Proficiency of grade ten students on guided writing
| dc.contributor.author | Giri, Birendra | |
| dc.date.accessioned | 2024-04-26T15:40:53Z | |
| dc.date.available | 2024-04-26T15:40:53Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The thesis entitled Proficiency of Grade Ten Students on Guided Writing aimed to find out the proficiency of grade ten students on guided writing in terms of content, grammar, organization, selection of vocabulary and punctuation and compare their proficiency on the basis of gender variations. I used survey research design to carry out the research work. To meet the objectives of my research I selected thirty students from two different schools of Pyuthan district by using judgmental sampling procedure. I used test items as a tool for data collection. From the study, it was explored that proficiency of grade ten students on guided writing is not satisfactory in whole but it varies from item to item. The students of grade ten are far more proficient in paragraph writing compared with other items and less proficient in narrating events. Girls are found to be more proficient than the boys with variation of 1.27 average mark. The thesis consists of five chapters. The first chapter deals with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter reviews of both theoretical and empirical literature with their implications and conceptual framework. Similarly, the third chapter deals with methodology containing design and methods of the study, population, sample and sampling strategy, study area or field, data collection tools and techniques, data collection procedures and data analysis and interpretation procedures. The fourth chapter includes results and discussion that deals with the analysis of data and interpretation of the results and summary of findings. The fifth chapter is about conclusions and recommendations. Along with them, references and appendices have also been attached at the end. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.14540/22584 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Department of English Education | en_US |
| dc.subject | Guided writing | en_US |
| dc.subject | Pedagogical implications | en_US |
| dc.subject | English language | en_US |
| dc.title | Proficiency of grade ten students on guided writing | en_US |
| dc.type | Thesis | en_US |
| local.academic.level | Masters | en_US |
| local.institute.title | Central Department of Education | en_US |
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