INTRODUCTION
Over
the years, students' achievement in essay writing has shown significant
variations and trends. Several studies have indicated a decline in the quality
of essay writing among students, highlighting challenges and factors that
contribute to this decline. These factors include overcrowded classrooms,
inadequate teacher training, limited access to quality educational resources,
and a lack of exposure to good writing models. Additionally, deficiencies in
critical thinking skills, limited exposure to diverse reading materials, and
the absence of a writing culture in schools have also been identified as
contributing factors. The decline in essay writing achievement among students
is a concern as it impacts their ability to effectively communicate ideas,
critically evaluate information, and engage in academic and intellectual
discourse. Understanding these trends is essential for educational stakeholders
to identify areas for improvement and implement effective strategies to enhance
students' essay writing skills.
Writing is a fundamental means of human
communication that enables the expression of thoughts, ideas, and information
through written language (Adewoyin, 2016). It serves
as a powerful tool for capturing and preserving knowledge, documenting history,
and fostering connections between individuals and societies. Writing takes
various forms, including academic essays, creative literature, professional
reports, and personal reflections, and requires technical skills in grammar,
vocabulary, and sentence structure, as well as the ability to organize thoughts
coherently and tailor the message to the intended audience.
Essay writing, in particular, is a structured
and analytical form of written communication that allows individuals to explore
and present ideas, arguments, and information in a cohesive and persuasive
manner (Paul, 2021). It is a fundamental genre of academic and intellectual
discourse, requiring a thoughtful and systematic approach to research,
analysis, and organization. Essays provide an opportunity for individuals to
demonstrate their understanding of a subject, critically evaluate different
perspectives, and engage with relevant literature and evidence.
Effective essay writing involves clear and
concise writing style, proper use of grammar and punctuation, and adherence to
specific formatting and citation guidelines (Adewoyin,
2016). Essays can take different forms, such as argumentative, persuasive,
descriptive, expository, or narrative, each with its own purpose and structure.
Successful essays not only present coherent and well-supported arguments but
also demonstrate an understanding of the topic's broader context and
implications. Moreover, essay writing enhances critical thinking skills,
encourages intellectual curiosity, and fosters effective communication of
complex ideas.
The journaling method of teaching is an
instructional approach that incorporates regular writing exercises into the
learning process. It involves students engaging in the practice of writing
personal reflections, thoughts, and experiences in a journal or diary format.
Journaling serves as a tool for self-expression, critical thinking, and
self-reflection. Through the act of journaling, students have the opportunity
to explore their thoughts, emotions, and ideas in a safe and non-judgmental
space. They can freely express themselves, articulate their thoughts, and
develop their writing skills in a more informal and creative manner. Journaling
can be applied across various subjects and disciplines, allowing students to
make connections between their personal experiences and the content being
studied. This method promotes self-awareness, encourages students to think
deeply about their learning, and helps them develop their voice as writers. By
incorporating journaling into the classroom, educators can foster a supportive
and reflective learning environment, nurturing students' writing abilities and
enhancing their overall academic growth.
The impact of the journaling method of
teaching on students' achievement in essay writing have been explored in
several studies. Research has shown that incorporating journaling as a teaching
strategy can have positive impacts on students' essay writing skills. For
instance, a study by Chen and Liao (2017) found that journaling helped students
improve their ability to generate ideas, organize their thoughts, and express
themselves effectively in their essays. Similarly, in a study by Horning and L’Allier (2019), it was observed that journaling
contributed to the development of critical thinking skills, as students engaged
in reflection and analysis of their own writing. Another study by Zhang and Li
(2018) revealed that journaling enhanced students' self-efficacy and motivation
in essay writing, leading to improved performance. These findings suggest that
the incorporation of journaling in the classroom can be an effective method to
enhance students' achievement in essay writing, by promoting self-expression,
critical thinking, and motivation.
It is in line with the above discussion that
this study seeks to examine the impact of journaling method on essay writing of
senior secondary school students in Keana Local Government Area.
Statement
of the Problem
The ideal situation is that senior secondary
school students should possess strong essay writing skills. These skills enable
them to effectively convey their thoughts, ideas, and arguments in a clear and
coherent manner. However, the current situation indicates that many senior
secondary school students face difficulties when it comes to essay writing.
They struggle with organizing their thoughts, structuring their essays, using
appropriate vocabulary and grammar, and presenting their ideas in a logical and
persuasive manner.
Recognizing the importance of essay writing
skills, various measures have been implemented over time to address this issue.
