Writing Proficiency At Secondary Level

Abstract

Writing is one of the main language skills. Keeping this view in mind, I determined to find out the proficiency of secondary level students in writing. For this I have made three sets of questions in three categories. They are mechanics, free and guided writing. Those sets were selected according to the grid of secondary level English curriculum. In first set, there were only two questions having full marks of eight, in second set there were also only two questions which carry twenty marks. Likewise, the third set consists of three questions containing full marks of thirty two. The proficiency of students was measured using various linguistic variables such as school-wise, gender-wise, class-wise and set-wise. The major findings of this research are that students’ proficiency in writing skill was found satisfactory. The students were found better in mechanics of writing (set A). The boys in comparison to girls were found more proficient and the students of grade ten were found more proficient than grade nine. For this the collected data were analyzed and interpreted using descriptive approach and simple statistical tools as: percent, level and charts. This thesis consists of four chapters all together. Chapter one is an introductory chapter which deals with the background of ideas of the topic. It states necessary theoretical background, justifies significance of the study, presents objectives of the study. Similarly, chapter two consists of methodology followed in the study. It deals with the sources of data, population of study, sampling procedure, and tools for data collection, process of data collection and limitation of study. Chapter three contains the analysis and interpretation of the collected data. It deals with the analysis and interpretation of collected data using descriptive approach and simple statistical tools such as percentage, level, and charts. The analysis has been done on different headings; set-wise, class-wise, school-wise and gender-wise analysis and interpretation. Finally, chapter four deals with the finding and recommendation in light of analysis and interpretation. It shows that the students are found more proficient in mechanics of writing than guided and free writing. It also includes the recommendations for the pedagogical significance.