Analysis of Errors in the Essays of Senior Secondary School Students in Akoko South-West Local Government Area, Ondo State, Nigeria

Abstract

This study examines the effectiveness of classroom activities in enhancing writing proficiency among senior secondary school students in Akoko, South-West Local Government Area, Ondo State, Nigeria. Recognising the importance of English proficiency for academic and professional success, this research analyses the types, frequency, and causes of errors in students' essays, offering insights into language learning challenges. Researchers used a descriptive research design to collect data from 100 students across five schools through an essay-writing task, followed by error analysis to categorise grammar, vocabulary, syntax, and cohesion issues. Results indicate that students frequently struggle with sentence structure, cohesion, and grammatical errors, with sentence and cohesion errors rated as the most severe. Key factors influencing these errors include limited vocabulary, insufficient proofreading, and inadequate command of English. Findings highlight the importance of targeted instructional strategies, including vocabulary enhancement, grammar-focused activities, and consistent feedback to address these challenges. By identifying prevalent errors and underlying causes, this study provides actionable recommendations for educators, emphasising the need for tailored interventions to improve students' writing proficiency and overall language competence. The implications extend to curriculum development, aiming to support students' success in language acquisition and communication skills.