Effects of Dialogue Journal Technique on Writing Skills of Children with Dysgraphia in Public Schools Kaduna State, Nigeria

Abstract

This study explored the impact of the Dialogue Journal Technique on writing skills of children with dysgraphia in public primary schools, Kaduna State. The study addressed two questions and tested two hypotheses. True experimental, non-equivalent pretest-posttest control group design was used for the investigation. The study population comprised all Primary One pupils in public schools in Kachia Local Government Education Authority, Kaduna State. A sample of 40 pupils was randomly assigned to the experimental and control group, with 20 participants in each group. The experimental group had a 12-week intervention using DJT, which involved activities like colouring, tracing, drawing, and copying in personalized dialogue notebooks. In contrast, the control groups were taught with the conventional teaching methods. Data collection was conducted using the Writing Skills Test (WST), while the Dialogue Journal Technique was the intervention. The reliability of the WST was a coefficient of 0.90, using the Statistical Package for the Social Sciences, indicating a high level of consistency. Descriptive and inferential statistical methods were used to analyse data. Results from the pretest revealed that all children with dysgraphia had low level at pretest while the experimental group at posttest, high level writing ability due to the intervention. The progress made due to pupils’ exposure to the ddialogue journal technique, fostered their confidence and competence in writing. The study recommended that Kaduna State Universal Basic Education Board should be organizing workshop and seminars for primary schools’ teachers on the use of DJT in teaching writing.