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[journal article]

dc.contributor.authorAdebayo, David Opeyemide
dc.contributor.authorAnimashaun, Bushrohde
dc.contributor.authorLynda, Akabuogu Elochukwude
dc.contributor.authorMbanusi, Onyebuchi Valentinede
dc.contributor.authorAdedeji, Adesigbin Ahmedde
dc.contributor.authorDavid, Bukola Janede
dc.contributor.authorNnamdi, Onyeyili Ikemefunade
dc.date.accessioned2024-12-02T07:48:46Z
dc.date.available2024-12-02T07:48:46Z
dc.date.issued2024de
dc.identifier.issn2413-9009de
dc.identifier.urihttps://www.ssoar.info/ssoar/handle/document/98195
dc.description.abstractThis study investigates the effectiveness of classroom activities in enhancing students' writing skills at Oludaye Grammar School, Oba Akoko, Ondo State, Nigeria. The research focuses on identifying the current writing instructional practices, the challenges students face, and the impact of specific classroom activities on students' writing proficiency. Using a mixed-method approach, the study gathered data through questionnaires, classroom observations, and document analysis of students' written compositions. Twenty Senior Secondary One (SS1) students participated in the study, representing a cross-section of the student body.The findings reveal that essay writing is the most frequently practised and effective classroom activity, with 85% of the students favouring it as a means to improve their writing skills. However, challenges such as limited vocabulary, punctuation errors, and difficulties with grammar and self-reflection persist. Teacher’s feedback emerged as a critical factor, with 75% of the students indicating it was highly beneficial in enhancing their writing abilities.The study concludes that while classroom activities like essay writing significantly contribute to the development of writing skills, additional focus is required on vocabulary building, grammar instruction, and self-assessment techniques. Recommendations include increasing the time allocated for writing practice, simplifying vocabulary instruction, and incorporating more collaborative writing activities to foster peer feedback and engagement. These measures aim to further improve students' writing proficiency and better prepare them for academic and professional success.de
dc.languageende
dc.subject.ddcLiteratur, Rhetorik, Literaturwissenschaftde
dc.subject.ddcLiterature, rhetoric and criticismen
dc.subject.otherWriting Proficiency; Classroom Activities; Peer Feedback; Teacher Correction; English as a Second Language; Process-Oriented Writingde
dc.titleDeveloping Students' Writing Skills Through Effective Classroom Activities: A Case Study of Oludaye Grammar School, Oba-Akoko, Nigeriade
dc.description.reviewbegutachtet (peer reviewed)de
dc.description.reviewpeer revieweden
dc.identifier.urlhttps://pathofscience.org/index.php/ps/article/view/3338/1592de
dc.source.journalPath of Science
dc.source.volume10de
dc.publisher.countryMISCde
dc.source.issue10de
dc.subject.classozLiteraturwissenschaft, Sprachwissenschaft, Linguistikde
dc.subject.classozScience of Literature, Linguisticsen
dc.rights.licenceCreative Commons - Namensnennung 4.0de
dc.rights.licenceCreative Commons - Attribution 4.0en
internal.statusformal und inhaltlich fertig erschlossende
dc.type.stockarticlede
dc.type.documentZeitschriftenartikelde
dc.type.documentjournal articleen
dc.source.pageinfo8001-8019de
internal.identifier.classoz30200
internal.identifier.journal1570
internal.identifier.document32
internal.identifier.ddc800
dc.identifier.doihttps://doi.org/10.22178/pos.110-25de
dc.description.pubstatusVeröffentlichungsversionde
dc.description.pubstatusPublished Versionen
internal.identifier.licence16
internal.identifier.pubstatus1
internal.identifier.review1
internal.dda.referencehttps://pathofscience.org/index.php/index/oai/@@oai:ojs.pathofscience.org:article/3338
ssoar.urn.registrationfalsede


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