CHAPTER ONE

THE BACKGROUND TO THE STUDY

This piece of work was at Assin Nduaso D/A JSS, located at a small farming
community. It must not be forgetting that the ultimate aim of every teacher is to see
his learners performing commendably in his/her subject area. This provides an
essential standard for the teacher in measuring the effectiveness of the social subject.
Such a measure helps the teacher to review his/her methods, techniques, teaching/
learning materials, strategies and if possible, adopt corrective teaching approach to
correct any defect to be detected.
A lot of instruments are available to the teacher for developing concepts in
teaching and learning process. Pupils in basic eight are expected to exhibit
competence and understanding in English Language as both local and international
medium of communication. However, pupils of Nduaso JSS 2 lack the understanding
of writing essay in the English Language.
The researcher was practicing teaching and was assigned to BS8 to handle
English Language for some period of time. The teacher faced a lot of problems
regarding the way pupils used to answer essay questions. Some regular teachers who
were previously handling the subject also shared the same experience about pupils
problem. This necessitated the conduct of this research into the defect and possibly
develop ways and methods of solving it.
Observations, interviews, tests, and questionnaire revealed that:
 Pupil did not know how to introduce essay
 Use terminologies well
 Construct paragraphs
 Identify parts of essay test
 Cannot conclude essay

STATEMENT OF THE PROBLEM

In the English Language lesson, the researcher observed that pupils who could
not speak and write well represents the numerical majority in the class. This was due
to the fact that the community which is predominantly farmers, lack such facilities
like library and other learning resources. The pupils were observed by the researcher
as pupils who do not have mush interest in reading and writing.

PURPOSE OF THE STUDY

The intention of the researcher to undertake this piece of work were to:
1. Identify the possible causes of Nduaso BS 8 pupils inability to write good
essay in English Language.
2. Design possible interventions to address the problems at hand immediately.

RESEARCH QUESTIONS
 Are pupils taught how to answer essay question at all?
 Do teachers review assignments and examinations scripts with pupils?
 How can pupils be helped to answer essay questions properly?
 How are various points in an essay linked?
 Does an introduction form an integral part of an essay?
 Is conclusion to an essay so important?
 Is it relevant to explain points raise for an essay fully?

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  How many points should be raised and discussed for an essay where a
limit is not given?
 Are examples necessary to illustrate the explanations?
 How many parts should an essay have?

SIGNIFICANCE OF THE STUDY

The study will help government and other stakeholders in education to find an
antidote to the problems at stake. Secondly, it will assist teachers to institute certain
measures to safeguard the future occurrence of this problem.
The research would also help correct wrong approaches used previously,
putting an end to this problem. The study again, will help cerate awareness about the
need to give difficulties pupils face in answering English Language essay type
questions a serious attention. Finally, it will serve as a reference document to those in
subsequent times will choose to study the same or similar problem.

LIMITATIONS
The researcher faced a lot of problems in conducting the research of which
some are internal and others external. For the internal problems, the work load on the
researcher such as preparing lesson notes and teaching at the same time put a whole
lot of pressure on the researcher. For the external sources, most of the pupils were
from villages far from the school making contacts very uneasy. The truants among the
pupils also created problems for the researcher since meeting such category of pupils
becomes very difficult.
DELIMITATIONS
The study was conducted at Assin Nduaso JSS. The school only has three
classrooms; JSS1, JSS2 and JSS3. But only JSS2 class was selected for this project.
Taken English Language, emphasis was laid only on answering essay type questions
and not oral activities. In areas of type of tests, the researcher restricted himself to
only essay type questions and not any other type of tests items.

ORGANIZATION OF THE STUDY

This piece of research work is divided into five chapters with some sub-
headings. The first chapter, chapter one consists of the introduction, the background
to the study, research questions, significance of the study, limitations and
delimitations and organization of the study. The second chapter captures the review of
the related literature. The third chapter gives a picture of the methodology and
designed interventions. The fourth chapter was devoted for results/findings and
discussions. The last chapter in this context designated for summary, conclusion and
recommendations.

CHAPTER TWO
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 OVERVIEW
This chapter deals with the review of related literature on the study. It
examines the views of others that have relevance to the subject of study from both
theoretical and empirical perspectives. The related literature was reviewed under the
following sub-headings;
 Meaning of essay test
 The nature of essay test
 Advantages of essay test
 Disadvantages of essay test
 Suggestions for preparing essay test
 Suggestions for grading essay test
 Types of essay test.

