of a strong topic sentence of simple

sentences that would tell the reader about the subject i.e. make tour audience to have the idea

of what you are going to talk about, develop an introduction to the topic, your main point and

supporting details and write a concluding paragraph by summarizing the main points in the

body of the letter. Here, examples, facts and details to back up your sentences are needed

Step 3: evaluating revising and editing. This step is of paramount importance. The writing

needs to be read carefully and many times, people skip this step which ought not to be so.

20
When you begin to evaluate and edit your paper, you change from the role of a writer to role

of a critic, examining the write-up through the eyes of a reader who does not know anything

about your writing by considering these important questions:

- Have I explained everything fully?

- Have I included enough facts and examples for the reader to understand?

- Are there spelling errors?

Step 4: write your draft. After the correction of all errors which include: spelling,

punctuation and grammar, you are now ready for the final draft, proof-read again to make

sure you did not skip any error of spelling, punctuation, and paragraph indention. Proof-

reading is the careful examination of paper to avoid error of grammar, spelling and

punctuation.

Step 5: publish the final draft. The presentation of the write up is done here for readers to

read and benefit.

Richard (2011) opined that writing process has four secondary steps:

- Discovering

- Drafting

- Revising

- Editing and proofreading

Richard (2011) termed discovering to be finding a topic and coming up with something to

say about it. He noted that free writing; probing and brainstorming strategies can be of help

in this context.

21
 Brainstorming according to Adegbija (2015) helped the writer to come up with sack

full of new ideas. It is also a kind of getting ideas that are of relevance in the writing process.

Drafting: This, he cooperative learning to be putting new ideas in some rough forms

in the sense that one cannot compose a perfect paragraph or essay on the first attempt.

Revising: This, he observed as changing and re-writing of a draft to make it better.

Here ideas are being rearranged and sentences being reshaped to make clearer corrections.

Editing and proofreading give the writer the privilege to carefully examine that the

paper contains no error of grammar, spelling and punctuation.

The writing process encourages the learner to go through the same stages as skilled

writers do. So, teachers are expected to sensitize students with the steps, encourage and

arouse their interest and make the writing an interactive activity. Everyone needs to revise

including talented writers. Read your paper out loud to make sure that it makes sense, after

the improvements, you may have someone else read your paper and make comments. You

need to go through step 3 several times before the final draft.

Gerard (2011) also pointed four steps involved in the writing process:

(a) Pre- writing

(b) Writing

(c) Revising

(d) Proofreading

Pre – writing: includes reading, taking notes, brainstorming and categorising information.

Here, the students transfer the information they have gathered and organised into a traditional

22
format. It may be the shape of simple paragraph, a one – page essay or a multiple – page

report, up till this stage the writer may not be exactly certain which direction his/her will go.

Writing: at this stage, the writer makes a draft in continuous prose of the ideas outlined at

the prewriting stage; the draft is revised and edited with the intention of improving the

writer’s skills. At this stage, the writer examines the essay critically checking the paragraphs,

lexical, grammatical and punctuation errors.

Revising: He stated this to include: adding, deleting.re arranging and substituting words,

phrase clauses, sentences and even the entire paragraphs to accurately represent the ideas.

Proofreading: this, he said gave the writer the opportunity to correct the mistakes in

grammar, punctuation and spelling.

Writing process encourages the learners to go through the same stages as skilled

writers do. Teachers are expected to sensitize students on the steps, encourage them and

arouse students’ interest and make writing an interactive activity.

In revising, you might remove whole sections, rewrite entire paragraph, and add in

new information which you realized the reader will need. Everyone needs to revise even

talented writers. After the improvements, you may have someone else read your paper. You

need to go through step 3 several times before the final draft.

Parents’ involvement in the writing process is also essential. The writing process

provides students with a model that is sequential and consistent. Students of all ages and

levels benefit from the structure of the writing process. Parents need to be familiar with the

writing process that their Learners use in school. Parents are in a wonderful position to

provide experiences that translate into meaningful writing, following these activities;
23
 - Provide a print- rich environment at home

- Reading to students at home from various genre

- Involve students in daily writing by having him/her to make lists for the store,

label photos, or write letters and thank you notes.

These activities make long lasting impression. Parents signal to their Learners

that good writing skills are important.

Challenges Facing Writing Instruction at the secondary level

Learning to write is uniquely challenging. Writing requires the mastery and

concurrent use of a complex array of language skills, from vocabulary and spelling to the

ability to organise and convey ideas. Indeed, the intricacies of writing make it one of the

highest forms of human expression. Is it any wonder that many elementary school students

need extra support along the way to becoming writers? In elementary school, Learners are

encountering the elements of writing for the first time, from the formation of letters, to

organising their ideas, to using correct grammar, punctuation, and spelling. Elementary

school students are expected to advance from learning the rules of writing to automatically

applying those rules beginning in grade four. By the end of elementary school, students

should be writing independently and producing multiple-paragraph essays that contain formal

introductions, supporting evidence, and conclusions.

As a teacher of an elementary school pupil, you should not be overly concerned if

your pupil writing is not perfect. Writing ability improves in stages, as students build upon

the skills learned in prior grades. However, you should keep an eye out for repetitious errors

and habits, such as in incorrect grammar and spelling, poorly structured essays, and

incoherent ideas. Frustration is also a red flag. Writing is hard work and can be a chore, but

24
excessive complaining and procrastination may indicate a bigger problem with writing. If not

addressed, eventually writing problems can lead to problems in other subjects and affect

overall academic success.

Writing problems can be an indication of other learning problems, but with patience,

understanding, and targeted help, writing problems can be overcome. The errors and

awkward phrasing in their pupil’s essays often surprise teachers and parents of elementary

school students. Usually, Learners exhibit a stronger command of language in conversation

than on paper and don’t begin to write at a level equivalent to their own speech until grades

four to seven. Here are some common errors in grammar, usage, and mechanics that will help

you identify the trouble spots in your students’ writing.

Problem: Proper Nouns Not Capitalized

Example: I saw dr. smith in new york.

Solution: I saw Dr. Smith in New York.

Problem: Sentence Fragments

Example: Going to the grocery store for milk.

Solution: I am going to the grocery store for milk.

Problem: Run-on Sentences

Example: I like riding my bike after dinner first I have to help with the dishes.

Solution: I like riding my bike after dinner, but first I have to help with the dishes.

Problem: Lack of Subject-Verb Agreement

Example: He run every day.

Solution: He runs every day.

25
Problem: Incorrect Noun Plurals

Example: The berrys are ripe.

Solution: The berries are ripe.

Problem: Incorrect Plural and Possessive Nouns

Example: My parent’s wedding photo is beautiful.

Solution: My parents’ wedding photo is beautiful.

Problem: Wrong End Punctuation

Example: What are you doing.

Solution: What are you doing?

Problem: Not Forming Compound Sentences

Example: Tom likes baseball his friend likes hockey.

Solution: Tom likes baseball, but his friend likes hockey.

Problem: Lack of Commas in a Series

Example: Our flag’s colors are red white and blue.

Solution: Our flag’s colors are red, white, and blue.

