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THE WRITTEN ENGLISH OF UNDERGRADUATES ACROSS THREE ENGLISH LANGUAGE-BASED PROGRAMMES: IMPLICATIONS FOR CURRICULUM RENEWAL
ABSTRACT
This research work was aimed at studying and comparing the performance of Bachelor of Arts (B.A.), Bachelor of Arts (Education) (B.A.Ed), and Bachelor of Education (B.Ed.) English language students in written English and, to that effect, identifying implications for curriculum renewal. Five universities were involved as sample for the study. Stratified Sampling based on the generation to which the universities belonged was used for the selection. Four hundred and fifty (450) students and seventy five (75) lecturers from the three programmes were, through random sampling, selected as samples. Students’ Written Test and Questionnaire, and Teachers’ Questionnaire served as the research instruments. Data collected from the written test were treated using Analysis of Variance (ANOVA) and t-test statistical techniques in order to test differences between the students’ performance in written English. The Bacom Scale was also used in measuring the performance in question. The findings showed that there was no significant difference between the over-all performance of B.A., B.A.Ed. and B.Ed. English language students in written English. The findings also showed no significant difference between the students’ errors of style, discourse organization, and ‘other errors’ but showed a significant difference between their errors of vocabulary (in favour of B.A. students), grammar and mechanics of writing (in favour of B.A.Ed. students), expressions and text format (in favour of B.Ed. students). The curriculum of each of the three programmes was found to be inadequate in language structure, adequate in education/pedagogy and linguistics, and highly adequate in literature. Common errors found among students across the programmes were those of stylistic variation, discourse organization, grammar, and punctuation.
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