Journal Information
|
| Research Areas |
| Publication Ethics and Malpractice Statement |
| Guidelines for Authors |
| For Authors |
| Instructions to Authors |
| Copyright forms |
| Submit Manuscript |
| Call for papers |
| Guidelines for Reviewers |
| For Reviewers |
| Review Forms |
| Contacts and Support |
| Support and Contact |
| List of Issues |
| Indexing |
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Composition writing is important in acquisition of any language. According to the Kenya National Examination Council (KNEC) reports, performance in composition writing is poor maybe because teachers of French use conventional methods. Moreover, there is little research in Kenya on Task Based Approach (TBA) in composition writing. The purpose of this study was to assess the effectiveness of TBA in teaching of French composition writing. The objective was to investigate the effect of TBA on learners’ performance in composition writing. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students formed the study sample. A quasi-experimental research design was used. The data collection instrument was a student test. A composition writing test was administered to the students and after 6 weeks, the same test was administered to compare performance before and after TBA. A question prepared by the Kenya National examination council (KNEC) to test the Kenya Certificate of Secondary Education (KCSE) French composition writing was used. Data was analyzed qualitatively and quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation). It was presented in frequency tables and bar charts.The findings were that students’ mean score improved slightly in composition writing (M = 3.43 before and M = 4.65 after).There was a significant correlation in both pre and posttest on the four evaluation indicators at P>0.00.The ANOVA on gender (Boys’ Girls’ and Mixed schools) showed no significance difference on all the four evaluation indicators (F 3.670, sig. 0.28). The study recommended use ofTBA alongside other approaches. |
| Keywords: Effectiveness, Task-Based Approach, Learner Performance, Composition Writing |
| Download full paper |
