The value of classroom cultures among lower secondary school learners

Abstract

Writing is making clear, coherent and concise presentations, usually on paper. This study sought to understand the worth of classroom cultures in writing instruction. The specific objectives of this study were: to establish the influence of physical classroom environments on writing instruction and mastery, to identify the nature of learner-learner interaction that influences their mastery of writing, to establish the manner in which teacher-learner interaction facilitates students mastery of writing and to establish the type and manner of use of instructional materials that supports learners’ mastery of writing. The research followed a qualitative multiple case study design. Three schools were purposively selected for the study. The study population consisted of one to three teachers teaching Senior One to Senior Three or their equivalent classes and seven students in each school. Data was collected through interviews, focus group discussions, observation and documentary analysis. Data was analysed using the thematic approach.The findings revealed that most of the aspects of the physical classroom environment were beyond the control of the participants and that the value of the learner-learner interaction and teacher learner interaction largely depended on the available time and the attitude of the participants. I also found out that the value of instructional materials depended on their availability and how the teachers used them to improve writing instruction. Therefore, this study recommends that teachers modify the classroom cultures to suit writing instruction. xiii