Meaning of Essay Test

According to Columbia Electronic Encyclopedia, Sixth Edition, an essay test
is a relatively short literary composition in prose, in which the writer discusses a
topic, usually restricted in scope or tries to persuade the reader to accept a particular
point of view.
The New Dictionary of Cultural Literacy, Third Edition, also sees it as a short
of writing on one subject; usually presenting the author’s own views. Olaitan (1982)
also sees it as a test which requires the pupils to express their thoughts or responses to
the questions asked in written composition of considerable length.
From the above, an essay can be seen as a write up that gives freedom to the
respondent to compile his/her own responses using his/her own words in presenting
his/her own opinion on an issue to convince the scorer or reader.

The Nature of the Essay

The most notable feature of essay is the freedom of response it provides to
each testee. Basically, essay questions can be divided into forms-the restricted and
extended response questions. The external response permits freedom of response from
the testee. In most cases, this does not affect time and page. The extended response
gives room for creative integration of ideas and sufficient freedoms to demonstrate
skills of synthesis evaluation.
As stated by Gronlund (1976), the extended response essay questions give the
candidate the ability to produce, organize, express ideas, integrate learning in different
areas and create original forms and ideas.
In the restricted response, essay questions each testee is limited in the form
and scope of the answer because of the wording of questions. This often specially
gives the direction to which the answer should take. As a result of this, it best used
when testing knowledge at the comparison, application and analysis domains as
identified by Benjamin Bloom’s taxonomy.

Types of Essay Test

Several essay questions exist depending upon what the teacher wants to test
the student/pupils on, or what the teacher requires of the pupils. According to Olaitan
(1982), the following essay types questions can be identified; first among the list the
selective recall essay types question which requires students to recall facts or past
experience.

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 The evaluation recall type which is the second is used to asses the success of
something or a contribution of a person of project its development of progress. In
addition to the above is the comparison essay type questions which seeks to compare
two or more things or situations, bringing out their advantages and disadvantages
similarities and differences. Others which were identified but to time constraints and
space by same author include explanatory essays questions, summary essays
questions, causes and effects essays and discussion essay questions.
Heaton (1991), also opines that, examples of essay questions which were
subjective in form are composition, reports, letters, answers to comprehension
questions using pupil/ student own words, conversation, discussion, problem solving
task, talks, describing and telling stories.
Basically, there are two types of essay test as identify by Etsey (2002), and
these include the restricted response and the extended response types. Whilst the
restricted response types limit the responsedent to a specified length of response that
of the extended response does not limit the student in any form and scope of the
answer.

Advantage of Essay Test

Various arrangements have been advanced in favour of essay type test and
some of them are discussed as follows
Ebel (1979), opines that essay test are relatively easy to prepare and that little
time is needed to write test items. This makes its use to be very convenient. Another
issue for consideration is the fact that it is quite easy for the gender of an essay to
control the general level and distributions of scores. Whether the examiners allow
points five points or even for seriously inadequate answer is a matter of personal
decision. Thus no matter how inappropriate the level of difficulty of an essay test the
grader can adjust the standards so some but not too many will received scores below
some present minimum passing score.
According to Meyers (1993) essay test helps students to prepare thoroughly
for examination for it is attested by experience, reason and research. Survey of
Students’ Opinion conducted about thirty years ago as reported by the author suggests
that, students studied more thoroughly in preparation for essay questions than for
objective examination questions. They therefore help to develop good study habits as
respondents learn materials in wholes.
In a lecture handout prepared by Etsey (2002) on Educational Measurement
and Evaluation, he opines that essay test eliminated guessing on the part of
respondents. He again raised the point that they are suitable for testing higher order
behaviour and mental process such as analysis, synthesis and evaluation.
These are not exhaustive as thousand and more arguments have been raised by
various authorities in favour of essay test.

Disadvantages of Essay Test

In spite of the convincing points which have been advanced in favour of essay
type tests, several short comings have been pointed out by various academic
authorities to negate the strengths associated with them.
To Farrant (2002), “a well written essay cannot fail to influence the scorer
subjectivity”. They are to “halo effect” where scoring and respondents, the
respondents name etc. Buttressing the point Heaton (1991), is of the view that they are
difficult to score precisely and objectively.
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 To support the view of Farrant (2002) Starch and Eliot (1912, 1913) as cited
by Etsey (2002) reported that, the inter-ratter variability could by as high as 68 and
that they are difficult to score objectively.
To Ebel (1979) “they place undue emphasis on writing and that students who
are faster, all things being equal are expected to score higher marks then their
colleagues who are slow in writing”. Even the practice that essay test give writing
may be bad writing hasty, ill influence and unpolished. Words, skills in writing of
lack of it may influence the scorer judgment regarding the content of the answer.
Related to the above is the fact that, they provide opportunities for bluffing
where student write irrelevant and unnecessary materials. On this Ebel (1979) posist
that, “not all readers of essay examination are easy to bluff”. Then too students are
likely to be most in need of the kind of assistance that bluffing might give them are
usually the least able to use such techniques. For this reason, bluffing on essay tests is
hardly more serious than guessing one’s way to success in an objective test.
To Etsey (2002) essay tests are time consuming for the teacher who scores and
student who provide the responses.

