n Journal of Emerging Trends in Educational Research and Policy Studies - Parameter estimate of Nigerian Polytechnic students' attitude to essay writing

Volume 5, Issue 4
  • ISSN : 2141-6990
This is currently unavailable for purchase.



Though polytechnic students have a lot to gain from the study and mastery of the skill of essay writing, its teaching comes under Use of English which is not a core professional course so only students with the right attitude can withstand the rigours required to master the skill. There is therefore the need to determine the attitude of the students to the teaching of the skill as the information will guide the lecturers on steps to motivate the students. This study was conducted to investigate the qualitative value of the affective, behavioural, and cognitive parameters of polytechnic students' attitude to essay writing and to determine if there were significant differences induced by gender, faculty, and programme. The study was ex post facto in design and 100 male and female students randomly selected from ND and HND levels across three faculties constituted the research subjects. Parameter Estimate of Students' Attitude Questionnaire (PESAQ) was used for the study. Mean calculation showed that the students' attitude was ambivalent in the three parameters. Results from t.test and Anova also showed no significant differences induced by gender, faculty, or programme in the three parameters. The study recommended that polytechnic students should be assisted to develop positive attitude, not to allow their gender and professional characteristics to hinder their writing self-concept and interest in essay writing. The teaching of essay writing should also be given an autonomous status like technical report writing.

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error