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Methodology Here we have the research design and the statistical procedure employed in carrying out the study. Specifically, the research design, population, sample and sampling technique, research instrument, procedure for data gathering are discussed. This allowed the application of treatment on the experimental group and comparison with the control college essay editing services group. The two states belong to the Yoruba speaking people of Nigeria. Ekiti State capital city is Ado-Ekiti while Ondo state capital city is Akure. As at the time of this research, Ekiti State had 175 public secondary schools while Ondo state had 285 public secondary schools. All the public schools in both states have been presenting students for the Senior School Certificate Examinations. All the schools used the Federal Ministry of Education English-Language Curriculum. They were also familiar with both NECO and WAEC Syllabi. Purposive sampling technique was employed to select two states. Ado Ekiti and Akure, the Published by Canadian Center of Science and Education 21 www. The two schools had library facility and trained teachers (University graduates of English Language) as English Language teachers. An intact class was purposively selected from the arms of the SS3 classes in these schools. The Experimental school was Ado Grammar School, in Ekiti State and the students were in the boarding house. The Control group was Christ Apostolic Church Secondary school in Akure. The distance between the Experimental group in Ado Ekiti and the Control group in Akure is about 58 kilometers. The instrument was the Essay Writing Achievement Test (EWAT). This was an adapted WAEC Essay Writing past questions. The test was designed to cover those topics on which the pre-test and post-test observations were based. This instmment is of national and international status and currently in use by the two examination bodies. It has been standardized and is employed by teachers of English for grading School Certificate Examinations and General Certificate Ordinary Level Examinations.
The main instmment is of international standard and so its credibility and validity could be sustained and guaranteed. Construct Validity In ascertaining the construct validity of this instmment, a trial testing of the instmment was carried out on two groups of students and the results compared. In doing this, the instmment was personally administered to 80 students on two occasions in Ado Ekiti and after two weeks the same test was administered on the same respondents. The Pearson product moment correlation was used to determine the coefficient (r) 0. The experimental group was taught for six weeks (6 weeks) by the researcher. The students in the control group were not taught by the researcher.
The researcher observed all the groups again for post-test. The researcher employed t-test to compare pre-tests and post-tests of the two groups for all the hypotheses and to test whether there were significant differences between the means. 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- 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 the pre-test and post-test scores of the students in the experimental group.
There was no significant difference 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 line with the general out-cry of the nation about the mass failure recorded yearly in this subject. When the teacher has registered essay writing services us 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 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 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 best essay writing service online group formed the basis of the observable changes in the Experimental group. The mean scores at the post-test level are significantly greater than those of the pre-test.
Process Approach according to this out-come shows that writing is teachable even in a second language situation. Conclusion From the findings of the study, the Process Oriented Approach was found pedagogically rewarding, revealing and reliable in the development of the writing skill. It is rewarding when students benefit from the contributions of others. Pre-writing and Peer-Editing stages reveal a lot of innate but relevant ideas from the students which may be unknown to the essay writing services us teacher and it is reliable because once the students are able essay writing services us 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.