On the teaching and learning of writing skill, there are constraints faced by both

teachers and students. As for example, the students face difficulties in expressing ideas

because of their less writing practice. On the other hand, materials and media provided by

teachers are monotonous and of a limited range. As a result, the students cannot develop their

writing skill optimally. Based on the effective media for teaching writing theory, it is known

that effective media to teach writing should give qualified and understandable input in the

pre-writing stage. The media should give the effects of spoken and written communication as

26
the input. As a result, the researcher uses communicative cartoon movies as an alternative

media to teach writing because they can present both written and spoken communication to

the students. Communicative cartoon movies are expected to be effective because the use of

them can avoid the weaknesses of conventional media that are common to be used in

teaching writing. Communicative cartoon movies need to be utilised in teaching writing

because they can present certain genres which are relevant to materials and can improve the

students’ motivation and understanding through the attractiveness of visual and audio sense.

Moreover, Current practice of teaching writing shows that the teacher still uses conventional

media and monotonous writing activities that do not arouse the students’ motivation in the

learning process. This lead to the students’ lack of interest in their writing process and lead to

students’ difficulties in exploring ideas and writing the ideas orderly and grammatically.

Techniques for Teaching Writing

Writing activities promote thinking and learning, and because writing and reading are

inter- related, Learners should be encouraged to use writing to respond to literature which

they hear or read. Through experience in reading and practice in writing, Learners learn

punctuation, relationship of words to picture, paragraph, and text structure. It is important to

plan writing activities across all areas of the curriculum. Learners must be given

opportunities to share their writing, and to use writing to communicate with others.

We learn to write by the act of writing. Often teachers get a bit too caught up in

making everything a formal lesson, There is a time and a place for writing lessons. Yet there

is also a need for allowing students to write frequently, on their own terms, about moments

that are meaningful to them. Part of our role as teachers is to help our students develop the

autonomy and willingness to write frequently, and in a safe space. We have to show students
27
how to plan their writing and develop meta-awareness of what they have written. Students

have to be directly taught about the purposes for writing and how to meet those needs. If we

want better writers, teachers have to get better at interacting with young learners. We have to

know how to assess both formatively and summatively, while providing valuable feedback.

Teachers must be able to ask open ended questions and step back from taking control of the

writing process. Along with drawing on life experiences (small moments), our students need

to have a solid grasp of the mechanics of good writing (structure and clarity). They should

also be able to play with words and tell their stories with image-rich vocabulary.

The essential parts of teaching writing strategies are:

(a) Focus on small moments they have personally experienced.

(b) Write for real audiences at least some of the time.

(c) Romance your students to develop a love of word play and figurative language.

(d) Expect students to use good mechanics - punctuation, capital letters…it does matter!

(f) Use mentor texts to provide a foundation for styles of writing.

(g) Understand the stages of writing Learners progress through.

(h) Provide many opportunities for expression every day.

(i) Guide students through the writing process.

(j) Be encouraging of their efforts and allow them to share frequently.

Traditionally, elementary school teachers focus on the "three R's reading, writing and

arithmetic. Thus, one of our most important tasks is to introduce our young students to
28
written language, and how to use it creatively and effectively to communicate. Whether you

teach secondary or upper grades, your administrator is counting on you to teach your students

to quantifiably improving writing. In this school, many educators find teaching writing as a

real challenge. Sure there are all the rules of grammar and punctuation, but outside of those

boundaries there are as many stories to be told as there are people in the world. How do we

corral our students’ enthusiasm and creative minds so that their writing is coherent, engaging,

and purposeful? Start by teaching your students how to write a strong beginning to their

stories. With this skill in hand, your students will then be ready to learn about the importance

of word choice and avoiding boring, flat, overused words. Writing is a formal skill which

requires a formal teaching which requires interesting and effective teaching through activity

based learning techniques. Teaching writing is a way of developing and consolidating good

written English, handwriting and other writing skill at the secondary level. At the secondary

level, the teaching of writing involves assisting learners to develop the ability to shape letters

of the alphabet, know the right combination of letters to form words, and develop the skill of

self expression at sentence, paragraph, and composition levels. Teachers need to encourage

the students to have good hand writing which is neat and legible. Extensive exercise is

required in order to bring about all of these. The teaching of writing at the secondary level

involves training the students specifically on the following:

(a) Graphics: this involves training students to shape the letters of the alphabet. It

demands that you train students in the art of making straight lines, curves, circle,

squares, etc. Teachers should emphasize the correct methods of writing all letters.

Teachers should give students enough practice in this exercise to ensure accuracy and

legibility. Right from the beginning, students should be made to understand the

29
 distinction between small and capital letters, especially letters such as o, p, s and f,

not easily distinguish by most students.

(b) Spelling: this involves associating some letters with certain sounds or words. The

teacher can begin to train students in the art of writing correct spellings by the use of

common names, e.g. Baba, Ade, Ali, etc. teacher can teach this skill by means of

drills, such as;

A – Ade, B – Baba, C - Cecilia, D – Dada etc.

Spelling of words should be easier after this Initial stage. The words should be introduced

gradually, beginning with two, then three, and later four English letter words.

(c) Composition: this may take different forms, but generally, it refers to the ability to

express oneself through written words. At the secondary level it takes the form of

direct copying from example on the chalkboards and filling the gap.

(d) Direct copying: this can take the form of copying on the blackboard for the students

in early secondary school tear to copy. Teacher can write students’ stories on the

blackboard and then ask them to copy them. Spacing between letters in a word and

words in a sentence should be observed.

(e) Fill in the blanks/ frames: teacher can write out the essays on the blackboard for

students to write with blanks and gaps in some of the sentences which the students

would be required to complete by writing out the whole essay correctly. Teacher can

also ask them to supply the words themselves or they can be ask to choose from a list

supplied by the teacher.

(f) Use of substitution table: substitution table is also a good strategy to teach writing,

through oral drills. Students change one or more parts of the sentences after the oral
30
 drills. Following the clue from the teacher for the change to be done. Teacher give a

word or show the word in picture, which the students will use for substitution.

Teachers should ensure that the substitution table to be not mechanical use but

realistic and focus on the communication of events. Teachers should go round to

monitor what the students the students are doing and give correction where necessary.

Example of substitution table:

Chose sentences from the table to describe your school or house.

My School Is St. Anne’s it Is

Model pry

school

University

staff school

Located At Kaduna My School Is Big

Nsukka House small

Ilorin

There Many Students In My School

are Persons House

Teachers

My House Is Very Beautiful

School Well

Decorated

31
Sentence frames can also be used to teach writing, the frame can be part of a longer piece of

writing such as paragraph. Teacher gives the pupil a frame form which they can compose

sentences. Frames can also be used to tell stories or describe a process. Example of a frame:

My street

My street is called………………………………. It is at

………………………………………………………… in

……………………………………. Of …………………………State. There are

………………building there …………………………………………………………… There

are ………………………………….. Persons in my street…………………………. Of them

are boys and…………………… are girls. I like my street because

………………………………..

Sentence building table can also be used to teach writing. For example:

Can Everybody Take photographs of this building?

Everyone Write about the festival?

Somebody Report the accident to the police?

Anybody Take this medicine?

Speak in English?

Also on the chalkboard, teacher can also use newspaper cuttings or cyclostyled copies of a

piece of writing related to any areas mentioned as a model. The teacher asks the students to

imitate the newspaper organization format and style of the essay to write their own. The

32
teacher can ask the students to re-write a passage to suit what they are required to do,

students change names of people, places or crops as it concerns them, while providing some

overall control for their writing.

(g) Guided writing: the teacher can guide the students writing by giving them a topic

sentence or a concluding sentences and asking them to complete the story,

description, argument, or exposition. The teacher can use pictures or diagrams to

guide the students on what to write in their attempts. Questions are generated from

what the picture is about and answers are used to write the essay. A model passage

can be given to the students to read. After reading, they are asked to write an essay in

line with the passage read. E.g.

