Teachers’ perspectives of shared reading and writing model on students’ composition skills the case of Ajumako Enyan Essiam District

Abstract

The purpose of the study is to investigate the Impact of the Shared Reading and Writing Model on Students' Composition Writing: The Case of Ajumako Enyan Essiam District. Explanatory Sequential Mix Method Design (SED) was used for the study. The target population for this study was junior high school teachers in the Ajumako Enyan Essiam District. The Ajumako Enyan Essiam District has seven circuits. The accessible population for this research consisted of all the 101 junior high school English teachers within the district. The study adopted a census sampling technique in selecting respondents for the first phase of the study. The data was obtained using a triangulation approach. Three instruments were used to collect data for this study's analysis: questionnaire (with closed ended items), a semi-structured interview, and classroom observation. The findings of the study revealed a variation in the level of knowledge among teachers in Ajumako Enyan Essiam District regarding the shared reading and writing model. The study identified several shared reading and writing techniques used by teachers in the District. Based on the findings, it was recommended that Ajumako Enyan Essiam District Directorate of Education should provide comprehensive professional development programs to enhance teachers' knowledge in the implementation of the shared reading and writing model. Therefore, they should allocate resources and materials to support the implementation of shared reading and writing activities in classrooms. Ajumako Enyan-Essiam Directorate of Education should also Foster an inclusive and supportive classroom environment that addresses the varying proficiency levels and encourage equal participation of all students.