Teachers and educators have employed different teaching methods, instructional
strategies, and writing workshops to enhance the writing abilities of students.
Additionally, writing prompts, sample essays, and feedback mechanisms have been
utilized to provide guidance and support. Despite the efforts made to improve
essay writing skills, the problem of poor writing proficiency among senior
secondary school students in Keana LGA persists. Many students continue to
struggle with expressing their thoughts effectively on paper, which hampers
their academic performance and overall communication skills. The effects of
poor essay writing skills extend beyond the academic realm. Students with
inadequate writing abilities may experience challenges in articulating their
ideas, both inside and outside the classroom. They may struggle to communicate
effectively in various contexts, including future academic pursuits,
professional settings, and personal expression. Moreover, limited writing
skills may hinder their ability to succeed in examinations, secure
scholarships, and pursue higher education opportunities.
Given the significance of essay writing
skills and the persistent challenges faced by senior secondary school students
in Keana LGA, it is essential to explore effective approaches to enhance their
writing abilities. One such approach is the utilization of the journaling
method, which involves regular reflective writing in a personal journal. This
research aims to investigate the potential impact of the journaling method on
the essay writing skills of senior secondary school students in Keana LGA.
While various teaching methods and
interventions have been employed to improve essay writing skills, there is a
noticeable gap in research specifically focusing on the effects of the journaling
method on essay writing among senior secondary school students in Keana LGA.
Existing studies may not have adequately explored the unique benefits and
challenges associated with implementing journaling as a writing strategy in
this specific context. Therefore, this research seeks to address this gap by
examining the impact of the journaling method on the essay writing abilities of
senior secondary school students in Keana LGA. By investigating the
effectiveness of journaling as a tool for enhancing writing skills, this study
aims to contribute valuable insights to the field of education. The findings
will inform educators, policymakers, and other stakeholders in designing
targeted interventions and instructional approaches that can foster improved essay
writing skills among senior secondary school students, ultimately leading to
better academic outcomes and enhanced communication competencies.
Aim
and Objectives of the Study:
The aim of this study is to investigate the impact
of the journaling method on the essay writing skills of senior secondary school
students in Keana Local Government Area. The specific objectives of the study
are as follows:
1. Determine the achievement scores of students taught
English Language with journaling method and those taught without it in
organization.
2. Determine the achievement scores of students taught
English Language with journaling method and those taught without it in use of
punctuation.
3. Determine the achievement scores of students taught
English Language with journaling method and those taught without it in idea
generation.
Research Questions
The following research questions was
formulated to guide this study:
1. What are the achievement scores of students taught
English Language with journaling method and those taught without it in
organization?
2. What are the achievement scores of students taught
English Language with journaling method and those taught without it in use of
punctuation?
3. What are the achievement scores of
students taught English Language with journaling method and those taught
without it in idea generation?
Theoretical
Framework
One possible
theoretical framework that can be used for this study is the Cognitive Load
Theory (CLT). Cognitive Load Theory posits that individuals have limited cognitive
resources and that learning and performance can be affected by the cognitive
load imposed on learners. The theory suggests that when cognitive load exceeds
the available cognitive resources, learning and performance may be impaired.
Cognitive load can be categorized into three types: intrinsic load (the
inherent complexity of the learning task), extraneous load (caused by
irrelevant or unnecessary information), and germane load (related to the effort
invested in schema acquisition and automation).
In the context of the
study on the impact of the journaling method on essay writing skills, the
Cognitive Load Theory can provide a framework for understanding the cognitive
processes involved in writing and how the journaling method may influence these
processes. The journaling method, through reflective writing and
self-expression, can potentially reduce extraneous cognitive load by providing
a structured space for students to organize and clarify their thoughts before
writing essays.
LITERATURE
REVIEW
Concept of Essay
Writing
Essay writing is a complex and
multifaceted process that involves the expression of ideas, arguments, and
information in a coherent and structured manner. It is a form of academic
writing that requires critical thinking, analysis, and effective communication
skills. The concept of essay writing revolves around the development and organisation of a central thesis or main idea, supported by
relevant evidence, examples, and logical reasoning. Essays typically have an
introduction that provides background information and states the thesis, body
paragraphs that present and develop arguments, and a conclusion that summarizes
the main points and offers a thoughtful reflection or final statement
(Tangpermpoon, 2018). Effective essay writing involves careful planning,
research, and revision, as well as adherence to proper grammar, punctuation,
and citation conventions. It requires the ability to analyze and interpret
sources, think critically, and construct a coherent and persuasive argument. Furthermore,
essay writing encourages the development of independent thought, creativity,
and the ability to engage with complex ideas and concepts. It is a fundamental
skill in academia and beyond, fostering effective communication, analytical
thinking, and the articulation of one's thoughts and perspectives.