Nsukka is a small town not far from Opi in Enugu state. The town has many

hills, a university, a mission hospital and many schools. There is also a market

in the centre of the town. Most people in Nsukka work in the university.

Now write about your own town.

A guided writing can also be in form of questions that will create a picture or a scene in

the mind of the students about the topic sentence. For instance;

(a) Talk about these questions in a group:

- Where do you travel to?

- Do you go alone or with someone?

- Do you go by air or sea?

- From where do you leave?

- What time do you leave?

33
 - Do you carry any luggage? Where do you put them?

- How long is the journey?

- Do you enjoy it?

- Do interesting things happen on the way?

Teacher can then ask the students to write about journeys they often make, using

some of the answers to the questions above. For example:

I often travel to …………., I go there at least …….. Times a year…

A guided writing can also be in form of outlines, serial pictures, still pictures etc.

(h) Use of field trips: the teacher can also use school trips to guide students in essay

writing. The teacher can take the students to the market or to witness new yam

festival in the village, where the school is located etc. during the trip, the students will

take note of what they see, how things are done, how things are, etc. after the trip,

they are told to use the notes to narrate, describe, explain a process or argue about a

point raised.

(i) Journal writing: (suggested for beginners to advanced learners), Learners can create

or record events, personal activities, or feelings about experiences on a regular basis.

The recorded events can take the form of a story line, but the writing must be based

on time and sequence. A variation on individual journal or diary writing could be a

class record keeping effort on a project, examples: “The life cycle of a butterfly”,

“preparing for sport day”. Teacher can read and discuss with the class- “The diary of

a rabbit”, by Lilo Hess, 1992, or create one for the class.

Teacher provides the Learners with materials to make their own journals. At a

designated time each day, the teacher should encourage the Learners to record in

34
 their journals. Invite them to write about something they learnt in school, or any item

of news. Learners will share their writing with each other and the teacher.

(j) Story circle: numbers enable Learners to develop the sequencing in the proper

direction. After reading the story, the teacher and the Learners will record events

outside the circle. Learners will illustrate appropriate events to the number of the Pic-

shaped segments in the story circle.

1 2
3 8

7 65 4

k) Story map: Stories often have common structures. The teacher can show the Learners a

story map before they read or hear a story. The story map has the following parts:

♦ Setting

● Time

● Place

♦ Characters

♦ Problem

♦ Main Events

♦ Climax

♦ Conclusion

Story Map with Pictorial Guide

35
Appropriate for Grade 1 Children

Character
Conclusion Tittle
SettingsMain Events
Problem
As the Learners read or hear the story, they can be asked to identify parts of the story with

items from the map. After the reading, they can check if their attributions are correct.

Learners can also use story maps to construct their own stories, thereby reinforcing the

reading and writing connection.

(L) Acrostics (suggested for beginners to advanced learners)

These are probably the simplest form of poems to use. The Learners write their names in

capital letters, vertically down the left side of a page. The Learners then go back and

complete a word that begins with each letter which describes the individual. Each line can be

a word, phrase, or a short sentence.

♦ Gentle in her ways

♦ Ever listening for praise

♦ Never frowns for anything

♦ Always helping to sing.

36
 Academic activities can help students improve their writing skills by: (a) increasing

student motivation to have good writing skills, (b) providing instruction in writing processes

and rules, (c) providing writing practice, and (d) providing constructive feedback about the

students' writing. With high motivation, students will find ways to improve their writing and

will persist in the effort. To write well, students need to apply appropriate processes, such as;

starting early, and to apply the rules of writing, such as grammar rules. Writing practice helps

most when students receive clear, specific feedback about what to do the same and what to

do differently in the future.

Teachers’ Attitude towards Learners of Writing

Attitude of teachers towards their students are crucial in the learning process.

Research has shown that for students with learning problems to profit from education in an

integrated school set up, there is need to elicit willing attitudes from teachers in these

schools.

Research findings by some researchers like Haggis (2012) has however revealed that

teachers have unfavorable attitudes towards students with special educational needs and are

not so much willing to teach them. Moberg (2000) pointed out that teacher’s attitude can

facilitate or hinder the learning of students with special education needs. Haggis (2012)

stated that people with disabilities are sometimes denied access to education because of

teacher’s negative attitudes towards them.

Haggis observation also tallies with that of Abosi (2003), whose thought on an action plan

for the development of inclusive education took into consideration the factor of teachers’

37
attitudes and stated that African superstitious belief about the cause of disabilities have

resulted in negative attitude which, in turn, have affected inclusive education in Africa.

In the learning environment, teachers’ attitude towards particular students can either

motivate them to desire to achieve or make students put no effort at all in their studies. Child

(1993) argued that:

As well as attitude to the subject of study and school learning, we develop

attitudes’ to ourselves as learners. We are ever watchful or what other people

think of our performance and the image we create of ourselves is dependent on his

feedback. It is our own perception of how others see us, which provide the

foundation stones for academic self – image.

Dreyer (1994) showed the important role teachers play in the life of students. He

states that the life world of Learners in the current era is characterized by parents who are

both working and by a very large extra – curricular school programme. He further observes

that this drastically limit the contact between family members with the result that teachers

often spend much more time with them than the Learners ’s parent do. This being the case

teachers is the ideal people to promote the potential of Learners . However, it has sadly been

observed over the years that, it appears these roles of a teacher are not sufficiently

emphasized in the university courses and in teachers’ colleges and as a result, Many teachers

entering the teaching profession are ill equipped theoretically and practically to provide

adequate support and guidance with regards to improving academic achievement of their

students. Because of this many teachers fail to adequately respond to students with different

types of learning difficulties in writing.

38
 Majasan (2012) argued that a teacher must have the right kind of personality traits,

attitude and background characteristics which would enable him/her to provide the right kind

of learning experiences for his/her students. Donal (2012) showed that teaching presupposes

an involvement with the child in virtually every aspect of life, in order to accompany him/

her and thus ensure the optimal realization of his/ her potentials. The implication of this is

that teachers should not only guide students when things are going on well, but also when

they are having problems.

It appears from the available findings that it is possible to have favorable teachers’ attitudes

in one school and unfavorable and unwilling teachers’ attitudes in another school depending

on the factors at play. Literature seems to emphasis that teachers’ attitudes towards students

during learning are crucial.

Factors that May Influence Teachers’ Cooperative learning Strategies for Improving

Learners’ Writing

Gender: is referred to as the social and cultural influence that brings about

differences between boys and girls, men and women as social group (Hut, 1972). The role of

gender cannot be overemphasized in the teaching process. That is the main reason why

gender has been chosen as a variable under investigation in this study.

Gibert and Gibert (1988) posited that there is significant gender difference in writing

performance of students. They said, there could possibly be interaction between gender and

writing; males and females may be in one way or the other better in writing than one another.

Writing as cooperative learning by these researchers is seen as more suitable for girls than for

boys. Lawal (2017) opined that male and female differs from each other in their attitude

towards science, with female students having higher mean score. Some writing authors like

39
Engelhard, et al. (1992) and lemon (1997), shared the view that girls have more positive

attitude towards writing than boys. Boys exhibit a higher level of negative writing

satisfaction and less writing enjoyment while girls express positive writing success.

Nwosu (2000) showed that gender has little effects on students’ performance in both

science and humanity related subjects. He however stressed that in performance by male and

female students might be due to their interest and exposition to teaching – learning resources.

