Effects of model text deconstruction practice on the teaching of writing among Junior High School students in the Gomoa Central District

Abstract

This study explored the effects of Model Text Deconstruction Practices (MTDP) on the teaching of writing among the Junior High School students in the Gomoa Central District. A Sequential Explanatory mixed-method research design was employed, focusing on 10 English Language teachers and 220 students in four Junior High Schools in the Ekwamkrom Circuit. Convenience, census, and simple random sampling techniques were used to select the schools, teachers, and students for participation. The findings indicated that MTDP significantly enhances students’ writing skills. Through the analysis of well-constructed model texts, students gained a deeper understanding of writing techniques, leading to improvements in proficiency, coherence, organisation, and language use. Teachers also expressed positive perceptions of MTDP, viewing it as an effective tool for promoting critical thinking and enhancing students’ learning. Based on these results, the study recommends offering professional development opportunities to support teachers in effectively implementing MTDP. Additionally, creating a repository of high-quality model texts and promoting a balance between model-based instruction and encouraging originality in student writing would help address resource limitations and foster students’ creativity.