Suggestion for Preparing Essay Tests

Implicit in what has been said in this chapter as merits and limitations of essay
tests are a number of suggestions offered by Olaitan (1982) He came up with the
suggestion that teachers should:
 Ask questions or set questions that will require the students the demonstrated a
comment of essential knowledge Curtis (1943) page 60-67. Wesley (1958)
page 356 - 357 and Monroe and Carter (1923) attest to this fact in their various
publications.
 Ask questions that are determinate in the sense that, experts could agree that
one answer is better than another.
 Define the examination task as completely and specifically as possible without
interfering with measurement of the achievement intended.
 Avoid preference to more specific questions that can be answered briefly.
 Avoid given the examinee a choice among optional questions unless special
curriculum makes such options necessary.
 Test the question by writing an ideal answer to it.
Adding to the above Heaton (1991) also reiterated the need for the teachers to;
 Limit the problem which the questions pose so that it becomes meaningful to
student/pupils.
 Determine in advance how much weight will be assigned to each question in
terms of required answer.
 Desist from judging the question base solely on language so that language
does not become the major idea that is being tested or on writing volume by
the pupils.
 Give directions on the number of questions to be answered.
 Use questions that are not ambiguous or confusing.

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 SUGGESTIONS FOR GRADING SCORING ESSAY TEST
As it has been mentioned, the efficiency of essay test as measure of educational
achievement depends primarily on the quality of the grading process. Here are some
useful suggestions offered by Ebel (1979) he was of the view that teachers should:
 Use either analytic scoring or global quality scaling. Whilst in analytic scoring
crucial elements and scored ideal answers are identified and scored more or
less separately, the global quality scaling allows scorers to read the answer for
a general impression of its adequate transform that impression into a
numerical grade record and go on the next answer.
 Grade the answers, question by questions rather than student by student, since
concentrations on one question at a time develops the grader specializes skill
and fosters his independent judgment on scoring.
 Conceal from themselves the identify of the student whose answer being
graded if possible so that they are not influence by “hallo effect”.
 Arrange for independent grading of the answers or at least a sample of them, if
possible. This offers the only real check on objectivity and hence the
reliability of the grading.

CHAPTER THREE
METHODOLOGY
OVERVIEW
This chapter gives an in-depth consideration on the method used to gather the
information/data on research topic. It specifies the context under which the research
took place, the target population, sample and sampling procedure, research design,
instruments used in data collection, procedure used in data collection, pre-
intervention and post-intervention design. It also covers the validity and reliability.

RESEARCH DESIGN
A researcher’s overall plan for obtaining answers to the research questions or
for testing the research hypotheses is referred to as the research design. Gray (1992)
notes that the research design indicated the basic structure of a study, the nature of the
hypotheses and the variable involved in the study.
In the context of this study, an action research was used which involved the
researcher’s active participation in teaching and learning process in the Basic Eight
(Bs8) during English Language lesson at Assin Nduaso D/A JSS.

REASONS FOR CHOOSING AN ACTION RESEARCH APPROACH

Research, as pointed out earlier, is an important and essential aspect of the
teacher’s responsibilities as far as professionalism in teaching enterprise is concerned.
By practice an action research differs from the traditional research (pure research)
because it aims at identifying problems and provide an immediate remedies (solution)
before the detected deficiencies develop into a higher degree.
Action research has a number of practical benefits. Among these are the
following:
 It is believed that the action research will help the teacher to understand what
actually goes on in teaching/learning situations.
 The modern teacher needs to be equipped to understand teaching methods or
approaches the best suitable for the children he/she teaches. It is through
action research that the teacher can evaluate his/her teaching effectiveness.
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  Findings from ‘action’ research provides teachers with opportunities of
acquiring a better understanding of all aspects of their own practice be it in
related to subject contents the curriculum or the methods appropriate to the
level of the pupils in that class.

