Effects of the Higher Order Thinking Strategy of Story Impressions on the Written English Performance of Students in Kano State, Nigeria

Sunusi Ibrahim Fagge, Sadiq Mohammed

Abstract


As a result of the inability of senior secondary school III students to   write coherent essays that criticize, describe or make adequate evaluation. This study was conducted to study the Effects of higher order thinking strategy of Story Impressions on written English performance of secondary school students in Kano State. The study employed a quasi-experimental pre-test post-test research design and randomly selected two intact SS III classes in a senior secondary school in Kano State. Intact classes were randomly assigned to control and experimental groups in each of the sampled schools. The treatment was in the form of the Narrative Essay Test, which was a modifications of the 2018 Kano State Senior Secondary School Qualifying Examination (SSQE) while the 2018 NECO English language examination was employed at the post-test stage.  Results were analyzed using independent samples t-test. With the help of SPSS. The results revealed that there is a significant difference in the performance of the experimental and control groups’ performances stemming from the positive impact of the study’s treatment administered on the experiment group. The intervention received by the experiment group led better performances in the three essay writing skills tested. The study recommended the inclusion of higher order thinking strategies in the English language essay writing curriculum.


Full Text:

PDF

References


Abed, A. & Dori, Y. J. (2013). Inquiry, chemistry understanding levels, and bilingual Learning. Educacion Quimica, 24(1):37-43.

Bloom, B. S, (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: David McKay

Brookhart, S. M. (2017). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD.

Cheng, M.Y. (2011). Infusing creativity into eastern classrooms: Evaluation from student Perspectives, Thinking Skills and Creativity, 6(1), 67-87.

Collins, G. & Gunning, P. (2010). Building struggling readers’ written competence. Newark: USA

Denner, T., McGinley, J. & Brown, A. (1989). The effects of Story Impressions on teaching thinking in primary schools. British Journal of Educational Psychology, 79(2), 329-351.

De Waelsche, S. (2015). Critical thinking, questioning and student engagement in Korean University English courses. Linguistics and Education, 32(2015), 131-147.

Dewey, T. (1969). Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology, 79(2), 329-351.

Elser, C. (2018). The role of writing: Increasing higher level thinking for all students. Retrieved from www.scholarworks.uni.edu

Fisher, P. (2005). Learning about literacy: From theories to trends. Teacher Librarian.

Godfrey, R. (2017). Higher order thinking strategies for language lessons. Retrieved on 2nd January, 2021 from, www.artsci.utoronto.cond

Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates.

Hayes, K. & Devit, A. (2008). Classroom discussion with student-led feedback: A useful activity to enhance development of critical thinking skills. Journal of Food Science Education, 7(4), 65-68.

Hill, J. D. & Flynn, K. (2008). Asking the right questions. Journal of Staff Development, 29, 46-52.

Hove, G. (2018). Developing critical thinking skills in the high school English classroom. Retrieved from www.scirp.org

Hyland, K. (2004). Second language writing. Cambridge: Cambridge University Press.

Hyland, K. (2014). Feedback in second language writing contexts and issues. Cambridge: CUP

Langer, J. A., & Applebee, A. N. (1985). How writing shapes thinking: A study of teaching and learning. NCTE Research Report No. 22. Urbana, IL: NCTE.

Marzano, R. (2018). A theory-based meta-analysis of research on instruction. Retrieved from www.peechworks.org

Marzano, R. (2003).What works in schools. Alexandria, VA: ASCD.

McPeck, J. E. (1990). Critical thinking and subject-specificity: A reply to Ennis. Educational Research, 19(4), 10-12.

Mendelman, L. (2007). Critical thinking and reading. Retrieved from www.literacyworldwide.org

National Policy on Education. (2013). Federal Ministry of Education, Nigeria.

Paul, R. & Nosich, G. (2019). A model for the national assessment of higher-order thinking. Retrieved from www.criticalthinking.org

Piaget, J. (1969). The child’s conception of the world. New York: Norton.

Waters, K. (2010). Strategy instructions and lessons learned in teaching higher-level thinking skills in an urban middle school classroom. In J. L. Collins and T. G. Gunning: Building Struggling Students higher level literacy. Practical ideas, powerful solutions. Newark: IRA.

Wegerif, R. (2018). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3): 179-190.


Refbacks

  • There are currently no refbacks.