Factors Affecting Writing Skills of Senior Secondary School Students in Ikere Local Government, Ikere Ekiti

This was an exploratory study about the factors affecting the factors constraining writing skills
among senior secondary school students in Ikere local government, Ekiti state. This was after the
realization that the grades in national exams especially in rural areas were consistently not the best
owing to poor writing skills. Yet, writing skills are a key subject crossing both the sciences and
humanities and as such it has far reaching implications for career development. The study
specifically sought to achieve the following objectives: to identify the factors constraining writing
skills among senior secondary school students in Ikere local government, Ekiti state; and to
examine the ways of improving the writing skills of students in Secondary schools in Ikere local
government. To achieve the stated objectives, the study was guided by the following research
questions: what factors influence the writing skills of student among senior secondary school
students in Ikere local government, Ekiti state?
Which ways can improve the writing skills of secondary school students in Ikere Local
government? The study design took the form of a case study. The study also involved purposive
sampling in which the data sought were qualitative. Sixty respondents were purposively selected
for the study from three secondary schools. Each school was represented by 20 respondents who
included students and teachers. The data were collected using interviews and Questionnaire for
primary data and documents analysis for secondary data. The data were analysed qualitatively
through the literal description and narrations of the emerging issues out of which authentic
conclusions were drawn. The study found out that writing skills are influenced by multifaceted
factors that include; Inadequate teaching materials, teacher training, external forces, workplace
conditions, Teachers’ workload, overcrowded classrooms, in-service training, motivation to teach
and emotional factors.Furthermore, the research highlights the role of teachers' work conditions, including excessive
workloads and limited access to in-service training, in shaping teaching effectiveness.
Motivational factors for both teachers and students, such as incentives, recognition, and the
availability of extracurricular writing programs, are also analysed. Emotional and psychological
factors, such as fear of failure, low self-confidence, and the teacher-student relationship, are
considered as critical elements influencing students' writing development.
Based on these findings, the study recommends a multifaceted approach to improve writing skills.
These include increased parental engagement, better classroom environments, regular teacher
training, and the introduction of motivational programs for students. Emotional and psychological
support mechanisms are also emphasized to create a conducive learning atmosphere. By
addressing these challenges comprehensively, this study provides actionable strategies to enhance
the writing proficiency of senior secondary school students in Ikere Ekiti, ultimately contributing to their academic success and overall personal development.