STRENGTHS AND WEAKNESSES OF DESIGN ACTION RESEARCH

 STRENGTH: Action research has the following strengths:
 It helps provide immediate solution to problems in the class
 Findings could be used by pedagogist and other stakeholders in education
 It helps teachers to be mindful of what happens in the classroom environment
 Action research helps to develop teachers research ability and knowledge
 Variable and procedure described as accurately and complete as possible so
that the study can be replicated by other researchers.

 WEAKNESSES OF ACTION RESEARCH: Below are some limitations of

undertaking an action research. It is susceptible or easily influenced to distortions
through the introduction of biases in measuring instrument etc. For example errors
due to the use of questionnaires or interviews might distort research findings.
 The researcher may not have the required materials to solve the identified
problems in the classroom.
 It may be influenced greatly by subjectivity due to the side of the teacher
(researcher).
 Limited time is needed for completion and the organization of the work.
 When the respondents become passive, the researcher finds it extremely
difficult to use the identified instrument to collect and gather data on the
problem.

POPULATION
For the purpose of this study, the target population was restricted to Bs8 pupils of
Nduaso D/A JSS where the researcher taught during his one-year internship. The class
has a population of twenty eight pupils.

SAMPLE AND SAMPLING PROCEDURE

Twenty eight pupils were in the class and all of them were included in the
study. The males numbered eighteen and the female numbered ten. Every body in the
class was given a questionnaire to respond to and submit them after one week. The
procedure for the sample selection was chosen based on the fact that after conducting
the first two essay exercises for Bs8 pupils in English Language, (comprehension)
pupils who are the subject under consideration for the study, they exhibited absolute
lack of knowledge as far as the technicality or techniques for answering essay type
questions in English Language is concerned .
First of all, whilst most pupils failed to introduced their essay the few who did
so were not very much familiar with the effective ways of introducing and conducting
their write ups.
Secondly, majority of the pupils numbered their points separately and left
spaces between them as if the points were independent of one another. Also, the use
of punctuations was totally ignored by the pupil as if they do not exist all.

7
 Again, points raised by the pupils were not effectively and efficient explained
or done. These and many others were the flaws detected in the solution pupils
presented to the essay questions given.

DEVELOPMENT OF RESEARCH INSTRUMENTS

The researcher used questionnaire to gather the relevant information in
connections with the research topic. The questionnaire was in view of its effectiveness
and efficiency in securing factual information. The questionnaire comprised both
open and close-ended questions. The first selections touched on the personal data of
the respondents and the second focused on the research topic. The research could not
have been that successful without the occasional use of interview to complement the
effort the questionnaire. The instrument was discussed and face validity by the
researcher’s supervisor to ensure validity and reliability.

DATA COLLECTION PROCEDURE

The major feature that makes action research distinctly different from
traditional research is the introduction of an intervention within the research process
and the anticipation and the participation of the researcher in the process. This means
that the researcher is concerned not only with identifying the problem but also in
solving the particular context.

PRE-INTERVENTION
Pre-intervention refers to the procedure that the researcher adopted in trying to
define /diagnose the perceived problem, before the actual intervention. In the case of
this piece of work observed that, numerical majority of the pupils at Assin Nduaso
D/A JSS cannot speak or write English or had no good command over the English
Language. Some colleague teachers asked also shared the same thing concerning the
pupils deficiency in the English Language. The researcher’s dissatisfaction prompted
him to conduct the first class test (composition and article writing) which form an
integral part of the English Language from the basic to the tertiary and the pre-tertiary
institutions. The result after marking the pupils scripts revealed the pupils weaknesses
in answering essay type test in the English Language.
Assignments were given to the pupils to be submitted within three days but no
improvement was recorded there of.
Through face-to-face interview, observation and chatting with the pupils
revealed to the researcher to be proactive than active to diagnose the problem and
back it with an immediate suggested interventions

INTERVENTION DESIGN AND IMPLEMENTATION

The intervention design is the series of pragmatic approach / measures put in place by
the researcher to find solid antidote to specifically the prevailing problem. The
designed interventions therefore include:
 Approaching a piece of essay writing
 How to introduce an essay
 Paragraphing
 How to conclude essay
 Good expressions
 Use of terminologies
 Frequent class tests and assignments
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  Prompt and regular marking of assignments and examination scripts.

