Strategies Used by Bachelor Level Learners in Writing Paragraphs

Abstract

A paragraph plays a vital role to make written text well organized and academic. Aiming to find out the strategies used by Bachelor in Education (B.Ed.) first-year learners in writing paragraphs, this article is based on the quantitative cross-sectional survey method with the help of a questionnaire from the 295 samples who were studying B.Ed. first-year at Tribhuvan University. The univariate analysis described the sex-wise representation, and schooling educational background. Likewise, the bivariate analysis identified the significance between males and females in using pre and postwriting strategies as well as public and private educational backgrounds. Furthermore, multivariate (binary logistic regression) analysis determined the associations among the variables. As a statistical package for social science (SPSS) was used to analyze the data. It was recorded that most of the learners (65.8%) used “planning” as the prewriting, 55.3%, and 40.7% “editing” and taking “feedback,” respectively, as the postwriting strategies. It was also found a significantly different in “planning” as the prewriting with moderate effect size and in “editing” as the postwriting strategy with a modest effect size between public and private schooling background learners. So it needs to be given explicit instruction to increase input for writing a better paragraphs.