Effectiveness of Writing Skills' Intervention for Beginners

Abstract

Beginners are still reported to have a problem in academic writing despite some intervention. The current study was specifically done to describe the University Beginners' baseline proficiency and to evaluate the effectiveness of writing intervention for university beginners. The beginners in Bachelor of Arts in Cooperative, Management and Accounting at Kizumbi Teaching Centre (KTC) were used as the unit of analysis. This is a case study which was used in evaluative and descriptive approaches to achieve its objectives. Data were collected using test instrument, observation and interviews. Both descriptive statistical analysis and two pared samples t-test analysis were used to analyse the data. The findings showed that university beginners at KTC had only elementary level of writing proficiency on the start of communication skills' intervention. Moreover, after running the two pared samplestest analysis the findings showed that the intervention had a little effect on students' writing skills development.