APPROACHING A PIECE OF ESSAY WRITING

The pupils were taught by the teacher that one approach to writing essay is to
plan carefully and write an initial draft at sitting with all necessary references ready at
hand. Another is to begin to write an immediate response to the question or topic
without much initial planning. Then one may re-read it with the intention of striking
out what is irrelevant and pin-pointing important or interesting and should be
expanded.
Secondly, the pupils were given education on effective structure for
answering essay questions which were obtained from internet with the website
(http://www.glendale.cca.us/new/services/counselling/tests.htm) Though location of
the school was not closer to the internet facilities, the researcher managed to obtain
the information to the pupils which could be of immense significance in writing their
essay types questions in the future.
Each pupil was given a printed copy of such relevant information which contained
the following. When you answer an essay question you are telling or showing not just
what you know. Keep the following in mind;
 Read over all the essay questions before you start to write. Underline key
words like define, compare, explain, discuss or describe. Jot down the points
on sketch paper and then start with the easiest question first.
 Think before you write and try to outline your response. Remember a good
answer.
 Often start with a direct response to the question.
 Mention the topics or area which the essay question describes.
 Provide specifics as well as general information.
 Use the technical vocabulary of the course.
 Write legibly. Graders sometimes presume your ignorance if they can’t read
your writing.
 Always write something and leave space at the end so that you can add to your
essay.
 Proofread your essay answers. The few minutes you spend correcting errors in
grammars, punctuation and spelling can improve your grade.
If one decides to use structured to an essay, one may use or find it helped to
prepare a topic outline before writing a first draft. This can help to ensure that all
points are covered and repetition avoided preparing an outline can also be helpful in
working out the best order in which to present ideas. According to Galvin and
Christopher (1998) the following list of stages in a formal approach may be used
 What do you want to say?
 Get your points in order.
 Check your ideas.
 Check your examples.
 Write an introduction.
 Write a draft of the reminder of the essay.
 Write the conclusion.
On the other hand if the one decides to adopt a less rigid approach to write an
essay, the person may sit by a computer with a piece of paper and pen and write freely
for sometime allowing ideas to pour out spontaneously. Often one may find that as he

9
does this plan of action begins in form in his mind and he / she will get this down he /
she goes along. After that the idea may be put in a logical order.

10
 CHAPTER FOUR
INTRODUCTION
This chapter presents the results of study and discussions of findings. If
focuses on all the responses that have been analysed and expressed in simple table and
various graphs.

DATA ANALYASIS PROCEDURE

The data were edited for consideration and the results were processed and
analysed. All the responses were coded into definite categories for easy and adequate
analyses. Pupils responses were tabulated and some were graphically presented to
give a more visual impression of the findings. After telling, percentage were worked
out and the response compared and contrasted. The researcher used the information
gathering to compare the observed results with those that were expected in terms
difficulties respondents face in answering English Language essay tests.
Tabulating and Graphical Representation of Personal Data
Table 1: Gender of Respondents
Gender Frequency Percentages (%)
Male 18 64.3
Female 10 35.7
Total 28 100
From table 1, out of twenty-eight (28) pupils who responded to the questionnaire,
18(64.3%) of them were males while 10(35.7%) were females. This difference still
shows that the boys far outnumber the girls in the class.

Figure 1. Graphical Representation of Respondents

Key
40
Female

30 Male

Total
20

10

Gender

Table 2: Location of the Pupils to the School

Gender Frequency Percentages (%)
From the Community 25 89
From nearby Village 3 10.3
Total 28 100

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Concerning the location of the pupil to the school, 25(89.3%) were from the
community and 3(10.7%) were from the nearby village.

Table 3: Age of Respondents

Ages Frequency Percentages (%)
12 - 14 26 92.9
15 – 17 2 7.1
Total 28 100

From table 3, out of the 28 respondents, 26(92.9%) fall within the 12 -14 age bracket,
with the remaining 2(7.7%) falling between 15-17 years of age.

ANALYSIS OF MAIN DATA

Table 4: Preference for English Language
Preference Level Frequency Percentages (%)
Yes with a reason 27 96.4
Yes without a reason 1 3.6
No 0 0
Total 28 100
From table 4, on whether pupils like the subject 27(96.4%) of the respondents said
‘Yes’ with simple reason that the language is an international type which could help
them communicate through verbal and writing. 1(3.6%) said ‘Yes’ without any reason
and none said ‘No’ which depicts dislike of the subject.

Table 5: Components of Tests

No. of parts of Essay Frequency Percentages (%)
One ___ ___
Two ___ ___
More than three 21 75
Three 7 25
Total 28 100
Asked about how many parts respondents think an essay should have from table 5,
none stated for ‘One’ and ‘Two’. But 21(75%) stated more than three whilst 7(25%)
stated three parts.

