Improving second-year university student teachers paragraph writing skills

Abstract

This study was undertaken to improve the paragraph-writing skills of second-year university student-teachers. The main research question that guided the study was: How can second-year university student-teachers improve their paragraph writing skills? Specifically, paragraph errors commonly made by student-teachers were examined, challenges encountered in paragraph construction were explored, and the SSHE paragraph improvement model was developed, implemented and evaluated. The study adopted a pragmatic research paradigm and an evaluative action research design, underpinned by Error Analysis Theory and Vygotsky’s Zone of Proximal Development. A mixed-methods approach was employed to collect data from a sample of 57 upper primary student-teachers at the Department of Basic Education, University of Education, Winneba, Ghana. Data were collected through essay tests and structured questionnaires. Inductive thematic analysis was used for the qualitative data, while frequencies, percentages, means, standard deviations, and paired samples t-tests were employed for the quantitative analysis. The findings revealed that student-teachers experienced significant difficulties with paragraph types, structure, and texture. However, following the implementation of the SSHE model, notable improvements were observed in students’ ability to write effective introductory, body, and concluding paragraphs. Additionally, the clarity and cohesion of topic, supporting, and concluding sentences improved, along with the unity, adequacy, and cohesion of their paragraphs. These enhancements led to clearer, more focused, and semantically richer academic writing. The SSHE model was therefore found to be effective in developing student-teachers’ paragraph writing competence and is recommended for integration not only at the tertiary level but also within secondary and basic school curricula. The study carries significant implications for academic writing pedagogy, curriculum enhancement, and the design of writing interventions aimed at addressing paragraph-level writing challenges.