Enhancing Students’ Writing Competence Using the Process Writing Approach at a Technological University

Abstract

The aim of this study was to determine the effectiveness of Process Writing Approach in teaching writing skills and enhancing the writing competence of students in a technological university.  Two hundred students participated in the study. While one hundred from the school of physical sciences were used as the experimental group, 100 from the school of engineering formed the control group.  The study lasted for four weeks. Students underwent eight lessons.  A pretest, posttest quasi control group research design was adopted and data was collected through tests scores.  Data were analysed using inferential statistics specifically dependent t-test. The one hypothesis that guided the study was tested at 0.05 level of significance. The result revealed that PWA enhanced students’ writing skills as participants who were taught through PWA performed significantly better than those in the control group.  Based on this result, it was recommended that teachers should integrate PWA into technological students’ writing lessons.