Effects of process-based writing on grade 10 students’ performance in Ethiopian high schools

Abstract

Writing presents considerable challenges for students due to its cognitive demands and multidimensional complexity. To address these issues, a study was conducted to examine the impact of process-based instruction on writing performance among students in grade ten. The quasi-experimental design was applied to two intact classes in Bonga Bishaw W/Yohannes high school, Ethiopia, enabling the exploration of cause–effect relationships. Data were collected through tests, questionnaires, and semi-structured interviews ensuring triangulation and enhancing validity and reliability. A total of 32 students from each of two randomly selected sections were assigned as experimental and control groups. Tests assessed writing performance before and after the intervention, while questionnaires and interviews captured students’ perspectives. Statistical analyses, including independent and paired sample t-tests, revealed significant increments in the experimental group following adoption of process-based instruction, as indicated by t(62) = -3.004, p = .004, and a moderate effect size of 0.79. Initial assessments indicated nearly homogeneous performance between groups, confirming the instruction’s impact. Post-intervention test demonstrated improvements across all dimensions of writing, and students reported positive attitudes, revealing increased interest and reduced anxiety. The study recommends structured integration of process-based instruction into language curricula, supported by training to familiarize students with instructional materials and minimize application challenges. Future studies should expand to larger grade levels and incorporate additional variables to increase generalizability across Ethiopian regions and beyond.