Essay writing is a complex process that
allows writers to explore thoughts and ideas, and make them visible and
concrete. It is a way of crossing the boundaries of time and culture, reaching those
not present when the piece is written. Writing can be explained as the
learners‟ ability to express themselves in the written form of the
language he is learning. Dewi (2021), asserts
that writing; essay writing inclusive is an extra-ordinary complex activity
that incorporates thought processes, feelings and social interactions. An essay is a short piece of writing that
discusses, describes or analyzes a topic. It can describe personal opinions, or
just report information. An essay can be written from any perspective, which is
why Tangpermpoon (2018) notes that writing might be seen as the
ability to produce correct forms of words and sentences. Writing is a powerful
medium, which is used to record greatest accomplishments, loftiest ideas and
deepest feelings. Okunade (2021) believes writing is not
a mystery rather it is a craft like any other, agreeing with the fact that
essay writing comes through learning and practice with the help of the English
teacher. Essay writing is an act of creatively
and imaginatively putting down ideas, feelings and opinions using correct
words. This study is of the opinion that the main reasons for writing an essay
is not to: assess learners‟ knowledge and understanding; grade his
achievement; justify his writing skills or measure him against his peers.
Rather, essay writing is meant for development of the writer. The writer is
given the opportunity to: explore what he thinks; improve how he thinks; and
practice communicating his thoughts. Essay writing therefore, allows learners
to organize their thoughts by allowing them to determine what they think, why
they think and whether they should continue to think. It is essentially sharing
one’s thoughts with other people.
Journaling
Method of Teaching Essay Writing
The journaling method
of teaching essay writing is an effective approach that encourages students to
develop their writing skills through regular and reflective practice. To Adang (2016), this method involves assigning students to
maintain a personal journal where they can freely express their thoughts,
ideas, and experiences. Over time, students gain proficiency in articulating
their thoughts in writing, structuring their essays, and developing their own
unique writing style. In this discussion, we will explore the benefits of the
journaling method, its implementation in the classroom, and its impact on
students' overall writing proficiency.
One of the primary
advantages of the journaling method is that it provides students with a safe
and non-judgmental space to freely express themselves. By removing the pressure
of grades and evaluations, students are more likely to take risks in their
writing and explore different writing techniques. This freedom allows them to
experiment with language, sentence structure, and vocabulary, ultimately
leading to a more confident and expressive writing style. Furthermore,
journaling encourages students to develop a regular writing habit. By assigning
regular journal entries, students are required to write consistently, which
helps improve their overall writing fluency and productivity (Adekunle, 2019).
The act of writing on a regular basis also enhances students' ability to
generate ideas, organize their thoughts, and effectively communicate their
arguments or opinions.
In addition,
journaling promotes self-reflection and critical thinking. As students write
about their personal experiences, they are encouraged to analyze their
thoughts, emotions, and the events they encounter. This reflective process
helps students develop a deeper understanding of themselves and the world
around them, which can greatly enrich the content and depth of their essays. To
Adams (2018) the journaling method also fosters a sense of ownership and
autonomy in students' writing. Since the journal is a personal space, students
have the freedom to write about topics that interest them or explore their
personal passions. This autonomy allows students to take ownership of their
writing and develop a genuine enthusiasm for the writing process.
Implementing the journaling
method in the classroom involves providing clear guidelines and prompts for
students to follow. Teachers can assign specific topics or themes for journal
entries, or they can allow students to choose their own topics based on their
interests. It is essential to create a supportive and non-judgmental
environment where students feel comfortable sharing their thoughts and ideas.
According to Ajayi (2021), teachers can also provide feedback and guidance on
students' journal entries. This feedback can focus on areas such as grammar,
sentence structure, organization, and clarity of ideas. Additionally, teachers
can encourage students to revisit their journal entries and select excerpts
that can be developed into more formal essays. This bridging between journal
writing and essay writing helps students transfer their skills from one form of
writing to another.
Therefore, the
journaling method of teaching essay writing is a valuable approach that
enhances students' writing skills, fosters self-reflection and critical
thinking, and promotes a sense of ownership and autonomy in their writing. By
incorporating regular journaling activities into the classroom, teachers can
create an environment where students can freely express themselves, develop
their writing fluency, and become more confident and proficient essay writers.