Table 6: Introduction to Essays

Responses Frequency Percentages (%)
Yes 28 100
No ---- ----
Total 28 100
Soliciting respondents view about whether they see introduction as an integral part of
an essay all the pupils 28(100%) stated ‘Yes’ and none stated ‘No’. ‘Yes’ respondents
gave several reasons ranging from setting the tone for the essay, giving overview of
the essay among other strong points.

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Table 7: Effective Ways Essays are Introduced
Responses Frequency Percentages (%)
By making reference to question 5 17.9
By explaining terminologies and Concepts 20 71.4
Others 3 10.7
Total 28 100
On how respondents introduce their essays, 5(17.9%) said they do so by making
reference to the questions 20(71.4%) said they do so by explaining terminologies and
concepts whilst 3(10.7%) said they do so through other means.

Table 8: The Relevance of Explaining Points Raised in an Essay Fully

Responses Frequency Percentages (%)
Yes 28 100
No ---- ----
Total 28 100
On whether respondents see any relevance in explaining the point they raise in essay
fully, all the respondents 28(100%) answered ‘Yes’. Some of the reasons they gave
were that, that way is the only way they could earn higher marks, points must be well
explained to make meaning to the reader, it also highlights what the writer is putting
across. Again, it is in the explanation that examples given to emphasize their points
among others.

Table 9: The Relevance of Illustration Explanation with Examples.

Responses Frequency Percentages (%)
Yes 27 96.4
No 1 3.6
Total 28 100
As to whether respondents find it necessary in illustrating their explanations with
examples 27(96.4%) said ‘Yes’ whilst 1(3.6%) said ‘No’. Among the reasons which
the majority cited for choosing ‘Yes’ were the fact that, that will convince the marker
of one’s adequate knowledge of what one is writing about which will induce him or
her to give the pupil the maximum marks. Some said it enriches one’s write up. The
‘No’ respondents said it was not necessary once it has been made explicitly clear in
the question.

Table 10: Paragraphing in Essay

Responses Frequency Percentages (%)
Yes 28 100
No ---- ----
Total 28 100
On the issue of paragraphing, all the pupils 28(100%) indicated that it is very
important to leave paragraphs in our essay as that will separate one point from the
other, beautify the essay, make reading and marking very easy and so on.
Table 11: Conclusion to an Essay
Responses Frequency Percentages (%)
Yes 28 100
No ---- ----
Total 28 100
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With regards to whether respondents see a conclusion to an essay as relevant, all the
respondents 28(100%) positively responded. To the ‘Yes’ who represent the
numerical majority, a conclusion to an essay rounded up or ends everything in an
essay and it is the legs of human being upon which we walk.

Table 12: Prompt Marking and Discussing of Essay Exercises, Assignments and Test
Responses Frequency Percentages (%)
Yes 20 71.4
No 8 28.6
Total 28 100
Do teachers often mark, and discuss essay questions with you in class? 20(71.4%)
said ‘Yes’ whilst 8(28.6%) said ‘No’ to the above questions. The questions that
formed the basis upon which this chapter revolves are clearly indicated at the
appendix.

Table 13: To Find Out of Pupil are Taught Essay Writing in the Previous Lesson
Responses Frequency Percentages (%)
Yes 28 100
No ---- ----
Total 28 100
As to whether the respondents were taught in the previous lessons essay
writing all of them 28(100%) responded ‘Yes’.

RESULTS AND FINDINGS

A lot of introducing revelations were shown whilst undertaking the study.
Among them was the fact that most of the respondents gave ‘Yes’ and ‘No’ answer
for which were enable to substantiate even after numerous explanations.
Again most of the explanations pupil gave to their responses were at variance
with each other. The responses did not tally with the explanation gives. It was
surprising to note that some of the pupils did not know the parts of an essay as
majority of them named parts as title, causes, effects, solutions, salutation among
others.
It was baffling to learn that, some of the respondents did not have any
knowledge about linking words in an essay and wrongly gave example as far instance,
because, therefore among others.
It at is also startling to learn that, most of the responses pupils gave did not
reflect in their essay. About ninety four percent of the pupils stated introduction and
conclusion forming integral parts of an essay, yet only a minute percentage met this
requirement in their essay.
In carrying out the research the researcher enjoyed the co-operation of the
pupils of NDUASO JSS more especially BS8 pupils. The pupils demonstrated high
sense of maturity in responding to the questionnaire.
However, the researcher found it difficult combining the normal classroom
instructional hours with the intervention measures as most of them were done outside
the normal classroom contact hours. This made the research to be tight-lift.
Before the conduct of the research, the researcher felt the difficulties pupils
face in writing their essay questions were due to the inadequate number of essays
given to the pupils by their previous English Language teachers, but contrary to

