Identified Effective Strategies for Teaching Writing Skills in Junior Secondary Schools, Ikere Local Government, Ekiti State

The ability to write effectively is a crucial component of literacy and academic success, yet many
junior secondary school students struggle with developing strong writing skills. This study
examines effective strategies for teaching writing skills in junior secondary schools in Ikere Ekiti
Local Government, Ekiti State. The study identifies the challenges students face in acquiring
writing proficiency, evaluates the impact of current teaching methods, and explores best practices
that can enhance writing instruction. A descriptive survey research design was adopted for the
study, involving both students and teachers from selected junior secondary schools in Ikere Ekiti.
A structured questionnaire was used for data collection, and responses were analyzed using
descriptive statistics. Findings revealed that students struggle with inadequate foundational skills,
limited teacher support, and lack of access to writing resources. It was also found that traditional
lecture-based teaching methods, minimal feedback, and large class sizes contribute to students’
poor writing proficiency. However, the study highlights effective strategies such as process
writing, collaborative writing, scaffolding, and integrating reading with writing instruction, which
significantly improve students' writing abilities. Based on these findings, the study recommends
teacher training on effective writing instruction, the adoption of interactive and student-centered
teaching approaches, and improved resource allocation for writing development in schools. These
interventions will enhance writing proficiency among students and improve overall literacy
outcomes. The study contributes to existing literature by providing empirical evidence on writing
instruction in the Nigerian context and offers practical recommendations for teachers,
policymakers, and curriculum developers.