Abstract
Contextualized text is the text resulting from the local circumstances and in accordance with
learners’ needs and cognition level. It also suggests that the text in use includes language,
understandable to the target learners, and suits the philosophy and psychology of the learners
and the society. Knowledge shifts from one context to another more successfully when the
pupil understands not only the specific but also the generalized vision - the fundamental
ideology, models, and associations attained through the application of comprehension. True
experimental design is adopted for the research to explain the relationship between dependent
and independent variables. Two groups (control and experimental) are selected randomly
to conduct the experiment. The independent variable of the study is ‘contextualized text’ and
dependent variable is ‘writing skills’ of the learners while learners’ socioeconomic status
is taken as an attribute variable. One public sector business school is selected randomly for
the experiment from which 80 students were distributed in two groups as control and
experimental groups with 40 students in each group through a process of randomization.
Simple factorial design is selected to study the effects of attribute variable on the dependent
variable. Descriptive statistics is used to convert the textual data into numerical one in order
to make it measurable and statistically provable. ANOVA is used to draw inferences from the
data obtained. The findings signify that improvement in students’ learning is because of the
treatment and their socioeconomic status has no effect on the improvement in performance
of students.
Dr. Najeeb us Saqlain, Dr. Ismail Saad, Rafiq ul Islam. (2014) Impact of Contextualized Text on Students’ Learning of Writing Skills at Tertiary Level, Journal of Independent Studies and Research-Management, Social Sciences and Economics, Volume-12, Issue-1.
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