Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

Table 4

Independent samples test results for students’ use of the writing strategies before- and after-treatment.

			Levene’s test for equality of variances		t-Test for equality of means
			F	Sig.	T	DF	Sig. (2-tailed)	Mean D/ce	Std. error D/ce	95% Confidence interval of the difference
										Lower	Upper
Cognitive writing strategies	BT	Equal variances assumed	0.479	0.490	−0.955	110	0.342	−1.98214	2.07661	−6.09750	2.13321
	AT	Equal variances assumed	9.919	0.002	5.887	110	0.001	8.62500	1.46500	5.72172	11.52828
Meta-cognitive writing strategies	BT	Equal variances assume	1.668	0.199	−0.838	110	0.404	−1.16071	1.38496	−3.90537	1.58395
	AT	Equal variances assumed	0.008	0.929	9.191	110	0.001	13.21429	1.43779	10.36491	16.06366
Compensation writing strategies	BT	Equal variances assumed	1.510	0.222	−1.184	110	0.239	−0.98214	0.82926	−2.62555	0.66126
	AT	Equal variances assumed	21.478	0.000	5.328	110	0.001	3.41071	0.64018	2.14203	4.67940
Social writing strategies	BT	Equal variances assumed	2.956	0.088	−0.944	110	0.347	−0.28571	0.30257	−0.88533	0.31390
	AT	Equal variances assumed	20.223	0.000	7.224	110	0.001	3.69643	0.51166	2.68243	4.71042
Affective writing strategies	BT	Equal variances assumed	6.327	0.013	−1.896	110	0.061	−1.33929	0.70643	−2.73926	0.06069
	AT	Equal variances assumed	17.670	0.000	5.017	110	0.001	2.91071	0.58012	1.76105	4.06038