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Effects of Process Approach in English Language Curriculum on Senior Secondary Students’ Motivation in Composition Writing in Benue State, Nigeria

Teghtegh Iorliam, Hulda M. Davwet PhD, Professor Shuaibu Saidu,

Abstract

This study investigated the effects of the process approach on senior secondary students’ motivation in the learning of composition writing. To pursue this aim, two specific objectives, two research questions and two corresponding hypotheses were formulated to guide the study. The study employs the quasi-experimental research design. The population involved 207 SS2 students from the five (5) community secondary schools in Tarka Local Government Area of Benue State, Nigeria in the 2024/2025 academic session. A simple random sampling technique was used to select two schools. One of the two schools was the experimental group with a sample of 14 students (5 males and 9 females) while the other was the control group with a sample of 24 students (5 males and 19 females), giving a sample of 38 students in the two schools. Motivation on Composition Writing Questionnaire was adapted and validated by experts for data collection. The reliability of 0.989 was established using Cronbach’s Alpha. Descriptive and inferential statistics were used for data analysis. Result indicated a high motivation mean gain for subjects of the experimental group indicating that process approach has positive effects on students’ motivation for learning composition writing. There was no significant difference along gender lines however. The study recommends the use of process approach in the implementation of composition writing curriculum and the training of language teachers in the use of the process approach. Key words: composition writing, process approach, motivation, composition writing curriculum.

Keywords

composition writingprocess approachmotivationcomposition writing curriculum.

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