Adeleke (2007) estimated the ‘gender’ of each subject by calculating the differences between

male and female preferences; physics, chemistry and mathematics were most preferred by

boys, while English, French, Arabic, religions, social studies were most preferred by girls.

Teachers’ gendered perception of students’ ability is also reflected in the type of

praise and expectations they have for their students. Teachers often give girls less meaningful

and less critical praise than boys. Boys’ work is described as unique or brilliant, while girls

work is often undervalued, critically ignored, and praised for its appearance. This aspect of

teacher’s behavior is particularly detrimental to girls because it means they do not receive

feedback on their work that could help them develop deeper understandings of concepts (Lui,

2006).

For years, research has provided evidence of achievement amongst girls. According

to Whyte (1986), the oppositional climate between the genders that occurs in some secondary

school classrooms may have its origins in the nature of the tasks that are given to secondary

school Learners . For example, girls are considered to be “good at the forms of writing

valued in English classrooms” (Whyte, 1986). Such forms of writing are, typically, the

frequently requested fictional narrative in which “girls do seem to be very proficient (Gilbert

40
& Rowe, 1989). Frequently, the best work in secondary school classrooms is that of a girl

(Thorne, 1993). Furthermore, Poynton (1989) argues, “Girls write about topics that their

teachers can approve of while boy topics can and do upset teachers.

Teaching writing skills well is not just an option for teachers of any particular gender,

it is necessary for all English studies teachers for academic success and as such, the relevant

strategies needs to be utilized while teaching. Therefore, teaching writing skills by teachers

should not be a gender based.

Qualification: teachers are seen as initiator, facilitator and sustainer of learning. Teachers

are also seen as manipulators, facilitators and organizers of the environment to effect changes

in learners’ behavior. When the learners’ shows evidence of having received the information

passed, the knowledge imparted is said to be complete. Therefore, effectiveness of a teacher

is defined as the extent to which he/ she achieve the expected educational outcome through

the teaching – learning process. A teacher is also a person who imparts knowledge and that

through the process, he/ she interacts with the students and effect changes in them, the

changes in them, the changes in turn affects the welfare of the society.

Danmole (2011) opined that the quality of the teacher in term of qualification is

considered important to the teaching of writing skills. Despite the fact that many theories

have been formulated on the methods to be used to pass knowledge to the learners, the role

and the great influence that quality of the teachers will have on achieving quality education is

paramount. The quality of a teacher in a given learning environment dictates the quality of

education that is available in that given environment.

41
 Qualified personnel are essential for the dissemination of quality education. This fact

is not lost in to the section 8 (70) (a) of the National policy on education (2013), which

declares that Teacher Education will continue to be given a major emphasis aim all education

planning because no educational system can rise above the quality of its teacher. It stipulated

the minimum qualification for entry into the teaching profession. As Nigeria certificate in

Education (NCE) makes the minimum qualification for teaching in secondary schools while

the post secondary school teachers’ qualification would be degree holders i.e. B.A., B.sc with

PGDE B,ED, B.sc (ED), B.A (ED) in their respective areas of discipline. The blue print

noted that those already engaged in teaching but not professionally qualified shall be given a

period of time within which to qualify for the registration. (Teachers Registration) (National

Policy on Education, 2013). It is however said that despite this stipulation, secondary and

post secondary schools in the nation are still occupied by unqualified individuals who are

teaching there (Okunloye, 2000). The relevance of qualitative teacher in the quest for quality

teaching is crucial in Nigeria education. teacher are the main determinant of quality of a

school, if they are uninspiring, uncommitted, apathetic, lazy and unmotivated, the whole

nation is doomed because one cannot become anything in this life without the teacher.

It is rather unfortunate that nowadays, teaching as a profession in Nigeria has little

respect. This is because; the profession appears to have taken over all comers in terms of

those that are willing and unwilling, able and unable, interested and uninterested, and

qualified and not qualified. This has led to a decline and poor performance in English studies.

In other words, teachers’ high qualifications have positive impact on the achievement of

students.

42
 Lawal (2000b) stressed that the potential of an educational system has to do with the

quality of its teacher. Teachers are supposed to be trained not only in the areas of content but

also in the area of teaching. Teachers need to be trained to make effective use of the

strategies in enhancing, improving and promoting students learning of writing skills.

Teachers should be well trained through seminars, conferences, workshops and relevant

accelerated programmes.

Experience: It is an important factor in achieving teaching – learning objectives and it also

said to be the best teacher. One of the factors that may influence the strategies for teaching

writing is experience. Teaching experience is important in teachers’ evaluation, planning and

execution of teaching programmes and the use of different strategies. Thus, the more years a

teacher spends on teaching, the more he/she becomes skilled professionally in teaching.

Hammond (2000) observes that there is a relationship between teachers’ effectiveness in the

use of resources and their teaching experience. A teacher assumes the role of parents,

understand Learners and their problems through experience he/ she has acquired.

The professional qualifications, social positions and cultural views a person acquires and

practice over the years are related to his/her experience on the profession (Adeola, 2000).

Experience can also be acquired through cultivation involving time.

School Type: Afolabi A.O. (2005) examined the influence of a specified secondary school

education experience on the academic performance of junior secondary students and found

that students with private school background performed better than their counterparts with

public school background in English and Mathematics. Private high school students score

significantly higher than public high school students on reading, mathematics, and science

assessments at age 15, and have higher levels of educational attainment by age 23. Two
43
factors consistently account for these differences. Students who attended private high schools

were more likely to have socio-economic characteristics positively associated with academic

success and to have school peers with university-educated parents. Province of school

attendance accounted for a substantial portion of the differences in academic outcomes

measured in high school (i.e., test scores and high school graduation rates), but generally not

at the postsecondary level. School resources and practices accounted for little of the

differences in academic outcomes.

Public schools offer a general program, designed for all while private schools have

the flexibility to create specialized programs for learners. For example, private schools may

use art or science in all classes, or take Learners on outdoor trips. They can create their own

curriculum and assessment systems, although they also respect the general program of the

Ministry of Education. Most publicly owned schools which are characterized by failing

structures, physical dilapidated building, teachers with outdated information, examination

malpractice, lack of planning and non-motivated teachers will have a negative effect on the

students’ academic performance as they may not be able to compete with their private

counterpart. This assumption is non-conclusive on the performance of the public school

student as some still shine against all odd against their private counterpart.

So also, private school which serves as a correction of the failed public schools tend to aid

student learning and thus influence the academic performance for the student by making

available a conducive learning environment for the students and thus having a positive

impact on their academic performance. The only issue against the emergence of the private

schools is their rate of fees which could be viewed as outrageous compared the mostly

virtually free education in the public school.

44
Appraisal of the Literature Reviewed

All the literature reviewed centered on Concept and the Process of Writing,

Challenges Facing Writing Instruction at the Secondary Level, Strategies for Teaching

Writing, Teachers’ Attitude towards learners of writing, Factors that May Influence

Teachers’ Cooperative learning Strategies of Improving Learners’ Writing.

It was discovered from the literature reviewed that the developments in the teaching

of writing skills has progressed from almost a total lack of attention in the early years, to the

present attention which it is currently receiving. This is because of the discovery that without

the ability to write, learners cannot be said to be competent language users. The writing

process and steps have therefore been applied to the teaching of writing. Some of the writing

process as identified by Obah (1981) and Adegbija (1991) included pre- writing and writing.

Babatunde(2015), in his own submission referred to revising and editing as his last stage

rather than re writing.

