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Factors Accounting for Pupils’ Pattern of Errors in English Language Written Expression: Implication for Teaching and Learning

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dc.contributor.author Gyimah, Emmanuel Kofi
dc.contributor.author Amponsah, Mark Owusu
dc.contributor.author Pin, Cao
dc.contributor.author Ofosuhene-Mensah, Kwarteng
dc.date.accessioned 2022-03-21T09:45:27Z
dc.date.available 2022-03-21T09:45:27Z
dc.date.issued 2014
dc.identifier.issn 23105496
dc.identifier.uri http://hdl.handle.net/123456789/7911
dc.description 17p:, ill. en_US
dc.description.abstract Effective written language expression is generally conceived as an important tool in communication. Using the work samples of sixty eight primary six pupils drawn from public primary schools in Cape Coast and Twifo Breman in the Central Region of Ghana, the investigators examined the pattern of errors pupils make in English Written Language and factors accounting for the errors. The study adopted a quasiexperimental design and two validated instruments involving questionnaire and a hundred and seventyfive word passage selected from Grade Six English Reader. The results showed that most pupils omitted, substituted and wrongly spelt words in their written expressions. It was also revealed that diverse factors affected pupils’ written English expression. There were significant differences in pattern of errors in written English expression between urban and rural schools as well as between male and female pupils. On the basis of the findings, recommendations were made for teachers and parents to engage their pupils more in reading and writing activities. en_US
dc.language.iso en en_US
dc.publisher University of Cape Coast en_US
dc.subject English en_US
dc.subject written expression en_US
dc.subject primary en_US
dc.subject learning difficulties en_US
dc.title Factors Accounting for Pupils’ Pattern of Errors in English Language Written Expression: Implication for Teaching and Learning en_US
dc.type Article en_US


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