Abstract
The art of Writing as a basic language skill in Language Education, is a generative skill that requires a lot of brainstorming in order for Second Language students to meet up with the acceptable communicative competence expected. Where and when individuals collaborate on a given work, the resultant effect is normally encouraging hence this research work examined the effects of collaborative teaching method on the writing task of students. The paperemployed the collaborative pedagogy on enhancing students’ academic performance in essay writing at the Senior Secondary School level. The study adopted a quasi-experimental design approach. The sample consisted of 50 Senior Secondary School final year students. The data generated were subjected to statistical analysis and the results of the analysis showed that there was no significant difference between the pre-test scores of both the control and experimental group which established the homogenuityof both control and experimental groups before the application of treatment on the experimental group . There was no significant difference in the pre-test and post test scores of the students in control group. However the collaborative method which was the treatment had significant effect on students overall performance in essay writing. Therefore,it is recommended that English language teachers could employ this method for improved performance among students. Also, teachers should encourage teamwork among students for the exchange of novel ideas. To this effect, educational institutions could organise and train teachers on how to secure better performance through collaborative pedagogical inputs.
Highlights
Writing is a crucial language skill that enables people to express their feelings and thoughts
There would be no significant difference between the pre-test scores of the students in the control and experimental groups 2
There would be no significant difference between the pre-test and post-test scores of the students in the experimental group 2.3 Results The data generated from the instrument were analysed using inferential statistics
Summary
Writing is a crucial language skill that enables people to express their feelings and thoughts. The strategies adopted are generating ideas, reviewing, evaluating, focusing, structuring and drafting Writing is viewed both as a cognitive process and a socio-cultural activity. The term collaborative learning as used in the study refers to student working together in small group on specific activities where everyone isrequired to participate actively Under this situation the teacher stands as the facilitator, this method is learner-centered and activity based. Final draft Storch (2002) claims that collaborative learning in the form of collaborative writing in ESL classes might help students to act socially and cognitively and suggests that teachers should encourage learners to become involved in social activities that promote interaction and the construction of knowledge as well as create interpersonal and team skills. All these point to the fact that collaborative learning could have positive effects higher achievement and more robust relationship among students
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