Despite differences of opinion by researchers on teachers’ attitude, they are however

agreed about factors that may affect teachers’ attitudes. Teachers’ knowledge and experience,

teachers’ ideological commitment to the concept inclusive schooling, the size of the class, the

demand on the modification of teaching methods and accommodation of students

Private school is autonomous and generates its own funding through various sources

like student tuition, private grants and endowments. A Public school is government funded

and all students attend free of cost. Because of funding from several sources, private schools

may teach above and beyond the standard curriculum, may cater to a specific kind of students

(gifted, special needs, specific religion/language) or have an alternative curriculum like art,

45
drama, technology etc. Public schools have to adhere to the curriculum charted out by the

district, and cannot deny admission to any child within the residential school zone.

There are several preconceived notions regarding private and public schools. Private

schools are often assumed to be very expensive, elitist and a better bet for admission to good

colleges. Public schools are often thought of as shoddy, less disciplined and low-grade

curriculum. This comparison offers a fair insight into both schools for parents to make an

informed decision

The strategies as observed in the literature reviewed are important to the teaching of

writing skills. The strategies for teaching writing at secondary school levels were discussed.

It started by showing the use of graphics, spelling, completion methods, blank space filling,

substitution table as models for guided writing. The art of teaching writing skills at the lower

secondary level, and imparting the skills of composition writing is very important. These

skills must be taken seriously and handled meticulously in order to give students a solid

writing base at this level. In addition, this research work will examine the influence of School

type, gender, qualification and experience on the teachers cooperative learning strategies for

improving students writing skills in Yobe, Yobe state Nigeria.

46
 CHAPTER THREE

RESEARCH METHODOLOGY

The focus of this chapter is on the techniques and procedures to be used in this study.

It is presented under the following headings;

(a) Research Type

(b) Population, Sample, and Sampling Techniques

(c) Instrumentation

(d) Procedures for Data Collection

(e) Data Analysis Techniques

Research Type

This is a descriptive survey of the cross –sectional type. A descriptive research

involves a systematic attempt to describe the characteristics of a given population or areas of

interest factually to ensure meaningful description of situation Oke, (2005). The research

would be designed to find out the strategy teachers cooperative learning to be appropriate for

improving students’ writing skill in secondary schools in Yobe, Yobe state. Therefore,

descriptive survey is considered suitable for this study as it would be employed in eliciting

relevant information because of its effectiveness.

47
 In the descriptive method, events are described as they appear with the aid of

questionnaire. One of the advantages with the use of the questionnaire is that it permits

access to a large population within a short period of time (Nworgu, 1991).

Population, Sample and Sampling Techniques

The population of this study would constitute all the Secondary School English

teachers in Yobe, Yobe state, while the target population would constitute all the secondary

school teachers of English language in both public and private secondary schools in the two

local Government areas (Yobe East and Yobe West) in Yobe, Yobe State, Nigeria.

According to the state Ministry of Education, in Yobe East and West, there are 96 Public

Secondary schools, 120 private schools, and 15 public and 20 private in Yobe West and

Yobe East respectively. Stratified random sampling techniques would be used to select 15

public and 15 private secondary schools from each of the two Local Government Areas in

Yobe. Yobe West, and Yobe East, Local Government Areas.

From each of the local Government areas, 15 public secondary schools and15 private

secondary schools would be randomly selected, within the target population, 90 secondary

school teachers of English language would be sampled for the study from the 30 selected

schools in Yobe. Purposive sampling techniques would be used to select 3 secondary school

English teachers in each of the sixty schools in each local Government, for a total number of

180 respondents.

Instrumentation

48
 A researcher designed questionnaire on the teachers’ cooperative learning strategy for

improving students writing skills in Yobe, Yobe state, Nigeria would constitute the

instrument for this study. The questionnaire would be divided into two parts; i.e. section A

and section B. The first part would contain the teacher demographic information of the

respondents i.e. gender, qualification, school type and teaching experience.

While the second part (section B) would be on Teachers cooperative learning

strategies for improving students’ writing skill. The questionnaire would consist of thirteen

13 items which the respondents are required to tick on the four (4) point likert scale of ;

Should never be used 0

Should be used occasionally 1

Should often be used 2

Should always be used 3

Face and content validity of the instrument would be ensured by researchers’

supervisors and four experts in the Department of Arts Education, Faculty of Education,

University of Ilorin, Ilorin, Nigeria. Split half techniques would be used to establish the

reliability of the instrument.

Procedure for Data Collection

The researcher would visit the selected schools for the purpose of administering the

instrument; permission would be sought from the selected school

headmasters/headmistresses. The instrument would be administered in the selected schools

49
by the researcher and with the aid of the research assistant. The questionnaire would be

collected immediately after its completion.

Data Analysis Techniques

In this study, demographic characteristics of the respondents would be described

using the percentage. The research questions would be answered using the mean rating and

standard deviation. The researcher would use chi-square for the four hypotheses at 0.05 alpha

level of significance.

50
 CHAPTER FOUR
DATA ANALYSIS AND RESULTS
In this chapter, the data collected were analysed to answer the relevant research

questions and hypotheses postulated in this study. The one hundred and eighty (180) copies

of questionnaire that were administered were all retrieved. This gave a response return rate of

100%.

Analysis of Demographic Information

Table 1: Gender Distribution of the Respondents

Gender Frequency Percent

Male 76 42.2

Female 104 57.8

Total 180 100.0

In Table 1, the result shows that the male respondents were 42.2% while the female

respondents are 57.8%. The result implies that the female respondents were more than the

male respondents.

Table 2: Respondents’ Level of Experience

Level of Experience Frequency Percent

0-5years 98 54.4

6-10years 58 32.2

11yrs&above 24 13.3

Total 180 100.0

51
 Table 2 shows that respondents with 0-5years experience were 54.4%, respondents

with 6-10years experience were 32.2%, while respondents with 11years and above

experience are 13.3%. This implies that majority of the respondents had between 0-5years of

experience.

Table 3: Qualification of the Respondents

Qualification Frequency Percent

NCE 62 34.4
B.A. English 56 31.1
B.A. Ed. English 52 28.9
4 2.2
B.A. Others
2 1.1
M.A. English
4 2.2
M.Ed. English
180 100.0
Total

Table 3 shows that respondents with NCE certificate were 34.4% (62), B.A. English

holders are 31.1% (56), B.A. Ed. English holders are 28.9% (52), B.A. others are 2.2% (4),

M.A. English holders were 1.1% (2), and the remaining 2.2% (4) of the respondents had

M.Ed. English. This means that majority of the respondents are NCE holders.

Table 4: School Type of the Respondents

School Type Frequency Percent

Public 90 50.0

Private 90 50.0

Total 180 100.0

52
 Result from table 4 shows that respondents from public school were 50% (90) and the

respondents from private school were also 50% (90) which suggests that there were equal

number of respondents from both public and private schools.

Data Analysis and Findings

Five research questions were raised in this study. Research questions one was

answered using mean while research question two, three, four and five which had

corresponding hypotheses were tested with the use of t-test and ANOVA at 0.05level of

significance.

Research Question One:What are the Secondary school teachers’ cooperative learning

techniques for improving students’ writing skill in Yobe State?

