Effectiveness of Task-Based Instructional Materials in Developing Writing Skills of BS Fisheries Freshmen

Loreto B. Waguey^1, and Esther R. Hufana²

¹Languages Department, College of Arts and Sciences, Don Mariano Marcos Memorial State University, South La Union Campus, Agoo, La Union, Philippines Zip Code

²Graduate School, Saint Louis University, Baguio City, Zip Code

Cite this paper:
Loreto B. Waguey and Esther R. Hufana. Effectiveness of Task-Based Instructional Materials in Developing Writing Skills of BS Fisheries Freshmen. American Journal of Educational Research. 2013; 1(9):359-365. doi: 10.12691/education-1-9-3

Abstract

The study generally aimed to enhance the writing skills of the Bachelor of Science in Fisheries freshman students enrolled in English 102 (Writing in the Discipline) at Don Mariano Marcos Memorial State University (DMMMSU)-Institute of Fisheries (IF). Specifically, it aimed to: 1) determine the writing competency level of the students; 2) identify the learning strategies frequently used by the students; 3) develop task-based instructional materials based on the writing competency level of the students and their frequency of use of learning strategies; 4) determine the effectiveness of the task-based instructional materials in enhancing the writing performance of the students; and 5) determine the relationship between the effectiveness of the task-based instructional materials and the frequency of use of learning strategies. The first year BSF students had low level of competence in writing four types of texts (explanation of a process, recount, essay and paraphrase) and in nine writing skill areas (sentence unity, ability to carry out the task with minimal support, sentence emphasis, paragraph coherence, paragraph unity, paragraph emphasis, accuracy, sentence structure, and language features). The students’ frequency of use of learning strategies was “Medium” or “Sometimes Used” for both direct and indirect strategies. The use of the task-based instructional materials significantly increased the posttest scores of the students in paragraph unity, paragraph coherence, paragraph emphasis, methods of beginning and ending compositions and mechanics. Frequency of use of learning strategies is significantly and positively related with the pretest and posttest scores of the students. Based on the findings, the task-based instructional materials are recommended for use in order to improve students’ writing skills particularly to students who frequently use their learning strategies. Likewise, the development of task-based instructional materials is encouraged in other subjects or disciplines.

Keywords:
task-based instructional materials Fisheries freshmen

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