This study was carried out to examine the impact of the journaling method on the essay writing skills of senior secondary school students in Keana Local Government Area. This study utilised the quasi-experimental research design. The population for this study consisted of all public senior secondary school two students in Keana LGA, with a population of 3,012. The sample for the study were 103 students selected from 2. The intact group system was used were all the SS 2 students in the selected schools were used as sample size. The instrument used for data collection in this study was the Essay Writing Achievement Test (EWAT). The experimental group received instruction using the journaling method, focusing on idea generation, organization and punctuation in essay writing. The control group received normal classroom discussion-based instruction on essay writing. The treatment lasted for two weeks, with 80 minutes per week dedicated to it. The post-test was administered to both the experimental and control groups following the completion of the treatment. The findings indicated that students who were exposed to journaling method performed better in terms of organization, content development, mechanical accuracy and idea expression. It was recommended that teachers should recognize that different writing skills may benefit from different approaches, government can offer professional development opportunities for teachers to enhance their understanding and implementation of the journaling method.
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