ASSESSINGSTUDENTS’ PARAGRAPH WRITING PROBLEMS: THE CASEOF GRADE 12 STUDENTS AT GERESSIE SECONDARYAND PREPARATORY SCHOOL, GERESSIE TOWN, GAMO GOFA ZONE

Abstract

The purpose of this study was to assess grade 12 students’ paragraph writing problems. The study was carried out in Geressie Secondary and preparatory School with special reference to grade 12 students in focus. Descriptive case study was employed to address the problem. To conduct the study, grade 12 section “A” students were chosen using available sampling technique. All these students wrote four paragraph types. For focus group discussion, fifteen students were selected using purposive sampling technique. On the other hand, five teachers who teach in preparatory sections were also chosen through availability sampling technique. In order to achieve the objectives, the study employed three data gathering tools: document analysis, focus group discussion and semi-structured interview. Document analysis was employed to identify features of students’ paragraph writing problems. Accordingly, the factors that affect students’ paragraph writing problems were identified. Furthermore, semi-structured interview was used to obtain information about what teachers think, experience and do regarding to students’ paragraph types writing. All data collected using different tools were analyzed qualitatively. But to make the data manageable and understandable, students’ written paragraph types only analyzed quantitatively. The study identified the major paragraph types writing problems that students encounter. These are lack of knowledge about paragraph types, lack of paragraph types writing experience in lower grade levels before joining grade 12; problem of identifying topic, supporting and concluding sentence; problem of keeping unity, coherence, completeness and length in the paragraph. In addition, they encountered language and mechanics problems while they were writing paragraph types. They have also no awareness about writing approaches and writing strategies. Not only this but also the study revealed teacher related, textbook related and English department related problems on students’ paragraph types writing. Teachers themselves have problem of identifying paragraph types. They do not teach about paragraph writing. They have also knowledge gap about writing approaches and writing strategies. The text book does not have clear instructions, definitions, notes and model paragraph types that can help students in writing paragraph types. The English department representatives are not following what teachers are implementing in the class room and do not give necessary professional supports. Therefore, all necessary measures should be taken to enable students write well organized paragraph types.