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HOi: There was no significant difference between the pre-test scores of students in the Control and Experimental groups. H0 2 : There was no significant difference between the post- buy cheap papers test scores of the students in the Control and Experimental groups. H0 3 : Treatment has no significant effect on overall performance of the students in the control and experimental groups in essay writing. HO 4 : There was no significance difference between thesis abstracts the pre-test and post-test scores of the students in the experimental group. There was no significant difference buy cheap papers between the pre-test and post-test scores of the students in the control group. At take-off, there was no significant difference between the pre-test scores of the students in the Experimental and Control groups as evident in table one. This was in need help in writing an essay line with the general out-cry of the nation about the mass failure recorded yearly in this subject.
When the teacher has registered a meaningful impact of a required knowledge scarcely can the students give any worthwhile outputs. The previous results from the schools showed their poor performance which came out in the results of the pre-test. The students who were taught with the Process-Approach (Experimental group) performed significantly better than those in the Control group.
The implication of this was that Process pedagogically empowers students by enabling the students to develop writing and its attendant sub-skills in the course of learning to write. This was corroborated with the view of Gocsik (2005) that the traditional approach (Product Approach) only makes teachers assign topic, grade and hand the paper back to the students. In the overall performances of the two groups, the treatment applied on the experimental group had a great impact as buy cheap papers evident in Table 4. The Process approach which was the treatment given to the experimental class according to (Murray 1980, Sommers 1980, Taylor 1981, Raimes 1985, White 1988, Johnson 1993, Oden 1999 and Okedara et al 2002 ) is a non-linear, exploratory and generative approach, which permits students to discover and reformulate their ideas buy academic papers as they attempt to appropriate meaning to their work. It recognizes that writing is a systematic act that takes into cognizance some basic activities which bring about a good product. The importance of the editing stage can not be over emphasized. Trupe (2001) says effective intervention results in better papers. Students who are asked or required to spend more time on a paper will think more about their topic, retain more information, and develop more powerful insights.
On the other hand, the Control group which was exposed to the conventional approach (the Product Approach), maintained a non-significant variation in the mean scores at pre-test and post-test levels in the test for Expression. Following the same pattern, the juxtaposition of the pre-test and post-test scores of the Experimental group in all the variables showed that the Process Approach which was the treatment given to the Experimental group formed the basis of the observable changes in the Experimental group.
Pre-writing and Peer-Editing stages reveal a lot of innate but relevant ideas from the students which may be unknown to the teacher and it is reliable because once the students are able to generate and compose ideas, the ability to write with confidence, inside and outside the school can be guaranteed.
The Process Approach allows errors in the course of writing and re-writing but turns around at the close level of each basic stage to edit. This may explain why Content appropriateness could be ensured, Organization of ideas in logical sequential order could be sustained, grammaticality in Expression could be perfected, and mastering the use and usage of Writing-Mechanics could be ascertained.
It exposes learners to a pool of ideas and the teacher as the facilitator or the moderator is always in the position to steer the students towards correction. The Process approach treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself. The changing roles of teacher and students may also be of great assistance in the development of the writing skill. The teacher needs to move away from being a marker to a reader, responding to the content of student writing more than the form.
Students should be encouraged to think about audience: Who is the writing for?
Students also need to realize that what they put down on paper can be changed: Things can be deleted, added, restructured, reorganized, adjusted and improved upon.
Finally, the act of composing and generating ideas strengthen originality. Originality berates plagiarism hence the Process Approach which favors the ability to generate ideas may do a lot to sustain academic integrity. Published by Canadian Center of Science and Education 23 www. Implications Based on the outcomes of this research work, there appeared to be some observable implications for the following stake-holders. School administrators could see through the Process approach advocated for in this research work that practicing the skill of writing would extend beyond the usual time allotted in the school time table. It might become necessary to find ways of incorporating this in the school time table.
Curriculum planners might find it necessary to see how the multi-draft nature of this approach could be planned and made fit into our serialized educational system.