Table 5: Mean rating on the Secondary school teachers’ cooperative learning

techniques for improving students’ writing skill in Yobe State

S/N Items Mean Rank

1 Graphics 2.90 6th

2 Spelling 3.51 1st
3 Composition (picture composition, 3.33 2nd
sentence composition)
4 Controlled writing 2.96 4th
5 Fill-in-the-blanks/spaces strategy 2.94 5th
6 Outline strategy 2.40 13th
7 Substitution tables 2.56 10th
8 Field trip 2.64 9th
9 Re-writing 3.10 3rd
10 Journal writing (recorded events, 2.73 8th
53
 personal activities, story line)
11 Story circle (number sequencing) 2.49 11th
12 Story map (pictorial guide) 2.47 12th
13 Acrostic (the use of poems) 2.74 7th

Table 5 shows the response on Secondary school teachers’ cooperative learning

techniques for improving students’ writing skill in Yobe State. With a benchmark mean of

2.5, any item that is less than the benchmark mean is considered not to be one of the

teachers’ cooperative learning techniques for improving students’ writing skill and any

variable that is greater than the benchmark mean is considered to be one of the cooperative

learning techniques. However, from the table, it can be seen that all the items except for

items 11, 12 and 13 were noted by the respondents as techniques for improving students’

writing skill. Also, the spelling strategy was ranked first while substitution tables strategy

was ranked last. This shows that virtually all the items listed were cooperative learning by the

teachers as techniques for improving students’ writing skill in Yobe State.

Research Hypotheses

Four research hypotheses were postulated for this study. Research hypotheses one,

two and threewere tested using t-test statistics and research hypothesis four was tested using

ANOVA statistics at 0.05 level of significance.

Research Hypothesis One: There is no significant difference between male and female

Secondary school teachers’ cooperative learning techniques for improving students’

writing skill in Yobe

54
Table 6: t-test analysis on the difference between male and female Secondary school

teachers’ cooperative learning techniques for improving students’ writing skill in

Yobe

Gender N Mean SD t Df Sig(2 Decision

tailed)

Male 76 35.8 5.18

1.989 178 .048 Reject

Female 104 37.5 5.55

P<0.05

Result from table 6 shows the t value yielded 1.989 which is significant with P

value .048 < 0.05. This shows a significant result. Hence, the null hypothesis is rejected.

This means that there was a significant difference between male and female Secondary

school teachers’ cooperative learning techniques for improving students’ writing skill in

Yobe. The difference can be seen from the mean of female teachers which is greater than the

mean of the male teachers (that is 37.5 > 35.8).

Research Hypothesis Two: No significant difference between public and private

Secondary school teachers’ cooperative learning techniques for improving students’ writing

skill in Yobe

Table 7: t-test analysis on the difference between public and private Secondary school

teachers’ cooperative learning techniques for improving students’ writing skill

in Yobe

Gender N Mean SD t Df Sig(2 Decision

55
 tailed)

Public 90 35.8 5.22

.483 178 .631 Do not Reject

Private 90 36.2 5.36

P>0.05

Result from table 7 shows the t value yielded .483 which is not significant with P

value .631 > 0.05. This shows a non-significant result. Hence, the null hypothesis is not

rejected. This means that there was no significant difference between public and private

Secondary school teachers’ cooperative learning techniques for improving students’ writing

skill in Yobe.

Research Hypothesis Three: There is no significant difference between qualified and

unqualified Secondary school teachers’ cooperative learning techniques for improving

students’ writing skill in Yobe

Table 8: t-test analysis on the difference between qualified and unqualified Secondary

school teachers’ cooperative learning techniques for improving students’ writing

skill in Yobe

Gender N Mean SD t Df Sig(2 Decision

tailed)

Qualified 118 37.8 5.05

3.771 178 .002 Reject

56
Unqualified 62 34.7 5.62

P<0.05

Result on Table 8 shows the t value yielded 3.771 which is significant with P

value .002 < 0.05. This shows a significant result. Hence, the null hypothesis is rejected.

This means that there was a significant difference between qualified and unqualified

Secondary school teachers’ cooperative learning techniques for improving students’ writing

skill in Yobe. The difference can be seen from the mean of qualified teachers which is

greater than the mean of the unqualified teachers (that is, 37.8 > 34.7).

Research Hypothesis Four: No significant difference among the well experienced,

experienced and less experienced teachers’ cooperative learning techniques for improving

students’ writing skill in Yobe

Table 9: Analysis of variance showing difference among the well experienced,

experienced and less experienced teachers’ cooperative learning

techniques for improving students’ writing skill in Yobe

Sum of Df Mean F Sig Decision

Squares Square

Between 148.533 2 74.266

Groups

57
Within 5150.578 177 29.099 2.552 .081 Do not Reject

Groups

Total 5299.111 179

P>0.05

In Table 9,the result indicates the df (2, 179) and F value yielded 2.552 which is not

significant at 0.05 alpha level. Hence, the null hypothesis is not rejected since the P-

value .081 is greater than 0.05 (.081 > 0.05). This means that there was no significant

difference among the well experienced, experienced and less experienced teachers’

cooperative learning techniques for improving students’ writing skill in Yobe.

Analysis of the Responses in the Open-Ended items

Question: What is the usefulness of the above or other techniques you are familiar with

for the teaching of writing skills at the secondary school level?

The response varies from one respondent to the other. However, majority of the

respondents stated that most of the techniques listed above are the common techniques used

by them and the most used technique is the spelling technique. They further noted that the

spelling technique is majorly used because it is very easy and convenient to use at any point

in time. They explained further that a child that can spell well will be able to write anything

correctly. On the other hand, no matter how well a child can speak, if he/she cannot spell or

58
write what he speaks correctly, it will not differentiate him/her from a child that cannot write

as well. Writing instruction should not be intimidating, and a strong beginning is crucial.

Also, the other respondents noted that apart from the techniques listed above, they use

phonics, words formation, brainstorming, flow charting and double or triple entry techniques.

These as noted by them also helps to improve the writing skills of students.

Summary of Findings

The following are the findings from this study

1. It was found that virtually all the items listed were the teachers’ cooperative learning

techniques for improving students’ writing skill in Yobe State.

2. It was revealed that there was a significant difference between male and female

Secondary school teachers’ cooperative learning techniques for improving students’

writing skill in Yobe, in favour of the female teachers.

3. It was found that there was no significant difference between public and private

Secondary school teachers’ cooperative learning techniques for improving students’

writing skill in Yobe.

4. It was discovered that there was a significant difference between qualified and

unqualified Secondary school teachers’ cooperative learning techniques for

improving students’ writing skill in Yobe, in favour of the qualified teachers.

5. It was also found that there was no significant difference among the well experienced,

experienced and less experienced teachers’ cooperative learning techniques for

improving students’ writing skill in Yobe.

59
 6. Findings from the open ended response revealed that majority of the techniques such

as, graphics, spelling composition etc are the the common techniques used by the

respondents

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

In this chapter, the discussions, conclusion, and recommendation based on the

findings of the study are presented. The aim of this study was to examine the teachers’

cooperative learning techniques for improving students writing skills in Yobe Nigeria. The

study examined the influence of teachers’ gender, academic qualifications, teaching

experience and school type on the teachers’ cooperative learning techniques for improving

students writing skills in Yobe. To these end 180 copies of questionnaires were given to 180

English language teachers in selected secondary schools in Yobe.

Discussion of findings

Difference in the techniques used by male and female secondary school teachers for

improving students writing skills

The findings from analyzed data reveal that there was a significant difference

between these independent factors and teachers’ cooperative learning techniques for

improving students writing skills in Yobe, Nigeria. Schmenk (2004) has shown that gender

difference holds no solid ground where issues of language teaching or learning are

concerned. Rather, he emphasized the place of individual ability and attitude. Weather (1976)

reviewed several studies on the influence of sex on the teachers’ utilization of instructional

resources in some subjects. Adebileje (1997) indicated that gender has no influence on
60
teachers’ performance and this could be apply in English language teaching as well as to the

teachers’ use of strategies for improving students writing skill. In contrast, Hut (1972)

revealed that female teachers perform better than male teachers in the use of instructional

materials for teaching.

