The Outcomes of Multiple-Draft Method on the Performance of Secondary School Students in Continuous Writing

Abstract

This study employed the Multiple-draft Method in the teaching of Continuous Writing in English Language. The intent was to determine if there could be significant difference in the performance of a group of students taught with the conventional method of Reading-Writing (a type of controlled writing) and another group taught with Multi-drafts method of writing. The study employed the pre-test and post-test controls and quasi-experimental research design. The sample consisted of 80 senior secondary school students. The instrument which was used to gather data which was the West African Examinations Council’s (WAEC) English Language Essay Questions. The data generated were subjected to statistical analysis and the results of the analysis showed that at take-off the two groups were homogenous. There was significant difference in the post-test scores of the experimental outweighing the control group which came about as a result of treatment of the experimental group. There was no significant difference between the pre-test and post-test scores of the students in the control group. As evident from the out-come of the research, the Multiple- draft method (which allows students to practice with many drafts before the final writing) had significant effect on students’ performance in Continuous Writing. Hence, the Multiple- draft Method was recommended for Continuous Writing.