Teachers’ pedagogical skills in the development of composition writing proficiency in selected secondary schools in Iganga Municipality

Abstract

Effective writing skills are a key learning outcome of O-level education in Uganda. Students need these skills to express themselves and explore the meaning of events and situations. However, UNEB shows that O-level students lack the desired skills to write a standard composition. This study investigated the pedagogical skills of teachers that are central to the development of effective composition writing skills among O-level students. Using a case study design, data were collected from 6 teachers and 18 students using a structured interview, observations, and a focus group discussion. Data were analyzed using content analysis, with regard to lesson preparation skills needed by teachers in developing composition writing skills among O-level students; adequate planning for relevant and sufficient learning content, environments, resources, and assessment techniques. As far as lesson preparation skills needed by teachers in developing composition writing skills among O-level students are concerned it was discovered that Individual tutoring and small group teaching were preferred and the standardized approaches of lecturing were rejected since they place little emphasis on individual learner needs. It was revealed that formative assessment practices that should be used by teachers in developing composition writing for O-level students should involve students and their peers in evaluating their learning progress and teachers had to improve the comments they write on students' work and ensure they are more progressive. This study recommends that the Ministry of Education through NCDC needs to organize regular holiday professional development training for O-level composition writing skills so that teachers can develop process-oriented approaches for teaching and student assessment. School administrators need to provide relevant support supervision for teachers to ensure that they have and apply appropriate pedagogical competencies in teaching composition writing. Further research should be done on composition writing teaching approaches that are more facilitative and meet the individual needs of students in a constrained environment like Uganda.