Browsing by Subject "Teaching Writing"
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Item Effectiveness of Co-Operative Learning in Teaching writing(Department of English Education, 2011) Gautam, Mohan PrasadThis research work entitled"Effectiveness of cooperative learning inteaching writing"is an attempt to find out the effectiveness of cooperativelearning in teaching writing and aims to list some pedagogical implications.The study was conducted in Janasewa Higher Secondary School, Kirtipur,Kathmandu. The students of class ten of section 'B' werepurposively selectedas the sample of the study. A pre-test was administered before startingteaching. Then, the students were taught for a month using cooperative learningmethod. Three progressive tests were administered during the course ofteaching and finally, apost-test was administered to determine the achievementof the students. And altogether five tests were administered and scores werecompared with each other. The data were analyzed descriptively usingstatistical tools like average, percentage, mean and presented usingParaorthographicaltests such as tables, diagramsetc. After the interpretation andanalysis of data, it was found that the cooperative learning method waseffective in teaching writing skillat secondary level. This thesis comprises four chapters. Chapter one deals with generalbackground, review of the related literature, objectives of the study andsignificance of the study. Chapter two deals with the procedure adapted tocarry out the research. It contains information on the sources of data,population of study, sampling procedure, tools, process of data collection andlimitations of the study. The data obtained through the different tests aretabulated, analyzed and interpreted using statistical tools in thechapterthree.Chapter four deals with the major findings of the study on the basis of theanalysis and interpretation of the collected data. It also deals with somerecommendations made, being based on the major findings of the study.Finally, chapter four is followed by the references and appendices.Item Problemsin Teaching Writingat Secondarylevel(Department of English Education, 2011) Rai, ManojThe thesis entitled‘Problemsin Teaching Writing’was an attempt of theresearcher to findouttheproblemsofteaching writing at secondary levelschools in Nepal. Itfurther aimedtoexplore the causes of those problems.Boththe primary and secondary sources of datawereused in thisstudy. Descriptiveand analyticalstudy designalong with bothqualitative and quantitative datawereused.A sample offive teachers from purposively sampledfivesecondarylevel community schools fromBhojpurdistrictwastakenforthe study.Thestudy found thatteaching writing is problematic due to the problemsrelated toboth the teachers and the students.Teachers’ problems were related to the threemain context; problems related to teaching preparation, problemsrelated toteaching techniques, and problems related to textbook used.The main problemsrelatedto the students were-neglecting the thinking time, understanding andapplying the aim of writing, passive participation of the students,problems tofollow the writing sequence, students’ age, level, learning style and interests,poor vocabulary, insufficient grammatical knowledge, lack of creativityand soon.There are some specific causes of these problems to occur in teachingwriting. The main causes were found out as-poor professional ability of theteachers, insufficient funding in education by the government, geographicalcomplexity, poor socio-economic level of the parents, lack of writing habit,mother tongue influence in teaching, insufficient writing practice, traditionalways of teaching and learning, personal variables of the students, least focus onstudent participation and so on. The thesis has beendivided intofour chapters.The first chapter deals with thegeneral background,reviewof the relatedliterature, objectives and thesignificance of the study. The second chaptercontains the methodology whichis sub-chaptered as the sources of data, sampling procedure, tools for datacollection, process of data collection and the limitationsof the study. The thirdchapter includes the analysis and interpretation of the data obtained from thefield. Thefourth chaptercontainsthe findings and recommendations of thestudy.Item Proficiency in Guided Writing(Faculty of Education, 2009) Shah, SudarshanThis research entitled "Proficiency in Guided Writing" was carried out to findout the guided writing proficiency of grade ten students of Rukum district andto compare their proficiency in terms of item, school and gender. It was alsocarried out to find out the weakness and strengths of the students in guidedwriting and to suggest some pedagogical implications. Four secondary schoolsof Rukum district were selected. Eighty students were selected randomly fromthe selected schools as sample population. A set of tests based on guidedwriting was used to collect the required data and the proficiency on guidedwriting was analysed and interpreted by using different tables, diagrams andstatistical tools (percentage, average). Holistic, Item-wise, school-wise andgender-wise analysis isdone separately. Parallel writing was found the easiestand writing a letter was found the most difficult and the girls proficiency washigher than that of boys. On the basis of main finings, the guided writingactivities should be practised with regularcorrection. This study consists of four chapters. Chapter one includes general background,review of the related literature, objectives of the study, and significance of thestudy. Chapter two deals with the methodology applied to carry out theresearch under which sources of data, population of the study, samplingprocedure, tools for data collection, process of data collection and limitation ofthe study were included. Chapter three presents the analysis and interpretationof the data collected from the informants. Chapter four presents findings andrecommendations of the study. The references and appendices are given at theend.Item Strategies Used in Teaching of Writing Essays(Department of English Education, 2011) Pandey, RitaThis research entitled Strategies Used in Teaching of Writing Essays is an attempt to find out the strategies adopted by secondary teachers in teaching writing essays. It also aims to find out teachers’ perception towards strategies used in teaching of writing essays. In order to achieve these objectives, two research tools viz. class observation form and interview were prepared. Ten secondary schools of Rupandehi district were purposively selected having one teacher from each school for the collection of data. After preparing the tools, I visited the sampled schools to develop a rapport with the teachers. Then, I observed the classes of the selected teachers for four days focusing on the strategies of teaching writing essay and also interviewed to the selected teachers. Very divergent situation was found in the strategies of teaching writing essay. Regarding classroom observation, 87.5 per cent teachers motivated the students towards writing whereas 12.5 per cent teacher did not motivate. Similarly, only sixty per cent teachers highlighted the importance of writing in pre-writing stage. Fifty per cent teachers were found to provide a brief introduction of the topic orally before writing. Likewise, 70 per cent teachers were found giving oral instruction while-teaching activities. Similarly, all teachers were found doing well in post- writing activities. Regarding teachers view towards teaching of writing essay in language class, I found that all the teachers agreed that writing is necessary for learning English and their students faced many problems while writing essay. They also agreed that the strategies they used in the classroom help the students to do better in writing essay. But not all teachers were found to apply the same way in teaching writing essay. The present study consists of four chapters. The first chapter deals with general background, objectives of the study, significance of the study and review of related literature. Chapter two deals with the methodology of the study which consists of source of data, population of the study, tools of data collection and limitations of the study. Chapter three deals with the analysis and interpretation of the data. And chapter four deals with the summary, findings and recommendations for pedagogical implications.