14
expectations they were given enough according to the respondents, yet, it did not
reflect in their performance.
Based on the interpretation of the data gathered, one can see that some
successes have been chalked. Pupils could confidently approach essay type questions
in English Language in future examination. Pupils were also motivated to practice the
answering of essay questions on their own.
In conclusion, it was established that pupils did not only show improvement in
performance in class tests and assignments but were more enthusiastic towards
studying the subject.
INTRODUCTION
The introduction of an essay is like the foundation on which blocks are laid
when building a house. Pupils were made to understand that one can decide on how to
introduce an essay by writing a draft introduction and avoiding long windedness.
Introduction should do more that engage in reader by giving some kind of preview for
what is to come. However, students may define or explain the key in the question and
may also prevent the main points to the coverts.

PARAGRAPHING
The above information on technique was also used to assist pupils write essay
questions in English Language. Pupils were taught that paragraphing can be thought
as a container or a separate point in a topic or argument and one should avoid
beginning paragraph in the middle of closely connected stream of ideas. They were
also made to avoid length paragraph and support it with good examples since short
paragraph communicate meanings easily.

CONCLUSION
One may wish to emphasize some points on the thread in one’s argument or
one may indicate areas to do into which one have not entered because to do so would
have taken more space than one had available. However, one should avoid length
conclusion since it is usually the summation of the entire write up. This technique was
detailed in the planned lesson and made known to the pupils.

GOOD EXPRESSION
Pupils were made to know that since one’s research cannot ask for the
clarification of their test, they need to ensure that what they write is clear. In the first
place, it is must important to avoid ambiguity that is using expressions with more than
one meaning. In addition, they must ensure that they are aware of the implication that
follows the assertion they wish to make. Apart from that the text must also be
coherent that is the argument must be consistent. The pupils must not contradict
him /herself. Again, pupil were taught in the classroom how to use punctuations
correctly since a coma (,) or a full stop(.) can change the meaning of a sentence.

USE OF TERMINOLOGIES
Pupils were also taken through description, discussion, evaluation and
comparism essays. Descriptive essay requires the pupils to describe something for
example an event, state of affairs, theory or practice.
Discussion on the other hand requires more thought than description essays. It
compels students to give reasons for accepting various possible descriptions of causes,
effects or solution of a situation.
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 Evaluative essay also requires definite communication on the part of students
who may be required by such questions to decide whether for example a theory is
useful. He / she must give reasons for his conclusion. Comparism can also take place
at the level of description, discussion and evaluation depending on what it is that a
student or pupil has asked to compare. For example a comparism of two theories
about the origin of the universe might require a detailed analysis and evaluation of
evidence that might lead to the pupils to favour one over another.
FREQUENT CLASS TESTS AND ASSIGNMENTS
Class exercises, tests and assignments were often conducted in essay form
taken into consideration essay topics the pupils need to come in the year two of their
course to correct the menace. This strictly worked to perfection since the frequent
assignments and class tests make it possible for pupils to practice effectively how to
answer essay type questions in English Language. Through this, pupils felt motivated
and practiced writing on their own. Some even chose their own topics write on them
and bring them for marking.
Secondly, at the end of the discussion of every composition topic, sample
essay questions were set for general class discussion on how best they could answer.
Whilst some pupils introduced such sample questions other raised points explained
them with concrete illustrated example with others drawing the conclusion.

PROMPT MARKING OF ASSIGNMENTS AND EXAMINATION SCRIPTS

This action was based strongly on many education theories that believe in the
use of assignments to motivate learners. Prompt marking of pupils’ scripts and
assignments were intensified. Pupils also became excited and willing to do more
essay assignments and tests because of the prompt feedback they were receiving.
Comments were painstakingly written during marking at which lapses, flaws
and weaknesses were pictured boldly out for corrections.
The implementation process was carried out interchangeable to achieve
effective result. The intervention were planned in the lesson and executed separately
and results were achieved at every stage. It was therefore evident that this had
carefully dealt with the implantation of the interventions.
KEY FINDINGS
i. The implementations of the designed interventions enable the pupils
to improve upon their performance. The numerical majority were
able to score 60% above.
ii. Pupils’ interest in writing essay and participating in the lesson
improved tremendously.
iii. Pupil’s habit in writing letters to friends and relatives captured the
attention of the researcher and other teachers in the school.