Weather (1976) reviewed several studies on the influence of gender on the teachers’

use of resources in teaching some subjects. He later concluded that findings on gender

influence were inconclusive; as such research on the role of gender on teachers’ professional

performance would continue to attract the attention of researchers.

Difference in the techniques used by private and public secondary school teachers for

improving students’ writing skill

There was no significant difference in the teachers’ cooperative learning techniques

for improving students writing s kills in Yobe, based on school type. This is supported by

Matt (2001) who opined that both public and private schools have the same potential to be

amazing but that potential is not always met. The students in both types of schools are taught

similar idea and skills in similar grades, engage in similar learning tasks, read similar literary

works and textbooks and participate in similar extracurricular activities (Nichols 2010). Most

private schools have more qualified teachers for various subjects than the public schools.

This may explain why school type had influence on the teachers’ use of different strategies

and their cooperative learning techniques of improving writing skill.

61
Difference in the techniques used by qualified and unqualified secondary school

teachers for improving of students writing skills

The findings of the study further revealed that there was a significant difference in

the extent to which techniques are used by English language teachers based on qualification,

this finding is in consonance with Lawal’s (2000) assertion that the potential of an

educational system depends greatly on the quality of its teachers. Teacher’s qualification is

an important pre- requisite for the teaching profession. For a teacher to deliver he or she

should be well trained and constantly re trained through seminars, conferences, workshops

and other relevant accelerated programmes (sherdyukov, 2007). In this regard, Olaoye (2004)

observed that teachers’ qualifiacation and experience are essential tools in making

composition meaningful to students.

Difference in the techniques used by secondary school teachers for improving students

writing skills based on their experience

It is common place that teachers’ varies at all levels of experience. An individual

teacher tends to improve with experience, but not all teachers begin their careers with the

same skills or rise to the same level. The findings of this study revealed that there is no

significant difference among the well experienced, experienced and less experienced

teachers’ cooperative learning techniques for improving students’ writing skill in Yobe. The

bottom line is that experience helps, but it does not tell the full story, and it does not

guarantee excellence. (Goldhaber, 2004). Adeola (2000) noted that the professional

qualification, social positions and cultural views a person acquires and practice over the years

are related to his/her experience on the profession. In the same vein, Adeniyi (2004) observed

that the more qualified a teacher is, the better will be his/ her professional performance.
62
Conclusion

The study found out that most of the techniques presented in the reviewed literature

are actually cooperative learning by English language secondary school teachers as effective

techniques for improving students’ writing skills. The results from the data analysed

indicated that spelling is one of the fundamental sub skills of effective written

communication. The goal of spelling instruction should not be temporary memorisation of

words but rather the development of skills to be able to correctly represent written language.

This study has been able to examine teachers’ cooperative learning techniques for

improving students’ writing skills in Yobe, Nigeria. Teachers’ perceptions were examined

based on genders, academic qualification, teaching experiences and school type. Findings

revealed that all the four variables significantly influenced the teachers’ cooperative learning

techniques for improving students writing skills in Yobe Nigeria.

However, why findings appear conclusive on the role of school type, qualification

and experience, the findings on the role of gender on the teachers’ professional performance

are still inconclusive.

63
Recommendations

Based on the findings of the study, the following recommendations are made:

Curriculum Planners/Developers: should ensure that adequate attention is given to all

language skills in the school curriculum especially writing skills by specifying what should

be done and right instructional techniques to be used. They should see that teaching of

writing skills to the secondary school students be given more emphasis because it is the pivot

on which on which other subjects in the curriculum revolves. For the above roles to be

achieved there must be clearly stated and attainable objectives.

Teachers of English: should make their lessons more interesting and relevant to the needs of

the students by making use of the various techniques always teachers should also attend

regular workshops, seminars and conferences on the use of the various techniques. Teachers

also should be given the opportunity to go for further studies as this would provide them with

the opportunities for self development in order to enhance their knowledge and skills.

Students learning writing skills: Students that learn or want to learn writing skills should be

involve in writing always, such as writing on a short simple sentences, letters poems, stories,

64
Journals, speeches etc. Such activities could develop in them the creative spirirt thereby

making writing a more interesting parts of their daily life.

Suggestion for further studies

This study covered only the secondary schools in Yobe, Nigeria: it is then suggested

that further study be carried out to cover all the secondary schools in Yobe state. Studies can

also be carried out on teachers’ use of resources and techniques for teaching writing skills in

the public and private secondary schools in Yobe state.

65
 REFERENCES

Abiri, J. (2015). A study of relationship between teachers’ qualification,experience and

students’ performance in selected subjects (Unpublished M.Ed Thesis). University of
Ilorin, Ilorin.

Adebileje, A.O. (2012). Influence of sex-role perception on literature-in-English,

Unpublished M.Ed. Dissertation, University of Ilorin, Ilorin.

Adegbija, E. (1991). A survey of students’ pre-writing activities and their implications

For teaching. (Unpublished manuscript).

Adegbija, E. (2015). Effective writing style: Effective communication in Higher Education:

The use of English Ilorin General studies Division.xb

Adeleke, M.O. (2007). An investigation into the use of audio visual media in teaching
Geography in Ife. (Unpublished M. Ed Thesis). Faculty of Education, O.A.U. Ile-Ife.

Adeola, O. (2000). Guide to the development of materials for distance Education, UNESCO/
BRENDA Publications Lagos.

Adigun, S.O. (2003). Designing instruction for learners’ schools report.

Akanbi, K. (1988). Selection, utilization and Evaluation of instructional Media. In I. Aqun &
I. Imoqie (Eds.), fundamentals of educational technology. Ibadan: Y. Books, 91-92.

Akande, M.O. (1985). Hints on teaching practice and General Principles of Education.

Lagos: Osko associates.

Babatunde, A.O (2005). Gender differences in instructional utilization: Learners’

achievement and attitude towards schools: (Unpublished M.ed Thesis).
University of Ibadan.

Babatunde, S.T. (2005). ‘Note-making, outlining and summary skills’ in V.A. Alabi, and
S.T. Babatunde, (Eds.), Secondary Communication skills for students of science and
humanities. Ilorin: Department of English, University of Ilorin.
66
Balan, R (2003). In service distance training for teachers of English Bucuresti: British
council

Abubakar, O. B. (2013). Availability of and use of resources for teaching writing skills in
senior secondary schools in Ilorin, Nigeria, unpublished M.Ed Dissertation,
University of Ilorin, Ilorin.

Danmole, B. T. (2011).Instructional strategies in Teaching science Educational and

evaluation in Africa. Paper in honour of Prof. Sam. Tunde Bajah.

Darling-Hammond, L. (2000). Teachers’ quality and students achievements. A Reviewof

state policy Evidence. Education policy Analysis archives 8,1, Retrieved on
January 2, 2004, from http: // epaa/v8nl.

Elbow, P. (1973). Writing without Teachers. Oxford University press.

Elbow, P. (2015). Writing with power: Techniques for mastering the writing process, 2nd Ed.
oxford: oxford university press.

Engelhard, G. Jr., Gordon, B, and Garbrielson, S. (1992). The influence of made of discourse,
experiment demand and gender on the quality of student’ writing. Research in the
teaching of English.26, 315-335.

