Using Substituting Table to Solve Written Composition Challenges of Secondary School Students in Ikere Local Government Area, Ekiti State

This study investigated the effectiveness of substitution tables as an instructional method to enhance written composition skills among secondary school students in Ikere Local Government Area of Ekiti State. Two instruments were used for the study: Questionnaire for teachers and achievement test for students. 80 junior secondary school students and twelve teachers in four public Junior Secondary Schools in rural and urban areas of Ikere Local Government Area of Ekiti State were selected. Questionnaire for teachers and pretest and posttest assessment for students is used as the instrument of data collection. A self-structured questionnaire was administered to the teachers. Also, the assessment includes writing tasks to measure writing skills before and after the intervention. The study established that there was no significant difference in the pre-test scores of the experimental group (students using substitution tables) and the control group (students using traditional methods). This indicates that both groups had comparable writing skills before the intervention. The experimental group showed a significant improvement in mean post-test scores (3.65) compared to the control group (2.25). This statistically significant difference (t-value of 3.25, exceeding the critical value of 1.96) demonstrates that the use of substitution tables effectively enhanced students' written composition skills. The teachers' questionnaire revealed a generally positive perception of substitution tables, particularly regarding their ability to improve organization and coherence in student writing. However, the limited frequency of usage highlighted a gap between theoretical understanding and practical application. Teachers cited challenges such as inadequate resources and lack of training as barriers to consistent use of substitution tables, emphasizing the need for professional development to enhance instructional practices.