The Effect Of Process Approach on the Paragraph Writing Skof Grade 11 Students' At Tulu Dimitu Secondary School
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Date
2024-05
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Addis Ababa University
Abstract
This quasi-experimental study at Tulu Dimitu Secondary School examines how the process approach affects students' ability to write paragraphs in Grade 11. The study sought to assess improvements in students' paragraph writing skills as a result of a process approach intervention. A systematic random sampling procedure was used to select 54 participants from two parts of 108 sampling individuals. There were 27 participants in the experimental group in the first section, while 27 learners formed the control group in the second. After pretests were administered to both groups to establish baseline proficiency levels, the experimental group received treatment for four weeks. After that, post-tests were given to both groups to gauge any changes brought about by the intervention. .The study used a 95% confidence interval with 5% alpha, an analysis of independent samples t-tests after the process approach intervention showed <0.001 pvalue, which is <0.05 of the alpha, indicating that the intervention had a statistically significant impact on the experimental group. These results point to the effectiveness of the process approach on paragraph writing skills and supported the alternative hypothesis. As a result, recommendations were given
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students' ability to write paragraphs