Instruction Using Please Strategy to Improve Academic Essay Writing Abilities of Upper Secondary Students
DOI:
https://doi.org/10.14456/ojed.2025.15Keywords:
PLEASE strategy, academic essay writing ability, upper secondary schoolAbstract
This study aimed to 1) compare the academic essay writing abilities of upper secondary school students before and after instruction using the PLEASE strategy, and 2) analyze changes in their academic essay writing abilities during the implementation of the PLEASE strategy. The participants were 28 upper secondary school students from catholic schools under district 1 of the Bangkok archdiocese, selected using purposive sampling. The research instruments included an academic essay writing ability test with an academic essay writing rubric, an academic essay performance analysis form, and lesson plans based on the PLEASE strategy. Data were analyzed using mean, standard deviation, t-test, and content analysis. The findings revealed that 1) students’ average academic essay writing ability scores after instruction were significantly higher than before instruction at the .05 level, and 2) The academic essay writing abilities of upper secondary students improved in all evaluated components.
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