Abstract:
This study set out to investigate the impact of poor reading on the writings of Junior
High School Students in the Abuakwa North Municipality. Descriptive survey design
was employed for the study. The study sample was made up of 72 teachers, 48
students and 16 head and assistant headteachers. Questionnaire, interview and
observation were used to solicit information from the respondents. Validity and
reliability of the instrument was ensured by making the instrument available to the
supervisor for scrutiny. The instruments covered three main aspects: habits that poor
reading students exhibit, effects of poor reading on students writing and ways reading
helps students in their writing performance. The data collected was analyzed using
Statistics Products and Service Solutions (SPSS 16). Means and standard deviation
were used for all the items on the survey. The study revealed that students ignore
punctuation marks when writing. The evidence obtained from the study showed that
students found it difficult to put thought in words. The study further revealed that
students were not able to invent ideas to put them into statements and paragraphs.
Grammatical errors were also identified in the writing of students. The study
recommends that, students should be encouraged by teachers to read extensively in
order to improve on their writing skills. It was also recommended that teachers should
use varieties of contemporary teaching methods to help students improve on both
reading and writing skills.
Description:
Thesis in the Department of Applied Linguistics, Faculty of Foreign Languages,
submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a second Language)
in the University of Education, Winneba
SEPTEMBER, 2020