CHAPTER FIVE
REFLECTIONS, CONCLUSIONS AND RECOMMENDATION
OVERVIEW

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This chapter gives a vivid account of what has been accomplished in the study and
how the study affected the researcher’s ways of teaching and the respondents attempt
at essay writing. It also looks at the impact the study has made on the issues under
investigation and recommendation for future consideration and implementation. It
also encompasses suggestion for further research.

ACCOMPLISHMENTS OF THE STUDY

Prior the conduct of the study, a lot of lapses, defects and flaws were detected
in pupils performance in essay tests. However, this study has brought a remarkable
improvement in pupils performance in English Language essay writing. This is
evidence in the following under-mentioned areas:
Firstly, pupils have not only seen introduction and conclusion to essay as
important but have known the form the two take depending upon how the question
has been put and most of them have been satisfying them effectively with the
introduction of the various interventions enumerated in chapter three.
Secondly, there has been a tremendous improvement in the use of paragraphs
and linking words. Previously pupils were equally ignorant about the use of two to
separate one point from another. They were therefore numbering and leaving space
between their points. Pupils now know the roles these two play and now using them
as and when needed and applicable.
Besides, pupils have been enlightened on the number of points to raise
depending on the number of words they must meet in the completion of a given essay
and where limits have not been given. This is no longer a source of worry and time
wasting to pupils as they raised three/four points as required by the West African
Examinations Council (WAEC).
Again, pupils recognized the need to explain their pupils fully and most
importantly illustrate them with concrete examples to convince the marker or readers
into given them marks or appreciate their piece.
One cannot also emphasize the interest and enthusiasm the pupils now attach
to the formerly “scary subject” English Language. The use of debate and discussion
act as a bar of magnet which attracted the pupils to the English class. The above was
achieved through hard work, dedication and absolute commitment to the task
(research work).

EFFECTS OF THE STUDY ON RESEARCHER’S TEACHING

Being mindful of the problem pupils encounter with respect to answering
English Language essay tests, the researcher painstakingly took pupils through the
requirements of writing good essay. Usually, in the course of teaching, the researcher
took pains to explain to pupils the outline of how a question is to be answered in
whether essay exercise or assignment that is given. Most of the time the researcher
coined questions out of the teaching topics and discussed with the pupils on how best
they could be answered.

IMPACT OF THE STUDY ON THE PROBLEM

Events that led to the discovery of the problem propelled the researcher to find
adequate time to help the pupils come out of the educational problem. Since the
intervention measures were instituted and implemented, it impacted positively on the
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problem at stake that is the difficulties pupils encountered in presenting in answering
essay test are now at their figure tips

RECOMMENDATION OF THE STUDY

Having had the opportunity to experience the problems pupils face with
respect to the subject under consideration at first hand and the remote causes of the
problem, the researcher make the following recommendations for further
consideration and implementations.
Firstly, tutors of all subjects especially English Language should take time out
of their busy work schedules to outline and explain to pupils’ solutions, guidelines or
the guideline for writing essay test.
Secondly, all subjects should painstakingly write comments pointing out the
flaws, lapses or weaknesses detected in pupils’ essay solutions, whiles making room
for their corrections in post marking discussion sessions.
Thirdly, special emphasis must be placed on grammar of pupils by all masters,
irrespective of subject area of specialization since their inability to explain their essay
points fully with illustration example depends on their grammatical disabilities and
incompetencies.
Finally, teachers must speak good English to make way for pupils to make
purposeful use of reading and writing period in the school time table. Pupils must not
unduly be denied of the reading of story books in the school library.

SUGGESTIONS FOR FURTHER RESEARCH

In view of the fact that the situation is fact to be improved for the better, the
researcher hopes to pursue the study further until a lasting solution is found to the
problem at stake. To this end, the researcher employs all subsequent English
Language teachers who shared the problem to make serious effort to investigate the
problem and come out with their own intervention and competencies.

CONCLUSION (SUMMARY)
Based on the implementation of the intervention design, pupils now introduce
their essay when answering questions in English Language. They now use
paragraphing instead of putting columns and also numbering their points when
writing their essays. They also now conclude their essays. Pupils can now make good
expressions than before and as such go ahead to link their paragraphs with right
linkage such as furthermore, besides, additional, moreover, etc.
The researcher also had discussions with the subject teachers on the need to
teach pupils how to answer essay questions in English Language and also try to give
assignments frequently and mark them promptly.

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