THE IMPACT OF COMPUTER-ASSISTED INSTRUCTION ON COHERENCE, GRAMMAR, AND MECHANICS IN ENGLISH ESSAY WRITING AMONG SECONDARY SCHOOL STUDENTS IN BOMET COUNTY, KENYA

Authors

  • Miriam Chepngeno PhD Student, Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya
  • Jane Kamau Lecturer, Dr., Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya
  • Michael Kimotho Lecturer, Dr., Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i9.6194

Keywords:

computer-assisted instruction (CAI), English essay writing, coherence, grammar, mechanics, secondary education, tutorial videos, social learning theory, writing proficiency, multimedia learning

Abstract

This study investigated the effects of Computer-Assisted Instruction (CAI) using tutorial videos on English essay writing performance among Form Three students in public secondary schools in Bomet County, Kenya. Motivated by concerns about graduates’ inadequate communicative skills in English, as observed in job applications and interviews, the research addressed three questions: What effect does CAI focused on coherence, grammar, and writing mechanics have on essay writing performance in public secondary schools in Bomet County, Kenya? Guided by Social Learning Theory, a quasi-experimental nonequivalent control group design was employed, involving 300 students (160 males, 140 females) from 15 public secondary schools with computer laboratories, selected via stratified random sampling. The intervention group (n=150) received CAI through tutorial videos targeting coherence, grammar, and mechanics over 8 weeks, while the control group (n=150) received traditional instruction. Data were collected using essay writing tests and classroom observation schedules. Instrument reliability was confirmed (Cronbach’s alpha = 0.87), and ethical standards, including informed consent and approval from the Bomet County Education Board, were observed. Data were analyzed using the Statistical Package for the Social Sciences, with descriptive statistics (means, frequencies) and independent-sample t-tests to test hypotheses. Findings revealed significantly higher post-test essay scores in the intervention group (M=31.8) compared to the control group (M=26.3, p<0.001), with notable improvements in coherence (M=8.5 vs. 7.0, p<0.001), grammar (M=8.2 vs. 6.8, p<0.001), and mechanics (M=8.3 vs. 6.9, p<0.001), rejecting the null hypotheses. Infrastructural challenges, including limited devices and power outages, were noted as barriers. These results demonstrate CAI’s efficacy in enhancing English essay writing in resource-constrained settings, informing strategies for educational technology integration in Kenya.

 

Article visualizations:

Hit counter

Author Biography

  • Miriam Chepngeno, PhD Student, Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya

    Miriam Chepngeno is a PhD candidate in Curriculum Studies and Instruction at Catholic University of Eastern Africa, specializing in Curriculum Studies and Instruction, she has an interest in the integration of technology in educational practices. She holds a Master’s degree in Education with a focus on Curriculum Studies and Instruction from Catholic University of Eastern Africa and a Bachelor’s degree in English Education from Moi University. Her research interests include the effects of Computer-Assisted Instruction (CAI) on writing skills, educational technology, flipped classroom and student-centered learning pedagogies. She is an active member of academic networks, contributing to discussions on educational technology and curriculum design.

References

Abd El Rasoul, G. M., et al. (2023). Attitudes of ESP learners toward Automated Writing Evaluation (AWE) tools: A mixed-methods study. Journal of Language and Technology, 12(2), 89–104. http://dx.doi.org/10.21622/ilcc.2023.03.1.157

Al-Jarf, R. (2021). Multimedia tools in teaching vocabulary and grammar to EFL secondary school students. Journal of Educational Technology, 18(3), 45–60.

Almenei, A. (2019). The effect of computer-assisted instruction on writing skills in EFL contexts. Journal of Language Teaching and Research, 10(4), 789–798. http://dx.doi.org/10.1016/j.sbspro.2014.03.631

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. Retrieved from https://apastyle.apa.org/products/publication-manual-7th-edition

Bandura, A. (1977). Social learning theory. Prentice Hall. Retrieved from https://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally. Retrieved from https://www.sfu.ca/~palys/Campbell&Stanley-1959-Exptl&QuasiExptlDesignsForResearch.pdf

Chen, X. (2020). Technology-enhanced writing instruction: Effects on grammar and fluency. Educational Technology International, 21(2), 123–135.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley. Retrieved from https://onlinelibrary.wiley.com/doi/book/10.1002/9781119239086

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum. Retrieved from https://utstat.utoronto.ca/brunner/oldclass/378f16/readings/CohenPower.pdf

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Gonzalez, R. (2022). Gender-neutral outcomes in digital writing interventions: A meta-analysis. Journal of Educational Technology, 19(3), 67–82.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education. Retrieved from https://media.carnegie.org/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf

Henao, M. (2017). Technology integration in EFL classrooms: Impact on vocabulary and writing. Latin American Journal of Educational Studies, 12(3), 45–60.

Kenya Institute of Curriculum Development. (2017). Secondary English curriculum. Nairobi: Author.

Kenya National Examinations Council. (2023). KCSE examination report. Nairobi: Author.

Khalaf, A. (2022). Using graphic organizers in CAI to enhance essay coherence. Educational Research Quarterly, 15(2), 101–115.

Khan, A., & Kuddus, K. (2022). Teachers’ attitudes toward ICT in English language teaching in Bangladesh. Journal of Educational Research, 15(1), 77–92.

Liang, J. (2021). Gender differences in English academic writing: A comparative study. Journal of Language Education, 8(1), 34–49.

Liaw, S. S. (2019). Video-based CAI for English writing skills in secondary schools. Educational Technology Research and Development, 67(4), 987–1003.

Ngao, A. I., et al. (2022). Attitudes and practices of teacher educators in ICT integration: A phenomenological study. African Journal of Teacher Education, 11(1), 34–50.

Obobo, F. O. (2019). Teachers’ attitudes toward ICT integration in Kiswahili teaching in Nakuru County, Kenya. Journal of African Education, 7(2), 123–139.

Rotich, J., et al. (2019). Teachers’ attitudes toward computer use in Bomet County primary schools. Kenya Journal of Educational Research, 5(1), 56–70. http://dx.doi.org/10.18535/ijecs/v7i2.13

Sulistiyo, U., et al. (2022). Factors influencing ICT use in EFL contexts: A study of pre-service teachers. Technology, Pedagogy and Education, 31(2), 189–204.

Downloads

Published

2025-08-11

Issue

Vol. 12 No. 9 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).