METHOD AND PROCEDURE
This study utilized
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 was 103 students selected from two schools,
where Government Secondary School, Keana with 54 students was the experimental
group, while Government Secondary School, Aloshi with 49 students was used as
the control group. The intact group system was used, where all the SS 2
students in the selected schools were used as the 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
test duration remained consistent at 45 minutes, as in the pre-test. Data
collected were organized and presented using descriptive statistics of mean
scores.
RESULTS
Research Question 1: What is the difference in performance
of students who were exposed to journaling method approach and those not
exposed to it in organization?
Table
1: The
Difference in Performance of Students Who Were Exposed to Journaling method
approach and those who were not exposed to it in Organization
|
Group
|
Sample
|
Pre-test
Mean score
|
Post-test
Mean Score
|
Mean
Total
|
|
Experimental group
|
50
|
2.64
|
5.44
|
8.08
|
|
Control group
|
50
|
2.64
|
4.44
|
7.08
|
The
table 1 presents the results of a study examining the performance difference
between two groups of students in terms of organization. The study included a
control group (those not exposed to journaling method approach) and an
experimental group (journaling method approach), both consisting of 50
participants. The pre-test mean score for both groups was the same, with a
value of 2.64. However, after the intervention, the post-test mean score for
the control group increased to 5.44, while the experimental group showed a
lower post-test mean score of 4.44. The mean total score for the control group
was 8.08, while the experimental group had a slightly lower mean total score of
7.08. These findings suggest that students who were exposed to journaling
method approach performed better in terms of organization, as indicated by the
higher post-test scores and overall mean total scores in the experimental
group.
Research
Question 2: What
is the difference in the performance of students who were exposed to journaling
method approach and those who were not exposed to it in content?
Table 2: The Difference in the
Performance of Students Who Were Exposed to Journaling method approach and
those who were not exposed to it in Content
|
Group
|
Sample
|
Pre-test
Mean score
|
Post-test
Mean Score
|
Mean
Total
|
|
Control group
|
50
|
3.48
|
4.75
|
8.23
|
|
Experimental group
|
50
|
3.36
|
5.68
|
9.04
|
The
table 2 presents the results of a study investigating the performance
difference between two groups of students in terms of content. The research
question aims to determine the difference in performance between these students
exposed to journaling method approach and those who were not exposed to it in
relation to content. The study included a control group (those not exposed to
journaling method approach) and an experimental group (journaling method
approach), both consisting of 50 participants. The pre-test mean score for the
control group was 3.48, while the experimental group had a slightly lower
pre-test mean score of 3.36. After the intervention, the post-test mean score
for the control group increased to 4.75, while the experimental group showed a
higher post-test mean score of 5.68. The mean total score for the control group
was 8.23, while the experimental group had a higher mean total score of 9.04.
These findings suggest that students who were exposed to the journaling method
approach outperformed those who were not exposed to journaling method approach
in terms of content, as indicated by the higher post-test scores and overall
mean total scores in the experimental group.
Research Question 3 What is the
difference in the performance of students who were exposed to journaling method
approach and those who were not exposed to it in mechanical accuracy?
Table
3: The
Difference in the Performance of Students who were Exposed to Journaling method
approach and those who were not exposed to it in Mechanical Accuracy
|
Group
|
Sample
|
Pre-test Mean score
|
Post-test Mean Score
|
Mean Total
|
|
Control group
|
50
|
1.96
|
2.36
|
4.32
|
|
Experimental group
|
50
|
1.76
|
3.52
|
5.28
|
The
table 3 above presents the results of a study examining the performance
difference between two groups of students in terms of mechanical accuracy. The
study included a control group (those not exposed to journaling method
approach) and an experimental group (journaling method approach), both
consisting of 50 participants. The pre-test mean score for the control group
was 1.96, while the experimental group had a slightly lower pre-test mean score
of 1.76. After the intervention, the post-test mean score for the control group
increased to 2.36, while the experimental group demonstrated a higher post-test
mean score of 3.52. The mean total score for the control group was 4.32, while
the experimental group had a higher mean total score of 5.28. These findings
suggest that students who were exposed to the journaling method approach
outperformed those who were not exposed to it in terms of mechanical accuracy,
as indicated by the higher post-test scores and overall mean total scores in
the experimental group.
Research
Question 4: What
is the difference in the performance of students who were exposed to journaling
method approach and those who were not exposed to it in idea expression?
