EFFECTS OF WRITING PROCESS APPROACH ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ESSAY WRITING IN SHONGOM LOCAL GOVERNMENT AREA

ABSTRACT This study examined the effects of the writing Process approach on the achievement of senior secondary school students in essay writing in Shongom Local Government Area. The research design employed was quasi-experimental. The population included all public senior secondary school two students in Shongom LGA, with a total of 2,472 students. A sample of 100 students from two schools was selected using the intact group system. The data collection instrument used was the Essay Writing Achievement test (EWAT), administered as a pre-test and post-test. The data collected was analyzed using descriptive statistics, including range, frequency, percentage, and mean score. The study's findings indicated that the writing Process approach positively influenced students' performance in organization, content development, mechanical accuracy, and idea expression. Based on these findings, recommendations were made, including the integration of different approaches in essay writing instruction, tailoring instruction to address specific areas of improvement, and providing professional development opportunities for teachers to enhance their understanding and implementation of the writing Process approach