Impact of Contextualized Text on Students’ Learning of Writing Skills at Tertiary Level

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.