Esira, E.B. (2011). Approaches to teaching composition. In a Guide to Effective Teaching

Christopher T.O et al (Eds,),CEL, University of Jos.

Fashiku,C.O (2002), Influence of nursery education on junior secondary student Academic

performance in Irepodun Local Government Area of Kwara state, Nigeria. Institute
journal of studies in Educatihon, 1,4, 52-55.

Federal Republic of Nigeria, (2013). National policy on Education, 4th Edition, NERDC
press Yaba, Lagos, Nigeria.

Gilbert, P. and Gilbert, P.R.(2015). Masculinity goes to school. NSW,Australia : allen &
unwin

67
Gudshinsky,B.(1973). What are literacy skill? From http/www.ee.ed.Uk./
gudschinsky/tmanagement/bookanfo.htm/.

Hammond, D.L. (2000) Teachers quality and students achievements. A review of state policy

eveidence. Education policy analysis archieves, 8 (1).Retrieved from http://eppa/v8n1

Hut, R. (1972). Review and preview of attitudes and value of counselor women.The
counseling psychologist counseling women. 8, 11, 54.

Kapka, D. Ibrahim, D.A (2001). Improving students writing skill through the modeling
of the writing process. Saint Xavier university and skylight professional
development. ERIC ED 453 536

Lawal, R.A. (2017). English Communicative skills for Teachers_ (unpublished

monograph). Ilorin.

Lawal, R.A (1991). A diagnostic study of the reading performance of some Nigerian
secondary school students in Unoch, S.O. (ed.) Literacy skills. Lagos: NERDC

Lawal, R.A. (1993). English Communication skills and methods of Secondary & Jss
teachers, (unpublished monograph). Institute of Education, University of
Ilorin.

Lawal, A. (2012). The role of supervisors and inspectors in improving Educational

standard in Language Arts. Ilorin Journal of studies in Education 1,3,14-23.

Lawal, R.A. (2001). Materials and resources for teaching English and Literature.
Unpublished Mimeograph, Institute of Education, University of Ilorin.

Lawal, (2000b). The Art and Technology of Teaching. In A.I. Idowu., S.O. Daramola., A.S.
Olorundare., O.O. Obiyemi., N.Y. Ijaya., S.K. and Lafihan (Eds.), A guide to
teaching practice (10-17). Ilorin: University of Ilorin.

68
Lawal, R.A. (2001). Approaches, methods/strategies, techniques and the interrelationships.
In fundamental principles and practice of instruction. Abimbola and Abolade
(Eds.) (2004), Ilorin: Tunde-Babs press.

Nworgu, B.G. (1991). Educational research: Secondary Issue and methodology. Ibadan:
Wisdom publishers limited, Nigeria.

Nwosu, C. (2015). The role of the library and information service in educational
development: Journal of Education for international cooperation (JENDIC)
ISSN 119-5819 2, 87-99.

Nwosu, C. (2000) Utilization of science Education classroom: implication for teacher

proceeding to the 43rd Annual conference of (STAN).

Okunloye, R.W. (2000). Deprofessionalization of teaching and teachers’ productivity in

Nigeria. In E.O. Fagbamiye and D.O. Durosaro (Eds.), Education and productivity in
Ilorin Nigeria.

Okunloye, R.W (2001). Teaching as a profession in Nigeria: in I.O. Abimbola (Ed.),

Fundamental principles and practice of Instructional curriculum studiesand
Educational Technology department. University of Ilorin, Ilorin, Nigeria.

Olajide, S.B. (2000). Introduction to language Teaching methods. In a badmus and S.B.
Olajide (Eds), A General introduction to Language studies (152-171) Ilorin: Kwara
state college of Education.

Olajide, S.B. (2008). Effective communication and writing skills In Ayodabo J.O., Yusuf J.C
and Adeniyi, F.O. (Eds.), Skills in tertiary English usage. Ilorin, Haytee press and
publishing co. Nig. Ltd.

Olajide, S.B. (2010). Linking Reading and writing in An English As A second Language
(ESL) classroom for national reorientation and reconstruction. International
Education Studies 3,3, 195-200.

69
Ortese, P.T. (2003). Total development of man. The imperative of Creativity. A paper
presented at the 27th Annual National conference of councelling association of
Nigeria held at the University of Ibadan, Oyo state 18 th -22nd August 2003. Oxford
Advance learners’ dictionary 6th Edition.

Oyetunde, T.O. (2011). Teaching learning to read and reading to learn. In Christopher, T.O.
et al. (Eds.), A guide to effective teaching in schools CEL, University of Jos, Jos.

Reamer, C.N. (2001). Strategies for teaching to secondary students using the writing
process. Biola university California.

Richard, N.(2011). The Writing process. Retrieved October 24, 2011, from
http://grammar. About.com/od/thewriting process.

Serap, C. and sefik, Y. (2008). Using writing process in teaching composition skill: an
action research, department of Secondary education, College of Education,
Anadolo university, turkey.

Tricia Hedge, (1989). Writing. Hongkong: Oxford University press.

Yan, G. (2005). A process Genre model for teaching writing_English. Teaching forum 43, 3.
Retrieved on October 11, 2007 from Department of Education.

Umar, K.M. (2008). An Examination of the impact of teacher modeling on young

Learners s writing. Doctoral thesis. Oakland university, Michigan.

70
 APPENDIX 1

University of Ilorin, Ilorin

Department of Arts Education

Questionnaire on Teachers’ cooperative learning strategies for improving students’

writing skill in Yobe State, Nigeria.

Dear Respondents,

This questionnaire is meant to elicit information on teachers’ cooperative learning

strategies for improving students’ writing skills in secondary schools in Yobe state Nigeria.

You are kindly requested to read through the items carefully and respond as honestly as

possible. All information supplied is strictly meant for academic purpose and answers

provided will be treated with utmost confidentiality.

Yours faithfully,

Adewole, Patricia Paulinah

71
SECTION A: Personal Information

Instruction: Please provide answers to the items in the spaces provided or tick ( ) in the

appropriate column.

(1) Name of school: ……………………………………………..

(2) Gender: Male ( ) Female ( )

(3) Qualifications

(a) NCE English ( )

(b) B.A. English ( )

(c) B.A.Ed English ( )

(d) B.A. (Other disciplines specify)

(e) B.A. (Ed.) (other disciplines specify) ……………………………….

(f) M.A. English ( )

(g) M.Ed English ( )

72
 (h) M.A. (Ed) (other disciplines specify) …………………………………

(i) Others specify …………………………………………………………..

(4). Teaching experience

(a) 0-5 years ( )

(b) 6- 10 years ( )

(c) 11 years and above ( )

(3) School Type: Public school ( ) Private School ( )

SECTION B: Teachers Cooperative learning Strategies for improving students writing

skill

Instruction: Please indicate ( ) the best option that best express your opinion on the

following strategies using the following scale:

Should never be used 0

Should be used occasionally 1

Should often be used 2

Should always be used 3

S/N Items (Strategies) Should Should be Should Should

never used often always
73
 be occasionally be be
used used used

To improve my students’ writing skill, I

think;

1 Graphics

2 Spelling

3 Composition ( picture composition,

Sentence composition)

4 Controlled writing ( Re-writing)

5 The fill- in the- blanks/spaces strategy

6 Outline strategies

7 Substitution tables

8 Field trip

9 Re – Writing

10 Journal Writing (recorded events, personal

activities, story line)

11 Story circle (number sequencing)

12 Story map (pictorial guide)

13 Acrostic (the use of poems)

74