A STUDY ON PROBLEMS ASSOCIATED WITH SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN COMPOSITION WRITING IN WASE LOCAL GOVERNMENT AREA OF PLATEAU STATE.

ABSTRACT This research was conducted to explore the challenges faced by students in achieving success in composition writing within Secondary Schools in the Wase Local Government Area of Plateau State. The primary aims included identifying the issues related to student s performance s in composition writing, suggesting solutions to these problems, and examining any gender differences affecting students' achievements in this area. A survey research design was employed as the methodology for this investigation. The stud y's population comprised all SS 2 students from the 23 public schools in Wase Local Government Area, with three of these schools selected as the sample. A proportionate sampling technique was utilized to select the student s sample, while a purposive sampling technique was applied to select teachers. Questionnaires served as the tool for data collection. Simple percentages were utilized to analyze the demographic data of the participants, while mean scores were used to address the research questions, with a criterion mean of 3.00 established as the decision -making threshold. The study's results indicated that there are issues related to students' performance in composition writing at secondary schools. These issues encompass spelling mistakes, punctuation mistakes, interference from their native language, challenges in organizing their thoughts, and problems with grammar and syntax. Additionally, the research concluded that there are remedies for the challenges faced by students in composition writing, such as allowing students to select their own topics, enhancing their reading habits and writing techniques, as well as providing thorough checks, grading, and feedback on their class assignments. Moreover, it was noted that there is no significant gender disparity in students' performance in composition writing at secondary schools, particularly regarding organization, spelling mistakes, and mother tongue interference. Ultimately, the study suggested that English composition teaching should focus on the students, ensuring that the instructional material are crafted to promote active participation. Teachers should also motivate students to write frequently by assigning engaging tasks and supporting them as they explore the subject matter.