Effectiveness of Inductive and Deductive Methods in Enhancing the Paragraph Writing of Junior High School Students

Sheila Mae A. Sabello, Josephine Oxillo-Oted
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Abstract

Proficiency in paragraph writing has to be developed by individuals who were obliged to participate in the academic endeavor for them to be globally competitive and likewise be a productive citizen. With this, the mentors in the academic society conscientiously played their role in considering various methods in teaching writing to make the acquisition affluent; yet followed the appropriate standards in obtaining the necessary skills in writing. For this reason, the present study was crafted, exploring the effectiveness of the inductive and deductive methods in enhancing the writing proficiency of Grade 9 students in the hinterland in the Division of Misamis Oriental. Using the quasi-experimental research design, the study assigned students to the experimental group (inductive method) and control group (deductive method). The two groups of students were given essay test before and after the interventions, which were given for almost eight weeks. The students’ level of writing proficiency was determined using an analytic rubric that covered the following writing criteria: content, organization, development and use of the language. The essays were inter-rated by the English teachers. Data were analyzed and interpreted using both descriptive and inferential statistics. Findings revealed that the students generally had unsatisfactory to less satisfactory writing proficiency indicating the need to improve their writing proficiency. However, after the interventions, only the deductive method was found to be effective in enhancing their writing proficiency. The inductive method did not work effectively for the hinterland students. Therefore, it was concluded that deductive method was the appropriate method to be applied in teaching paragraph writing to the students who still need guide with the acquisition of the skill. It is recommended that the deductive method be used for students who lack foundational knowledge and skills in writing for such students are not yet ready for the inductive method that requires high thinking skills.
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归纳法和演绎法对提高初中生段落写作水平的有效性
有义务参与学术活动的个人必须提高段落写作的能力,这样才能具有全球竞争力,同样也才能成为一个有作为的公民。有鉴于此,学术界的导师们认真地发挥了他们的作用,考虑了各种写作教学方法,使学生们获得了丰富的写作知识;但在获得必要的写作技巧时,也遵循了适当的标准。为此,本研究精心设计,探索归纳法和演绎法在提高东米萨米斯省内陆地区九年级学生写作能力方面的有效性。本研究采用准实验研究设计,将学生分为实验组(归纳法)和对照组(演绎法)。两组学生在干预前后分别进行了作文测试,测试时间将近八周。学生的写作水平通过分析评分标准来确定,该评分标准涵盖以下写作标准:内容、组织、发展和语言使用。作文由英语教师进行互评。使用描述性和推论性统计方法对数据进行了分析和解释。研究结果显示,学生的写作水平普遍不理想或不太理想,这表明他们需要提高写作水平。然而,经过干预后,发现只有演绎法能有效提高他们的写作水平。归纳法对内陆地区的学生不起作用。因此,得出的结论是,演绎法是适用于段落写作教学的适当方法。建议对缺乏写作基础知识和技能的学生采用演绎法,因为这些学生还没有准备好采用对思维能力要求较高的归纳法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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