Abstract:
This study explored the effects of Model Text Deconstruction Practices (MTDP) on
the teaching of writing among the Junior High School students in the Gomoa Central
District. A Sequential Explanatory mixed-method research design was employed,
focusing on 10 English Language teachers and 220 students in four Junior High
Schools in the Ekwamkrom Circuit. Convenience, census, and simple random
sampling techniques were used to select the schools, teachers, and students for
participation. The findings indicated that MTDP significantly enhances students’
writing skills. Through the analysis of well-constructed model texts, students gained a
deeper understanding of writing techniques, leading to improvements in proficiency,
coherence, organisation, and language use. Teachers also expressed positive
perceptions of MTDP, viewing it as an effective tool for promoting critical thinking
and enhancing students’ learning. Based on these results, the study recommends
offering professional development opportunities to support teachers in effectively
implementing MTDP. Additionally, creating a repository of high-quality model texts
and promoting a balance between model-based instruction and encouraging
originality in student writing would help address resource limitations and foster
students’ creativity.
Description:
A thesis in the Department of Basic Education, School of
Education and Lifelong Learning, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
In the University of Education, Winneba
MAY, 2024
