Effect of teaching practices on students’ persuasive writing skills in subject of English at Secondary level
DOI:
https://doi.org/10.52461/sabas.v5i1.1928Keywords:
Teaching Practices, English writing skillsAbstract
Teaching English writing skill is challenging target for teachers at all levels of education in Pakistan. There are variety of teaching practices used by teachers for improving writing ability of their students. This study was based on teaching practices used at Secondary School Certificate and Ordinary level in English by using causal comparative design. Sample of the study comprised of all the schools of Lahore city offered SSC and O level simultaneously by using purposive sampling technique. Test and rubrics were administered to students at the same time to know their level of learning. Questionnaire was developed to determine the teaching practices used by teachers. To determine the interrater reliability of scoring Krippendorff alpha was calculated. Findings of the study showed that achievement of students differ significantly of students of both groups (SSC and O level). Teachers of SSC were in favour of using teacher centered practices, on the other hand, O level teachers frequently used student centered. It is suggested that teachers of SSC should use student centered teaching practices and rubrics should be given to students along with test for assessment of essay type questions for reliable scoring.
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