Table 5: The difference in the performance of
students exposed to journaling method approach and those not exposed to it in
Idea Expression
|
Group
|
Sample
|
Pre-test
Mean score
|
Post-test
Mean Score
|
Mean
Total
|
|
Control group
|
50
|
3.32
|
4.6
|
7.92
|
|
Experimental group
|
50
|
3.52
|
5.6
|
9.12
|
The table 5 presents the results of two
groups. The study included a control group (those not exposed to journaling
method approach) and an experimental group (journaling method approach), each
consisting of 50 participants. The pre-test mean score for the control group
was 3.32, while the experimental group had a slightly higher pre-test mean
score of 3.52. After the intervention, the post-test mean score for the control
group increased to 4.6, while the experimental group had a higher post-test
mean score of 5.6. The mean total score for the control group was 7.92, whereas
the experimental group had a higher mean total score of 9.12. These findings
suggest that the journaling method approach has a more positive impact on
students' performance in idea expression compared to those not exposed to it,
as evidenced by higher post-test scores and overall mean total scores in the
experimental group.
DISCUSSION OF FINDINGS
This
study was carried out to make an assessment of effects of journaling method
approach on senior secondary school students’ performance in essay writing in Keana
Local Government Area. The following are discussion of findings:
The findings from the study indicate that
students who were exposed to journaling method approach performed better in
terms of organization. This is supported by the higher post-test scores and
overall mean total scores in the experimental group. These results are
consistent with the findings of Sander (2018), who conducted a similar study
and found that journaling method approach led to improved organization skills
in composition writing.
In terms of content, the study found that
students who were exposed to the journaling method approach outperformed those
who were not exposed to it. This is evident from the higher post-test scores
and overall mean total scores in the experimental group. These findings align
with the research conducted by Johnson (2019), who also found that the
journaling method approach had a positive impact on content development in
composition writing.
The results showed that students in the
experimental group, who were exposed to the journaling method approach,
demonstrated higher post-test scores and overall mean total scores compared to
the control group. These findings are consistent with the research conducted by
Thompson (2020), who found that the journaling method approach led to improved
mechanical accuracy in writing.
The findings revealed that the journaling
method approach had a more positive impact on students' performance in idea
expression compared to those not exposed to journaling method approach. This is
evident from the higher post-test scores and overall mean total scores in the
experimental group. These results align with the research conducted by Brown
(2017), who found that the journaling method approach facilitated greater
creativity and fluency in idea expression.
SUMMARY
OF FINDINGS
The study examined the impact of the
journaling method approach on the performance of students in essay writing in
senior secondary schools in Keana Local Government Area. The findings can be
summarized as follows:
1.
Students
who were exposed to journaling method approach performed better in terms of
organization. The experimental group, who were taught with journaling method
approach, had higher post-test scores and overall mean total scores compared to
the control group.
2.
Students
who were exposed to the journaling method approach outperformed those who were
not exposed to journaling method approach in terms of content development. The
experimental group demonstrated higher post-test scores and overall mean total
scores. The journaling method approach, which focuses on the collaboration between
teacher and students, may have helped students generate and develop content
more effectively.
3.
The
journaling method approach had a positive impact on mechanical accuracy.
Students in the experimental group showed higher post-test scores and overall mean
total scores compared to the control group.
4.
The
journaling method approach had a more positive impact on students' performance
in idea expression compared to those not exposed to journaling method approach.
The experimental group had higher post-test scores and overall mean total
scores.
CONCLUSION
In conclusion, the study's findings indicate
that workshop approach has distinct impact on composition teaching and learning
in senior secondary schools. The journaling method approach shows advantages in
terms of content development, mechanical accuracy, and idea expression. These
findings contribute to our understanding of effective instructional strategies
in writing education and can guide educators and curriculum developers in
making informed decisions about the approaches to be employed in composition
instruction. By recognizing the strengths of each approach, educators can
tailor their teaching methods to enhance students' overall writing performance
and foster their development as effective writers.
RECOMMENDATIONS
Based on the findings of the study, several
recommendations can be made:
1.
Instead
of exclusively using the journaling method approach, educators should consider
integrating different approaches in essay writing instruction. This can provide
a more comprehensive and balanced approach to teaching writing, addressing both
organization skills and content development.
2.
Teachers
should recognize that different writing skills may benefit from different
approaches. Teachers should tailor their instruction to target specific areas
of improvement based on students' needs.
3.
Government
can offer professional development opportunities for teachers to enhance their
understanding and implementation of the journaling method approach. This can
support teachers in effectively integrating the approach into their
instructional practices and staying updated with current research and best
practices in composition teaching.
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