RELATIONSHIP BETWEEN STUDENTS’ USE OF COGNITIVEWRITINGSTRATEGIES AND WRITING PERFORMANCE IN ENGLISHINBENINMETROPOLIS.
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Abstract
This study examined the relationship between students’ use of cognitive strategies and writing performance in Benin metropolis. It also examined the influence of sex, school type and subject grouping on senior secondary school 11 (SS11) students' performance in essay writing. The descriptive survey design adapting a correlational design was adopted for the study. A sample of seventy two (72) students, both boys and girls, randomly drawn from a population of nine thousand, eight hundred and sixteen (9,816) took part in the study. Two instruments, "The Strategy Students Use in Writing Questionnaire" (TSSUWQ) and“ Writing Performance Test" (WPT) were used for data collection. The TSSUWQis made up of two sections, 'A' and 'B'. Section 'A' elicited participants' demographic data such as sex, school type and subject group. Section 'B' contains twenty(20) items on different
cognitive writing strategies that students use. The WPT was used to test students' performance in essay writing. The reliability of the questionnaire was determine dusing Cronbach's Alpha and reliability coefficient of 0.72 was obtained. The WPT was assessed using Intra-class correlation coefficient and a correlation coefficient of 0.975wasobtained. All four hypotheses were set at .0.05 level of significance. Data collected were analysed using both descriptive and inferential statistics. The findings revealed that (1) Senior secondary school students' use of cognitive writing strategies was high. (2) Their use did not have any significant correlation with their writing performance. (3) There was also no significant difference in students’ use of writing strategies based on sex, school type and subject grouping. (4) It was therefore concluded that students’ cognitive writing strategy use does not influence their essay writing performance. (5) The study recommended among others that language teacher should pay more attention to students’ use of strategies in their essay writing tasks.
cognitive writing strategies that students use. The WPT was used to test students' performance in essay writing. The reliability of the questionnaire was determine dusing Cronbach's Alpha and reliability coefficient of 0.72 was obtained. The WPT was assessed using Intra-class correlation coefficient and a correlation coefficient of 0.975wasobtained. All four hypotheses were set at .0.05 level of significance. Data collected were analysed using both descriptive and inferential statistics. The findings revealed that (1) Senior secondary school students' use of cognitive writing strategies was high. (2) Their use did not have any significant correlation with their writing performance. (3) There was also no significant difference in students’ use of writing strategies based on sex, school type and subject grouping. (4) It was therefore concluded that students’ cognitive writing strategy use does not influence their essay writing performance. (5) The study recommended among others that language teacher should pay more attention to students’ use of strategies in their essay writing tasks.
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